1. T greets the Ss and commences the session 2. T projects a slide showing Graham and Deniz 3. T asks Ss what they remember about them 4. T plays the audio part of their conversation to avoid any confusion in answering Ex1 and recall the context in order to have maximum engagement from Ss' side

1. The context will have already been established by now 2. T forms pairs 3. T gives instructions for Ex 1: There are 3 sentences from Graham and Deniz's conversation that we just listened to/Use the adjectives in the box to complete their opinions/Work with your neighbour/You have 2 minutes 4. Pair check 5. T elicits the answers one by one and introduces MFP as below: Ex 1.1 M: 'What makes you tired when you are on call all the time?'/So 'Being on call is tiring, right?'/Let's see, what else could be tiring? Maybe running a marathon?/'Is working at the weekends also tiring? Excellent!/F: Now let's see what is what in this sentence/Which one was the adjective?/Great!/What is the verb after the adjective?/Nice, what form of the verb do we have? Wonderful (T projects the whole structure)/T performs coral drill in chunks and as a whole Ex 1.2 M: 'What else can be difficult sometimes?'/'Is it also difficult to wake up early in the morning for you?'/F: same procedure/P: same procedure Ex 1.3 M: 'I think it's also amazing how much money some footballers get, right?' (they most probably don't know earn)/'Is it amazing when you watch a football match in the stadium?'/F: same procedure/P: same procedure 6. T highlights the fact that there is not much difference between 'v-ing' and 'to + infinitive' adjective patterns 7. T asks 2 CCQs to ensure understanding: - It's nice to meet you. / It's nice meeting you. - It's awful seeing him everyday. / It's awful to see him everyday. (Note: I used this exercise as a hook/throwing activity to first test their knowledge, and then create curiosity into the TL)

1. T forms groups of 4 2. T asks for 4 volunteers 3. T and the students model an answer (T points out the 'it's' contraction) 4. T drills the model sentence 5. T sticks the papers on the board and draws a table around them 6. T distributes the papers and asks groups to put them in the correct order/1 minute 7. T asks each group to come to the front of the class and show their sentence 8. T asks for/gives FB 9. T drills and sticks the sentence on the board in the table 10. T repeats until all groups are finished

1. T forms 3 groups 2. T gives instructions for Ex 2a/5 minutes 3. Ss race to finish first 4. T asks the early-finishers to write the answers on WB 5. T asks for WC FB 6. T refers to target sentences in case of difficulties achieving the task (Note: I skipped 2b. I think it's not necessary at this stage.)

1. T gives instruction for Ex 3a: T recycles 'a waste of time' from previous lesson/Choose the ones you think are a waste of time/Work alone/2 minutes/HO 2. T gives instruction for Ex 3b: Add one more activity to each list/alone/1 minute 3. T monitors and gives individual FB if necessary 3. T transits to the next activity (Note: I used this activity to make a base for the freer practice)

1. T forms 3 groups: Take your HOs from Ex 3 with you 2. T gives instructions for Ex 4: Discuss and agree on 3 activities which you all agree are a waste of time/You can use your ideas from Ex 3/Give a reason why/Use vocabulary for expressing opinions (last lesson) and 'it's + adjective' sentences we learnt today/Write down your answers/5 minutes/HO 3. T collects the HOs and sticks them on the walls 4. T asks Ss to come and read them/'What do you have in common?' 5. T gives late FB 6. T wishes everyone a good day!