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Grammar TP8

Materials

Abc Google Form
Abc Google Images
Abc Google Slides

Main Aims

  • To provide clarification and practice of comparatives in the context of people and objects.

Subsidiary Aims

  • Fluency; the ability to use additional vocabulary by expanding on grammar, helping conversational and written skills.

Procedure

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

T will display several slides of items that are different in size. Slides 1-3 contain images meant to elicit Ss response regarding the context of the lesson: Comparatives.

Exposure (4-5 minutes) • To provide context for the target language through a text or situation

-Provide a short paragraph using the TL for the lesson. Instruct students to read for 1 minute. -Elicit the context of the text/TL.

Highlighting (2-3 minutes) • To draw students' attention to the target language

-Use CCQs to check for understanding of the text regarding the context of the TL/text. -Transition to the Clarification Stage.

Clarification (10-11 minutes) • To clarify the meaning, form and pronunciation of the target language

Provide the comparative formula for adjectives ending in -er: -Most short (1-syllable) adjectives, +er. Ex: Older -For long and short adjectives ending in consonant + vowel + consonant, you double the consonant and add -er. Ex: Hot > add (double consonant) -tt > -add -er -For 2-syllable adjectives ending in -y, drop -y > add -i > add -er *Exceptions: -Other 2-3 syllable adjectives (crowded, expensive) require the use of more/less than. -Irregular comparatives: good > better; bad > worse -Use CCQs to check for understanding of the TL formula/structure. -Ask Qs regarding the TL and provide any clarification needed. -Provide a teacher model for the class to be done "together" before proceeding to the CP task. -Transition to the Controlled Practice Stage of the lesson.

Controlled Practice (6-7 minutes) • To concept check and prepare students for more meaningful practice

-After Qs from the previous stage, provide Ss with a short task on Google Forms. -ICQ the upcoming Google Form task. Ask if there are any Qs regarding instructions. - Send the link (via chat box) to the 1-minute Google Form TL worksheet; to be completed individually. -Go over answer keys, once the time is up. -Ask FB/Qs regarding TL -Provide a second short task, using Google Docs. Model first question "to be done together", -ICQs for the assigned task. -Ss will have 1 minute. -Provide the answer key. -Transition to FP.

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

After Qs, provide instructions for the BORs task: In groups/pairs, write your 3-4 sentences. Use the formula for both, smaller/bigger and other -er adjectives. Compare/discuss. Ss will have 8-10 mins to complete the task.

OCFB and DEC (5-6 minutes) • To provide Ss with the opportunity to expand on the TL & Provide FB/DEC

-Return Ss to the main class. -Ask Qs about the task/TL content -Go over DEC

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