Class Level: High Beginner Length of Lesson: 1 hour
Lesson type and subject: Grammar point with guided writing- Writing comparative sentences.
Materials: Realia - ball, apple, cup, pencil, book, water (non-count noun). 2 dice (see below for template). Strip essay. (Design your own using correct adjective forms).
Lesson objective: Students can describe and write about the differences between two or more objects using comparative and superlative adjectives.
Assumptions: Students have a good enough vocabulary to use in the tasks. Basic awareness of count/non-count nouns. Basic understanding of articles. Knowledge of sentence structures.
Anticipated problems and solutions:
1. Knowing when to add “er” or “more” to a comparative adjective.
2. During presentation, quickly talk about the general rules for adding “er” and “more.”
1. Knowing when to add “est” or “most” to a superlative adjective.
2. During presentation, quickly talk about the general rules for adding “est” and “most.”
Strategy 1: Presentation
Strategy 2: Practice
Strategy 3: Produce
Strategy 1: Interaction Patterns T>S S>T Timing 15min.
Purpose: To demonstrate and elicit the correct forms for comparative adjectives when comparing two items.
Presentation
1. Begin by introducing the topic. Using realia, ask questions to the class about the objects. T: Can you describe this apple?
S: The apple is green?
T: Good (write green on the board)
T: (different student) can you describe this pencil?
S: The pencil is long.
T: Good, (write long on the board) so which item is greener?
S: The apple is greener
T: Than the……
S: pencil?
T: Good, can you put that sentence together?
S: The apple is greener than the pencil.
T: Good, (write the sentence on the board).
2. Practice with the class, eliciting information in this way, mention that adjectives with more than one syllable use “more” instead of “er.”
3. Demonstrate that if there is more than two items, then “est” is used in place of “er” and “most” is used in place of “more” to compare against the other objects.
4. Elicit examples of superlative adjectives and write full sentences on the board.
Strategy 2: Interaction Patterns S>S S>T Timing 20 min.
Purpose: Students are able to write full sentences that compare various objects.
Guided writing practice
1. Begin by splitting the class into pairs, give clear instructions about what needs to be done. Each pair is given 2 dice, one with pictures of the 6 objects relating to realia, the other has the numbers 1-3 written twice. Student A rolls both the dice, student B selects 1-3 objects for student A to compare. Student A writes a sentence that compares the items. Students take it in turns to roll the dice.
2. Write examples of the comparative sentences that students have come up with on the board, there should be examples of comparisons using positive degree, comparative and superlative adjectives.
3. Write all sentence examples up on the board. If a sentence is incorrect then correct the sentence by eliciting the correct form from the students.
Strategy 3: Interaction Patterns S>S S>T Timing 25 min.
Purpose: Students will grasp
Brainstorm and short “strip” essay
1. Talk about the format of a simple essay, introduction, body, conclusion. What is the purpose of each section?
2. Brainstorm mini essay ideas on the board, example:
Introduction, I am going to write about the green apple, the big book and the red pen.
Body, the apple is bigger than the pen.
Conclusion, out of all the items, the book is the largest object.
3. Instructions: In pairs, arrange a mini strip essay of 15 sentences in the correct order. Look for the clues, the introduction uses positive degree adjectives, the body uses comparative adjectives and the conclusion uses superlative adjectives.
4. Hand out envelopes with strip essays inside.
5. Upon completion students relay their essay order to the teacher who writes it on the board.
Lesson type and subject: Grammar point with guided writing- Writing comparative sentences.
Materials: Realia - ball, apple, cup, pencil, book, water (non-count noun). 2 dice (see below for template). Strip essay. (Design your own using correct adjective forms).
Lesson objective: Students can describe and write about the differences between two or more objects using comparative and superlative adjectives.
Assumptions: Students have a good enough vocabulary to use in the tasks. Basic awareness of count/non-count nouns. Basic understanding of articles. Knowledge of sentence structures.
Anticipated problems and solutions:
1. Knowing when to add “er” or “more” to a comparative adjective.
2. During presentation, quickly talk about the general rules for adding “er” and “more.”
1. Knowing when to add “est” or “most” to a superlative adjective.
2. During presentation, quickly talk about the general rules for adding “est” and “most.”
Strategy 1: Presentation
Strategy 2: Practice
Strategy 3: Produce
Strategy 1: Interaction Patterns T>S S>T Timing 15min.
Purpose: To demonstrate and elicit the correct forms for comparative adjectives when comparing two items.
Presentation
1. Begin by introducing the topic. Using realia, ask questions to the class about the objects. T: Can you describe this apple?
S: The apple is green?
T: Good (write green on the board)
T: (different student) can you describe this pencil?
S: The pencil is long.
T: Good, (write long on the board) so which item is greener?
S: The apple is greener
T: Than the……
S: pencil?
T: Good, can you put that sentence together?
S: The apple is greener than the pencil.
T: Good, (write the sentence on the board).
2. Practice with the class, eliciting information in this way, mention that adjectives with more than one syllable use “more” instead of “er.”
3. Demonstrate that if there is more than two items, then “est” is used in place of “er” and “most” is used in place of “more” to compare against the other objects.
4. Elicit examples of superlative adjectives and write full sentences on the board.
Strategy 2: Interaction Patterns S>S S>T Timing 20 min.
Purpose: Students are able to write full sentences that compare various objects.
Guided writing practice
1. Begin by splitting the class into pairs, give clear instructions about what needs to be done. Each pair is given 2 dice, one with pictures of the 6 objects relating to realia, the other has the numbers 1-3 written twice. Student A rolls both the dice, student B selects 1-3 objects for student A to compare. Student A writes a sentence that compares the items. Students take it in turns to roll the dice.
2. Write examples of the comparative sentences that students have come up with on the board, there should be examples of comparisons using positive degree, comparative and superlative adjectives.
3. Write all sentence examples up on the board. If a sentence is incorrect then correct the sentence by eliciting the correct form from the students.
Strategy 3: Interaction Patterns S>S S>T Timing 25 min.
Purpose: Students will grasp
Brainstorm and short “strip” essay
1. Talk about the format of a simple essay, introduction, body, conclusion. What is the purpose of each section?
2. Brainstorm mini essay ideas on the board, example:
Introduction, I am going to write about the green apple, the big book and the red pen.
Body, the apple is bigger than the pen.
Conclusion, out of all the items, the book is the largest object.
3. Instructions: In pairs, arrange a mini strip essay of 15 sentences in the correct order. Look for the clues, the introduction uses positive degree adjectives, the body uses comparative adjectives and the conclusion uses superlative adjectives.
4. Hand out envelopes with strip essays inside.
5. Upon completion students relay their essay order to the teacher who writes it on the board.
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| The Dice |
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