Name: Khatereh Tabar • 28 Jan 2019 • comparative adjectives

Description
In this lesson, Ss will learn about comparative adjectives both regular and irregular. The lesson will start with some questions about the sentences they studied before. Ss will read them
again and find comparative adjectives and find out the changes the adjectives have gone through. The grammatical points will be elicited afterwards. This step is followed by a controlled
practice. Finally, Ss will go through a free practice in groups to compare two cities using comparative adjectives.

Main Aims
To provide clarification and practice of comparative adjectives

Sub Aims
To provide accuracy speaking practice in comparative adjectives both regular and irregular forms

Background

Class Profile
Ss in this elementary level are nearly between 20- 65 years old. There are 27 people with 15 women and 12 men. There are some university students, housewives and clerks. Based on
their level, they're easily distracted. This can a disadvantage to their learning. On the other hand, Ss are really active and ready to talk as long as they're clear on what they're expected to
talk about so clear instruction is of great importance for the teachers. This class is held in the morning and it helps teachers to get use of Ss' highest level of energy.

Assumptions
As Ss have been exposed to comparative adjectives in a text, they will be ready to grasp the formula and analyze it without too much clarification. They will hopefully be able to produce
the language at a great level because the grammatical point is practically used in everyday life for comparison. I believe Ss will connect their previous grammatical knowledge of
adjectives and internalize the points completely.

Personal Aims
In this lesson, I'm trying to get Ss' attention to the grammatical point and engaging them to analyze the formula themselves. I'm using examples from the reading context ,they've already
studied, to elicit the language I'm intending to clarify. I must elicit the most before any clarification. A controlled practice is used to make sure all the items are internalized. I'm planning to
have a free practice to provide Ss with the opportunity of production based on accuracy and fluency.

Timetable Fit
In the past lesson, Ss have studied a text and different adjectives comparing two things. Their previous lesson will pave the ground for me to elicit and practice the grammatical point I'm
intending to introduce as they have already been familiar with in a context. In this lesson, Ss will be able to use the grammar they've been exposed to and personalize it in a natural way
considering intonation and stress. Learning this grammar will help them compare items and people.

Anticipated Problems & Solutions

Problem: Ss may use this grammar to compare more than two things.
Solution: Using visuals and realia from the classroom
Extra CCQs, Focusing on two items
Problem: Ss might use both more and -er for one syllable adjectives.
Solution: Highlighting on WB
Problem: Ss might add –er to the end of adjectives with more than one syllable. → interesting + er â‰
Solution: Rhythm game and highlighting on WB
Materials

pictures (https://www.google.com.tr/search?
q=istanbul&dcr=0&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi5re_8noLYAhWRzaQKHZ61BfIQ_AUICigB&biw=1280&bih=844#imgrc=vaRXPwOLNlbeRM:)
HO (Face 2 Face, Student's Book, Elementary, CUP )

Please see the following page for the lesson procedure

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Name: Khatereh Tabar • 28 Jan 2019 • comparative adjectives

Interaction
Stage Procedure Materials Time Comment
Pattern
Warmer/Lead-in
To generate curiosity in - Ask Ss to remember what they've studied for the previous session.
T-S 3-4
the focus of the lesson - Ask them to give as many adjectives as possible about two cities.
(comparative adjectives)

Exposure
To provide context for the - Instruct Ss to read the sentences and show how the adjectives have changed.
target language through - Ask Ss to do it in pairs. HO PW, GW 4-5
some sentences extracted - Ask Ss to check their answers in their groups.
from the text

Highlighting
To draw students' - Draw a table on WB.
attention to the target - Ask Ss to locate the adjectives (they discussed about in groups) for each column. HO T-S, 4-5
language (comparative - Elicit the forms as much as possible. Do not clarify unless it is needed.
adjectives)

Clarification - Write good and Bad on the board.

To clarify the irregular - Ask Ss to guess the comparative form of the adjectives.
T-S 8 - 10
forms and any points - If elicitation doesn't work, clarify they are irregular and present the forms to Ss.
remaining - Ask Ss to give examples of what is good/ better and bad/ worse to check the concept.

Controlled Practice
To concept check and
prepare students for more
meaningful practice
- Instruct Ss to read the sentences and complete them with comparative adjectives
individually.
- Ask them to check in pairs. HO PW 7-8
- project the answer key and ask them to check their responses.
- Monitor to make sure everyone is on the right track.

Free Practice - Put two pictures of Istanbul and Bodrum on WB.

To provide students with - Group Ss based on fruit names. (apple, banana,cucumber,...)
free practice of the target - Ask Ss to compare two cities based on qualities like size, population, weather,....) pictures GW 7-8
language - Monitor and take notes of mistakes.
- In an O/C FB, go through the mistakes and wrap up the session.

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