420 c.
The students are guided to draw a conclusion that to
compare the characteristics of more than two different
people, animals andor things, there are as far as the
students learn two structures that can be used. Those are
the
–est and the most… .
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 the characteristics of more
than two different people, animals andor things, there
are as far as the students learn two structures that can
be used. Those are the
–est and the
most… .
b. The students are guided to
relate those two learned structures to the use of them
in the daily life. 10’
3. Post Activity 10 minutes
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 more than two different people, animals or things by
using the structure the –est or the most… .
c. The teacher gives the students an opportunity to deliver their
comments or opinions toward their learning process. d.
The students are notified that in the next meeting they are going to learn more the way to compare more than 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.
421 e.
The students are appreciated for being cooperative. They respond
to it and say their goodbyes.
f.
The teacher responds to the students’ goodbyes and leaves the class. B.
Meeting 4 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 the –est and the most…
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 superlatives of several words. The words are mixed in terms of whether it should use the
structure the –est or the most… 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,
bad and far as the introduction to the materials they are going to learn.
f. If the students guess the superlatives of good, bad and far wrong,
the teacher says, “Are you sure?” and then goes to the main activity of learning.
2. Main Activity
No. Steps
Learning Activity
Allocated Time
1. Observing
a. The students are notified that
there is still one more way to compare the characteristics
of more than two people, animals or things.
b. The students are asked to
read some texts in their books
c. The students are asked
whether they find any irregular superlative words in
the texts. 5’
422 2.
Questioning The students are guided to
construct the question 1
“What words are included in the irregular superlative
structures?” 2
Are they the same with those of the comparative
structures? 5’
3. Collecting data a. The students are given a
handout containing more examples of irregular
superlative words. Dialog 1 and 2
b. The students are asked to
read the examples aloud c.
The students are guided to discuss the meaning of each
example d.
Pronunciation drills of keywords are also carried out
10’
4. Associating
The students are stimulated to answer the question they have
constructed in the step of questioning. They are guided to
that the irregular superlative words include good
– the best; bad
– the worst; far – the farthest the furthest
5’
5. Communicating a. The students conclude the
irregular superlative words they find
b. The students are guided to
conclude the three kinds of superlative structures they
have learned i.e the structure the -
est , the most… , and the ones having irregular forms
the best, the worst, the furthest.
c. The students are asked to do
an exercise in which they 15’
423 have to make sentences
containing superlative structures based on the
provided pictures. See attachment
6. Creating
a. The students are notified that
they are going to be involved in an information-gap
activity. The teacher explains the rules of the activity.
b. The students’ understanding
toward the activity is checked by giving them questions.
c. The students are required to
create oral utterances in comparing more than two
different people, animals and things by being involved in
the information-gap activity. See attachment
25’
3. Post activity 5 minutes
