Lorraine Martin Lorraine Martin

Teaching Practice 7
Elementary level

Description

In this lesson students learn about Superlatives, through guided discovery. They will also have physical tasks to practice what they've learnt, and to be able to practice speaking with another peer. The lesson will start from highlighting, because in the previous two lessons the context and exposure has already been set.

Materials

Upwdbcztgslmtprank0w superlative adjective gap fill Gap fill - out
X40wiw1arkqifmd1hkpy grammar analysis tp7 Grammar analysis TP7
2li9ccyns4qtar6pxcrl superlative questions Superlatives questions
Gnyptg5xqhkbejvke6bd phonetics word stress & pronunciation Phonetics word stress & pronunciation.docx
Ctxorbaiqzw8y85fgbkf grammar worksheet for ss Grammar worksheet for Ss.docx

Main Aims

  • To provide clarification and practice of superlative adjectives in the context of holidays and places, using a text about Camden market in London.

Subsidiary Aims

  • To provide fluency and accuracy in speaking, in the context of using superlative adjectives to describe items, objects, people, or places.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

- In the previous lesson ss have just focused on comparatives. In two groups I will tell them to compare themselves in a line in size order from big to small, and then point out the biggest person is the tallest, and the smallest person we call the shortest.

Highlighting (2-4 minutes) • To draw students' attention to the target language

- The students will have previously looked at the text in their other lessons. The model sentences will come from this text. (part 1) - T tells ss to look at the two sentences in the boxes - with their partner read the sentence and answer the questions. - T asks for FB.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

- Ss move on to part 2 of their HO in pairs and choose which answer out of a,b,c they think is correct. - T asks which answer they think is correct. - T explains answer a) is correct and refer back to the warm up activity where the ss were arranged in height order biggest to smallest. - T asks ss to look at part 3, in pairs they will look at the sentences again and decide what form they need. - T asks what they decided on for the form and clarifies accordingly. - Lastly, ss move on to part 4 where they will focus on the pronunciation. In pairs they will say the sentences together to work out where the stress falls and how many syllables there are. - T asks the ss where they marked the stress and provides FB.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

- Ss complete a fill in the gap activity with the missing superlatives below on the HO. - Ss discuss their answers in pairs. - An early finisher can come and write the answers on the WB.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

- Ss will take strips of paper from a box/bag and there will be sentences using superlatives. Eg: "Are you the oldest in the family?" Ss will be split into two groups and have to find other ss who can give them the correct answer to what's on their paper. - Once they have asked people in their groups, they can move around the classroom and ask ss from the opposite groups. -T monitors.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

- In groups ss will make up their own sentences using any superlatives of their choice. They can write about other people within their group or about a place, an object etc. - T monitors and listens for any errors. - T asks for some sentences. - T does any error correction which may have come up in the latest activities.

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