Show students first slide with pictures of koi fish. Ask "What kind of fish are these? (koi fish, a type of carp), What do you know about them? (they are originally from Japan) Are they more expensive than other fish? (yes!) Are they usually eaten? (No) What are they used for? (used as pets and decoration) Pre- teach the concepts "breeding", "lucrative" and "outrageous" by showing the following sentences from the text they are about to read: Breeding koi is getting more and more lucrative. / It still seemed outrageous to me - koi fish cost almost as much as I paid for my house! CCQs: Do koi fish have babies when they breed? (yes) / Is breeding about making more fish? (yes) / Do people breed koi to sell them or just watch them? (To sell them) If something is lucrative, do you make money from it? (yes) / Do you make a little money or a lot? (a lot) - refer to cognate in Spanish "lucrativo" Was the speaker surprised by the price? (yes) / Did the speaker think the price was normal or too much? (too much) / Was the price small or very big? (very big)

Show G-form with article about koi on screen. Tell students they are about to read the text and complete it using the multiple choice activity on the form. Go through the statements in class. Encourage them to read it quickly just to get an idea of the answers by giving them only 3 minutes to submit their answers. Share G-Form via chat. Answers: a) One recently sold for £250,000. b) Serious collectors can pay up to £18,000 for a fully grown koi, c) Jean wasn't impressed by some of the koi on sale either. d) They're just so amazing to look at. Use response tool to see if Ss had difficulties with any statements in OCFB.

Meaning Show activity 2) on padlet with comparative statements found in the text in pink and instruct Ss to drag the phrases to the appropriate sections "a big difference/ a small difference / no difference". Share link and tell each Ss which slide is theirs. Tell them they can refer back to the article for assistance in meaning of the phrases and give them 2 minutes to complete the task. Answers: A big difference - "far more addictive than" / "nowhere near as high as" A small difference - "slightly bigger than" / " nearly as expensive as" No difference - "as beautiful as" / "these aren't any nicer than mine" Check answers together for activity 1. For their second activity on meaning, show the slide on padlet and instruct students to drag the correct phrase to the correct question. Assign slide per student and ask them to complete it in 2 minutes. Check answers together. Answers: Which phrase means the others were half the size? -"Twice as big as" Which phrase describes something that continuously changes? - "it is getting more and more lucrative" Which phrases mean that one thing depends on the other? - "The more I learned about koi, the more interested I became" and "the bigger they are, the more they cost" Form Show Google slide and ask students to complete with the appropriate form for each phrase provided. Share link to G-slides and assign each Ss a slide. Give them 1 minute to complete the task and check answers after in OC. Answers: Far more addictive "than" Almost as much "as" Slightly bigger "than" Considerably less "than" Nowhere near as high "as" Nearly as expensive "as" In the second part of the form section, students have to match the rule about comparatives with the correct example. Tell them they have 2 minutes to complete the activity and then we will check the answers together. Answers: 1. "Koi are much/a lot more expensive than goldfish. This one's a bit/a little cheaper than all the others" 2. There are far more people here than I expected. 3. I have less free time and fewer days off than I used to have. 4. Koi are getting more and more expensive. (=the price is increasing all the time). 5. The survival rate was getting better and better. Pronunciation Show activity on padlet and tell students they are about to listen to an audio with 5 sentences. They have to listen, recognize and mark the words with stress by dragging a bubble or circle above the words in this interactive activity. Give an example of how to do so, by completing the first sentence together. Tell them that the "bubbles" present per sentence give them a hint of how many words should be stressed in each sentence. Assign a slide per Ss and give them 3 minutes to complete the task. Play the recording of the audio twice and check answers together. Encourage them to draw from their previous knowledge on which words usually have strong forms and which are weak. Answers: 1. beautiful / butterflies 2. more / learned / koi / more interested / became 3. Breeding/ koi / getting / more / more / lucrative 4. almost / much / paid / house 5. normal / price / nowhere / near / high / that Elicit Ss about why they chose those particular words to stress. FCQs: Which words are usually stressed in a sentence? (nouns, main verbs, adjectives, adverbs, etc.) Which words are usually weak and not stressed? (articles, prepositions, pronouns, etc) What examples of weak and strong words do we have in these sentences? (strong: see above / weak: the, about, and, as). Mention that in these examples because we want to emphasize the comparisons, words like "more, much" are particularly stressed.

For the controlled practice students fill in the gaps to complete the sentences comparing cats and dogs using words provided. Show G-slide of task and assign a slide per Ss. Tell them they have about 3 minutes to complete the task and FB in OC. Encourage them to use their newly acquired knowledge on comparing nouns. Answers (in order) than / near / as / great / more / likely / considerably / far

Show G-slide on speaking exercise. Tell Ss they will now have time to have a conversation with a partner about their own opinions using comparisons. Go through the slide together: (The more you earn… / The older you get… / Looking after animals isn't nearly as time-consuming as… / ____ is as interesting as ____). Tell them they have about 1-2 mins to make notes on assigned slides. Then they will go into BORs and compare their answers with their partner. Tell then to ask each other follow up questions (Do you agree with this?). Open BORs for 5 mins and monitor. Note examples of good use of comparing nouns learned. Provide DEC on content and language in OCFB.