Table of content Page Chapter 1: Introduction…………………………………… 1.1 Rationale………………………………………………………… 1.2 Research scope………………………………………………… … 1.3 Aim of the study………………………………………………… 1.4 Methods of the study……………………………………………… .3 Chapter 2: Literature review…………………………… .3 2.1 An overviewon Language Teaching Methods…………………………3 2.2 The Process of teaching comparatives and superlatives………………4 Chapter 3: The application of process approach in teaching comparatives and superlatives to the students of class 12A1 at Quan Son Upper Secondary school………………………………………………………………….13 3.1 The purpose………………………………………………………… 13 3.2 The participants……………………………………………………… 13 3.3 Time and the process of this application……………………………….14 Chapter 4: Conclusion 15 References Chapter 1: Introduction 1.1 Rationale for the study English may not be the most spoken language in the world, but it is the official language in a large number of countries It is estimated that the number of people in the world that use in English to communicate on a regular basis is billion! English is the dominant business language and it has become almost a necessily for people to speak English if they are to enter a global workforce, research from all over the world shows that cross-border business communication is most often conducted in English Its importance in the global market place therefore cannot be understated, learning English really can change your life In the National curriculum, English is one of the core subjects, which are complusory in the high school final examination Therefore, students have to study all the English skills for their tests However, there still exist many difficulties facing teachers in teaching English to students, especially those from ethnic minorities Quan Son is one of the mountainous districts of Thanh Hoa province The living condition and studying condition are poor and restrict Most of the students of Quan Son upper – secondary school are ethnic minorities such as Thai, Muong, Mong Ethnic minority students mainly use their mother tongue to communicate inside their families and small communities As a result, ethnic minority students fail to make progress in learning English Especially, they have many difficulties in learning English grammar One of the most difficult grammar parts that students have to face is comparatives and superlatives For these reasons, I would like to choose the topic “teaching Comparatives and superlatives to the students of class 10A1 at Quan Son upper- secondary school in Quan Son, Thanh Hoa” in the hope of supplying upper-secondary students, especially the students of class 10A1 at Quan Son uppersecondary school with enough knowledge of comparatives and superlaives 1.2 Reseach scope The study focuces on applying process approach in teaching comparatives and superlatives to the students who are in grade 10 so that they can have enough knowledge to exercises related with comparatives and superlatives 1.3 Aim of the study The study is aimed to teach comparatives and superlatives for the grade10- students 1.4 Methods of the study In order to achieve the above aim, the teacher supplies or teaches the necessary knowledge about process approach and an overview of comparatives and superlatives to the students After that, students will have time to practise them and get feedback as well as correction from their friends and teacher Chapter 2: Literature review 2.1 An overview on Language Teaching Methods In the discussion of the history of Language Teaching Methods, it can be understandable that a teaching method which may be effective at one point of time in history may still be ineffective at the other point This dynamic character of the language teaching goals make the history of foreign language teaching ever-changing, ever-adapting Moreover, one method is replaced by another it does not mean that the former is worse than the latter and will be thrown into the wastebasket of history It only means that the replaced method fails to correspond to a certain need at a certain time in history As a result, the history of foreign language teaching method is not the history of replacement of one method by another Rather, it would be the history of adapting one new method to the treasury of existing methods A number of methods have been envolved for the teaching of English and also other foreign language in the past; howerver in Viet Nam three method which enjoy significant use and dominate the language teaching are the Grammar – Translation, the Audio – lingual method and the Communicative language teaching 2.2.The process of teaching comparatives and superlatives Theory of comparatives and superlatives Most English adjectives are short words and form their comparatives and superlatives using particles -er -than for comparatives -est in for superlatives in other cases longer forms are preferred, as follows more………… than the most …………………in * spelling of shorter comparatives and superlatives + One syllable adjectives simply ad the ending to their basic forms, clean -cleaner -the cleanes hard -harder the hardest + When a short adjective contains the group: fat -fatter -the fattest sad -sadder -the saddest thin -thinner -the thinnest + Whenever the adjective ends in '-e', it only adds -r or -st nice -nicer the nicest late later the latest + Some two-syllable adjectives end in '-y' and form their comparative by changing into '-i' + -er/-est: tidy tidier -the tidiest busy busier the busiest but shy shyer -the shyest + The following endings in two-syllable adjectives form regular comparatives and superlatives -er clever cleverer -the cleverest -le humble humbler -the humblest -ow -narrow narrower the narrowest and others as well: pleasant -pleasanter -the pleasantest common -commoner -the commonest However, it is safer to use the longer form with 'more' and 'most for 1.5 more humble than -the most humble more pleasant than -the most pleasant * Some adjectives have specific irregular forms These are the most common: good -better -the best bad -worse the worst far -farther -the farthest much -more the most many * Comparison and superlative of longer adjectives Some adjectives always use the longer comparison structure: more… than the most ………………in/of + Adjectives of two syllables ending in known suffixes famous -more famous than the most famous careful more careful -the most careful expensive more expensive the most expensive boring/bored -more bored/boring the most boring/bored * Most can mean the largest majority of 'Most doctors recommend not to smoke.' * Comparatives with '-er and -er' two comparatives, of any kind, joined by 'and' can convey the idea of increase or decrease Usually verbs like, GET, GROW or BECOME are used My children are getting taller and taller Travelling abroad has become MORE AND MORE EXPENSIVE * The + comparative+ the + comparative this structure implies a cause - effect relationship between both adjectives It can take place with both short and long comparatives, either adjectives or adverbs(1) The faster(1) she walks, the thirstier she gets The longer he talked, the more interested they looked * Intensifiers with the comparative a bit -a bit colder than much much more interesting a lot a lot more careful + Intensifiers with the superlative Ex This is by far the most dangerous mountain It much the most expensive bit of land in the city * Other comparative structures These comparative structures are very frequent and should be remembered Switzerland is twice as expensive as Spain = more expensive and double Boys are three times as likely to have accidents as girls * The same as/different from He doesn't earn the same as she ( does ) Or with a verb Valencia didn't play the same way as they used to We have a different car from last year Or We played in a different way from last year/………differently from last year * as………….as to indicate the same degree/ not so………… as for lower degree Some motorbikes are as expensive as cars A cat is not so faithful as a dog with nouns much and many becomes necessary They haven't got as much oxygen as they think, so they'll have to come down We need as many blankets as possible for the injured people * AS / LIKE LIKE is a `preposition and is followed by noun or pronoun: She's like her mother: always laughing AS is a conjunction and is followed by a clause with a subject and a verb When in Rome as the Romans * AS IF / AS THOUGH Both are used in the same way in comparisons They are followed by a past tense with a present meaning and WERE for the verb 'to be' It looks as if it had rained a lot around here He looks as if he were the happiest man on earth REVISION EXERCISES Exercise 1: Put the adjectives in brackets into the form which best suits the meaning of the sentence That is (incredible) story I have ever heard! It is not always (bright) students who well in tests Fibre shirts are harder-wearing, but cotton shirts are much (comfortable), Which is (deep), Lake Garda or Lake Iseo ? She is much (self-confident) than she used to be (tall) man in Manresa is a basketball player I like both of them, but I think Michael is (easy) to talk to Most people are (well off) than their parents were She has a lot to be thankful for (sad) thing of all is that she does not realize it 10 I want to rent a car - (powerful) one you have 11 You look a lot (well) than you did last time I saw you 12 There is nothing (irritating) than locking yourself out of your own house 13 Both roads lead to the city centre, but the left-hand one is probably a bit (short) and (direct) 14 As I get (old), I notice that the policemen seem to be getting (young)! 