Ibrahim Daullja School, Rrase

MODEL LESSON PLANNING

Comparative and Superlative Degrees of
Adjectives
(Comparing Animals)

SUBJECT: ENGLISH
CLASS:
VI

PREPARED BY:
FATJONA HYSOLLI

Date 29.02.2016

MODEL LESSON PLANNING

Realm of study:
language and
communication

Subject:
English Language

Topic:
Comparative and superlative degrees of
adjectives

Degree:
III

Class:
VI

The activity of acquisition:

Using degrees of adjectives to compare
animals

The acquisition results based on key competences: Writing (Grammar)

The acquisition results of the competences of the realm based
on the topic:
Recognizes the degrees of adjectives
Differentiates the degrees of adjectives according to the
type of the adjective provided/chosen
Compares and contrast the form and the usage of the
degrees of the adjectives
Formulates rules deducing from the patterns of the
base form of the adjectives

Materials and Aids:lap-top, video projector, animal flashcards and

adjectives, small sized animal toys, pre-prepared power-point (USB
disc), A4 format paper, board and chalks

METHODOLOGY AND ACTIVITIES

Key words:
Comparative,
superlative,
short/long
adjectives
animals

Connection to
other realms or
disciplines:
Communication
competences

Linking the topic to students existing knowledge: (5 minutes)

BRAINSTORMING
Materials: toy animals, blackboard and chalks of different colours
Elicit what students know about a topic before presenting them the new information.
Students already are familiar with the vocabulary related to animals and adjectives
describing them.
Therefore I use the technique of brainstorming.
Divide the blackboard into two columns and entitle them: Animals and Adjectives
Describing Animals
Show students a toy animal as I pick it out of a bag.
Ask the class: What is this?
Allow different students to answer. Ex. LION. Write the word on the board on the first
column.
For the same toy animal ask students: What is it like?
Elicit different adjectives from different students. Ex. STRONG, BIG. DANGEROUS
Write the words on the second column using another coloured chalk.
Repeat the activity for other animals in a fast pace, encouraging and engaging as many
students as possible.
Write on the board as many animals and adjectives I think are enough for the next stage
of the lesson.
ANIMALS

ADJECTIVES
big

lion
strong

gira
ffe

ANIMAL
S

adjectiv
es

hipp
o
beautif
ul

zebr
a

dangero
dangero
us
us

Constructing new knowledge: (20 minutes)

Explanation, Instructions
Materials: lap-top, USB, video-projector, PowerPoint slides
Pick two or three of the toy animals used in the first stage and make the soft transition
(using L1) into inviting them to think how they can compare their qualities expressed by
the adjectives.
Meanwhile the video projector is ready.
Show the first slide:

Introduce the topic and tell students the objectives of this lesson are to be able to use
properly the degrees of the adjectives and use them to compare two or more things,
animals, people etcetera.
Go to the second slide:

Ask a confident student to read out the adjectives presented.

Ask students to look at the table and generate two rules:
1. Elicit that to form the comparative degree of the short adjectives, we add er and
we use THAN after the adjective and before introducing the second unit.
2. Elicit that to form the superlative degree of the long adjectives, we add est and
we use THE before the adjective.
Provide the necessary help till they formulate the rule themselves.

Add two-three other examples to foster the application of the rule.

Show third slide.

Students will find examples of adjectives that when used in comparative and superlative
form they obey to three different spelling rules.
Ask three different students to read out the examples presented in the PowerPoint.
Ask other students to generate one rule for each set of examples and answer the
questions.
Allow L1 in this phase.
1. When an adjective ends in the pattern: consonant-vowel-consonant, we double
the last consonant and add the suffix er, -est correspondently.
2. When an adjective ends in e, we just add r, or st
3. When an adjective ends in consonant y, we omit it and add ier, -iest
correspondently
Enrich with any other adjectives students may suggest.
Introduce fourth slide:

Introduce the second category of adjectives - the long adjectives.

I read out the examples for right pronunciation.
Students again are asked to deduce the rule

Listen to their opinion and monitor what they say can be understood by everyone in the
class.
Introduce the fifth slide:

Introduce the third and the last category of adjectives: the irregular adjectives
Ask them to learn these adjectives individually, practicing and self-correcting.
Presentation and demonstration of the acquired results (15 minutes)
GROUP WORK
Materials: animal and adjectives flashcards, A4 format paper
Students are anticipatory divided into 4 groups, for each group I have previously
prepared and cut three coloured flashcards of animal pictures and a small table
containing three adjectives.
Hand out the materials mentioned and a A4 format paper each group.
Ex. Group A is given fish, dolphin and shark flashcard and the adjectives big, dangerous
and friendly.
Give instructions and explain the task. They are asked to use the animals and the
adjectives and make as many true sentences as possible in a time limit of 5 mins.
Set the time and let them do the task.
Monitor the activity by circulating the in the class.
Stop the writing process at the end of the 5 minutes period.
Count the sentences of each group, their correctness and truthfulness and deduce the
number of correct sentences.
The group with the larger number of correct sentences is declared the winner and is
allowed applause by all the class as a sign of praise.
Present the last PowerPoint slide:

Thank students for their engagement, and other invited people for their attendance.
Evaluation: Assess and evaluate three to four students based on the competences
shown during the hour, considering the correctness in writing, the fluency in reading and
the pace he/she worked.

The end!