-T projects photos of three fridges each containing different kinds of foods and drinks. -T puts students into pairs. -T gives ss HO's with three questions written on them. -T asks ss to look at the photos and discuss the questions in pair. -T asks ss three ICQs: ''will you look at the photos and answer the questions?'' "yes" ''will you write the answers or say the answers?'' "say the answers" ''will you do it alone or with your partners?" "with partners" -In feedback T asks some ss in random to share their answers with the class.

-T puts two sets of food pictures on the walls. -T divides the class into two groups of apples and oranges. -T gives each group a set of food words and asks them to match the words with the pictures. -T asks ICQs: "will you work alone or in groups?" "in groups" "will you match the wors with the photos?" "yes" -T asks each group to check the other group's answers. -In feedback, T gives ss the answer key to check and if necessary correct the answers. -T projects the difficult words on wb and drills the pronunciation and marks word stress. (coffee, pasta, chocolate, vegetables, potato, orange juice, sugar, sandwich)

-T draws a t-chart on the board and writes 'healthy' on the right, 'unhealthy' on the left. -T demonstrates the activity by asking ss a question: "Is milk good for body?" "Yes" and T writes milk under healthy column and drills the word 'healthy'. Then he asks : "Is hamburger good for body?" "No" then T writes it under unhealthy column and drills the word 'unhealthy'. -T pairs up ss. -T asks ss to draw a t-chart and do the same with the other foods on the wall. -Ss compare the answers. -In feedback, T asks the wc to fill the column on wb shouting.

-T puts ss in pairs. -T gives students a questionnaire and asks them to interview their partners. -T monitors ss. -In feedback, ss share their partners' answers with the whole class.

-T divides the class into three groups. -T says: "I am fat. what should I eat for breakfast, lunch and dinner to lose wait?" -Ss discuss with their peers and write a diet program together. - T encourages ss to use 'should'. -T monitors and takes notes for delayed error correction. -In feedback, one s becomes volunteer in each group to read the diet program. -Ss in each group listen and give a score in the scale of one to five and in the end the group with the highest score is the winner.