Lesson Objective
Grammar Focus
Students will learn how to compare things and ask for the
opinions of others.
•Comparative adjectives: taller, shorter...
•Expressing agreement/disagreement
Word Chest Warm-up
Pronounce the new words with students, and ask questions related
to the pictures.
• What does he/she look like?
- He is big and strong/She is tall and thin.
• Which dog is being bad?
- The white dog is being bad.
• Which person is short?
- Paula is short.
Track 1
A. Listen and number.
Ken
5
Bob
Ken is
stronger than
Bob.
1
Buster
Bob is weaker
than Ken.
stronger / weaker
B. Ask and answer.
Language Chest
Follow-up
6
Lulu
Buster is
better than
Lulu.
Kelly
Lulu is worse
than Buster.
3
better / worse
4
Paula
Kelly is taller
than Paula.
2
Paula is shorter
than Kelly.
taller / shorter
Language Chest Warm-up
Ask questions about the pictures.
• What is he doing?
- He is measuring her/seeing how tall she is.
• What are they using?
- They are using a computer.
• What do you think they are doing?
- I think they are shopping/looking at shoes.
Which do you think are better?
1.
2.
Use the pictures in the
Word Chest to practice the
target language. Point to a
set of pictures and have
students raise their hands
Who do you think is taller?
as they think of a question.
Example:
T:(Points to the men.) Ask
a question.
S1: Who do you think is
stronger?
All: I think Ken is stronger
than Bob.
T:Good! Ask another
question.
S2: Who do you think is
weaker?
All: I think Bob is
weaker than
Ken.
Grammar Point
Take time to go
over the comparative
adjective forms. In
addition, talk about
the different uses for
who and which.
think Sarah is taller than am.
think the pink ones are
better than the yellow ones.
J
J
J
J
strongJ  stronger
weak  weaker JwhoJ= people or animals with names
J
tall  taller
good  better
which = objects or animals without names
short  shorter bad  worse
Grammar Reference
4 3A Lesson 1
A comparative adjective is used to compare two things. It cannot be used to compare more than two things.
• For one-syllable adjectives, add er (stronger, weaker).
•For two-syllable adjectives that end in y, change the y to an i and add er (dirtier, heavier).
•For two-syllable adjectives that do not end in y or adjectives with three or more syllables, add more before the adjective
(more handsome, more interesting).
• Good (better) and bad (worse) are irregular.
J
J
J
J
Listening Chest Warm-up
Track 2
C. Listen, read, and talk.
Listening Chest
Follow-up
Ask questions about
the dialog.
•Why does Amy
think Eric is
stronger than
Max?
-She saw him at
taekwondo class,
and he was
strong.
•Who does Jeff
think is stronger?
-Jeff thinks Max is
stronger than Eric.
•What do they do
to figure it out?
-Max and Eric have
a contest.
•How many
chin-ups does
Eric/Max do?
-Eric/Max does
11/13 chin-ups.
•Who is stronger?
-Max is stronger
than Eric.
Amy:Who do you think is stronger,
Max or Eric?
eff:
think Eric is stronger than Max.
Amy:
J J Really? disagree. think Eric is
weaker than Max.
eff: used to think Eric was weak,
but then saw him at
J J
J J taekwondo class. He’s strong!
J J
Amy:Eric doesJtaekwondo!
didn’t
J
know that.
...9, 10, 11!
Listening Chest
Extension Activity
Have contests
between the strong
students in class
(the ones who want
to participate).
There probably isn’t
a place for students
to do chin-ups, but
students could arm
wrestle, do sit-ups,
or lift a series of
heavy objects.
Example:
T: Who is strong?
Luke: I am!
Ben: No, I am!
T:OK. Who thinks
Ben is stronger?
Raise your
hands.
Ss: We think Ben is
stronger.
T:Who thinks Luke
is stronger?
Ss: We think Luke is
stronger.
T:Let’s have a
contest.
Luke and Ben arm
wrestle with Ben
as the winner.
T:Who is stronger?
All: Ben is stronger
than Luke.
T:Now, who is
stronger than
Ben?
Ask questions about the pictures.
•Who are they thinking about?
- They are thinking about Eric.
•What are they doing?
- They are exercising.
•Who do you think is stronger, Max or Eric? Why?
- I think Max is stronger. His face isn’t red, and he is smiling.
...13! Max
wins!
Jeff:J Yes, he does. He’s veryJ good.
J
J J
J J
J
J Eric!
Amy: Hi, Max! Hi,
Max & Eric: Hey!
J
eff: We have a question forJ you.
J J OK. What’s your question?
Eric:
J J
Amy: Who is stronger, you or Max?
think ’m stronger than Max.
Eric:
Max: No way! think ’m stronger!
