Hazal Hazal

Teaching practice 7
Elementary level


The students will start the lesson with a warmer. The warmer will be a board rush during which both teams will have to write all the adjectives they know. After the board rush, the students are going to discuss in pairs about the four people of the four pictures. The adjectives written on the board will serve as scaffolding for the students during this short speaking activity. After the lead-in, I am not going to provide feedback and not tell the students who these people are. Instead of telling them who they are, I am going to write four marker sentences on the board about each one of these famous people: " I am the richest man in the world", " I am the singer of the most popular song of the 80ies", "I own the biggest diamond in the world" and "I am the most expensive ". Then, I am going to clarify the meaning, the form and the pronunciation of the superlatives in each sentences and highlight the form. After having clarified the target language, the students will do controlled practice number 1. Then they will do controlled practice number 2. Finally they will do a freer practice. the freer practice is divided into two parts. The first part is a controlled practice but the second part consists in convincing each other.


Abc Superlative media
Abc Gap-fill handout
Abc Grid

Main Aims

  • To provide clarification of superlative in the context of people and their characteristics.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation


Warmer (3-5 minutes) • Get the students' interest

The students will do a board rush. They will write all the adjectives they know on the board. Each group of student will have only one pen. This will provide scaffolding for the pair work they will do afterwards.

Build the context (3-5 minutes) • Set the context of the lesson

The teacher will give pictures of people in exercise a) Language focus and tell them tu discuss in pairs. Who are these people? What are they known for? What are they like? The adjectives that the students wrote will stay on the board.

Clarification of meaning, form and pronunciation (5-10 minutes) • To clarify target language

I will write marker sentences about these poeple on the board with superlatives. The students will try to guess which sentence describes which person. I will then clarify the meaning, form and pronunciation and drill the sentences.

Controlled practice (5-10 minutes) • To provide clarification of meaning

Controlled practice of meaning: students will askeach other questions about their height, age, mobile phone... They will then fill a grid and answer questions in the bottom of the page. It is some kind of classroom survey. Controlled practice of form: Students will then do exercise Practice a). It is a gap fill exercise. This will help them further understand how to form superlatives.

Semi-controlled practice (5-10 minutes) • Preparation for freer practice

The students will work alone during this exercise. They will fill in the blanks with the appropriate superlative adjective form. It is a preparation for the following freer practice activity.

Freer practice (5-10 minutes) • To provide fluency

After the semi controlled practice the students are going to do a speaking task. They will express their likes and dislikes about music and television and try to persuade each other. There won't be any instructions. They will be free to use what they wish to say to one another.

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