# first setting the context today our lesson talks about success . # could you tell me about someone you think that he is a successful person and why ? #eliciting some quick answers to know their opinions about success in life .

# you have three minutes to discuss in pairs or in small groups in ex 1 . # tell your partner your point of view and why you think that . # after they finish i will ask them if someone has something else in his mind about success in life what is it and why he thinks that . # take a quick look on the test just read the questions and try to think which of the areas in ex 1 these questions are asking about you are going to work individually ? # are you going answer the questions or just read them ? # you are going to write your opinion or choose from the areas in ex 1 ? #make a clarification of some words and phrases in the box by asking questions giving the definition and acting if i need to . #then asking some ccq`s to make sure that they understood the meaning and drill the new words .

# students work in pairs asking each other the questions in the test . # ask them try to give reason about each answer in their discussion . #recording their partners answers . # collecting their scores from the assessment and discuss about their different personalities

# work in pairs to complete the table with the suitable word from the test or from the assessment . # write three different adjectives ( successful - intelligent - imaginative ) and ask them some questions about them . * do you think they have the same formation ? * what could we do to turn the noun into an adjective ? give them some examples like 1-able/-ible understandable, capable, readable, incredible 2-al mathematical, functional, influential, chemical 3-ful beautiful, bashful, helpful, harmful 4-ic artistic, manic, rustic, terrific 5-ive submissive, intuitive, inventive, attractive 6-less sleeveless, hopeless, groundless, restless 7-ous gorgeous, dangerous, adventurous, fabulous # before they start the pronunciation part i will make a clarification to the word stressed an syllable and what happens when we stressed a syllable . # give some examples then according to my clarification they are going to discuss in the words in EX 4 and try to mark the stressed syllable . # i will elicit the answers from them . if they have any questions i will discuss with them about it . # then they are going to listen to A.T then check the words that their stress pattern changed . #finally drilling these words once with them and then by themselves to make sure that they understood .