New lesson plan: Racing lesson- comparatives and superlatives

ahmad muhammad foad al naqeeb

Racing lesson- comparatives and superlatives - intermediate, B1 level

Racing lesson- comparatives and superlatives
intermediate, B1 level

Description

In this lesson, students learn about comparatives and superlatives through a guided discovery based on a reading text about racing across London. The lesson starts with some questions about the previous lesson . This is followed by a test where students read some sentences and tick, cross and correct the wrong sentences. There will be a questionnaire about some sentences. Then, there will be an eliciting activity to get the meaning of comparatives and superlatives. This will be done through asking questions about some examples. After that students will be asked to underline the comparatives and to circle the superlatives. Then, they will do two workbook exercises.There is a free practice via a pair work speaking activity. this will be done through cards. Finally, students will be asked to return to the first activity to check their answers.

Materials

cards & handouts

cards & handouts

Main Aims

To provide clarification and practice of comparatives and superlatives in the context of race a cross London

Subsidiary Aims

PRON ( awareness of linking)

Procedure (34-45 minutes)

lead in (3-5 minutes) • To generate interest in the topic

I will ask students to talk together about the previous lesson. It was a reading reading passage about a race in London.

First test (8-10 minutes) • To test students' prior knowledge of the topic and their ability to use the language.

I will ask students to do exercise (4a) individually. I will monitor how they will do it in order to know the problems they have. I will not give feedback at this stage.

Teach ( clarification) (15-20 minutes) • To clarify issues learners have with meaning, form and pronunciation.

I will give students some examples of comparatives and superlatives. I will ask them to read the sentences in order to complete a questionnaire. Then, I will ask them some questions about the examples. This will help them to get the meaning of the rule. Then, I will ask them to underline the rules in order to get the form. After that, I will get them to summarize the form of the rule. Then, I will ask them to work in pairs in order to do two workbook exercises about the rule.

second test (8-10 minutes) • To provide controlled practice focused on using the language. To provide freer practice to use the language productively.

I will ask students to do a card activity. There will be an adjective in each card and under the adjective there will be three things to make comparatives and superlatives.I will show them an example as a modelling. Then, students will be asked to form more examples. The cards will move among them in order to give all students equal chances to share. After that, students will be given ten adjectives and ten cards. Five cards as ( c) and other fives ones as ( s). They will be given the cards in order to form more examples using the adjectives. Finally, students will be asked to return to the first activity in order to correct any mistakes.