Zaher Sakhtah Zaher Sakhtah

Grammar- Comparative adjectives.
Elementray level


In this lesson students earn about comparative adjectives through situation based where they learn how to compare between two nouns - objects. the lesson starts with discussion to elicit the meaning of noun, following that adding description to the noun (adjective) to clarify the connection with comparative adjectives. this is followed by some controlled practice through fill in sentence and free practice where the Students personalize what they have learned through writing sentences activity.


Main Aims

  • To provide clarification including "MFP" of comparative adjectives in the context of Buy and Sell

Subsidiary Aims

  • To provide practice of comparative adjectives in the context of Buy and Sell


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I will elicit the students information related to the previous lesson where they studied "adverbs", then use CC the meaning of "Nouns", and ask the students to provide an example of a Noun. On board. writing the Noun i will CQ the students knowledge of "adjectives to elicit descriptions to this noun. Then, I provide another Noun and ask students to guess how to compare between the two Nouns using one of the adjectives written before by writing an example on their sheet individually. their answers will be related to the delayed error correction.

Exposure (2-3 minutes) • To provide context for the target language through short video related to the target language

Students will watch a video related to comparative adjectives, where they will see how to add different suffixes for adjectives e.g.( -er, double consonant come after a vowel "bigger", monosyllabic ending with Y "prettier", trisyllabic or more adding "more" before the adjective - more dangerous)

Highlighting (4-6 minutes) • To draw students' attention to the target language

Following the video, I will clarify the different uses of the comparatives by drawing students attention to the words in the video using concept check the different number of syllables for each word provided on board, therefore, the students won't have difficulty understanding the meaning and usage of form of the comparative adjective in the following stage.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

Having clarified the comparatives in in the previous stage, i will put the adjectives into sentences for comparison using two different nouns and concept check the meaning of the sentence e.g (mountain Everest is higher than Uludag mountain) using gestures ( two arms on different level of height ). on board, I will write the sentences referring to each one's category and clarify the form: 1 -mountain Everest is higher than Uludag mountain > noun + one syllable adj -er + than + noun - America is bigger than England > noun + double consonant adj + er + than + noun - Car is safer than bike > noun + one syllable adj ending with e + r + than + noun 2- Concert is noisier than park > noun +two syllables adj ending with Y (drop the Y) + ier + than + noun 3- basketball is more exciting than tennis > noun + more + three or more syllables adj + than + noun - Syria is more dangerous than Turkey > noun + more + three or more syllables adj + than + noun 4- iPhone is better than Samsung > Noun + irregular adj + than + noun . model each sentence and drill as WC - SS

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

individually students will work on separated sheets to write the comparative form for the list of adjectives. provided example will be given at the beginning. In pairs students check their answers together. FB as WG with the teacher.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

In pair work, students will practice the target language through second activity, on HOs, SS will use comparative adjective form to complete the meaning of the sentences. in pairs students will check their answers and FB will be as WC with the teacher through discussion.

Free Practice (5-8 minutes) • To provide students with free practice of the target language

Students will personalize the context using their own knowledge to compare three different pictures. individually they will write the sentences, following that, in pairs students share their sentences to each other by practicing speaking for fluency. FB will be as WC with the T. delayed error correction will follow the freer practice.

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