Name: gulnar • 28 Jan 2019 • a smartphone is better than a tablet

Description
In this lesson students will learn how to use comparative adjectives correctly through guided discovery. They will first read the text which shows the differences between smartphones and
tablets and then they will try to work out the structure of comparative adjectives. At the final stage of the lesson students will practice the language taught by comparing two pieces of
similar technology.

Main Aims
To provide practice of comparative adjectives in the context of comparing and contrasting two similar types of technology

Sub Aims
To provide gist and detailed reading practice using a text about differences between a tablet and a smartphone in the context of technology

Please see the following page for the lesson procedure

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Name: gulnar • 28 Jan 2019 • a smartphone is better than a tablet

Interaction
Stage Procedure Materials Time Comment
Pattern
Warmer/Lead-in Show the picture to the SS and give them one minute to think of the questions before
To set lesson context and talking about the picture as a whole class. Ask SS if they have ever played the "phone
engage students stacking game" (you might want to give them extra information about the game if they
S,SS 3-5
don't have any)
Individually, SS decide which sentences are true for them and then compare in pairs. T
gets feedback as a class and asks SS if they think mobile phones are gor or bad.

Exposure Put SS in pairs to discuss the questions first. Then take feedback as a class.
To provide context for the Pre-teach the word forum if need be. SS read the posts on the forum quickly to find out
target language through a what the text is about. Check the answer as a class. Tell the SS to read the forum again to
text or situation find the people. Then they check in pairs. When checking answers as a whole class ask S,PW,S 8 - 10
SS to show the sections of the text which helped them to find the answer. If there is
enough time left you can ask some extra questions about the text. E.g. How much did
Susane pay for her smartphoe?(Nothing. It was free.)

Highlighting
Write Which is .........? on the board and point to the gap and ask if the Ss can remember
To draw students'
what the word in the was (bigger). Repeat the process with other four questions in orange T-S 2-4
attention to the target
from the text and then leave out the final adjective in each case.
language

Clarification Say each adjective/comparative adjective pair e.g big-bigger etc. and indicate that these
To clarify the meaning, are comparative adjectives. Elicit from the SS the suffix used to form comparative
form and pronunciation of adjectives.
the target language Individually, SS underline the compararative adjectives and then complete the rules. (ex.b)
Check answers as a class.
Give SS a few minutes to complete the rules and the examples. (ex.c) then, have them
check it in pairs before having a whole class feedback.
Check SS have fully understood why we use comparative adjectives by asking them
CCQs (Concept Checking questions): When we use comparative adjectives, how many T-S,S,SS 8 - 10
things are we usually talking about? (two) Are the things exactly the same?(no)
After checking the SS have understood the use of comparative adjectives, double check
they are clear about the form by asking Can I say "My tablet is more big than my
smartphone"? (no) Why not?( Because big is a short adjective - the comparative is
bigger). Can I say "My laptop is exensiver than my tablet"? (No) Why not? (because
expensive is a long adjective -the comparative is more expensive). Can I say "My laptop is
gooder than my tablet"? (no) Why not? Because good is an irregular adjective - the
comparative is better.
 Interaction
Stage Procedure Materials Time Comment
Pattern
Controlled Practice
To concept check and
prepare students for more
meaningful practice Ask Ss to complete ex. a on page 155 individually and then check in pairs. Have a whole
S,SS 8 - 10
class feedback.

Free Practice
To provide students with
free practice of the target
language
Individually Ss decide if they want to talk about idea 1 (sth new versues sth old) or idea 2
(two similar things they use). Give Ss a few minutes to prepare and to write down notes
about the two things. Monitor and help if necessary.
SS work in pairs, telling each other about the two things they chose and asking and S,SS 8 - 10
answering each other's questions. As you monitor don't interrupt the fluency, but note any
mistakes with comparative adjectives. After the activity, write the mistakes on the board
and ask Ss to correct them.

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