1. The teacher shows two real-life photos illustrating two everyday situations. 2. Students work in pairs and discuss the pictures. 3. The teacher asks: -What's happening? -What do you think happened? -How do you think this person feels? 4. The teacher conducts brief whole-class feedback, accepting all reasonable answers without introducing the target vocabulary. 5. The teacher tells students: -Today we're going to learn some new adjectives that will help us describe these situations more accurately.

1. The teacher asks students to open Vocabulary Focus p.138, Exercise 1a. 2. Students work in pairs and complete only the first two sentences. 3. The teacher monitors without interrupting students. 4. The teacher checks the answers with the class. 5. The teacher displays two model sentences on the presentation slide: -The music was annoying. -Magda was annoyed. 6. The teacher elicits the rule by asking: -Who feels annoyed? -What causes the feeling? -Which adjective describes the person? -Which adjective describes the thing or situation? 7. Students identify the pattern before the teacher confirms it. 8. The teacher asks students to complete the remaining sentences in Exercise 1a. 9. The teacher monitors and provides support where necessary. Whole-class feedback follows.

1. The teacher confirms the rule: -ed = describes feelings -ing = describes the cause of the feeling 2. The teacher checks understanding using CCQs. -The film was boring. -Was the film interesting? -How did I feel? 3. The teacher highlights the form on the presentation slide. Person + be + adjective (-ed) Thing / Situation + be + adjective (-ing) 4. The teacher models the pronunciation of the target adjectives. 5. Students repeat the target adjectives chorally.

1. The teacher asks students to work in pairs and open Vocabulary Focus p.138, Exercise c. 2. Each pair chooses one situation from the exercise. 3. Students discuss which adjective best describes the situation and explain why. 4. The teacher monitors for accuracy and notes any common language problems. 5. The teacher nominates each pair to share their answer with the class. 6. The teacher briefly elicits reasons for the chosen adjective and confirms the correct language where necessary.

1. The teacher displays the same two photos from the beginning of the lesson. 2.The teacher asks: -Now describe how each person feels using today's vocabulary. 3.Students work in pairs and describe each picture using complete sentences. 4. The teacher then asks: Have you ever felt like that? Why? What happened? 5. Students briefly describe a similar personal experience and ask one follow-up question. The teacher monitors and notes successful language use as well as common errors.

1. The teacher writes one or two anonymous sentences collected during monitoring on the board. Example: I was boring. The film was bored. 2. Students identify and correct the mistakes together. 3. The teacher provides positive feedback on students' use of the target vocabulary.