DarioG DarioG

Copy of Grammar - Comparatives and Superlatives
Pre-Intermediate level


Think about when you use these structures in your life. For example, describing different places, comparing people, describing your family. Choose one context where you would use this language and write one or two paragraphs about your life which includes some examples of these structures. Decide how you would clarify the meaning, form, pronunciation and appropriacy of the language based on the example sentences from your text. Decide what activities would give students an opportunity to practise the language. When you are ready, post your ideas on the Discussion Forum. Make sure you include the text, how you would clarify MFP and any ideas for practising the language. Read your colleagues’ postings and make comments on any ideas you think would work well, saying why you feel they would be effective.


Main Aims

  • To provide clarification of Comparatives and Superlatives in the context of Family

Subsidiary Aims

  • To provide review and clarification of language used for Comparatives and Superlatives in the context of Family


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

Show a Youtube video of a family or show a personal video of your own family. Perhaps on vacation and make sure that there are simple narrations throughout the film to highlight differences between family members. Especially strive to highlight comparisons. In a video this should be in a comedic format to boost attention and create interest.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

There are a lot of people in my family. I am older than my brothers and sisters. I have two brothers. One brother is shorter than I and one is taller. Both of them are younger than I. We lived in Texas and Arizona. Texas is bigger than Arizona. Arizona is much colder than Texas. Only one of my brothers has a beard. It is smaller than my beard.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Show the pictures one at a time and describe what they are. Use the language from the paragraph they will use in order to familiarize the students with it. They will be able to see context as they associate the pictures with their meanings.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Place the pictures on the board out of the order in which they appear in the paragraph. Have a class based activity in which the students voluntarily (or called upon individually) assist in reordering the pictures according to the paragraph.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

From teacher to individual student inquire regarding their family, place of birth etc... Relate the questions to the paragraph and pictures. Ask each student only one question.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Pair students off and have them ask each other pre-selected questions.... 1. How many people are in your family? 2. Where were you born? 3. Tell me about the people in your family. 4. Are you taller than your brothers and sisters? 5. Are you older than your brothers and sisters?

Concept and Understanding Check (5-8 minutes) • To gauge how well the students have grasped the concepts

Ask each student individually to provide the information they were given about their partner.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Pair the students off again, ideally with different partners class space allowing, and have them compare their families and situations with their new partner. Example: Your family is bigger than mine. My country is colder than yours. I am taller than you. You are shorter than my sister

Web site designed by: Nikue