Use a lead-in question to quickly get learners engage with the lesson´s target language.

Use exercise 2b from page 40 to get students working with the target language of the student book. Share google form with the group via the chat box. Give a 3 minute time limit and tell students to wrap up when the time allowed elapses. Check the responses to see if students struggled with parts of the quiz. Instruct students to fill in the gaps in the article with the sentences and phrases from the word bank.

Cover meaning, form and pronunciation of the target language. ≠far more (addictive) than ≠nowhere near as (high) as ≠considerably (less) than ≠not nearly as (exotic) as ≠a great deal cheaper (than) ≈almost as (much) as ≈nearly as (expensive) as ≈slightly (bigger) than ≈not quite as (enthusiastic) as =as beautiful as =not any (nicer) than =no (more time-consuming) than Use recording from CD2, Track 1 of student book to hear demos and drill pronunciation chorally.

Provide controlled practice of the target language using exercise exercise 5 from page 41 of the student book. Share the google form (mirrored by slide in google docs) through the group chat. Allow 4 minutes for students to choose the correct answers in breakout rooms. Prompt them to read the text and fill in the gaps with the words from the bank in the exercise. Share google forms quiz.

Use exercise 8a and 8b from the student book as a framework to build a communicative task for the students to practice fluency. Breakout Rooms a. Work in pairs. Choose two places, two people or two things that you both know well (cities, actors, bands, restaurants, etc.). b. Work on your own. Write 3 sentences comparing the places, people or things you and your partner chose. Try to use the small–, big– and no–difference structures that we just practiced. Examples Small܃ Lima is slightly bigger than Bogota. Big܃ The elevation in Lima isn՚t nearly as high as the elevation in Bogotá. No܃ The nightlife in Lima is as vibrant as the nightlife in Bogotá.