Elizabeth Gutiérrez Martínez Elizabeth Gutiérrez Martínez

Pre-intermediate level


In this lesson, Ss will learn about Grammar structures in the context of appearances, focus on comparatives and superlatives. Ss will develop subskills by listening to a recording and speaking in groups with the lead-in and follow-up tasks.


Abc Appearances recording
Abc New Cutting Edge SB

Main Aims

  • To provide practice and clarification of comparatives and superlatives in the context of Physical appearances

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of physical appearances


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

- T share Jamboard with Ss - T displays images on screen with a woman dressed in four different ways - T asks Ss How the woman's clothes change her appearance in each picture. - T demos with her personal opinion. - Instructions: Discuss your answers in pairs. - Students discuss in Breakout rooms (2 min) - T conducts OCFB and asks a couple of students their opinion (2 min)

Reading/Listening for gist (3-4 minutes) • To provide context for the target language through a text or situation of appearances

- T asks the question to be answered before listening. "Do you agree with her ideas?" - Instructions: Listen to the recording for the general idea (2 min) - ICQs: Are we listening for much detail? No - T reads students the question again and asks them to answer in the chatbox. - Instructions: Write your answers in the chatbox. (1 minute) - T conducts OCFB and asks students what they think about what they have just heard. (1 min)

Highlighting (4-6 minutes) • To draw students' attention to the target language

- T explains the lesson will be about comparative and superlatives forms and elicits Ss to the definition of both. - T displays the transcription of the recording. - T asks them to read, and while they are reading, they have to type in the chatbox the comparatives and superlatives they find. - Instructions: Read and type the comparatives or superlatives you find. - T demos the first one. - T repeats the instructions: Read and type the comparatives or superlatives you find. - T writes their answers while they are typing them in the chatbox.

Clarification (15-18 minutes) • To clarify the meaning, form and pronunciation of the target language

- Teacher, together with the students, elicits the part of the speech of comparatives and superlatives. - T elicits rules and examples of comparative adjectives. a) Adjectives adding ER ending. B) Adjectives using more ---- than. - T elicits the form of irregular forms of comparative adjectives. (Good, bad, far) - T explains other forms of comparisons. T personalizes the target language by asking questions about their family. - T elicits superlatives rules and the irregular forms of some adjectives. (Good, bad, far)

Controlled Practice (5-6 minutes) • To allow students to get used to the forms they learned

- If time allows it the whole group answers exercise 3. (2 min) - Exercise 2. - Instructions: Individually, answer the next exercise. (2 min) - T demos the first one. - Repeat instructions. - OCFB with a couple of students check some answers. (1min)

Follow-up Task (4-5 minutes) • To allow students to respond in a communicative task

- Instructions: Tell your partner the differences between you and your family. - T demos her answer. - Learners work in pairs and discuss. (Breakout rooms) (3 minutes) - T conducts OCFB following up on the productive stage.

Feedback (3-4 minutes) • To provide learners with feedback on the completion of the task and language

- T writes samples of learners’ production on the screen and sets a task for the whole group to identify the correct and incorrect sentences and correct the latter ones. - T conducts OCFB

Web site designed by: Nikue