There will be small pieces of paper with a letter on each (A-D) sticking under students' chairs prepared in advance. After Ss enter the class T asks them to check the letter and find the other members form their group. Nine photos showing the cases in Ex.1 will be given to each group and they need to look at the photos, choose and write a title for each photo. Groups swap papers and see how different or similar their ideas were. ICQ: Are you going to write the titles? Yes Are you going to work in pairs or in groups? Groups One set of the photos will be on the walls to be used in the following stages. In the feedback T tries to elicit spoon bending, ghost, murder, telepathy, miracle.

Students will read the phrases and match them to the short paragraphs on the right side of the page. T monitors and takes note of the Vocabulary they have difficulty with. The main of the lesson is speaking, Therefore T will briefly check their understanding of the vocabulary using CCQs. Students check answers in pairs.T hands out answer keys. (If time allows students can relate each case to the photos on the walls which were used in the warmer stage.)

At this part we need to make sure students are familiar with the adjective in Ex.2. T starts with CCQs to find out if they know the words or not: Is it amazing if my best friend gets married? Is it amazing if my best friend dies in a car crash? Is it disgraceful if my boss calls me idiot in front of other people? Is traffic noise disturbing? Is it hard to believe that elephants can fly? Is it hard to believe that birds can fly? Is it ridiculous to go out without wearing pants? Is it spooky if you see an old friend? Is it spooky if you see a ghost?! Is it suspicious if your parents buy you a very expensive gift? Is it suspicious if you receive a note whit no address? Is it weird if I use ketchup on a birthday cake? Is it weird if i use chocolate on a birthday cake? Since the student already have the HO, T will give instructions using the board. T write amazing on the board and ask the Ss to decide which of the pictures on the walls is amazing? After getting one or two different ideas, T gives them the instruction to think of the cases in Ex.1 and decide which adjective is suitable for the cases.Ss work in pairs. ICQs: Are you going to match the adjectives to the short paragraphs on the right side? NO! Are you working alone or in pairs? Pairs

Teacher will Ask the class if they know of any similar cases, gets some ideas and then asks them to sit in pairs and talk about a similar case they know of. If students say that they don't remember anything similar, T suggest them to talk about the story of a movie that they have watched. They can also think of famous people and the celebrities news e.g. John F. Kennedy's death. T will tells a story to show students what information they need to ask for or mention in their stories. They need to give details in their answers. Students will mingle and talk about the stories they've heard from their partners.

Students will compleate the gaps on page 64. they check their answers in pairs. T hounds out the answer keys.