Make an introduction to the topic by eliciting some situations. For example, try to stick a note above the WB but fail and ask for help from a taller student. He/she can do it. Ask Ss how he/she could do it to hear the answer ‘because she/he is taller’. Write 'tall' and comparative form of it on the WB. Give some more examples using children books, carrying desk and bookshelves and turning off and on the classroom light. While doing so, ask questions so that Ss can make comparisons. For example, showing two children books one of which is colorful and the other is black-white, ask ‘Do you think my kid would like this book or that book?’ Ss choose colorful book. Ask the reason. Ss are expected to say it is more colorful. If they don't give the expected answer give them clues. Then, write comparative form of colorful on the WB. Follow the same method for all examples.

Write the forms of the comparative adjectives that you have noted in the beginning of the lesson. adj + -er ( tall - taller), etc. Teach the pronunciation.

Give Ss the filling the gap HO. They are supposed to work individually and check their answers with pairs.

Divide Ss into 4 groups of 5 people. Name each group as A, B, C and D. Give them one pack of flash-cards which contains words and phrases so that Ss can bring them together to make correct sentences. After they make the first sentence, one member of the group should write the sentence on WB putting group letter in the beginning of the sentence. At the end of the activity there should be 8 sentences on the board. Ask Ss to check and try to correct each other's sentences.

Give each group a task and ask them to talk about it using comparatives. They will have 5 minutes so that each member can talk 1 minute. Make sure the Ss are using the TL. After each group complete its turn, ask them their tasks and to give one sentence.