CLP Lesson Plan Template

Teacher/s: Annie Chang & Felicia Feng

Level: Lower-Intermediate 1 Date/Time: March 13, 2019 / 9-11AM
Goal: Learn about comparison and animal transportation.
Objectives (SWBAT):
Students Will Be Able To…
1. Complete an article with comparative and superlative adjectives.
2. Practice “as (adjective) as”, comparative and superlatives adjectives with the task of
“finding someone who…” and the game Kahoot.

Theme: Animal Transportation

Materials & Technology:
· Textbook: Life 3 Unit 3 pp. 36-37
· Other materials: PPT, “Find someone who…” worksheet (14), Profile cards (14)

Activity 3: Meaningful Output – Reading and speaking

3.1 Pre-Stage: Reading and filling in the blanks

● Ask Ss to read the article and fill in the gaps with words from the box. They 3mins
should then compare answers with a partner.
● Check the answers with students. Invite four students to read the article. 5mins
● Give corrective feedback on their pronunciation.
Interaction: T-Ss → S-S

3.2. During Stage: Reading and speaking

4mins
● Ask Ss to read the article again, and answer these two questions in the text
with their partner:
1. What are the advantages and disadvantages of dog sleds in
Alaska?
2. Why do you think some people say the Iditarod is cruel to the dogs?
● Invite Ss to share their thoughts with the class.
4mins
Interaction: T-Ss → S-S

3.3 Post-Stage: Discussing about animal sports

● Discuss with partners about following questions: 4mins
1. What animal sports do you have in your country? Do people think
they are cruel to animals?
● Invite Ss to share their thoughts with the class. 4mins
Interaction: T-Ss → S-S

Tangible Outcome & T. feedback/peer feedback:

Ss will be able to complete an article with comparative and superlative adjectives.

They will be engaged in an discussion talking about animal sports.

Transition to #3
We have heard some ideas from classmates about animal sports. Next, we are
going to discuss more about the use of animals in transportation and sports.

Activity 4: e.g. Fluency Development

4.1 Pre-Stage: Discussing about the use of animals

● Ask students to read the four comments in the book and get into groups of 2mins
four to discuss the statements. Read the expressions given for expressing
an opinion together first.
● Ss discussion. 4mins
● After they have discussed the comments in their groups, elicit ideas from 2mins
the whole class. Encourage groups to express their opinions, and counter
what others say.
Interaction: T-Ss → S-S

4.2. During Stage: Finding someone who...

2mins
● Move on to let students practice the grammar points of today to develop
the fluency. Give instructions to the students. Give each student a role with
profile. Ask them to read their own roles’ profiles and then find someone
who... Ask Ss to compare with classmates’ roles to find someone who is
“as (adjectives) as/ (adjective)er than/less (adjective) than” his/her role.
● Introduce some new words from the game. Introduce “less (adjective)
4mins
than”.
● Ss play the game.
10mins
● As Ss to share their thoughts about the game with the class.
3mins
Interaction: T-Ss → S-S

4.3 Post-Stage: Game: Kahoot!

● This is a review quiz for today. The grammar focus is on “as...as”, 6mins
comparative and superlative adjectives.
● Give corrective feedback according to the quiz results.
Interaction: T-Ss

Tangible Outcome & T. feedback/peer feedback:

Ss practice the “as (adjective) as”, comparative and superlatives adjectives with
the task of “finding someone who…” and the game Kahoot.

Transition to Wrap-Up: Let’s give applause to the winners of the game...!

Everyone has done a nice job! We’ll be practicing more in the future, so don’t
worry if you feel a little bit overwhelmed.

Wrap-up

Today we have learned the structure of “as (adjective) as”, comparative and 1min
superlatives adjectives. They are useful in describing people and other objects.
After this class, please finish the homework on workbook, page 17. Feel free to
email us if you have any questions.

Give homework: WB p.17

Exit tickets

Anticipated Problems & Suggested Solutions:

● If some students don’t show up, I’ll cut the roles of “Sarah, Lulu” or “Kevin” when
doing “Find someone who…”
● If some students don’t understand the rule of the game, explain the rule again to
all the students, because it may be because of the unclear instructions.

Contingency Plans (what you will do if you finish early, etc.):

● Practice the superlative adjectives. Ask students to find the most (adjectives)
thing in the classroom. Write 5 sentences using superlative adjectives.

Post-Lesson Reflections:
 Students demonstrated great ability in using the comparatives and superlatives in the
reading and discussions. They were attracted by the roleplay activity that required them
to “find someone who…”. One thing that needs to be improved is that the activity actually
didn’t trigger much target language usage. Students were more willing to look at each
other’s profiles and read through the information, instead of asking each other questions.
Although they finished the tasks quickly, they didn’t practice the structures. I should
scaffold more in the future for them to practice more target language.