Aleksandra Vorobeva Aleksandra Vorobeva

Grammar. Comparative adjectives
Elementary level


In this lesson, students will learn how to use comparative adjectives to describe and compare places or activities. The lesson will be framed as Test-Teach-Test.


Main Aims

  • To provide clarification and practice of comparative adjectives in the context of cities and places

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of cities and places


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

1. T shows Ss a slide with the question: "What's your favorite place?" 2. T demos the task by telling Ss about her favorite place: "I really love the centre of St Petersburg, the city where I live. It has a lot of historical building and it's more beautiful than any other area of the city or than any other city in Russia! I love visting museums and galleries there and enjoy the atmosphere in little cafes". 3. T says that Ss can discuss a city, a village, or an area and than they have 3 minutes to discuss it in breakout rooms. 4. T sends the questions to the chat and sends everyone to BR. 5. Everyone gets back and T asks one or two Ss to share what their partner has said.

Test #1 (5-8 minutes) • To gauge students' prior knowledge of the target language

In this activity, T will have learners to read about her impressions of the two cities she's lived in. 1. T shows Ss a picture of herself on a screen and asks who it is. After getting an answer, T says that students are going to read about her impressions of the two cities she's lived in, and that Ss will need to fill in the gaps with a comparative adjective in brackets. T gives Ss five minutes to do it in pair in breakout rooms. ICQ: What do you need to write in the gaps? Comparative adjectives

Teach (MAFP) (8-10 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Pronunciation: 1. T writes "bigger, greener" on Zoomboard and elicits the number of syllables (2). T asks where the stress is and pronounces the words, Ss say "1st syllable". T marks stressed syllables with circles and gets Ss to say the words out loud. 2. T writes "noisier, quieter", elicits number of syllables (3), asks about the stressed syllable and pronounces the words, eliciting "1st syllable", marks stressed syllables with circles and gets Ss to say the words out loud. 3. T writes "better and better", asks about stressed syllables and pronounces the phrase, Ss say "1st syllables of better". T asks about linking and repeats the phrase, Ss find a link between "better" and "and" 4. T writes "more crowded, more familar, more expensive", asks which word is stressed, elicits that the main stress goes to the adjectives, and a weaker stress is on "more". T marks stressed syllables with a bigger and a smaller circle respectively. T gets Ss to say the words out loud. T asks if Ss hear any linking in "more expensive", says the phrases, and elicits the link. T gets everyone to repeat.

Test #2 (7-10 minutes) • Check students' use of the target language again and compare with the first test

1. T shares screen and sets the task. ICQs: Which form of adjectives do you need? Comparative Should yuo use all the words? No, one is extra 2. T sends students the file with the task and sends them to breakout rooms 3. After everyone gets bakc, T shares screen and nominates individual Ss to read out the sentences. T puts down the correct answers.

Free practice (7-10 minutes) • To provide students with free practice of the target language

1. T shares screen and sets the task Ss can see at the screen. 2. T sends file with task to the chat and sends Ss to breakout rooms. 3. T nominates individual students to share their answers in OCFB.

DEC (3-5 minutes) • To correct and improve the language students have used during the lesson

1. During the work in breakout rooms, T monitors Ss' language and puts mistakes down. 2. At the end of the lesson, T demos a screen with mistakes and says that students will need to discuss and improve the sentences with their partners. 3. T sends a file with mistakes to the chat and asks Ss to make corrections using screen sharing and Zoom pen. ICQs: Where can you find the file/link with mistakes? In the chat How can you make corrections? By sharing screen and using Zoom pen

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