* T - splits the WB in 3 columns and draws a stick person in one column and some food in another. * T - elicits 'what are they?' from Ss

*T - sticks the adjectives (healthy, unhealthy, complicated, simple, boring, interesting, strange,normal, fresh, stale) with visuals, on to one column of the WB * Ss must guess which adjectives sound better or belong with which noun (person or food?) * T - drills with Ss (choral) * CCQ's - 'why do we use opposites?' 'would we normally use stale with person or food?' * T - elicits opposites from Ss

* T - gives Ss a HO matching task * Ss work in pairs to match the opposites (adjectives) followed by matching adjectives to nouns * T - completes answer key on WB * Ss peer check answers * T - checks Ss understanding of how many different adjectives can be used before the same noun - but not all!

* Ss listen to and audio * T - writes an example of word stress on the WB * T - elicits the word stress from Ss * Ss - listen to audio again to check for answers

* T - displays pre-written grammar points on WB (slower, nicer, easier, bigger) * T - fills in the gaps on the WB whilst eliciting any pre-existing knowledge from Ss

* T - distributes HO's * Ss - work Solo to complete * T - writes answer key on WB * Ss - peer check answers

* Ss mingle and talk about what they have learnt * T - monitors * T- Ss - well done farewells