lesson plan METHODOLOGY 1

- Teacher points to the word “cheaper” and elicit the comparative form of short adjectives: + What is this?. expected answer: “one syllable” + So, do we call it a short adjective or a l

LESSON PLAN

Instructor: Phan Thị Bích Ngọc Group: Đặng Thị Cẩm Tú

Nguyễn Thị Thùy Linh Trần Thị Quỳnh Nhi Lesson: Language Focus, Comparatives, Unit 16: Historical places.

Class details: A class of 10th graders

Time allotted: 45 minutes

Aims: To help students learn and practice the structure of comparatives.

Objectives: By the end of the lesson, students will be able to:

- Use the comparatives to compare two people or two things

- Produce language using the structures comparatives accurately

Teaching aids and Materials: Realia (a piano model and a pig model), textbook, chalk, pictures Anticipated problems: Some students may be too shy to express their ideas.

arrangements

- Catch students attention and interest

- Help students recognize the target lesson

Steps:

Step 1: Teacher reads the poem “When I was young”

aloud and students listen.

WHEN I WAS YOUNG

(By a teacher) When I was young I could run and run,

Though now I am older, I walk.

When I was a child I could be very wild, But now I am happy to talk

I'm older and wiser, an English teacher,

I can set you any test

But in a few years I'll retire, no tears, And then I'll be able to rest.

Step 2: Ask students to pay attention to the words in the

poem whenever teacher raises a figure in order to guess what the lesson be about

T – Whole class

12

ms

Presentation Setting the scene: A month ago was my birthday I received

a lot of beautiful presents from my family and my friends

However, I have a special habit, quite different from other people That is saving money to buy beautiful things for myself whenever my birthday comes That is what I want to

do on my birthday And this year, I bought 2 things

- Show the realia (a pig and a piano) and their prices (the pig:

T – Whole class

20.000VND, the piano model: 200.000VND)

* Situation 1:

- Teacher elicits the marker sentence: Compare the two prices, can I say “The pig is as cheap as the piano?” (expected answer: “No”) So, how can we say?

- Students give their guessed sentence

- Teacher gives the correct sentence: The pig is cheaper

than the piano.

- Teacher writes the sentence on the blackboard

- Teacher read the marker sentence and let the students repeat

- Teacher points to the word “cheaper” and elicit the

comparative form of short adjectives:

+ What is this? (expected answer: “adjective – er than”) + How many syllables are there in this adjective? (expected answer: “one syllable”)

+ So, do we call it a short adjective or a long adjective? (expected answer: “a short adjective”)

- Teacher write the comparative form of short adjectives on the board:

Form:

S1 + be + short adj + er + than + S2

- Teacher elicits the use:

+ T: When you use this structure, how many things are you comparing? (expected answer: 2 things)

+ T: Do we add “er” to long or short adjectives? (expected answer: short adjectives)

- Teacher writes the use in the board:

Use: to compare two things with short adjectives (usually one syllable).

* Situation 2:

- Teacher elicits the marker sentence using the comparative form of long adjectives:

T: “And now, if I compare the price of the piano with the price of the pig, can I say “The piano is expensiver than the pig”? (expected answer: “No”) So, how we I say?

- Students give their guessed sentence

- Teacher give the correct sentence: The piano is more

expensive than the pig.

- Teacher write the sentence on the blackboard

- Teacher read the sentence aloud and let students repeat

- Teacher points to the words “more expensive” and elicit the comparative form of long adjectives:

+ What is this? (expected answer: “more –adjective - than”) + How many syllables are there in this adjective? (expected answer: “three syllables”)

+ So, do we call it a short adjective or a long adjective? (expected answer: “a long adjective”)

- Teacher writes the form of comparative form of long adjectives on the board:

+ Form:

S1 + be + more + long adj + than + S2

- Teacher elicits the use:

+ Do we add “more” to short or long adjectives?” (expected answer: long adjectives)

+ How many syllabus are there in a long adjective? One

or more than one? (two or more than two syllables)

- Teacher writes the use on the board:

+ Usage: to compare 2 things with long adjectives (two syllables or more)

Notes:

1 Adjectives ending with “y” and having a consonant preceding , change “y” into “i” before adding “er”

Ex: dry → drier

2 Adjectives ending with “e”, just add “r”

Ex: large → larger

wide → wider

3 Adjectives ending with a consonant and having a vowel preceding that consonant, duplicate that consonant before adding “er”

Ex: big bigger

hot hotter thin thinner

4 Long adjectives ending with “y”, “le”, “er”, “ow” are considered as short adjectives

Ex: happy happier

simple simpler clever cleverer narrow narrower

Irregular Adjectives:

Adjectives Comparatives good

bad little many, much far

better worse less more farther further

7ms Controlled

Practice

Step 1: Teacher show the cue 1 (the word “Rich” ) ,

eliciting:

+ Who’s this? (point to the picture on the left side)

(expected answer: the son)

+ Who’s this? (point to the picture on the right side)

(expected answer: the father)

+ Make the comparison, with “How is…”

(write “How is…” on the board)

Teacher says: How is the father?

