1.- T will as students if they have any pets, if they don't it doesn't matter 2.- In pairs, students will discuss the following question in BOR: What do you prefer, dogs or cats? why? (if they prefer any other they can mention the pet they prefer and answering why) They will have 2 minutes to discuss it 3.- Ss come back and teacher makes OCFB

1.- T will ask the students to read the text individually- 3 minutes 2.- T will make BOR so they discuss the topic of the text, what was it about?-2 min *If there are not enough students we'll just jump to the OCFB 3.- OCFB

1.- T will introduce the underlined sentences in the text 2.- T will ask Ss to find a pattern 3.- T will set groups 4.- In groups Ss will underline the TL sentences left - 5.- Ss come back and T makes OCFB

1.- T will present some examples to Ss: *Collecting koi is far more addictive than you might think *They're as beautiful as butterflies *They're slightly bigger than the ones I've got *I paid considerably less than this 2.- MEANING T will ask Ss some CCQs so Ss identify the function of the sentences: *What are these sentences refering to? comparisons *Complete the chart with the correct sentece Which sentence(s) refer to... Big difference: Small difference: No difference: 3.- FORM: In sentence 1, which structure do you see? Subject + _________ + (_________) + _________ + than +________ What about sentence 3? Subject + _________ + (___________) + _________ + than + ___________ *The teacher will explain how adverbs work in sentences= as modifiers to show big or small sentences *T will ask Ss why they think that in sentence 3 the adjective ends in -er *T will explain that regular verbs with one syllable just need to add -er at the end to make it a comparative adjective //// adjectives with two or more sentences should be formed by more + adjective + than *Irregular adjectives have their own conjugation just as irregular verbs e.g.: good≠goodder/more good. Good= better and so on Now let’s focus on sentence 2 Subject + _________ + as +____________+ ___ + _____________ And finally sentence 4 Subject + _______ + __________ + _________ + than + ______ *T will explain the structure to students, when we use as... as we always put the adjective in the middle. The adverb comes first *T will comment to students that we can also use adverbs compare determiners 4.- PRONUNCIATION *T will read the sentences aloud and ask students to identify the stress *T will ask Ss to repeat contractions *T will ask Ss to repeat the sentences after her (drilling)

1.- T will share a google forms with scrambled word sentences: Ex: are cats Dogs bigger way than . 2.- Ss will answer the google forms by organizing the words in the correct order Answer: Dogs are way bigger than cats 3.- T will ask ss to compare answers with a partner 4.- OCFB

1.- T will ask Ss to think about their life before and now during pandemic, how has their life changed? T will provide her own example so Ss have a better understanding: Since the pandemic started I became way lazier than before it; but I don't have quite as work as when we weren't lock down. 2.- Ss will discuss their answers with a partner 3.- T will monitor discussions 4.- Check and compare different experiences 5.- DEC: For example: I am not as better as when I was at school *Correct better, for as...as we use the adjectives in their base form