Spencer Spencer

TP6
Advanced level

Description

In this lesson, Ss learn about comparing different nouns to one another through the use of comparative and superlative adjectives. The lesson will start with a lead-in to get Ss interested, followed by a text example that uses the TL. Ss will then go through the MFPs of the TL before engaging in the controlled and freer practices. The lesson will end with several minutes of feedback to cement the TL.

Materials

Abc PowerPoint
Viewform?usp=sf link?size=16&default=html Google Form
Watch?v=r0fiu2s0 3m?size=16&default=html YouTube video

Main Aims

  • For Ss to analyze and practice comparing nouns with comparative and superlative adjectives in the context of brain studies.

Subsidiary Aims

  • To allow Ss to practice their scan reading skills.

Procedure

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

Ss watch a short video about brain development in infants. CCQs: What was the video about? How big is a baby's brain compared to an adult's?

Text-work (4-6 minutes) • To provide a model of TL expected in coming tasks through reading

Ss observe three questions related to the text presented to them before they scan the text to find the answers. (3 min) Ss share their answers with the class. (2 min) CCQs According to the article, do women have the smallest brains on Earth?

Language Clarification (8-10 minutes) • To go over MFPs of TL featured in the lesson.

Ss read some short texts that explain the rules of writing comparative adjectives, including an example of an adjective changed to a comparative adjective. Ss provide solutions to problems where a bolded word in a sentence needs to be changed to a comparative noun. Ss give the pronunciation and spelling of the comp. adj. T elicits the stress and the placement of comp. adj. with the whole class. Ex. Women's brains are 'small' than men's brains. Ss do the same for other variations of comparative adjectives and their rules. (4 min) CCQs: Does "women's brains" and "men's brains" count as two nouns? Yes Then does this sentence follow the rules of comparative adjs.? Yes Ss go over the rules for superlative adjectives just as they did for the comp. adjs. (4 min) CCQs When I say "highest score" in this sentence, what am I comparing the score to?

Controlled Task (10-12 minutes) • To practice the TL in a controlled, consistent manner.

T provides a Google Forms quiz for Ss to complete, briefly going over the rules. (1 min) ICQs How many minutes to complete the quiz? 5 min Ss solve six problems where they must find the appropriate comp./super. adj. for the bolded word in a sentence. Ex: Jacob is the 'happy' student of them all. (happiest) Ss then solve four problems where they must fix an error in each sentence. (5 min) Ex: I prefer to study 'more moderner' technology. (more modern) Ss go into BORs to compare answers with a partner. (3 min) T shares the answers to the quiz with the class. (2 min)

Freer Practice (6-8 minutes) • To enable Ss to practice TL by incorporating it into their own speech.

T instructs Ss to ask each other the following questions in BORs, using the TL. (1 min) 1. How is your body different from when you were a kid? 2. How is your mind different from when you were a kid? Ss speak with one another with a focus on using the lesson's TL. (4 min) Ss share what they talked about with the class. (2 min)

Feedback and Error Correction (4-6 minutes) • To provide feedback on students' production and use of language

T provides several errors relevant to the TL made by Ss during the lesson. Ss correct the phrases and sentences provided.

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