comparative adjectives and adverbs
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
To provide adjectives and adverbs to define nouns and actions
Procedure (39-47 minutes)
👉 The teacher shows the picture of a car and tells the students that "this is my favorite car". 👉Then, gives the students 30 seconds to think about that car and tell her the words they can use to describe that car. 👉 The teacher writes the words they say on the corner of the board, adjectives with one color and adverbs with a different color. 👉the teacher then checks if the students know the difference between the words with different colors. ADJECTIVES vs. ADVERBS
👉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. 👉 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. 👉students watch the video for 3-4 minutes and take notes. 👉 then they check the notes in pairs. 👉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" 👉FB: the teacher asks for the students' opinion on the cars 👉 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"
👉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. 👉Then one person from each group goes to the other group to compare the answers. 👉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
👉 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. 👉after 3 min. students check the answers in pairs and with the class. 👉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.
👉 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. 👉 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. 👉The customers will report to the class which car they have chosen and why. 👉it is followed by a delayed feedback.