TTT. COMPARATIVES AND SUPERLATIVES
To provide clarification and practice of comparatives in the context of differences between themselves and others
To provide fluency speaking practice in a discussion in the context of comparing differences between people
Procedure (26-35 minutes)
Students are asked to compare four people in a picture.They are prompted by the question "how are these people different?" They are given som prompts on things they can talk about. Namely: Height Weight Age Their clothing Their Skills (intelligence, strength, abilities and talents, dancing, running, flexibility) Interaction: OCFB
Students are given a google form with multiple choice questions comparing the people in the picture. Students will answer individually, compare in pairs via the chatbox and finally give OCFB. 1. Michelle is (short) ____________________ William: 2. William is (nice) _____________________ Fred 3. William's shirt is (big) __________________ Fred's 4. Claire is (happy) ____________ ____________ William 5. Claire is (flexible) ___________ ___________William 6. Michelle is (old) ______________ Claire 7. Michelle is (shy) _________________________ Fred 8. Michelle is (shy) ____________ ____________ Fred 9. Fred can dance (well) __________________ William
Meaning will be clarified by projecting the language extracted from test #1. CCQs will be used to clarify meaning: What do all these sentences have in common? They are comparing What are they doing? They are comparing Are all the comparisons with people who are different? or are some the same? Some are the same Which one of the sentences says the two are the same? Form will be clarified using a matching exercise individually, followed by OCFB. Students will match each sentence to the "rule" on how the adjectives change to form comparatives. Further clarification oin form for irregular forms as well as 2 syllables with -y at the end, or cases where the consonant must be doubled will be provided visually and guided by the teacher. A summary and categorization will be provided at the end. Pronunciation will use visual aids for intonation, linking will be highlighted as well as "schwa" and "th" sounds. Class will be drilled. Appropriacy will be verified simply via the questions: Is this neutral language? Can we use it with anyone?
Controlled practice 2 will be similar to CP1, the sentences are now a bit more general, not necessarily relating to the people in the picture used for the lead in. Rather than multiple choice, the questions are now open ended. 1. I am a (bad) ____________ soccer player ________ Cristiano Ronaldo 2. My mother cooks (good) _____________________ me 3. This book is (interesting) ____________________ that one 4. My hair is (long) __________________ than James' 5. My house is (big) _________________ my neighbour's house 6. I am ________ tall ______ my sister 7. I think cats are (crazy) ______________________ dogs 8. I am (responsible) ______________________ my brother 9. Bill gates is (rich) ____________ than I am Interaction: Individual, PW, OCFB
Students are prompted to do comparisons of their own using the prompt "compare yourself to your friends and family", useful language suggestions are provided: Suggestions: Nice Interesting Short Crazy Pretty Handsome Ugly Old Good at _________ Bad at __________ Language reminders: ______er than more _______ than as ________ as Time for content feedback is provided at the end
Using examples taken from the PW portion of the former exercise, I will project phrases that could be improved on slides and ask students to attempt to improve them. I will include phrases that were already quite good to praise students who did a good job.