- T writes names of few people she knows (like my boss, my friend, my brother, my fav. personality) - T also writes some of the adjectives that Ss have learned in the previous session (interesting person, tall, difficult character etc.) alongside the pictures. - Ss discuss in pairs to create sentences out of it and T elicits few examples. e.g. Her friend is tall. Her boss is a difficult character.

- T adds another picture (of herself) in the centre alongside the the picture of a friend with the adj. tall; now there are two people. - Few CQs: 1) how many people are there now? Two. 2) What's the adjective in the middle of both these people? Tall. 3) Can we compare their height by using the word 'tall'? Yes. Elicit the correct sentence from the Ss. e.g. She is taller than her friend. - T adds another friend who is not that tall; ask Ss to now frame a sentence. She is __________ taller than her friend. (a bit) Test#1: - Ask Ss to solve Ex. 1-a on Comparatives (1 to 6) - Ask Ss to check in pairs - T puts up the A3 size on the board for WC checking and elicits the final answers from Ss OR simply check from the audio. Feedback: check in pairs and WC; elicit the clarification from Ss for any errors (use CCQs from LA)

1) -Ask Ss to observe the sentences and see what happens if they remove the intensifiers or mitigators from it? Ask some of the CQs: - Does it still compare something or someone? Yes - Does it give a clearer idea? Yes. - Ask Ss to discuss and justify the usage of words; elicit from Ss- to show big difference, small difference and when its same. Feedback: monitor the discussion, clarify as required (WC) 2) Ss will quickly solve ex. 1-b. in pairs the 3 categories: a) small difference b) big difference c) same. Feedback: elicit from Ss as WC; first elicit from Ss or else clarify that these words are used to make stronger comparisons.

- T gives fill-gaps to students and asks them to attempt it individually. ICQs: 1) do we use all the words given in the table for one sentence? no. 2) do we share our answers during the test? no. 3) is there a time limit? yes. Feedback: check in pairs; as a WC, elicit few examples from Ss for any common errors and clarify Provide the answer key.

- T writes sentence from Ex. 2-a; ask few Ss to read it out loud. 'Watching him is far better than watching television." - monitor to check the pronunciation and sentence stress - model and drill - T asks Ss to read sentences from 2-b to their partners and check the pronunciation - underline the stress word/s - call up one person for each sentence and read aloud - Ss give feedback on stress - Feedback: PW, WC, T models the correct pronunciation and stress by using various drills

- T groups the students (a, b, c, d...a, b, c, d...) - give each group a talking-card which will have supporting words and few adjectives which can be used to describe people - ask Ss to talk to their group about the speaking topic - "Who would you most like to meet and why?" - T monitors the conversations closely and notes the errors on WB. Feedback: clarify the errors noted on board by eliciting from Ss or peer feedback (use LA CCQs if required)