(expected answer: The father is richer than the son.)

Step 2: Model and drill the cue 1 based on the picture.

+ Say the utterance “The father is richer than the son”

twice

+ Get the whole class to repeat chorally twice and correct

T ask & Ss answer and vice versa:

+ Teacher ask: “How is the father?”

+ The whole class answer: “The father is richer than the

son.”

+ The whole class ask and teacher answer

Individual practice:

+ Call on 2 students to repeat it individually and correct

 T: How is the father?

 S: The father is richer than the son

Step 3: Work on the cue 2: (the word “Intelligent”)

 Teacher show the cue 2, eliciting:

+ Who’s this? (point to the picture on the left side)

(expected answer: Dekhi)

+ Who’s this? (point to the picture on the right side)

(expected answer: Nobita)

+ Make the comparison, with “How is…” (point to “How

is…” on the board)

How is Dekhi?

(expected answer: Dekhi is more intelligent than Nobita.)

 Model and drill the cue 2 based on the picture

+ Say the utterance “Dekhi is more intelligent than Nobita.”

twice

+ Get the whole class to repeat chorally twice and correct

T ask & Ss answer and vice versa:

+ Teacher ask: “How is Dekhi?”

+ The whole class answer: “Dekhi is more intelligent than

Nobita.”

+ The whole class ask and teacher answer

Individual practice:

+ Call on 2 students to repeat it individually and correct

 T: How is Dekhi?

 S: Dekhi is more intelligent than Nobita

Step 4: Work through the rest of the cues

Step 4: Open pairs: Get 3 pairs to demonstrate the exchange

in open pairs

Step 5: Closed pairs:

T – Whole class

Pairwork

Teacher divides the class into pairs, the puts 2 cues on the board While Ss are doing their pair work, T goes around the classroom as a monitor, taking notes some common mistakes for indirect correction

8ms Further

Practice

T: Now, let’s play a game

Step 1: T explains the rule.

+ Do you remember this game? (T draws a ca-ro board on the blackboard.)

+ The English version is called Noughts and Crosses It looks like this (point to the board prepared)

+ How can we win?

(expected answer: 3 in a row) + Across? (Yes); Down? (Yes); Like this? (Yes?) + Divide the class into 2 teams: Noughts and Crosses +And now, we have 9 numbers like this Each team , one by one, choose a number and make a comparative sentence If you are right, you will have one mark If you are wrong, the other team will have a chance to answer

Step 2: T checks the understanding of the students.

+ What do you do first? (Choose a number) + Then, what do you have to do? (Make a comparison)

T – Whole class

14ms Production - Ask the students to read three advertisements on the black

board

- Ask them some questions to check their understanding

 What are advertised?

(an apartment, a villa and a house)

 How old are they?

 (The apartment is 2 years old, the villa is 5 years old and the house is new)

 How much do we pay per month?

(900.000 dong for the apartment, 6.6 million dong for the house and 7.8 million dong for the villa)

- Divide the class into 2 teams and ask them to play the

game lucky number.

- Write 10 numbers from the board, from 1 to 10 Three of

them are lucky numbers

- Each team takes turn to choose a number and make a sentence with a word for each number, using comparatives related to 3 ads

- Each correct answer will get 1 point If students choose a lucky number, they do not need to make any sentences but they get 2 points and they can choose another number

E.g.: T: Cheap S: The house is cheaper than the villa

1 Hot

T – Whole class

1m Homework

2 Lucky number

3 Expensive

4 Modern

5 Lucky number

6 Beautiful

7 Old

8 Lucky number

9 Small

10 New

***Possible answers:

1 The apartment is hotter than the house

2 The house is more expensive than the apartment

3 The house is more modern than the apartment

4 The Villa is more beautiful than the apartment

5 The villa is older than the house

6 The apartment is smaller than the house

7 The house is newer than the villa

SS can make more sentences Ask students to write 10 comparative sentences in their notebooks