natacha natacha

TP 3 - Natacha Duartt - LP
Upper intermediate level


In this lesson students will learn about grammar and more specifically about comparative adjectives.


Abc Notes

Main Aims

  • To provide clarification of comparative forms in the context of the world's most expensive collectible fish

Subsidiary Aims

  • To provide practice of Comparative forms


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

T shows S two pictures, one from NY and another from MIA. T asks S to think about their differences. T opens Jamboard with Task 1: T asks S to organize the comparative sentences according to what represent to each city. Whole class working, estimated time of activity 5'. Answer Key: 1-Miami is smaller than NY 2-Miami is cheaper than NY 3-NY is more desirable place to live than MIA 4-NY is more rainy than MIA 5-NY life it goes faster than MIA life

Text Work (8-10 minutes) • To provide knowledge and vocabulary about comparative forms and how to use them properly.

T will show in G.Slides Task 2 which is to read a text and write 2 sentences from the text that are using comparative forms. S are divided in pairs and they have to share their answers in the Group chat. When time is up T will share some of the answers in an OCFB.Estimated time of activity 5-8 minutes.

Language Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the task language

T uses three of the sentences from the text to show meaning. T shows CCQs like for example "Is collecting fish something boring? Does the author thinks other people might get surprised of how addictive is? Is the author comparing collecting Koi with other things?". With the last sentence T shows the first rule about Comparative ADjectives (CA) and shows the word " Bigger" and asks what is the difference with the other adjectives. To check form T shows S chart with rules in the cases of one,two syllables and irregulars. T leads them to Task 3 in G. Forms. Answer Key: 1.2/ 2.1 / 3.1 / 4.2 / 5.1 T goes back to G. Slides and show S pronunciation. T shows them 5 adjectives with their phonetic transcription and with the stress marked. T asks S to participate repeating one each. T introduces Task 4 with matching adjectives and IPA or Word Stress, this is in G.Forms. Individually .Answer key : 1.2 / 2.1 / 3.1 / 4.1 / 5.2

Language Practice (8-10 minutes) • To provide students with practice of the task language

T introduces Task 5 in G. Forms for S to practice. T divide them in pairs but ask them to work individually. Answers can be check in pairs through private messages. T checks the answers in OCFB and asks one by one to read out loud.

Freer Practice (5-5 minutes) • To provide an opportunity to practice target productive skills

T shows in Jamboard the question "Whats would you say about these cities? how can you compare them/" with some adjectives and T will write S answers in OC. T uses this for Feedback and for Correction or DEC.

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