Lesson Plan - Weebly
EDHP588 Practicum in Second Language Teaching
Name: Yu-Ching Yang (Virginia)
Professor: Dr. Gena Burgess
Date: 02/26/09
Lesson Plan
|Topic: Comparative and superlative forms |
|Level: Low intermediate |
|Duration: 45 minutes |
|Description of class: |
|Class: English class |
|Setting: Language institution in Taiwan, EFL setting |
|Number of students: 16 (Age: 18 and above) |
|Linguistic backgrounds: All Taiwanese |
|Goals of class: learn comparative and superlative forms through an inductive grammar teaching |
|Prior knowledge: Students have known some comparative and superlative forms before from their input (e.g. reading or |
|listening), but they don’t know the grammatical rules about comparative and superlative forms. |
|Goal: |
|Students will be able to use comparative and superlative forms appropriately. |
|Objectives: |
|Terminal Objective: |
|By the end of the lesson, students will be able to understand the grammatical rules of comparative and superlative forms. |
|By the end of the lesson, students will be able to speak and write comparative and superlative forms effectively. |
|Enabling Objectives: |
|Students will be able to transform adjectives into comparative and superlative forms. |
|Students will be able to identify the structures of the comparative and superlative. |
|Students will be able to express their ideas by using correct completive and superlative forms. |
|Materials & Equipment: |
|3 worksheets |
|Blackboard and chalk |
|Procedure (45 minutes): |
| |
|Motivation and Warm-up: (10 minutes) |
|The teacher first activates students' awareness of the comparative and superlative by comparing different objects. For example,|
|compare life between country and city, the country the teacher likes the most, etc. |
|The teacher asks students what adjectives he/she has said, and writes down on the blackboard. |
|The teacher encourages students to guess what grammar rules are. |
|The teacher writes down the grammar rules on the blackboard and explains it’s important to properly use comparative and |
|superlative forms when you want to express your ideas. |
|Guided Activity: (18 minutes) |
|- Activity 1: Comparative form (pair work): (9 minutes) |
|The teacher gives students handout (See Appendix A), explains the 3 examples on the worksheet, and demonstrates how to |
|transform the first adjective into comparative form. |
|The teacher pairs up students and asks them to complete the exercise1 and discuss their answers (See Appendix A). |
|The teacher asks students to share their answers and explains the grammar rules they use. |
|The teacher gives students feedback about their answers and explanation. |
|- Activity 2: Superlative form (pair work) (9 minutes) |
|The teacher goes to the exercise 2 (See Appendix B), and again explains the 3 examples on the worksheet, and demonstrates how |
|to transform the first adjective into superlative form. |
|The teacher asks students to complete the exercise 2 and discuss their answers (See Appendix B). |
|The teacher asks students to share their answers and explains what rules they use. |
|The teacher gives students feedback about their answers and explanation. |
|Independent Activity: (15 minutes) |
|- Activity 1: Oral practice (group work) (10 minutes) |
|1. The teacher goes to exercise 3 (See Appendix C), divides students into small group of three to four, and asks them to |
|choose two topics heading for their groups. |
|2. The teacher then asks groups to decide on three objects in each topic area, and express their ideas by using comparative |
|and superlative sentences. |
|3. The teacher asks each group to share their ideas regarding the topics they have chosen. |
|- Activity 2: Writing practice (individual work) (5 minutes) |
|The teacher asks students to write 10 sentences based on their conversation using comparative and superlative forms, and |
|prepare to share after writing. At the end of the class, students’ papers will be collected. |
|Closure (2 minutes) |
|1. The teacher briefly states what they have learned today, and answers students’ questions. |
|Extra-Class Work: |
|Students need to find out 5 sentences from newspaper, magazines or any other written paper, which includes comparative or |
|superlative forms. |
|Evaluation: |
|The enabling and terminal objectives are met by the following assessment. |
|Through the exercise 1 and 2, the teacher can know if students understand the structures of comparative and superlative forms. |
|Through the exercise 3, the teacher can understand if students can express their ideas by using correct comparative and |
|superlative forms. |
|Through individual writing exercise, the teacher will know if students can correctly write comparative and superlative |
|sentences. |
|References: |
| |
Appendix A
Exercise 1: Read the sentences below and then give the comparative form for each of the adjectives listed.
• Lucy is more beautiful than Linda.
• I think John is happier now than a year ago.
• Could you open the window, please? It's getting hotter in this room by the minute.
• interesting ___________
• weak ___________
• funny ___________
• important ___________
• careful ___________
• big ___________
• small ___________
• polluted ___________
• boring ___________
• angry ___________
Appendix B
Exercise 2: Read the sentences below and then give the superlative form for each of the adjectives listed.
• New York has got to be the most exciting city in the world.
• His biggest desire is to return home.
• She is probably the angriest person I know.
• interesting ___________
• weak ___________
• funny ___________
• important ___________
• careful ___________
• big ___________
• small ___________
• polluted ___________
• boring ___________
• angry ___________
Appendix C
Exercise 3: Choose one of the topics below and think of three examples from that topic - for example: Sports - football, basketball and surfing. Compare the three objects.
• Cities
• Sports
• Writers
• Films
• Cars
• Singers
• Countries
• The objects in the classroom
• others
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