Teacher writes two example sentences from the AEF2 Grammar Bank on the board (one with a basic adverb and one with a comparative adverb). Students read and discuss what the difference is between the two actions. This naturally introduces the target grammar in the Grammar Bank section

The teacher shows model sentences and underlines the comparative adjectives so students can identify the target structure

Teacher guides students to notice adverbs and comparative adverbs in example sentences from the Grammar Bank. Students identify patterns (short adverbs: -er, long adverbs: more + adverb) and practice forming sentences using comparatives with pronouns (e.g., faster than me / than I do). Students actively participate by giving their own examples, repeating sentences aloud, and answering comparison questions to reinforce understanding

Students complete sentences from the Grammar Bank using the correct adverb or comparative adverb (gap-fill, multiple choice). They also transform sentences to use comparatives with pronouns (e.g., “He drives carefully He drives more carefully than me). Teacher monitors closely, corrects mistakes, asks concept-check questions, and encourages repetition.

Students create their own sentences and ask/answer questions using comparative adverbs and pronouns