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i-to-i TEFL level 5 Fundamental Basics Assignment 2
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Name of the Teacher Date Level of the class Length of lessonKaylene Crous 15 November 2023 A2 60 minutes
Lesson Type:
Grammar
Lesson Topic:
Comparative adjectives
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
• Recognise and implement comparative adjectives to describe and • Understand and implement comparative adjectives and come up
compare people. with their own comparisons of people.
Example sentence:
“He is taller than her.” Or “He is not taller than her”
Anticipated difficulties: Suggested solutions:
1. Students might not understand the use of comparative 1. Explain the use of comparative adjectives by using examples
adjectives and regular adjectives. from the “my family” poster (Figure 1)
2. Students could get confused with the long adjectives and the 2. Ask the students to clap and identify the syllables, so if it is
rule of adding “more”. more than one, they will have to add the word “more” before
the adjective.
3. Students might confuse that end with a “y” and how to
change them to comparative adjectives.
1 Lesson Plan
, 3. Show the students examples of words that end with “y” and
let them guess how it is written in the comparative form.
Next, explain it on the board by giving any student an
adjective to change to the comparative form by either adding
(-ier,-er and more)
Target language analysis:
1. What is the use or function of this Comparative adjectives are used to say that one person or object demonstrates a higher degree of a quality
language? (include a timeline if than the other.
appropriate)
2. In which context are you introducing People in the context of comparing people and their literal or abstract characteristics of their families , with
the language? another student.
E.g. My father is taller than my mother.
3. Which concept checking questions will “Dean is 30 years old. Susan is 31, she is older than Dean. Dan is 32, he is older than Susan and Dean.”
you ask to ensure students understand 1. Is Dean older than Susan? ( No)/(No Susan is older than Dean)
the meaning? 2. Is Susan older than Dan? (No)/(No Dan is older than Susan)
3. Is Dan older than Susan and Dean? (Yes)
4. What are we doing when we say “Susan is older than Dean?” (Comparing)
2 Lesson Plan
, 4. What is the form of the target Positive structure:
language? (include positive, negative • Pronoun+is+comparative adjective (-ier,-er)+than+pronoun
and question forms if appropriate) • Pronoun+is+more+adjective+than+pronoun
Negative structure:
•Pronoun+is not+comparative adjective (-ier,-er)+than+pronoun
•Pronoun+is not+more+adjective+than+pronoun
Question structure:
•Is+pronoun+comparative adjective+than+pronoun
•Is+pronoun+more+adjective+than+pronoun
5. How will your students work out the • I will make use of a visual exercise by using pictures of a family (Figure 1) to elicit the comparisons of
rules for the structure? these people during the Presentation: Meaning
• To point out and elicit the comparative adjectives, I will stick two pictures of two people (Figure 2) on the
board, and voice the differences while exaggerating on the comparatives.
• For students to know when to use “more” I will ask them to clap with each syllable, if there is more than
one syllable they need to add “more+adjective”
6. What will you teach about the Teacher will pay extra attention on elaborating on the features and characteristics that are being compared
pronunciation of the structure? and that what is being compared must be similar and balanced with each other, after referring to the
dictionary with the students of how we pronounce “-ier”, “-er” and “more”
E.g.
•Unbalanced: This man is taller than the building on main street.
•Balanced: This man is taller than that man.
Teacher will need to make sure students comprehend words that have “Th” and “r” e.g “thinner” sounds
and phonemes that are not present in the French language.
3 Lesson Plan
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