-I'll greet them before we start. - Now, I'll ask them individually to read four statements and decide whether they agree or disagree with them. Then, to check in pairs and see if they have the same opinion. - Then, we'll open class feedback and discuss together their opinions.

- Now, I'll tell them that they're going to listen to four people speaking and giving their opinions on the statements that they've just read. - I'll ask them to write down in a piece of paper whether the speaker 'agrees, partly agree, or completely disagree'. Then, I'll ask them to pair check. - We'll listen again, and this time I'll ask them to look at the words they have in the box and write them down by order when they hear the speaker. I'll tell them that they can write more than one word for the speaker. E.g. Speaker 1: exciting, bored Speaker 2: upsetting, confusing, worried - Next, I'll ask them to compare their answers together in pairs. Then, I'll give them a HO with the answer key.

- Now, I'll show them my bag 'with some faces on it' and ask them: T: What are these? Ss: Faces T: Where can you find some faces 'emojis' like them? Ss: In the whats app, Facebook...etc. T: Why do you use them while texting? Ss: To express our feelings while texting. - Then, I'll start pointing at different faces 'emojis' and encourage them to say the feeling (elicit the word). - Now, I'll show them 4 sentences on the board and encourage them to read and discuss in pairs what's the difference between the adjectives that have (-ed) and those with (-ing) E.g. 1- I feel bored because the TV programme is boring. 2- She is frightened because the film is frightening. 3- They are confused because the exam is confusing. 4- I am interested because the lesson is interesting. Next, We'll open class feedback and discuss their opinions. Then, I'll tell them that adjectives with (-ed) describe a feeling, but adjectives with (-ing) describe something/someone that makes us feel like this (the cause of the feeling).

- Now, I'll start to show them some word cards and encourage them to pronounce them and try to guess the meaning of each word. -Then, I'll clarify the meaning (try to elicit it first) and then drill it. - I'll put the word card on the board and show them where's the stress. E.g. - Something that attracts your attention. (interesting) - To less confident because you cannot achieve what you want. (frustrated) - Something that's extremely interesting and attractive. (fascinating) - When you making you feel shy, awkward or ashamed. (embarrassed) - Feeling unhappy because something you hoped for hasn't happened or not as good as you expected. (disappointed) - To be unable to think clearly or to understand what is happening or what somebody is saying. (confused) -Next, I'll encourage them to read the sentences and work alone and try to choose the right adjective. Then, they'll check in pairs. Then, I'll ask them to check their answers on answer keys on the wall.

- Now, I'll ask them to work alone first, write down how would they feel in the following situations, then compare their answers with their partners and check if they share the same feeling. E.g. - You suddenly see your best friend on TV. -You finish watching a scary film on your own at home and have to go to bed in an empty house. - In pairs (As & Bs), A will have a card with an adjective and must describe it and B has to guess the word. And the vice versa.