Sariyya Abdullayeva Sariyya Abdullayeva

TP 7
upper-ıntermediate level


This lesson is focuses on comparative and superlative adjectives. First students will do some exercises in order to discover the grammar structure then they will have controlled and freer activity to practise it.


Abc Power-point presentation
Abc Fill in the gap handout
Abc grammar analysis
Abc answer key

Main Aims

  • To provide clarification and practice of Comparatives and superlatives in the context of Geography (Above the world)

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a discussion in the context of Countries
  • To provide detailed reading practice using a text about around the world in the context of Geography


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

In order to activate the schema of the students I will project a picture of a mountain and asks the students ` what they think? `Then I am going to show them another picture of a mountain and ask whether they are different or similar? At this stage I will not comment and listen to the responds and try to guess if they have previous knowledge about `Comparatives and superlative`.

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

I will try to use guided discovery grammar method for this lesson. The students will be handed a sheet including, matching a sentence to the picture and fill in the gap exercise.(before handing the sheet to the students give instructions ` I want you in pairs to look at the picture A /B and match them to the sentences below and fill in the gap with the missing word. ICQ-what are you going to do?) . First they will work in pairs then they will check their answers together. Finally, I will hand the answers.

Highlight (2-3 minutes) • To draw attention of the students to the target language

In order to draw attention of the students to the target language I will ask some questions like what kind of a structure used in these sentences.

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

At this stage I will try to elicit the meaning (why we use these structures?), form (why the word big is different from long/ why do we use more with popular? / why far is different from the other words?), I will ask CCQs ( when I say Istanbul is smaller than Izmir, is it true? Black sea is bigger that Caspian sea, is it true? Russia is the biggest country in the world- is it true?) Then we will drill some words (/fɑ:/ further/ˈfəːðə/ furthest /ˈfəːðɪst/ -- busier/ busiest—more /mɔː/ most /məʊst/ popular)

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

Before handing the sheet to the students I will give instructions (I want you in pairs to read the typescript and then according to the information from the typescript fill in the gaps with the correct form of the adjectives in brackets. Try to use expressions like a little bit … much … the second/ third .. ) I will read first one as an example and ask an ICQ ( what are you going to do?) then I will hand the sheet to the students. First they will do it in pairs then will compare the answers in groups. Finally I will give them answer key.

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

I will project on the WB board the task (Think of a country and compare with your country. Discuss 10 differences, for example: the SIZE, POPULATION, CITIES, CLIMATE COST OF LIVING , NATURE ETC.). The students will start practicing. After I will do demo. If we will have more time I will ask random questions about what they have discussed. (which country you have discussed? Why?) and do some delayed error corrections

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