Joelle Bernard Joelle Bernard

TP4 LP4 March 3 2021
Pre-Intermediate level


This lesson uses Text Based to introduce comparatives and superlatives to students. After the Lead-In, learners will listen to a sound clip discussing fashion, then they will participate in pair activity, learn vocabulary, have a controlled practice followed by freer practice and DEC to end the lesson.


Viewer?f=5?size=16&default=html MFP
Abc Recording
Abc Freer Practice

Main Aims

  • To provide practice and review of Comparatives and Superlatives in the context of Fashion.

Subsidiary Aims

  • To provide fluency speaking practice in a Comparatives and Superlatives in the context of Fashion.


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

1. T shows pictures of Jennifer Lopez in different outfits: sporty, casual, business wear and evening gown. 2. T shows students 6 words. 3. T asks Ss to use these words to talk about the pictures on the screen in breakout groups (pairs)

Listening (8-9 minutes) • To provide context for the target language through a recording on fashion.

Ss listen to a fashion expert to see if they agree or disagree with the question, "Which Picture Looks Best?" They compare answers in Pairs in breakout rooms. OCFB.

Clarification (8-9 minutes) • To clarify the meaning, form and pronunciation of the comparative and superlative adjectives

1. The first skirt is short. The red skirt is longer. The grey skirt is longer than the red one. CCQ Describe the length of the brown and blue skirt. Who is the red skirt longer than than? 2. Introduce the comparative and superlative forms for two or more syllable adjectives Show students pictures of roses. Introduce the comparative: T: A rose is a beautiful flower, but a bouquet with 6 roses is more beautiful than one rose. What if we said pretty, instead of beautiful? How would we compare them? And what would the superlative be? CCQ: How many syllables are in the word beautiful? Can we say beautifuller? Ss understand that the comparative is formed by using “more” plus the adjective. Introduce the superlative: T: 6 roses are very beautiful, 3 dozen roses make the most beautiful flower arrangement. CCQ: Can we say beautifulest? Ss understand that the superlative is formed by using “the most” plus the adjective. And if we used the word Pretty instead of Beautiful, what would we say? How would we describe the roses using pretty? 3. Introduce the comparative and superlative forms of irregular adjectives Good, Better, Best. The cut on the finger is bad, but the broken finger is worse. Having a cut is better than having a broken finger. CCQ: Ss know “good” and “bad” are irregular adjectives and their comparatives are “better” and “worse”. Students make more comparisons. Introduce the superlative: T: The broken arm is the worst. CCQ: Match "good, better, best" words with their opposite "bad, worse, worst"

Guided Discovery (5 minutes) (4-5 minutes) • To clarify the meaning, form and pronunciation of the comparative and superlative adjectives

Students use the groups of descriptors to describe the rule of comparatives and superlatives. Match the words to the correct item on the list.

Controlled Practice (8-9 minutes) • To concept check and prepare students for more meaningful practice

Ss listen to the recording again. And fill in the blanks with comparatives and superlatives used throughout the recording. The vocabulary for some of these were taught in MFP. Work Individually. (3 minutes) Work in pairs in breakout rooms. (3 minutes) OCFB. (3 minutes)

Free Practice (8-9 minutes) • To provide students with free practice of the target language

Tell your partner about the differences between you and your family. Example: I run faster than my sister. But my father runs the fastest. Use comparative and superlative words. Work in pairs in breakout rooms. (4 minutes) OCFB (3 minutes) DEC (2 minutes)

Web site designed by: Nikue