LSA3 Lesson plan

Name: Shalini Srinivasan

Date: 28/04/15

Candidate No. 219

Centre No. 00367

Class: Academic English Level 1 (Lower-Intermediate)

Length: ~ 60 min

Focus: Increasing the range of language of comparing

Class profile:
a) Overview of the group and the course:

Total no. of students 16; 2 re-takers

Level- Lower Intermediate / academic English 1

The nationality mix is as follows: Vietnamese 6 students, Chinese 5 students,

Malaysian 4 students, Thai -1 student

The class meets every day for 4 hours and the course is 10 weeks long. This is the
first time that students are doing an academic English class having studied general
English before this level. The course objectives are to develop academic skills. The
assessments are both exam based and internal assessments such as writing
comparative essays, argument essays and seminars. In addition, the classes involve
discussion and group work and task based assignments.

The motivation to do well and achieve a passing mark of 50% and move to the
second level of academic English is common to all.

b) Information about individual learners relevant to the lesson:

Name,
Age,
Nationality

Length of Reason for

stay
learning

Thangmak Nayada,
20,Thai (F)

5 weeks

Strengths

Weaknesses

Other comments

to improve language
skills

clear sentence structure,

grammatical accuracy

writing is simple; does not

extend herself/take risks

works well with others

10 weeks

pathway program to
Curtin University

Clear sentence structure

and organisation of ideas

subject verb agreement

and tenses/uses only
simple sentence structures

mature, good ideas

Liu Xiannan, 19,

Chinese (M)

10 weeks

pathway program to
Curtin University

creative ideas, good use

of tenses

collocations, simple
vocabulary

outspoken and lively/

some management
needed to give an
opportunity to others

Keiu Jing Heng, 19,

Malaysian (M)

10 weeks

to improve language
skills

Clear sentence structure

and organisation of ideas

writing is simple; does not

extend and take risks

quiet but makes an effort

Lee Huan Key,

19, Malaysian (M)

10 weeks

pathway program to
Curtin University

Clear sentence structure

and organisation of ideas

subject vs object pronouns,

prepositions, simple writing

fluent , needs prompting

Albert, Lee Zi Heng,

20, Malaysian (M)

10 weeks

to improve language
skills

Clear sentence structure

and organisation of ideas

writing is simple; does not

extend and take risks

participates well/positive

10 weeks

to improve language
skills

Clear sentence structure

and organisation of ideas

word forms, past tenses

cheerful and cheeky

10 weeks

pathway program to
Curtin University

fairly clear sentences

basic grammar
errors/simple
sentences/plural forms

quiet, needs prompting

Bui Tien Dang, 25,

Vietnamese (M)

Nguyen Phuong
Thao, 20,
Vietnamese (F)
Zhang Yawen,
Anahy, 19, Chinese
(F)

Name,
Age,
Nationality

Length of Reason for

stay
learning

Chen Xuwen, 22,

Chinese (F)

10 weeks

Le Cong Hanh,22,
Vietnamese (M)

Strengths

Weaknesses

Other comments

pathway program to
Curtin University

Clear sentence structure

and organisation of ideas

uses mostly simple

sentences

hardworking, needs
prompting

10 weeks

pathway program to
Curtin University

attempts to use a range of

vocabulary

collocations

cheerful, outspoken

Gao Dexin, 24,

Chinese (M)

10 weeks

pathway program to
Curtin University

attempts to use a range of

vocabulary

basic grammar errors

especially tenses and word
forms

shy and withdrawn,

socially awkward

Chen Zhenpeng
Gary, 22, Chinese
(M)

10 weeks

pathway program to
Curtin University

organisation of ideas

missing verbs in sentences

shy but responds well on

asking

Nguyen Tham, 24,

Vietnamese (M)

10 weeks

pathway program to
Curtin University

accuracy in tenses and

sentence structure

subject verb agreement

issues

enthusiastic, participates
well

Lyn/Huynh Dieu Y,
25, Vietnamese (F)

10 weeks

pathway program to
Curtin University

fairly clear sentences

collocations, simple
vocabulary

weak/shy/pronunciation
issues

Nguyen Xuan Quang

Felix, 25,
Vietnamese (M)

10 weeks

pathway program to
Curtin University

accuracy in tenses and

sentence
structure/vocabulary

development of ideas and

adding detail

outspoken/confident

Irene/Eng Li Ting,
24, Malaysian (F)

10 weeks

pathway program to
Curtin University

clear sentence structure

and organisation of ideas

plural forms/collocations

fluent but needs

prompting

Aims:
a) Main aims:
1. To test students existing range of language of comparison
2. To teach some new structures to compare things, people or actions
3. To give written controlled practice in the new structures taught
4. To give free oral practice in the new structures taught if time permits
b) Subsidiary aims:
1. Vocabulary related to the theme of superheroes (costume, mask, suit/armour,
powers, power glove, green-skinned monster)
Learning outcomes:
By end of this lesson, students will

Have learnt at least three new sentence structures for comparing

Have had controlled and free (spoken) practice in the same

Assumptions:

