Name of the Teacher Date Level of the class Length of lesson

Asemahle Faith Nyanga 20 April 2023 A2- Pre-intermediate 60 minutes

Lesson Type:
Grammar Lesson

Lesson Topic:
Comparative Adjectives ending in -er, -ier and more + adjective

Lesson Aims: Lesson Outcomes:

By the end of the lesson, students will be better able to…
To be able to identify, use and understand 6 comparative adjectives 1. Understood the grammar and used comparative adjectives ending
that end in -er, ier, more + adjective in order to describe the in -er, -ier, more + adjective to describe objects or a person’s
appearance or the way two things/objects/people are in relation to appearance.
one another. 2. Discussed their appearances of objects or person with
comparative adjectives ending in -er, ier, more + adjective.
Example sentence:
The elephant is bigger than the tortoise.
The hippo is heavier than the cheetah.
The peacock is more beautiful than all the animals in the zoo.

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Anticipated difficulties: Suggested solutions:

1. The learners may become bored with the topic or easily distracted 1. I will create more fun and interesting activities in order to
as their age is 11 - 12. accommodate all the learners and also move a bit quicker from
2. Since the learners are in the per-intermediate level they wont have activity to activity.
a large vocab span and may not understand what is expected of
them. 2. At the start of each activity I will give clear and precise
3. There may be some cultural differences due to students having instructions and use ICQ’s to make sure that the students know
different cultural backgrounds as some are Italian and others are exactly what is expected of them.
French.
3. I will make sure that the environment in which the learners are
introduced to is of equality where learners will understand no
nationality or culture is more superior than the other.

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Target language analysis:

1. What is the use or function of this

language? (include a timeline if Comparative adjectives ending in -er, -ier and more+adjectives are used to describe an objects/person’s
appropriate) appearance.

Adjective adjective + (-er, ier, more+adjective)

big BIGGER
thin THINNER
heavy HEAVIER
hungry HUNGRIER
beautiful MORE BEAUTIFUL
attractive MORE ATTRACTIVE
2. In which context are you The context will be based on describing and comparing the appearance of different animals of the
introducing the language? zoo.

3. Which concept checking What is the difference between big and bigger?
questions will you ask to ensure Which other animals are bigger in the zoo?
students understand the Does heavy and heavier have the same meaning?
meaning? Who is hungry?
Can someone else be hungrier than you?
Between these two animals which one is more beautiful? (refer to flashcards)
Can you think of other adjectives that that you can use to describe animals at the zoo?

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4. What is the form of the target Comparative adjective:
language? (include positive, Adjectives = big, heavy, beautiful
negative and question forms if
appropriate) When we compare it to another object:
Big= bigger (adjective + er) this is for adjective with only one syllable
Heavy= heavier (adjective +ier) this is for adjective with two syllables and ending in -y
Beautiful= most beautiful ( more + adjective) this is for adjective with three syllables we add more

5. How will your students work out I will introduce the activity using flashcards to help the learners visualize. For example show a
the rules for the structure? picture of an elephant and a tortoise to aid the learners to understand the context of comparing
something big (tortoise) and bigger (elephant).
I will then elicit the target vocab first and then use my own voice to bring about confused learners.
I will then explain to learners when we use the adjectives with er, ier and more+adjective by giving
them some insight with regards to the basic rules in comparative adjectives.
For example;
Big= bigger (adjective + er) this is for adjective with only one syllable
Heavy= heavier (adjective +ier) this is for adjective with two syllables and ending in -y
Beautiful= most beautiful ( more + adjective) this is for adjective with three syllables we add more

I will then explain to them that they showed be careful in using comparatives to people for example
if we did a comparative adjective of the word fat then a more fat object is fatter. This would
however be rude or inappropriate to say to someone they are fat or fatter.

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6. What will you teach about the I will incorporate the phonemic script next to each word and then chorus the pronunciation of the
pronunciation of the structure? target vocab and place stress on -er,- ier and more+adjective in order to make sure that the correct
pronunciation is being met and then move on to other vocab. This is a good way of helping them
memorize and understand the words accurately. If I find that students are struggling with the vocab
I will then introduce syllables of the word which will help them with pronunciation.

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Stage Name Stage Aim Time Interacti Teacher’s procedure Students will…
on
Pattern

Example: Example: Example: Example: Example: Example:

