Carmen Friesen Carmen Friesen

November 30


Class profile: Students come from many different countries and first languages. Their proficiency ranges from CLB 2-5. There is also a wide range in student ages, with the majority of them being university-aged young adults. This class takes place from 1-3 pm on Tuesdays and Thursdays. Assumptions: Students can already compare two things using comparative and superlative words. Personal Aims: Reduce teacher talking time. Include more error correction. Anticipated Problems and Solutions: Students may try to use "but" in a different form, for example "I like eggs but I don't like bacon", instead of using it to compare two different subjects. Hopefully including a clear language analysis will help them understand the difference. Language Analysis: So/Too: Subject + auxiliary + too "I’m very good at hockey, and Susan is too." OR So + auxiliary + subject "I’m very good at hockey, and so is Susan." Either/Neither: Subject + negative auxiliary + either "I’m not ready for the test, and Ellen isn’t either." OR Neither + auxiliary + subject "I’m not ready for the test, and neither is Ellen" But+ auxiliary: Positive statement + but + subject + negative auxiliary. “I like eggs, but my brother doesn’t.” OR Negative statement + but + subject + auxiliary “I can’t ride a bike, but she can.”


Main Aims

  • To help students learn how to compare and contrast two different things, using so/too, neither/either, and but + auxiliary.

Subsidiary Aims

Perhaps the most important element of any plan is the part where we say what our aims are.Jeremy Harmer in The Practice of English Language Teaching


Warm-up/review (5 minutes) • To review what we covered last time

We will complete a few simple sentences using comparatives modified by adverbs.

Grammar: using so/too, neither/either, and but + auxiliary (20 minutes) • To help students understand grammar forms related to comparing and contrasting two things

For each of the three forms, I will first elicit the rest of a sentence using the form (Terry has glasses, and...). Then I will explain how the structure is formed and used, using example sentences. Students will also contribute their own example sentences. For but + auxiliary, we will also watch a short movie clip and analyze an instance of the form there.

Controlled practice (20 minutes) • To give students practice completing the grammar form

Students will work in small groups to complete a fill-in-the-blanks worksheet. Then they will check their answers against an answer key.

Free practice (15 minutes) • For students to create their own sentences using the grammar forms

On the board, I will show a picture of five different people. Students will be separated into teams. Each team will have ten minutes to create as many sentences as they can comparing and contrasting the people in the picture. (Online students may have to find and open the slide show on Nexus). For example, "Terry has glasses, but Ella doesn't." If time, I will have each team share one sentence with the class.

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