T introduces himself and starts the lesson. He makes Ss watch a video about "feelings". Before playing the video, she tells the Ss that they need to find out what the video is about. When the video video is finished, Ss are expected to say that the video is about "feelings". T drills the word "feeling" and ask CCQs: Is being happy a feeling? (Yes) Is it a negative feeling? (No) Is being sad a feeling? (Yes) Is it a positive feeling? (No) And then she writes the word on the board and shows the stress with a different colour on the word. Then she elicits the parts of speech and writes it on the board as well (It's a noun).

T explains that he will say some sentences and Ss need to guess the feelings by listening to these sentences. Then he starts saying the sentences and she mimes at the same time if necessary: 1) I ran 5 kilometers this morning. How do I feel? (tired) 2) I will meet my boyfriend tomorrow, so today I feel ...... (excited) 3) I didn't have anything to do at home today, so I was ...... (bored) 4) I don't have a job and I don't know how to find one in a short time. So I feel ...... (worried) 5) My best friend talk about films all the time and I want to learn more. I am ...... (interested) 6) My brother broke my mobile phone yesterday and I was a little bit angry. How did I feel? (annoyed) T elicits the new vocabulary and writes the new words on the left side of the board. Then he asks CCQs to check the Ss' understanding

T explains the task that Ss will be given a HO on which they will see some gapped sentences and they will complete these sentences using the words they've learned. Ss will work individually in this part. When they finish, T puts Ss into pairs using numbers and they will compare their answers with their partner's. When peer-checking is over, Ss will listen to the audio and check their answers to be sure. If they still have a mistake, T will provide the Ss with necessary clarification.

T prepares a HO. On this HO, he writes sentences including the adjectives ending in both -ed and -ing. T puts students into pairs using colours. he distributes the HOs and wants Ss to fold their papers. Then they read the sentences and complete the rules related to those sentences together. When they finish, T asks for the answers and tells whether they are correct or not. And then T drills the -ing form of the adjectives and writes them on the board. Then T elicits the stress and shows it with a different colour on the word. Then Ss unfold their HOs and continue with next exercise. On the other half of the page, they will see an exercise to practice -ed and -ing adjectives. There will be some gapped sentences and they will fill in the gaps with the correct form of the adjectives. They will do the exercise in 2 minutes. Next, the T will project the sentences on the WB and Ss will write their answers on the board. T will check the answers on the board provide Ss with error correction if necessary.

T puts Ss into pairs again. he says that one of them will be A and the other one will be B. Then he explains the task. he explains that the activity is divided into two parts and they will see on their HO what to do in each part. Then she distributes the HOs to the Ss. Student A starts first. He/she will ask the questions on the first part and his or her partner will answer these questions using his/her prompts in each part on the worksheet. When it is finished, they change roles. This time, student B asks the questions and student A has a look at his/her prompts to answer those questions. An the exercise continues like this till the end. At the beginning of the activity. T monitors the Ss and and takes notes of the mistakes if there is any and provides Ss with delayed feedback at the end of the activity.