Greeting (asking them if they remember my name:)) Focusing Ss on some images of descriptive adjectives and asking them to say how they are. Then some of the adjective-noun phrases they have produced are written on the board and they are asked to say which ones are nouns or adjectives.

Ss are given handouts (they fold the paper to see the adjective list not the images) and individuals will tick adjectives they know on the list. They match the adjectives to pictures in pairs. Answers will be then checked with the class and the two opposites of old (young and new) will be pointed out (using pictures). Ss are then examined if they have understood the word "opposite" by asking the question in class: what is the apposite of fast, early, etc.

New words will be modeled and drilled with the class (stress is not specifically clarified, we just repeat the words once). Ss are then asked to mark the stress on 8 specific adjectives on given handout and check pronunciation in pairs. Stress patterns and pronunciation are then checked by asking pairs to come and write them down on the board and say them out loud.

Ss are asked to work in pairs and take turns to test each other on the opposites. for more clarification on instruction, one student will flip the handout, I ask them what is the opposite of early and they would answer. After 2 minutes, Ss are asked to change roles.

In pairs, Ss are asked to choose the correct form of the sentence to practice the word order including the order of very before adjectives. Some CCQs on the board are asked form the class: before/after word order questions Answers are then checked with the class

Ss work on their own to use rules in the previous task and put the mixed words on the given hand out in the correct order. This activity is followed by a peer check in pairs and finally with the class.

Ss are put into two groups: A&B and play the pantomime game and switch roles and the group that gets more points will be the winner.