Katelyn Martin Katelyn Martin

A1 level


In this lesson, the A1 beginner English students will learn how to use comparatives in the context of the world. They will practice writing sentences using comparatives.


Abc Comparatives Chart
Abc comparatives game cards
Abc Lead in HO
Abc Fill in comparative table
Abc +than sentence HO

Main Aims

  • To provide clarification and practice of comparatives in the context of geography

Subsidiary Aims

  • To provide practice of writing while using comparatives


Warmer/Lead-in (6-8 minutes) • To set lesson context and engage students

T gives instructions for the folded HO: "Here's some sentences about places to live. Check off the box if the sentence is true for Turkey. Work alone." T then passes out HO to Ss and monitors to make sure they have understood instructions. After a few minutes, T tells Ss to "think about Italy and then unfold the paper. Read the sentences and write which country, Turkey or Italy, is that description." T then gives an example for the first question: 'Which country is warmer?' Ss will work alone but then compare their answers in pairs

Exposure (5-7 minutes) • To provide a model of the task and highlight useful words and phrases

T uses examples of the adjectives from the warmer/lead-in to introduce the explanation of comparatives: warmer, more expensive, better, cleaner, friendlier. T will teach about short word comparatives: --We add -r to adjectives ending in -e...safe = safer --we double the final consonant and add -er to adjectives ending in vowel + consonant in a single syllable word: big = bigger, hot = hotter T will teach about long word comparatives: "the endings of longer adjectives stay the same. we do not add an -er. Instead, we add 'more' or 'less' before the adjective." expensive = more expensive, beautiful = more beautiful T will teach about irregular verb comparatives: good = better, bad = worse, far = farther T will pass out comparatives chart, which explains to Ss the form and will help them with the tasks

Task (8-10 minutes) • To provide an opportunity to practice target productive skills

T will give instructions for the next HO. "Here's a chart with adjectives. You will work alone and fill in the comparative. The first one is filled out for you as an example." T will the pass out HO and monitor the Ss. WC will check answers by Ss filling the answers on the WB

Language Analysis (4-6 minutes) • To show Ss how to use comparatives in sentences

T will introduce writing sentences with comparatives using "than." Subject + verb + comparative + than + object pronoun

Comparatives sentences task (4-6 minutes) • For Ss to practice writing sentences with comparatives

T gives instructions for Ss to read 2 facts and then write a sentence using the comparative form of the adjective. T passes out HO and monitors Ss.

Controlled Practice (8-10 minutes) • To test Ss knowledge of comparative adjectives

T will put Ss into 2 or 3 groups (depending on the class size). Then T will explain instructions: "I will give you a pile of comparatives. BUT not all of them are correct. I will write an adjective on the WB and one person from your group will run up and give me the correct comparative. The group that puts the correct comparative up first gets one point." T will ask CCQ's to see if Ss understand instructions and then begin the game. T will write a mark on the WB for the team the gets each round correct.

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