2.5.1 Comparatives Lesson Plan

Lesson Procedure:

1. Compare the Adjectives. Display the Comparative Adjectives Image Prompt, and ask the class to describe the images using comparatives. Write them on the board as they are mentioned, placing the words in two columns: -er (e.g., stronger, taller, hungrier) and more (more modern, more athletic). Do not label the columns. Add more examples beyond the picture prompts by comparing students and/or objects in the class.
   When you finish listing comparatives, ask students to come up with the reason that some words are in the first column and some are in the second (long or short adjectives / adverbs). Students can offer their own examples, to test their hypotheses.
2. Categorize the Comparatives. On a repeated viewing of the movie, The Hungrier Shopper (L2U5L1), have students listen for the different forms of comparative adjectives and adverbs, and fill them in on the chart as they hear them (See the Preparation section). To differentiate, instead of writing the words, students may make a check mark in the appropriate column each time they hear an example.
   After completing the chart, ask students to think back to the movie and retell what each comparative referred to (what two things were compared in each example?), and then use them in sentences of their own.
3. Better Expressions. Many idioms and expressions in English use the comparative adjective better. Have students look for examples in dictionaries or online, and choose one to illustrate and explain. They may choose to illustrate the expression in any creative way, such as a poster, graphic organizer, drawing, story, skit, etc. Some examples of expressions are: Better late than never. / Better safe than sorry. / Two heads are better than one. / Better luck next time. / For better or for worse. / Take a turn for the better. / Get the better of / Better off / Better half.
4. I Prefer. For homework, students must choose a category and prepare at least one set of 4-5 flashcards with examples from the category. For example, Pets: dogs, cats, fish, birds, rabbits. They must represent each word on a flashcard with either the printed word or a picture.
   The next day, in small groups, students play a game with their cards. One student shows her two cards, and the other group members state their preferences. Each participant must produce at least one comparative sentence, using the sentence prompt: I prefer ____ because [they are/ it is] _______ than ________. For example, a student might say I prefer dogs because they are friendlier than cats. Then the next student in the group shares his cards.
   
   Topic examples
   Sports: Swimming, football, basketball, running
   Subjects: History, Biology, Math, English, Geography
   Animals: horses, dogs, cats, cows, birds
   Hobbies: watching TV, collecting something, reading, listening to music, hiking, movies
   Jobs: librarian, astronaut, teacher, doctor, musician
   Food: pizza, ice cream, cookies, salad, fruit, vegetables, meat
   Time: morning, afternoon, evening, night
   Transportation: train, car, bus, motorcycle, bicycle
   Season: summer, autumn, winter, spring