Listening    Speaking    Reading    Grammar   Writing

Topic:  Comparison

Lesson Plan Template Task Based Lesson (TBL)

Instructor: Claire	Level: Intermediate	Students: 9	Length: 30 Minutes

Materials:

▶ White board, Board Markers and tape

▶ Wall card of the comparative adjective grammar

▶ Wall chart of the comparative adjective grammar

▶ Wall chart of the family tree

▶ Worksheets (family tree, Speed quiz,) & sample worksheets

Aims:

Main aim

▶ Student will improve their grammar skills by having understand the

comparative adjective.

Secondary aim

▶ Student will talk about comparative adjective grammar by playing family

tree work sheets, (Ask about your friends and write) activity, speed quiz

game.

Personal aim

▶ I want to improve my teaching skills by having clear instruction, derstanding

of the procedure, and time management.

Language Skills:

▶ Reading: Student will read comparative adjective wall chart, comparative game work sheet presentation.

▶ Listening: Student will listen to other student’s presentation.

(Making family tree, Asking and Answer game.)

▶ Speaking: Student will present their answer by playing game and comparative game work sheet.

▶ writing: Student will write family tree work sheet, Asking and answer by using comparative adjectives.

Language Systems:

▶Phonology: Phonology: /th/

▶Lexis: taller, smaller (Some adjective comparatives .etc.)

▶Function: describing to 2 nouns and comparing them.

▶Grammar: Adjective comparatives.

▶Discourse: Talk to other students about adjective comparatives sentences.

Assumptions:

▶Student already know:

▷How class is set up and run.

▷The teacher’s style of teaching and the pace of the course.

▶Student understand basic concept of Comparative grammar.

▶Student know how to write their family relationships, play speed quiz, ask about your

friends and write questions.

Anticipated Problems and Solutions:

▶Student may not be able to know Comparative grammar.

▷Use repetition and drills.

▶Student may not understand complex vocabulary.

▷Give the vocabulary card which is imaged. (Model)

▶ Student may find the topic boring.

▷Add excitement by using game ex)speed quiz, family tree game.

References:

www.naver.com

www.google.com

Grammar in use intermediate unit.102

English land – teacher’s book.

Lead-In
Materials: None
Time	Set Up	Student Activity	Teacher Talk
1min	Whole class	Answer the questions	Greeting: Hello everyone, How do you feel today? What did you do yesterday? what did you eat for lunch? 2 Guiding questions: 00 “ Do you think the weather’s getting hotter and hotter?” 00 “Do you prefer coffee or tea?”

Pre-Activity

Materials: White board, Markers, Wall cards, Worksheets

Time

Set Up

Student Activity

Teacher Talk

10min

Whole class

Understanding the follow activities

write a description of a classmate

Procedure

Eliciting with visuals

(Jenny kim and Tiffany!

please come out to the front)

Let's see. Can you see any difference between Jenny kim and Tiffany. In grammar, what do we call it when we talk about comparing Tiffany and Jenny? (→comparison)

CCQ

Is the comparatives used when you compare more than two objectives?

Is the comparatives used when you compare just two things?

Jenny kim is taller than Tiffany!

Tiffany! Touch your right hand to Jenny Kim's right hand.

Who is lager?

Jenny kim’s hand is lager than Tiffany’s

Demonstration

Look at the board!!

(Put the stronger, shorter, younger and older cards on the left side of the board and the thinner and bigger cards on the right side. Look puzzled and ask.)

- Can you see any difference between the two groups?

(Point put the spelling difference)

+er	cheap→cheaper	fast→faster
Con. +er	thin→thinner	big→bigger
More	serious→more serious	expensive→more expensive

The comparative adjectives in the first group are made by adding -er to the end of the adjectives. The last letter of the adjectives in the second group is repeated before adding -er.

And other comparative form is we should use more.. for longer words (two syllables or more)

for example / more serious/ more often/ more expensive/ more comfortable.

Okay, We are going to fill in the blank and you repeat after me.

