Objectives (5 - 10 minutes)

1. Understand the formation of comparative and superlative of adjectives in English: Students should be able to understand the basic rules for forming the comparative and superlative of adjectives in English. This includes adding -er or -est at the end of the adjective, or using more/most before the adjective.
2. Practice applying the rules for forming comparative and superlative: Students should be able to apply the learned rules to form the comparative and superlative of a variety of adjectives.
3. Differentiate the use of comparative and superlative in different contexts: Students should be able to identify and use the correct form of the comparative and superlative in different contexts, understanding the nuances of each form.

Secondary Objectives:

• Develop reading and writing skills in English: Studying the comparative and superlative of adjectives in English provides students with the opportunity to practice their reading and writing skills, as well as expand their vocabulary.
• Promote active student participation: The teacher should encourage students to actively participate in the lesson by asking questions, sharing examples, and discussing the material presented.

Introduction (10 - 15 minutes)

1. Review of related content: The teacher should start the lesson by briefly reviewing grammatical concepts that are prerequisites for the lesson topic. This may include reviewing adjectives, their function in the sentence, and the formation of plurals in English. The goal here is to remind students of these concepts so they can apply them correctly to the lesson topic.

2. Presentation of problem situations: The teacher should then present students with two problem situations that will serve as the basis for the Introduction to the lesson topic. The first situation could be comparing two things or people, such as 'Which is taller, Everest or K2?' The second situation could be describing something extreme, like 'Everest is the tallest mountain in the world.' The teacher should ask students how they would express these ideas in English, leading them to realize the need for comparative and superlative adjectives.

3. Contextualization of the topic's importance: The teacher should then explain the importance of comparative and superlative adjectives in English. This can be done by showing how these forms are commonly used in written and spoken texts, in contexts ranging from describing people and things to comparing ideas and discussing trends.

4. Engaging introduction to the topic: To capture students' attention, the teacher can introduce the topic in a playful way. For example, they can present an English song that uses many comparative and superlative adjectives, such as Queen's 'We are the Champions.' Or they can share curiosities about the English language, such as the fact that some adjectives have irregular comparative and superlative forms, like 'good' becoming 'better' in the comparative and 'best' in the superlative. The goal is to show students that, although grammar can be complex, it can also be fun and interesting.

Development (20 - 25 minutes)

1. Explanation of the formation of comparative and superlative of adjectives (8 - 10 minutes): The teacher should start the Development part of the lesson by explaining the basic rules for forming the comparative and superlative of adjectives in English. They should emphasize that, in general, short adjectives form the comparative by adding -er at the end and the superlative by adding -est, while long adjectives use more for the comparative and most for the superlative. The teacher should provide many examples to illustrate these rules, both regular and irregular. They should also explain that some adjectives have completely irregular comparative and superlative forms, like 'good' becoming 'better' in the comparative and 'best' in the superlative.

2. Guided practice of forming comparative and superlative (5 - 7 minutes): Next, the teacher should lead students through a series of exercises to practice forming the comparative and superlative. These exercises may include modifying sentences to include comparative and superlative adjectives, classifying adjectives into categories according to their comparative and superlative forms, and identifying errors in sentences that use the comparative and superlative of adjectives incorrectly. The teacher should provide immediate feedback on the exercises, correcting any errors and clarifying any doubts.

3. Discussion on the use of comparative and superlative in different contexts (5 - 7 minutes): The teacher should then guide students in a discussion on the use of comparative and superlative in different contexts. They should present students with a series of hypothetical situations and ask them to express their opinions using the comparative and superlative. For example, they can ask 'What is your favorite movie?' and ask students to respond using the superlative, like 'My favorite movie is 'Titanic'.' The teacher should correct any errors and explain the nuances of using the comparative and superlative in each situation.

4. Independent practice of using comparative and superlative (2 - 3 minutes): Finally, the teacher should give students the opportunity to practice using the comparative and superlative on their own. They can ask them to write a brief description of a person, place, or thing, using comparative and superlative adjectives. The teacher should circulate around the room, offering help and feedback as needed.

Return (5 - 10 minutes)

1. Review of learned concepts (2 - 3 minutes): The teacher should start the Return to the lesson by asking students to summarize the main concepts they learned during the lesson. They can do this by asking students to share what they remember from the teacher's explanations, or to describe the rules they learned for forming the comparative and superlative of adjectives. The teacher should encourage all students to participate and should provide positive feedback for correct answers and constructive feedback for incorrect answers.

2. Connection between theory and practice (1 - 2 minutes): Next, the teacher should ask students to reflect on how the presented theory connects with practice. They can do this by asking students to identify examples of the use of comparative and superlative adjectives in their daily lives, in texts they read, or in conversations they have. The teacher should emphasize the importance of this connection, as it helps students understand that grammar is not just a series of abstract rules, but a tool they can use to express themselves more accurately and effectively in English.

3. Reflection on learning (2 - 3 minutes): The teacher should then ask students to reflect on what they learned during the lesson. They can do this by asking them to answer questions like: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?' The teacher should give students enough time to think about these questions and should encourage all students to share their answers.

4. Feedback and evaluation (1 - 2 minutes): Finally, the teacher should ask students for feedback on the lesson. They can do this by asking them to evaluate how well they understood the presented material, how useful they found the practice and discussion activities, and what they would like to learn more about in the next lesson. The teacher should take this feedback into consideration when planning future lessons and should thank students for their participation and effort during the lesson.

Conclusion (5 - 10 minutes)

1. Summary of Key Contents (2 - 3 minutes): The teacher should start the Conclusion by summarizing the key points covered in the lesson. This includes the formation of the comparative and superlative of adjectives in English, the rules for adding -er/-est or using more/most, and the existence of adjectives with irregular comparative and superlative forms. The teacher should reiterate the importance of understanding these rules for the correct expression of comparisons and superlatives in English.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): Next, the teacher should emphasize how the lesson connected the theory, practice, and applications of the comparative and superlative of adjectives. They should remind students how the explanation of the rules was followed by practical exercises and discussions on the use of these forms in different contexts. The teacher should highlight that the goal of these connections is to help students understand that grammar is not a set of abstract rules, but a practical tool for effective communication in English.

3. Extra Materials and Self-Study (1 - 2 minutes): The teacher should then suggest extra materials for students who wish to deepen their knowledge on the lesson topic. This may include English learning websites, such as Duolingo and FluentU, which offer a variety of free resources like videos, games, and interactive exercises. The teacher can also suggest English grammar books, such as Raymond Murphy's 'English Grammar in Use,' which provide detailed explanations and practice on a variety of grammar topics.

4. Relevance of the Topic to Everyday Life (1 - 2 minutes): Finally, the teacher should reinforce the importance of the lesson topic to students' everyday lives. They can do this by showing how the comparative and superlative of adjectives are used in different contexts, such as describing people and things, expressing preferences and opinions, and making comparisons and contrasts. The teacher should emphasize that by understanding and using these grammatical forms correctly, students will be able to communicate more effectively and accurately in English, both in writing and speaking.