On the WB T writes Vocabulary, Adjectives, and Personal Qualities using descending arrows to connect the three. T provides ss with HO on which they will write (solo) as many personal adjectives (good or not so good) about one of their friends. T will create the same format on the WB as the HO and elicit from students their answers and to state whether the trait is a positive or a negative trait. This will give them the concept of not all personal qualities are positive.

The T divides the class in pairs or groups (depends on attendance). T provides the ss a HO with the passages to be read AFTER giving the directions of the task (to guess what the job is). SS solo read one passage which uses personal quality adjectives to describe what is needed to do the particular job (T assigns each pair / group which job description they will read). SS pair / group check what they think the job is. T nominates one ss from pair / group to WC what they think the job is (no right or wrong answer). FB will include 'why' . . . 'what' were the personal quality adjectives used? SS unfold HO to reveal the definitions of the adjectives (bold typed in the passages) and are to work solo to fill in the blanks with the correct adjective. SS pair / group check. FB will be to have each pair / group answer 3 of the adjective to definition match.

After directions are given = ss are to solo gist read "Have you got what is takes" and circle the adjectives (4) from the HO provided. Pair / Group check. FB - review they have found the four and if no, T provides the paragraph number that they can check at break or at home. For every adjective found T choral drills for pronunciation / stress.

T provides HO listing 6 statements from the article, "Have you got what it takes". SS solo answer T or F for each statement. WC provides their answer, T does not acknowledge whether the answers are correct - simply nods head and states "possibly" or something similar. T states, "I'm curious if the statements are true or false so . . . SS are to scan read the article to find if their answers were correct. FB is WC with T eliciting from what paragraph did they locate the statement.

T elicits students to define and use in a sentence. Reliable . . . “Sahika, on Monday you told the class you can always count on / rely on (T emphasizes rely) Burcu when you need money. Please rephrase to describe what her personal trait is. Easy-going . . . T shows picture of a person not relaxed (teacher emphasizes relaxed) and one relaxed. T elicits from ss which picture represents easy-going. T asks WC, “Are the people of Izmir easy-going?” Punctual . . . “Cem always arrives to class on time (emphasized). Yasemin please rephrase using an adjective to describe what personal trait Cem has. T starts writing the letters on the WB if it is obvious ‘punctual’ is not going to be said. Moody . . . T draws a wavy line on the WB. At one point the word ‘happy’ at the other point, ‘sad’ – T elicits from students to tell what the two moods (emphasized) are. “If a person goes back and forth from being sad to happy, we describe this person as being what?” Independent . . . T elicits ss, “Is a millionaire dependent (emphasized) on having a job?” “How do we describe someone who is not dependent on someone else? T writes on WB the 5 adjectives with the stress highlighted. T uses choral drilling for pronunciation and back checking for CCQ.

The class will be in a WC grouping. T asks ss, "Think about / refer to (look at) the article on millionaires, discuss as a group and write as many of the adjectives you remember that [generally] described millionaires, and list what millionaires generally do and don't do. T monitors and takes noes of any possible errors in usage or pronunciation of vocabulary. FB is WC to T with what they came up with.

Lesson closing task. SS stay in WC grouping to discuss . . . of the millionaires they have heard of (T provides suggestions as necessary) do you agree or disagree with what the article says. T asks the ss to use as many personal quality adjectives as they can remember from the lesson or they think of on their own. T monitors and supports.