Darya Kulagina Darya Kulagina

Superlative adjectives
A2/B1 (Pre-Intermediate) level


In this lesson, students learn about superlative adjectives through the context of survival lexical set. The lessons starts with a demonstration of pictures and lead-in where Ss line up in a certain superlative order. This is followed by two gap-fill exercises. Then Ss find and correct mistakes in the sentences. Later Ss move on to one-more gap-fill exercise represented by emails. The lesson ends with speaking activity.


Abc New Total English - Pre-Intermediate (A2- B1) [Pearson Longman]

Main Aims

  • To provide clarification and practice of superlative adjectives in the context of survival lexical set

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of superlative adjectives


Lead-in (5-7 minutes) • To set a context for the grammar activity

Demonstrate pictures of people and objects with inscriptions (tall-taller-the tallest, handsome-more handsome-the most handsome, happy-happier -the happiest, good-better-the best). Check understanding by eliciting: "Is the Galata Tower as tall as Sapphire?" Ask Ss to stand up and make two groups. Explain that Ss need to line up in a certain superlative order (longest hair to shortest hair, youngest to oldest, tallest to shortest) The team who lines up first in the correct order gets the point.

Exposure (10-15 minutes) • to help Ss understand the use of TL

Ss fill in the gaps in pairs and check the answers with audio script . The answer key can be also displayed on the board with highlighted form. Ask Ss to make parts A and B in pairs. Encourage Ss to give their own examples for part A. In case Ss won`t understand the words far and noisy, ask CCQs: Far: What`s the opposite for "close"? Can we reach an object which is far? No Draw a picture on board if needed. Noisy: Can we sleep well in some noisy place? No What is the opposite for "quiet"?

Controlled Practice (5-7 minutes) • to help Ss understand the use of TL

Ss work individually on correcting the mistakes After peer-checking, Ss compare their answers to the answer key displayed on the board. CCQs: Challenge: Is it easy or difficult? Difficult Does it test my ability? Yes Cope: Do you have a difficult situation? Yes Do you succeed? Yes Push myself: Do I want to get something? Yes Do I move forward? Yes Shelter: Is it a building? Yes Did I build it myself? Yes Does it protect from bad weather? Yes Is it in the forest? Probably

Clarification-Meaning (5-7 minutes) • To highlight the target language in context

Split Ss into two groups Make them fill in the gaps. Mention that there are two extra words. Get a w/c FB by making Ss write down the answers on the board. Ask Ss whether these people feel positive or negative.

Productive task (7-10 minutes) • To provide Ss with speaking practice

Make Ss complete the questions individually. After peer-checking distribute the answer key. Depending on time assign 1 or 4 question to each group. Monitor. Correct common errors on the board.

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