Grammar Lesson Plan

Adjective comparisons( asas, than)

Materials:
Board
11 copies of hand-outs
Visual aids
Aims:
Students practice adjective comparisons through the activity.
---Students practice comparative asas , -er.
--- Students can listen and understand meaning of comparative asas, -er.
---Students can use comparative -er and understand meaning of comparative
asas, -er in the end of class.
Students practice and develop their speaking and listening skills through the
activities.
Students understand and use the right preposition of time in various situations.
Language Skills:
Speaking- Presentation, Practice activity, production activity
istening- Presentation, Practice activity, Production activity
!riting- Presentation, Practice activity, Production activity
"eading- Practice activity, Production activity
Language Systems:
Phonology# -er
e$is# cheaper % shorter % faster % smaller % higher
&rammar# comparative -er
'unction# comparing
(iscourse# using the right comparisons in conversation
Instructor
Seoyeon
Level
)pper Beginner
Students
1* students
Time
+* minutes
Assumptions:
Students are familiar ,ith
- simple present, past, future tense
- simple model ver-s
- this class% style of lesson
.lass consists of 1* international students
Students can understand +* percent of the content
Students can get information from the content and apply to their comprehension
,orksheets.
Student may kno, ho, to count sylla-les
Anticipated Errors:
Students may -e confused ,ith the activity.
- /onitor and assist ,hen it is necessary
0he lesson may take longer or shorter than e$pected.
- check the time ,henever possi-le and make sure you are on track of the time,
Prepare S1S activity just in case.
Some students speak a lot and other students are 2uiet.
- 3ncourage students ,ho are 2uiet to give their opinion
- 0ry all students to speak e2ually.
Students may have difficult to fill in the -lank or match the same meaning
- &ive students hint and check together
Some sentences are too difficult to remem-er.
- 4f they need, ,e can ,rite do,n some rules on the -oard.
Students may have some 2uestions a-out the others preposition of time.
- encourage students to infer from the conte$t.
0he num-er of Ss is may not even num-er
-one group is for three students
Lead In
Materials: -oard, an audio clip 5"ock around the clock6
Reerences:
0est it, fi$ it. 5pre-intermediate6 3nglish &rammar 7enna Bourke
1$ford Practice &rammar 5advanced6 &eorge 8ule
Basic &rammar in )se "aymond /urphy ,ith !illiam ". 5pg 19:6
Lead In
Time
1;
minutes
Set up
!hole class
Procedure:
!" Greet students
4f there are some ne, students
et ne, students introduce themselves to others
#" Elicit rom students
<sk Ss the ,eather.
,arm % cool
.ompare the ,eather ,ith yesterday

.ompare the ,eather ,ith students o,n countries
Today $e $ill learn %o$ to descri&e using comparative
ad'ectives(
Presentation
Materials# -oard,
Time
1*
minutes
Set up
!hole class
Procedure:
)Presenting structures*
S%o$ t%e pictures and give t%e sentences(
limes are cheaper than lemons.
emons are more e$pensive than limes
imes are as sour as lemons
=e is shorter than her.
0his eraser is smaller than this eraser.
/t. "o-on is higher than /t. 'uji
0he airplane is faster than the train.
e$tra e$amples.
She is older than me.
>ohn is healthier than >im.
0est < is easier than 0est B.
"oom < is -igger than room B.
Book < is thinner than Book B.
++,
I am late( Skytrain is aster t%an t%e &us( So- $%at
s%ould I take. Skytrain or t%e &us.

Practice
Materials: -oard, ,orksheet516
Time
1;
minutes
Set up
Small group
/oard $ork
<sas
0he -lue car is as fast as the red car
4s not e$pensive

3$ample ?Big#
/y father@s feet are my feet. /y mother@s left foot
is her right foot
adjective in 0er orm t%an noun 1noun p%rase"
More 2ad'ective t%an noun 1noun p%rase"
New York is bigger than Vancouver.
New York is higher population than Victoria.
..A#
5dra, the pictures on the -oard6 0here are 0im, >ohn and
3d,ard. 4 ,ill read B sentences. 0here are <, B and ..
isten carefully and guess ,ho is <, B and ..
< is taller than B. . is younger than <. B is shorter than .
<# 0om 51;yrs6
B# 3d,ord 5+ yrs6
.# >ohn 51: yrs6
!" 3ork s%eet !
#" Pg 45
1error correction"
'ormal 4nformal
4 am as tall as she 5is6 % 4 am as tall as her
4 run as fast as she 5does6% 4 run as fast as him
I am taller t%an %e 1is" 6 I am taller t%an %im
!hen Ss ,ant to see rules or definition, ,rite do,n on the
-oard.
Production
Materials: $orks%eet-
Time
1;
minutes
1;
minutes
Set up
!hole class
Procedure:
Activity !
0ell Ss to ,alk around the class and to intervie, each others
3%en you ans$er- you s%ould say ull sentences( 7or
e8ample- $%o is taller. 9ot 'ust A( :ou s%ould say A is
taller t%an /

