My context will be land and sea, to set this I will hand out transportation, they must work in pairs to name as many descriptive adjectives about their transportation without saying what it is to their partners, then, their partners will guess what transportation they have. They will have prompts such as 'my transportation is big and has many windows, it is mainly used for taking people across the sea etc.' Their partner must write as many adjectives as they can to describe the picture.

This test will be a short multiple choice test of 8 questions. They will work individually and answer the questions, during this I will be monitoring and deciding what I will do for my lesson and how well they know the TL. If no one has understood the ordering of adjectives, I will start my lesson using PPP. If some of the students have understood, but others haven't, I will take a short time just refreshing their minds about the TL and then base most of my lesson of freer speaking activities. If everyone has understood the TL, then I will quickly skim through to the end of my PPT to my freer activities.

During this, if any TL has not been understood by students, I will focus on the order of how we place adjectives, I will then work in some controlled and semi controlled practice of mini quizzes and ordering sentences until they are able to understand the TL and use this in freer practice.

Students will be given a couple of rearranging exercises. They will work in pairs to rearrange the sentences or adjectives. They will then peer check with their partners before being given an answer key on the board. For prompt, I will keep the categories of ordering on the board for reference.

I will check students comprehension of my clarification by giving them another test very similar to the first one and compare the results.

My freer practice will include students working in pairs, one person will be facing away from the board while the other is facing towards the board. They will be given a blank world map, the person who is facing the board must describe to the students what is on the map using the TL. They will be competing with the other pairs to motivate them, the pair with the most accurate map will win.

Similar to the first freer practice, student A will be sitting with their backs against the board while student B describes the picture on the board. They must come up with 5 descriptive words for each picture. But instead of drawing, this time they must write down all of the adjectives student B has given them. They will take turns to cover 4 pictures. After this, they will work together to order the adjectives according to how we would say them in a sentence.