vanina waxman vanina waxman

Comparatives and superlatives
A2- Scientific Games Group 2- Tuesdays 8-9:30 AM level


In this lesson students will review meaning, form and pronunciation of comparative and superlative degree o adjectives



Main Aims

  • To provide clarification and practice of comparatives and superlatives in the context of technological products and services

Subsidiary Aims

  • To provide fluency speaking practice in a gap activities in the context of describing objects


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students. To lower affective filter and test previous knowledge

We'll play a game to activate schemata The aim of the game is to make as many ‘comparative chains’ as possible. To make a chain, students must make a comparative sentence starting with the last noun of the previous sentence. They can choose the topic, so they feel comfortable and relaxed. No correction. It is a fluency activity.

Exposure (2-4 minutes) • To provide context for the target language through a video

Ss watch two extracts from an authentic video about past and present technologies

Highlighting (4-6 minutes) • To draw students' attention to the target language

Six marker sentences are extracted from the videos, and Students have to answer (through a match game) some comprehension questions. Then the teacher asks Ss to select the sentences that compare only two different gadgets.

Clarification (10-15 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning The teacher compares two objects, and Students have to identify which one she is talking about in every sentence. Then switch roles, Students compare, and peers guess. Form Guided discovery with questions and marker sentences on screen This modern model has a longer talk time than the old model. The modern model is more powerful than the old one. Some people say that it’s worse for your eyes than the paper version. CCQ Which word do we use before long adjectives (e.g. powerful)? Which two letters do we add to short adjectives (e.g. long) Which word do we use after the adjective when we compare two things? Then we read and discuss a lot of further examples (that Ss can keep a record of) Using that record they go to BOR to try to complete a chart with the rules OCFB Pronunciation We focus on the differences in pronunciation of the final r (Mexican students pronounce a rolled palatal r and puertorrican ss a sound similar to /l/ as opposed to the final schwa in British, or the softer alveolar r in American. Drill

Controlled Practice (6-9 minutes) • To concept check and prepare students for more meaningful practice

Ss play a game (online multiple choice game show quiz) with a betting format to compete against each other (or against their own personal record) Again the aim is to practice while lowering the affective filter

Repetition of stages 3 to 7 (21-30 minutes) • To highlight, clarify MFP and practice superlatives

The exact same format is repeated but now focusing on the MS that compare one object against all the others in the categories (or against 3 or more objects) NOTE: Pronunciation here we focus on the weak form of "the" /ðə/, and the ending "est" /ɪst/

Free Practice (10-15 minutes) • To provide students with free practice of the target language

A communicative approach information gap activity one of the Ss has a series of images, the other one has the same images but arranged in a certain order. The latter has to give instructions to the former using only comparatives and superlatives (i.e., the first one is the smallest. the second one is older than the third one, but the fourth one is older than both of them... after they finish and check, they switch roles using another set of images

feedback (5-10 minutes) • DEC- Recap and Q&A
Web site designed by: Nikue