ENGLISH STUDIES – GRAMMAR
TOPIC: Comparison of Adverbs
By the end of the lesson, the pupils should have attained the following objectives (cognitive, affective and psychomotor) and should be able to:
Identify the correct forms of comparison of adverbs – as in fast, faster, fastest; slow, slower, slowest or slow, more slowly, most slowly.
The teacher will teach the lesson with the aid of:
METHOD OF TEACHING – Choose a suitable and appropriate methods for the lessons.
Note – Irrespective of choosing methods of teaching, always introduce an activities that will arouse pupil’s interest or lead them to the lessons.
Scheme of Work
9 – Years Basic Education Curriculum
All Relevant Material
CONTENT OF THE LESSON
COMPARISON OF ADVERBS
We can use the suffixes er and est to make comparison with adverbs. For example, the following are adverbs: early, late, fast, hard, close, far, soon, etc.
There are three forms of comparison:
Positive (Fast – Faster – Fastest)
Comparative (Quickly – More quickly – Most quickly)
Superlative (Quick – Quicker – Quickest)
To deliver the lesson, the teacher adopts the following steps:
1. To introduce the lesson, the teacher revises the previous lesson. Based on this, he/she asks the pupils some questions;
2. Organizes plenty of situations which will brings out the meaning of the words – a train runs faster than a car, but an aeroplane is the fastest of them all.
Pupil’s Activities – Find verbs to go with adverbs. Use them in sentences in meaningful and contextual situations – move faster. The car is old, but it moves faster than some new ones.
3. Provides a written exercise.
To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson.
identify the correct forms of comparison of adverbs.