Tatiana Tatiana

Elementary level


In this lesson, students learn about superlatives through a guided discovery task. They will start by talking about cities in the world and which city they would like to go visit. Then the students will complete a controlled practice task to determine their prior knowledge of superlatives. The class will then review MFP(A) of the language through elicitation from the teacher. Then the class will complete a controlled practice activity to determine their progress. Lastly, students will complete a freer practice task and use superlatives to explain which city in the world they would like to live in as opposed to other major cities in the world.


No materials added to this plan yet.

Main Aims

  • To provide practice and clarification of superlatives when comparing various cities in the world.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in using superlatives in the context of when comparing various cities in the world


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

I will ask students to tell the class what the names of these cities are and what they know about the cities. I will nominate 1 or 2 students. Then I will ask students to type in the chatbox which city they want to live in. They have to order the cities from 1 ( City they want to live in) to 4( the last city they want to live in). I will model this for the students by telling them my choices.

Test #1 (5-6 minutes) • To gauge students' prior knowledge of the target language

I will give the students a controlled practice task where they must fill in the blanks with the correct multiple-choice word. This will focus on some questions regarding meaning, form, and appropriacy. I will set the context of the sentences for the target language to be inclusive of the cities that were mentioned in the lead-in.

Teach (10-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

I will create a guided discovery task for students. I will elicit answers from students by asking CCQs to review the MFP(A) of the language. This will include visuals, matching, and clines where appropriate. For the pronunciation, I will model for students the pronunciation 'est' of the superlatives. I will break down the pronunciation by focusing on the pronunciation of the adjective, then the 'est' portion and lastly, altogether. Then the students will engage in choral drilling and individual drilling. This will be beneficial to review that language as well as practice speaking it. This is setting them up for the freer practice task.

Test #2 (6-8 minutes) • Check students' use of the target language again and compare with the first test

I will provide the students with the same context of the language (cities in the world) and ask the students similar questions to the ones that were asked in controlled practice #1. The assumption is that students will be able to complete the task quickly and efficiently with fewer errors.

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

I will ask the students to get into breakout rooms for 5 minutes to tell each other something about the city where they live in. They will have to use the superlative form when discussing the city they live in when comparing their city to the cities mentioned in class. I will provide students with a framework/ guide to help them get started in their speaking activity. They will have 5 minutes for this and I will monitor the students while they engage in their practice. After 5 minutes, we will conduct DEC and focus on the language they used. We will focus on the language that was used correctly and also the language that needs some correction.

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