kdjmet.weebly.com · web viewthe students already know that two syllable adjectives can occur...

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Final Project Template

Teacher: Khedidja Vital Information on the LessonLesson aims:By the end of this lesson the students will have been able to recycle -and be better able to use- the (ir) regular adjectives and exceptions when comparing two items/sets of items. I have noticed that they are not very comfortable with some irregularities or exceptions: I still hear some incongruous utterances such as “more heavy than...” in their interactions as well as I still find errors such as “hoter than...” in their written production. The choice between the inflectional -er and more with adjectives is an important one. The students already know that two syllable adjectives can occur with one or both forms. The students also know what “a syllable” means.

Timetable fit and presumed student knowledge:-What was covered in previous lessons: the students are familiar with the adjectives to qualify nouns (we have done a quick revision). We have also reviewed, in one short activity, how to compare two items, (the comparatives were covered in cycle three of elementary level).-What will be covered in follow-up lesson: searching for authentic examples (going beyond the classroom). Students love connecting the language they learn in class to the outside world. It helps them create meaning. They like playing games too.

References for materials/resources: The audio text can be found at this address: http://www.podcastsinenglish.com/listen/level1/moving.mp3 You would like to go to this address to find the PDF text. http://www.podcastsinenglish.com/wksheets/moving.pdf Material: Teacher’s handouts (#1, #2, and #3 ) and many cards of different colours to be used to form the groups Students’ worksheets #1 and the board Teacher’s handout and transparency: Sentence Auctions + overhead projector or powerpoint document.Boardwork plan: In step one, I have to keep tracks of vocabulary items elicited from students. In step four,I will provide synonyms/definitions of unknown words from the listening text. I also keep the rule to form comparatives.Linguistic feature:

Form The form of comparatives can present several problems for students:-using the correct function word-using the correct comparative form-using only one comparative form

Meaning Comparatives understood in meaningful context (in a text, in sentences, in discussions)Use Comparatives used in meaningful context (in sentences, in discussions)

Anticipated problems:I may encounter the following problems:1. The students would struggle with the meaning of a structure or vocabulary items.2. Some students would have their preferences for a specific peer to work with in pair/group work.

Possible solutions: to overcome these foreseeable problems,I would solve these problems in the following way:1.I would provide a glossary for the difficult/unknown words appearing in the listening passage, such: flat= apartment , character= distinctive quality of something2. I would use coloured cards to distribute before putting the students to work in pairs/groups. The students with the same colour form their group together.

http://www.podcastsinenglish.com/wksheets/moving.pdf

http://www.podcastsinenglish.com/listen/level1/moving.mp3

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Lesson Plan (step by step)Aims Procedure: Time Focus

1.Warm up:To pre-teach/ elicit vocabulary

2. Using new vocabulary while practicing linguistic feature in a freer way.

Step one: I say: Hello everyone. Today we’re going to talk about a topic we know about and which we live every year, here in Quebec, but to do that, I need your help; I’d like you to look at these pictures and tell me about them. (I activate students’ interest in the lesson by engaging them in a discussion: I show them some pictures of a moving van, boxes, different apartments, rooms, and houses (see teacher’s handout#1). These will be projected on a transparency or PowerPoint slides) then I ask them to tell me what they can relate these pictures to:-what can you see on these pictures?-What are these pictures about?-What do they represent?-When do we live this particular event, here in Quebec, Canada? ...(The pictures are used to check students’ prior knowledge and introduce new vocabulary items)Each time the students provide an answer to the above questions, I write it on one side of the board to be kept there for the whole period because we need it for the following activities about the theme: “Moving home”

Step two: Then I ask the students to use the pictures and the vocabulary they have just provided, (kept on one side of the board) to help them discuss in pairs about their preferences for the apartment/ area they think about when they plan to move to another one. I suggest that every student will mention the difference(s) between the apartment / area he/she is living in and the one he/she wants to move to. I model this activity with a strong student e.g.: I say: “The area I live in is far from the sea”. The student replies: “I see, you want to move to an area closer to the sea as in picture 9!” The students can use this pattern to do the activity orally.I go around listening to their interactions and taking notes. (A free practice activity)

5 mn

10 mn

1. Teacher and students’ discussion on the pictures representation. Teacher asking questions and directing the conversation towards the targeted theme. Students answering the questions and commenting on pictures. Teacher writing down relevant answers on the board

2.Students working in pairs collaboratively

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3.free practice of linguistic feature

4. eliciting and practicing linguistic feature

5.practicing linguistic feature (form)

Step three: for a larger sharing, I put each pair to work with a new pair (groups of four) and ask them to check the reasons for their preferences. Each member justifies his preferences using valid arguments. They need to write three sentences on their note books, showing their preferences. I follow their interactions and take notes.

