Nafise Nafise

comparative adjectives and adverbs
Pre-intermediate level

Description

In this lesson students learn about comparative adjectives and adverbs through a situation where they learn how to compare between two cars (nouns). The lesson starts with the picture of the teacher's favorite car, and the students are asked to define the car with adjectives and adverbs.Then it is followed by a challenge of choosing one car from a video clip through a discussion to elicit the exponent of the target language ( a kind of comparative). This is followed by some controlled practice through fill in sentence and semi controlled writing practice in which they have to compare their favorite car with another car. Finally there is freer practice where the Students personalize what they have learned through a persuading debate task.

Materials

Abc controlled pratice
Abc Form cards
Abc picture

Main Aims

  • By the end of this lesson students will be able to successful use comparative structure in comparing two or more items with one another in the context of choosing and buying a car.
  • To provide clarification including the meaning, pronunciation and form of comparative adjectives and adverbs in the context of buying cars

Subsidiary Aims

  • To provide adjectives and adverbs to define nouns and actions

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students and elicit some adjectives used to describe cars

๐Ÿ‘‰ The teacher shows the picture of a car and tells the students that "this is my favorite car". ๐Ÿ‘‰Then, gives the students 30 seconds to think about that car and tell her the words they can use to describe that car. ๐Ÿ‘‰ The teacher writes the words they say on the corner of the board, adjectives with one color and adverbs with a different color. ๐Ÿ‘‰the teacher then checks if the students know the difference between the words with different colors. ADJECTIVES vs. ADVERBS

Test #1 (10-12 minutes) • To gauge students' prior knowledge of the target language

๐Ÿ‘‰The teacher continues her story by telling the students that she has 200.000 TL and wants to by the car in the picture, but then she saw a video and now can not decide which car to buy. ๐Ÿ‘‰ she asks the students to watch the video and take notes of the important features of each car to help her in comparing the cars. ๐Ÿ‘‰students watch the video for 3-4 minutes and take notes. ๐Ÿ‘‰ then they check the notes in pairs. ๐Ÿ‘‰the teacher monitors and chooses some of their sentence as model sentences and writes them on the board." Audi 3 is safer than Golf 2018" ๐Ÿ‘‰FB: the teacher asks for the students' opinion on the cars ๐Ÿ‘‰ CCQs: the teacher refers to the sentence on the board and asks - is Audi safe? - is Golf safe? - are they equally safe? - then she asks about the price, Audi.... TL and Golf ...TL -is Audi expensive? - is golf expensive? are they equally expensive? to elicit "A is more Expensive than B"

Teach (10-12 minutes) • To clarify areas of the target language where students had difficulty in the first test stage and elicit the form

๐Ÿ‘‰The teacher asks the students if they now how to form the sentence. Then she tells the groups to look at different adjectives and adverbs on the corner of the board and in 2 groups try to find to the rule. ๐Ÿ‘‰Then one person from each group goes to the other group to compare the answers. ๐Ÿ‘‰Next, on the board the teacher elicit the rules and writes it. she uses separate pieces of paper to help learners have a better schema. n+ to be+ short adj./adv+ er (+ than + n) n+ to be+more/less+ long adj./ adv+ (+ than + n) irregular forms: good, bad, fun

Test #2 (7-8 minutes) • Check students' use of the target language again and compare with the first test

๐Ÿ‘‰ The teacher gives a controlled practice worksheet taken from the English File pre-intermediate, and gives the students 3 min. to do the exercises. the teacher provides the students with the required ICQs. ๐Ÿ‘‰after 3 min. students check the answers in pairs and with the class. ๐Ÿ‘‰In order to give the students a chance to do a semi-controlled task, the teacher assigns the students to write two sentences and compare their favorite car with other cars.Then as a feedback 2/3 students read their sentences to the class.

Free practice (10-12 minutes) • To provide students with free practice of comparatives

๐Ÿ‘‰ The class is divided into groups of 3 students, to perform a debate as two car company representative and a customer. each student will take a card to understand her/his role. ๐Ÿ‘‰ The task is explained, so that the representative have to chose a car company and try to convince the costumer to buy their own products in 5 min. ๐Ÿ‘‰The customers will report to the class which car they have chosen and why. ๐Ÿ‘‰it is followed by a delayed feedback.

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