Write 3 neutral prompts on the board: A difficult situation A very good experience A problem at work or home Students work in pairs. They describe the situation freely. Partners ask one follow-up question. The teacher listens without correcting. Brief whole-class sharing (1-2 examples).

Vocabulary: size category, weight group, speed level, best option, preferred choice, treatment option, lab sample, test panel, sedation protocol, anesthesia plan, pain evaluation, treatment comparison, procedure choice, recovery outcome -Present each item with a clear definition. -Give one example sentence. -After each word, nominate one student to produce a sentence orally. -Reformulate gently when needed. -Students write vocabulary in notebooks.

Write contrast sentences on the board: -It is very cold. -It is so cold. -It is too cold to work. -It is such a cold day. Elicit meaning differences: -Which is a problem? -Which only adds emphasis? Highlight structure differences (such + noun). Students copy key examples.

Students work together answering the exercise. Complete short sentences choosing very / so / too / such. One by one read a sentence, give the answer, and re-read it complete.

Write examples: -There is enough time. -The room is big enough. Contrast with incorrect forms: -enough big Elicit meaning: sufficient vs insufficient. Students copy examples.

Students work together answering the exercise. Students complete sentences using enough / not enough. One by one read a sentence, give the answer, and re-read it complete.

Write three model sentences: This option is as good as the other one. It was so expensive that we changed plans. It was such a difficult case that we needed help. Elicit: -Equality vs result -Adjective focus vs noun focus Explicitly say: -"We don't use too...that in English."

Students work together answering the exercise. Students choose the correct structure (as...as / so...that / such...that). One by one read a sentence, give the answer, and re-read it complete.