Notes:

This lesson will help your students describe the world around them and make comparisons.

Warm Up and Maintenance:

New Learning and Practice:

Wrap Up:

Warm Up and Maintenance:

See our "Warm Up & Wrap Up" lesson sheet.

You are going to play “Pictionary” on the board with the whole class. Select a card but don’t

show anyone. Look at the adjective and then draw a picture to represent it on the board.

For example, if the word is “tall”, draw a tall tree. Get students to call out until someone

says the adjective … you may need to help a bit (e.g. indicating the tree is TALL by drawing a

small person at the bottom).

into 4 squares (see below). Draw an apple in

the top-left square and elicit the word “apple”.

Then draw a bigger apple next to the first apple.

Under the first apple write “big” and say, “This

say, “But this apple is …” and elicit “bigger”.

Write “bigger” under the second apple.

form (e.g. “more beautiful”). Ask the first student who slapped his/her hand for the answer

and award 1 point if correct. Play until all the adjectives have been used – the student with

the most points gets a round of applause.

Finally, let’s teach two new adjectives: high and young:

In the top-right square of the board, draw a mountain. Elicit “mountain” and teach/elicit

“high” and write it under the mountain. Chorus “high” 3 times. Then elicit the comparative

form “higher” and write this under a higher mountain – chorus 3 times.

table and put the set of cards face down

on the table. Student A takes a card and

reads the adjective to the rest of the

group. He/She then takes a pencil and

spins it on the table. When the pencil

stops spinning the person who it is

pointing at must say a sentence using the

adjective on the card in the comparative

form, for example:

and some with mistakes). When everyone has finished, bring everyone’s attention to the

board. Read out the first sentence and ask if it is correct or not. If it is correct, put a check

Give out the "Comparatives & Superlatives" worksheets and have students fill them in,

drawing and writing their ideas.

Start by showing what to do, for example, first point out the

"taller" and “the tallest” trees and words in the first row, then

model writing "smaller" and “the smallest” as well as drawing

smaller men.

out. When everyone has finished, go through the worksheet by

eliciting and writing the answers on the board.

Student A: A beautiful bird.

Pairs change roles after completing the test.

Have the groups use as many items as possible as they practice. Walk around the room and

help out with vocab and mistakes.

Finally, have each group present one of their conversations to the class.

This reader helps to reinforce the vocab and structures

practiced in the previous activities. Before class, download

and print off the reader "World Records" from our website.

answers to each question before letting them see the

picture (as the picture will have the answer!), for example:

Teacher: (reading from page 2) “First up, which is the fastest land animal in the world?”

etc.