- T to establish a good rapport with his ss - T tells his ss that his day was good because he spent most of it enjoying his favorite form of art which is 'music' - T asks ss about their favorite form of art in order to generate more discussion. - T shows ss different photos of different forms of art and elicit from them what they can see. -T ask ss to work in pairs/groups and tell each other what is their favorite form of art using the distributed pictures by the teacher - T monitors and note any mistakes and errors for 'delayed feedback'

-T asks Ss to do Ex1. - T gives ss instructions and ask them to write (+) next to the adjective they think is positive, and (-) next to the adjective they think is negative. -T asks ss to work individually. -T uses ICQs - Peer-check/ WC Feedback - T elicits from ss what does a synonym mean? key: "a synonym is what is meant by a word" - T asks ss to match the adjectives on their left with their synonyms on the right. - T to asks ss to do the matching individually. - T uses ICQs - T asks ss to compare their answers in pairs. - WC Feedback.

-T clarifies MFP (Meaning, form and pronunciation) using concept checking questions(meaning), grammatical form (form), pronunciation (drilling and stress placement). -Concept Checking Questions: 1- If you like something extremely good, what do you say? (Awesome) 2- If something is really funny, what do we call it ? (Hilarious) 3- If something is extremely bad, what do we call it? (Awful) 4- If there is something bizzare what do we call it? (weird) 5- When we think that something is very interesting what do we call it? (Fascinating) -Form -1- Incredible (Extreme adjective) -2- Ridiculous (Extreme adjective) -3- Hilarious (Extreme adjective -4- Awesome (Extreme adjective) -5- Awful ( Extreme adjective) -6- Fascinating (Extreme adjective) -7- Weird ( Extreme adjective) -8- Dull (Extreme adjective) -Pronunciation -1-/ɪnˈkrɛdɪb(ə)l/ (incredible) t shows stress and drills -2- /rɪˈdɪkjʊləs/ (ridiculous) t shows stress and drills -3- /hɪˈlɛːrɪəs/ (hilarious) t shows stress and drills -4- /ˈɔːs(ə)m/ (Awesome) t shows stress and drills -5- /ˈɔːf(ə)l/ (Awful) t shows stress and drills -6- /ˈfasɪneɪtɪŋ/ (fascinating) t shows stress and drills -7- /wɪrd/ (weird) t shows stress and drills. -8- /dʌl/ (dull) t shows stress and drills. - T erases the board and asks ss to turn/close their books. Then, T invites ss to the board and asks them to write an adjective with difficult/confusing spelling (Fascinating), (Hilarious), (Ridiculous)

- T asks ss to do ex:b - T asks ss to circle the correct adjective to complete the sentences and do it individually. - T asks ss to circle the synonym of the correct adjective they circle (T demonstrates) - T asks ss to check their answers together. - WC feedback

-T gives ss handouts and asks them to put the adjectives into the correct category.(individually) - T allows ss time to do the exercise. - T asks ss to check their answers in pairs. - WC Feedback ---------------------------------------------------------------------------------- - T asks ss to work in pairs and use the adjectives to describe one of the following ( a holiday, sport, weather, food) -T monitors and takes notes of possible errors and mistakes.

-T divides Ss to groups and gives ss a set of cut-ups and asks them to match the different expressions of opinion with their appropriate headings. - T monitors. - T allows time for this activity. - T hands in the answer keys as feedback. ___________________________________________ - T asks ss to work in groups and give their opinions about the forms of art in ex:c - Ss should use the expressions of opinion and the extreme adjectives they saw in the past activities. - T monitors and take notes of any errors and mistakes that can be made during the activity.

- T writes on the board some mistakes and errors ss made during the whole lesson and invites them to correct them if they can.