Jimena Reyes Jimena Reyes

TP3: Grammar
Pre-intermediate level


In this lesson, the students will improve their use of comparatives and superlatives in the context of fashion.


Abc New Cutting Edge: pre-intermediate CD
Abc New Cutting Edge: pre-intermediate

Main Aims

  • To provide practice of comparatives and superlatives in the context of fashion.

Subsidiary Aims

  • To provide fluency speaking practice in a in daily conversation and debate in the context of fashion.
  • To provide gist listening practice using a text about comparatives and superlatives in the context of in the context of fashion.


Lead-in (4-4 minutes) • To generate interest in the topic

1. "Fashion is an important component to our current societal norms and acts as a way to reflect our personality on the outside. In groups, please describe your personal style and why you dress the way that you dress. You have 3 minutes". -"For example, I like to wear sweatpants and leggings because they're good for working out and I find them comfortable. What about you (NOMINATE STUDENT)?" -ICQ: What do we need to discuss? How much time do we have? -This Lead-in incites the students to personalize the context and thus find it easier to understand the grammar later on -3-4 minutes

Presentation Through the Text (4-5 minutes) • To help the students get a general understanding of the grammar (comparatives & superlatives) within a context

1. Look at these pictures while listening to a fashion expert talk about them (slide #3). - Exercise 2, module 5 NCE Pre-int. - 1:32 min 2. (slide #4) As a group, let's discuss: Do you agree? Do you disagree? Why? - 3 min

MFPA Clarification (20-22 minutes) • To cover MFPA of the comparatives and superlatives

1. Slide #5: Form, meaning and formula included. Target language not included yet, but it explains comparatives and superlatives. - 4 min 2. Slide #6: Rules: 1 syllable (er or est). 2+ syllables (more, less, most, least). 2 syllables and "y" ending (y becomes ier or iest). BRIEFLY mention irregular verbs. - 10 min - Ask for examples after each rule, or say something incorrect and ask if it's correct. - I'm concerned about TTT in this slide, but I must explain. - I have a LIST OF ADJECTIVES so that they can use them to create their examples! 3. Target language, slide #7: Words from the recording, MFPA; MATCH ACTIVITY. MEANING: yellow. I have decided not to get into form because it's already been revised. PRONUNCIATION: blue. COMPARATIVE OR SUPERLATIVE: orange - "The glasses make her look much MORE SERIOUS". CCQs: Is she being compared? YES (revisit form in slide 5) Does she look more proper and dignified, or less proper and dignified? MORE - "This is the MOST SOPHISTICATED picture". CCQs: Is this picture simple-looking? NO Is the picture very sophisticated or a little sophisticated? VERY - "The hair makes her look YOUNGER". CCQs: Is she being compared? YES Does the hair make her look like an elderly person? NO - "This is the BEST picture". CCQs: Is this picture superior or inferior to the others? SUPERIOR Is this the worst picture? NO - 6:00 - 8:00 min - Pronunciation: syllable counting and drilling. "WHICH SYLLABLE IS STRESSED?"

Controlled practice (8-8 minutes) • To practice the grammar we just saw.

1. Slide #8: Complete the following exercise individually. - NCE pg 45 ex 3a - 3:00 min 2. Pair check/ group check 3 min 2. OCFB 2 min - Answers slide #9. - Ask: is ir a comparative or a superlative?

Follow-up activity (4-4 minutes) • To consolidate my students' understanding of the lexis and incite personalization of the topic.

Slide #10: In groups, please write two sentences: one which features a comparative and one which features a superlative. - 2 min ICQs: Do you need to write a paragraph? How much time do you have? etc. 2 min OCFB

DEC and Feedback (2-3 minutes) • To clarify any questions or issues that may have come up during the lesson.

- I will correct common mistakes heard during monitoring - I will thank them for their time and say goodbye

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