T- ask them 3 discussion questions about their sleeping habits and problems to personalize the topic. Ss discuss them for 3 minutes. S-talk with their partners

T- give students a gapped text and tell Ss thateach gap represents an adjective and allow them 1 minute to read and try to fill in any of the adjectives. Then T- read out the full text, fairly slowly, but not stopping at each word to give them time to write it down. When it finishes, give them 1 minute to compare the answers with their pairs. Read twice if needed. (2 min) *Don't forget to tell students tha they should try to write it correctly (spelling)? Then project the text and check the answers including spellings. (1 min.) Those are statements about sleeping habits. T- asks Ss to work in pairs andwrite True (T) ot False (F) for the statements according to their own sleeping habits and discuss reaasons with their partners for 3 minutes

T-draw Ss' attention to the adjectives in the gaps. Asks Ss to discuss which one of those adjectives they know with their pairs and try to understand their meaning in the context. (2 mins)

T- draw two coloumn on the board and write graded adjectives on the left at the top and strong adjective on the right at the top. T- shows Ss some pictures to elicit graded adjectives (good, angry, difficult.. etc.) and as Ss tell the adjective T post the picture on the board on the left column under graded adjectives part (2). After students completed that colomn, T- show strong adjectives on slips of paper and tell Ss that they will post them next to the correct graded adjectives. T- hand out strong adjective randomly to the Ss and ask them to stand up and post them on the correct places on the board (3min ). T- check answers with the whole class and clarifies the meanings by asking CCQs(3 min). Then T-focuses on the pronunciation of some of the adjectives, model and drill them and elicits the stress(1) min. T- again ask Ss to look back at the 10 statements they have discussed and pay attention to blue words. T-elicits that they are adverb and used to make the meaning of adjectives stronger. Then- T asks Ss to write Graded or Strong adjectives next to those adverbs by analyzing the text (2min). Ss check their answers with their pairs and whole class feedback is given(1min). T, elicits the differences of the meanings of fairly, very,incredibly and extremely by showing a picture on PPT(1 min). T- models and drill pronunciation of the adverbs: absolutely and extremely. (1 min)

T- gives hand out to SS 8 incomplete sentences are written on it. Ss fill in the gaps with an adverb that they have focused on and complete the sentences for themselves. Ss firstly fill in the sentences and then they share their ideas in groups of 3.

Ss-write 4 yes/no questionsto ask their friends by using the strong adjectives and adverbs individually. (4 min) Eg: Do feel really exhausted after you ride a bike? T-Divide Ss in two groups A and B. One volunteer students from A comes B groups fires their questions. The volunteer has to answer the questions truthfully but not saying YES or NO If that Ss says the forbidden words, next SS from B group is chosen and A team will not be able to get point. If in one minute he doesn’t say yes or no, team gets a point. (6 min) ** T checks the time if there isn't enough time, change the activity. SS ask the question they prepared to their partners.

İf there is enough time, T writes 1-2 good examples from students speaking performance and 2-3 sentences which needs to be corrected. And elicit the correct answers from the Ss.