J J
eff: Ha! Ha! Let’s have a contest.
Max
J J& Eric: OK!
D. Circle T for true or F for false.
J
1. Amy thinks Max is weaker thanJ Eric.
T
F
2. eff thinks Eric is stronger than Max.
T
F
J good at taekwondo.
J is
3. Eric
T
F
4. Amy was right. Max is stronger than Eric.
T
F
5. eff was right. Eric is stronger than Max.
J J
J J
T
F
5
Talk Chest Warm-up
Talk Chest Follow-up
Ask questions about the picture.
• What are the boy and girl doing?
-They are looking at/watching the
horses.
• What are these men doing?
- They are riding the horses.
• Do you think this is a contest?
- Yes, I think it’s a horse race.
E. Look and say.
Use objects in the classroom to practice the target language.
Example:
T:Kelly and Nick, come here please. Now everyone look at
their hands. Which do you think are cleaner?
Ss: We think Kelly’s hands are cleaner than Nick’s hands.
Other Ss: We disagree. We think Nick's hands are cleaner
than Kelly’s hands.
T:Very good! Kelly and Nick, please go wash your hands.
Then, you will both have clean hands.
_________
Who do you ________
think ____
is faster?
___
I ________
think Lucky ____
is faster than Star.
I disagree. ___
I ________
think Lucky ____
is slower.
___
Who/Which do you think is ___?
disagree./ agree.
J
F. Role-play
with
J J
J Ja partner.
1. Boy:Which do you think
is smoother?
Girl:I think the red
rocks are smoother
than the black
rocks.
Boy:I disagree. I think
the red rocks are
rougher than the
black rocks.
1.
J
Track 3
J
J
J
2.
J
3.
clean / dirty
red plate / white plate
4.
5.Snowy
6 3A Lesson 1
large / small
Goldie / Bubbles
6.
Mimi
soft / hard
armchair / wooden chair
4. Girl:Which do
you think is
softer?
Boy:I think the armchair
is softer than the
wooden chair.
Girl: I agree.
Bubbles
J
smooth / rough
black rocks / red rocks
3. Boy:Who do you think
is larger?
Boy:I think Bubbles is
larger than Goldie.
Girl:I disagree. I think
Bubbles is smaller
than Goldie.
Goldie
J
2. Girl:Which do you think
is cleaner?
Boy:I think the red
plate is cleaner
than the white
plate.
Girl: I agree.
think ___ is ___ than _____.
young / old
Mimi / Snowy
5. Boy:Who do you think is older?
Girl:I think Mimi is older than Snowy.
Boy:I disagree. I think Mimi is younger than Snowy.
6. Girl:Which do you think is lighter?
Boy:I think the feather is lighter than the brick.
Girl: I agree.
light / heavy
feather / brick
dirty  dirtier heavy  heavier
Grammar Reference
See page 6.
Reading Chest Warm-up
G. Read and answer the questions.
Ask questions based on the picture.
• Where is this story? Is it in a magazine?
- No, it’s in the newspaper.
• What are the boys doing?
- They are playing soccer.
• What is the date?
- It’s Tuesday, November 1st.
Reading Chest
Extension Activity
Ask students personal questions based on the passage.
Example:
T:Who has been in a tournament? What kind of tournament was it?
S1: I was in a chess tournament.
S2: I was in a baseball tournament.
T:What do you practice hard at?
S3: I practice hard on the piano. I practice for two hours every day.
T:Who are you proud of?
st
S4: I’m proud of
my dad.
He works
hard.
Sports News
Tuesday, November 1
Tigers Beat the Heat!
The Los Angeles Tigers won their
first middle school soccer tournament
against the Hollywood Heat yesterday
afternoon. It was an exciting game
with a final score of 3 to 2.
Matt Brown of the Tigers said,
“In the beginning, we were worried.
The Heat has older, taller, and
stronger players. We knew the game
was going to be hard.” However,
that didn’t stop the Tigers. They
used their small size and speed to
move around the Heat players. As
the Heat got tired, the Tigers never
gave up.
Matt Brown (yellow) scores the winning goal.
The Tigers played as a team.
Their kicking was excellent. As the
Tigers coach, Tony Cox, said, “I’m
so proud of these boys. We made
better passes than the Heat did. We
had better teamwork. These boys
practiced hard all year. They
deserved this win! Go Tigers!”
1. Which team was taller and stronger than the other team?
Heat was _________
taller and ___________
stronger than the _________.
Tigers
The _________
2. Which team had better teamwork?
a. The Tigers had better teamwork. b. Both teams had good teamwork.
c. The Heat had better teamwork.
3. Who is Tony Cox?
Reading Chest Follow-up
Ask questions about the passage.
•Who won the game?