Step four: I ask the students to return to their respective seats and I invite them to listen to a conversation. I say: “You will listen to a conversation between two people, a girl named Emily is talking to Jackie, an interviewer, about her moving home.” (See teacher’s handout #2). “I ask you to listen carefully the first time to get the general idea of the text, then I ask you to listen the second time for details, and complete this table.” (I show them the worksheet they will work on). “In this table, you’ll check mark in the columns the girl’s old and new flat differences. This is an individual work” (see students’ worksheet#1). “when you finish, you can check with the person sitting next to you, before we go for a collective correction” (at this level, students are required to provide complete sentences such as:-The old flat is more modern than the new one.-The new flat has a bigger kitchen...

Step five: I set the students to play a game, in two groups. The object is to find out who (of both groups) will be faster in classifying the new provided adjectives (in the chart I draw on the board for them) in the right column -see teacher’s handout #3). (I want the students to practice the comparative form). This is my instruction to them: You’ll split in two groups and line up facing the board. The first student from each group has a piece of chalk to write the right comparative in the right column using the adjective in the middle. For each correct comparative you score a point. Be careful! Some adjectives accept neither form (neither –er nor more because they are non-gradable). The winner group is the one who finishes first and has the highest score.

5 mn

15 mn

15 mn

3.students work in group of four: sharing, collaboratively(four heads are better than two)

4. Individual students working individually. They check in pairs before a whole class correction is done

5. Students work collaboratively and have fun.

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6.eliciting linguistic feature (form)

7.Practicing linguistic feature form, meaning and use.

Step six: I ask the students to come back to their seats and look at the board with their answers (from the previous activity-the chart). At this point, I need to introduce teaching explanations as a way of clearing up misunderstandings. So, I ask the students on which basis they have decided to use: –er, more or none of them. I elicit from them a description of the difference in form between the words on the board identifying them like this:

-We use the inflection –er with a one syllable-adjective and a two-syllable adjective ending in “y”. (cheaper, uglier-written in the chart by the students). I make sure they turn the “y” into an “i” before adding the inflection –er, that they add only “r” to adjectives that end in “e” as in nicer and double the consonant for adjectives that end in CVC e.g. hot/hotter-We use more with a two-syllable adjective that does not end with Y, and with a polysyllabic adjective (more than two syllables) e.g.: more useful, more attractive.-We use neither –er nor more with non-gradable adjectives, e.g.: enormous, freezing.

To make sure learning has been integrated, I propose an activity (Holding “Sentence Auctions”.

Step seven: Holding “Sentence Auctions”. This is a fun way to help students review key points. I put students in small groups (4 or 5). I explain what “auctions” mean if they are not too familiar with this kind of activity. I give them some “money” (monopoly money could help) with which to bid on the various sentences I will show on a transparency. This activity includes correct and incorrect sentences; the group that “buys” the most correct sentences wins the game, (see teacher’s handout and transparency-for more details).

5 mn

20 mn

6.teacher and students discussionTeacher helps students remember the rule to be used for the next activity.

7. the teacher is leading the game, the students who work collaboratively

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8.follow upPracticing meaning and use

Step eight: I give the students an extra activity, “Going beyond the class”. I ask them to find examples of comparatives in everyday life.They need to look at advertisements in English- language magazines and newspapers or on the Internet. They have to find at least three examples of adjectives to bring to class (searching for authentic examples). They will discuss what two things are compared in each advertisement, whether they believe in advertisements.... (they will use this for their individual written production-that is another period)

xxx 8. individual work outside the class and collaborative work when they come back to class the following day.

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Teacher’s handout #1

Look at these pictures. Study them and say what they make you think of.

#1 #2 #3 #4 #5

#6 #7 #8 #9 #10

#11 #12

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Audio text transcript

Moving home

Jackie: Hello Emily...

Emily: Hello.

