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Grammar: Comparative adjectives
Elementary, A2 level


In this lesson, students will focus on comparative adjectives, using the context of the previous lesson - Lionel Messi or Cristiano Ronaldoa reading text. This is followed by a mini-test to check the extent of their knowledge and ability in the topic. Then the comparative forms are introduced through meaning, form, and pronunciation. Controlled, semi-controlled, and freer practice is conducted afterwards. Speaking practice is provided at the last stage, also in the context of sports.


Abc HO
Abc Pictures
Abc WB

Main Aims

  • By the end of this lesson, students will have practiced the use of comparative adjectives to compare two things, people, or actions.

Subsidiary Aims

  • To provide fluency speaking practice in the context of " Football players


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

-T projects many pictures on the board to show things or people are different from each other in order to clarify comparison. - T asks Ss to look at the pictures and ask them "What did you notice about the pictures?" - T clarifies that the lesson is about how to compare between two things, people etc.

Exposure (8-10 minutes) • To provide context for the target language through a text

- T directs Ss to the text and asks them to scan read the text quickly and underline all the adjectives that they encountered in the previous lesson. - T shows a table on the WB which consists of (positive adj. + comparative adj.) - T asks Ss to match the positive adj. with the comparatives on the WB. -Now, T clarifies adjectives according to the number of syllables.

Highlighting (3-5 minutes) • To draw students' attention to the target language

- T sets a task for students in order to highlight TL for students. - T give HO1 to Ss which is a table of three categories of adjectives; one syllable adjectives, 2 or more syllable adjectives and adjectives ending in "y". - T asks students to put the comparative adjectives (projected on WB) under the correct category. - When they finish, they pair-check the answers and finally the teacher shows the correct answers on the board.

Clarification (3-5 minutes) • To clarify the meaning, form and pronunciation of the target language

- T clarifies the meaning, form and pronunciation of new adjectives only since that Ss have already got them in the previous lessons using CCQs. - T clarifies the comparative adjectives formation by projecting the comparative rules on WB and asking Ss work in pairs, think about them and fill in the gaps according to what they have learnt earlier. - T clarifies the two irregular adjectives of (good and bad) and asks Ss to match to their correct comparatives on the WB.

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

-T sets a task of gap- fill -T gives HO2 to students and ask them to fill in the gaps, individually, with the correct form of comparative adjectives. - When Ss finish, they pair-check their answers. -Finally, T asks Ss to write the correct answers on WB one for each student.

Semi-Controlled Practice (5-7 minutes) • To concept check further and prepare students for free practice

-T divides the students into groups of three. - T asks each group to think of three or more new adjectives that are: one syllable, more than one syllable and ending in "y'. - T then asks each student from the groups to write one of the comparatives they thought of on WB. - T corrects any mistakes with the WC.

Free Practice (6-8 minutes) • To provide students with free practice of the target language

- T asks students to think of any two things or two people to describe and show differences between them using previous adjectives or any other ones. T asks students to work with partners. - When they finish, T changes partners. -Finally, T asks each student to say one sentence he discussed with a partner using comparative adjective.

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