Unit of a long term plan: Entertainment and media

Lesson 57

Date:

Teacher name: Kvach T.V.

Grade: 7 G

Number present:

absent:

Lesson title

Comparative and Superlative adjectives

Learning objectives

7.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics

7.6.3.1 use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics

7.5.2.1 write with some support about real and imaginary past events, activities and experiences on a limited range of familiar general topics and some curricular topics

Lesson objectives

Learners will be able to:

• Learn comparative and superlative forms of adjectives.

• Make sentences using comparative and superlative adjectives.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

7 min

Organization moment

Greeting.

Ask about the weather.

Warm-up

• With books closed, write the words elephant and monkey on the board.

• Write the adjectives big and intelligent on the board and ask students how they can compare the two animals using the adjectives on the board.

• Refer students back to exercise 5 on page 52 and ask them to find examples of how we can compare things in English.

Students fill in the daily calendar

Students try to describe and compare animals using adjectives

Descriptor:

- can describe animals

- can compare them

2 points

Positive attitude quote

Grammar table

Student’s book

Middle of the lesson

Presentation part.

28 min

Ex:1 P:69

• Students copy the table and complete the missing forms. Point out that only regular forms are gapped.

LANGUAGE NOTE

We do not use more and most with short adjectives: An elephant is bigger than a monkey.

NOT An elephant is more big than a monkey. Some adjectives are irregular, for example, bad, worse, worst.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P: 69

• Refer students back to the table in exercise 1 and to the example sentences. Allow students time to look at the forms, then ask them to complete the rules.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 3 P: 69

• Explain to students that there are spelling rules for forming regular comparative and superlative adjectives, which are summarized in the table.

• Ask students to apply what they have covered and to complete the rules. In a weaker class, ask them to do this in pairs.

Ex: 4 P: 69

• Explain to students the task.

• Ask students to make sentences using information from the box

Students complete the table with comparative and superlative adjectives

ANSWERS

1 faster

4 more artistic

2 bigger

5 the most intelligent

3 noisiest

Students study the example sentences and complete the rules

ANSWERS

1 than 2 the

Students study the table in exercise 1 again. Complete the spelling rules and add examples.

ANSWERS

1 fastest

2 rarer

3 bigger

Students to make sentences using information from the box

ANSWERS

Students own answers

Descriptor:

- learn comparative and superlative forms of adjectives

- complete the table

2 points

Descriptor:

- study the example sentences and the table

- make sentences using comparative and superlative adjectives

2 points

Descriptor:

- study the example sentences and complete the rules

1 point

Descriptor:

- make sentences using information from the box

- write and read the sentences

-can make their own sentences

3 points

Students book

End of the lesson

5 min

Reflection. Ask students to answer the question: Which step have you reached today?

Home task: Ex: 5 P: 69