ASSIGNMENT 4

LESSON PLAN: PROMOTING SECOND LANGUAGE ACQUISITION

ONE-SYLLABLE ADJECTIVE COMPARATIVES AND 2 SYLLABLE ADJECTIVES ENDING IN “Y”

BY
Nancy Cervantes Tinoco

GROUP: MEI22AL
 LESSON PLAN
Student’s age: 15 – 17 years old
Student’s language level: Elementary level A1-A2
School setting: Public institution
Length of the class: 50 minutes
Class objectives: Students will learn the grammar of comparative, 1 syllable and 2 syllable ending in -y, form and use these forms in talking about things and
people in a text.
Materials needed: flash cards, worksheets, dictionary, audio.
Anticipated problems and possible solutions:
 Students do not remember vocabulary to describe a person’s physical appearance, personality, and emotions. The teacher may need to pre-teach
vocabulary, give vocabulary list, or ask the students to search for 5 adjectives related to physical description, 5 adjectives to personality, and 5
adjectives related to emotions.
 Students do not know how to use the verb to be and verb to have to describe physical appearance. The teacher reminds the conjugation of verb to
be and verb to have. The teacher uses the technique: if what you describe, you can touch, then use the verb to have, if you can’t touch it then use
verb to be.
 Students may use translation of “más/menos” in English “more/less” to make comparison and make a generalization with all adjectives. The
teacher needs to bring more practice to make the student realize the grammar rule.
 Students may not know how to separate words into syllables in English.

Time Stage/ Interaction Objective Procedure Material

 Activit
y
5 1. No interaction Based on the students’ previous 1. The teacher uses the projector see the profile of Projector
minute knowledge, they will talk about how to famous people. PPT
2. Teacher-Student
s
describe a person’s physical description 2. The teacher elicits sentences to describe the presentation
(age, height, weight). famous people’s age, height, weight. Teacher “Famous People
shows students two picture of two different Profile”
I am considering the Variable people. Teacher elicits their age, height, weight to Whiteboard
Competence Model, as the students will review how describe people´s physical
reflect the way they learned previous appearance.
WARM UP

knowledge. The Variable Competence a. Adele is 30 years old.

Model will allow me as a teacher to Ariana is 25 years old.
acknowledge the level of intake from b. Adele is 1.75m tall.
the input given during first semester Ariana is 1.53 m tall.
when the topic was taught. c. Adele is big.
Ariana is small.
d. Adele is 91 kilos heavy.
Ariana is 53 kilos heavy.
e. Adele has short hair.
Ariana has long hair.
 Students will identify the adjectives on
the sentences mentioned before and will
define the word adjective and the use of
them.
3. The teacher writes the sentences on the board and
asks students “what adjectives do we use in each
3. Teacher-Student The first language, a variable, may be an Whiteboard
sentence?” The teacher underlines the adjective in
asset and may be in used according to
each sentence.
Krashen’s Monitor Model. The student
may already know what is and what
adjective and the function of it in the
language performance.

Students will differentiate between the
use of an adjective and the comparative
of the same adjective to compare
between two subjects.
The Acquisition / Learning Hypothesis
PRESENTATION
4. The teacher asks the students “How old is Adele?
/ How old is Ariana?” after the answer the teacher
asks, “Who is older?” putting emphasis on the
word older.
5. The students answer the teachers first two
questions. Then the teacher writes on the board
“Who is older?” Students answer the question,
and the teacher writes the following sentence on
the board:
a. Adele is _____________ Ariana. (OLD)
6. The teacher fills in the blank of the sentence and
writes on the line OLDER THAN:
a. Adele is OLDER THAN Ariana. (OLD)

