This lesson continues with the same context as the previous and the reading text in that lesson provides a source for the TL in this lesson. To get the Ss interested in the topic use Ex.a - P.11 as it is or adapt it. Focus Ss on the adjectives in Ex.a - P.11 distribute on cards. Let the Ss discuss them in PW without looking at the reading text and see if they remember whether they were used to describe Jeff or Tim. Monitor and then ask them to check the reading text before taking W/C FB. Elicit from Ss what the adjectives mean? Personalise the activity by asking Ss which adjective they would use to describe themselves and why?

Elicit the question “What are they like?” Hand Ss cards with the adjectives from Ex.b - P.153. Work in GW small groups to sort them into 3 categories “I know, I don’t, I might Know”. They may then compare with other groups and ask questions about the words. Hand in Ex.1.a - P.153. Ss can PW to Fill in the Blanks. They may then compare with other groups. Take FB (Playing the audio/ handing an answer key). Model and Drill and adjectives that the Ss are mispronouncing. Ask a few CCQs to check understanding.

Think of ways to elicit the negative prefixes. You can use a picture (happy/ unhappy or friendly/ unfriendly). Elicit other negative prefixes they might know. Ex.3.a - P.135. You can then hand them cards with adjectives on them and ask them to work in pairs to add the negative prefixes they think are appropriate. Monitor and take notes of any mistakes. Have them compare with each other before giving FB.

Ask Ss to put away their work sheets and close their eyes then ask them to think of all the adjectives they just learnt and write down the 1st three that come to mind. They can then do Ex.1.b - P.104. You can then tell them it’s a real Personality Test (Self, Others, Really). PW Ss then tell each other what they think before taking W/C FB.

For the productive stage, Ss can work in small groups and use the adjective cards facing down. They can take turns picking each one and describing someone they know who has that personality trait. Make sure you give clear instructions and model the activity. Monitor and take notes of any errors take some general FB and if you have time. Do some delayed error correction at the end.