Greets students. The teacher says: - "I was hungry and I ate a hamburger". - "I was hungry and I ate three hamburgers". - "I was hungry and I ate five hamburgers". Exaggerates when she says "five". Starts the PPT. Points to the sentences and asks : "Which one is strong? Which one is weak? Which one is medium?" Elicits the answers. Asks : -"We need some words to make them weak, medium and strong".

The teacher shows the HO and says : - "These words make the adjectives weak, medium and strong". Models and drills for pronunciation. Distributes and says : "Now, think of some more adjectives ad write". Students use adjectives to complete the grammar rule for modifiers. Check their answers in pairs. The teacher writes the answers on the board.

The teacher shows the HO and says : " This is a diagrammatic line. Can you see the words that make adjectives weak, medium and strong?" - No "Then, let's write them". Writes an example on the board and students study in pairs. Monitors. Students come to the board and write the answers.

Sticks the pictures of situations on the board and says : - "We are going to play a game called board rush". Touches the board and explains the "rush" by demonstrating. Divides the class into two. Demonstrates the activity with a student. After they hear the sentence shouted out by their group, students run and grab the referring picture. The group which has the most pictures wins. After the game, the teacher distributes the game's handouts to students to take home.

Shows the HOs and says : "There are some sentences, You will put the modifiers in brackets into the correct place." Sets the time. Students check their answers in pairs. The teacher gives the answer key.

The teacher shows the ppt and says: - "Can you tell me the names of some restaurants in Bursa?" Elicits and writes the students answers on the board. Later on, the teacher distributes modifiers cards to each student. Says: "In Çanakkale, there is a restaurant called Cafe Ka. The food is really healthy". Shows the modifiers card "really". Says : - "Now, you talk about the places to eat out in Bursa. Use your orange cards." Uses ICQs : "Are you going to write or speak?" Groups or pairs according to the number of the students. Monitors, uses error correction if necessary.

The teacher presents the vocabulary "theme" by ppt. Shows some pictures and asks the theme of the restaurant. Uses the pictures for meaning. Models and drills. Says: "You will watch a video about a theme restaurant called "Hard Rock Cafe". Shows the HOs and says : "There are five questions, while you watch, please take some notes". Uses ICQ : "Will you write while or after you watch?" Starts the video, students watch and take some notes. Students check in pairs. The teacher gives the answer key. The teacher shows the HOs and says : "Now it's your turn, You will plan your own "theme" restaurant with your group. Read the questions to help you and take some notes." Uses ICQs: "Will you work individually or with your group?" Distributes the HOs and plays music on, monitors. If there are accuracy problems uses error correction immediately. If there are fluency problems the teacher avoids to break the flow of communication. Listens in discreetly and collects a list of overheard errors. Uses the list to provide sentences to discuss later on. Students change groups after they plan and describe their theme restaurants. If there are accuracy problems uses error correction immediately. If there are fluency problems the teacher avoids to break the flow of communication. Listens in discreetly and collects a list ofoverheard errors. Uses the list to provide sentences to discuss later on.