15 Nothing could be (fine) than to be in Carolina (song title) 16 'Is Cambridge (old) university in Britain?' 'No, Oxford is about 50 years (old).' 17 If you were (tidy) and (well-organized) than you are, you would not keep losing things 18 The boys in our school are much (good- looking) and a lot (good) at football than the boys in other schools in the town Exercise 2: Aeroplanes are generally (fast) than helicopters Since I bought my car, I have (little) money than I did before Pompeu Fabra University is not (old) the Barcelona University The weather today is much (warm) than it was yesterday I can't babysit for your baby brother I haven't got (much) patience as I used to Mar's dad bought her a puppy yesterday It was (good) present she has ever received In England, the name Tom is (common) than the name Wilbur The damage was far (bad) than we had expected Trevor is just (active) Alan in student politics , 10 The new pupil is (clever) at English than many of the other pupils in his class 11 I think that is (beautiful) painting I've ever seen 12 It looks like there are (few) people at the party than we expected 13 Flights to England are (frequent) than flights to China from this airport 14 My sister cooked the (bad) meal I have ever eaten 15 Xavier is not (short) than his sister 16 This gallery is not (interesting) the one we saw in Florence 17 My shoes are in (good) condition than yours 18 It is (noisy) in the city centre than it is in the suburbs Exercise 3: Fill in the blanks with the superlative form of the adjective in brackets London is _(large) city in England The Alps are (high) mountains in Europe According to the map, this is (direct) route to Barcelona That was (bad) film I have ever seen I did not enjoy that book It was (exciting) out of all the books I've read David is (funny) person I know The old city of Florence is (interesting) city in Italy This is (delicious) spaghetti I have ever eaten Your friend is (unpleasant) person I've ever met I hope I never see him again 10 What is (good) way to get to Roger's house? Exercise Peter is the…………… student in my class a taller than b strange c as strange as d stranger a more intelligent as b intelligent as c so intelligent as d so intelligent that He drives as…………… his father does b more carefully c the most careful d carefully as What's the………….film you've ever seen? a good d tallest Jane is not……………… her brother a careful as c the tallest The deep oceans contain some of the………… of all living creatures a strangest b so tall as b best c better Jane is………… age as Mary 10 d the best a as same b no sooner as c as soon as d soonest as Hotels have developed………… restaurants a as rapidly as d more same I'll be there……………I can a sooner as b the most same c the same b so rapidly that c as rapid as d as rapid than Commercial centres are………… they were many years ago a as popular than b the most popular c more popular than d most popular than 10 Computer are considered as………… tools today a much modern than b the most modern c modern as d more modern 11 A supermarket is………… a shopping centre a less convenient as b not so convenient than c less convenient than d the most convenient as 12 Vietnam becomes………………to foreign tourists a most and most attractive b the more attractive c much and ore attractive d more and more attractive 13 Can Tho is………………from Saigon than Bien Hoa is a farther b further c far d farer 14 Bao Yen sings…………… than this singer a well b better c gooder d more good 15 Of all the ball-point pens, which one you like…………….? a best b the best c most d the most 16 The………… we start, the sooner we will be back a early b earliest c earlier d more early c good d more good 17 The sooner, the…………… a better b best 18 The harder this farmer works,…………….he becomes a the poorest b the poorer c the more poor 19 My father is………………as yours 11 d poorer a old b as old c older d so old 20 HCM city is………………than Hanoi a large b largest c more large d larger * Keys: Exercise 1: the most incredible 10 the most powerful brighter 11 better more comfortable 12 more irritating deeper 13 shorter – director more confident 14 older – younger the tallest 15 finer easier 16 the oldest – older better off 17 tidier – more well – organized the saddest 18 more goog – looking, better Exercise 2: faster 10 cleverer less 11 the most beautiful the oldest 12 less warmer 13 more frequent more 14 the worst the best 15 shorter more common 16 more interesting worse 17 better the most active 18 noisier 12 Exercise 3: the largest the funniest higher the most interesting the directest the most delicious the saddest the most unpleasant the most exciting 10 the best Exercise 4: 1d 11c 2a 12d 3c 13a 4d 14b 5b 15a 6c 16c 7c 