Students are familiar with the concept of compare and contrast / similarities
and differences

Students have some knowledge of comparatives and superlatives and can

write at least two sentences with different structures

Students have some familiarity with the objects/characters chosen for

comparison

Potential problems
Students are not familiar with the concept
of similarities and differences
Students are unable to come up with a
variety of structures in the test stage
Students come up with a variety of
structures and leave little room for
expansion of their knowledge
Students are not familiar with the
characters chosen for comparison

Possible solutions
Use a Venn Diagram and explain the concept with
a simple example of two countries say China and
Singapore
It implies a low range of student knowledge so I
will teach at least 5 new ones
Leverage the situation to teach some advanced
structures and give practice for the existing ones
to ensure all students have equal confidence in
using them
provide a simple alternative such as Batman and
Superman

Personal professional aims:

Effective classroom management in terms of pairing/grouping to allow for

equal participation and engagement with the lesson

Using the board well so students have a clear written record of language

taught and clarifying

Doing a clear feedback and consolidation session at the end so students

have points to take away/extend their knowledge

Using appropriate material to give controlled and free practice which allows
students to check their understanding

Language analysis:
Possible structures (Swan, 2005: 110-115; Parrott, 2000: 75) that students may use
or be taught:
No.

Language to compare two people, things, or actions +

Examples

Both A and B + verb

Both Hulk and Iron Man are superheroes.

/n/

Like A, B + verb

Like Hulk, Iron Man is a scientist.

A + verb. Similarly, B + verb

Hulk is strong. Similarly, Iron Man is

strong.

A +verb + as + adverb + as + B

A is/was + as + adjective + as + B

Iron Man is as strong as Hulk.

A + verb, as + B + verb

Hulk saved the earth, as Iron Man did.

A + is/was/verb + the same as + B

Hulks nationality is the same as Iron

Mans (nationality).
/z/

A + is/was + similar to + B

Hulks life story is similar to that of Iron

Man.
/t/

A + verb, but/while/whereas B +
(negative) verb

Iron Man can fly but Hulk cannot.

10

A + is/was + different from + B

Iron Mans costume is different from

Hulks.

11

Unlike A, B + verb

Unlike Hulk, Iron Man wears an

armour /a costume /a mask.

12

A + verb + (much/far) + comparative

than + B

Iron Man can fight as well as Hulk.

/z/

/z/

/z/

/z/

/z/

Hulk gets much angrier than Iron Man.

(hn)

In terms of phonology, most of the comparative phrases show weak forms of as,
and than while the stress is seen on the elements being compared.

Timetable fit:
The lesson before this is a listening lesson on the theme of healthy lifestyles.
It later focuses on paragraph structure and development of ideas using a
reading exercise on the same theme of healthy lifestyles.
The observed lesson has a different focus- language of comparison. This
would lay a foundation for the upcoming assessment on comparative essays.
The following lesson can combine the language aspect just taught with
paragraph structure to get students to write a paragraph comparing two
objects.

Materials and/or resources:

PowerPoint slides to show pictures and a Venn diagram

Worksheet 1(Venn diagram + prompts to help identify similarities and

differences) Self prepared

Worksheet 2 (Sentence completion exercise using different structures)

Adapted from Murphy, R., (2004), English Grammar in Use, 3rd Ed, (Unit107),
Cambridge University Press.

Worksheet 3 for brainstorming ideas before writing on plastic sheets Self

prepared

Commentary:
My rationale for selecting language of comparison for this lesson
This lesson takes place in the second week of the course which focuses on
paragraph structure. The following week starts input for the first assessment
Compare-Contrast essays. Therefore, this lesson on language for comparing would
fit in well at this stage so students can combine sentence level tasks with paragraph
and essay writing components.
In the school course material, there is no explicit focus on language for comparing. In
spite of providing models of comparative essays, students overuse a small set of
structures. This limits their ability to express their ideas clearly and achieve the
desired impact on readers. Therefore, doing a lesson to assess their repertoire of
comparative structures and expanding their range would benefit learners

considerably.
In addition, I have used the TestTeachTest approach rather than a PPP or a
Discovery approach. The main reason for this is that many students in this class are
new and I am not aware of their existing range and ability in writing comparative
sentences. On the other hand, some students have moved up from a GE(Pre-Int)
class and may already be familiar with some structures. Following this approach
might get them to recall and connect new information in this lesson with their existing
knowledge. Overall, it would push students to notice linguistic features in the
language taught and learn better.
I have used the topical theme of superheroes and the latest movie release Avengers
as I think this would engage students better. Using their own ideas to teach additional
structures personalises the lesson further. Using group work and student involvement
in boarding up sentences and analysis of form makes the lesson student centred.
In the Presentation stage using student generated language for analysis, I aim to
focus on the range of language rather than accuracy of existing knowledge of
structures. Hence, I do not intend to overtly correct errors as much as draw student
attention to new language of comparing which can be used to convey the same
meaning. I plan to teach by contrasting student production and the new alternative
form that could be used to express the same or similar idea/meaning. I also intend to
provide prompts and elicit new forms so students are engaged and involved in the
language taught. In this way, I intend to get students to notice the gap as well as
pay attention to linguistic features in the input.
Providing controlled written practice in the form of sentence completion would
consolidate the form and give students confidence to approach the free practice task.
However, I want to use this as a flexi stage and will probably go straight to the free
production stage. Getting students to verbalise their thoughts freely provides a
change of pace and adds variety after a writing task though it might prove
challenging for some.
Doing a feedback and consolidation allows for clarification and an opportunity for
students to take notes as also to extend their knowledge further.

