Irina Irina

TP7 LP Irina Bardakova
Pre Intermediate level

Description

This is a grammar lesson where students will learn and practice using superlatives when comparing more than 2 things

Materials

Abc Student's Book Outcomes
Abc Zoom

Main Aims

  • To provide clarification of superlatives in the context of sports

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of sports

Procedure

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

Teacher greets students and shares a Google Slide with the task: 'What is your favorite sport? Why do you like it the most?' Teacher gives instructions to work in small groups in breakout rooms (2 minutes) ICQ follows. Students discuss in groups using Zoom breakout rooms. Students return to the main room. Teacher nominates students and listens to their answers. Link to the Google Slide: https://docs.google.com/presentation/d/1Of2ngnNzereOfPdxh9x_iZheHh63COCu_fUFQvt4atY/edit?usp=sharing

Exposure (3-4 minutes) • To provide context for the target language through a text or situation

Teacher shares a link to Google Forms with reading activity. Teacher asks students to read the text quickly and answer the following question working individually. Then, students post their answers in Zoom chat. (2 minutes) ICQ follows. Teacher nominates students to check the answer. Link to the Google Forms https://docs.google.com/forms/d/e/1FAIpQLSeGS2QtzWjs3PYc8l9ZpYvEVTHMdULMYv5W2SzaWsjPR7FkEg/viewform?usp=sf_link:

Highlighting (3-5 minutes) • To draw students' attention to the target language

Teacher shares Google Form document and gives 2 minutes for students to read again and fill in the adjectives from the text that demonstrate a higher level of comparison.(superlatives)(students work individually). ICQ follows. Link to the Google Form: https://forms.gle/fYmjSeGv44eAzF8y7 Teacher then shows answer key, asks students to compare and goes over any concerns.

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

Teacher shares analysis task on Google Form presented below and asks students to work for on it individually and exchange answers using Zoom private chat (3 minutes). ICQ follows. Link to Google Form: https://forms.gle/4tDZg8bhYBNUoNx1A Then, teacher shows a slide with answer keys for students to compare answers. Link to the Google Slide: https://docs.google.com/presentation/d/1Of2ngnNzereOfPdxh9x_iZheHh63COCu_fUFQvt4atY/edit?usp=sharing Teacher asks CCQs to make sure students understand the meaning, then checks the understanding of the form. In the end, teacher goes over pronunciation with sentence stress and intonation. Teacher models and drills target language sentences with students. Link to Google Slides https://docs.google.com/presentation/d/1Of2ngnNzereOfPdxh9x_iZheHh63COCu_fUFQvt4atY/edit?usp=sharing

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

Teacher shares a Google Form with the task. Teacher asks students to complete the sentences individually using the superlative forms of the adjectives in brackets (2 minute), then share answers in pairs in breakout rooms. (2 minutes) Link to Google Form: https://forms.gle/v3jDbsZHnnrnZexk6 Students come back to the main session. Teacher asks students to compare their answers with correct ones on the next Google Slide. Teacher conducts OCFB. Link for Google Slide: https://docs.google.com/presentation/d/1Of2ngnNzereOfPdxh9x_iZheHh63COCu_fUFQvt4atY/edit?usp=sharing

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

Teacher shows speaking activity slide. Teacher asks students to discuss one or a two topics from ideas offered using superlatives in Zoom breakout rooms (4 minutes) ICQ follows. Once students return to the main session, teacher conducts OCFB and DEC. Google Slide link: https://docs.google.com/presentation/d/1Of2ngnNzereOfPdxh9x_iZheHh63COCu_fUFQvt4atY/edit?usp=sharing

Content and Language Feedback (2-3 minutes) • To provide feedback on accurate and inaccurate samples of learners’ language

Teacher writes on the white board some sentences (both accurate and inaccurate) and highlights areas of grammar, lexis, pronunciation, appropriacy related to target language of the class.

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