Pre-speaking activity. I will stick some pictures on the board to review the comparative and superlative structures. Later I will make some sentences with those words and ask them to make their own. Mostly I will use the adjectives used in the dialogue to be taught. Then I will write some of their sentences on the board.

Speaking: I will write the dialogue on the board. I won't write all the words on the board. I will write some of them on paper to stick on the board. Later I will take them off the board to help them practice and make their own dialogues. We will drill it both individually and in pairs. The student will repeat the dialogue until they learn it. Then I will ask them to act out the dialogue.

Post-speaking activity: The students in groups of two will write their own dialogues like the model I wrote on the board. then i will ask them to come to the board, if they can memorize it, to act it out. Other students will listen to them while some are acting out to choose the best dialogue. While they are acting out I will take some notes to correct their mistakes later on the board.

In this part I will read them a text as listening activity. But before reading the text,I will provide them with some questions about it. They will have to search for detailed and specific information. I will read it once and ask them write their answers. Then I will read the text for the second time and ask them write their answers for the parts they missed. Then I will ask them to read their answers. Having answered each question, the students will be asked for whys and hows. The last part will provide for the students to have a small opportunity to speak.

I will use the board to correct their mistakes and sometimes misspellings. I will also correct their grammatical mistakes. Since for the last part, I mean listening, they will provide their own sentences which might have problems.