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Time Framework Procedure L. Objectives: Fella Ryad Peter

This document outlines an English lesson plan about comparatives and superlatives. The lesson involves presenting new vocabulary like "less" and "more" using pictures of friends with different personality traits. Students then practice forming comparative sentences about the friends and completing practice cards with other classmates. They are asked to use comparatives and superlatives to describe each other. The lesson concludes with a summary of the forms of comparatives and superlatives and teacher reflections.

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HAMOUM Lounis
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160 views

Time Framework Procedure L. Objectives: Fella Ryad Peter

This document outlines an English lesson plan about comparatives and superlatives. The lesson involves presenting new vocabulary like "less" and "more" using pictures of friends with different personality traits. Students then practice forming comparative sentences about the friends and completing practice cards with other classmates. They are asked to use comparatives and superlatives to describe each other. The lesson concludes with a summary of the forms of comparatives and superlatives and teacher reflections.

Uploaded by

HAMOUM Lounis
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Teacher:

Level: 4MS Date: 2018/ 2019


School:
Sequence 1 :Me My Personality And Experiences Lesson:03
Leg. Form: The present simple tense ( affirmative,
Function: Comparatives
negative and interrogative forms)
N. Lexis: less / more / as .... as V. Aids: Pictures
Objective: At the end of the lesson the learners will be able to talk about themselves, their likes and
dislikes using comparatives.
Time Framework Procedure L. Objectives

5/6mns PRESENTATION
 T. sticks and shows a photo of a group of friend
 Sarah and Racha ( seen in the previous lesson ) are remembering the good  Familiarizing
times spent with their fiends.  Activate the
learners’
attention.
 Preparing the
learners to the
listening phase.

 Presenting new
Fella Sarah Racha Ryad Peter vocabularies.
 Interpreting
 T asks : Who are they? PP: These are friends. Verbal messages
 T sticks the identity card of each person.

Fella Ryad Peter


Age: 20 Age: 19 Age; 20
Generous +++ Generous ++ Generous +
15mns Clever + Clever +++ Clever ++
Dynamic ++++ Dynamic + Dynamic ++
Funny ++ Funny ++++ Funny +++

 T asks questions and writes the answers on the board.

-Who is older than Ryad? PP: Fella is older than Ryad.  Interpreting
-Is Fella as old as Peter? PP: Yes, Fella is as old as Peter. oral messages
-Who is more generous than Peter? PP: Ryad is more generous than
Peter.
-Who is funnier than Fella? PP: Ryad is funnier than Fella.  Transforming
-Who is the most dynamic? PP: Fella is the most dynamic. Verbal
messages to non
-Who is less clever than Ryad? PP: Peter is less clever than Ryad.
verbal
( written )
 T highlight the comparatives.
PRACTICE
 T gives cards describing people
15mns
tall smart happy active
Amine + ++++ ++ +++
Kenza ++++ + +++ +
Lamia + + ++++ ++
Jane +++ ++ + +

 T asks PPs to ask each other using the comparative or the superlative
P1: Who is taller than Amine?
P2: Jane is taller than Amine.

FREE PRACTICE
 T asks PPs to complete their own card with ticks using the adjectives:
10 mns Serious / young / reliable / lucky / talkative
 PPs exchange their cards and ask each other about their classmates using  Reinvesting what
comparatives. has been learnt
in a meaningful
Notice context.

 PPs complete the notice with the teacher

5mns -We use COPARATIVES to compare : two things, animals or two persons.
1- Comparative of equality : as + adj + as  Summarizing
2- Comparative of superiority : adj +er + than / more + adj + than What has been
3- Comparative of inferiority : less+ adj + than learnt before.

-We use SUPERLATIVES to compare three or more things, animals or


people.

Use : 1- the + adj + est


2-the+ most + adj

TEACHER REMARKS ABOUT THE LESSON

What worked What hindered or doesn’t work


 …………………………………………………………….  …………………………………………………………….

 …………………………………………………………….  …………………………………………………………….

 …………………………………………………………….  …………………………………………………………….

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