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).

Teacher selects and shares the most important vocabulary that students brought during the week so everyone else can have them too. Students write down in their notebooks whichever words they consider relevant. Clear all doubts they might have. Remind them that some of the vocabulary will be evaluated in the following Grammar Weekly Test

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.