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  1. Newbie
    Student or Learner
    • Member Info
      • Native Language:
      • English
      • Home Country:
      • United States
      • Current Location:
      • United States

    • Join Date: Aug 2013
    • Posts: 2

    Post Resubmit Answer Help

    Now write a lesson plan for a 45-minute-long lesson on the chosen topic in the space provided below. Click here to remind yourself of the model structure for a lesson plan. To pass this task, make sure each stage of your plan includes an activity description, the type of interaction, and the timing. For example: 1. Warmer. Play Pictionary using the words taught in the previous lesson. S-S 5 minutes Answer: Stage1 - Interaction Patterns T-S 4 minutes Warmer: Comparative Adjectives Worksheet. Revision of last lesson: Check homework from last lesson. Stage 2 – Interaction Patterns S-T 2 minutes Lead-in: To give a simple example of comparative adjective, select two students from the class ask how old they are. Write their names and ages on the white board. Jacob-22/Sam-35 Say to the class “Jacob is 22 years old and Sam is 35 years old.” Ask the class, “Jacob is 22 years old. That makes Jacob younger right?” class answers "Yes" On the board write (younger) next to Jacob’s name. Than ask the class, “Sam is 35 years old. That makes Sam older right?” class answers "Yes" On the board write (older) next to Sam’s name. Have the class repeat “Jacob is younger, but Sam is older” Stage 3- Interaction Patterns PW,T-S-T 3 minutes Presentation: Drill chorally and individually to ensure understanding. Have the class repeat “Sam is older than Jacob." "Jacob is younger than Sam.” Underline the (er) in older and younger. Split the class in to pairs and have than repeat the exercise using each other. Stage 4- Interaction Patterns T-S 2 minutes Concept questions: Ask the class “Who’s younger Jacob or Sam younger?” Class answers Jacob. Now ask the class “Who’s older Sam or Jacob?” Class answers "Sam" “Where are the adjectives and what are they describing?” Adjectives are “younger and older” describing the two students age. Stage 5- Interaction Patterns T-S, P-W, S-T, 11 minutes Recognizing Comparative Adjectives: Have the class come up with ten adjectives and write them on the board. Write next to the adjectives ether a person, place, or object. Choose five adjectives that will be used as examples. Adjectives: Wild / Harsh / Great / Dirty / Poor / Blond / Wet / Creepy / Late / Tasty Examples Harsh– Untied States, Russia –Russia’s winters are harsher than Untied States. Blond– Karen, Sarah – Karen’s hair is more blond than Sarah’s. Dirty– Truck, Car – Alex’s truck was dirtier than the Steve’s car. Tasty– Grandma, Mom – Grandma’s cookies are tastier than mom’s cookies. Late– Spring– Fells like spring comes later each year. Split the class in to groups and have them use the remaining five adjectives in sentences. On the board write the target language rules. (1) We use comparative adjectives to compare two things. Tim is younger than Bill. It's more expensive to travel by train than by bus. (2) One Syllable Adjectives One syllable adjectives add er. “Cool becomes cooler” One syllable adjectives ending in 'e' add r. “Fine becomes finer” One syllable adjectives double up the last letter. “Hot becomes hotter” “Big becomes bigger) (3) Two Syllable Adjectives Two syllable adjectives ending in 'y' you replace 'y' with ier “Angry becomes angrier” Two or more syllable add more “More active than” “More darker than” (4) Irregular adjectives Some adjectives don't follow any of the above rules. Here are some of the most common irregular forms. Good - Better Bad - Worse Far - Further Little - Less My dog is better than yours. Stage 6 - Interaction Patterns PW, T-S, S-T 5 minutes Presentation: Handout underline comparative adjectives worksheet. Split the class in to pairs and have the students underline the comparative adjectives. After the students have finished go over the worksheet with the class and write the correct answers on the board. Stage 7- Interaction Patterns PW, T-S, 6 minutes Controlled practice: Handout comparative adjectives gap-fill worksheet and split the class in to pairs. Adjectives for students to use for gap-fill worksheet: Fast / Far / High / Near / Easy / Loose / Bad / Pretty After the students have finished the worksheet they are to find a new partner and compare answers. Observe and note down errors. Stage 8- Interaction Patterns PW, T-S, S-T 2 minutes Plenary: Go over answers. Have the students correct the errors made. Correct sentences will be written on the board. Stage 9- Interaction Patterns PW, T-S 6 minutes Production: Hand out blank paper and have the students split in to pairs. Students are to write a short paragraph using comparative adjectives, they can choose any subject. Stage 10- Interaction Patterns PW, T-S, 1 minutes Plenary: Feedback on activity. Stage 11- Interaction Patterns S-T, 2 minutes Plenary: Elicit examples of comparative adjectives. “My hair is longer than your hair.” “Venus is brighter than Pluto.” Stage 12- Interaction Patterns T-S, 1 minute Homework: Write the Comparative forms of the adjectives. Example- tall, taller Comments and what to fix about above submitted work: Well done, you have some good ideas here. I'd like you to have another go and include more speaking practice. After your controlled practice (gap fill) you also need to do a freer practice/production stage. Here is the structure I'd like you to use: Warmer - Think of a game (an easy achievable task) which will get their brains 'in the English zone' and set the lesson off on a positive note. The warmer should ideally revise your last lesson's vocab/grammar. Presentation 1. Set the context - think of how you can elicit the rules of forming comparatives. 2. Check understanding – that they know when comparatives are used 3. Drill - how and what? 4. Write on the board - what will you write on the board? Controlled (writing) practice - Students usually benefit from doing a short writing practice (i.e a gap fill or to make a few of their own sentences etc) in the controlled stage. Controlled (speaking) practice - Do a controlled speaking practice before the freer practice. This way you can monitor and check for any misunderstandings/mistakes and group correct after. Production/freer practice Remember you need to also do a freer practice so that students get to practice the language in a freer environment. Homework

  2. Editor,
    English Teacher
    • Member Info
      • Native Language:
      • British English
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      • UK
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      • Laos

    • Join Date: Nov 2002
    • Posts: 60,767

    Re: Resubmit Answer Help

    We don't correct assignments.

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