Basel Basel

grammar lesson
A1 level


in this lesson, the students are going to learn about superlatives. the will start with short introduction to the topic through a PowerPoint presentation. then do a task where they have to underline the superlative forms in a text then fill a table. then they get introduced to the form and an explanation of the irregular form of some adjectives. then the lesson ends with a task where students have to find out the mistake and correct it.


Abc students book
Abc power point presentation

Main Aims

  • To provide practice of superlatives in the context of travel

Subsidiary Aims

  • To provide clarification of superlatives in the context of travel


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

1.T. shows the students a picture and some examples in comparative and superlative forms and elicits the meanings from them by CCQ. a. are they all fast? b. do they all have same speed? 2. then elicit the form from the students by asking about the suffix and the difference between the adjective written in the comparative form and the superlative form. then shows them the formula.

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

Ss. read the introduction p70 and underline the superlative forms, then complete table with the form and the rule. then Ss. give examples and T. comments on them.

Task (8-10 minutes) • To provide an opportunity to practice target productive skills

1.Ss. read an article in page 70 and complete the sentences in practice 4A page 71. 2 Ss. work in groups and share their answers. 3. Ss. share their answer with T. then T. provides answer key.

Planning (6-8 minutes) • To provide an opportunity to plan students' reports

Ss. watch a presentation of the irregular adjective sin the superlative form, then Ss. give examples and analyze their sentences. S.s read the introduction page70 and underline the superlative form and analyze them.

Report (6-8 minutes) • To allow students to report on how they did the task and how it went

1. T. shows pictures of objects and Ss. Guess the adjectives and then use the adjective in sentences using the superlative form. 2. T. asks CCQ for each sentence to make sure the students understand the adjective that is used.

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

T. shows a table of the superlative and comparative forms of the adjectives and Ss. fill it and explain to the teacher how they cam up with the comparative and the superlative forms.

Language Practice (8-10 minutes) • To provide students with practice of the task language a practice where they have to find out the mistakes in the sentences and correct the mistake. 2. Ss. share their answers in groups. 3. Ss. share answers with T. 4. T. shares the answer key with students.

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