I will introduce the context of both consonants and generations with an image of three different generations. I will then ask the following to elicit the word generation: What do you see? Are they different ages? Do you think they are related? What do you call different families from different age groups? Do you remember the 1st lesson with Ismail, 60, 70, 80? How many _ do you see? I will then elicit the word "consonant" by showing what vowels are and asking what is the opposite.

The students will be given the following 8 words from the audio and asked to repeat: Creative kriˈeɪtɪv (adj) flexible ˈfleksəbl (adj) previous ˈpriːviəs (adj) spoilt spɔɪlt (adj) Strong strɔːŋ (adj) spread spred (adj) throughout θruːˈaʊt (preposition) The purpose is to drill stress and pronunciation. The wordson the sheet will be used as a reference. btw: I could avoid the audio listening part adn do it myself but I want the students to get used to the audio voice for the next stage.

With the consonants defined and checked already, the ss will work in pairs and be instructed to fill in the blanks after listening. For feedback the students will come to the board.

Students will walk around the class and ask each other to "find someone who" for 10 questions. There are some references that are old so I will ask the students update them. This ex gives the students a chance for controlled speach.

I want to get reactions from the class so I will ask them for FB from the previous ex.

I will break the ss into 3 groups and ask them about the differences in the three generation in the image from the warm up in terms of technology, style, politics, economics, equal rights, etc or no change. This is a semi controlled task.

In an effort to practice even more speaking. I will ask the ss what (if any) will be the difference in the future generation. (far or near) I will write some ideas on the board and see if everyone agrees.