LESSON PLAN:

Class: Elementary Age of students: between 11-12 Language Focus: Degrees of Comparison ( not) as.............as) Materials: Google image http://fulldaylearning.scholarschoice.ca/images/products/25/CarnivalCostumes-Maxi-Pack-Ages-28-N13808_XL.jpg (children in carnival costumes) - an overhead projector - a desktop computer with Wireless Connection - the whiteboard - a poster depicting animals - online game from http://kidseslgames.com/grammar%20games/Comparatives%20& %20Superlatives/comparativesandsuperlatives.html Aim: To be able to compare one another by the end of the lesson Ss will be able to use ( not) as....as) Previously language taught: Ss have already been familiar with the comparative vs. superlative form of adjectives and now theyre introduced to (not) as......as) Time: 55 minutes

Procedure: Pre-Task: Students are asked if they feel nostalgic about the Carnival, after their Christmas holidays ; if they say they do , and T promises them she can do sth about it..and there, it is ,in front of their very eyes- a google image demonstrating 3 children in their carnival costumes. Ask Ss to take on the roles of the 3 musketeers and start describing themselves with whatever linguistic means they have available (Im more beautiful than you are, fatter/ thinner- Im the funniest /scariest of all) etc.

Task:

After this warm-up activity, the Teacher turns the girls attention to the poster with animals and she asks from them to put it up on the w/b and to stick in below their respective stickers ,which happen to describe the qualities of the animals (ugly/ beautiful, dry/wet, tall/short, fat/thin, etc)excellent discovery approach and experimentation ,at the same time. Students proceed to do it, in pairs ,and T monitors the activity. After theyve finished, T asks them to describe them , in pairs, with the structures they were taught last time (-er than...more..than... vs. the -est of /in...vs. ..the most...) ,which they are encouraged to reproduce.

Language Focus + Analysis: At this stage,T asks Ss which of these animals look or are (not)the same. Students reply the question like this : (The giraffe is (not) thin like the tiger) Here the T says: (The giraffe is (not)as thin as the tiger) and proceeds to write it up on the w/b; she continues to describe more animals and then, invites stronger students to imitate Ts structures. Then all Ss can work in pairs doing the same Experimentation: For accurate reproduction of these structures, students play football online on http://www.kidseslgames.com to strengthen the newly taught structure as well as to revise the previous ones. T pretends to be tired and asks them to have some rest by playing football, online. Once they finish the game, T invites them to line up and to describe themselves by using the new structures taught, in pairs. Ss are discouraged from using You arent as thin/fat as I am. to avoid embarrassment and to avoid making negative comparisons.

Vivi Andreopoulou