The teacher hides slips of paper with personality adjectives (bubbly, committed, enthusiastic, welcoming, loving, positive, grumpy) around the classroom before the lesson. The teacher gives instructions: “There are adjectives hidden around the classroom. Please stand up, walk around, and find one. When you find a word, don’t take it—just remember it.” “When you have a word, find a partner and make a sentence about yourself with that word.” Students walk, find words, and form pairs. In pairs, they say sentences, e.g.: “I found ‘enthusiastic.’ I’m enthusiastic about football, but not about studying late.” “I found ‘grumpy.’ I’m usually grumpy in the morning.” ICQs (Instruction Checking Questions): “Do you take the paper or just read it?” → Just read it. “After you find the word, do you sit down or talk to a partner?” → Talk to a partner. “Do you say the meaning or make a sentence about yourself?” → Make a sentence.

Procedure Set-up (1 min) The teacher opens the Claude.ai quiz link on the projector or shares the link with students (if they can access it on their phones). Teacher says: “You will take this quick 8-question quiz. Answer honestly—it’s about your personality. When you finish, compare your results with your partner.” Individual Play (3 mins) Students complete the 8-question quiz on Claude.ai. Each choice corresponds to a personality adjective (bubbly, committed, enthusiastic, welcoming, loving, positive, grumpy, etc.). Pair Comparison (3 mins) Students turn to their partners. They compare their answers. Whole Class Share (1 min) Teacher asks: “Who got very different results from their partner?” A few students share. Teacher highlights vocabulary heard during the sharing.

Lead-in to grammar (1 min) Teacher writes 2–3 sentences on the board, taken from students’ quiz comparisons: “I’m more outgoing, while my partner is shy.” “You are very positive, whereas I can be grumpy.” Teacher underlines while / whereas. Elicitation Question: “What do these words show? Do they show similarity or difference?” → Students: Difference. Clarification (2 mins) Teacher explains briefly: while, whereas, whilst = contrast linkers → show differences. Position: usually in the middle of the sentence. Example written: “While Ali is enthusiastic, Ayşe is calmer.” “Whereas I’m committed, my best friend is more easy-going.” Handout: Teacher distributes the handout. Students complete Task 1 individually (2 mins). Pair check → compare answers. Students do Task 2 together → make 2 new personal sentences. Teacher gets WC feedback (1–2 examples per pair).

Procedure Set-up Teacher says: “Now you will write a short letter of recommendation together. Imagine your partner is applying for a job or a scholarship. You need to recommend them by describing their personality.” ICQs: “Do you write about yourself?” → No, about your partner. “Do you write alone?” → No, with your partner. Collaborative Writing Students work in pairs (or groups of 3 if needed). Each pair writes a short paragraph (6–8 sentences). They must use: At least 3 adjectives from the lesson (bubbly, committed, enthusiastic, etc.). At least one comparison sentence with while/whereas/whilst. Example (model shown by teacher): “I strongly recommend Ayşe for this position. She is very enthusiastic about new projects, while she also stays committed until the end. She is welcoming to new people, whereas many others might feel shy in the beginning. Overall, she is a positive and reliable person.” Sharing A few pairs read their letters aloud. Teacher highlights good use of adjectives and grammar on the board.

– Exit Ticket Aim: To check understanding and close the lesson with a quick reflection. Procedure: Teacher distributes small slips of paper (or students can use post-its). Instruction: “Before you leave, write one comparison sentence using while/whereas/whilst about yourself and someone you know (a classmate, a friend, or a family member).” Example: “While I’m more enthusiastic, my brother is more shy.” Students hand their “exit ticket” to the teacher as they leave the classroom (or stick it on the board/wall). Teacher thanks them and closes: “Great work today! You compared personalities and practiced using new adjectives. Well done!”