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T Presents Short Comparative Adjectives

This document provides a lesson plan for a grammar lesson on comparatives (short, long, and irregular forms of adjectives) for a 38-student class. The lesson will take 1 hour and include a warm-up, presentation of comparative forms through examples and a chart, practice activities, and an exploitation stage where students generate sentences using pictures. The goal is for students to recognize and use comparative structures in their own sentences by the end of the lesson.

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125 views2 pages

T Presents Short Comparative Adjectives

This document provides a lesson plan for a grammar lesson on comparatives (short, long, and irregular forms of adjectives) for a 38-student class. The lesson will take 1 hour and include a warm-up, presentation of comparative forms through examples and a chart, practice activities, and an exploitation stage where students generate sentences using pictures. The goal is for students to recognize and use comparative structures in their own sentences by the end of the lesson.

Uploaded by

hbat said
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Teacher: Abderrazzak HASSAR Class level: Common Core

Textbook: Outlook Class size: 38


Unit 2: Our Shopping Habits Lesson type : Grammar
Title: Comparatives School : EL Ijtihad

Class period : 1 hour Date :

 General Objective(s): Students will be able to use comparatives (short, long and irregular forms of adjectives).
 Students Performance Objectives (SPO): By the end of the lesson, students should be able to:
 Recognize comparatives;
 Use the target structure by providing their sentences in the production stage.
 Material(s): Textbook, Realia and BB.

Time Procedures Techniques


2 Warm-up
minutes -T greets SS Greeting
-T: Welcome to my class.
-T asks one of the SS to write the date on the BB.
20 Presentation:
minutes T presents Short comparative adjectives:
-T asks two students to come to the BB. Setting the scene
-Tasks students about their age.
-T: How old are you?
-S1: 14
-S2: 15
-T: x is younger than y. Classroom SS
-S: y is older than x.
-T asks :
-T: Which one is tall, “x” or “y”?
-SS: x
-T: So, “x” is taller than “y”.
-T writes the title of the lesson on the BB. Comparatives: Short , long & irregular adjectives
T presents long comparative adjectives:
-T which one is cheap, Range Over or 205? Use of Context
-SS: 205
-T: a “205” is cheaper than Range Over.
-T: And which one is expensive?
-SS: Range Over.
-T: So, Range Over is more expensive than 205.
T: Which subject do you find difficult? Math or physics.
S: Math
T: So, Math is more difficult than physics.
Teacher presents Irregular form of comparatives:
T: which mark is good, 10 or 16?
S1: 16
T: So, the mark 16 is better than the mark 10.
T: Which one is bad, 2 or 11?
S2: 2
T: So, 2 is worse than 11. Dialogue
-T asks SS to read the dialogue on page 34 and elicit all adjectives there, within 6 minutes. ‘
-T asks students to tell which adjectives are short and which ones are long. Eliciting
-T draws a chart on the BB and writes the adjectives and their comparatives.
Adjective Comparative
Short adjectives Cheap Cheaper
Small Smaller
Nice Nicer Chart
Large Larger
Big Bigger
Heavy Heavier
Light lighter
New Newer
Old Older
Young Younger
Short Shorter
Long Longer
Fast Faster
Slow Slower
Happy Happier
Sad Sadder
Cold Colder
hot Hotter
Long adjectives Expensive More expensive

Comfortable More comfortable

Beautiful More beautiful


Irregular forms Good Better
Bad Worse
-T asks students to give some other adjectives they know.
-T elicits answers from SS and fills in the chart.
-If time allows, T presents: ….as…..as…..
 This phone is as beautiful as mine. Classroom SS
- Ashraf is 15 years old. Karim is 16 too.
 Ashraf is as old as Karim. as + adjective + as
NB:
 Short adjectives: Ahmed is taller than Amine.
 Long adjectives: These shoes are more expensive than that t-shirt.
 Irregular: 10/10 is better than 4/10.
Remember:
 When a short adjective ends in one vowel + a consonant, we double the consonant and
add “er”. Ex: hot – hotter; big – bigger.
 When an adjective ends in two vowels + a consonant, we do not double the consonant.
Ex: cool – cooler; poor – poorer.
Checking comprehension
-T: English is easy than French.
-S1: Wrong. English is easier than French. Negative
-T: This book is more cheaper than that pen? checking
-S2: Wrong.
-T: What should we say?
-S2: This book is cheaper than that pen.
15 Practice/Drilling:
minutes T: The blue jean is smaller than the black jean. Double –slot
T: cheaper substitution drill
SS: The blue jean is cheaper than the black jean.
T: The jacket
SS: The jacket is cheaper than the black jean
T: The white trainers/comfortable/black trainers. Restoration drill
SS: The white trainers are more comfortable than the black trainers
-T asks SS to do the activity 3 on page 35. Completion
-T asks SS to do the activity 5 on the same page. activity
-T corrects with SS.
23 Exploitation:
minutes - T distributes pictures and asks SS to provide as many sentences as they can, using the TS. Rich Context
-T asks SS to perform. (Pictures)
-T asks SS to copy the lesson.

Prepared by: Abderrazzak HASSAR

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