gulce gulce

TP5a- Gulce
Intermediate level


In this lesson Ss will learn about comparatives and superlatives + other comparative phrases (much bigger etc)


Abc Picture of classroom advertising
Abc Answer sheet for Guided Discovery
Abc Controlled Practice 1- Fill in the blanks
Abc Semi-controlled practice
Abc Guided Discovery Exercise
Abc Language Analysis Sheet

Main Aims

  • To provide clarification of comparatives and superlatives +other comparative phrases in the context of advertising (with a focus on children)

Subsidiary Aims

  • To provide accuracy in use of comparatives and superlatives +other comparative phrases in the context of advertising


Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

Continue from previous session. Learners are in pairs. Ask learners: 1) Did you like classroom advertising ? 2) Why are schools doing it? 3) Can you think of better ways to raise more money for schools?

Exposure- Language Analysis Sheet (10-16 minutes) • To provide context for the target language through a text or situation

In this section, T goes over the Language Analysis Sheet. T asks questions and elicits TL answers. Writes TL sentences on the board. M,F,P will be covered through these sentences. (Language Analysis Sheet.) T Ask WC: Elicit TL. 1) 20 years ago, children (parents) spent 500billion dollars. Are sales going up or down? Are sales ------ (gesture high-up) or ---------(gesture low-down) than before? T- Elicit answers. Write on board: the figure is higher than before (extra:CCQ: Petrol is -----(expensive) ------ water.) 2) If sales are always increasing, do advertisers have ---- (gesture big) or------(gesture small) budgets than before? T- Elicit. Write on board and analyze: they have bigger budgets than before. 3) Do brand name products cost a lot compared to other products? Brand names are ------ expensive -----other products. 4) Is there a lot of classroom advertising in Turkey? (No.) Compare Turkey and America. How common is classroom advertising in Turkey? Elicit: Classroom advertising is ------- common in Turkey ------America. Classroom advertising is less common in Turkey than in America. 5) Now, compare the figure before and after (draw on the board a bar chart two bars one short – 1997; 500bn dollars; other one much higher) Is it a big difference or a small difference? (point) The figure is (gesture) ----- (much) higher now ----- before. (Refer to 1rst sentence if difficulty) The figure is much higher than before. Ask: What’s another word to show big differences? Elicit. (MUCH, A LOT, FAR). Add words on board next to “much”. Ask: If the figures are up but not a lot (Draw on the board), is the difference big or small: Elicit. “The figure is ------ (gesture) (SLIGHTLY/A LITTLE/A BIT) higher than before.” CQ: Is the figure higher? Did it go up a lot? 6) Schools in America have many problems: (violence, shootings, poor education, money) But what is the number 1 problem at the top? (Money/Cash) Is there another problem which is bigger? CCQ:Are we comparing 2 things or more? Are we comparing many things? Shortage of cash is the biggest problem for schools. When we compare many things: we use superlatives. 7) Do students like classroom advertising? (No.) Which advertising is not popular at all? Which type of advertising is at the bottom of their list? (Make a quick ranking table on board with Channel One at the bottom) (ads on book covers, sponsored educational materials, free vouchers for doing well at school, brand name food in school cafeterias, advertising space in various school sites, commercials (ads) between Channel One programmes. (Channel One.) Is it popular at all? (No.) Is there anything on the list after classroom advertising? (No.) The ..……. popular form of advertising is Channel One. T- switch to LA sheet for F and P. Highlight different forms. Drill for pronunciation.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Ss to work in pairs on HO INSTRUCTION: First, complete the sentences in Columns I and II. Then find the rule: what did we add to the adjective? Write down your answers in the Rule box (Column III point). Give the first one as an example: Say: for the adjective "fresh", look at the example statements. What do you add to the adjective to make it a comparative and then, a superlative? write it down. ICQ: Which columns are you doing first? ICQ: Are you doing Column III before I and II? Hand out the Adjectives Worksheet- Guided Discovery Task Say: You have 6-7 min. FB- Switch partners and check. WC FB- Ask: What rules did you find? With short adjectives we add....? -er/-est With adjectives ending in -e, we add....? -r/-st With adjectives ending in -y after a consonant.....?change the -y to -ier/-iest For one syllable adjectives ending with a consonant after a vowel? double the consonant. With longer adjectives?......we add more/the most With irregulars?........we learn them: better/the best worse/the worst further/the furthest FB on rules (III) checked. Provide Answer sheet for sentences as HO.

Controlled Practice (6-7 minutes) • To concept check and prepare students for more meaningful practice

Ex.2 pg 47 S INSTRUCTION: Put the words in correct forms (positive/negative ;comparative/superlative.) Don't forget to include "than" or "the" when necessary. Write on board: the, than Give out HO. Monitor. Peer check. WC check. (write answers on board. Use slide.) Key: 1. more reliable than 2. the cheapest 3. less busy than 4. the best 5. more expensive than; more interesting

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Ss in Pairs INSTRUCTION: You just bought a new house. You need to buy a table, a chair, and a new television. Discuss with your partner WHERE to buy each item and WHY. Make comparative and superlative sentences about the SHOPS using: cheap/expensive popular/crowded bad/good service friendly service stylish/old-fashioned bad/good quality wide range of goods easy to get to (Switch partners and do it again; if there is time) Monitor FB Error correction.

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