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# Lesson: Simple superlatives

Level: Elementary

Date: 19/2/2015

## Teachers: Noor Mughal

Time: 45minutes
Materials: Power Point Presentation, white board, markers, paper, toothpicks, chocolate bars, boxes, yarn strings, pieces of cloth, exercise sheets.
.
Anticipated problems for Teacher:
Objectives:
1. T may have trouble instilling the proper intonation based on syllable count in
To ensure that elementary level students are able to:
a word since superlatives require an ending of est.
1. Use simple superlatives effectively in a dialogue or sentences.
Solution: T will practice an intonation drill with Ss that will specifically focus
2. Differentiate between superlative and comparative forms.
on intonation and syllables in a word with an est ending.
3. Efficiently pronounce the superlative adjectives.
Anticipated problems for Students:
1. Students may be confused between the previous lesson of comparative forms.
Solution: T will present a PowerPoint presentation which will thoroughly
explain the difference between the comparative and superlative form.
Stage/Aims

Time

T/S

T/S

(Engage stage,
Warm up)

10mins

S/T,
T/S

Teacher Activity
T will start the lesson by eliciting sizes of items that the T will place in front of the class.
T will take three pieces of the same item in three different sizes and have students comment on the difference of sizes.
T will model while holding three pens:
T will say:
1.The blue pen is long
2. The black pen is longer
3. The red pen is the longest.
T will display three pieces of paper in three different sizes. Ss will point to each piece and categorize it from small, smaller,
and smallest.
T will hold three pieces of toothpicks three different sizes. Ss will point to each toothpick and categorize it order from small,
smaller, smallest.
Twill display three chocolate bars of three different sizes. Ss will point to each bar and categorize it from big, bigger, and
biggest.
T will show Ss three boxes of three different sizes. Ss will point to each item and categorize it as big, bigger, and biggest.
T will display three pieces of yarn strings in three different sizes. Ss will point to each item and categorize it as long, longer,
and longest.

T will hold three pieces of cloth in three different sizes. Ss will point to each item and categorize it as long, longer, and
longest.
T/S,
S/T

## T will Ask Ss Gist questions regarding the activity:

-1.Were there two sizes or three sizes that were compared for each item?
-2. If it was said that the size is small and smaller, what would be the next size?

T/S

## T will present the grammar concept of simple superlatives in a PowerPoint presentation.

T will explain the definition a simple superlative. (A comparison between nouns while using adjectives with an est ending
T will already have a list of superlatives written in a PowerPoint slide.

15mins

T/S

Grammar
(Study)

T/S,
S/T

Intonation drill

7mins

T/S,
S/T

Big
Small
Dark
Fat
Thin
Short
Soft
Clean
Hard
Nice
Light
Long

Comparative form
Bigger
Smaller
Darker
Fatter
Thinner
Shorter
Softer
Cleaner
Harder
Nicer
Lighter
Longer

Superlative form
Biggest
Smallest
Darkest
Fattest
Thinnest
Shortest
Softest
Cleanest
Hardest
Nicest
Lightest
longest

T will ask CCQs to ensure that students know the difference between comparative and superlative forms:
Comparatives end with the er ending? Yes or no?
Which word ending does the superlative form end with?
Which form is the final form of comparison? Comparative form or superlative form?
T will engage students in an intonation drill by saying each superlative adjective to avoid mispronunciation of the est
ending.
While doing so, T will explain that superlative form is in two syllables which are broken down into (word + est).

T will hand out superlative exercise sheets that will contain the regular and comparative form of various adjectives. Ss will
be required to fill in the superlative form for each adjective. The exercise sheet will have 15 gap fill questions.
Twill provide a written example of the white board as the following:
I.e. Big, Bigger, _________(Biggest)
Writing Activity.
(activate)

8mins
T will emphasize that the Ss will have 8 minutes to finish off the worksheet.
T will ask ICQs to ensure if the students are on track:
What are we doing?
How much time do we have to complete the worksheet?

Feedback and
check

5mins

T/S,
S/T

## T will choose students to read out their answers to the class.

T will provide the appropriate feedback by correcting the Ss if they have given a wrong answer and writing the correct