The lesson begins with a short Mentimeter activity to activate students’ prior knowledge of comparatives. Students are asked to type answers individually. This allows the teacher to quickly check whether students remember comparative forms while creating a low-pressure and engaging start to the lesson. The activity also helps prepare students for the transition from comparatives to superlatives later in the lesson.

Students are exposed to comparative sentences through a PowerPoint presentation supported by visuals that represent a range of adjectives such as size, height, speed, and distance. The lesson starts with comparatives that students already know, and examples are gradually expanded to include more items. Towards the end of the presentation, students are encouraged to compare the sentences and notice how one item becomes the focus. Through guided questions, students are expected to infer the superlative rule themselves, following an inductive teaching approach.

After the rule is elicited from the students, it is briefly summarized by the teacher on the board. The lesson then returns to the coursebook, where a table of adjectives is used to remind students of spelling changes and irregular superlative forms. The teacher draws attention to key points and clarifies any uncertainties to ensure students have a clear and accurate understanding before moving on to practice activities.

Students complete a controlled practice activity using a teacher-prepared worksheet adapted from the coursebook. The task focuses on forming superlatives correctly and applying the rule they have just learned. The activity is simplified to reduce cognitive load and support accuracy. Students work individually, while the teacher monitors, provides help when needed, and gives brief feedback to address common errors.

Students complete an Edpuzzle activity that includes short video clips and embedded questions focusing on superlatives. The questions guide students to choose or complete correct forms while still allowing limited independent thinking. This stage provides further practice with support, helping students reinforce the target structure in context before moving to freer use.

Students complete a Wordwall speaking activity focused on superlatives. They are given clear prompts and visual support and are asked to produce their own sentences using superlative forms, which allows freer use of the target language at elementary level. The teacher monitors and supports when necessary, ensuring students stay on task and use superlatives accurately.