Speaking:
Which is Better?
Grouping:
Time:
Pairs → Small groups → Whole class
15 minutes
Aim
Students will compare two or more things using comparative and superlative adjectives.
Materials
• A set of picture pairs (e.g., a big house vs. a small house, a fast car vs. a slow car)
• A list of adjectives (big, small, fast, slow, expensive, cheap, etc.)
Preparation
• Write example sentences on the board (This house is bigger than that house. / This is the biggest house in the city.).
• Prepare picture cards with two or more objects to compare.
Activity Breakdown
1. In pairs, students pick a picture card and compare the objects.
2. They make at least two comparative and one superlative sentence.
3. They share their comparisons with a small group.
4. Volunteers present their sentences to the class.
Instructions
1. Take a picture card.
2. Look at the two objects.
3. Make a sentence using -er or more (e.g., This car is faster than that one.).
4. Make a superlative sentence (This is the fastest car here.).
5. Share your sentences with your group.
Concept Checking Questions
• “If we compare two things, do we use -est or -er?” (-er).
• “For long adjectives like beautiful, do we say beautifuller or more beautiful?” (More beautiful).
Examples
• This restaurant is cheaper than that one.
• This is the most expensive hotel in town.
Extensions/Varations
• Harder: Students justify their answers (It is bigger because it has five rooms).
• Easier: Provide adjective choices for each comparison.
Error Correction
• The teacher writes incorrect sentences on the board and lets students correct them.
Writing:
My Dream City
Grouping:
Time:
Individuals → Pairs
20 minutes
Aim
Students will write a short paragraph comparing two cities.
Materials
• A worksheet with sentence starters (London is bigger than…)
• A word bank of adjectives (big, small, expensive, beautiful, etc.)
Preparation
• Write example sentences on the board (Tokyo is more crowded than Rome.).
Activity Breakdown
1. Students choose two cities and compare them.
2. They write at least three comparative and one superlative sentence.
3. They exchange papers and peer-correct.
Instructions
1. Choose two cities.
2. Write three sentences using -er or more.
3. Write one sentence with -est or most.
4. Check your work.
5. Share with your partner.
Concept Checking Questions
• “Is bigger a comparative or superlative?” (Comparative).
• “Can we say more bigger?” (No.)
Examples
• New York is busier than Paris.
• It is the most exciting city in the world.
Extensions/Varations
• Harder: Students add because to explain comparisons.
• Easier: Sentence starters provided.
Error Correction
• The teacher highlights incorrect sentences and lets students fix them.
Listening:
The Best Holiday
Grouping:
Time:
Individuals → Pairs
15 minutes
Aim
Students will listen to a dialogue about travel and identify comparative and superlative adjectives.
Materials
• A recorded dialogue (or teacher-read conversation) about two people discussing different holiday destinations.
• A worksheet with a table for students to complete (e.g., cheap → cheaper → the cheapest).
Preparation
• Write key comparative and superlative adjectives on the board.
• Prepare a transcript with missing adjectives for students to fill in.
Activity Breakdown
1. Students listen to the dialogue about different holiday destinations.
2. They write down comparative and superlative adjectives they hear.
3. They compare answers with a partner.
4. The teacher reviews the answers with the class.
Instructions
1. Listen to the conversation.
2. Write down the adjectives you hear.
3. Compare with your partner.
4. Listen again and check.
5. The teacher checks answers.
Concept Checking Questions
• “If a city is cold, is colder or coldest for two cities?” (Colder).
• “Which one means the most: small, smaller, smallest?” (Smallest).
Examples
• Paris is more expensive than Madrid.
• Bangkok is the hottest city I’ve visited.
Extensions/Varations
• Harder: Students listen and take notes on full sentences.
• Easier: Provide a word bank before listening.
Error Correction
• The teacher highlights incorrect usage and asks students to correct.
Reading:
Find the Best!
Grouping:
Time:
Pairs
15 minutes
Aim
Students will read short reviews and identify comparative and superlative adjectives.
Materials
• A set of short product reviews (e.g., hotel, restaurant, mobile phone)
• A worksheet where students underline comparative and superlative adjectives
Preparation
• Write examples on the board (This hotel is cleaner than the other one. / It is the cleanest hotel in the city.).
• Prepare a short text with multiple comparative and superlative adjectives.
Activity Breakdown
1. Students read different short reviews.
2. They underline all comparative and superlative adjectives.
3. They compare their findings with a partner.
4. The teacher reviews as a class.
Instructions
1. Read the review.
2. Find and underline the adjectives.
3. Compare with your partner.
4. Check if they are correct.
5. The teacher checks answers.
Concept Checking Questions
• “Does -est mean the most or just more?” (The most).
• “Do we use more with short or long adjectives?” (Long adjectives).
Examples
• This hotel is nicer than the one next door.
• It is the most comfortable hotel I’ve ever stayed in.
Extensions/Varations
• Harder: Students explain why the reviewer used those adjectives.
• Easier: Provide a list of adjectives before reading.
Error Correction
• The teacher asks students to correct mistakes in the sentences.