MODULE 4

Written and Submitted by: Cyril C. Arguilla

WRITING OUTPUT 4

Out from your research and reading, choose one group of learners and create a detailed lesson plan
using CLT-Communicative Language Teaching.

Topic/Title Comparing objects using comparative adjectives

NRS Level: High Beginning
The learner will be able to:
1. compare objects using comparative adjectives.
Objectives: 2. use Wh questions.
3. write sentence structure using (adj + er)and (more + adj)
Comprehend comparative forms of adjectives (e.g., faster, fastest)
Produce simple questions (e.g., WH- & yes/no) and statements.
Competencies: Use comparative forms of adverbs (e.g., more quickly, the most quickly)

 Recognize common words when spelled or dictated L

 Answers simple questions on everyday activities with some detail S
 Recognize/reproduce pronunciation of chunks (words that go
together) and linking the words together P
Language Standards:  Read short simplified paragraphs on a single topic with familiar
vocabulary (e.g., a description of a person, animals, or objects) R
 Write familiar simple sentences W
 Adjective + Noun G
 Demonstrative adjectives (this/that, these/those) G
Procedure: Warm Up by singing adjective songs

Review common adjectives through matching picture and word cards

Motivation: around the room. Give out the "Adjectives & Comparatives Pictures"
worksheet to each student.

Have the student draw pictures next to the words in the "adjectives" column
(e.g. draw a tall man next to "tall" and a short man next to "short").

Teach comparative adjectives (adj+er / more + adj)

Presentation: Take two of the people pictures that you used in the first activity. Stick them
to the board. Under the shorter of the two, write "short". Point to the
second person and teach/elicit "tall - taller" and write that under the
picture, underlining the "er" part (taller).

Next, place two "expensive" object pictures on the board. Write "expensive"
under one and then ask what should be written under the other. Here teach
the other and write form (more expensive).
 Explain the Grammar Point: adj+er versus more + adj

Have students write all the comparative adjectives and draw pictures in the
comparatives column.

For example, first point out the "taller" man and word in the first row, then
model writing "smaller" and drawing a smaller man in the second row,
comparative column.
Practice: Elicit and write the answers on the board.
Sample:
• spelling of heavier ("y changes" to "i")
• spelling of bigger (add a second "g")
• irregular form of good (better) and bad (worse)

Also Place students in pairs. Student A looks at his/her worksheet and

Student B turns over his/hers. A starts by giving a short sentence with the
adjective and B says the comparative form, for example:
Student A: This is an old book.
Student B: That is an older book.
Student A: These are beautiful bird.
Student B: Those are more beautiful bird.

Application: Play "Let's compare things around us" Start by modeling first the activity
with a student. Walk around the class and point to something - say a short
sentence using an adjective.

Reinforce the vocab and structures practiced in the previous activities by

reading classroom reader "Ben the Wizard" while elicit the adjectives and
comparatives found in the story.
After reading the story, give out a reader worksheet to each student and
Evaluation: have everyone complete the sentences and ask classmates Wh questions
regarding the story.

Give worksheets to the students and Play the "Magazine pictures

comparisons game"
Complete the sentence with the correct comparative adjective.
Other: Classroom objects, cultural skills
Possible Materials: Video presentation, Adjective Word Cards - one set per pair or group
People, animals, objects, foods, pictures (e.g. from magazines, brochures
etc.)
board with markers / chalk