T directs Ss to page 12. Draw attention to the example sentences containing impossible, untidy, and independent. Elicit what these words have in common (they start with prefixes that make them negative or mean the opposite). T has Ss work in pairs to complete Exercise 1 (writing the opposites for items 1–12 using un-, in-, or im-, e.g., kind - unkind, patient-impatient). Quickly check answers as a class, focusing on spelling rules for prefixes.

T directs Ss to Exercise 2 on page 14 Review the example item together. T gives students 4–5 minutes to complete items 1–5 independently by choosing the correct adjective or its opposite based on the conversational cues. Ask students to compare answers in pairs before eliciting responses from the room. T gives answers on the WB.

T has Ss read the two online profiles (Tom and Felicity) in Exercise 1 briefly and discuss which person they like more. T directs students to Exercise 3 (underlined verbs) and Exercise 4 (highlighted adverbs) to bridge vocabulary/grammar with the writing context. Review the Prepare to write box together, highlighting useful functional phrases for introducing oneself, describing personality, and sharing hobbies.

T instructs Ss to look at Exercise 5 and Exercise 6 to make notes using the provided prompts (name, facts, hobbies, and things they are learning right now). Set a timer for 8–10 minutes for students to write their own online profile (Exercise 7). T reminds Ss to use modifying adverbs (e.g., quite, fairly, very, a bit) from the lesson to make adjectives stronger or weaker.

T has Ss swap papers quickly with a partner to check if they included all key elements from the prompt box and checked spelling. T gives Fb on WB if needed.