Jackie: ...and Emily, um... I’ m talking to you because I understand you’ve just moved into a new flat, is that right?

Emily: Yes, that’s right. I just moved in um... last week.

Jackie: Last week? Right, tell me um... what is the main difference then between your old flat and your new flat?

Emily: The main difference is that my old flat was much more modern than the one I have just moved to

Jackie: So you... you’ve moved into an older flat, have you?

Emily: Yes, yes. It’s got a lot more character.

Jackie: So, it looks nicer, does it?

Emily: Yes, much nicer it’s, it’s really beautiful.

Jackie: What about the size? Are they... is the... is the new flat er... much bigger than the old one?

Emily: Um... the size is about the same, actually. Um... there are two bedrooms in both flats.

Jackie: I think you said that your old flat, um... it had a garden, does this one have a garden as well?

Emily: Well no, it has a balcony this one. So it’s really nice I can go... I can sit outside and have breakfast on the balcony in the morning. Um...and no one can see me having breakfast, it’s very private.

Jackie: Right. So you’ve gone from um... a modern place and you’ve moved into an old place, what was your reason for moving then?

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Emily: Well, I... I like old buildings and that’s a big reason for moving. Um... another reason is because I love cooking and the kitchen in the flat I have moved to, um... has a much bigger kitchen and it is ... it is much easier to cook in and there’s a nice big table where people can sit down, um...

Jackie: So you can eat in the kitchen?

Emily: Yes, you can eat in the kitchen and there’s a lot of space to cook in which is really nice. The kitchen in my old flat was much smaller, um... but there was a dishwasher, er... which was nice sometimes, but for me it is not really a big problem.

Jackie: So you don’t have a dishwasher in your new place?

Emily: No, but I don’t mind that.

Jackie: Okay, and are they both in the same area of town?

Emily: No, not really. Um... another reason for moving is because the flat, um, my new flat, um... is much closer to work, I can walk there it only takes five minutes on foot. My old flat um... was further away from work and I had to take a taxi in everyday. Um... and it got really expensive and... and also really enjoy walking, so that’s another reason why I wanted to move. Um... there are also two other reasons, the first one, um... was because, um... a really good friend of mine lives upstairs and it’s really nice, so we can have dinner together sometimes and... and chat. Another reason is because there’s some really good shops nearby and a supermarket so it is very easy for me to do my shopping there. And um... also there are lots of nice cafés and restaurants nearby too.

Jackie: Great. Is it er... more or less expensive though?

Emily: It’s actually less expensive so, it’s another reason.

Jackie: Great. Good well... so I look forward to your house warming party.

Emily: You’re very welcome.

Jackie: Thank you.

The audio text can be found at this address:http://www.podcastsinenglish.com/listen/level1/moving.mp3You would like to go to this address to find the PDF text. http://www.podcastsinenglish.com/wksheets/moving.pdf


http://www.podcastsinenglish.com/listen/level1/moving.mp3

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Students’ worksheet #1

Instruction: We now know that Emily has recently moved to a new flat. Listen again to the conversation. Then put a check mark in the appropriate column. Sometimes you need to put a check mark in both columns.

Which flat ... The old flat The new flat

is more modern?

is older?

has more character?

has two bedrooms?

has a balcony?

has a garden?

has a bigger kitchen?

has a dishwasher?

is far from work?

has a friend who lives upstairs?

is near good shops?is more expensive?



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The teacher draws this chart on the board. She asks the students to line up in two groups facing the board. When given the signal, the first student from each group runs to the board and writes the comparative in the appropriate column with the correct form. They have to pay attention to the non-gradable adjectives that can be placed in neither column.

... +er Adjectives More....

Cheap

Beautiful

Comfortable

Ugly

Convenient

Warm

Attractive

Bad

Enormous

Useful

Quiet

FreezingWide

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Teacher’s handout and transparency

“Holding “Sentence Auctions”

This is a fun way to help students review key points. Definition: an auction is a process of buying and selling goods or services by offering them up for bid, taking bids, and then selling the item to the highest bidder.For this activity, basically, students in small groups are given some 'money' with which to bid on various sentences. These sentences include correct and incorrect sentences; the group which 'buys' the most correct sentences wins the game. Aim: Grammar and sentence structure review while having fun Activity: Sentence Auctions Procedure: I divide the class into small groups of 3 or 4 students per group (using the coloured cards-blue group, red group, yellow group, green group, purple group...). I talk about auctions with the students to find out whether they know what auctions are, whether they can describe an auction, whether they have ever been to an auction?, etc. I explain the rules of today’s auction (in class) and write them on the board for the students to follow.

