T shows students pictures of two men - overworked and on vacation. This is one and the same man. How does he look on the first one? (Tired, stressed, angry, irritated, sad) But here he is finally on vacation. How does he look on the second picture? (Relaxed, happy, joyful, peaceful). If we want to compare the man before and after the vacation, what can we say? How does he look on the second picture? (more relaxed. happier, more peaceful). Compare. As...as; less... than

T asks Ss to read to work in pairs. Read the text once again and cross out the wrong word. HO1! T elicits the rule of comparatives using CCQ. 1) When we want to compare qualities of something, for example if the want to say that we used to talk fast, but now we are talking.... (faster). So what happens here? (we add -er to the word) [print FAST for the WB] 2) If want to say that we stressed, but now we are even (more stressed). What happens in this case? (we add more) [STRESSED for the WB] 3) If we want to say that the cities were big in the past, but now they are even (bigger) What happens here? [BIG for the WB] 4) If we want to say that we were busy in the past, but nowadays we are even (busier). What is special about this example? [BUSY on the WB]

T gives the students the list of adjectives and asks to match the rule to the group of adjectives. HO2! Monitors, gives feedback. Now, if we want to compare actions, like QUICKLY or SLOWLY, what are we going to need? (more, less) [QUICKLY and SLOWLY for the WB] Are there any exceptions? --> hard, well, badly

T gives Ss HO2 (ex 4C p 153 Teacher's Book) Asks to work in pairs, make up sentences to describe pictures. Monitors, then feedback.

Ex 4D p 154

4C p 197 T divides the Ss into groups of three. Gives them cards, face down. Asks to discuss as many topics as they can, comparing and giving pro's and con's.