Paul B. Paul B.

Modifying Comparatives
B2 level


This lesson will be about modifying comparatives: than, as, exactly, not as, same as, different from, much, so much, a lot, even or far, very, really, completely, slightly, a little, roughly, just as... Students will have to distinguish between large or small differences between comparing subjects.


Abc Google Forms
Abc Google Jamboard
Abc Google Slides
Abc Zoom

Main Aims

  • To provide practice, clarification and review of modifying comparatives by various degrees in the context of comparing Android phones vs iPhones.

Subsidiary Aims

  • To provide accuracy speaking practice in a role playing conversation between a salesperson and a customer in the context of cellphones


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

SS will be presented with two pictures, one picture of Apple and one of Android. T will ask them to compare the two and ask them if they prefer Apple or Android phones. What are some things you like more than the other? Example/ iPhones look nicer than Android phones. T writes down answers on Jamboard.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

T will present a controlled practice activity where the learners are presented with a passage regarding cellphones and are asked to write in the correct word using the comparative and/or superlative adjective/adverb. (1 min) SS's will work in pairs/groups for this task. (3 min)

Teach (10-12 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T will present a table which will include the sections: A big difference, a small difference, no difference. T will show SS's the modifier and comparative phrases in test #1 activity and will ask ST's to categorize them based on the table's sections. (2-3 min) Ask them CCQ: What word tells you how small or large of a difference it is? T will then present SS's a task where they will have four CCQ questions regarding meaning and form for the modifying comparative statements. They will be asked to answer the questions and T will provide explanations. (4 min) T will then present a few sentences for pronunciation and stress the sounds for the modifying words "far, easily, most" etc. T will ask SS's where they hear the most stress in the sentence. T will draw on Jamboard after a response has been given. Modelling and drilling will be provided. (3 min)

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

T will ask ST's to take Test #2 which will include sentences that are missing modifying words. They will be asked to choose the correct modifying words which fit inside the sentences. This will be an individual task (2 min) They will then compare answers (2-3 min) OCFB (3 min)

Free Practice (10-12 minutes) • To provide students with free practice of the target language

T will present an activity where ST's will be a salesperson and the other a customer. The salesperson will ask questions about the customer's preferences and try and sell the cellphone to them. (4 min) ST's will switch roles. (3 min) OCFB afterwards (1 -2 min) DEC after the Freer practice (2-3 min)

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