393 people, animals andor
things, there are as far as the students learn two structures
that can be used. Those are –
er…than.. and more…than… .
d. The students are given some
time to write down the result of their discussion.
5. Communicating a. The students communicate
that the result of their learning activity in the
meeting is that to compare two different people, animals
andor things, there are as far as the students learn two
structures that can be used. Those are
–er…than.. and more…than… .
b. The students are guided to
relate those two learned structures to the use of them
in the daily life. 5’
3. Post activity 5minutes
a. The teacher strengthens the students’ conclusion and adds some
explanation if it is needed. b.
The teacher asks the students if there is still any question about how to compare two different people, animals or things by using the
structure –er than… or more… than… .
c. The teacher gives the students an opportunity to deliver their
comments or opinions toward their learning process. d.
The students have had a vocabulary list of adjectives. Therefore, in this meeting, as a homework, the students are required to list at least
15 adjectives for each of fruits, animals, and people, and write the comparative forms. This is as the students’ preparation for the
information-gap activities in the next meeting.
e. The students are notified that in the next meeting they are going to
learn more the way to compare two different people, animals or things. They are also informed that they are going to have a
speaking activity, and that it will be great for them to review the materials before having the meeting.
394 f.
The students are appreciated for being cooperative. They respond
to it and say their goodbyes.
g.
The teacher responds to the students’ goodbyes and leaves the class. B.
Meeting 2 1.
Pre-Activity 10 minutes
a. The students greet the teacher soon after the teacher enters the
class. b.
The students’ attendance is checked by the teacher. c.
The students are asked about the materials they learned in the previous meeting to check whether they still remember the
structures –er… than and more… than… .
d. If the students do not remember, they are asked to open their notes
and briefly explain what the materials were. e.
The students are tested to mention the comparatives of several words. The words are mixed in terms of whether it should use the
structure –er than… or more… than… to check whether the
students have really understood how to differentiate the use of the two structures. The list of words to be asked includes the word
“good” and “bad” as the introduction to the materials they are going to learn.
f. If the students guess the comparatives of “good” and “bad” wrong,
the teacher says, “Are you sure?” and then goes to the main activity of learning.
2. Main Activity
