Name: ELSAID RASHAD • 20 Jan 2019 • “Expatriates in the Washington Post”.
Description
Following Test-Teach-Test approach, students will practise using “comparative and superlative
adjectives” in the context of “Best and Worst Countries for Expats”. At the end of the lesson, students
will be able to produce the TL through freer speaking tasks.
Main Aims
To practice using “comparative and superlative adjectives” in the context of the reading topic.
Subsidiary Aims
To practise speaking for fluency in the context of “Best and Worst Countries for Expats”.
Background
Class Profile
This is an intermediate class of eight students and they are between the ages of 18 and 30. They are all
interested in improving their speaking skills for academic and professional needs. Some of them tend to
be visual learners; that’s why I often bring flash cards and pictures to the classroom.
Assumptions
- I assume that students have prior knowledge about the comparative and superlative adjectives, yet
they lack some practice producing the language freely.
Personal Aims
1. To keep the lesson as student-centered as possible by engaging them through activities.
2. To reduce the TTT and get students to deduce the TL themselves.
3. To provide students with more materials related to the lesson tasks.
Timetable Fit
In this lesson, students will learn “comparative and superlative adjectives” which will help them a lot in
the following lesson when they will be asked to compare things around.
Anticipated Problems & Solutions
* Problem
Timing: Finishing early
* Solution
1- Ss will change their cards and start producing new stories.
2- Ss will be provided with some handouts with prompts to further practise using the TL.
Materials (Teaching Aids)
Ex.2 p.106 (New Cutting Edge, Sarah. C, Peter M., Longman).
Ex.3 p.106 (New Cutting Edge, Sarah. C, Peter M., Longman).
Pictures for the speaking practice activity (visual).
Flashcards with prompts if there is enough time (backup plan).
NB: Please see the following page for the lesson procedure.
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Name: ELSAID RASHAD • 20 Jan 2019 • “Expatriates in the Washington Post”.
Interaction
Stage Procedure Materials Time Comments
Pattern
Warmer/ Lead-in - T starts with comparing students in class using short and long
To set lesson adjectives to get students listen to the TL in a real context.
context and engage - T writes each grammar rule of the lesson on a piece of paper to Over-head
students. T-SS 3 min
be used while using the TL. projector
- When T mentions adjectives such as “taller” or “more
expensive”, he shows them to ss.
Test #1 - Ss do an exercise in which they form comparative and
To gauge students' superlative adjectives in meaningful sentences. Individually
prior knowledge of - T monitors and shows students where their mistakes are Over-head /
the target 3-4 min
without answering them. projector Pair Work
language. - Ss check their answers in pairs. SS-T
- T gives feedback by the end of the activity.
Teach - T clarifies the difficult vocabulary.
To clarify areas of - T follows :
the target language Meaning/ Use (Eliciting the meaning of some adjectives then
where students asking CCQs). SS-T
had difficulty in the White Board 7-10 min
Form (Adding –er or –est after short adjectives and adding T-SS
first test stage.
more/less or most/ least after longer adjectives).
Pronunciation (Ss then practise pronouncing them through
paying attention to the stressed syllables).
Test #2 Controlled Practice Pair Work 3.5 min
To check students' - Ss will be provided with strips of paper which contain sentences. SS-T
use of the target - Ss then match them to come up with meaningful sentences.
language again and - Ss do this exercise in pairs. Strips of Paper
compare with the - T monitors and provides support. EX.2 p.106
first test.
- After they finish, students can stand up and move to check the
answers of other pairs.
Created with English Lesson Planner © www.englishlessonplanner.com
Name: ELSAID RASHAD • 20 Jan 2019 • “Expatriates in the Washington Post”.
Interaction
Stage Procedure Materials Time Comments
Pattern
- T gives feedback.
Speaking Controlled Practice
- Ss in pairs will complete sentences using the comparative and Pair Work
superlative adjectives provided. EX.3 p.106 SS-T 7-10 min
- T monitors and provides support.
- T gives feedback.
Free practice - T demonstrates the activity first.
To provide students - T holds a picture and produces a sentence then another student
with freer practice will be asked to hold another picture and make a sentence.
of the target - Ss do the same with their partners using the pictures given.
language. They can produce more than one sentence for each picture.
- Ss are reminded to use “comparative and superlative Pictures/ 10-13
Pair Work
adjectives”. Flash Cards min
- T monitors the activity and provides feedback at the end.
- T puts up common errors that were observed and provides
delayed feedback, allowing SS to correct the errors if they are
able to.
BACKUP PLAN
Ss will be provided with some cards with prompts to further
practise using comparative and superlative adjectives.
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