Time: 20 min
Level:intermediate
Gender: M/F
Age:15
Materials: pictures
Interaction: T/Ss,Ss/T, Ss/Ss
Assumptions: Ss know the present and the past tenses
Anticipated Problems: Timing,elicitation

OBJECTIVES
By the end of the lesson, the students
1) will have covered putting the adjectives in the right order while they are using more than one adjective for a name.
2) will have practiced putting the adjectives in the right order while describing the things.
3) Will have produced the descriptive sentences by paying attention to the order of adjectives.

WARM-UP
Time: 3 min
Materials: pictures
Interaction: T/Ss,Ss/T, Ss/Ss
What students do: they talk about their experiences
Grouping: whole class
Aims:
• To motivate ss to get to the topic
• To have ss involve in the class
• To activate the schemata
• To draw their attention to the text beforehand

STEPS
1) T ask the ss about their coming holiday plans. What they will do, where they will stay, etc(trying to get the word hotel from their mouths.)
2) After they say the word hotel teacher asks “ have you ever forgotten something at the hotel?”
3) Then teacher shows the pictures (pictures of a baby and limbs) and firstly asks what could have been to this baby?
4) Then write the guesses of the ss on the board.
5) Secondly ask same things for the limbs.
6) Finally t tells the story of the baby and the limbs.
7) T asks ss how did they find the story?
8) After they’ve commented on the story T says “ today we have text. In our text there is a man called john he forgot sth at hotel lets read and see what he had forgotten at the hotel.
LEAD-IN TO CONTEXT
Time: 3 min
Materials: reading text
Interaction: T/Ss,Ss/T, Ss/Ss
What students do: read the text and answer the questions asked by the teacher(concept questions)
Grouping: whole class
Aims:
• To have students understand the text.
• To take the sentences on which the teacher and the students will work from the students with the help of the comprehension questions

STEPS
1) Teacher hand outs the text and gives 2 minutes on the text for ss to read the text.
2) The teacher asks questions about the reading text.
• What did john forget at the hotel?
• Why he forget the watch?
• How was the watch?
3) Students aswer the questions.
4) Teacher elicits the sentence “It was a small, Swiss watch with a round, white face and elegant, black, Roman numerals.”

ELICITATION
A) MEANING
Time: 2 min
Materials: ---
Interaction: : T/Ss,Ss/T, Ss/Ss
What students do: Ss are asked to focus on the meaning of the sentence which includes the grammar item.
Grouping: whole class
Aims: .
• To have students understand the meaning of the new structure
STEPS
1) Teacher asks” How is the watch? When you read the sentence what do you learn about the watch?” is this sentence kind of imperative sentence? Exclamatory sentence? Or descriptive sentence?
2) Teacher elicits the meaning.
B) FORM
Time: 2 min
Materials: ---
Interaction: T/Ss,Ss/T, Ss/Ss
What students do: Ss are asked to focus on the form of the sentence which includes the new grammar item.
Grouping: Whole Class
Aims:
• To give students the form of the new structure.
• To have students understand the form of the new structure.
STEPS
1) Teacher asks some questions about the form of the sentences. What ıs the subject? What comes after the subject? Is ıt a verb, noun,or adjective?Which kind of an adjective is it? does it tells us how big is the watch? What comes after small? Is ıt a verb is it a noun ıs ıt an adjective? What does the adjective tells us? Does it tell where does the watch comes? After this adj what comes? Where do ı use the adjective? Before the name or after the name? What comes after noun? What comes after preposition? what kind of a word is it? does it tells about the shape ? what comes after round? What kind of a word is it? what does it tells? What comes after white? Which kind of word is it?
2) The teacher gets the answers .
3) After getting the answers, she writes the structure onto the board so that the students can see and understand the structure clearly.

FUNCTION
Time: 1 min
Materials: ---
Interaction: T/Ss,Ss/T, Ss/Ss
What students do: The students answer the questions the teacher asks and try to understand in which situation the structure is used.
Grouping: the whole class, pair working
Aims:
-To have the students get the usage of the structure
STEPS
• The teacher asks “When do we put the adjectives in order?, when do we need to put the adjectives in order?”
RESTRICTED USE ACTIVITY

Time: 3 min
Materials: worksheets,flash cards
Interaction: : T/Ss,Ss/T, Ss/Ss
What students do: try to do the exercise at the worksheets.
Grouping: whole class
Aims:
- To have students understand better the form of the new grammar item.
- To have students focus on the accuracy of the structure.
- To restrict the language needed and require the use of the target items.

STEPS
1) Teacher hands out the worksheets.
2) Students try to the exercises.
3) After they do the exercises they check the answers with their partners.
4) And teacher shows the corrects answers on the board.

AUTHENTIC USE ACTIVITY
Time: 5 min
Materials: pictures.
Interaction: T/Ss,Ss/T, Ss/Ss
What students do: they try to produce a dialog by using the new grammar pattern that is learnt.
Grouping: 4 student in each group.
Aims:

- To have students produce something by using the new grammar item.
- To have students focus on the fluency of the structure.
STEPS
1) The teacher asks students to work in groups of four
2) The teacher creates a antique shop atmosphere.
3) The teacher gives the same situation to the whole class.
4) Ss prepare an act-out.
5) After they finish, groups are acted out the situation in front of the class
WRAP-UP
Time: 1
Materials: -
Interaction: T/S
What students do: The students give answers when the teacher asks some questions.
Grouping: whole class
Aims:
To make summary of the lesson.

-To repeat what the students have covered

STEPS
1) The teacher asks the students what they have covered in the lesson.
2) After the students answer, she asks questions about the meaning, form and function of the structure.
3) They answer the teacher.