Show students some pictures on the PPT for some people taking pictures or taking selfies and ask students about the frequency of taking photos. Ask them: * How often do you take photos? * Why do you do that? * Who is the most famous photographer do you know? * Why is he famous? Get students in groups to discuss these questions. Get feedback.

Give students a set of compound adjectives, e.g. breathtaking, eye-popping, heartbreaking, heartwarming, man-eating, mind-numbing, mouth-watering, neverending, record-breaking, thought-provoking and ten different sentences. Ask ss to use the compound adjectives in the correct sentence according to the meaning. Give ss five minutes to finish the task. Get them in pairs to check their answers. Don't give feedback and don't give the MA.

Elicit the answers from the students. Ask CCQs. Model.Drill in a meaningful sentences. Then, write the word on the board. Ask for the number of the syllabels, the stress and any other phonological features. Breathtaking. The scene from the top of the mountain was breathtaking. Eye-popping. The movie had eye-popping special effects. Heartbreaking. The death of the hero at the end of the movie was heartbreaking. Hertwarming. His story was touching and heartwarming. Man-eating. I saw a man-eating shark yesterday. Mind-numbing. the work was so mind-numbing; i have never been so bored in my life.

Give ss the handout and ask them to work individually to match the two parts of the compound adjectives to eachother. They then check their answers in pairs. Then, they use the compound adjectives they have matched to finish ten sentences. Students work in pairs to check their answers. Give feedback. Give ss another handout aand ask them to work individually to choose the compound adjective that best suits the meaning. Paircheck the answers and give feedback.

Divide students into two groups. Give each group a set of pictures. Tell students that each group has a half of the story. Encourage ss to use the compound adjectives to describe the pictures and to form a half of the story. Ss work together to finish their half then they share their part of the story with the other team. The two teams then finish their stories and hang them up on the wall. The team who wrote the best story using more compound adjectives than the other is the winning group. Give feedback