Warmer To engage the learners 10 T-S Show pictures of 3 different sports – football (team), Students will identify the lesson
in the lesson, to activate minutes tennis (one vs one), marathon running (individual) topic
the learner’s prior Ask students to discuss the advantages and Learners will use their previous
knowledge of the topic S-S disadvantages of each type of sport knowledge to make links to the
topic
Warmer To introduce the 10 T-S I will ask the students to sit in a big group of 12 Students will be introduced to
topic in a more fun minutes students. I will then mix students up by making the lesson topic with game
and interesting way sure that no 2 students of the same culture are that will be a short and fun
and to also engage sitting next to one another. I chose to do this so group activity. Learners will be
students with the that students can be more comfortable with obligated to think fast and use
lesson. engaging with another as they will do group some of their prior knowledge
S-S activities in the lesson and in future. I will then to do the activity. I chose to do
play a game of ‘hot potato’ using a ball where a discussion at the beginning
they will practice adjectives that are related to of the activity as this would
animals of the zoo. I will ask learners to say keep the learners engaged. I
adjectives that describe certain animals. I will will give them 5-7 min.
give them an example model by describing the
lion “the lion is thin, loud and strong”. the next
student can choose to describe another zoo
animal etc.
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Present To aid students 10 min T-S I will then present to them the target language The students will be more
understand and also on the board using flashcards as visual aids and familiar with the meaning,
identify the new the phonemic scripts. form and also pronunciation of
grammar and to see I will also the underline and differentiate the - the target vocab.
the comparative er, ier and more+adjective using a table such They will also have the ability
adjectives in as the one in the materials section to help to identify different sounds -
different contexts students with learning. er, ier more+ adjective.
(appearance and I will then explain to them the different They will also be able to know
emotion) comparatives using flashcards and also explain which words should get -er, ier
to them the rules of adding -er, ier and more + or more+adjective.
adjective to words based on the number of
syllables they contain.
Practice This will aid students 15 min I will then ask the students to complete a Students will complete a
with ore practice worksheet individually after explaining to them worksheet individually to
with the grammar in precisely what is expected of them in the better their reading and
a safe and non activity. The activity will have a picture and an writing skills of the target
judgemental adjective next to each question in which they language.
environment have to convert an adjective to a comparative Students will also identify their
adjective by adding either -er, ier or errors by marking their own
more+adjective. I will give students 10 work and make their own
minutes and 5 minutes to marking their work. corrections.
Production To aid students a 15 min I will then give students another activity where Students will be placed
chance to explore they will cut and paste the zoo animals on the individually where they will be
the new vocab in a 3’rd block and paste them in the correct block obligated to complete an
freer environment under the correct adjective that best describes activity that will require them
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 it. to cut and paste. After
I would model an example for them by completing the activity they
completing the first block so that they have a will sit in pairs and compare
clear and precise idea of what is expected of their answers. I chose this
them in the activity. activity to create an
I would then ask the students to I will then ask environment where the
the learners to sit in pairs and compare each students could trust one
others answers. I will monitor the pairs of another and are less self-
different cultures. conscious.
Students will not only gain
skills such as reading and
writing but will also gain
listening and speaking skills
too, as they will be discussing
their answers with one
another by reading out their
answers and listening to one
another in a less judgmental
environment.
Cooler To recap and end off the 10 I would then cool off the lesson with a game of I chose a game which will be a
new target language and minutes knots and crosses where I will use some twin more fun way of ending off a
to also recap on points
props in the class that I would have brought to class. The competitive side of
would have come up
during the lesson and to school or that are of the classroom and ask this game will be a source of
also place emphasis on students to describe the objects e.g I will encouragement to other
the lesson. Praise display 2 toy animals where one is big and the learners as well.
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 students for their effort other is bigger, or a book that is heavy and I will give students praise and
so that they will look another that is heavier. I will give each group commend them on their effort
forward to the next
twin props that they have to compare to each during the lesson.
English lesson.
other using their target grammar. They will do
this activity in groups of 4 and they will be
given 2 min. A point will be given to the group
who comes up more sentences to describe the
objects. Then I will give praises to the class by
commending them for their effort in the
English class. I will give them 2 minutes for this
activity.

Lesson Rationale (700-1000 words):

You should cover: why you have structured the lesson in the way that you have, what each activity will contribute towards the learning aims and how this will be achieved, other
activities that you considered including and why you chose not to use them, what you would do if any of your activities didn’t work in the way you have planned

Structure

For this grammar lesson I used the PPP methodology. I chose to use the PPP methodology because it is precise and easy to follow and even
more easier for students to follow and remain focused when engaging in the activities. It is a way of opening students up to the new
grammar which follows the controlled practice and it also allows students to engage in the topic more independently in a freer form of
practice. This method aids in memory, pronunciation and also increases interaction with other students in the class to create a friendly and
a more freer environment.

I am aware that the young students have a really short attention span and may get bored or easily distracted so I have planned the activities

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to be short as this means that the students will be exposed to more lesson activities during the lesson. This PPP method ensures smooth
migration from activity to activity. The context that I chose for the lesson was a visit to the zoo, I chose this because it would be relevant in
their lives in acquiring the practice of comparing objects that are different. The migration from one activity to the next aids students to
recycle and retain the target language and reinforces the students understanding and memory. The way the students will interact will vary
as the lesson progresses in order for them to increase their interaction, participation as well as give the learners more time to speak (80/20
ratio) in the class after all they are the ones who need to practice the target language more.

