T will refer to the previous lesson's tweets and ask Ss give examples of people who has expressed their feelings. T will write down the extracts on WB ask CCQs to elicit the target language. T will also use mimes&gestures

T will multiply the extract sentence that expresses feelings with a verb and write two more versions of it by using the target language structure (verbs >>>adjectives) T will underline the common word item having different parts of speech in each sentence.

T will elicit some potentially unfamiliar vocabulary for Ss i.e. infuriate thrill Anectodes, CCQs, part of speech (i.e.furious) and references to previous classes will be used to elicit target vocabulary. T will drill the pronounciation.

The T will clarify the meaning by asking CCQs and giving more model sentences together with CCQs. T will provide pronounciation and drill. T will talk about the stress in the modal sentences.

T will give students gap-fill hand out to work in pairs T will monitor and take notes. T will give the answer key and analyse some common problems on WB T will give Ss another handout to choose the correct form (-ed or -ing). The aim of this exercise is working on a probable confusion between -ed and -ing Ss will work in groups of three and have discussions& make analysis. T will monitor and take notes for DFB T will give the answer Key and WCF (If there is time left) T will introduce exceptional adjectives (e.g impressed, impressive) and hand in exB.c on pg. 49 of CB Ss will work in the same groups to figure out the exceptional forms T will monitor and take notes for DFB T eill give the answer key and WCFB

T will divide students into groups of 3 or 4 and give each group a red card which involves their theme for freer speaking session and tell Ss to use the newly learnt target language. T will ask Ss to figure out if they share same/similar feelings towards a situation that they will share with the rest of the class later. T will monitor and take notes for DFB for common and important releveant mistakes WCFB