The teacher shows two pictures of Tehran and Paris and asks students to identify the cities. The teacher asks students to describe and compare the two cities using comparative adjectives they already know. The teacher asks questions such as: Which city is bigger? Which city is busier? Which city is more beautiful? Which city is more crowded? The teacher elicits different answers from the students and writes some of their sentences on the board, such as: Tehran is bigger than Paris. Tehran is busier than Paris. Paris is more beautiful than Tehran. Tehran is more crowded than Paris. The teacher then asks: "Which city is less crowded?" and elicits students' answers. The teacher asks students what they think "less crowded" means and uses their responses to lead into the target language.

The teacher uses some of the sentences produced by the students during the lead-in and writes them on the board: 1. Tehran is more crowded than Paris. 2. Paris is less crowded than Tehran. 3. Ali runs faster than Reza. The teacher underlines "more crowded," "less crowded," and "faster" and asks students to look at the sentences and identify what is different.

Teacher first returns to the examples from the highlighting stage and briefly reviews comparative adjectives. The teacher writes the following examples on the board: Tehran is more crowded than Paris. Paris is less crowded than Tehran. The teacher highlights "more crowded" and "less crowded" and explains that "less" is used to show a lower degree of a quality when comparing two things. The teacher contrasts "more" and "less": more crowded ↔ less crowded more expensive ↔ less expensive The teacher highlights the form on the board: **less + adjective + than** Examples: less crowded than less expensive than less beautiful than The teacher gives another example: Paris is less expensive than London. The teacher briefly explains the meaning and then asks students to make their own examples using adjectives they already know with "more" and "less." The teacher asks: * "Can you make a sentence using an adjective with 'more'?" * "Can you make a sentence using an adjective with 'less'?" The teacher elicits a few examples from the students and writes them on the board. The teacher briefly introduces common irregular comparative adjectives: good → better than bad → worse than The teacher gives examples: This restaurant is better than that one. This movie is worse than the other one. The teacher then introduces comparative adverbs and writes the following examples on the board: Ali runs faster than Reza. Sara speaks more carefully than Mina. The teacher asks students what the comparative words describe and elicits that they describe actions. The teacher explains that adjectives describe nouns, while adverbs describe actions or verbs. The teacher highlights the forms on the board: One-syllable adverbs → adverb + -er + than fast → faster than hard → harder than Adverbs ending in -ly → more + adverb + than carefully → more carefully than slowly → more slowly than The teacher introduces common irregular comparative adverbs: well → better than badly → worse than far → farther/further than The teacher gives examples: Ali speaks English better than Reza. Sara performed worse than Mina. My school is farther than yours. The teacher then asks students to identify whether the highlighted words are adjectives or adverbs: Sara is careful.* → adjective Sara works carefully.* → adverb Ali is fast.* → adjective Ali runs fast.* → adverb Finally, the teacher focuses on pronunciation. The teacher models the target language and students repeat chorally and individually: less crowded than less expensive than faster than more carefully than The teacher highlights the pronunciation of the "-er" ending in words such as "faster" and the pronunciation of "less" and "than." The teacher then checks individual students' pronunciation.

The teacher asks students to open their books to the Grammar Bank Practice section (page 135). Students complete the exercises individually. The teacher monitors the class, provides support when necessary, and checks that students are using the correct comparative forms, with particular attention to less + adjective and comparative adverbs. After completing the exercises, students compare their answers with a partner. The teacher then checks the answers with the whole class by asking different students to read their answers aloud. The teacher writes any common mistakes on the board and encourages students to explain why they chose each answer rather than simply giving the correct answer. The teacher provides additional feedback on the correct use of comparative adjectives, less + adjective, and comparative adverbs.

Teacher puts students into pairs and explains the task. Each student chooses two cities, countries, or places that they know and compares them with their partner. They can choose places they have visited, places they live in, or places they know about. The teacher gives a few examples to demonstrate the task: Compare two cities you know. Compare two countries you know. Compare Iran with a country you have visited or know about. Students discuss their chosen places with their partners and talk about different aspects such as size, population, cost, weather, beauty, transportation, or other features they find interesting. They are encouraged to give reasons and respond to their partner's ideas. The teacher monitors the students while they are speaking and takes notes on common errors and good examples. The teacher does not interrupt students unless they need help to continue communicating. At the end of the activity, the teacher asks a few students to share an interesting comparison they heard from their partner. The teacher provides brief delayed feedback on common errors and highlights some examples of effective language use.