1. Teacher (T) welcomes students (Ss). 
 
2. T introduces the topic by showing video about natural wonders of the world. Instructions: "Watch the video and decide which place is far more beautiful than the others". 3. T listens to some of the students' answers. 4. T asks Ss to answer the question in pairs or small groups: "What do you consider a precious jewel in nature?" and sends them to BreakOut rooms. Instructions: "Answer the question in BreakOut rooms. You have 2 min." ICQs (if needed): Do you work in pairs or individually? (In pairs) Where can you find the question? (In a google document or in the chart box) 5. Ss answer the questions in pairs or small groups. 5. Ss share some of their answers in open class feedback.

1. T introduces the text about koi to Ss. (Google Jamboard). The text contains the target language: as beautiful as, almost as much as, nearly as expensive as, Far more addictive than, Considerably less than, slightly bigger than. 2. T asks Ss if they know what koi is. Then T asks Ss to read the text and find an answer to the gist question: "Why did koi become the most expensive and collectable fish?" T may ask a student to read the gist question for the whole class. Instructions: Please, read the text and answer the question. You have 3 min. Show me any sign in Zoom when you are ready. ICQs: What do you need to do when you finish reading the text? Show me a sign (raise your hand, use emoji). Do you need to answer immediately? No. 3. Ss check their answers in small groups or pairs (they may use Google document). Instructions: Discuss your ideas in BreakOut Rooms. You have 2 min. ICQs: Do you work individually or in groups? In groups. 4. T elicits answers to the gist question in open class discussion. CCQs: How much money can collectors pay for a grown koi? (£18,000) Are koi as beautiful as butterflies? (Yes)

1. T provides Ss with a list of key phrases (target language). (Google document) 2. T asks Ss to scan the text and underline the phrases from this list in small groups or pairs (Google document). Instructions: Scan the text and underline the phrases from this list in small groups or pairs. You have 3 min. ICQs: Do you need to underline the phrases in a document? (Yes). How much time do you have? (3 min). 3. T checks the underlined words and provides Ss with the answers.

Meaning 1. T attracts students' attention to the key phrases and asks Ss to match them with three parts of the table: 1.a big difference 2.a small difference 3.no difference. Answer Key: A big difference: Far more addictive than Considerably less than A small difference: almost as much as nearly as expensive as slightly bigger than No difference: As beautiful as Instructions: Work in pairs. Look at the underlined phrases in the article. Write them in the table. You have 3 min. ICQs: What three categories are there in the table? (1.a big difference 2.a small difference 3.no difference). Do you need to make notes in a google document? (Yes) 2. Ss work in BreakOut rooms. 3. T checks the answers and elicits any mistakes and asks to correct them. CCQs: Can you name something that nearly as expensive as a koi fish? (a luxury car, black caviar and so on) What can be far more addictive than watching at koi in the pond? (Playing games, watching films and so on) Form: 1. T shows the key phrases again. The adjectives are highlighted in blue and adverbs are highlighted in green. T elicits the answers to the questions: 1. What part of speech do the blue words represent? (Adjectives) 2. What form do the adjectives 'more addictive', 'less' and 'bigger' have? (comparative) 3. What part of speech do the green words represent? (Adverbs) 4. What do we compare with these phrases? (Different nouns) 2. T provides students with three columns of the phrases and asks Ss to identify the form of their phrases. T elicits the form of the first column together with Ss as demoing: as + adjective + as. 1. as beautiful as 2. almost as much as, nearly as expensive as (adverb + as + adjective + as ) 3. far more addictive than, considerably less than, slightly bigger than (adverb + comparative adjective + than) Instructions: Work in pars. Discover and note down the forms for columns 2 and 3. You have 3 min. CCQ: Can you change adjectives and adverbs in these phrases? (Yes) Pronunciation: 1. T shows Ss three sentences form the text about koi: 1. They're as beautiful as butterflies. 2. That's almost as much as I paid for my house. 3. I paid considerably less than this. 2. T elicits connected speech and weak forms. After that, T provides choral drill. Ss repeat after the teacher. CCQ: If one word ends in a consonant sound and the next one starts in a vowel sound (beautiful as, much as) do you pronounce them as one word or as two? As one word.

1. T asks Ss to read the task: "Complete the text with the correct words from the frame". ICQs: Are you going to fill in the blanks? (Yes) What words are you going to use? (The key words from the frame) 2. T sends Ss to discuss their answers together in BreakOut Rooms. T also reminds Ss about a Google document where they can make their notes together in groups or in pairs. ICQs: Do you need to discuss the answers together? (Yes) Should you make the notes online in a Google document? (Yes) People often argue about whether cats make far better pets (1)_____ dogs. While dogs are nowhere (2) _____ as independent as cats, they tend to be a great deal more affectionate. Cats can be slightly (3)______ destructive in the home than dogs and are more likely to damage the furniture. It’s (4)_________ easier to look after a cat, but dogs are (5)_______ at protecting your property. However, dogs become calm and as (6)_______ as cats when they get older and don’t need (7)______ much exercise. What is your opinion about cats and dogs? Answer Key: 1than 2near 3more 4considerably 5much better 6lazy 7almost as 3. In a whole class discussion T asks Ss to share their answers in the Chat Box or just shares the answers on the screen. If there is only one group and most of the answers are right, T can demonstrate the Google document completed by Ss and provide them with positive comments and answers.

1. T mentions that at the beginning of the lesson Ss made a list of precious jewels in nature and shares this list with them. 2. Ss have to compare options from this list or other animals and places that come to their mind using the key phrases: as beautiful as, almost as much as, nearly as expensive as, Far more addictive than, Considerably less than, slightly bigger than. Instructions: Compare these precious jewels in nature or other animals and places that come to your mind using the key phrases. You may change adjectives and adverbs. Work in BreakOut Rooms in pairs or small groups. You have 5 min. T provides students with a demo: I consider Mount Everest far more dangerous than the Great Barrier Reef. What about you? 3. Ss work in BreakOut Rooms. T listens to them, noticing slips and errors.

1. T asks the students to share some of their ideas and answers in the open class discussion and comments on some of them. 2. DEC: T shares some students’ mistakes on the whiteboard in Zoom. Students discuss in pairs how to correct these mistakes. If there are no mistakes to correct, T may share two sentences and ask students to tick the right one - b: a) It was far worse from all the other storms that I had experienced. b) It was far worse than all the other storms that I had experienced. 3. T elicits the right answers and praise the students when it is possible.