Project a picture of several types of events on the board and elicit the possibility of the situation, then elicit further by CCQ: 1. Would you say this is a extremely depressing occasion? 2. What kind of adjectives do we have to describe a wedding on this scale? 3. What might a street sound or look like during this event? 4. What things are important to mention when retelling someone about an event?

-Put the SS into pairs and explain that they need to find events that they BOTH have been to. If they don't know what the event is they must confer with another person near them to see if they can give them the answer. Ask them to be specific about what special, sporting or important events. CCQ:- 1. What do they think are the most common events here in Turkey? 2. What information is important to include when describing an event? 3. What can go wrong at an event?

-Whilst chesting the HO with the Q's for 2 and an extra cut out of paper for answers. Explain with step by step instructions that the SS must , read the Q's and listen to 4 people talking about an event, try and answer the Q's a-d for each person. Explain that they are listening for gist in order to answer the Q's -Play the recording twice and and then compare answers with a partner and HO a copy of the answers for them to compare .- Move on to the gap fill exercise on the board to elicit the SS on creating intensifiers. 1. The concert was............amazing, fantastic, stupid, delightful, ruined, relaxed. s-Utterly. 2. The fireworks were... This is going to be... The view looked.... S-Spectacular 3. 'The city just came alive' Was it spectacular and utterly amazing at the start of the event? If it was Bayram, how might the city just come alive? Elicit, Concept, Drill and Write on board to check stress and pronunciation of each new word.

-Move onto Q3. Use concise language and chesting again to show the SS that they are going to listen to the recordings again and they have to listen for detail in order to label the sentence with its event . -Then confer with a partner to get the answers through peer correction and CCQ: 1. Are any of the speakers using negative adjectives? 2. Did you here any over exaggerations? 3.How would describe speakers tone of voice? Are they calm and relaxed?

-Get the SS excited about getting to talk about their own personal event. Explain Q1, that they are going to prepare what they are going to say. That they should write down a few reliant adjectives, add intensifiers and exaggerate if they want. -Also present the Useful language and refer to part a for describing an event. Then give them 5 minutes to jot down any vocabulary they want to use. -Get the classes attention and tell them they are to interview each other about an event and again refer them to b in useful language to ask Q's. Give them 10 minutes to talk. -If there is time have their partner present there classmates event to the class.