Zahra Ghavidast Zahra Ghavidast

sports, comparatives and superlatives
Intermediate, Level:B1 level

Description

In this lesson students learn about comparatives and superlatives through a set of guided grammar exercises about sports and the place where the study English in. The class starts with a presentation of comparatives and superlatives and how they are formed and is followed by three grammar exercises, all of which do their best to involve students' minds in the very subject of comparatives and superlatives. The first exercise helps them discover the rules about this grammar, which is really effective, for they will never tend to forget the rules. In the second and the third exercise, however, they need to use what they have already learnt. The exercises are getting more and more challenging. The lesson ends with a speaking section, which is said to be many students' ultimate goal in attending English classes, and it well links the grammar of the lesson with the speaking task in which students need to talk about the place where they study English in by making use of comparatives and superlatives.

Materials

Abc whiteboard
Abc a Hand -out

Main Aims

  • To provide clarification and review of comparatives and superlatives in the context of sports

Subsidiary Aims

  • To use comparatives and superlatives orally to describe the city where students are studying English in

Procedure

Lead-in (3-5 minutes) • To set lesson context and engage them in the comparison of their heights, ages and things.

Teacher asks students to come to the board and comparers their heights, ages and so on and tries to activate the schemas of comparison.

While Teaching (25-30 minutes) • To provide many examples about comparatives and superlatives and make them do the exercises correctly and understand every exercise completely

The teacher starts teaching the structures as..........as by comparing the things that are the same. She also teaches JUST as+adj+as , which she needs to say that it means exactly. Making sure that they have mastered this structure, she tries to compare two things or people that are different so as to teach comparative adjectives. She needs to teach the rule about both one syllable and more than two syllable adjectives. She, however, should not underestimate the very important fact that in order to intensify these kinds of adjectives we need to use a lot/much/far and not the words such as very. She, then, moves to superlatives by providing examples such as: Nurgul is the tallest girl in the class. Frankenstein is the greatest book I have ever read. She also tells them that "the" is the most indispensable part of this grammar by providing some examples such as: the tallest, the most expensive and so on. She also teaches the comparatives and superlatives of the adjectives like good, bad and far. Then, she tells them to open their books and read the first 5 sentences together in order to ensure that they understand it. The teacher, then, reads the sentences and clarifies them to the students. she models the first exercise to them and makes sure if her students learnt how to do it (ICQ). Then, she asks them to fill in the blanks. After they are done, she asks them to read the exercises one by one and make sure everyone learnt the whole intended thing. Once again she asks the students to say the comparative forms of bad, good, and far, and asks them to make some sentences with these words. Then she moves on the next exercise. She explains the exercise by chesting the book and showing the picture. She can ask questions like: What is your favorite sport and make a short teacher-whole class interaction to activate their minds about sports. After she makes sure that everybody knows how to do the exercise and knows the sports, she tells them to do it. After they are done, the teacher asks them to read each and tries to correct any mistakes made by them. In the third exercise, she asks them to fill in the blanks with their own information. After they are done, she checks the answers and says," Walk around the room find a friend whom you share the same ideas with." The teacher's role is monitoring the whole class and helping them if they are in need, which I think they always are.

After Teaching(Speaking) (15-20 minutes) • To make students willing to use the new grammar they just learnt as accurately as possible in their speech

In this part, the teacher asks the students if they know the place where they're studying English well. Then, she tells them to ask and answer the questions of the book in pairs. Having made sure that the students got the point and know the meaning of the words, the teacher tells them to start and monitors them well and corrects them if necessary and helps them with some words they may not know. After they are done with the pair work activity, the teacher asks them to note their answers down and asks to work in pairs and discuss how well they know the place they're studying English in. The teacher also asks them to talk about their friends to the class.

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