Chapter 5 Task 2
Partial Lesson Plan
Directions: This lesson plan has been partially filled out for you. Read all the sections that have been
completed and then complete the plan by filling out all blank sections (these sections are highlighted
for clarity). Include materials that you create or modify, citing sources where appropriate.
Level and number of students: Beginner level/ 15 adult students
Lesson Duration: 60 minutes
Aims/Objectives: By the end of this lesson, students will be able to:
● Compare common items of food found in a grocery store.
● Identify and name at least 10 comparative forms of adjectives including small/smaller,
big/bigger, soft/softer, hard/harder, sweet/sweeter, cheap/cheaper, healthy/healthier,
expensive/more expensive, good/better, and bad/worse.
● Use comparative adjectives with suffix -er, more+adjective, and y-ier both in speaking and
writing to compare food items found in a grocery store.
Assumptions: Students have a strong grasp of the basic food vocabulary found in a grocery store
including fruits, vegetables, meats, dairy products, and breads and grains. Students have learned the
present verb tense and more than 20 common verbs such as do, make, eat, go, have, etc.
In a recent lesson, students learned these basic adjectives and their meanings: small, big, soft, hard,
sweet, cheap, good, bad. Students have learned to use basic subject pronouns such as I, you, she, it,
he, we, they. Students can write short, basic sentences in English with the present tense.
Anticipated Problems & Suggested Solutions:
● Students may not remember their basic food vocabulary. Possible solution could be to take 1
or 2 minutes to refresh basic food vocabulary that is not related to fruits, fruits will be used in
the warm-up activity.
● Students could struggle with comparatives using the y-ier suffix. Possible solution would be
to remind them about this.
Materials:
● Laptop
● Projector
● Grocery Shopping Presentation (included after template)
● Food Classification - Worksheet and Cut-outs (included after template)
● Grammar Worksheet - Part 1 and Part 2 (included after template)
● Speaking with a partner Worksheet (included after template)
Warm-Up (5 min)
The teacher will have an assortment of cut-out pictures of fruit at his/her desk (real fruit
could be used as well). The teacher will ask each student to come to the desk and choose one
fruit picture. The teacher will then tell students to return to their desks and take turns stating
two to three short sentences to describe the fruit using a basic adjective they learned in a
previous lesson e.g. The banana is soft. The apple is large. This will help students review the
previous vocabulary and prepare them to use this vocabulary in the lesson for the day.
Introduction (5 min)
The teacher will ask for a volunteer to listen and write out the sentences onto the board. The
teacher will then hold up two pictures of fruit and ask, “Which piece of fruit is bigger, the
apple or the orange?” Students should respond accordingly, and the volunteer will write. The
teacher will verify the answer, and the teacher will ask 2-3 more questions using other pieces
of fruit to compare. The volunteer student will again write on the board. This spoken and
Chapter 5 Task 2
visual exercise will activate the students background knowledge of fruits which they have
previously learned, and it will reveal how much students may know about the use of
comparatives.
Optional: The teacher uses very simple language to write the goal/objectives of the lesson in
the corner of the board (see below). The teacher will read this or ask a student to read them.
Lesson Goal: We will learn how to compare food!
Grammar: Comparative Adjectives
Vocabulary: Food
Presentation (15 mins)
Based on the warm-up activity. Use the ‘Grocery Shopping’ presentation and explain to the
students that just like they compared the fruits given during the warm-up now they will
comparing food that can be found in the market or supermarket.
The presentation includes the following instructions for the students:
● Look at the pictures and compare the 2 or 3 items shown based on the questions
asked on each slide.
Clarify to the students that all answers must be complete sentences.
Ex. On the second slide, students are asked to compare Banana A and Banana B. A complete
sentence answer for that question would be “Banana A is smaller than Banana B”
Write on the board each answer you get from all the questions asked. Underline all the words
related to the food vocabulary and circle all the comparatives.
Read the food vocabulary and comparatives out loud and have the students repeat after you.
Practice 1 (7 mins)
Food Classification – Hand out the food cut-outs to the class, divide them into groups of 3.
Give them the ‘Food Classification’ worksheet. Ask the students to take the cut-outs and put
them into their correct categories on the worksheet. The categories are:
● Vegetables
● Meats
● Dairy
● Bread and grains
● Fruits
On the board, draw a facsimile of the worksheet and model out what you are expecting your
students to accomplish with this activity. Once the students are done categorizing the food,
ask for volunteers to say which food they put in each category. You may focus on accuracy
given that the answers will be simple words such as “chicken”, “cow milk”, “apple”, etc.
Practice 2 (12 mins)
Grammar worksheets – This is a two-part practice. The teacher will do an example on the
board for each worksheet.
Part 1 – Students have to write the comparative form of the adjective given.
Part 2 – Students will complete sentences using comparatives.
Chapter 5 Task 2
Production (10 mins)
Speaking with a partner – Hand out the ‘Food Pics’ worksheet and ask the students to work
in pairs. Each student should use the comparatives given on the worksheet. The comparatives
the students will be using are the following:
● Good
● Tasty
● Sweet
● Spicy
● Healthy
● Bad
● Cheap
● Expensive
In pairs, students will compare each meal they see on the worksheet and discuss the
comparisons with their partners. Each student writes down the comparisons made by their
partners and keeps them to be used in the Review part of the lesson.
Encourage students to share with their partners if they have ever eaten one of the meals in the
worksheet, and to share why they compared the food in the way they did. Students at this
level should be comfortable with using the present tense. Walk around the classroom, listen
to their conversations, help them out if they are struggling, but do not focus on accuracy,
focus on fluency, allow your students to speak freely.
Review (3 mins)
Refer to the activity done in the Production. Ask for a few volunteers to come up to the front
of the class and read 3 or 4 of the sentences given to them by their partners. Have them point
out which meals are they referring to and ask the class if they agree or not with the
comparison made. Ask the volunteers to say which are the words related to the food
vocabulary and which are the comparatives in the sentences they just read.
Homework (3 mins)
On the board, write the following instructions:
For homework, write 5 sentences comparing food you have at home or from the food you
find at the supermarket. Each sentence must include food-related vocabulary, a comparative,
and a picture of the food you are comparing.
(Optional) The teacher can draw an example on the board to help the students have a better
grasp of what is expected of them for this homework.
Chapter 5 Task 2