As a great warmer and in order to set the contxt, I will try to remind them of some adjectives that we have already discussed, however in short terms. Then I will set the context as "there are some friends of mine whose pictures are with me now" then I will provide the visual support and ask them to tell me what adjectives might describe my friends the best. Aim: to provide the chance of getting familiar with the topic all over again and not to let them go into the argument cold.

I will ask them to do the character test on my friends, and then check their responses with their partners. Eventually, a whole-class feedback will be received and the answers will be checked. Aim: to produce the needed exposure so that consequently, the students will have their useful target language in a fine context.

In this part, the students will shortly highlight the target language using their personality test answers as they will match them to the adjectives( in fact, they will be matching my friends to the adjectives.) Aim: to foster autonomy in students so that they will take the lead themselves.

Regarding the clarification, we will need to check form, meaning and pronunciation. The correct meaning is checked as they try to match the statements and people to the adjectives. The form is clarified on the board, indeed, and finally the correct pronunciation will be drilled and received as a choral repetition.As the last part of clarification, I will clarify that each adjective on this list may have an antonym, then I will show them the possible use of prefixes to make some antonyms. Aim: to clarify a correct and fine use of the target language in a real-life situation.

exercise 4, will produce a chance of using the language in a very controlled area. In this practice the focus of the book is on the correct meaning. Then, I will ask them to fill the chart using the given list of adjectives, after that they will check their answers with their partners, and finally give me a final feedback. The ICQs can be like "are all these adjectives positive?" or "should you do it on your own or with a partner?"

The semi-controlled practice in this lesson is introduced on page 116. They will have to use their acquired knowledge in describing one of their family members. There are four steps toward writing a complete descriptive short essay on "describe your favorite relative". For the first step, I will ask them to brainstorm some primary ideas on the person using the questions of part 1, then I will ask them to read their ideas for their partners as PW. Secondly, I will tell the students to read the short sample text and fill in the three-part chart. ICQ can be like "is this text about a relative or a friend?". After that, we will have whole-class feedback. Thirdly, I will introduce the polite way of describing people using the negative adjectives and clarify the correct meaning and form. Finally, using the whole target language so far, including the character adjectives, I will specify the time duration and ask the students to write down a text just like the sample text using the criteria in part 4. In order to check the work, the students will exchange papers and be observed by me. Aim: the students will absolutely need a freer activity to use their knowledge which is yet confined by some certain rigid structures.

As a freer chance of speaking, I will set the class in an onion ring and ask the students to try to describe the person who they wrote about in some words. Eventually, the interlocutor will have to guess who the target relative is. The process will go on till the most class have used the target language almost correctly. Naturally, they will be observed by me and the DEC will be provided. Aim: To give the students the ultimate opportunity of producing the target language the most freely possible. the final target of every class is to give the student the self-confidence they need to produce the target language.