I will write "OLD and ELDERLY" on the WB and ask the Ss to work in pairs to find out the difference between these two words. While they are talking in pairs, I will monitor to make sure they are on the right track. After one or two minutes, I will ask them what they think and then say "they are the same but we use elderly just for people and it is more polite". Then, I think it is essential, I will ask a CCQ "Can I say elderly computer?" (of course not).

I will show the Ss HO1 and tell them " Now we have some adjectives here, work in groups and find out which ones describe teenagers and which ones describe elderly people. Are the majority of them (most of them) positive or negative? some of them can be used for both categories." Then I will give them HO1 and they start to do that. I will monitor the Ss, first to see if they are following the instructions and second to find out which adjectives are problematic for Ss. Once they are done, I will ask them read the answers and then I will go through MPF for the challenging adjectives. ( absent-minded, adventurous, bad-tempered, clumsy, narrow-minded, self-centered, stubborn, unenthusiastic and vulnerable are expected to be puzzling for Ss.) Then I will ask the Ss discuss the questions in exercise 1b in their group but before that I will ask them to go through the questions and ask me questions if they have any problems. ( "stereotype" and "conform to" are expected to be asked and because they are not vital for the lesson, I will tell them a short definition for each. (stereotype = cliché and conform to = follow/obey) ). Then I will ask each group one of the three questions and collect their answers as FB.

I will show HO2 and say " some of these sentences are correct and some of them not. Find them and tell me why you think the crossed ones are wrong. So you should have some reasons. Do not unfold your papers." Then I will monitor each group to make sure they are following my instructions and the papers are still folded. Then i will right on the WB which one is wrong and right then tell them to check their answers with the board. and then ask them to unfold their papers and match the reasons with the wrong sentences. Then ask the whole class the answer and make sure they do not have any questions.

I will show them HO3 and ask them to look at the examples at the top of the page and play them the audio that reads the sentences for them. Afterwards I will tell them to work in their groups and to put the words in the correct place ( try to highlight the form in a student-centered way. ). While they are doing so, I go to each group to help them if they have any problems and also monitor if they are doing the right activity. Then I will give them the answer keys and ask if they have any problems. Next, I will ask Ss to turn their papers and again look at the examples at the top of the page and listen to the audio which reads them for Ss. Then i will ask them to put the words in the correct order. Again I will monitor them in the same way and for the same aim of the previous activity. Once they are done, I will give them the answer keys.

I will show them HO4 and ask Ss to work with a partner and to put "the + adjective" instead of the underlined phrases. I will monitor each pair to help them if it is needed and to make sure they are following my instructions. Once they are done, I will tell them they can find the answer key around the class.

I will regroup the Ss to have a variety in the GW and then show them HO5 and tell them to talk in their groups and say if they agree with the sentences or not. I will go to each group to make sure they are talking about the sentences and to encourage the silent members of each group. When they are done I will ask each group one sentences and they will tell me if they agree with that and why they agree or disagree.