To begin the lesson, I will lead a short and engaging warmer activity to activate students’ background knowledge and introduce the idea of comparing things. The teacher will show three or more colorful pictures of places (such as mountains, cities, or animals) and ask simple, guiding questions like: “Which one is the biggest?” “Which place looks the most beautiful?” “Which animal do you think is the fastest?” These questions will be supported with gestures, visuals, or drawings to help students understand and feel confident answering. The teacher will encourage students to share their opinions, even if they don’t yet know how to use superlative forms correctly. This activity helps students get curious about the topic and naturally brings up the concept of "the most" or "-est" forms, leading smoothly into the presentation of superlatives. It also creates a fun and low-pressure environment to get students speaking and engaged from the start.

In this stage I will clearly focus students’ attention on the target language—superlative adjectives—by using simple examples, visuals, and real-life comparisons. This helps students notice the grammar structure in a natural and engaging way. To do this, the teacher will show 2–3 clear examples using pictures or objects. For example: A picture of three animals: “This is an elephant, a giraffe, and a dog. The giraffe is the tallest.” A group of pencils or markers: “Which pencil is the longest?” As students guess or answer, the teacher writes the superlative form on the board, underlining or highlighting the key part (e.g., -est, most). The teacher may also use different colors or symbols to show the grammar patterns. This visual and interactive approach helps young learners notice the new structure and understand that we use superlatives to say something is “number one” in a group (e.g., the biggest, the fastest, the best). The teacher can also check understanding by asking concept-checking questions (CCQs) like: “Am I talking about one thing or more than one?” “Is the giraffe tall or the tallest?” “Do we say big or biggest?” This stage helps prepare students to learn the form and use the target language with confidence.

In this stage I will clearly present the target language—superlative adjectives—by using simple examples, visuals, and comparisons. The goal is to help students understand what superlatives mean, how to form them, and how to say them correctly. 1. Meaning: The teacher will explain that superlatives are used to show the biggest amount or highest level of something when comparing three or more things. For example: “Mount Everest is the highest mountain.” “This is the most interesting book.” Pictures or real objects will be used to make comparisons easier to see (e.g., three pencils of different lengths to show “the longest”). 2. Form: The teacher will write and explain the structure of superlative adjectives on the board: For short adjectives (1 syllable), we add -est: small → the smallest tall → the tallest For longer adjectives (2 or more syllables), we use most + adjective: beautiful → the most beautiful interesting → the most interesting Irregular adjectives are explained with examples: good → the best bad → the worst The teacher will also highlight spelling changes for words like: big → biggest (double the last letter) happy → happiest (change y to i) 3. Pronunciation: The teacher will model the correct pronunciation of several superlative adjectives and ask students to repeat (choral and individual repetition). Stress and intonation will be emphasized, especially with “the most + adjective” structures. Example drilling: “the biggest” → students repeat “the most exciting” → students repeat This helps students become familiar with how the words sound, where the stress is, and how to say them naturally.

In this stage, students will practice using superlative adjectives in a structured way to help them become more confident with the form and meaning. The activity is designed to give students lots of correct and focused repetition of the target language with support. The teacher will give students a worksheet or display a simple exercise on the board that includes gap-fill sentences, matching, or multiple-choice questions. These sentences will be short and related to familiar topics like animals, places, toys, or classmates. Examples of gap-fill sentences: “The cheetah is the __________ animal on land.” (fastest) “This is the __________ (big) cake I’ve ever seen!” Students will work individually or in pairs to complete the sentences. The teacher will monitor closely, offering help and corrections as needed. This controlled environment ensures that students are using the correct grammar structure before moving on to more open, creative tasks. After completing the task, the teacher will go through the answers with the class. Students can read their answers aloud, and the teacher will model correct pronunciation and reinforce the correct forms as needed. This stage helps students internalize the structure of superlatives in a safe and guided way, building their accuracy before fluency.

In the free practice stage, students use what they have learned about superlatives in a more creative and natural way. This activity encourages them to speak and write freely, helping to build their confidence with the language. Students will work in pairs or small groups to talk about and compare things they like, such as countries, animals, or school subjects. For example, they might say: “Japan is the most beautiful country.” “My dog is the fastest.” “Math is the hardest subject.” The teacher will provide sentence starters or simple prompts to help students get started, but the focus is on using superlatives in their own sentences. This task allows students to practice superlatives without strict rules, encouraging communication and creativity. The teacher listens and helps with vocabulary or grammar when needed but lets the students express their own ideas. At the end, some groups or students can share their sentences with the class, giving everyone a chance to hear more examples and practice listening. This stage helps students apply the language in real-life situations, improving fluency and confidence.