NAME: WEEK: 2 DAY: 3 DATE:

LEVEL: A2 Pre-Intermediate FOCUS: Grammar LENGTH: 60’ TP: 6

MAIN AIM(S): By the end of the lesson the students will have…. SUBSIDIARY AIM(S): By the end of the lesson the students will have….

…understood and practised using the comparatives … practiced the vocabulary related with time expressions:
“spend time”, “waste time” etc.
…practice the sentence stresss

PERSONAL AIMS – action points I want to work on (one box each) HOW I will work on these
LANGUAGE ANALYSIS – MFPA POSSIBLE LEARNER PROBLEMS OF MFPA SOLUTIONS (include CCQs, timelines etc.)

Meaning: worse

Form:

Pronunciation:

Appropiacy

TOPIC/THEME e.g. holidays, sport, health etc. (NOT the grammar area)

APPROACH (please highlight one) IF discrete-item/grammar lesson (please highlight one)

 Discrete item Teaching from a text
Functional language Teaching from examples
Skills Teaching from rules
Task-based learning Test-teach-test
Situational presentation

STAGE PLAN

TIME & INTERACTION Stage name/WHY are you doing this stage (AIMS) WHAT will the students do? HOW? MATERIALS
WHAT will you do? (PROCEDURE)

4-6 min Introduction/ Reading To introduce the Ask students to read the introduction to the ar- New English File
topic of comparatives and create inter- ticle. Pre-Intermediate
est. Student’s Book
Ask students to write down individually if they felt
that it was pessimist or optimistic and why. Then Pg. 44 1(a)
ask students to compare their answers. Elicit from a 3
couple one answer.

5-7 min Guided discovery: to clarify the meaning Ask students to re-read the text and cross out the Pg. 44 1b
S of the discrete item. wrong word that does not match the introduction 3
S-S (question b) . Then check in pairs. Finally show the
T-Ss answers on the board.
10-12’ Guided discovery: to clarify what forms Ask students to find the comparatives (adjec- Pg 44
are possible in the comparative of adjec- tives and adverbs) found in the introduction.
S-S tives and adverbs. Explain that they are different forms depending 3
on whether they have two or more syllables,
T-Ss whether they are irregular or not etc.

5-7’ Consolidation of form: to clarify what Show an example of two people of different/same PPT
forms are possible in the comparative of heights (photo) and write down the corresponding
T-Ss adjectives and adverbs. comparative: e.g. “Tom is taller than Ivan”(differ- Pg 44
ent) 1c
S e.g. “Martin is as tall as Lucia (same)

Ask students to write individually the answers for

question c. Check on the board.

Pronunciation: give pronunciation prac- Elicit that the pink letters are the schwa sound. Pg. 44
tice for the schwa, especially in the ending 2 Pronunciation
of the comparative adjectives. Ask students to listen to the audio and repeat the
sentences.
10’ Writing: To give controlled practice Ask students to complete on their own exercises 4C Pg. 133
(a) and 4C (b). Then, check the answers in pairs and
S as a whole group on the board. 4C (a) and (b)

S-S

T-Ss

10-12' Speaking: to provide natural communica- Write on the board “working”, “eating”, “sleep- PPT
tive oral practice of the target language. ing”, “relaxing”. SS in pairs say how long they
Ss spend doing these things in a typical day.
To give oral fluency practice
10-12’ Elicit from one or two students their conversa-
tions and ask students to say “yes” or no” to
these set of questions.

“Does Jose Antonio work longer than you?”

“Does Lorena sleep more than you?”

Extra Error correction: To highlight correct and T puts some wrong comparatives either invented
incorrect use of the target language and/or heard from previous actitivies e.g. I am more
5’ tall than you* and ask students to discuss in pairs
which are the mistakes. Correct the answers on the
T-Ss board asking for one mistake per each student.

S-S

T-Ss
WHITEBOARD PLAN

ANTICIPATED PROBLEMS – OTHER AREAS (NOT language)

Area Possible problem (one per box) Solution

Exercise 4C (b) Possibly it will be necessary to remind them how the nega-
tive is formed for the present tense.

Groupings There may be an odd number of students for a pair work. I will make a group of 3.

SOURCE OF MATERIALS (published materials your lesson is based on, in- WRITTEN RECORD What written record will learners get of MFPA of new
cluding your course book and any web pages). Have you adapted? language?
Write on the board “working”, “eating”, “sleeping”, “relaxing”. SS in pairs say how long they spend doing these things in a typical day.

Elicit from one or two students their conversations and ask students to say “yes” or no” to these set of questions.

“Does Jose Antonio work longer than you?”

“Does Lorena sleep more than you?”