Manifest flexibility towards exchange of ideas and during team work within various
communication situations;
SPECIFIC COMPETENCES:
1.1. Understanding the global meaning of a message clearly articulated, emitted at normal
speed;
2.1. Description of people and certain events;
3.3. Association of factual information in a text with an image / a set of images;
4.1. Request and offer information about oneself.
COMMUNICATIVE FUNCTIONS:
F2. to compare qualities;
1
to make students aware of the use of comparative and superlative of short adjectives.
OBJECTIVES:
1. SWBAT use their knowledge of the language to design a family tree (family
relationships, s Genitive);
2. SWBAT pronounce English names correctly;
3. SWBAT use the information in a chart to accomplish the working tasks and to make
sentences of their own;
4. SWBAT compare things and people, using correctly the comparative and the superlative
forms of short adjectives;
5. SWBAT use the new vocabulary and structures to accomplish the working tasks.
EVALUATION:
-
BIBLIOGRAPHY:
Primary sources :
http://curriculum2009.edu.ro/Ciclul_gimnazial/
Secondary sources:
Harmer, Jeremy. The Practice of English Language Teaching (3rd edition). Harlow, Essex:
Longman, 2001.
Sesnan, Barry. How to Teach English. Oxford: Oxford University Press, 2004.
Genitive);
- O2: to pronounce English names correctly.
Activity 2:
-
T divides the class in four groups, shares the materials: an empty family tree and 11 cards
with the members of a family (on one side there is a picture and on the other side of the card
1b
Kate is
Philips
sister.
Ss take turns to come to the flipchart to complete the family tree with the corresponding
names.
Techniques: conversation, silent reading.
Materials: family posters, cards with family members, flipchart.
Class management and interaction: group work, Ss-Ss; lockstep, Ss-T, T-Ss.
Timing: 10 min.
PRESENTING THE NEW MATERIAL
LEAD-IN
3
Aims/Objectives:
-
T tells Ss that they will learn how to compare people and writes the title on the blackboard.
T gives each group handouts: a chart with information about some of Kates family members
old-young, tall-short.
- In pairs, Ss look at the chart, read the sentences and say if they are true or false.
- Ss take turns to read aloud the sentences and say what they have decided (true or false).
Techniques: eliciting, conversation, true/false exercise.
Materials: worksheets.
Class management and interaction: pair work, T-Ss, Ss-Ss, Ss-T.
Timing: 5 min.
PRESENTATION
Aims/Objectives:
-
to make students aware of the use of comparative and superlative of short adjectives;
O4: to compare things and people, using correctly the comparative and the superlative forms
of short adjectives.
Activity 4:
-
T writes on the blackboard the following: young-younger- the youngest and asks Ss to read
again the sentences from activity 3 in which these words are used and to guess their meaning.
Ss give the required answers. T explains that we add er to a short adjective when we
compare two things/people and est when we compare three or more things/pople.
Ss take turns to come to the blackboard and write the comparative and superlative forms for
pretty-prettier-the prettiest
heavy-heavier-the heaviest
happy-happier-the happiest
word are consonant - vowel - consonant in that
order, when we add extra letters, the last letter becomes a double and that for adjectives
which end with y we replace the y with -ier in the comparative form and -iest in the
superlative form.
Techniques: eliciting, explanation.
4
Materials: blackboard.
Class management and interaction: lockstep, T-Ss, Ss-T.
Timing: 10 min.
CONTROLLED PRACTICE
Aims/Objectives:
-
O4: to compare things and people, using correctly the comparative and the superlative forms
of short adjectives.
- O5: to use the new vocabulary and structures to accomplish the working tasks.
Activity 5:
-
Ss use the information in the chart (from activity 3) to make some other true/false sentences
with comparative and superlative adjectives.
Activity 6:
-
T puts on a desk, in front of the class the following objects: three boxes of different colours
and sizes, toys representing a car, a plane and a bicycle and three rulers of different colours
and sizes.
Ss take turns to come in front of the class, chose an object and make a comparative or
FREE PRACTICE
Aims/Objectives:
-
O4: to compare things and people, using correctly the comparative and the superlative forms
of short adjectives.
Activity 7:
-
own comparative and superlative sentences about their classmates and about themselves.
Techniques: question-answer, sentence making.
Materials: Class management and interaction: lockstep, T-Ss, Ss-Ss.
5
Timing: 7 min.
FOLLOW-UP
Aims/Objectives:
-
- O5: to use the new vocabulary and structures to accomplish the working tasks.
Activity 9:
-
T assigns the homework (appendix 3) and makes sure Ss understand the task, gives
examples.
- Ss ask questions in case there are aspects that need to be clarified.
Techniques: explanation, Spot the differences game.
Materials: handouts.
Class management and interaction: lockstep, individual work, T-Ss, Ss-T.
Timing: 3 min.
Appendix 1
FAMILY
TREE
JOHN
MARY
KATE
RUTH
GEORGE
WILLIAM
TOM
PHILIP
BARBAR
A
SANDRA
PAUL
SONIA
JOHN is
Kates grandfather.
MARY is
Kates mother.
TOM is
Ruths son..
SANDRA is
Kates aunt.
BARBARA is
Kates cousin.
PHILIP is
Johns grandson.
WILLIAM is
Kates brother.
RUTH is
Johns wife.
SONIA is
Barbaras sister.
PAUL is
Barbaras brother.
GEORGE is
Barbaras uncle.
Appendix 2
I.
Use the information in the chart and decide if the sentences below are true or false:
Name
Age
Height
1.
2.
3.
4.
5.
6.
II.
John
68
1.80 m
George
40
1.85 m
Barbara
10
1.43 m
Kate
9
1.40 m
Sandra
35
1.75 m
............
............
............
............
............
............
Use the information in the chart to make your own comparative/superlative sentences.
Ask a classmate to say if your sentence is true or false.
Appendix 3
Find as many differences as you can between these two pictures and write comparative sentences, using the adjectives
big, small, long, short, happy, tall, dark: