Katholieke Hogeschool Kempen – Departement Lerarenopleiding Vorselaar
Bachelor in het onderwijs: secundair onderwijs
Lepelstraat 2 – B 2290 Vorselaar
Tel +32 (0)14 50 93 42 - Fax +32 (0)14 50 93 44 - E-mail: kvr@khk.be
Lesvoorbereiding
Student: Annelies Van Gestel & Jonas Bijnens
2 ILSO
tel.
E-mail:
Datum stage:
School:
Klassengroep:
Lokaal:
Mentor:
Stage-oefenles
Proefles
Uur:
Aantal lln.:
Vak:
Docent:
Lesonderwerp
Subject Topic
Grammar: Degrees of comparison
Bronnen
Sources
All aboard 1 workbook; Unit 5: Rules; p.82-84
Look ahead 1; (Unit 9; p. 134-136)
Contact 1
Opportunities Beginner; Teacher’s Book; p. 105
Opportunities Beginner; Student’s Book; p. 97
Language in Use Beginner; Classroom Book; Unit 21; p. 88-90
Inside out; pre-intermediate; Student’s Book; Unit 4; p. 27
Beginsituatie
Initial Situation
First year of English
Vakoverschrijdende eindtermen
Final Atainment Levels
a) For English
Luisteren
nr. 1
nr. 2
nr. 4
nr. 5
nr. 6
Lezen
nr. 7
nr. 11
nr. 12
Spreken
nr. 13
nr. 15
nr. 16
nr. 17
1
Schrijven
nr. 18
nr. 19
nr. 20
nr. 22
nr. 23
nr. 24
Leerplan
Curriculum
VVKSO; Leerplan secundair onderwijs; Engels, 1e graad, 2e leerjaar
Vormingsdoelen
Formation Objectives
1) Language
Pupils should be able to use the newly acquired grammatical skills to compare things.
Pupils should be able to use the newly acquired grammatical skills to compare people.
2) Learning Strategies
The pupils are able to discover grammar rules themselves by studying, comparing, analysis
examples.
The pupils are able to plan their time in order to select the needed information. The pupils are
able to work together on a task in order to get the correct solution.
The pupils are able to compare opinions with facts.
The pupils are able to adjust their pronunciation by listening to the teacher.
The pupils are able to find memory tricks to remember/study the subject of the lesson.
The pupils are able to work in pairs and to find out each other’s opinion.
The pupils are able to consult their knowledge of the English language (grammar surveys) in
order to do exercises and information gap activities.
The pupils should be able to compare different languages and discover similarities and
differences. This will help them to understand the foreign language (meaning of difficult
words and typical grammar rules) better.
The pupils become aware of the fact that repetition is all important in language acquisiton.
The pupils learn that visualization is a means to memorize new grammar rules.
The pupils are able to scan a blackboard scheme in order to find a particular piece of
information without reading the whole scheme.
3) Personality Formation
The pupils are willing to share the information they have found.
The pupils are able / willing to ask the teacher / their classmates for help.
The pupils are willing to listen and practise their pronunciation (by imitating the teacher) and
aim at accuracy.
The pupils are polite in conversations with others.
The pupils should be able to show respect to other people by listening to them.
The pupils should learn to be open-minded: willing to discover new ideas, culture, ...
4) World View
The pupils get to know certain facts and figures about London.
The pupils find out how important London is around the world.
Concrete doelen
Short Range Objectives
1. Initial Stage
Pupils are able to compare the members of the Simpson family, orally. (S)
Pupils are able to use certain adjectives the teacher’s come up with to compare the Simpsons.
(S)
2. Development
Pupils are able to derive the theory of how to form the degrees of comparison from the
examples written on the blackboard. (S + W)
Pupils are able to use “than” and “then” correctly. (W)
Pupils are able to compare two given subjects using a given adjective. (R+W)
Pupils are able to use the blackboard scheme to make comparatives of the given adjectives.
(R)
Pupils are able to transform a given adjective into the correct degree of comparison so that the
sentence is correct. (R+W)
Pupils are able to read the given text about London without mistakes. (R)
Pupils are able to fill in the correct form of a given adjective in the gap of a sentence. (R+W)
Pupils are able to use the three degrees of comparison of a given adjective to give their own
opinion about three given subjects. (R+W)
3. Evaluation
Pupils are able to compare five different clowns using the three degrees of comparison. (S+L)
Werkpunten
Practice Aims
Inhoud
Methode
Materiaal
INITIAL STAGE
Pupils tell about the Simpsons, using adjectives.
They compare the members of the Simpson family.
Teacher puts some answers on the blackboard to make a
scheme with the given comparatives.
Some answers can be:
- Homer is big.
- Maggie is young.
- ...
- Maggie is smaller than Bart.
- Bart is older than Lisa.
- Lisa is smarter than Bart.
- Homer is bigger than Marge.
- Maggie is cuter than Bart.
- Lisa is cleverer than Bart.
- Homer is lazier than Marge.
- Homer is more stupid than Marge.
- Lisa is more intelligent than Bart.
- As a parent, Marge is better than Homer.
- As a parent, Homer is worse than Marge.
- ...
- Homer is the oldest.
- Maggie is the youngest.
- Lisa is the most intelligent.
- Homer is the laziest.
- ...
