Comparative and Superlative
Intermediate level

Description

In this lesson, students will learn and review comparatives and superlatives through guided discovery based on a context about unusual occupations. The students will be introduced to MFP carrying out various tasks. After doing controlled practice, the students will have an opportunity to practice more freely.

Materials

Abc HO
Abc Jumbled sentences HO
Abc Gap fill HO
Abc WB
Abc Pictures

Main Aims

  • To provide review, practice and clarification of comparatives and superlatives in the context of unusual jobs

Subsidiary Aims

  • To provide fluency speaking practice in a making comparisons

Procedure

Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

The teacher starts the lesson by asking students about their occupations and the jobs they want to have in the future and their reasons. Then she asks them if they know any unusual/strange jobs. Then she shows the pictures and asks students to guess the jobs of the people in the pictures. Ss make guesses. .T can explain what jobs the people do Teacher gives a handout with the pictures and job names she shows some questions related to occupation topic. In pairs, students talk about these questions and give answers.

Exposure (5-8 minutes) • To provide context for the target language

The teacher gives another handout with more information about the jobs such as the salary, work hours and qualifications. Then she asks students to look at the HO and try to answer the same questions again. Students talk in pairs and share their ideas. Then the teacher let students give the answers by justifying the reason.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

The teacher puts the pictures of these jobs and asks students to compare them. She writes the model sentences and clarifies the meaning with CCQs. She tries to elicit different structures by putting 2 pictures, 3 pictures side to side. Then she highlights the form and does choral and individual drilling for pronunciation

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Students do the gap fill HO first. They peer-check and come to the board to write the answers. Then T gives the jumbled sentences HO. Students write answers on the board again so that Teacher can give feedback and do error correction if it's necessary.

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for free practice

Teacher gives students pictures of different jobs. She gives the picture separately to each pair and asks them to choose 8 jobs and comparing two by two. Then students write four sentences comparing the jobs. Then pair exchange papers and the teacher asks them to see if they had similar ideas and if they agree with their sentences.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T asks students to choose a job and write a few sentences about the job using comparative and superlative sentences. They share their ideas in pairs and compare their jobs.Then they tell about the job they chose to WC . After everyone talks about the job they chose. . T ask them to discuss the differences between the jobs they chose and decide together which job is the best.

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