Seating Chart

Board

Cathy -

Lyn -

Michael -

Heng -

Gary ~
Huan
Key ~

Anahy ~
Thao ~

Care +

Rock +

Hanh +

Tham +

Dang +

Albert +

Quang +

Irene +

Student Ability:
+ Strong

~ Fair

- Weak

_________________________________________________________________
Board Plan

To talk about
Similarities
1. aspect
a. Student Production
b. New way with prompts and
linguistic feature highlighted

Differences

Procedure
Stage
1.

2.

Lead-in

Test Stage 1

Stage Aims
To set context

To check ss concept
of compare/contrast

3. Test Stage 2

4. Teach/Presentation

To check ss
knowledge and
existing range of
structures

To provide error
correction for any
mistakes and to teach
new structures not
used yet

Procedure

Time

1. Display pictures of superheroes/Avengers

2. Get student response- Have you watched the movie? Did
you like it?

2 min

1. Tell ss they will compare/contrast two of the heroes

2. Show the Venn diagram and check if they know how to use it
3. Get ss to work in small groups of 4 and identify some
similarities/differences between Hulk and Ironman
(Worksheet 1)
4. Monitor and supply any vocabulary needed

8 min

1. Tell ss they have to write 2 sentences with different

structures in 5 min set time limit
2. Get ss in groups to write their sentences (worksheet1)
3. Class feedback elicit some examples from groups

10 min

1. Board up some student examples

2. Analyse each sentence together with class form and
meaning
3. Ask ss if there is any other way/structure to state the same
idea contrastive forms
4. If ss dont respond, teach a new structure by providing
prompts and elicit present the structure/use/phonology

15 min

Interaction
T-ss
ss-T

T-ss
ss-ss

ss-ss
T-ss

T-ss

5. Controlled practice
(Flexi Stage)

6. Free Practice
(spoken)

To give controlled
practice in structures
reviewed and taught

To give free practice

in using a range of
structures for
comparison

1. Give students worksheet 2

2. Get ss to work individually and check in pairs
3. Class feedback

10 min

ss-ss
T-ss

1. Present the new characters( Catwoman and Black widow) to

compare (worksheet 3)
2. Students work in pairs to come up with sentences orally
3. Students write up sentences on plastic sheets using new

10 min

language taught

ss-ss
ss-T

1. Class feedback groups present their writing to the class by

7. Feedback
(Receptive stage with
consolidation)

error correction and

consolidation of
structures/language
point

displaying the plastic sheets on the wall

2. Get ss to work in pairs and analyse the errors, one by one
3. Get ss response, present solution and rule/exceptions or

10 min

ss-T-ss

general use/ Consolidate form and meaning

4. End class

10

References
Murphy, R. (2004). English Grammar in Use, 3rd Ed. Cambridge, Cambridge
University Press.
Parrott, M. (2000). Grammar for English language teachers. Cambridge, Cambridge
University Press.

Swan, M. (2005). Practical English Usage. Oxford, OUP.

11

Appendix

12

Worksheet 1
Write your points of similarities and differences between Hulk and
ironman in the diagram below

Hulk

Ironman

Using the points in the diagram above, write your sentences to compare
Hulk and Ironman below

Worksheet 2

13

Practice
1. Choose the correct word or phrase underlined in each sentence.
a) The fish was so tasty as/as tasty as the meat.
b) This book is the most interesting/the more interesting Ive ever read.
c) This temple is the eldest/oldest in Europe.
d) That dress is a lot longer than/that the other one.
e) Nothing is worse/worst than being stuck in a traffic jam.

2. Write a new sentence with the same meaning.

1. Richard is younger than he looks. Richard isnt as old as he looks.
2. I didnt spend as much money as you. You
3. The station was nearer than I thought. The station wasnt
4. The meal didnt cost as much as I expected. The meal cost

Complete the sentences using as as + the following :

bad
1.

comfortable fast

long

often quietly

soon well

Im sorry Im late. I got here as fast as I could.

2. It was a difficult question. I answered it . I could.

3. How long can I stay with you? You can stay you like.
4. I need the information quickly, so let me know . possible.
5. I like to keep fit, so I go swimming I can.
6. I didnt want to wake anybody, so I came in I could.

Adapted from Murphy, R., (2004), English Grammar in Use, 3rd Ed, (Unit107), Cambridge University Press .

Worksheet 3

14

Write your points of similarities and differences between Catwoman and

Black Widow in the diagram below

Catwoman

Black widow

Using the points in the diagram above, write your sentences to compare
Catwoman and Black Widow below and then on the plastic sheet given
to you.

15