Teacher puts pictures on the blackboard. He asks pupils to
compare all the Simpsons.
Teacher writes the adjectives on the right of the blackboard.
He writes them in certain categories.
Eg.
- What can you say about the age of Bart and Lisa?
If the pupils can’t think of any other comparisons, the teacher
will ask questions so that every category and difficulty can be
Cuecards of the
Simpsons
Scheme: Look ahead
1; p.134-136
+ ... Unit 4, p. 27:
“Language reference:
comparatives and
superlatives.
(10’)
- Who do you think is (smarter/cuter/...) than who?
- ...
DEVELOPMENT
a) Presentation
1) short adjectives (of one syllable):
* adjective + er // + est
* adjectives ending in –e  + r // + st
* adjectives ending in a single stressed vowel
followed by a single consonant  double consonant
+ er // + est
2) two-syllable adjectives:
* some take –(e)r: +(e)r (or more / less + adj.) //
+(e)st (or most / least + adj.)
Adj. ending in –y  y + ier
// + iest
* other: more / less + adjective // most / least +
adjective
3) adjectives of more than two syllables:
* more / less + adjective // most / least +
adjective
4) exceptions
* good – better – best
* bad – worse – worst
put on the blackboard.
Pupils tell teacher how to form the degrees of comparison.
Teacher completes his blackboard scheme with the theory.
Pupils copy the blackboard scheme.
(Pupils use the blackboard scheme and try to formulate rules
to form the degrees of comparison.)
T: Than is used with comparatives, then is used to Teacher points out the difference between than and then.
denote time.
e.g.: Lisa is smarter than Bart.
There was a knock on the door. Then, Bart
came in.
T: When you can translate “then” into the Dutch
Teacher gives a memory aid to remember when to write
word “toen”, it must be written with an “e” because “then” and when “than”.
in “toen” there is an “e” as well. Otherwise you
Blackboard scheme
(13’)
should translate “than” into “dan”, and then it’s
written with an “a” as in “dan”.
b) Integration
1. Spain / hot / Britain
 Spain is hotter than Britain.
2. Italian food / good / English food
 Italian food is better than English food.
3. Poland / big / Britain
 Poland is bigger than Britain.
...
(cfr. annex)
T: On your paper there is a text about London. Now
it’s up to you to complete the sentences with the
right form of the words on the left. So you use the
adjective, the comparative or the superlative.
- biggest city
- more than 7 million people
- most popular holiday destinations
- more than 8 million tourists
- the busiest months
- cheaper than
- almost as fast
- more expensive than
- the cheapest place
- as cheap as
- much nicer than
- the easiest way
- the best thing to do
- the most interesting places
Pupils make sentences using the given words. They use the
comparative. They work individually and write down the
sentences.
Pupils do the first sentence together with the teacher to get
the idea.
Teacher corrects the sentences together with the pupils, using
the blackboard scheme.
Opportunities
Beginner; Student’s
book; p. 97, Missing
home, Comparatives
(1)
(4’)
Pupils fill in the gaps. They have to fill in the adjectives
written on the left, transformed into the right degree of
comparison.
Teacher asks regularly how the words are spelt and why.
All aboard 1 WB,
unit 5, p.83, ex. 22
(5’)
- the oldest buildings
- the finest museums
- the least bit
- the most famous department stores
- worse than
- much sunnier
- warmer than
*Good / football team / in Britain: Manchester
United – Liverpool – Arsenal
 Arsenal is a good football team, Liverpool is
even better but Manchester United is the best team
in Britain.
*Small / country / in Europe: Belgium –
Luxemburg – San Marino
 Belgium is a small country, Luxemburg is even
smaller but San Marino is the smallest country in
Europe.
*Big / city / in the world: Brussels – New York –
London
 big – bigger - biggest
*Bad / actor / in Hollywood: Sylvester Stallone –
Arnold Schwarzenegger – Steven Seagal
 bad – worse – worst
*Cheap / car / in the world: a Fiat – a Lada – a
Skoda
 cheap – cheaper – cheapest
*(nice – nicer – nicest)
*(expensive – more expensive – most expensive)
*(easy – easier – easiest)
*(dangerous – more dangerous – most dangerous)
*(noisy – noisier – noisiest)
Pupils make sentences using the given words and applying
the degrees of comparison. They can often give their own
opinions.
All aboard 1 WB,
Pupils do the first sentence together with the teacher to get
Unit 5, p. 84, ex. 23
the idea.
(8’)
Pupils work in pairs and correct each other. Teacher listens to
every pair.
Some pairs step in front and do two or three sentences.
*(interesting – more interesting – most interesting)
*(hot – hotter – hottest)
*(healthy – healthier – healthiest)
(cfr. annex)
EVALUATION
Words to use: big, small, long, short, fair, dark, ...
hair, eyes, ears, mouth, nose, ...
Examples:
- Koko has the biggest mouth.
- Albie has the shortest hair.
- Babe has a smaller nose than Joe.
- I think Sam is funnier than Babe.
- Koko looks more frightening than Joe.
- ...
Pupils get pictures of five different clowns. They talk about
each of the clowns.
They get some words they can use to help them start the
exercise.
They work in pairs. Teacher listens to every pair.
Language in Use,
Beginner; Unit 21;
p.90
(10’)