To provide practice of comparatives in the context of favourite vacation spots
To provide fluency speaking practice in a conversation in the context of favourite vacation spots
To provide practice of preferences in the context of vacation spots
Procedure (37-47 minutes)
• Show images of different vacation spots, focusing on places in Egypt. You can use the images and places shown in the Student's Book p.74. • Introduce guiding questions and give clear instructions, modelling an answer first before eliciting opinions from students: Look at the pictures on the screen. Think about six adjectives that can describe these places (beautiful, crowded, modern, nice, etc.) and let's discuss together. What adjectives do you have? How would you describe this place? (points to the image on the screen) Would you like to travel there? Do you agree/disagree with your colleague? Which place do you like more? This or that one? • Nominate students to share and describe their answers in more detail. Make sure to model an answer first, especially if students are timid and quiet right at the beginning of the first lesson.
• Focus students on the photos of Egypt's vacation spots (Student's Book, pp.74-75) as a way to set the context for the upcoming gist activity. • Set the context of the language exposure task using clear instructions. Here are two texts of a holiday brochure on two vacation spots in Egypt: Cairo and Sharm El Sheikh. You will have two minutes to quickly read the texts to find out what actitivites that you can do in each place. • Instruct students to read the texts. Keep on projecting the texts on the screen so that students can practice their reading subskill of reading for gist. • Lead a brief OCFB to find out which activities students found in the text. Project an answer key to avoid slowing down the pace of the lesson. • Then, provide instructions for the reading task aimed at highlighting the target language used in the texts. Set clear instructions: Now you are doing to read the texts once again and find out if these sentences are true or false. Pay attention to the comparatives; use the first handout I sent through Zoom's chat to write down your answers. Be prepared to share answers at the end of this task. • Before starting the task, model an answer: For example: "Cairo is bigger than Sharm El Sheikh". I read the text and find out that this is correct: Cairo is a bigger city than Sharm El Sheikh. • Ask ICQs to make sure students have understood the activity. If no clarifications are needed, play the audio track. • Then, project the answer key on the board to avoid slowing down the pace of the lesson. • Keep projecting the answer key on the screen and ask students to identify the words that are comparatives as a warm-up for the upcoming language focus task. Do this activity as a group to avoid losing time by dividing them into BORs for a short period of time. Encourage interactions by nominating students and by offering options. When I say: "Sydney is much hotter than Barcelona", which word is the comparative? • Give students a space of 2-3 minutes to allow students to identify and highlight the target language in the text. Provide corrections and feedback on the spot to maximise students' understanding.
• Introduce the aim and target language of the lesson, using CCQs to make this stage less teacher centred: Today we are going to learn and practice comparatives. What is an example of a comparative? When do we use comparatives? • Project on the screen the target language: more crowded more expensive noisier better • Then, send the first handout through Zoom’s chat and lead students through a guided discovery of the meaning and form of the target language: Now you are going to analyse the meaning and form of the target language we are learning today. You will answer some multiple-choice questions individually on the handout sent through the chat. As you are all together in the group, you can discuss the answers here with each other. You have 6 minutes; we will then check the answers. • Project the questions in the handout in case some students do not have access to the document through the chat. After students have completed the handout, project the answer key and check students’ understanding of the target language’s MFA, checking answers together using the following teaching techniques: - Eliciting answers. - Leading systematic drills (choral and individual). - Asking CCQs to check understanding. • Elicit answers and ideas from students to check the form of the target language (nouns, verbs, adjectives, etc.). However, be careful not to focus too much on technical terms, given the students’ low English level (CEFR A1). Instead, focus on the students correctly using the target language. • Drill the pronunciation of the target language chorally and individually. Provide a model of the pronunciation and elicit answers from students on sentence and word stress, as well as intonation by drawing stress circles, arrows showing linking, and intonation arrows using Zoom's annotation feature. • Focus on the intonation and word stress of the target language, as it is central to the understanding of the target language in everyday conversations. • Do not place too much emphasis on the technical aspects of grammar and provide as much practice opportunities for students. Nominate and encourage them to formulate their own sentences using the second conditional. If they show difficulties, model an example first, use CCQs to check understanding and elicit answers from them.
• After having clarified the MFP of the target language, introduce a controlled practice task (use Student's Book Exercise 6b on p.75): Now that we are familiar with comparatives and how to use them, we are going to complete sentences about holiday spots in Egypt. You are going to fill in the comparative form of the adjectives in brackets. You can access the exercise using the handout just sent through Zoom's chat. If you cannot view it, please take a screenshot of the activity. You have 3 minutes and this task is done as a whole group. We will then share answers. • Project the exercise on the screen. Remind them of the handout sent through Zoom's chat. Model an answer to ensure students understand what to do: For example: The adjective in brackets for the first sentence is "interesting". The comparative is "more/less beautiful than". So the complete sentence is: Sherm's more beautiful than Cairo. • Give students a brief moment to gather the information and think about the answers on their own. Then, start the group work. Make sure to turn off your camera and give students a chance to work together. Monitor students' work and offer assistance if necessary. • When the time is up, project the answer key and, if students have questions or doubts, address them on the spot.
• Introduce the communicative task with the respective images of the two chosen holiday spots in Latin America. Give clear instructions: Now you are going to practice comparing two famous vacation spots in Latin America: Rio de Janeiro and Machu Picchu. You can use the following comparatives: hotter/colder, older, bigger/smaller, more/less crowded, and more/less expensive. You can use other comparatives if you want to. You are going to work in pairs to have a conversation with your partner comparing the two holiday spots. Listen carefully to your partner and be ready to share with the class what things your classmates did. • Project a gapped conversation example and language boxes that can help students to start a discussion. Use the following expressions and questions in your conversations. Take a screenshot so that you can use them in your conversation. • Give students some time to prepare their answers before organizing them into pairs. Set the time limit and, if there are enough students, divide them into BORs. If not, remain in the main session and provide students with a space to discuss with each other, without teacher interference. You have 3 minutes to discuss and share your ideas with your classmates. Then, we will come back and share our opinions as a group. • OCFB session: Return to the main session and encourage students to share what their partners did with the rest of their classmates. • Conduct feedback on the productive skills task and provide DEC, prioritizing self and peer correction. • Praise students for their good work. • Offer closing remarks: This is the end of the lesson. Thank you for your participation; you did an excellent job. Now you will continue with Teacher Maren.