4. Teacher-Student PPT
the students will learn how the changes 7. The teacher writes the word YOUNG on the
5 5. Teacher-Student presentation
minute 6. Teacher-Student on the adjectives occur and the meaning board and asks students “who is younger? Adele “Famous People
s 7. Teacher-Student of the comparative adjectives to use it or Ariana?” making emphasis on the word Profile”
8. Teacher-Student Whiteboard
under the correct context; along with the younger. The teacher writes on the board Ariana
Monitor Hypothesis, which gives is _________ Adele. (YOUNG) and fills in the
student the opportunity to edit their blank of the sentences and writes YOUNGER
language giving them sufficient time to THAN:
practice, to focus on form of the a. Ariana is YOUNGER THAN Adele.
comparative adjectives. (YOUNG)
8. The teacher repeats the procedure with the
adjective HEAVY, LIGHT, TALL, SHORT,
SMALL and LONG.
a. Tall  taller / short  shorter
b. Heavy  heavier / light  lighter
c. Big  bigger / small  smaller
d. Long  longer
 Students will be able to change the 9. The teacher asks students (in Spanish) “How
adjectives into their comparative form many syllables does each adjective have?” (The
by identifying or inferring the grammar students already know how to count syllables.)
to compare between two subjects. The teacher writes the students’ answers on the
board.
Mc Laughlin’s information Processing a. Tall (1 syllable)
Whiteboard
10 Model, the routinization will b. Small (1 syllable)
9. Teacher-Student Worksheet
minute
10. Teacher-Student compensate the students’ input process c. Light (1 syllable) Projector
s
and restructuring previous incorrect or d. Short (1 syllable) Internet

fossilized knowledge. e. Long (1 syllable)

f. Big (1 syllable)
g. Heavy (2 syllables)
10. Students start to infer the rules to change from
adjective to comparative
 10 11. Teacher-Student The student will be able to complete
minute and each comparative sentence by selecting
s Student -Student
the correct comparative form of the
adjective from the options given.
The variable competence model can
help the teacher see students’ reflection
of the language usage. Moreover, the
teacher can observe the distinction
between the theoretical knowledge,
meaning what the students learned on
the presentation stage, and the
PRACTICE
procedural knowledge, meaning what
the teacher can observe in the output at
this stage, the practice stage.
11. The teacher shows students the following Whiteboard
sentences and answer them together, the teacher Worksheet
Projector
will give students multiple options for each, or
Internet
the teacher can access the website and project
the exercise
https://wordwall.net/resource/28821972/family-
comparatives
a. My brother has __________hair than my
father.
b. My dad’s hair is __________ than my
mom’s hair
c. My dad is __________ than my brother.
d. My older sister is __________ at math than
my dad
e. My baby brother is __________ than my
grandfather
f. I am __________ than my baby brother.
g. My grandma is __________ than my
grandpa.
h. My brother is __________ than me.
i. My mom is __________ than me.
j. My dog is __________ than my friend’s
dog.
k. My dad is __________than me.
l. My brother is __________than my sister.
m. My baby sister is __________than me.
 Students will be able to practice the use 12. Students work in pair in their worksheet
of comparative adjectives in written Activity 6 Comparatives
form with information given by creating
sentences to compare two subjects.

Students can start noticing, becoming

10 conscious of the language input making Worksheet
minute 12. Student - student
it intake and producing an output, The Notebook
s
students can make use of the L1 and
make use of the Metalinguistic
Function, this process can help the
a.
students create their sentences
assimilating the new grammar
structures.
10 13.Student - student Students will categorize a list of 13. Students separate into 4 categories the changes Worksheets
minute adjectives by writing them into the of the following adjectives: fast, thin, happy, Dictionary
s
correct box that describes the good, funny, noisy, long, small, bad, big, smart,
grammatical rule of comparative heavy, short, bad, nice, old
adjectives applied. a. Adj+ er
PRODUCTION

b. Double consonant
The product that the students will get c. Y  I + er
from this exercise tells the teacher the d. Irregular
level of understanding of the linguistic
rules more over the exercise provides a
routinization that will help on the
information-processing capacity.
 The students will be able to use the
comparative adjectives correct form by
comparing themselves with members of
their family by choosing the adjectives
that best fit to their needs.

At this stage the students the Affective

Filter hypothesis may occur in some 14. The students write 10 sentences comparing
students or all, as the student will relate themselves with their family members, using Notebook
14.Student - student Dictionary
this knew knowledge of using one syllable or two syllable ending in “y”.
Notes
comparative adjectives to talk about Example: I am older than my brother.
personal information. Depending on
how motivated they are it will depend
on how much of the input given can
transform into intake. This socio-
psychological factor plays as important
variable on the students’ approach to the
learning task.