T shows the picture of a suitcase and asks "What's the problem here?" She elicits some answers from the students. She asks "Is this a travel problem?" (Yes) and "What other problems might we face when we travel?" Ss discuss the question with their partners. T does whole class feedback.

T distributes the HOs and wants Ss to circle the correct alternative. Ss do the task individually. T monitors and does whole class feedback in the end.

T uses example sentences from the exercise to highlight the forms that the Ss have difficulty in the first test stage. To clarify the meaning of "too", she shows the sentence "Plane tickets were too expensive." and asks "Was the price of the tickets normal? (No) Was it more than usual? (Yes) Does “too” have a negative meaning? (Yes) Do we use it before or after an adjective? (Before)" Then she shows the sentence "We had to spend too much money on the tickets." and asks "Did we spend a lot of money on the tickets? (Yes) Is it more than we usually spend? (Yes) Is money countable or uncountable? (Uncountable) Do we use too much or too many with uncountable nouns? (Too much) Do we use too much or too many with countable nouns? (Too many)" To clarify the meaning of "enough", she shows the sentence "The bus was comfortable enough." and asks "Were we happy with the comfort of the bus? (Yes) Was it sufficient? (Yes) Is comfortable a noun or an adjective? (An adjective) Do we use “enough” before or after an adjective? (After) Do we use it before or after an adverb? (After)" Then she shows the sentence "I didn’t have enough space in my suitcase." and asks "Is space a noun or an adjective? (A noun) Do we use “enough” before or after a noun? (Before)" She does substitution drilling chorally and individually by giving them different adjectives and nouns to substitute the one in the example sentence.

T distributes HOs and wants Ss complete the sentences using "too, too much/many and enough". After they finish, they compare their answers in pairs. T does whole class feedback.

T asks "What's a coach bus?" and elicits students' answers. She asks "What is important when you are travelling on a coach bus?" Ss work in pairs and brainstorm ideas. Then T does whole class feedback. She distributes the HOs and asks what they think of the two coach companies. She wants Ss to work individually and write a paragraph comparing the two companies. After they finish wiritng, Ss compare their paragraphs in pairs. T does whole class feedback.