Name of the Teacher Date Level of the class Length of lesson
A2 - Pre-intermediate 60 minutes
Lesson Type:
Grammar lesson
Lesson Topic:
Grammar Point 1
- Comparative adjectives: -er, -ier, more + adjective
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
Learners will be able to recognise and use comparative adjective in • Define adjectives and comparative adjectives
the context of animals. • Discuss the rules for writing comparative adjectives
• Create comparative adjectives to compare two things
Example sentence: (making use of, -er, -ier and more)
1. The lion is faster than the monkey.
2. The snake is longer than the snail.
3. The dog is more social than the hippo.
4. The mouse is more intelligent than the fish.
5. The turtle is slower than the duck.
6. The bear is more aggressive than the rabbit.
7. The pig is bigger than the frog.
8. The elephant is stronger than the hamster.
9. The fox is smaller than the giraffe.
10.The monkey is sillier than the lion.
1 Lesson Plan
,Anticipated difficulties: Suggested solutions:
1. Lack of student’s retention 1. Keeping it short and to the point, not dragging conversation
into long explanation where a point is being overly explained.
2. Lack of student’s motivation
2. Encouraging the student to try their best by personalizing
3. Difficulties in understanding the grammar and their rules and communicating activities that capture their interest.
3. Making use of material that is age appropriate in a clear
manner.
Target language analysis:
1. What is the use or function of this Comparatives are used to compare and clarify the difference between two nouns. In other words,
language? (include a timeline if comparative adjectives are used when two persons or objects being compared., i.e., The lion is faster than
appropriate) the monkey.
2. In which context are you introducing Teaching, explaining, reinforcing and allowing the students to practice. Will be done in sentence structure
the language? in the context of animals.
3. Which concept checking questions will “The lion is faster than the monkey.”.
you ask to ensure students understand 1. Is the lion fast? (Yes).
the meaning? 2. Is the monkey faster? (No).
3. Can more than one animal be fast? (Yes + more info (i.e., cheetah, falcon, ostrich, etc).
2 Lesson Plan
, 4. What is the form of the target Single Word Comparatives:
language? (include positive, negative Subject + verb + adjective/adverb+(er) + than + noun/pronoun + verb (hidden)
and question forms if appropriate) I.e., the mouse is smaller than the lion.
Double Word Comparatives:
Subject + verb + more/less + adjective/adverb + than + noun/pronoun + verb (hidden)
I.e., the mouse is more beautiful than the frog.
Multiple Number Comparatives:
Subject + verb + number + as + much/many + (noun) + as + noun/pronoun + verb
I.e., the pig eats twice as much as what the mouse does.
Double Comparatives:
The + comparative 1 + subject + verb + the + comparative 2 + subject + verb
I.e., the more the mouse eats, the fatter the mouse becomes.
OR
Subject + verb + the + comparative + of the two + (noun)
i.e., the mouse eats the largest cheese than the snake.
OR
Of the two + (noun) + subject + verb + the + comparative
I.e., the monkey is the wiser of the other animals.
5. How will your students work out the Teacher will start by giving examples, and support students to use these to work out the grammar rules. It
rules for the structure? will then be followed up with an exercise to ensure the students understand.
6. What will you teach about the The pronunciation of the positive form of English adjectives does not change in the comparative form. For
pronunciation of the structure? example, fast [fɑːst] – faster fɑːster].
However, for adjectives pronounced with a final ng [ŋ], insert a g [g] sound between the positive form of
the adjective and the comparative form. For example: strong [strɒŋ] – stronger [strɒŋɡə(r)].
3 Lesson Plan
A2 - Pre-intermediate 60 minutes
Lesson Type:
Grammar lesson
Lesson Topic:
Grammar Point 1
- Comparative adjectives: -er, -ier, more + adjective
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
Learners will be able to recognise and use comparative adjective in • Define adjectives and comparative adjectives
the context of animals. • Discuss the rules for writing comparative adjectives
• Create comparative adjectives to compare two things
Example sentence: (making use of, -er, -ier and more)
1. The lion is faster than the monkey.
2. The snake is longer than the snail.
3. The dog is more social than the hippo.
4. The mouse is more intelligent than the fish.
5. The turtle is slower than the duck.
6. The bear is more aggressive than the rabbit.
7. The pig is bigger than the frog.
8. The elephant is stronger than the hamster.
9. The fox is smaller than the giraffe.
10.The monkey is sillier than the lion.
1 Lesson Plan
,Anticipated difficulties: Suggested solutions:
1. Lack of student’s retention 1. Keeping it short and to the point, not dragging conversation
into long explanation where a point is being overly explained.
2. Lack of student’s motivation
2. Encouraging the student to try their best by personalizing
3. Difficulties in understanding the grammar and their rules and communicating activities that capture their interest.
3. Making use of material that is age appropriate in a clear
manner.
Target language analysis:
1. What is the use or function of this Comparatives are used to compare and clarify the difference between two nouns. In other words,
language? (include a timeline if comparative adjectives are used when two persons or objects being compared., i.e., The lion is faster than
appropriate) the monkey.
2. In which context are you introducing Teaching, explaining, reinforcing and allowing the students to practice. Will be done in sentence structure
the language? in the context of animals.
3. Which concept checking questions will “The lion is faster than the monkey.”.
you ask to ensure students understand 1. Is the lion fast? (Yes).
the meaning? 2. Is the monkey faster? (No).
3. Can more than one animal be fast? (Yes + more info (i.e., cheetah, falcon, ostrich, etc).
2 Lesson Plan
, 4. What is the form of the target Single Word Comparatives:
language? (include positive, negative Subject + verb + adjective/adverb+(er) + than + noun/pronoun + verb (hidden)
and question forms if appropriate) I.e., the mouse is smaller than the lion.
Double Word Comparatives:
Subject + verb + more/less + adjective/adverb + than + noun/pronoun + verb (hidden)
I.e., the mouse is more beautiful than the frog.
Multiple Number Comparatives:
Subject + verb + number + as + much/many + (noun) + as + noun/pronoun + verb
I.e., the pig eats twice as much as what the mouse does.
Double Comparatives:
The + comparative 1 + subject + verb + the + comparative 2 + subject + verb
I.e., the more the mouse eats, the fatter the mouse becomes.
OR
Subject + verb + the + comparative + of the two + (noun)
i.e., the mouse eats the largest cheese than the snake.
OR
Of the two + (noun) + subject + verb + the + comparative
I.e., the monkey is the wiser of the other animals.
5. How will your students work out the Teacher will start by giving examples, and support students to use these to work out the grammar rules. It
rules for the structure? will then be followed up with an exercise to ensure the students understand.
6. What will you teach about the The pronunciation of the positive form of English adjectives does not change in the comparative form. For
pronunciation of the structure? example, fast [fɑːst] – faster fɑːster].
However, for adjectives pronounced with a final ng [ŋ], insert a g [g] sound between the positive form of
the adjective and the comparative form. For example: strong [strɒŋ] – stronger [strɒŋɡə(r)].
3 Lesson Plan
