Carlos Josue Canizales Carlos Josue Canizales

Grammar Lesson
Intermediate level



Main Aims

  • To provide opprotunities for the students to practice comparatives and superlatives, and understand when and how do we use each one of them.

Subsidiary Aims

  • To provide speaking fleuncy, opportunities for gist and practice the target language


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T shows three pictures that appear on the text, Ss are sent to a breakout room in pairs and answer the question "What comes to your mind while seeing these images?" and to give a title to each one of the pictures. when students are back to the main session they will be asked to give the answers to the T This task will help the students to make predictions and think a little and learn a little bit more about the topic.

Exposure (7-8 minutes) • To provide context for the target language through a text or situation

Ss are asked to read four different paragraphs on a G-forms and choose the correct sub-heading for each one of them. Answers: 1:Are new technologies better? 2:Meet the slow theatre 3:The roundabout water pump 4:Bus stop libraries in Bogota (the task should take about 3-4 minutes probably less). Ss are asked to read the text on another G-formsl, in this case they have to look for some specific words/phrases (comparatives and superlatives) and mark them as found on the same G-form.

Clarification (12-15 minutes) • To clarify the meaning, form and pronunciation of the target language

T asks Ss to separate each one of the words on two boxes. In one of them Ss have to put comparatives and in the other one they have to put superlatives. T asks for meaning from Ss "what does this adjective mean?" , "is it good or bad?" Adjetives: The best- Superlative Far Better-Comparative Simpler-Comparative Better-Comparative Faster -Comparative A lot lighter- Comparative the newest-Superlative Less Expensive-Superlative More Efficient-Comparative More Economical-Comparative Slightly Cheaper-Comparative T gives another Ss to check on the form of the adejctives, What suffix do you add when a comparative has only one syllable? What suffix do you add when a superlative has only one syllable? What suffix do you add when a comparative has two or more syllable? What suffix do you add when a superlative has only one syllable? T gives an small explanation about quantifiers and complements with CCQ's.

Controlled Practice (4 minutes) • To concept check and prepare students for more meaningful practice

T gives an activity where the Ss show what they have learned. In this case Ss are asked to complete the sentence using the correct form: (page 137. 5.1 A. B is not going to be used because it can be difficult for the students and lengthy). Exercise: 1:We usually fly to Italy instead of going in the car, because it's__quicker_. (Quick) 2:They had to travel _Farther_that they wanted to find a hotel. 3:When I was a teenager, I was much _Less confident_ than I am now (not confident) 4: He's one of _the naughtiest_ children in the class (Naughty) 5:Exams are much __Easier_ now than they were when I was at school. (Easy) 6:Sweden is _Bigger_than norway. (Big) 7: K2 is the second _highest_ mountain in the world. 8:The book is slightly _ more difficult_ to understand than this last book. The plot is very complicated. (difficult) 9:He used to be a teacher, but he's decided to become a firefighter is a much _more dangerous_ job. (Dangerous) 10:It's by far _the best_ film I've ever seen. (good) T gives immediate feedback.

Free Practice (8-9 minutes) • To provide students with free practice of the target language

T finshes pronunciation aspect. T asks Ss to choose the invention they believe is the most important in history. T separates them in breakout rooms and lets them speak for a few minutes. Ss return to the main session and choose a representative to speak briefly about the invention they chose. T gives DEC (If there is time) Feedback.

Web site designed by: Nikue