Grammar

Topic: comparative

Grammar Lesson Plan

Instructor: Ms. Celine.	Level: Intermidian	Students: 13	Length: 20 Minutes

Materials:

-Listening worksheet(13 copies)

-Wall-Chart (elicit rules)

-profile sheet

-white board & board markers

Aims:

- Main Aim: To improve student's Grammar ability by practicing activities on                       "comparatives".

- Secondary Aims: To enable students to use appropriate requests depending on                     situations, circumstances and subject by filling in the worksheets.

- Personal Aims:- I want to increase STT and I want to make interesting lesson                         through having ss interact with one another.

- I want to work on my modeling and demonstration.

Language Skills:

- Reading: Ss will read the worksheet and wall-chart.

- Litsening: Ss will listen to answer  and role-play of other students.

- Speaking: Ss will speak the answer discussed about questions of worksheet and role-play.

- Writing: Ss will fill in the blank on worksheet.

Language Systems:

- Lexis: clever, nasty, silly, diligent.

- Function: How to use comparative

- grammar:  comparative

- phonology: [v] villa, [b] bill.

- discourse: Ss will gather some opinion through cooperative learning.

Assumptions:

- Ss can communicate effectively using sentence forms.

- Ss have basic knowledge of irregular conjugation.

- Ss know how to enjoy activity.

Anticipated Errors and Solutions:

- Some students may not  participate in activity.

→ During the activity, will Monitoring.

- Some student is scared about presentation.

→ Make natural atmosphere and not impose about presentation until student is         ready.

- Students may don't understand some lexical words related to song

→ If Ss ask some question about it, will give an explanation through the meaning       of a word from the context.

- If time remains.

→ will have quiz (s.o.s activity) with students to confirm today's lesson.

References:

www.naver.com

www.google.com

Lead‐In
Materials: textbook, writing on the blackboard.
Time	Set Up	Student Activity	Teacher Talk
1 min	Whole Class	- Ss greet a teacher. -listen and answer the question.	- Good morning, Is everyone here? How are you feeling today? " couldn't be better "

Pre‐Activity
Materials: textbook, worksheet. white board, marker.
Time	Set Up	Student Activity	Teacher Talk
6 min	Whole Class	- listening to teacher's instructions - take a worksheet per individually -fill in the worksheet -make sure the answer - answer the question	<CCQ> - Is better superlative. ? (No) - Is it comparative ? (Yes) - better is comparative of good. Eliciting -" What do you call words that compare one thing to another?" (comparative) ( Distribute the worksheet ) - work individually -Here are some exercise questions. -You have 3 min < ICQ > ·what are we going to do? ·How many times do you have? ·Are you working in pairs or group? . -before checking compare your answer with other it - I give 1 min - Let's check the answers. - positive feedback.

Main Activity
Materials: textbook, wall-chart. white board, marker.
Time	Set Up	Student Activity	Teacher Talk
6 min	Whole Class	- listening to teacher's instructions. - see the picture in worksheet. - answer the question - practice a role-play - play a role-play - get feedback	instruction -work in pairs. divide into 6 groups. ( Distribute the worksheet ) - You can see the picture and blank in worksheet. - fill in the blank. - We'll make a role-play with these picture -practice with your partner. -I will give 3min < ICQ > ·what are we going to do? ·How many times do you have? ·Are you working in pairs or group? -Let's play this role-play in pairs - positive feedback.

Post Activity
Materials: textbook, worksheet. white board, marker
Time	Set Up	Student Activity	Teacher Talk
7 min	whole class	- look at the board - listening to teacher's for example. - get a point - take feedback -by replying to teacher's questions, do summarize to memorize today' lesson - thank you teacher!	instruction - work in pairs. divide into 6 groups. - In here, there are several picture. - I'll show you first " Father bear is fatter than mother bear." - I'll point out some group. - positive feedback. Conclusion: - we learned about "comparative" - be asked questions and give correct answers. < CCQ > -Does compative have comparable things? (Yes) -Is compative simple tense? (No) <error correction> - little's comparative is not littler little's comparative is less - thanks for your working