Samantha Shetterly Samantha Shetterly

TP3 LP_Samantha Shetterly
Upper Intermediate level


In this lesson, students will practice different grammatical structures for comparing nouns.


Abc Coursebook

Main Aims

  • To provide practice of different ways of comparing nouns

Subsidiary Aims

  • To review the use of adverbs of degree to intensify or mitigate comparsions
  • To provide fluency speaking practice in a debate with a partner about familiar topics


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

T shares screen and asks students to consider the following question, "When was the last time you had to decide between two options? What were they?" T gives the Ss 30 seconds to think T nominates 1-2 Ss to share their answers, and asks follow-up questions as appropriate. ie, "How did you make that decision? Did you compare them,"

Exposure (2-3 minutes) • To provide context for the target language through a text or situation

T posts first link in the chat T asks Ss to read the text for gist, 1 minute or so T asks Ss to answer the comprehension check question and submit T reviews results T nominates 1 S to justify the answer they choose, discusses any variant responses

Highlighting (4-5 minutes) • To draw students' attention to the target language

T asks Ss to look at the text again, this time underlining all examples of TL (comparisons) T demos the task by completing the first paragraph for the class T places Ss in breakout rooms, 2 minutes T nominates 1 S to share what they underlined in the second paragraph, repeat for third paragraph

Clarification (7-9 minutes) • To clarify the meaning, form and pronunciation of the target language

T posts link in the chat T asks Ss to individually answer meaning questions, 1 minute T nominates 1 S to share which word or word they put in each category [no, small, big difference] T moves the word to appropriate section of the T chart T advances slide FORM CCQs (2 each) Example 1 T asks which kind of word is missing from the "formula" [adjective] "Can put a different adjective here? Are the two things still equal to one another?" Example 2 T instructs Ss to look at what is different from Example 1 "Which types of word is missing from the forumla [adverb; adjective]" T mentions they are adverbs of degree "What other adjectives might work here?" "Is there another way to phrase this sentence while keeping the same meaning?" Example 3 "What is this phrase, 'a great deal?'" [idiom] "Right, so that means this whole chunk goes together." "What do you notice about the end of this adjective here?" [-er] "How many syllables is that Reviews that -er is for adjectives with one syllable and two syllables if they end with -y PRONUNCIATION T advances to next slide T models each example twice Asks Ss where the stress is, which words are weakened (go together) T has Ss drill comparative phrase T has Ss drill entire sentence Repeat for the other two example sentences

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

T posts link in the chat, asks Ss to individually complete the fill in the blank questions using the word box provided (2 minutes) T pairs Ss and asks them to share their answers via private message (1 minute) T nominates 1 S to share answer for each gap, displays answer key

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

T advances slide to reveal discussion question T pairs Ss and asks them to decide on two items to compare via private chat (1 minute) T asks Ss to generate (write down) four statements comparing the chosen item (2 minutes) T sends Ss to breakout rooms to take turns reading statements, then discussing where they agreed or disagreed (3 minutes) T monitors breakout rooms for questions, collects language examples for DEC T nominates 2 Ss to summarize what their group discussed DEC T writes 2-3 examples of student language on whiteboard T asks Ss if the statements are grammatically correct, how they can be improved T answers any questions

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