Tom Tom

TP4-Language focus:
Intermediate B1 level

Description

This lesson will be focussed on comparative and superlatives. Students will be introduced to these through a quiz followed by some grammar exercises that encourage students to produce sentences using various comparatives and superlatives.

Materials

Abc Rule matching task
Abc Audio answers for the quiz
Abc Quiz

Main Aims

  • For the students to understand how to use comparatives and superlatives to compare objects accurately within the context of cities, countries and people.

Subsidiary Aims

  • For students to be able to listen to comparatives and superlatives used to compare cities, countries and people and identify their meaning accurately.

Procedure

Introduce the topic and lesson focus (3 minutes) • To introduce the context of the next few lesson and raise awareness of todays lesson focus.

Intro- In the next few lessons we will be exploring how to describe and compare cities, countries, and people. Our focus for today is going to be comparing. Eliciting focus (comparatives)- I have a very tall building and a very small building. What type of words might I use to compare them? CCQ- If I am only talking about 1 building would I use comparatives? Write Comparative on the board. Elicit focus (superlative)- There is no larger country in the world than Russia. What type of words might I use to describe it? CCQ- Russia is the largest country in the world. Are all other countries smaller? Write superlative on the board.

Warmer (5 minutes) • To elicit comparatives and superlatives.

Instructions- On the board, we have the words comparatives and superlatives. In groups, make a list of as many comparatives and superlatives as you can. Write them down. ICQ- Are you thinking of comparatives and superlatives? Instructions- Can you write 1 word on the board then give the pen to someone else in your group. ( repeat for each group) Feedback- One student from each group come and write 1 word on the board then pass the pen to another member of the group. Groups to do this simultaneously.

Elicit vocabulary for the quiz (2 minutes) • To make sure students are aware of vocab needed for the quiz

Coastline Elicit- This is a picture of an island. What do we call the land next to the sea? CCQ- If a country is not next to the sea does it have a coastline? If a country has a lake in it does it have a coastline? Drill- Check for mispronunciations. Write on the board Furthest Elicit- If I have 3 police cars trying to get to a crime and one is this far away and the other is this far away (draw on the board) What can I say about the one that is here (furthest). CCQ- There is only one police car. Would we describe it as the furthest away? Drill- Check for mispronunciations. Write on the board.

Quiz (10 minutes) • To get students to answer quiz questions that include comparative and superlative vocabulary.

Instructions- This is a quiz about countries, cities and people with 10 questions. Work in groups to answer the questions. This is to test your knowledge. ICQ-Are you working on your own?

Listening to Check answers (10 minutes) • To get students to listen to comparative and superlative language and correctly check their work.

Instructions- We are now going to listen to an audio that has the answers to the quiz questions. Correct your group's answers. There is also extra information for each question. Write down 1 extra piece of information about each question. ICQ- Are you just checking your answers? 1-Danes 2-Mexicans 3-Indian 4-German 5-Americans 6-Paris 7-Peru 8-Chicago 9- Canada 10-Hong Kong. Feedback- What score did your group get?

Extra speaking activity ( remove if time does not allow) (5 minutes) • To get students to use comparative and superlative language in conversation

Instructions- Now you are going to tell other people in the class some of the extra information that you have learned. Everyone stand up. You will talk to different people and tell them the extra information from the audio. Use the sentence- Did you know that...(your extra information) ( write the sentence on the board) Demonstrate once to one of the students.

Rule matching activity (7 minutes) • To identify rules for turning adjectives into comparatives or superlatives

Instructions- You have a list of rules for making adjectives into comparatives and superlatives. You need to match up the correct rule to the correct number of syllables in the adjective. Work in groups. There are some examples on the board to help you. Examples: large- larger- largest happy-happier-happiest beautiful- more beautiful- most beautiful. Monitor class and discuss with groups that are struggling or making mistakes. Feedback back correct answers by having correct copies on the walls.

Describing big and small differences. (12 minutes) • To get students to modify their comparatives.

Instructions- A new city has been built and a very rich business person wants to buy the tallest buildings in the city. The only problem is he is blind (he can't see). We need to compare some of the buildings to help him make a decision. Draw 2 buildings on the board labeled A and B (only small difference between them). Elicit a sentence like 'A is taller than b' Is there a big difference between them? How can we show this in our sentence? Elicit - A little bit or slightly CCQ- Is there a big difference between A and B ? Drill- sentence eg. A is a little bit taller the B Write sentence on board. What if there was a big difference? How could we show this? (Change picture) Elicit 'much' or a 'lot' CCQ- Is there only a little difference between A and B? Drill Sentence eg- A is much taller than B. Write the sentence on the board. Draw a different set of 4 buildings labeled A B C D. Instructions: In pairs write some sentences like these (gesture to sentences elicited before) that compare these buildings. Remember you can use superlatives! ICQ- Do you just have to use comparatives? Feedback- Pairs to come up and write a sentence under the picture. Then pass the pen to another pair. Discuss any misconceptions or issues.

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