SAMPLE LESSON #2, BLUE BOOK PAGE 18.
LANGUAGE POINT
The comparative
LEVEL
Blue Book
MATERIALS
Photos/pictures/drawings/objects that can be compared; list of
comparative categories; flashcards with adjectives
INTRODUCTION
1. Ask comprehension check questions to find out the students’ existing
2.
3.
4.
5.
abilities with the comparative. Listen for areas that need to be worked
on or introduced, i.e. irregular forms, forgetting ‘to be,’ and awareness
of syllabic rules.
Model and drill several simple comparative sentences. For example: I
am stronger than a monkey./You are more beautiful than a tree. Guide
the drill in random order, keeping it fast and energetic. Make sure that
the different forms of the comparative are represented (i.e. one
syllable, multi-syllable, irregular, etc.)
Show pictures/photos and objects to be compared and model the
sentence that goes with it. For example: A photo of Einstein and a
photo of a chimpanzee; a photo of the tutor and a photo of a bodybuilder, etc. Go through the pairs several times until the students can
accurately make comparisons.
Write intelligent and strong on the board/a sheet of paper. Have
students knock or clap for the number of syllables and show the
different form of the comparative that goes with each. Also, include
the irregular forms better and worse.
Ask comprehension check questions based on what’s popular at the
time and the students’ vocabulary:
Which film is better, _________ or _____________?
Which singer is better, __________ or ____________?
Which food is worse, _____________ or ____________?
PRACTISE
1. Put students into pairs and distribute one list of categories per pair.
REINFORCEMENT
THROUGH
ACTIVITY BOOK
[During this phase of the lesson, tutor monitors students’ progress,
helping those who are having difficulty, pointing out any errors and
having the students correct them. Students who finish early will need
another activity.]
CONCLUSION
Divide the students into two teams and have them stand in two facing
lines. Explain that they are gangs—they should come up with a name for
their gang—and they are going to have a verbal fight in English. For
example, the first student points to the student opposite and says: Your
nose is bigger than my nose, or I am stronger than you. The tutor can help
with ideas (use flashcards with adjectives if the students can’t come up
with enough ideas of their own) and gives a point for each correctly
formed comparative. The gang with the most points wins.
The list will have about ten questions with the comparative. For
example: Whose tongue is longer? Whose feet are bigger? Who sings
better? The students in each pair decide who to sign up for each
category. The tutor circulates and checks that the students are using
comparatives.
2. As a class, each pair can present one of the categories and the students
can make sentences based on the comparison. [This activity can be
extended once the students learn the superlative.]
BLUE
E BOOK PAGE 18