I will show a slide with various pets on it to engage quick discussion. Ss to respond to the questions - Do you have any pets? - What makes a better pet? Why?

I will instruct students to quickly read the text to find sentences that compare things. - Read the text and find sentences that compare things. - Time: 2 minutes ICQ - what are you looking for? (comparisons) - how long do you have? (2 mins) I will then share the link to the text in the chat https://forms.gle/HwKAgu1onL12Ya9R9

MEANING (5 mins) I will show a cline scale of least to most difference. I will nominate students to share a sentence they found and ask where to put it on the scale. I will ask CCQs to help them discover the answer - Are they talking about a big difference or a small difference? - How can you tell? I will type the sentences in the chart FORM (Intensifiers / degree of difference) 1. Small difference: slightly/a bit + comparative adj + than (2-3 mins) I will copy a sentence to blank slide and lead the students to discover the form. - Let's look at HOW we make these sentences. eg 'They're slightly bigger than the ones I've got.' - Look at the adjective - is it 'big' or 'bigger'? why? (bigger because we're comparing) - when comparing, the adjective changes form - What comes before 'bigger'? (slightly) - Does this show a BIG difference or a SMALL difference? (small) - What comes after the comparative? (than) - So what is the pattern? slightly/a bit + comparative adj + than Write it on screen, elicit answers to mark the stress, weak forms, linking/connected words Drill it immediately (choral + individual) 2. Big difference: much/far + comparative adj + than (2-3 mins) I will copy a sentence to blank slide and lead the students to discover the form. - Let's look at HOW we make these sentences. eg 'far more addictive than.' - Look at the adjective? Is it 'addictive' or 'more addictive'? (more addictive) - Why does it have more? (comparing) - What comes before 'more'? (far) - How does this change the meaning? (bigger difference) - And what comes after the comparative? (than) - So what is the pattern: much/far + comparative adj + than Write it on screen, elicit answers to mark the stress, weak forms, linking/connected words Drill pronunciation immediately (choral + individual) 3. Very big difference: nowhere near as + adj + as (2-3 mins) I will copy a sentence to blank slide and lead the students to discover the form. - Let's look at HOW we make these sentences. eg "Nowhere near as high as" - What is the adjective here? (high) - Is it 'high' or 'higher'? (base adjective) *this is important* - with this structure we always use the base form of the adjective - can i say "nowhere near as higher as?" (no) - What comes before 'high'? (nowhere near as) - What comes after 'high'? (as) - Is the difference big or small? (Very big - they're not even close) - So what is the full pattern? (nowhere near as + adjective + as) Write it on screen, elicit answers to mark the stress, weak forms, linking/connected words Drill pronunciation immediately (choral + individual) PRONUNCIATION I will drill them on stress, weak forms, and linking as part of the Form exercises

Gap Fill (2 mins) I will share the gap fill exercise: https://forms.gle/M6qLpxVJrP5QoqFa9 I will demo the first sentence with them, explaining they have 2 mins, just write the word for the gap, and not to submit answers ICQs - Can you use a word more than one sentence? (no) - Do you have to write the full sentence? (no) - How much time do you have (2min) - Do you need to submit? (not yet) Peer Check (2 mins) I will have them peer check in a private chat to each other I will then have them submit their answers OCFB (5 mins) I will display my screen to show google form responses I will go through one question at a time, focusing more on any that were incorrect (prioritizing #3 as it uses a base adjective, not a comparative) - nominating students answers - CCQs to confirm "why" (is this a big difference or a small difference?) where is the stress? - annotate screen to mark stress - drill the full sentence with everyone (model, choral x 2, individual 1-2)

Writing practice: (2 mins) I will show the simplified forms of comparatives on the white board and instruct students - Think about two pets or animals you know - Write 2-3 sentences comparing them - You have 2 mins Share and discuss: (4-5 mins) - Nominate students to share 1 sentence each until 4-5 have been shared - making note of any errors, any good sentences DEC: (2-3 mins) - post sentences on whiteboard - students identify the problems (can you spot the problem? how do we fix it?) - drill the correct form (everyone repeat) - alternatively drill sentences that are good