TriciaG TriciaG

TP4 Lesson A: Grammar
Pre-intermediatte level


To practice and revise comparatives and superlatives


Abc Cunningham Sara, et al. “New Cutting-Edge Pre-Intermediate. SB
Abc Word document handout
Abc Visual slides/google slides
Abc Audio track Module 5

Main Aims

  • Students will understand how to use comparatives and superlatives adjectives in the context of appearances/looks. Module 5 pages 44 and 45

Subsidiary Aims

  • To provide clarification of the following target language: casual, elegant, heavy, mature, natural, pretty, serious, sophisticated, tall and young in the context of appearances and use correct forms of comparative and superlatives.
  • Students will be able to listen to comparatives and superlatives to compare looks accurately within the context of appearances. Module 5


Warmer/Lead-in (4-5 minutes) • To introduce comparative and superlatives with one or more syllables. (slides 3 & 4)

Welcome. Please download the handout to work in pairs. Introduce the Topic/Context: Utilice visuals: What are the photos about? Is the model the same person? (to raise awareness of the same model with different looks). (slide 1) Answers: Appearances (the looks). yes, she is Diana. (slide 2) ELT elicits the following questions: (slide 3) 1. Does she look YOUNG in picture a? (adj. 1 syllable) 2. Does she look YOUNGER in picture a THAN in picture b? (Comparative: adj + -er + THAN) 3. In which picture she looks THE YOUNGEST? (Superlative: THE + adj.+ est) ELT elicits the following questions: (slide 4) 1. Does she look elegant in picture a? (adj. 3 syllables) 2. Does she look MORE/LESS elegant in picture a THAN in picture c? (Comparative: MORE + adj. + THAN) 3. In which picture she looks THE MOST or THE LEAST ELEGANT? (Superlative: THE + adj. elegant)

Exposure, Highlighting and Clarification of comparative and superlative adjectives. (slides: 4 & 8) (9-10 minutes) • Expose students to comparative and superlative adjectives and rules.

Procedure: Exposure to target language: audio (slides: 5-6). Students will listen through audio. (slide 5). Raise the question: Do you agree with her ideas? = Yes/No Activity: Match the adjectives on the slide according to Suzzane's point of view. Raise awareness of the adjectives and number of syllables. (slide 4). Correct answers. (slide 6). Procedure: working in breakout rooms, complete the sentences with the correct form of the adjectives in the parenthesis. Question: What rules do you know about the formation of comparative and superlative adjectives? Provide correct answers.

Controlled Practice #1- Completing the tables with the correct from of comparative and superlative adjectives. (Slides: 9-11) (9-10 minutes) • To provide students with practice grammar and target language.

Procedure: Students will work in breakout rooms to complete the tables and discuss the rules of form of irregular adjectives, adjectives with one, two, three, or more syllables.

Controlled Practice #2 - Matching the sentences (Slides: 12 & 13) (4-5 minutes) • To provide students with practice grammar and target language utilizing comparatives and superlatives

Students will work in breakout rooms matching the sentences. They will be introduced to the use of the best/the worse; the same; similar to; different to or from, and looks like. (slide 12) Comparing results and clarifying concerns and rules. (slide 13).

Freer Practice (Slide 14) (5-6 minutes) • To provide students with practice speaking fro fluency utilizing the target language, comparative and superlative adjectives

Procedure: students will work in breakout rooms. Activity: Tell your partner about the differences between you and your family. Utilice the vocabulary learned and comparative and superlative adjectives. Examples: - My brother is the tallest person in the family. - My sister is the most serious person in the family. She looks like me, but she is older and taller than me. - My son is the youngest one. - My mother is the most elegant and sophisticated in the family, etc. ELT will monitor the breakout rooms.

Whole Class Feedback and DEC (3-4 minutes) • Learn from each-other similarities and differences and correct common mistakes.

ELT will ask: (slide 13) 1) What do you have in common? (similarities) 2) What are the differences? Delayed Correction Feedback in open class: ask students where the errors are and elicit correct versions from the students.

Web site designed by: Nikue