Jeff Jeff

TP8 Grammar
Upper Intermediate level


In this lesson we will cover comparative language involving a text about collecting koi fish. The emphasis will be on big differences, small differences, and no differences.


Main Aims

  • To provide review and practice of comparative language in the context of big, small, and no differences

Subsidiary Aims

  • To provide clarification of language used to express opinions
  • To provide accuracy speaking practice with the TL
  • To provide writing practice using the TL


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

I share my screen of slides with Freddie Mercury. TT-Who is this? Answer aloud. Post student responses TT- He's Freddie Mercury the original singer for Queen. He had an expensive and exotic pet. If you could have any exotic pet, What would it be? Type your answer in the chatbox. I would have a zebra.

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

I send link to google forms for gist task. TT-Does everyone have the link? Do not click submit. I then share link to google docs with the text about koi fish. TT-Does everyone have the link open? Good. Everyone take five minutes to read individually for the main idea/gist. Then answer the google form. ICQ-Are you reading for details or gist? Gist. ICQ-Should you read slowly or quickly? Quickly. Students do the task. When complete TT-type your answers in the chatbox. If there are errors we will refer back to the text. I designed it so they can't get it wrong.

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

Students will given a link to the GD form. TT-Does everyone have the link? Do not click submit. Work together in pairs and fill out the form for 2 minutes. I monitor. Back in OC I nominate students to share their answers. If issues we look at GD together and I ask CCQs. Am I nearly as tall as Lebron James? for example. Then we go through google slides for form and pronunciation. TT-Ask FCQs like "Can you put a noun here? No. I'm going to try to do further pronunciation work specifically regarding schwa. Nomination and choral drilling practice will ensue. Lastly I will hit on "linking" This will be brief. I'll demo the "They're as beautiful as" sentence and then nominate and chorally drill again.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Students will be provided link to CP form. TT-Time to write. Rewrite the sentence so it means the same thing with the words in brackets. Take 4 minutes and work individually. At time up, TT-Go to breakout rooms and check each other's answers for two minutes. Correct each other if necessary. I then monitor. Back in OC students share their answers. If errors, I elicit from students who may have the correct answer. At end I just remind them that it takes practice and everyone did well.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

TT-Time for a speaking activity. Let's try to use the language we just practiced. Mike and I demo a conversation and it gets weird. TT- Ok! Now work in pairs and do the same. Talk about anything you want! Celebrities, seasons, movies, cities, but most importantly have fun! The most ridiculous conversation wins! ICQ-Can you talk about whatever you want? Yes ICQ-Are to use comparative language that we covered? ICQ-Are you going to try to have fun?Yes. TT-Here's the link to my slides if you need help with the language. Talk for 5 minutes. Take different viewpoints if you want. After task OCFB on pronunciation and form. Then we say our goodbyes

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