Sample Lesson Plan 2

Teacher/s:Siqi Liu
Level: Elementary 1 Date/Time: Mar 4th, 2024

Goal: To enhance students’ practical English skills in shopping contexts and learn the basic
rules of comparative adjectives and comparative sentences.

Objectives (SWBAT):
Students Will Be Able To…
1. Analyze the function and usage of comparative adjectives in shopping contexts and
advertisements to understand their influence on consumer behavior.
2.Construct comparative sentences accurately and use them effectively in spoken and written
communication to express preferences and make persuasive arguments.
3. Evaluate the effectiveness of comparative structures in real-life advertising scenarios, and
create original advertisements using these structures to demonstrate understanding and
application.
(make sure these objectives are in line with the goals and objectives in the Unit Outlines)

Theme: Comparative Adjectives

Materials & Technology:
● Textbook: New Interchange 1, Unit 3, p.20

● Other materials: whiteboard, powerpoint, two bottles of cola, advertisement template,

markers

ACTIVITY/PROCEDURE/STAGE – INTERACTION TYPES TIME

Activity 1: Comparatives in Advertisements 35 mins

3.1 Pre-Stage:
Interaction:
● Make transition from shopping topic to advertisement topic: “As we are studying the expressions
used for shopping, I wonder whether you might have made the connection to advertisement. In
addition to your personal preferences, advertising is an important factor that may influence your
choices. Advertisement is a notice in public to promote a product, service or event, which in
various forms influences customer’s decisions. Next, we will dive into the world of advertising and 10 mins
observe what strategies these advertisers use to attract consumers”
● Show students several advertisement posters. These posters all contain comparatives.
● Let students have a small discussion about What is the strategy these advertisements use?
● Let students share their ideas. If no one mentions comparatives, the teacher will lead students to
think of that.
● Conclude the comparative strategy these advertisements use.

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3.2. During Stage:
Interaction:
● Have students design such an advertisement of one thing that comes from their hometown. Show
some pictures of students’ hometown.
● The instruction will be given to students orally and written on screen.
● Give students an example I design: Longevity Noodle in China-The longer the noodle, the longer
the life. 15 mins
● Check students’ understanding of the instruction and mention the most important thing is to use
comparatives in your advertisement.
● The teacher will walk around to provide assistance. There will be some students who do not
understand how to use comparison and the teacher should explain and help them.
● Ask students who finish early to do the exercise 10 on page 20 in the textbook.

3.3 Post-Stage:
Interaction:
● Invite several students to share their advertisements.
● Ask students “The form of comparative adjectives is simply adding -er at the end. Is it true or
false?”
● Explicitly teach students the rules of comparative adjectives. 10 mins

Tangible Outcome & T. feedback/peer feedback:

Students will understand the concept of comparatives and learn the rules of making adjectives into
comparative form.

Transition to #4
“Now, let’s narrow it down to two companies. Coca Cola and Pepsi Cola. The advertisement war between these
two companies is far more interesting than the others. Before we get into that, let’s look at the screen”

Activity 2: Comparative sentences-Cola War 20 mins

4.1 Pre-Stage:
Interaction:
● Ask the class, “Which cola do you like better, Coca or Pepsi?” Some students may say they love
Coca, some may love Pepsi, and the other may find no difference between these two. After students
share their opinions, the teacher will lead in the Cola war, “This is not just a dispute in this
classroom, but a worldwide controversy. Beginning in the late 1970s and into the 1980s, the
competition between Coca Cola and Pepsi Cola began until it became known as the cola war. Let’s
see how this commercial war reflects on their advertisements.”
● Two videos will be played to students one by one: one is the advertisement of Coca Cola, the other 7 mins
is the advertisement of Pepsi Cola. These two videos display the concept of comparatives. Here is
the link:https://www.youtube.com/watch?v=GyY15Jkkg2A
https://www.youtube.com/watch?v=aKKcW7vuV2c
● After watching the first video (Pepsi’s ad), the teacher will repeat the scenario in the video, “The
button was higher than the Coca button, so the boy first bought two Coca Cola as stepping-stones
to reach the Pepsi button.”
● After watching the second video (Coca’s ad), the teacher will repeat the scenario in the video, “The
Pepsi Cola was placed lower than Coca cola in the refrigerator, so the boy put two Pepsi Cola on
the ground to help him take the higher Coca.”
● Inside these two sentences, highlight the comparative adjectives and the word “than” in different
ways, implying the structure of the comparative sentence to students.

4.2. During Stage:

Interaction:
● Divide the board into two parts: one for Pepsi, the other for Coca. Ask the students to stand in front

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 of the company they like.
● Give students 2 mins to choose the camp. While they are thinking, illustrating the instruction for
students.
● Set an example for students: I prefer Pepsi Cola, because it is sweeter than Coca Cola. Let students 8 mins
write down sentences like this to illustrate the reasons they love pepsi or coca.
● Let each team write down the reasons they vote for pepsi/coke on the board.

4.3 Post-Stage:
Interaction:
● Lead each team to explain the reasons to the other team by using comparatives.
● The teacher will underline the word “than” in each sentence students write.
● Teach the structure of comparative sentences explicitly to students: A+verb+comparative
adjectives+than+B.
5 mins
Tangible Outcome & T. feedback/peer feedback:
Students will learn the structure of comparative sentences and will not miss “than” when constructing it.

Transition to Wrap-Up:
“Great job, everybody. I’m glad to see your excellent performance in today’s lesson. Now it’s time to finish our
class.”
Wrap-up (e.g: Exit ticket, review of language foci) 5 mins

Lesson Evaluation Procedures:

Let each student bring up one word they learnt from today’s class.

Anticipated Problems & Suggested Solutions:

● In the third activity, some students may like both Coca cola and Pepsi cola. Just let them
choose the best one of these two.
● If no one or only one student chooses Pepsi or Coca, the teacher will vote for that/act as a
partner with the student.

Contingency Plans (what you will do if you finish early, etc.):

● If some students come to class late, do not wait for all of them to come. Just start the class
on time.
● If the class ends early, let students do exercise 10 on page 20 in the textbook.

Post-Lesson Reflections:

I failed to consider a situation that some students may not like soda drinks at all. A student in our
class said he never drinks beer and soda because they are not healthy. I cannot force this student
to participate, but respect his preference. I did not consider such an emergency so actually I have
no idea how to deal with this student but just asked him to sit on his seats. Later, I found it was not
appropriate to let him sit there, so I asked my co-teacher to have a discussion with him about why
he does not drink soda to make him participate. Remember to consider all the situations next
time!