- T creates an interesting context ( she drinks coffee) and says: That is absolutely delicious. - T writes this sentence on the board, and elicits adverb and adjective by SS and engages SS -

- T directs SS to the context and asks them to scan, read the text quickly and underline all the adjectives and adverbs, then SS will say them - To draw ss's attention to the target language : T give students a few moments to go through each set of adjectives. Deal with any vocabulary queries and pronunciation problems. -

T asks students to match each group of adjectives with the correct adverb. ( categorizing of adjectives) - T shows the AK to check the correct answer by themselves - T puts students in pairs to check why the words collocate in this way and check with the class.

- T enables ss to understand the meaning of the target language through matching the words to the appropriate definitions , visual aids, eliciting from a situation - T focuses on pronunciation , stress, phonetic , part o speech and CCQs through eliciting ss

- Concept checking question has explained in the previous stage - T gives ss gap fill and asks them to fill the gaps according to what you've learnt earlier - T asks them to work in pairs to check their answers - T shows AK to check their answers - T asks them to continue to match the adjectives to similar meanings, working in pairs. - T points putt out that some adjectives in A can have more than one match in B. - SS Check the answers in AK

- T elicits that the sentence stress changes between the a sentences and the b sentences - T gets them to mark the stress and and ss say these sentences again (playing the recording again if necessary). - SS read the sentences as a class , - T elicits which sentences are using quite with a positive meaning, and which less positive. - T puts students in pairs to practice reading the sentences aloud. - T monitors and checks - T plays the recording. Asks students to listen and compare their pronunciation, then repeat the sentences. -.

-T puts students in pairs to complete the conversations with adjectives and adverb collocation - T Monitors and helps as necessary. - T plays the recording and lets students check their answers - T puts students in pairs to practice the conversation - T monitors and checks for good pronunciation especially the intonation on B’s replies - If students have problems, T plays selected lines of the recording again and gets students to repeat chorally and individually. - T shows the AK to check their answers - Practice through text - T focuses on the photo and asks the question. gives students time to read the speech - T checks the answer by AK - T puts students in pairs to continue making the speech more extreme and colorful by adding adjectives and adverbs. monitors and helps, feeding in vocabulary as necessary. - T plays the recording and lets students compare their choices - T puts students in pairs to read their speeches dramatically to each other. - T monitors and encourages students to exaggerate their stress and intonation - T could invite a few of the most dramatic students to act out one or two sentences of their script, one after another to the class so the full speech is created by a number of students performing

T gives students time to make up their own similar conversations in pairs - T monitors and helps as necessary. - Students act out their conversations for the class.