Comparative & Superlative Adjectives
To provide practice of Comparative & Superlative Adjectives in the context of People's life
To provide accuracy and fluency speaking practice in a conversation in the context of People's life
Procedure (35-44 minutes)
1. Teacher projects two photos of famous celebrities. 2. The teacher asks students to compare them 3. In pairs, students compare them then one or two students share their ideas with the whole class
1. Teacher writes a number of adjectives in the middle of the board. (To save the time it's done before the class begins) 2. To make sure students know all the adjectives, teacher drills them chorally and sometimes individually and at the same time elicits some similar and different words to the ones on the board. 3. Teacher forms groups of 4-5 and then tells them to fit the adjectives into four main categories: One-syllable adjectives, Adjectives ending in -y, Two-or-more syllable adjectives, Irregular adjectives. 4. The learners are reminded that they have a limited time to do the task. 5. ICQs are necessary here. "Are doing it in groups? (yes) Are you doing it alone? (no) Are you putting the adjectives in different categories? (yes)" 6. When students are done, the teacher gives markers to students to write answers on the board (early finishers can be of great help in this case.) 7. In the end, the teacher checks the answers on the board with the whole class.
1. Teacher asks the students to stand up and form two large groups. They are given names like team A & team B. 2. Teacher gives the instructions and asks some ICQs to make sure students know what to do and how to do it. "Team A, write the comparative form of the adjectives on the board. Team B, write the superlative form of the adjectives on the board. "Teacher demos with the 1st two adjectives to the students." ICQs for team A: Do you write the comparative forms of the adjectives? (yes) Do you write the superlative forms of the adjectives? (no) ICQs for team B: Do you write the comparative forms of the adjectives? (no) Do you write the superlative forms of the adjectives? (yes) The team finishes first is the winner. So, are you ready? 1,2,3, go!!!!!!! " 3. When students are done with the activity, the teacher checks the answers with the whole class by asking them if they all agree on the answer. In the end, the teacher gives them the answer to the activity to compare with their answers.
1. Teacher divides the class into 3-4 groups. 2. Teacher gives instructions to the whole class and asks some ICQs to make sure students know what to do & how to do it. "You have some pieces of paper. Each piece of paper is a word. Put the words in order to form a complete sentence or question. Do it in your group. Are you doing it alone? (no) Are you doing it in your group? (yes)" Students are required to it in a limited time. 3. While students are doing the activity, teacher monitors them to see how well they are doing it and notes down the errors students make to have some delayed correction in the of the lesson. 4. When almost everyone is done with the activity, the teacher asks them to stand up, leave their answers on their desk and walk around the class to see other groups' answers. 5. In the students are given the answers to check with their partners.
1. Teacher asks students to sit in front of another student as if it's an interview. 2. The teacher stands somewhere that everyone can see him. then gives instruction for the next activity. "You have 7 questions but they are not complete. In pairs complete the questions and then answer the questions. ICQs: Are you doing it alone? (no) Are you doing it with a partner? (Yes)" 3. The teacher walks around to see what problems students may run into with and helps students who have problems. 4. The teacher checks the answers with the whole class and to ensure everyone has the answers gives the answers on a piece of paper as well.
1. Teacher gives instructions for the last controlled practice which is a table with some information about two people. Students need to read the table and complete the sentences with the right information from the table. "You have a table. It's about James and Kelly. Read the table and complete the sentences with the right information from the table. You have to do it alone at first. Then check your answers with a partner. ICQs: Are you doing it alone? (yes) Do you use the information from the table? (yes)" 2. While students are busy with the activity the teacher monitors. 3. In the end, the teacher/ students read the sentences and check the answers. 4.Students will have a copy of the answers as well.
1. Teacher gives students similar table to complete about themselves first. 2. Then the learners form new pairs and share their information with their partner. 3. Teacher gives instructions with ICQs " You have a similar table like James and Kelly. complete the information about yourself. then ask your partner for their information. after that compare yourself with him or her." 4. The teacher gives a demo to make it clear to them how to do it. 5. While students are doing the activity teacher takes note of error they make to have some delayed correction.
1. Teacher asks random students to share what they have heard with the whole class. 2. In case students make any mistakes the teacher uses facial expression to indicate something wrong to have some self-correction from students. 3. In the end, the teacher writes the frequent mistakes he has heard during the lesson on the board and elicits answers from the students and then finalizes the lesson.