Lesson Plan



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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