Çiğdem Demir Çiğdem Demir

Comparative and Superlative Lesson in the context of Ways of Travelling
Elementary level


In this lesson, the form, the use and the function of comparatives and superlatives will be taught. The students will learn the lexis about transportation and some related adjectives and engage in speaking activities to practice making comparisons in the context of ways of travelling. In order to set the context, the lesson will start with a student centered speaking activity on ways of transportation. Following the free speaking activity, the students will try to guess some questions related to the reading text as a pre-reading activity. The students will be given couple of minutes for gist and detailed reading, which will be followed by some questions about the text on unicyle. Grammar stage of the lesson including the clarification of meaning, function and pronounciation will start after the reading task.The students will do exercise on comparatives and superlatives and practice some conversations using the adjectives and their comparative and superlative form they have been introduced. The last stage will be a freer activity about transportation and traffic problem in Istanbul.


Abc Hand out

Main Aims

  • To provide clarification and practice of comparatives and superlaties in the context of ways of travelling

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about unicycle in the context of ways of travelling


Warmer: Setting the Context (3-5 minutes) • Introduce the topic to the students

I will ask the students how they will travel in Istanbul and whether they use ferry, metrobus, minibus or dolmus to go to work/school or get home. I will try to find out whether they know the vocabulary for transportation and if not I will provide the necessary lexis and some drilling practice.

Pre-Reading Task (4-6 minutes) • To prepare the students for the text with predicting questions prior to reading

I will show the picture of Joe Marshall in the book, who rides a unicyle to work. I will have the students work in pairs and discuss the predicting questions before reading task. The students will be given 3 minutes to carry out this activity, which will be followed by feedback.

While Reading (3-5 minutes) • To provide students for gist reading tasks

I will give the students five minutes to check whether their predictions are correct or not and have some feedback.

While Reading #2 (3-6 minutes) • To provide students with specific information reading task

I will ask the students the second question and give the students 1 minute to read the text again and try to find the answer for the second question. Following reading, I will ask the students to discuss the answer in pairs and have some feedback.

Post Reading (4-5 minutes) • To provide students controlled speaking practice

The students will speak about their opinions on Joe's form of transport. I will ask some more questions like is it safe, is it quick, is it good, is it cheap, is it comfortable to expose the vocabulary for the next stage of the lesson.

Language Analysis (3-6 minutes) • To provide the Ss the meaning through contextualization and meaning

I will ask the Ss to look at pictures of ways of travelling in their book and try to elicit the vocabulary for the ways of travelling. I assume that the students might already know the lexis for the context. If needed, I will provide the lexis with some drilling. To contextualize the TL, I will show the picture of Scooter and tell them I travel with Scooter.Because it is quicker. Then I will show a picture of Metrobus and tell them scooter is quicker than Metrobus. Scooter is the quickest way of travel. Scooter is comfortable. Scooter is more comfortable than Metrobus. It is the most comfortable way of travel. Scooter is interesting. Scooter is more interesting than Metrobus. It is the most interesting way of travel. Then I will ask some CCQ to check their understanding.

Language Analysis#2 (10-15 minutes) • To clarify the form of the TL

I will ask two students to stand up and ask the class, “Who is tall ? , Who is taller than _____?” After I get the right answer from the students I will write tall on the board and underline it and highlight that it has one syllable. Tall –tall+er= taller Ask the class who is the tallest student and when I get the answer, I will write on the board. Tall-tall+est=tallest the tallest Give the students different names of ways of transport and tell them the ones with the same names should sit together. I will have the students to do the exercises 2 on page 76 after providing some clear instructions. The students will try to fill the chart with their pairs. After 2 minutes, I will ask them to come to the board and fill the chart on the board. After the activity is finished I will have the students do some drilling practice via the audio on pronunciation activity. Following the activity, I will give the group of students some small folded papers with some adjectives such as cheap, busy, clean, expensive, interesting, nice and comfortable written on them. They will come to the board and write the comparative and superlative form on the board. Following this activity I will give the Ss some handouts some grammar exercise in the Target Language. I will provide the Ss 5-7 minutes to complete the task. I will monitor and answer the questions of the students while they do their task.

Language Analysis#3 (6-7 minutes) • To provide the students pronounciation and controlled speaking practice.

I will have the students do the drilling practice of the sample comparative and superlative sentences highlighting the stressed and weaker parts. Following this activity, I will get the students to work in pairs and do the activity 3. The students will practice forming the comparative and superlative forms of the given adjectives and ask each other in pairs. I will give them 5 minutes to discuss in pairs and have some feedback from them.

Last Stage: Freer Speaking Activity (If time allows) (5-10 minutes) • To provide with an opportunity to expand on what they've learned through a speaking activity

I will write the ways of transport in Istanbul on the board and ask them to think about some comparative and superlative sentences using the adjectives having been taught in the lesson.

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