;and out t%e s%eets1 #"
Ss report their finding, ,ho they intervie,ed..
Activity #
0he &uessing game
Students need to make at least BC; sentences using
comparison to descri-e the item% person%animalsetc
0he teacher gives domo to students
It is as &ig as a &asket&all(
/ut it is a &igger t%an &ase&all(
It is as $%ite as sno$(
It is a volley&all(
+%risty 1tall- %air lengt%- cute young"
Ice cu&e 1%ard- transparent- cold"
Maple syrup 1s$eet- amous- e8pensive"
Truck 1&ig- ast- long-"
Ra&&it 1u<<y- $%ite- ast- cute"
S=S Activity
)Making posters*
Instruction
Let>s make ? groups( ?- ? and #( 9o$- you $ill
c%oose one item and you $ill sell it(
So- t%ink a&out &ad and good t%ings o your item( And
$irte do$n a&out t%em on t%is paper( :ou s%ould
make at leaat @ sentences $it% 0er(
Aemo: Electronic dictionary( =ur A electronic
dictionary is %eavier t%an / dictionary( /ut it is &igger
t%an /( So- :ou can see $ords $ell( A electronic
dictionary is as pretty as / &ut it is c%eaper t%an /
dictionary(
@" Error correction
7ill in t%e &lank
T%ink B t%inkB T%inkB
16-ig# /y father@s feet are my feet. /y mother@s left foot is
her right foot.
D6 e$pensive# < /ercedes is a B/!. < /ercedes is
my Volks,agen.
B6 old# /y father is my sister. 4 am my t,in sister.
E6 !arm# >uly is month. >une is 'e-ruary.
;64 am from FFFFFFFFFFFF
/y country is as -ig as FFFFFFFFFFFFFFFFFF
-igger thanFFFFFFFFFFFFFFFFFFFFF
smaller than FFFFFFFFFFFFFFFFFFFFFF
as ,arm as FFFFFFFFFFFFFFFFFFF
,armer than FFFFFFFFFFFFFFFFFFFFF
colder than FFFFFFFFFFFFFFFFFFFFFFFF
Ans$er t%e Cuestions
1. =o, many hours do you ,ork%study every ,eekG FFFFFFFFFFF
D. =o, many -ooks have you read this monthG FFFFFFFFFFFFFF
B. =o, many trips have you taken in the last yearG FFFFFFFFFF
E. =o, many countries have you visitedG FFFFFFFFFFFFF
;. =o, many -rothers and sisters do you haveG FFFFFFFFFFFFFF
7ind out person and make a complete sentence
1. !ho ,ork more than youG
FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF
D. !ho read -ooks more than youG
FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF
B. !ho has traveled more fre2uently than youG
FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF
E. !ho has traveled countries more than youG
FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF
;. !ho has -rothers and sisters than youG
FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF
:. !ho have -igger%smaller feet than yoursG
FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF,
FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF
+. !ho is as tall as youG
FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF
Stage !( Exploration
Students ,ere given the follo,ing sentences and ,ere asked to find the grammatical
pattern. <ll instruction ,as done in 3nglish.
16. I goF to school every day.
D6. /y mot%er ,orks at the 4B/ company.
B6. 3ater -oils at 1** ..
E6. /y riends playF tennis ,ith me.
;6. T%ey rideF -icycles.
Stage #( Explanation
0he teacher ends the first stage and tells the students the e$plicit grammatical rules.
Sometimes, depending on the level of difficulty of the particular grammatical
construction, students may -e asked to open the -ook to a certain page and ,ith the
teacher go through the rule.
Stage ?( E8pression(
0he teacher divides students into pairs and gives them the task.
--- Ho, split into pairs and tell your partner a-out each of your family mem-ers, friends,
relatives# ,here they live, ,here they ,ork, ,hat they like to do, and so on. 8ou can
imagine some things, if you ,ant. ike if you do not have a -rother, imagine that you do
and think ,hat he does. <fter you listen to each other@s stories, you ,ill -e asked to
report to the ,hole group a-out your partner@s family or friends.