17a 8a 18b 9b 19b 10b 20d Chapter 3: The application of process approach in teaching comparatives students of class and 12A1 at superlatives Quan Son to the Upper Secondary school 3.1.The purpose The application is aimed at teaching comparatives and superlatives through process approach for the students of class 10A1 at Quan Son upper secondary school then improving English grammar for them From this, they will prepare better for their tests and may get good mark for this part 3.2 The participants The application is carried out with 38 students of the class 10A1 who have been learning English for years( years at lower secondary school with English 6,7, 8, and years at upper secondary school with English 10) These students are from Quan Son Upper Secondar School in Quan Son, Thanh Hoa 13 Among 38 students who take part in the study, about one- third of them has good knowledge in English and the rest are not interested in learning, so they not have enough vocabulary as well as structure to master English grammar 3.3.Time and the process of the application The study is carried out on extra lessons on Thursday and Saturday afternoons of the class 10A1 Each lesson last 45 minutes The study lasts a month ( from March,10th, 2016 to April,10th 2016) with 12 lessons The teacher teaches related knowledge( as mentioned in Literature review) and gets the students to practise the process,then give feedback and correction The teacher followed these stages below: + Stage 1: The teacher used traditional method: providing the students with the full theory of comparatives and superlatives and then giving them examples to illustrate + Stage 2: The teacher asked the students to lots of exercises and checks their results • Students’ results based on the first survey: Class Number 10A1 38 Distinction No % Credit No % Pass No % Weekness No % 19 12 18,4 50 31,6 + Stage 3: Because of the students’ low results, the teacher was really worried about the students’ study The teacher disscussed the problem with other teachers Moreover, the teacher directly talked with the students about the difficulty that they were facing with The result showed that the method the teacher used was not suitable It was too fast that the students couldn’t catch up with the entire theory of comparatives and superlatives, which the teacher provided them The teacher realized that there might be a change in teaching method + Stage : During reviewing periods, the teacher tried to applied a new teaching method With the knowledge system as above, the teacher proceeded as follows: 14 - Firstly, the teacher gave examples and analysted stuents understand - Secondly, the teacher draw the formula from the examples - Next, the teacher began to provide the theory of comparatives and superlatives for the students - After that, the teacher gave students another examples to help them understand more + Stage : After applying the new teaching method, the teacher did survey again and received better results as follows: • Students’ results based on the second survey: Class Number 10A1 38 Distinction No % Credit No % Pass No % Weekness No % 14 18 2,6 36,8 47,4 13,2 Chapter 4: Conclusion I have mentioned before, ethnic minority students of class 10A1 at Quan Son high school are not good at English This makes students usually feel tired and bored and don’t concern about this subject, so the teacher should combine all activities to creat excitement for students and make stuents love English This is my own experience in teaching comparatives and superlatives to the students of class 10A1 this school year I believe that the students will have more confidence in their study I hope this method can be applied in our school widely Finally, I hope to receive ideas from other teachers so as to have the better study References 15 Hoàng Văn Vân( Chủ biên)( 2011) Tiếng Anh 10, Nhà xuất giáo dục Việt Nam Jeremy Harmer( 2008), How to teach English, Longman Brow, H Doughlas( 2001), Teaching by principles, New York Pearson Education Randolph Quirk (2003), A University Grammar of English, Nhà xuất Hải Phòng Raymond Murphy (2003), Essential Grammar In Use, Nhà xuất Giao thông vận tải 16 ... comparatives and superlatives For these reasons, I would like to choose the topic “teaching Comparatives and superlatives to the students of class 10A1 at Quan Son upper- secondary school in Quan Son, ... approach in teaching comparatives students of class and 12A1 at superlatives Quan Son to the Upper Secondary school 3.1 .The purpose The application is aimed at teaching comparatives and superlatives... providing the students with the full theory of comparatives and superlatives and then giving them examples to illustrate + Stage 2: The teacher asked the students to lots of exercises and checks their