Instruction

Good job!! I will give you handouts.

In this handout, there are several questions so, you can ask other students according to it. and fill in the blank.

There is one blank. In the blank, You can make a question by yourself. To ask the questions, please stand up your seat and walk around for asking the question to friends.

I will give 4 minutes. Work with friends.

ICQ

-What are we going to do?

-How much time do we have?

-Are we working individually?

Instruction

Don’t start writing when I give you the paper

Please start writing when I say Begin.

Explicit ICQ

Are you going to start when I give you the paper?

Are you going to start when I say begin?

Now begin!!

Run

Monitor discreetly

Timing (1min, 30s)

Time’s up!!

Close

Ask 3 student

“whose hair is straighter, mine or other members?”

“whose house is far from here?

“what did you know about friends?”

Main Activity
Materials: Family tree sheets,
Time	Set Up	Student Activity	Teacher Talk
10min	Whole class	Do activity	My future family tree Demonstration Show the picture of my family tree. We can make the sentences by using comparative adjectives. For example, my hair is longer than my mom's hair CCQ In this context, My mom's neck is longer than mine? In this context, My ear is smaller than my father's Instruction I will hand out paper. Draw your future family tree on the board. Label the family members. example) day, mom, brother, sister. Please complete the Activity sheets with information with your future family trees with your friends. Write five sentences about your family by using comparative adjectives. I will divide two groups. After you finish it, two students from each group will come out to the front and explain about it. Let’s say ‘family’ ‘tree’ ! who is family? please come on to the left side of the class! who is tree? please come on to the right side of the class! I will give 3 minutes. Work in group! ICQ -What are we going to do? -How much time do we have? -Are we working individually? Don’t start writing when I give you the paper Please start writing when I say Begin. Explicit ICQ Are you going to start when I give you the paper? Are you going to start when I say begin? Now begin!! Run Monitor discreetly Timing (1min, 30s) Time’s up!! Close Ask about their future family tree.

Post Activity
Materials: Speed quiz materials
Time	Set Up	Student Activity	Teacher Talk
10min	Whole class	Do activity	Speed quiz Instruction A person in your group should describe the word back to the other group team members. But the person should try to use comparative adjectives at least one sentence and can use body language. The others cannot see the word. The others except the person should answer. I will give 2 minutes. Work in group Demonstration It is thinner than an elephant. It has four legs, but it's slower than a tiger. It's body black and white. It eats grass. It lives in grassland. what is it? We are going to play a speed quiz. Let's say 'speed' and 'quiz' who is speed? please come on to the left side of the class! who is quiz? please come on to the right side of the class! who is the youngest in your group? who is the tallest in your group? 00 please come out to the front. ICQ-What are we going to do? -How much time do we have? -Are we working individually? Now, begin!! Run Monitor discreetly Timing (1min, 30s) Time’s up!! Ok. 00 team is winner!! Good job!! Error corrections Correct any common errors studetns make. If there's no error, do Unscramble sentences. taller I than you am → I am taller than you. Do you have any questions? If there's no further questions, it concludes my lesson and I'll be followed by .
SOS Activities
Materials: 14 comparative fill in the blank work sheet.
Time	Set Up	Student Activity		Teacher Talk
It depends on time	Whole class	Listening writing		Instruction Ask student to write fill in the blank exercise. Demonstration “Everyone now we are going to exercise fill in the blank individually.” “There will be 15 comparative sentences on the paper; you have to fill in the blank.” “I hope you enjoy this exercise.” “After you finish, we will have presentation. “I will give you 3 minute to finish!” ICQ ◀Are you exercise fill in the blank individually?” ◀Are you exercise fill in the blank in a group?” “Now begin” Monitoring Monitor directly. Answer student if they ask questions. Give time warning: 1minute: 30 seconds. Be flexible with time. Give students 1 more minute of they need it. “Times up” Ask student to present their work individually. “Ok enjoy learning comparative grammar?” “Do you have any questions? “Class dismissed!”