The lesson begins with a lead-in activity using several pictures of animals performing different actions. Students are asked questions like: Which animal runs faster? A cheetah or a lion? This encourages students to think about how actions can be compared and introduces the need for comparative adverbs naturally.

The teacher guides the discussion about pictures, eliciting comparative adverbs from the students and noting them on the board.

The teacher first gives a brief explanation of what an adverb is and also the use of comparative adverbs for comparing actions. Then, the teacher asks students some CCQs using sentences written on the board: A cheetah runs faster than a lion than lion. Which word shows the comparative adverb? faster An African Grey parrot imitates sounds more clearly than a Budgie. Which word shows the comparative adverb? more clearly An ostrich can run as fast as a racehorse. Which structure do we use for equality? as...as A turtle does not move as quickly as a rabbit. Which word do we add to show inequality with as...as? not After that, the teacher writes the formula on the board: adverb + er + than more or less + adverb + than as + adverb + as not + as + adverb + as

Students have two minutes to do the tasks on page 138 of the SB individually. (5B number 6, 8, and 10). The answers will be checked with the whole class.

Students form groups of three and they have 10 minutes to talk about their family or friends using comparative adverbs. They can ask and answer questions like: Who drives faster in your family? Who tells stories more interestingly, your grandparents or your parents? Who writes more neatly, you or your classmate? During the activity, the teacher monitors the groups. After the discussion, feedback will be given if needed.