Semi-Detailed Lesson Plan Prepared By: Marjorie Golifardo

LESSON PLAN COMPARATIVES (-er form) 2 年生 Unit 6 Lesson 1

Lesson Objective:

By the end of this lesson, students should be able to:

• understand the concept of comparatives in -er form, and how they are used to compare two or more things, people, or
qualities.
• practice making comparisons through interactive activities, written exercises, and spoken discussions.

Allotted Time: Materials Needed (Checklist):

50-minute class period Adjective List

Worksheet and Handouts
*In case of 45-minute lesson, some parts can be Whiteboard and markers
lessened to 5 minutes.

GREETINGS

Ice Breaker: "Pass the Message" Activity

In this 10-minute icebreaker, students will form rows of 5-6 members each. The last student in each row will focus on the
teacher's mini whiteboard, where an adjective will be written. This student will serve as the representative of their row and
must come up with a word related to the teacher's adjective. The representative will then whisper this word to the student
10 mins.
in front of them, setting off a chain reaction like falling dominoes.

The process continues down the line, with each student whispering the word they received to the next. Finally, the first
person in each row will write down the word on their mini whiteboard. The student who raises their board first with the
correctly spelled word wins the game!

PRESENTATION:

Individual Worksheet: Write the comparative form of the adjectives, and then check the answers.
10 mins.
JTE and C-NET Explanation (-er form)

Distribute the handouts to the students explaining the rules for comparative -er forms.

PRACTICE: Comparative Challenge Roulette

In each group, students will have an opportunity to brainstorm and record ideas associated with a specific adjective on the
20 mins. back of their individual worksheets. The C-Net will present a sentence in the comparative form, such as 'The Philippines
is hotter than Japan.' Students will then be challenged to provide a better sentence related to the one presented. Only the
randomly selected student, determined by a number drawn from a roulette wheel, may respond. If their response is
accurate, the group will earn a point.

PRODUCTION: Practice Comparing

10 mins. In pairs, they will engage in discussions and express their opinions in writing.
For each question, the process will involve three steps: First, they will each write their responses individually.
Next, they'll discuss their thoughts with their partner. Finally, they will share their answers with the entire class.