Review the concept of the 'language sheriff" that has previously been introduced to ensure all newcomers get the idea and all others are reminded on his/her tasks and the purpose of the function. -> Use of realia, miming and drawing to explain and check the concept. Present the topic for the lesson and the following unit without setting pressure on them by an outline of demanding and stressful tasks on a weekend.

Ask students if they still remember my favourite activites and interests and collect them on the board. Students draw their favourite activity on a sheet of paper and label it with a matching description. Ask students to think which "things" might come up in the following listening exercise and encircle them on the board.

Play the recording once and asks students which "things" they could hear/understand from the broadcast. Collect students' ideas by encircling them in a different colour on the board. Compare their expectations with the results.

Students underline or highlight all features or qualities (=adjectives) of the mentioned "things" on their worksheets while the recording plays. This is to ensure a certain pace for this grammar-preparing task. The function of adjectives will ot be delved into, rather this is to give them some input for the upcoming task. Check answers in the group, then play the recording for a third time if needed to ensure a common understanding.

Election on which topic will be focused on. One vote per student. A team of students will collect the votes and evaluate the topic. If two topics should be dead even or close, a run-off will select the final topic.

Students work in groups and create their favourite toy, movie, TV show, city or computer game. The students create a poster containing the following items (if applicable): name, location, size, form, colour, people, etc. Elicit needs/features from the students. Posters should not contain complete sentences rather than features and pictures. This is to ensure that more advanced students can keep on working while not putting too much pressure on the less advanced students. The 'language sheriff' will have to ensure that Turkish is not used in groups. Presentation of their ideas in class and include error correction if needed.