Natasha Natasha

TP 7, Grammar
pre intermediate level

Description

In this lesson, students will learn about the comparative degree of adjectives formation and use while reading and speaking about introverts and extroverts.

Materials

Main Aims

  • To introduce and practise the comparative degree of adjectives (structure with THAN) in the context of introverts and extroverts contrast discussion.

Subsidiary Aims

  • To provide clarification on how to pronounce THAN in the comparative structure.
  • To provide practice of speaking.

Procedure

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Look at the pictures. Who are these people? Students share their ieas (1 min). What do these people have in common? - Students discuss this question in breakout rooms (2 min), then feedback as a class and students have to choose the correct option out of 3 in the chat to find out that these people are introverts. Slides 1, 2, 3, 4

Exposure and highlighting-text work (10-10 minutes) • To provide context for the target language through a text or situation

Students have to read the text in their pairs/small groups (breakout rooms) and answer the questions : Read the text and underline these adjectives: interested, creative, happy, quiet. Answer the questions 1 and 2. 1. Write their form (how they appear in the text): interested, creative, happy, quiet 2. What is their function? (6 min) OCFB

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

MFP The idea of the previous exercise included my personal goal to let students deduce the meaning without teacher's direct interference, so basically for the MEANING they have already discovered that all those forms deal with comparison, and we use them to compare. it will be confirmed on the slides 6, 7, 8, 9 so that the students could see the meaning while speaking of the form. We use comparative adjectives (+ than) to compare people and things with other people and things. FORM Students will be exposed to the examples from the text and shown how to form the comparative degree for different adjectives; there will be 3 rules. short adjectives, adjectives finishing in - y and long adjectives. PRONUNCIATION In this part students will work with the pronunciation of the word THAN; its importance is related to the general confusion of native Spanish speakers (they tend to say that or then). On the other hand, the word stress in comparative structures will be practised and students will realize that THAN is not really stressed. if technologies permit, I will try to make a comparison with the sound to make it more fun for students and easier to remember. Some drilling will be necessary, too.

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

Students do the exercise on Google Forms (Who Would Say It?) in their small groups/pairs where they have to use new structures. The exercise was adapted in order to avoid the structures we did not study in class. Basically, in the exercise they should tackle just the comparative structures from the class. They will also have to answer whether introvert/extrovert /ambivert would say this phrase which makes this practice more meaningful as it involves the context, too. OCFB

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

In their small groups students discuss the following questions: You are going to talk about some members of your family. • Are they introverts or extroverts? • How do they compare to you? While discussing, they will have to be using the comparative structures from the class. ICQ: How much time do you have to discuss?- 4 minutes Delayed Error Correction (DEC)

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