Musa Musa

Musa Mwanza TP 4 Grammar
Pre-Intermediate level


This lesson is a grammar lesson on the use of and less than to some pre-intermediate students. In this lesson, students will learn about the practice and use of the comparatives "", and "less than" with an adjective. We will also do some tasks based on the PPP model and finally do some controlled practice.


No materials added to this plan yet.

Main Aims

  • • To Introduce, practice and produce the comparartive "" and "less than" with adjectives using transport modes • To practise and revise comparatives with adjectives

Subsidiary Aims

  • • Reading for gist


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

I will share my screen and show students using google slides a picture with different modes of transport. In the big group, I will elicit a few ideas from learners on what they think the image would be about. Then I will conduct OCFB and write learners’ ideas on my last google slide.

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

I will share my screen once again and share another collage and share a text with the grammar "" and "less than" in use using the context of modes of transport. then I will ask them to read the text individually, before sending them in groups of twos or threes to give peer feedback on their understanding of the text. Finally, I will conduct OCFB.

Highlighting (2-2 minutes) • To draw students' attention to the target language

I share my screen again and share my google slide and ask them a question, where we can use comparatives “as ….as” or “less than”? Within 2 mins I will elicit some answers from the students

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

To clarify my MFP. I will share my google slide link where I will share two sentence structures from the text with the target language in use. to clarify meaning I will run two CCQs. 1. Is air transport slightly faster than water transport? (NO) 2. Is water transport very slow compared to air transport? (YES) Students will answer these questions as individuals, then peer feedback before we do OCFB. Then again we will go through the form of the target language subject + Verb(to be) + not nearly+ as+ adjective+as+noun phrase we will do this activity in OCFB Finally i will elicit from the class the number of syllables in the target language, model and then drill chorally and individually. Water transport is not nearly as fast as air transport. Syllables and usage of “ not as……” and “less than.” When do we use “ not as…” - when the word(adjective) has ……1….syllables When do we use “less than” - when the word(adjective) has ……2+…..syllables

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

again I will share my screen and use google slides to give students an activity to use the target language in the following sentences. Musa is not as fast as Mathias Musa is less gentle than Mathias Driving is ……………….(expensive) flying A car is……………… (expensive) a house Home is……………..(exciting) school intelligence………………(important) character Musa is…………………(Short) Mathias John is ……………..(light) Mary Musa is………………(smart) Joash

Semi-Controlled Practice (8-8 minutes) • To concept check further and prepare students for free practice

For Freer practice I will once again share my screen and asks students to each pick any 3 words and make 3 sentences using “as…” and “less than” from the words below; interesting Fast Cold dangerous common short

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

After the students have written those sentences I will ask them to dialog with each other using the target language. students will be switched after 2 minutes of dialog.

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