T sets timer for stage (10 min) T greets S and introduces topic: “Today we’re going to talk about comparing things in your life.” T asks S: “Which city is better for you Montreal or Granby? Why?” T listens and takes notes of language use. T asks follow-up questions: “Which is more expensive?” “Which is more interesting?” T asks another question: “Who is the most interesting person in your family?” T encourages extended answers. T does not correct immediately, but notes errors for later. OCFB: 9. T briefly reformulates 1–2 correct examples from S: “So you said Montreal is more expensive—that’s great.”

T sets timer (10 min) T shares the screen with T show meaning and differences between comparatives and superlatives. T shows next slide with an example of someone else answer to the last two questions (Google Slides): "Montreal is bigger than Granby, and it is much more exciting. There are more restaurants, festivals, and activities. For me, Montreal is the best city because I enjoy a busy lifestyle. In my family, my sister is the most interesting person because she travels a lot and always has amazing stories. She is also more adventurous than me." T set task: "Read and underline the examples of comparative and superlatives." T gives 1 min to answer T go next slide and shows the rules T models answers from first exercise. T go to next slide and ask for help to add one example of short and long adjective to fill the table. T shows next slide to summarize what she learnt about differences. Janine will spend 1 min to fill the exercise of big and small differences.

T sets timer (10 min) T writes examples: “cheap → cheaper” “interesting → more interesting” T asks: “Which adjectives are short?” “Which are long?” T elicits rules from S. T confirms: “Short adjectives → add -er / -est” “Long adjectives → more / most” T elicit 2–3 quick controlled examples and write them down into the slide T go next slide T set up the task to fill the gap for differences between big or small T go next slide and set the task T says: "Okay so following the rules before, fill the gap with the correct form of comparison depending on the brackets information. T models first example of the task T sets for 2 min exercise.

T sets timer (10 min) T gives instructions: “We’re going to compare different things. Try to speak as much as possible.” T gives prompts: Canada vs your country City life vs countryside Working vs studying T models example: “Living in a city is more exciting than living in the countryside.” T checks instructions (ICQs): “Are you writing or speaking?” Expected answer: Speaking “Do you need full sentences?” Expected answer: Yes S speaks and compares topics. T asks follow-up questions to extend speaking. T monitors and writes down errors (grammar, pronunciation, lexis). OCFB: 9. T nominates S (self-correction): “Can you say that again in a better way?” 10. T reformulates 1–2 sentences.

T sets timer (10 min) T gives instructions:Instructions (T → Ss):(min 1- 1:42) “You are going to listen to a song called The Best by Tina Turner. The singer is talking about someone very special in her life.” “You have a worksheet with the lyrics, but some words are missing.” “While you listen, write ONE word in each gap.” “You will listen TWO times.” T shows the task again if needed. OCFB: 7. T checks answers and clarifies if needed.

T sets timer (10–15 min) T gives instructions: “Write 5–6 sentences comparing your life now and 5 years ago.” T models example: “My life is more stable now than before.” T checks instructions (ICQs): “How many sentences?” Expected answer: 5–6 “Are you speaking or writing?” Expected answer: Writing S writes text. T monitors quietly and collects errors. OCFB: 7. T asks S to read one sentence aloud. 8. T notes strengths and errors (no heavy correction).

T sets timer (10 min) T explains: “Now I want to ask you some questions about your English learning.” T asks background questions T writes down key answers and exact phrases.