Hi everyone, I'm new to this site and I would really appreciate it if someone could have a quick look at this

lesson plan, and let me know where/if I'm going wrong (this is my final assessment for an online TEFL course), and any suggestions/pointers for making it better? Thank you for looking! (You will write a lesson plan for 45-minute-long lesson based on one of the options listed...) Student age: 14-15 Level: Elementary Objective: To be able to compare objects and people, to learn comparative forms of adjectives. Target language: S/he has/is + adjective Comparative forms of: one syllable adjectives ending in -er one syllable adjectives ending in -e adding -r for comparative one syllable adjectives ending in vowel-consonant (double the consonant +er) two syllable adjectives (more + adj) two syllable adjectives ending in -y (changing to -i +er) Assumed Knowledge: A range of simple adjectives (one, two and three syllable ones), including those used for describing personal features e.g. hair/age/body shape. Anticipated Problems: Students using previously learned adjectives to incorrectly describe objects/people e.g. S/he has short ears/ S/he has a tall car, or gerund form of has e.g. s/he is having curly hair. Students becoming confused with irregular adjective comparative forms e.g. 'gooder', 'more big', 'beautifuller'. Solutions: Ensure students know that some adjectives should only be used to describe certain things, drilling certain main words in sentences during the lesson should help. Ensure students know 'have' cannot be used in its gerund form in this situation (again drilling during the lesson should allow this to be phased out). Preparation/Aids: Pictures/photographs of people/objects for comparisons, a white/black board to write key points/place pictures on, and actual objects e.g. bottles/tins of various materials/colours/sizes/shapes. Warmer: play a quick game of find someone whom to refresh basic adjectives covered in the previous lesson, checking student understanding. T-S. 3 minutes Lead In: Place a picture/photograph of a person i.e. someone dressed in a suit with a briefcase, on one side of the board and get the students to give this person a name, an age, and a career with reasons why (based upon the persons appearance). Place a second photograph, this time of someone famous e.g. David Beckham on the opposite side of the board. T-S. 3 minutes Pair work: thinking/suggesting objects/things that both people may own e.g. a car, a house, computer etc. PW S-S. 2 minutes Plenary: write the best suggestions on the board beneath the picture. S-T. 2 minutes Presentation: Introduce comparative forms to the class, including the basic rules e.g. usually smaller

words add -er/-est, that words ending in vowel-consonant require doubling the consonant before er is added, words ending in y change the y to I before adding er, and that longer adjectives usually requiring more or most in front of them. This would be accompanied by a worksheet on which is a list of suitable adjectives e.g. big, young, old, tall, fat etc. and space for the students to write what they believe to be the correct comparative forms next to each one (with the first two already completed to reinforce the rules e.g. bigger, younger). T-S. 4 minutes Apply the comparative forms to the pictures/scenarios discussed e.g. So, the Doctor owns a house, and David Beckham owns a house, what is different about their houses? The Doctors house is BIG, but David Beckhams house is . The Doctors house is not as big as David Beckhams, so it is . The Dr is 50, he has grey hair, David Beckham is 38, he has blond hair. So, The Dr is than David Beckham The Dr is happy with his salary, do you think David Beckham is as happy? Is he less so, or more so? So, the Dr is happy, but David is T-S S-T. 10 minutes Drill between 5 and 8 comparisons with the class both chorally and individually to ensure understanding The Dr is older than David Beckham David Beckhams house is bigger than the Drs etc. Check student understanding/drill again. T-S T-S. 4 minutes Controlled speaking practice: ask the class questions to elicit comparisons between some of the possessions they listed earlier, e.g. So, we think the Dr owns a car, do we think it is an expensive car? Do we think David owns a car? So the Dr owns a car, but David owns (more) cars. Do you think David paid more for his cars? So that would make his cars so the Drs car is than Davids and Davids is than the Drs etc. T-S 10 minutes Pair work: In pairs, the students are given two objects e.g. a tin and a bottle, a book and a ball and are asked to write down five comparisons e.g. the book is heavy but the ball is heavier the tin is smaller than the bottle etc. These comparisons will then be passed to another pair of students for checking/marking. PW 3 minutes PW 2 minutes. Plenary: write one comparison from each pair on the board, and re-drilling as required to correct any errors. 3mins Homework: give each student a worksheet on which is listed 10 comparatives e.g. colder, hotter, younger, shorter etc, and explain that I want them to make ten short sentences about people/places/objects (other than those covered/used in the lesson) e.g. My dad is taller than my mum. Egypt is hotter than Canada. 1 minute