T posts the picture of two famous people, one American actress, Angelina Jolie, and one famous Turkish model, Azra Akin. T does not show the students the pictures and just says, "I am going to tell you about my sisters." T talks about their age and height and then asks who is older, who is taller to have them get a sense of the target language he is going to teach. T turns the pictures. This can cause a funny atmosphere in the class because they understand the T was joking that they were his sisters. T asks two subjective questions, " Are they beautiful or ugly?" followed by another this time more subjective one, "who is more beautiful?" to elicit a response which might vary from person to person. He later uses the same sentences as his model sentences for the clarification stage. This could then serve the purpose of talking about famous people and one's own family which are his context under a broader context of comparing people for teaching the target language, comparative adjectives.

The warm-up and the idea of "my sisters" could well prepare the students for this stage. 1. The instructions are given: Read the sentences and say True or False. 2. An example is given by writing it on the WB: Azra is younger than Angelina. True. 3. Hand-outs are distributed. 4. The students are asked to write the answers to the questions individually. 5. They are told to check their answers with their partners. 6. The responses are shared as whole class feedback.

1. T tells the sts to underline the words that contain -er and also more. 2. One example is written on the board and underlined. 3. As Students are underlining the TL in the sentences, the sentences for the next stage will be written on the WB. 4. Students responses are checked chorally.

The following steps will be followed to clarify the meaning, form and pronunciation of the target language, comparative adjective: 1. Four sentences will be written on the board: Ali is richer than Mehmet. Azra is taller than Marilyn. Ali's car is more expensive than Ata's car. Tarkan is better than Soner. 2. The morpheme -er and the words than and more are underlined with a different color marker. 3. T tells the meaning using examples and CCQs: Ali has 10 million dollars. Is he rich? Yes. Mehmet has 5 million dollars. Is he rich? yes. Who has more money? Ali. Aha. Ali is ... (eliciting) .... richer. T underlines the related part, -er and than. Next: Azra is 172 cm tall. Marilyn is 169. Is Azra tall? Yes. Is Marilyn tall? Yes. Who is taller? Azra. T underlines the related part, -er and than. Next: Is Ali's car is a Ferrari. Is it expensive? Yes. Ata's car is a BMW. Is it cheap? No. Is it expensive. Yes. Which one is more expensive? Ali's. Yes, Ali's car is more expensive. Form is highlighted as the CCQs are asked one by one. 4. T says that with small adjectives, we use -er than ... with long adjectives we use more.... than. 5. The rule of spelling are written on the WB: The doubling of the final consonant in one syllable words with a vowel consonant is and also the omission of -y and addition of -i before inserting -er are mostly mimed. 5. As the form is highlighted with the different color board-marker, the T writes adjective above the adjectives in the model sentences. 6. Now the sentences are drilled so that the students know how they should pronounce "than" in the sentence.

1. T uses the prompt cars to make sure the students know how the forms are used with different adjectives. 2. T gives instructions for the next activity. 3. A paper with two columns are on the wall for each group. 4. Two sets of cards with different adjectives will be given to the groups. 5. They start putting the adjectives under the right column. 6. One member of each group will go to check the other group's performance.

1. Instructions are given: Read these sentences. Fill in the sentences. For example. Number one. The example is written on the board: 1. My brother is ……taller…….. than me. (tall) 2. T gives out the hand-outs. 3. Students do the activity. 4. T monitors to make sure students followed the instructions. 5. Early finishers are asked to help their neighbors. 5. WC feedback wraps up this activity.

1. T tells students to write 10 sentences about a person in their family and find ten ways they are different. 2. After instructions, two examples are done and written on the board: a. I am thinner than my brother. b. He is cleverer than me. 3. The hand-outs are distributed. 4. The time is set and after three minutes, they are asked to stop. 5. The sts are asked to work in groups of three to talk how they are different from their family mebers. 6. If time allows and the activity is run smoothly, T asks one student to say how one of his/her group mates is different from the family member.