o The aim of the game is to buy as many correct sentences as possible (I use many of the sentences I have heard during the previous group interactions o Each group will have $3000 to spend o Bids begin at $200 o Bids increase by $100 each bid o The sentence will be sold to the highest bidder (remember? "$400 going once, $400 going twice, $400 sold to blue/ or red/ or green group!") o The winner of the game is the group which has bought the most correct sentences

-I can make the auction more difficult by declaring the winner based on the number of correct sentences minus the number of incorrect sentences (5 correct sentences minus 3 incorrect = two correct sentences) -Once the game has finished, I go through each sentence with the students, saying whether it is correct or incorrect. -I allow them a fun celebration of the winning team! -After things have calmed down, I go with them through each sentence explaining any grammar / usage questions that arise.

Sentence Auction: My instructions to the students:

I will show you one sentence at a time on the transparency.

I like you to read it carefully and then decide if you would like to buy it! (follow the rules I have provided on the board to guide you!)

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Collect correct masterpieces! Watch out for incorrect fakes!

1. My watch is more expensive than this one. 2. I wish I would find a more larger room for me in the new apartment. 3. To stay young, we should be activer everyday. 4. This apartment looks more modern than the one in the previous picture. 5. We have a more enormous garden in the house we will live in. 6. They think that August is hotter than July in this area. 7. I don't know how to decorate my room; it is still darker during the day. 8. I'm afraid I don't think this chair is comfortabler than the blue armchair. 9. The owner of the house said that this is a more convenient colour than the white. 10. The boxes left on the balcony are heavyer than the one he is carrying.11. She is collecting As and Bs in English, she is gooder than all of us.12. That building is higher and more pleasanter than the one on the left.13. I am happy to live closer to the arena. I used to walk longer than that.14. His father worked more hard to offer them this new furniture. 15. She said her new neighbours are different from the The Irwins who were badder. 16. Crystal has politer kids. 17. Some plates in the boxes are damaged but things are worse in the white box. 18. The workers are more strong than you told me.19. The way to my new school is more complicated than I have thought.20. This is really a niceer refrigerator.

Auction Correction Page

1. My watch is more expensive than this one. correct

2. I wish I would find a more larger room for me in the new apartment. Incorrect: I wish I would find a larger room for me in the new apartment.

3. To stay young, we should be activer everyday. Incorrect: To stay young, we should be more active everyday.

4. This apartment looks more modern than the one in the previous picture. Correct

5. We have a more enormous garden in the house we will live in.

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Incorrect: We have an enormous garden in the house we will live in. 6. They think that August is hotter than July in this area.

Correct 7. I don't know how to decorate my room; it is still darker during the day.

Correct 8. I'm afraid I don't think this chair is comfortabler than the blue armchair.

Incorrect: I'm afraid I don't think this chair is more comfortable than the blue armchair. 9. The owner of the house said that this is a more convenient colour than the white. Correct 10. The boxes left on the balcony are heavyer than the one he is carrying. Incorrect: The boxes left on the balcony are heavier than the one he is carrying.11. She is collecting As and Bs in English, she is gooder than all of us. Incorrect: She is collecting As and Bs in English, she is better than all of us.12. That building is higher and more pleasanter than the one on the left. Incorrect: That building is higher and more pleasant than the one on the left.13. I am happy to live closer to the arena. I used to walk longer than that. Correct 14. His father worked more hard to offer them this new furniture.

Incorrect: His father worked harder to offer them this new furniture. 15. She said her new neighbours are different from the Irwins who were badder.

Incorrect: She said her new neighbours are different from the Irwins who were worse. 16. My friend Crystal has politer kids. Correct: we can use both forms (more polite or politer) 17. Some plates in the boxes are damaged but things are worse in the white box. Correct18. The workers are more strong than you told me.

Incorrect: The workers are stronger than you told me.19. The way to my new school is more complicated than I have thought. Correct:20. This is really a niceer refrigerator.

Incorrect: This is really a nicer refrigerator.

kdjmet.weebly.com · web viewthe students already know that two syllable adjectives can occur...

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