Karianne Karianne

Copy of TP-6: Comparative Adjectives and Adverbs
Pre-intermediate (A2) level


In this lesson, students will focus on comparative adjectives and adverbs, using the context of the previous lesson - a reading on the science of happiness. 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 health and happiness.


Abc Pictures
Abc HO6- C.P. (1& 2) and semi-C.P. (1)- Ans Key
Abc HO6- C.P. (1& 2) and semi-C.P. (1)
Abc HO5- Comp. Adj. and Adv. Grammar rules - Ans Key
Abc HO4- Comp. Adj. and Adv. Grammar rules slips
Abc HO3- Comp. Adj. and Adv. Grammar table
Abc HO2- Health and Happiness text- Ans Key
Abc HO2- Health and Happiness text
Abc HO- setting context

Main Aims

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

Subsidiary Aims

  • -To learn the most common grammar rules of comparative adverbs and adjectives -To provide fluency speaking practice in the context of happiness and health


Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

- SS receive a handout with sentences from the reading of the previous lesson. The target language is underlined. - Teacher elicits the word "comparison" - CCQ: are the forms of comparison the same? No.

Exposure (4-5 minutes) • To provide context for the target language through a text or situation

-SS are given a short test about "Health and Happiness" in order to check their existing knowledge or problem areas about the topic. - Answer key is given.

Focus on Meaning and Form (GD) (5-10 minutes) • To draw students' attention to the target language

- SS work on a guided learning grammar exercise. In gps. of 3, T asks SS to match the grammar comparison forms with their rules, putting the number of the rule in the correct box in the table. - To check understanding, ask them, again in their groups, to write, in 1 min, another example of each comparative form in the table - check instructions, ICQs -In the meantime, use a marker sentence, one for each structure, and write it on the WB, with different colors for suffixes/words which make this particular form. Make mental note of SS's strong and weak areas from results of previous ex. - SS give T their examples and T asks the SS under which category to place them on the WB and why. CCQ's.

Focus on Pronunciation (GD) (2-3 minutes) • To prepare students for speaking exercise

- T drills regular and irregular forms individually and within a sentence, highlighting area of stress in such sentences (check Language Analysis)

Controlled Practice (5-10 minutes) • To concept check and prepare students for more meaningful practice

- 1st page is done individually then peer checked. - 2nd page is done in pairs.

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

- Give an example of the instruction on the HO (3rd page). Let SS work in pairs.

Free Practice - What kind of family? (8-10 minutes) • To provide students with fluency speaking practice of the target language

- First each S looks at he pictures and writes 5 words about what he/she thinks the kind of family it is. - On WB, write keywords: money. health. food. exercise. climate. personal relationships. friends. work. school. - In gps, SS discuss happiness in families.

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