For the warmer I have chosen a game of ‘hot potato’ where I ask learners to describe animals of the zoo whilst sitting in a large group of 12
students. I will give learners a model example and they will pass a ball to one another to say out the adjectives. In this activity I asked the
learners to say out adjectives that would use to describe the zoo animals this may include their appearance, what the animals are known for
etc. which end in -er, ier and more+ adjective This discussion will make students a bit more open to the topic as well as to get them thinking
in the target language. I chose this warmer as it would be a way of them to use their prior knowledge and this will also allow me to identify
their strengths and weaknesses with regards to grammar and also give me an indication of where I need to aid my students or basically
what they are struggling with in relation to grammar.

In the presentation stage I have chosen to use flash cards which would serve as visual aids for me to present the meaning of the grammar
as well as visualization. I chose this method as it is a way of helping students establish the structure and also the form precisely and
efficiently throughout the lesson. I have use 6 comparative adjectives which end in -er, ier and more+adjective where students will convert
the adjectives using -er, ier and more+adjective. For each of the grammar I have provided the students with phonemic pronunciation ,
visual aids in the form of flashcards and also CCQ’s to check their understanding of the language before moving on to other activities leaving
students confused. The CCQ’s that I have created are purposefully made to elicit answers from the students in order for me to see their
level of understanding. The questions that I have chosen are not difficult at all as I do not want to leave students to feeling confused, bored
and decrease their interest, but instead they are basic and easy to answer as I am aware that they do not have a large language span of the
target language. The purpose of eliciting answers from students is to make students feel encouraged to speak which is a critical factor of

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growth for pre-intermediate students.

In the practice stage I used the target language to reinforce the grammar in a much more controlled and less judgemental environment.
The students will engage with the target language on their own and this will be of help towards their memory. In this stage I chose an
activity where students will fill out a worksheet on their own. In the worksheet I have placed pictures next to each question to aid them and
also clues for the answers will be placed in brackets. This is to make them more interested and engaged. This activity that I chose will better
students at practicing their writing and pronunciation skills and it will test their understanding of their newly learnt grammar. The writing of
the grammar will help them understand and be aware of the grammar rules and to help them better understand how to better compare
objects in a correct way of the target language. After this activity I will allow students to mark their own work independently whilst
identifying their errors in a less judgmental and stressful environment.

In the production stage I gave students a worksheet where they will cut and paste the zoo animals under the correct adjective. I have
competed the first block for them by pasting the bear which is bigger under the comparative adjective block and the mouse under the
adjective block. Then after completing the activity they will compare their answers with a partner. I chose this activity to give learners a
chance to mingle and interact with other learners in small groups of 2 in order for them to practice the skills of writing, reading, listening as
well as speaking. Using comparative adjectives will help the students to compare people, things and other items/objects when referring to
certain things. I chose an activity where they will cut and paste to keep them busy and engaged as one source has stated that activities that
involve cutting and pasting improves order, concentration, coordination, and independence.

At the end of the lesson which is the cooler I chose an activity that will recap and envelop the lesson really well. I will give students twin
objects for example two different books (one big and the other small), 2 different cups and 2 different animal toys and they have to discuss
the appearance of the objects using the adjectives that are provided to them. Before they start this activity I will model to them what is
expected by using one any two objects in the classroom and compare them by using the target adjectives which were used in the lesson.

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Other considerations

I considered including more comparative adjectives but because of time I decided otherwise. I also wanted to include activities that
included physic but I thought it would make the class become and unsettled and also maybe some of the learner’s would be too shy to
engage in such activities.

If the activities do not work out as planned

If a specific activity does not go as planned then I will remodel what is expected of the learners so that they can better understand. I could
also play some videos online to help them understand the content even better.

Bibliography (if needed)

All images are from google images.
Exercises were created by the teacher.
Advantage of using cutting and pasting :https://theglobalmontessorinetwork.org/resource/primary/pasting-english/
Phonemic words : https://www.oxfordlearnersdictionaries.com/

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Materials (include all physical copies of the materials you plan to use in your lesson, referenced):

Adjective Comparative Adjective (-er, ier, more+adjective)

Big Bigger
/bɪɡ/ /bɪɡə/
Thin Thinner
/θɪn/ /θɪnə/
Heavy Heavier
/ˈhevi/ /ˈheviɜː/
Hungry Hungrier
/ˈhʌŋɡri/ /ˈhʌŋɡriɜː/
Beautiful More + beautiful
/ˈbjuːtɪfl/ /mɔː(r)/ /ˈbjuːtɪfl/
Attractive More + attractive
/əˈtræktɪv/ /mɔː(r)/ /əˈtræktɪv/

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Please fill in the blank spaces using the adjectives next to each sentence below:

The elephant is than the tortoise. (big)

The snake is than the penguin. (thin)

The old hippo is than the tiger. (heavy)

It looks like the lion is than the monkey. (hungry)

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The peacock is than all the animals in the zoo. (beautiful)

The noisy parrot was in the zoo because it was the only animal that could speak in English. (attractive)

Figure 1

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Please complete the following activity by cutting and pasting the pictures in the box under the correct comparative adjective.

big bigger

Bear
mouse

thin thinner

Zebra snake

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heavy heavier

Camel Ant

hungry hungrier

Lion monkey

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beautiful more beautiful

Dog bird

attractive more attractive

Butterfly alligator

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