Using web 2.0 tools to practise TBL
Language Focus: Degrees of Comparison ( not) as.............as)
Time: 55 minutes
|- an overhead projector|
- a desktop computer with Wireless Connection
- the whiteboard
- a poster depicting animals
Aim: To be able to compare one another by the end of the lesson
Objective: To use ( not) as....as)
Previously language taught: Ss have already been familiar with the comparative vs. superlative form of adjectives and now they’re introduced to (not) as......as)
Students are asked if they feel nostalgic about Carnival, after their Christmas holidays ; they say they do , and T promises to them she can do something about it..and there, it is ,in front of their very eyes- a google image demonstrating 3 children in their carnival costumes. Immediately , after the cheerios, learners want to take on the roles of the “3 musketeers” and begin to describe themselves with whatever linguistic means they own (I’m more beautiful than you are, fatter/ thinner- I’m the fanciest /scariest of all) and so on.
After this warm-up activity, Teacher draws their attention to the poster from the ELI 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 they’ve finished, T asks from 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 put into action, immediately.
Language Focus + Analysis:
At this stage,T intervenes to ask them 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, very cowardly, the two stronger students are willing to imitate T’s structures. The 2 weaker ones, with T’s guidance, act accordingly.
This time, in pairs, students cover for all the animals on the poster.
For accurate reproduction of these structures, students play football online on http://www.kidseslgames.com to strengthen the newly taught structure (not) as....as) as well as to revise the previous ones (comparative vs. superlative). T pretends to be tired and asks them if they wish to have some rest by playing football, online. Once they finish with it, T invites them to line up and to describe themselves by using the newly taught structures , in pairs. If the class size comprises female members, it is highly recommended that they be discouraged from using “You aren’t as thin/fat as I am” to avoid embarrassment and hostility.(culturally sensitive points).
If there is a student with learning disabilities (dyslexia), in class, it is advisable to use “finger co-ordination” to stress connected speech; learners of this type are likely to benefit from the respective activity. It also generates liveliness and a keen sense of humour.