CELTA Teaching Practice 6
Pre-Intermediate Adults level
To provide clarification of superlatives in the context of describing family members.
To provide gist and detailed listening practice using a text about describing family members in the context of a family event.
Procedure (41-52 minutes)
Put students in two teams. Give them different ways to line up that all relate to family (most brothers, most cousins, oldest living family member) and teams race each other to line up.
Students predict Jake's relationship with people in the picture from page 46. Listen for gist. Check answers with WC.
Model the gap-fill. Listen to text again. Check answers. Listen again as needed
Model finding happiest from happy. Students find superlative of the 6 other adjectives in exercise 5a.
Elicit form onto the board (see whiteboard plan) with these questions. What do they say for who has the most money? "The richest" add a definite article at the front and -est at the back. Big? Biggest. Small vowels get a double consonant and then -est. Happy? Happiest. Drop the Y and add -iest. Boring? Most boring. Because it's two syllables and not ending in Y. Popular? Most popular. Because it's two or more syllables. Bad? Worst. These are irregular adjs just like there are irregular verbs. Good? Best.
Which word is missing in this sentence? She's _________ happiest person Dom knows. "He's Jake's best friend." "She's our richest relative." Why don't we use "the" before the superlatives? Because it's possessive.
When do we add -er and when do we add -est? (number of things being compared.) Model writing first the comparative and then the superlative.
Check answers in pairs. Check answers with WC. Error correction as needed.
Model filling in the superlative based off of the adjective. Students complete exercise 8 in pairs.
Check answers with whole class. CCQ. "Why is it +est? Why don't we use 'the'?" Error correct as needed.