Name: April • 28 Jan 2019 • A tale of two cities - Comparatives

Description
In this grammar & vocabulary lesson, students generate a list of descriptive adjectives for two cities, and then attempt to use these adjectives to compare the two cities. From this activity,
students will be learn how to form the comparative form of adjectives and inductively deduce rules for categories of comparatives (regular short words: ending in 'e' to 'er'; ending in
consonant, double consonant and add '-er'; ending in 'y' change to 'i' and add '-er'; regular long words: introduce adj. with 'more').

Main Aims
To provide clarification of comparative adjectives in the context of travel.

Sub Aims
To provide review of descriptive adjectives in the context of city life.

Background

Class Profile
15 students, mostly aged 17-20, some older, even split m/f. Wide range of languages known and spoken by these students including varieties of French, several varieties Arabic, Haitian
creole, etc., perhaps other varieties of English, etc. This wide range of communicative competencies is an asset to the students' ability to absorb more language. Students are motivated
to succeed in their program of study, and so are generally willing to cooperate with the instructor. Students are also extremely busy and need in-class activities and homework that they
know will be useful and relevant.

Assumptions
I assume that students, having a high-beginner/low-intermediate level, will have little difficulty working together to come up with a list of descriptive adjectives. I assume that they will have
retained some information from the previous lesson ("should" modal).

Personal Aims
- to give clear instructions

Timetable Fit
In the previous lesson, students learned about the modal "should" and practiced giving advice. This lesson will expand on this knowledge by enabling them to give reasons to support
their opinions. Example: Yasmine should go to Toronto because it is more multicultural than Mont Tremblant. Superlative adjectives would be introduced later in this class (if it is a 3 or 4
hour class). Knowledge of comparative and superlative adjectives will help students with the written production for this unit (a persuasive essay or an informative essay).

Anticipated Problems & Solutions

Problems:
Examples from Scrivener, 2010 "Teaching English Grammar"
Students use 'more' with one-syllable adjectives: X He's more big than me.
Students use -er as well as more: X Katerina drives much more faster than me.
Students use as instead of than: X This bridge is 200 m longer as the one on the island.
Students use very with a comparative: X Her new home is very bigger.
Solution: Bring these incorrect examples forward, if students don't suggest them themselves, and elicit correct forms. Give students time to rehearse and practice.
Please see the following page for the lesson procedure

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Name: April • 28 Jan 2019 • A tale of two cities - Comparatives
Stage
Warmer/Lead-in
To set lesson context and
engage students
Exposure (8-10 minutes)
To provide context for the
target language through a
text or situation
Highlighting
To draw students'
attention to the target
language
Clarification
To clarify the meaning,
form and pronunciation of
the target language
Controlled Practice
To concept check and
prepare students for more
meaningful practice
Free Practice
To provide students with
free practice of the target
language
Created with English Lesson Planner © www.englishlessonplanner.com
Interaction
Procedure Materials Time Comment
Pattern
Show image of my friend Yasmine, explain that she wants to go on vacation, but can't
decide which city to go to (Mont Tremblant vs. Toronto). Read aloud and project her story, T-S 2-3
or give as handout.
HO City Chart (one per pair).
"With your partner, think of as many adjectives as you can to describe the two cities."
T: Draw a t-chart on the board/on the projector, elicit or give 2 or 3 examples, give student T-S, PW -
2 minutes to generate lists of adjectives.
Have students write their adjectives on the board.
T: "Which city do you think is better?" Elicit student responses. Write the sentence frame
on the board: "Toronto is ____ than Mont Tremblant; Mont Tremblant is _____ than T-S 2-4
Toronto"
Write
- safe
- big
- noisy
- beautiful T-WB, T-
8 - 10
on the board. Ask students to help transform these into adjectives, show the formations S
(add r, double consonant, remove y ad -ier, add more)
Present incorrect forms and spellings:
"Can I say "Mont Tremblant is more safe than Toronto"? Can I say "Toronto is beautifuller
than Mont Tremblant? "
HO: Rule sheet
One half of the class will argue for Toronto, the other for Mont Tremblant.
1) Each pair will create 2 sentences about why their city is better:
> Model: "Toronto is better because it is MORE MULTICULTURAL THAN Mont Tremblant" PW 8 - 10
2) Teams of pairs then work together as a small group to develop their arguments
3) Toronto team vs. Mont Tremblant team will give their arguments about which city is best
During stages 1 & 2, T will circulate, giving help with correct forms and other vocabulary.
Individually, students will write a short e-mail to Yasmin, advising her about which city they
think she should go to. S-
Students will write for 8-10 minutes, then swap their writing with a peer for feedback. Peer individual; 10 - 20
feedback will last about 10 minutes, and then these short pieces of writing will be collected PW
as formative assessment.