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Date: 5.03.2018
No. of students: 15
Class : VI
Anticipated problems: Some students will use their native language instead of English
General aim: to practise the use of the comparative and superlative of short, long and irregular
adjectives
- practised the comparative and superlative of short, long and irregular adjectives
- fixed the comparative and superlative of short, long and irregular adjectives
- practised language functions
1
Lesson aims:
Time: 50’
LESSON STAGES
Organisational moment: the teacher greets the students, the student on duty tells the absents,
the teacher writes the absents in the register, the T checks the homework.
Timing: 3’
1. Warm-up:
Procedure: The teacher brings a “Qualities Box” and breaks the ice by extracting the first note
from the box. She reads the word written on the note and forms an example sentence. The
teacher asks the students to tell their names and give examples using the qualities from the box.
The students write on the blackboard the examples.
Interaction: T-Ss
Timing: 8’
2. Lead-in:
Procedure: The teacher asks the students what parts of speech the qualities are. The teacher
elicits the answer 'adjectives'. The teacher writes the title on the blackboard.
Interaction: T-Ss
2
Timing: 3’
3. Presentation:
Activity 1: Speaking
Procedure: The teacher asks the students for a way of grouping the adjectives. The teacher
elicits the correct answers from the students. The students group the adjectives into short, long
and irregular adjectives.
Interaction: T-Ss
Timing: 5’
Activity 2: Speaking
Procedure: The teacher revises the degrees of comparison by telling the students that the
adjectives are used to describe and compare people, animals and things. The teacher elicits
answers for the degrees of comparison of short, long and irregular adjectives through examples.
The teacher writes down the degrees of comparison of a long adjective 'intelligent', a short
adjective 'big' and an irregular adjective 'bad'.
Timing: 5’
Activity 3: Listening
Procedure: The teacher plays a video of a music song with lyrics including adjectives in the
comparative. The students must work in groups and write down the adjectives they hear in the
song. The teacher checks their answers.
Timing: 8’
Activity 4: Writing
3
Procedure: The teacher hands out a worksheet with two exercises to the students. The teacher
tells the students that they will be working in pairs, explains the exercises and sets up the time
for the task for 5 minutes. The students in pairs solve the exercises. The teacher checks the
answers.
Timing: 5’
Activity 5: Writing
Procedure: SS are divided into groups. The T gives a worksheet to every group. They have to
solve the exercise by completing the gaps with the suitable superlative. The students in groups
solve the exercise. The teacher checks the answers.
Timing: 6’
Activity 6: Homework
Interaction: T-Ss
Timing: 2’
The T appreciates the best opinions, corrects the use of English and marks the students that were
active.
For SNC, the T gives special worksheets, adapted to their capacities and abilities