Anastazja Cariuk Anastazja Cariuk

TP5 - Lesson 5 - Thursday 03/11/2016 - Roles people play
Pre-Intermediate level


In this lesson, students learn about superlative forms of adjectives through guided discovery based on a listening exercise about two friends speaking on a wedding. This will be followed by a task where students have to relate forms of adjectives to the superlative creation rules. Finally, we will have one controlled practice activity and freer practice activity on the end.


No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of superlative adjectives in the context of a wedding event

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a conversation in the context of a family wedding


Lead in (3-5 minutes) • To develop interest in the context of the lesson

I ask students some CCQ from the lesson they just had with Kadir. For example: "Where was the listening happening?" (At the wedding), "How many people were speaking? (2), "Were they comparing people?" (Yes). This will remind them of what they just heard from the listening activity during Kadir's lesson. I use the vocabulary (adjectives) that were heard during the last exercise in his lesson.

First test (diagnostic) (8-10 minutes) • To test learners' current knowledge of and ability to use the language and identify what the issues are

The students will receive a handout (each of them), with the empty rules of superlative forms of adjectives. It will be created into columns where students will put related adjectives. This will be based on the listening task that my colleague Kadir will do with the students prior to my lesson.

Teach (clarifying) (8-10 minutes) • To clarify issues with meaning, form and pronunciation so that learners know how to construct it better

In this stage, I will out meaning by CCQ's to make sure target language is clear. I assume pronunciation issues will be minor, but if occur, finger technique and marking on the whiteboard will be appropriate. The main focus, I presume, will be put on the form as there are some certain exceptions and irregular adjectives.

Second test (14-16 minutes) • To provide controlled and freer practice focused on using language accurately and fluently

In this exercise, I divide students into A and B, students are getting in pairs. Then, I show them 2 handouts with the adjectives, one for A part and one for B part. On the whiteboard, I write a sentence "My teacher is....". Students receive receive papers and have to talk together about their teacher using comparatives and superlatives. I monitor closely and puts wrong examples on the whiteboard. After the activity is done, I ask students to correct the examples on the board. I move to freer activity. I ask the students to take pen and paper. Then, I ask them to draw their family tree using names of their parents and siblings and to think of one superlative that describes them. Once done, I ask students to discuss in pairs and tell each other about their family. In the end, I do CCQ on 5 important questions from exercise 5.

Web site designed by: Nikue