- T welcomes the ss - T displays some pictures on the screen speaking about he had for breakfast this morning. -T tells the ss to work in pairs and discuss what they had for breakfast and what do they have in common. -The ss discuss in pairs. - T takes a nominated class feedback.

- T transitions here by saying ''Now that we've shared some interesting information about our breakfast, lets work together through a very simple task'' - T chests a handout and instructs ss that they have to match the words with the pictures in three minutes. - Ss do the task individually, then check in pairs. - T monitors and spot the incorrect pronunciation and the wrong answers. - T takes an open class feedback for only for the part ss struggled to answer. - T chests a handout and instructs ss that they put the words in the box into the correct column( countable nouns, uncountable nouns) adding a or an to the singular form in countable nouns and write the plural form. - T demonstrates an example - Ss work individually - Ss compare their answers - T monitors and corrects on the spot if needed - T takes an open class feedback on the issues ss faced.

-T shows a picture of ''sausages on the screen " and asks the ss ''What can you see on the picture?''. - The ss utter the word. - T corrects the incorrect pronunciation by modelling then drilling chorally and individually. -T boards the word and elicits the stressed syllable. - T Shows the ss a picture of '' cereal'' on the screen, then asks" What is do we call this?'' - The ss utter the word. -T corrects the incorrect pronunciation by modelling then drilling chorally and individually. -T boards the word and elicits the stressed syllable. - T show the ss a real ''croissant'' and asks '' What is this?'' The ss utter the word. -T corrects the incorrect pronunciation by modelling then drilling chorally and individually. -T boards the word and elicits the stressed syllable. -T displays a picture of ''vegetables'' on the screen and asks ''What is this?'' -The ss utter the word. -T corrects the incorrect pronunciation by modelling then drilling chorally and individually. -T boards the word and elicits the stressed syllable. - T shows the ss '' a glass of water'' then asks ''What is this?'' -The ss reply -T corrects and explains that we can only use a/an before the uncountable nouns if there is a unit or a modifier before the noun. - Asks the following CCQsto check understanding: -Can we say ''I have apple?'' (No) - Can we say ''I have apples''? (No) - Can we say ''a milk'' ?(No) - Can we say '' a glass of milk? (Yes) - Can we say ''Milks''? (No)

- T transitions here by say '' Now that we know more about countables and uncountables, lets put or knowledge into practice" - T chests a handout and instruct ss to fill in the gaps with a,an or - and they have 5 minutes to finish the task. - T demonstrates by showing the first example. - T ICQs the ss to check the understanding for the instructions - Are we going to fill in the gaps? (yes) - Will we only use a/an? (No) - The ss work individually. - The ss check in pairs -T monitors and corrects on the spot if needed. - T takes individual feedback on the issues faced the ss. -T chests a handout and instructs the ss to fill in the columns with the food people in Turkey, Japan and France might have for breakfast, they can use the words in the box from the previous exercise. - The ss work in pairs. - T tells students that they're going to listen to a chef and his assistant, Dylan from a language school in UK, they have to tick the food and drinks on their list that they talked about. -T plays the audio twice. - The ss check their answers - T takes an open class feedback.

- T displays a question on the board '' What do you usually have for dinner'?'' - The ss take a minute to gather their thoughts. -The ss discuss in groups. - T takes a nominated class feedback.