This document outlines a lesson plan for teaching English grammar to Spanish-speaking students in Colombia. The lesson introduces comparative and superlative adjectives through a logic puzzle activity. Students work in pairs to complete charts using the new grammar structures and solve clues to determine details about three athletes. For homework, students write their own logic puzzle using comparatives and superlatives to assess their skills. The teacher monitors student interaction and assesses their speaking abilities and puzzle-solving skills.

1. Author: Juan Mauricio Giraldo
PHASE 1 - LESSON PLAN
A. Students and Setting
Spanish-speaking students of English in a public high school in Villeta, a small town in rural
Colombia. The students are in grade 9th
., in a class of 45 students, ages between 12 and 15
years. Their proficiency level is low in all four basic skills and have little, if any at all, exposure to
English outside the classroom. We meet four times a week for classes of 55 minutes long. Most
of them show not interest for learning English and think of English as another mandatory subject
in the curriculum. A few students are truly motivated.
B. Lesson Background:
Students are learning grammar basics of forming comparative and superlative adjectives.
Previously they have reviewed the wh-questions and explored vocabulary related to physical
appearance Some class activities they have already accomplished include:
- Reading short texts and answering questions
- Group work on activities such as filling up the gap, cloze and yes/not questions.
- Vocabulary strategies for building vocabulary
C. Learning Objectives/Expected Results:
This activity seek to engage students in reading, writing, listening and speaking activities to
solve and then create a logic grid puzzle. By using the grammar structure previously introduced
(comparative and superlatives adjectives), students will have to take risks to communicate with
others, produce and understand spoken and written language. I hope this activity will help build
student´s confidence in using language while improving productive and receptive skills.
D. Materials and Sources:
Materials
Handout specially created for this activity
Sources
Conceptis Puzzles
http://www.conceptispuzzles.com/
How to créate a logic puzzle
http://www.ehow.com/how_7689873_create-logic-puzzle.html
Logic Puzzles
http://www.logic-puzzles.org/
Puzzles.com
http://www.puzzles.com/Projects/LogicProblems.html

2. Author: Juan Mauricio Giraldo
E. Procedures / Timing: Two sessions of 60 min.
Teacher does/says . . . Students do/say . . . Approximate
Time
Asks students to get in pairs and
hands in a photocopy with a
logic puzzle
Get in pairs 5 min.
Explain the activity and its
purpose:
Today we are going to
solve a logic puzzle. A
Logic puzzle is a game in
which you are given a
series of categories, and an
equal number of options
within each category. Each
option is used once and
only once. Your goal is to
figure out which options are
linked together based on a
series of clues. It can be
solved using simple logical
processes
Encourages students to use
English to ask for clarification
and replies.
Use L1 if necessary
Ask questions 10 min.
Asks students to solve activities
one and two of the hand out
Now please, start solving
activities one and two.
You have five minutes to
do it.
Check your answers
Asks questions about the
acitivity:
what´s the comparative
of…? What´s the
superlative of … ? A
person from Mexico is a
… ?
Encourages students to use
Complete a chart with the
appropriate comparative and
superlative adjectives.
Write the nationalities of three
countries
Check their answers with pairs
Answer teacher questions
Let´s check the answers…
5 min.

3. Author: Juan Mauricio Giraldo
English.
Goes around groups checking
students work.
Has pairs compare work.
Together with students read
aloud the text The three
athletes.
Did you understand the
text?
Together with teacher read aloud
the text The three athletes.
Answers teacher´s questions
Asks questions
5 min.
Ask students to look at the chart
Tells the students they are going
to complete the chart using the
clues provided.
Take a Look at the chart 3. min.
Together with students read
aloud the clues provided in the
text.
Together with teacher read aloud
the clues provided in the text.
3. min.
Encourage students to start
solving the puzzle and guides
the activity for five minutes. This
is done through whole-class
interaction in the form of teacher
question and student response
See the logic in involved in what
they are being asked to do.
Start filling the chart
5. min.
Let´s students work on their own
Circulates around groups to
make sure each student has a
chance to talk; Determines
which students have difficulty
discussing about the task;
he/she will investigate later
whether students are having
problems with the
reading or with speaking
Work in pairs to solve the puzzle,
following teacher´s instructions
Ask and answer questions:
Who´s the tallest/ the
heaviest/…?
Who is taller/ shorter/…?
He is not taller than /
shorter than / …?
He is taller / heavier/ …?
He is not taller / heavier/ …?
Write answers in the chart
15 min.
Asks students to check answers Check their answers in pairs and
with other groups.
4 min.

4. Author: Juan Mauricio Giraldo
Students correct each other spelling
Juan / Pedro / Antonio is
______years old, weight
_____ pounds, is ______ tall
and is ________ ( Mexican,
Colombian, Brazilian)
Check answers and provides
feedback. This is done through
whole-class interaction in the
form of teacher question and
student response.
Very good, now we are
going to check the
answers to the puzzle.
Check answers and ask questions. 5 min.
For homework students are
asked to write a logic puzzle
F. Alternative Assessment:
1. During the activity, the teacher will take note of which students can ask and
answers questions about the task. Later He/she will provide feedback on
students vocabulary and phrasing.
2. Students Complete homework activity
Direct observation allows teacher to find out students performance in using spoken language in
an structured activity.
The homework
G. Reflection – Phase 1:
Language is learned most effectively when it is used as a medium to convey informational
content of interest to students.
Communicative interaction encourages cooperative relationship among students. It gives
students the opportunity to take risks, use language and work on negotiating meaning. It also
lower student´s affective filter.
In the homework activity the teacher can assesses students writing skills.

5. Author: Juan Mauricio Giraldo
English Activity
Activity 1: Complete the chart with the appropriate comparative and superlative
adjectives.
Adjective Comparative Superlative
Young
Old
Heavy
Tall
Short
Activity 2. For each country write its nationality
Brazil ____________ Colombia ____________ Mexico ___________
Activity 3: Read the following text and then solve the logic puzzle. Complete
the chart
Three Athletes
Antonio, Pedro and Juan are athletes from Brazil, Colombia, and Mexico who want
to participate in an international competition. They are 14, 15 and 16 years old and
weight 60, 55 and 66 kilos. They are 1.70, 1.60 and 1.80 mts high. Use the
following clues to determine each athlete name, age, weight, height and
nationality.
a. Antonio is not the oldest but younger than Pedro.
b. Pedro is five kilos heavier than John
c. Pedro is not Mexican. The Brazilian boy is fifteen years old
d. The Colombian boy is the shortest
e. The youngest boy is taller than the Brazilian boy who weight 60 kilos
Name Age Weight Height Nationality
Juan
Pedro
Antonio
Activity 4
Write a logic puzzle using comparative and superlative adjectives