T greets ss then asks " What is your favorite dish (meal, food)?" T gives ss time to discuss then elicits answers. No error correction at this point since the focus is on fluency.

T shows some pictures and tries to elicit the words. After eliciting the target vocabulary, she drills chorally and individualy and asks CCQs if necessary (For possible CCQs please refer to the attachment 'Language Analysis':) (Bitter,Crunchy,Greasy, Spicy ,Juicy . Hot ,Crispy ,Rotten,Ripe,Salty,fresh, soft,hard) After the Ss grasp the meaning the T gives Ss the correct intonation (stress)

The T divides the Ss into two groups and asks them to categorize the adjectives according to "feel" or" taste".Ex. How does it feel? It is hard./ How does it taste? It's spicy. Teacher puts symbols of taste and feel (a picture of a hand and tongue) and asks groups to categorize the adjectives as soon as possible. Then the groups swap and have a peer check.

T shows the handout and asks ss to work in pairs and desribe the food items with the adjectives they have learnt. T monitors the class . Ss then check their answers in pairs. T gets WC FB

T pairs and divides the ss into two groups "sweet, bitter,sweet, bitter". T instructs "sweets" to get up and sit right across a bitter. So that each S could face a partner. She then blindfoldes Ss's eyes and instructs group "sweet" to guess what their partners tasted and described. T monitors. Ss swap roles when they are finished. T monitors and if time allows gives WC FB

(this can be considered as a back-up activity) t demonstrates and instructs ss to write the names of foods on stickers. . Then each student puts the sticker on his/her friend's back, who is sitting next to him/her. Ss are instructed to mingle and ask each other questions about which food or drink they are by using the target language. (Am I savoury? Am I bitter? Am I on the rocks?) T monitors and if time allows gives delayed fb