LESSON PLAN

BACKGROUND INFORMATION

School: Școala Gimnazială Brateiu

Teacher: Costache Alina

Date: 24th November 2017

Level: 6th grade

Time: 50’

Number of students: 26

Textbook: Snapshot-Elementary, Ed. Longman, 2001, Brian Abbs, Ingrid Freebairn, Chris Barker;

Vocabulary: School subjects

Location: the classroom;

Type of lesson: Mixed

Topic/Title: My school timetable

Teaching point: School subjects

Lesson aims: By the end of the lesson the students will be able to:

1. Review ‘the days of the week’;

2. Asking and talking about school timetable;

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 3. Introduce the comparative and superlative of long adjectives;
4. Asking questions to friends in order to find out their opinion on different ;
school subject;

Teaching techniques: conversation, explanation, demonstration;

Aids/Materials: worksheet,

ACTIVITIES AND PROCEDURES

Stage Procedure Tasks Aims Interaction Time

(What the teacher does) (what the students do)
1. Warm-up Ball game (throw a small ball and ask a The Ss catch the ball and answer A1 T-Ss 5’
question at the same time; the student who the T’s question. Ss-T
catches the ball will have to answer the
teacher’s question):
1) What’s your name?
2) How old are you?
3) Where do you live?
4) What’s the time?
5) What’s the weather like today?
6) What season is it?
7) Where are you from?
8) How many days are there in a week?

2. Presentation T plays a tape and the Ss listen to and tell The Ss will write in their A3 T-Ss 15’
what they’ve heard. notebooks the rules of forming Ss-T
comparative and superlative
T and Ss talk about their school subject and adjectives and they will make their
write a list with them. own examples.

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 T explains how to use the comparative and
superlative of long adjectives *

The Ss listen and copy the rules in their

notebooks*

The T asks the Ss to give their own

examples.

A comparative adjective is used

to compare two things. A superlative
adjective is used when you compare
three or more things. For example,
looking at apples you can compare their
size, determining which is big, which is
bigger, and which is biggest. The
comparative ending (suffix) for short,
common adjectives is generally "-er";
the superlative suffix is generally "-est."
For most longer adjectives, the
comparative is made by adding the word
"more" (for example, more comfortable)
and the superlative is made by adding
the word "most" (for example, most
comfortable).

If a 1-syllable adjective ends in "e", the

endings are "-r" and "-st", for example:

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wise, wiser, wisest.

If a 1-syllable adjective ends in "y", the

endings are "-er" and "-est", but the y is
sometimes changed to an "i". For
example: dry, drier, driest.

If a 1-syllable adjective ends in a

consonant (with a single vowel
preceding it), then the consonant is
doubled and the endings "-er" and "-est"
are used, for example: big, bigger,
biggest.

If a 2-syllable adjective ends in "e", the

endings are "-r" and "-st", for example:
gentle, gentler, gentlest.

If a 2-syllable adjective ends in "y", the

endings are "-ier" and "-iest", for
example: happy, happier, happiest.

Some 2-syllable adjectives use the

standard "-er" and "-est suffixes",
including adjectives that end in "er",
"le", or "ow". For example: narrow,
narrower, narrowest.

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 For most adjectives with two or more
syllables, the comparative is formed by
adding the word "more," and you form
the superlative by adding the word
"most", for example: colorful, more
colorful, most colorful.

Some comparative and superlative

adjectives are irregular, including some
very common ones such as
good/better/best and bad/worse/worst.

3. Practice T gives a handout with an English school The Ss will comparae timetables A3 T-Ss 10’
timetable, Ss compare it to their own and give their opinion about the A4 Ss-T
timetable. English timetable.
Eg. I like Music because it’s
pleasant.
Ss express their opinion on different school I don’t like Art because it’s boring.
subjects using the comparative and I think Maths is more useful than
superlative of long adjectives Art.
In my opinion Art is more pleasant
than Music.

4. Production In groups of 4, students design their own The Ss will prove that they can A3 Ss-Ss 15’
ideal timetables and present it to the class. pronounce and use correctly what A4
they’ve been thought.
5. Feed-back Ss have to ask and answer questions about The Ss write the homework on T-Ss 5’

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 their ideal timetables their notebooks.
Ex. 1. What are your school subjects?
2. Do you know your timetable?
3. How many subjects do you have on
Monday?
4. When do you have Art?
5. What subjects do you have on Thursday?

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