gulnar gulnar

a smartphone is better than a tablet
A2 level


In this lesson students will learn how to use comparative adjectives correctly through guided discovery. They will first read the text which shows the differences between smartphones and tablets and then they will try to work out the structure of comparative adjectives. At the final stage of the lesson students will practice the language taught by comparing two pieces of similar technology.


No materials added to this plan yet.

Main Aims

  • To provide practice of comparative adjectives in the context of comparing and contrasting two similar types of technology

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about differences between a tablet and a smartphone in the context of technology


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

Show the picture to the SS and give them one minute to think of the questions before talking about the picture as a whole class. Ask SS if they have ever played the "phone stacking game" (you might want to give them extra information about the game if they don't have any) Individually, SS decide which sentences are true for them and then compare in pairs. T gets feedback as a class and asks SS if they think mobile phones are gor or bad.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Put SS in pairs to discuss the questions first. Then take feedback as a class. Pre-teach the word forum if need be. SS read the posts on the forum quickly to find out what the text is about. Check the answer as a class. Tell the SS to read the forum again to find the people. Then they check in pairs. When checking answers as a whole class ask SS to show the sections of the text which helped them to find the answer. If there is enough time left you can ask some extra questions about the text. E.g. How much did Susane pay for her smartphoe?(Nothing. It was free.)

Highlighting (2-4 minutes) • To draw students' attention to the target language

Write Which is .........? on the board and point to the gap and ask if the Ss can remember what the word in the was (bigger). Repeat the process with other four questions in orange from the text and then leave out the final adjective in each case.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Say each adjective/comparative adjective pair e.g big-bigger etc. and indicate that these are comparative adjectives. Elicit from the SS the suffix used to form comparative adjectives. Individually, SS underline the compararative adjectives and then complete the rules. (ex.b) Check answers as a class. Give SS a few minutes to complete the rules and the examples. (ex.c) then, have them check it in pairs before having a whole class feedback. Check SS have fully understood why we use comparative adjectives by asking them CCQs (Concept Checking questions): When we use comparative adjectives, how many things are we usually talking about? (two) Are the things exactly the same?(no) After checking the SS have understood the use of comparative adjectives, double check they are clear about the form by asking Can I say "My tablet is more big than my smartphone"? (no) Why not?( Because big is a short adjective - the comparative is bigger). Can I say "My laptop is exensiver than my tablet"? (No) Why not? (because expensive is a long adjective -the comparative is more expensive). Can I say "My laptop is gooder than my tablet"? (no) Why not? Because good is an irregular adjective - the comparative is better.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Ask Ss to complete ex. a on page 155 individually and then check in pairs. Have a whole class feedback.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Individually Ss decide if they want to talk about idea 1 (sth new versues sth old) or idea 2 (two similar things they use). Give Ss a few minutes to prepare and to write down notes about the two things. Monitor and help if necessary. SS work in pairs, telling each other about the two things they chose and asking and answering each other's questions. As you monitor don't interrupt the fluency, but note any mistakes with comparative adjectives. After the activity, write the mistakes on the board and ask Ss to correct them.

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