T provides the lesson context and explains his expectations from the students. Since it is the second session of the day with the same teacher, it is expected to keep the lead-in part no longer than three minutes.

Students are asked to raise hands one by one and provide the personality adjectives that they remember from the previous level. Since it was a topic that was covered exhaustively in B1 level, it is expected of the students to provide a solid list of the adjectives that they have previously learned. The procedure will have two options to follow. If the class internet connectivity issues will not be impeding the previous session's flow, some teaching assists such as a WordWall is planned to be used. If the issues persist, the students' answers regarding their prior knowledge will be written on the WB by the teacher.

At this stage, the new lexical knowledge to be taught is reflected on the WB and elicitation work begins. Students are encouraged to make connections between the prior knowledge and the new ones, providing other synonyms whenever possible. Synonym work has been tried, tested and found to be extremely successful among this group of students, and although it may seem to pose an extra workload to students to remember many more items of vocabulary than the book provides them with, it is observed that they enjoy creating such connections and thus, it became an established practice with them.

At this point, Ss are asked to complete the task provided in the book for them. Peer-checking is encouraged for early finishers, and since there are many lexical items to work with, it is expected to take a large chunk of time from the lesson.

If time constraints allow, the students are asked to provide at least one sentence with the newly-acquired lexical items. To keep the time shorter, pair work may be employed in such a practice activity.