New lesson plan: Superlative adjectives

Sibel Çakıroğlu

Superlative adjectives - A1 level

Superlative adjectives
A1 level

Description

In this lesson, students learn superlative meaning, form and use of adjectives which are short through the Guinness world records based on a reading text. The lesson starts with a guess activity of what are the records of record-breakers look,ing at their pictures. This is followed by a reading text with true/false statements. Then students try a quiz about the records. Students are given a grid. First, in the grid they find the adjectives then write their superlative forms. Secondly they categorize them according to their forms such as; a group that takes ending –iest. Later there is a guided activity where students use superlative forms in sentences. Finally there is a free walkabout activity where students ask questions to their friends and using statistics they announce the result to the class.

Materials

Questionare

Main Aims

To provide clarification, review and practice of the superlative adjectives in the context of Guinness World Records

Subsidiary Aims

To provide clarification of meaning of the superlative adjectives in the context of Guinness World Records
To provide practice of pronunciation of superlative adjectives in the context of Turks listed by Guinnes World Records
To provide clarification and practice of use and form of the superlative adjectives in the context of famous people in Turkey

Procedure (41-55 minutes)

Lead-in (3-5 minutes) • To set lesson context and engage students

I show the picture of Guinness World Records book cover and ask general questions about it. There are some pictures of record-breakers. I ask the learners guess their records in pairs.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

I give a reading text about Guinness World Records book with true/ false statements. Learners read the text and decide if the following statements true or false.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Then I give a quiz of some world records according to Guinness. The learners guess the answers of the quiz. As giving the answers of the questions, I ask what is special about the world-records. The learners are supposed to use the superlative forms for the first time.

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

Teacher asks if the learners know how many Turks are listed bu Guinness and who they are. The learners supposed to remember some of them as they are popular in Turkey. Then teacher gives some of the records held by Turks and asks to match them with related pictures in pairs. If any of them finish earlier they are asked to write their answers on small boards.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

Students are given a grid. First they find the adjectives then write their superlative forms. Finally, they categorize them according to their forms such as; a group that takes ending –iest

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

The students are given an exercise with pictures of famous people in Turkey. They decide the superlatives of them and construct sentences.

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

Students are given 3 questions and they will ask these questions to their classmates. Then they will announce the results using superlative forms