New lesson plan: Comparatives and Superlatives Lesson

Damion Irving

Comparatives and Superlatives Lesson - Elementary level

Comparatives and Superlatives Lesson
Elementary level

Description

In this lesson, Ss practise comparatives and superlatives through speaking and writing activities. The lesson starts with an exercise where Ss work in groups to write sentences about their classmates using comparatives and superlatives. This is followed by Ex. 1 on page 43. (H/O) After that, Ss are asked to write 3 questions about family using superlatives and they move around the classroom mingling and asking each other these Qs. Finally, Ss share what they have found out with the class.

Materials

No materials added to this plan yet.

Main Aims

To provide students with a chance to practise superlatives via productive tasks in the context of family

Subsidiary Aims

To let students review the vocabulary words related to ''family''
To help improve students' fluency and accuracy through speaking and writing

Procedure (32-44 minutes)

Warmer/Lead-in (4-6 minutes) • To review comparatives and engage students in an enjoyable activity

The teacher greets Ss and puts them in groups of 4. They are given 3 minutes to work as a group and write as many comparative and superlative sentences as possible about their classmates. ( ...... is the youngest student in class, ..... is more patient than .....) When the time is up, groups swap their sentences with each other comparing and checking. The group with the most sentences is the winner!

Controlled Practice (6-8 minutes) • To prepare students for the coming productive tasks

Ss are given a H/O. They are instructed to work individually and do Ex. 1 on page 43. The teacher does the first question as a demo. Once they have finished, they are put into pairs to ask and answer the questions they have just completed. Pairs are monitored and errors made by Ss are noted down.

Productive Task #1 (5-7 minutes) • To allow students to use the target language in a writing activity

Ss are given a questionnaire that includes two questions about their family members. (Who is the funniest person in your family?, Who is the most beautiful person in your family?) They are asked to work in groups of 3 and add three more questions to the questionnaire using the adjectives they have been exposed to for the past two lessons. The teacher walks around, monitors and offers assistance when needed.

Productive Task #2 (8-10 minutes) • To let students practise the target language through speaking

Now that Ss have a questionnaire in their hands, they are directed to stand up, move around and talk to as many students as possible in order to find out the answers to the questions. They are prompted to ask follow-up questions such as '' Why do you think so? How old is s/he? Where does s/he live? etc. While Ss are mingling, the teacher monitors and takes notes of the errors.

Further Productive Task (5-7 minutes) • To improve students' fluency and help them retain the target language

Ss are asked to talk about what they have found out about their classmates' family members. (E.g. The funniest person in David's family is his aunt. Her name is ... etc.) Ss are motivated to speak without hesitation.Errors are written down at this stage, as well.

Feedback and Error Correction (4-6 minutes) • To provide feedback on students' production and use of language

The errors spotted by the teacher are written on the board. Ss are invited to correct the mistakes. If they can not decide what the error results from, the teacher underlines the wrong word/phrase as a hint. Feedback is given.