Deanna Blevins Deanna Blevins

Pre-Intermediate level


In this lesson, the sts will learn how to change adjectives into comparatives. There will be practice using these comparatives in both writing and speaking exercises.


Abc "Compare the following" HO
Abc "Compare Mary and Jackie" HO
Abc "Compare Istanbul and Ankara" HO
Abc Adjective List HO (for Productive Task #3)

Main Aims

  • To provide clarification and practice of comparatives in the context of familiar people, places, and things.

Subsidiary Aims

  • Develop the sts speaking skills through use of the TL


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

Begin by introducing the concept of comparatives. First, ask the sts for adjectives (elicit) and write the words they say on the WB. Give the sts some ideas.... * size/weight - (tall, short, big, small, fat, skinny, heavy, light) * feeling - (happy, sad, angry, busy) * taste - (delicious, salty, sweet,) Warm-up #1: elicit "TALL" and "SHORT" Have 2 sts stand up next to one another. Try to elicit the phrase: "---is taller than..." The sts may not know this phrase. At least try to get "----is tall" or "---is taller." Vice versa ---try to elicit "short" in the same way. Now, set up the sentence structure on the WB. Ex: Metin is taller than Nursel. Nursel is shorter than Metin. Do more examples of comparatives.

Rules of Comparisons (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Teach the rules of comparison: (Use the adjectives provided by the sts (plus more if necessary): TEACH ANY NEW MEANINGS WHILE GOING OVER THE RULES! Rule #1A: one syllable adjectives, add "-er": ex: old = older young = younger fast = faster cold = colder small = smaller larger = larger cute = cuter Rule #1B: If the adjective has CVC pattern, DOUBLE the the last letter and add "-er": ex: fast = faster big = bigger sad = sadder hot = hotter Rule #2: two syllable adjectives ending in "y" drop the "y" and add "=er": ex: happy = happier busy = busier funny = funnier salty = saltier ugly = uglier tiny = tinier Rule #3: adjectives with TWO OR MORE syllables NOT ending in "y", add "more" before it: ex: crowded = more crowded boring = more boring beautiful = more beautiful polluted = more polluted exciting = more exciting relaxing = more relaxing delicious = more delicious Rule #4 (IRREGULAR): These just need to be remembered! ex: good = better bad = worse fun = more fun ****Model some of the irregular forms: The cake is better than the icecream."**** ***set up the sentence structure: "The baby is smaller THAN the dog." *** be sure to go over syllables by giving demos and snapping fingers... beau-ti-ful (3 syllables) also, make the word stress clear...

Productive Task #1 (8-10 minutes) • Practice the TL through writing and speaking

Here the sts will be comparing two foods, actions, animals, or things. ***BE SURE the sts remember "is" for singular AND "are" for plural! Explain the directions: The sts are to compare what they see. They can use the adjectives provided, or use their own. Have them answer individually, then check their answers in PAIRS. Elicit answers from sts and error correct on WB.

Productive Task #2 (10-12 minutes) • Practice the TL through writing and speaking

Here the sts are to compare 2 women (Mary and Jackie). There are brief descriptions of them. The sts are to use the descriptions to figure out the correct adjective to use AND compare the women using the correct forms. Divide the sts into DIFFERENT PAIRS. Ex: Mary is 158 cm tall. Jackie is 143 cm tall. MARY IS TALLER THAN JACKIE. MONITOR the sts closely to be sure they are on task. Error correct and help when necessary.

Productive Task #3 (8-10 minutes) • To provide feedback on students' production and use of language

Here the sts are to work in GROUPS OF 3 (depending on the size of the class) The sts are to compare Istanbul and Ankara using any adjectives they can. Have them come up with new adjectives (but if they are struggling, give them a list of adjectives for ideas) The goal is for the sts to practice the TL together, and be creative when comparing! Monitor the sts as they work and error correct when necessary.

Error Correction (3-5 minutes) • Reviewcommon mistakes made throughout the lesson

Go over common mistakes being made (error check) on WB. Be sure to drill and ask questions about why some comparisons are incorrect. Always elicit answers and give feedback.

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