The lesson will start with a discussion about family members. I will ask students questions such as “Who is the most organized person in your family?”, “Who usually drives?”, “Who is always busy?”, and “Who spends the most time studying or working?”. Students will talk about their family members and their personalities

Students will complete Exercise B on page 39 individually and then compare their answers in pairs. Answers will be checked with the whole class. I will write some TL examples on the board (faster, worse, busier, more stressed, more quickly, as patient as) and draw students’ attention to the comparative forms.

I will clarify meaning, form, and pronunciation of comparative structures. Meaning: I will ask CCQs such as “Are we comparing one thing or two things?” (Two) and “Are they the same?” (No). I will also clarify that comparative adjectives are used to compare two people, places, or things, while comparative adverbs are used to compare two actions. For example, in the sentence “My father is more patient than my brother”, are we comparing two people? (Yes). Who is more patient? (My father). In the sentence “My sister drives more carefully than my brother”, are we comparing two actions? (Yes). Who drives more carefully? (My sister). For the structure as…as, I will ask: “Are the two people different?” (No) and “Do they have the same quality?” (Yes). Form: I will review short adjective comparatives and focus mainly on long adjectives (more + adjective + than), comparative adverbs (more quickly), less + adjective + than, and as + adjective + as. A simple chart will be drawn on the WB. Pronunciation: I will drill the stress in phrases such as “more stressed than”, “more quickly than”, and “as patient as”. Irregular comparatives such as better and worse will also be highlighted.

Students will complete the Grammar Bank 5A exercises individually. They will check their answers in pairs and then answers will be checked with the whole class.

Students will work in groups of three or four and compare different aspects of their lives (cities, restaurants, vacations, university courses, family members, etc.). They should use comparative structures while speaking. At the end, each group will report some interesting comparisons to the class. Feedback will be provided if necessary. WB exercises will be assigned as HW.