Alexandra Alexandra

Comparatives and Superlatives in context of family relations


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Main Aims

  • To provide

Subsidiary Aims

  • To provide


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T shows a picture of a family to the class. T asks the class who is on the pictures, how are they related and what differences they can spot between the members. Ss start answering T questions, by predicting while the teacher notes it on the board. Answer could look like: Ss could name the roles of the family members, the could use term - extended family. Ss could come with ideas to the differences - he is older/the oldest, she is the youngest, etc.

Initial Reading Task (10-12 minutes) • To prepare students for the new language and general understanding

T asks Ss to read the text and highlight the language that describes the differences between family members. T asks Ss to check/compare their answers in pairs. T starts asking CCQs. T asks Ss for the highlighted language that Ss wrote down. T notes their answers on the board with already prepared tables for the language form explanation.

Deatiled Reading Task (14-16 minutes) • To provide students with more challenging detailed tasks

T asks Ss to find sentences in the text that are examples to the new language. T notes Ss answers on the board, by leading them to the explanation of the new language. T asks Ss to work in pairs and compare their answers with the prepared language explanation on the board. T asks Ss for their input and starts explaining the language and matches their answers to the specific explanation. T asks for a feedback from other Ss whether they agree/disagree and why. T sets a new activity where Ss have a chance to practise the new language, Ss check their answers in pairs. T monitors. T asks Ss for their answers and let them to correct each other with an explanation given.

Post-Reading Task (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T asks Ss to talk about their family by using the new language. Ss work in pairs and prepare notes about their partner. T monitors Ss, helps with missing vocabulary, if necessary corrects mistakes. Ss ready to present their partner's ideas/family. T notes down the mistakes while Ss present. T reacts to every S and correct errors and provides feedback on the topic.

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