- The Los Angeles Tigers won the game.
•What was the score?
- The score was 3 to 2.
•Which team has older players?
- The Hollywood Heat has older players than the LA Tigers.
•Which team had better passes?
- The Tigers had better passes than the Heat.
coach of the Los Angeles _________.
Tigers
He is the _________
7
Writing Chest Warm-up
Ask questions about the pictures.
• What kind of a ball is this?
- It’s a baseball/tennis ball.
• Are these bags made from the same material?
- No, they’re not.
• What does she look like?
- She has dark brown hair and blue eyes.
H. Complete the conversations. Use the correct form of the words.
tennis ball
red bag
smooth
small
think
rough
which (x2)
baseball disagree (x2)
Which do you think is larger?
1.
A: __________
tennis ball is larger than the baseball.
B: think the ____________
disagree think the tennis ball is __________
smaller
A: __________.
baseball
JthanJ the __________.
J J
J J
2.
A: __________
Which do you think is __________?
rougher
B: think the __________
red bag is rougher than the
JlightJbrown bag.
Writing Chest
Extension Activity
J
J
J ________
A: JJ __________.
the red bag is
disagree
think
J
Divide students into small groups,
and have the groups write down 3
____________
smoother than the light brown bag.
questions similar to those found in
activity I. Then, talk about all of the questions as a class. Each group
should present their questions and record the answers that their
classmates give.
Question Examples:
• Which do you think is lighter, a pen or a pencil?
• Which do you think is better, a chocolate bar or a lollipop?
• Which do you think is smoother, paper or cardboard?
J
J
. Answer the questions.J
J
J
J
J
J
Are any of your answers different from your
classmates’ answers? Why? Talk about it.
J
J J
1. Which do you think is heavier, a cat or a shoe?
J
cat
heavier than a _________.
shoe
think a ________
is ___________
J
2. Who do you think is stronger, a boy or a man?
J J
I think a man is stronger than a boy.*
______________________________________________________________
J
3. Which do you think is worse, summer or winter?
I think
J winter is worse than summer.*
J______________________________________________________________
4. Who do you think is taller, you or your teacher?
I think my teacher is taller than I am.*
______________________________________________________________
Writing Chest Follow-up
8 3A Lesson 1
Ask questions about the passage.
• Which is smaller, a tennis ball or a baseball?
- A tennis ball is smaller than a baseball.
• Which bag is smoother, the red bag or the light brown bag?
- The red bag is smoother than the light brown bag.
• How many students (in our classroom) like winter more than summer?
- __ students like winter more than summer.
* Answers will vary.
Activity Chest Directions
Preparation: Place some objects (or flashcards) in the box that can act as
clues to trigger a conversation using the target language.
Materials: a box, objects or flashcards
1. Divide the class into two teams.
2.Select two students from one team to come to the front of the class. They
should select an object of their choice from the box. In the example below,
the two students select a ruler.
. Play. Choose an object from the box and make a conversation.
3. These students should use the target language to have a conversation related to the object.
S1: Who do you think is taller?
S2: I think I’m taller
than you are.
S1: I disagree. I think
you’re shorter
than I am.
4.Award points to
the team based
on the number of
comparative
adjectives used
in the conversation.
T: Good ! You used
taller and shorter.
That’s 2 points!
5.Next, select two
students from the
other team to come
to the front of the
room.
6.Play the game
until everyone
has had a
chance to
choose an
object from
the box.
7.The team with the
most points wins.
8.The objects/flashcards in the box should include
items not covered by this unit. For example, in the
illustration there is a teddy bear, a pencil, a book, and some sunglasses in the box. These things are familiar to students, but they have not
been covered in this unit. Students can use these clues however they would like. Students could come up with conversations using the words
softer, larger, heavier, better, or lighter with these objects. They should be challenged to apply the information learned in this unit.
J
J
Who do you think is taller?
think ’m taller than you are.
J
J
J
J J
J
disagree. thinkJyou’re
J Jshorter
J than am.
J
J
J
J
J
J
. That’s 2 points!
J You used taller and
J
J Good!
J shorter
J
J
K.Talk to your classmates, and complete the chart.
1. Who is taller than you?
____________
Monica* is taller than am.
2.Who has cleaner
shoes than you?
Travis has cleaner shoes thanJ I do.*
J
3.Who has a heavier
backpack than you?
Hannah has a heavier backpack
than I do.*
4.Who has larger hands
than you?
Mrs. Smith has larger hands than
I do.*
5.Who can run faster
than you?
Nick can run faster than I can.*
J
Directions
Students should talk to their classmates in order to answer the questions. All answers should be
given in complete sentences, and each answer should use a different classmate’s name. If time
permits, have students share a few of their answers with the class.
J
* Answers will vary.
9