- T greets Ss - T briefs Ss about comparatives and superlatives to awaken their memory - T gives Ss an activity about comparatives and superlatives. - T monitors Ss who have lack on knowledge.

- T tells Ss to look at exercise 1 and do it in pairs - T monitors Ss in breakout rooms. - Ss discuss/compare their answers when back to main room. - Ss explain. why its wrong or right? Listening 3.12, 3.13, 3.14 - T Focuses on the example sentences and play audio 3.12, 3.13 and 3.14 for Sts to listen and repeat. Encourage them to copy the rhythm. Then go through the rules with the class. Focus on the two information boxes and go through them with the class.

- T pre-teaches / elicits the meaning of distracting (taking your attention away from what you are trying to do). - T makes sure Ss understand the lexis, e.g. reliable. adjust and reach.

- T Focuses on the task 4c. Point out the example, explaining that, Sts have to make a superlative sentence using the given adjective, i.e. Cycling is the most dangerous. Then they must compare the other two remaining, i.e. Riding a motorbike is more dangerous than driving. - T sends Ss to breakout rooms and get them complete the task. - Ss discuss their answers when back to main room. - T asks them to give reasons to their answers.

- T Tells Ss they are going to read a text about some American research looking at the causes of road accidents - T Asks Ss some comprehension questions, e.g. How did the scientists do their research? (They put video cameras and other gadgets into more than 3,500 cars.), How old were the drivers? (Between 16 and 98), How long did the research take? (Three years), etc. - T puts Ss in pairs and get them to discuss questions 1–3, - T elicits some opinions from various pairs, but doesn't tell them if they are correct.

If there is enough time, - T gives Ss some gap fills exercises from page 136 about comparatives and superlatives.