I will begin by asking the students about what they like to drink. I have prepared visuals to help the students get a better grasp of the new vocabulary. I will make a table on the board where I will place the containers along the top row and arrange the drinks underneath. For example, I will place "tea" under "cup". Once all the drinks have been sorted, I will ask the students if they can say these in different ways and show them that "tea" can go under "mug" to etc. I will also explain the difference between a cup and a mug.

The students will answer the questions on page 22, ex. 2. They will work in pairs, asking each other the questions. I will elicit feedback by asking about the partners they worked with. Next I will give another speaking activity in which the students will have two separate roles. One role is the customer in a cafe, and the other is a waiter. I will write on the board "can I have ..." I will demonstrate by saying; "Can I have a bottle of water, please?" The other student will be required to respond. Here they will be able to apply the phrases they learnt in yesterday's lesson. These phrases include "Thank you", "You're welcome".

I will hang up pictures of various drinks (Perrier, Guinness, Eary Grey etc.) and elicit the different types. I will then ask them about their favorite drinks and bring the topic around to a monk by discussing alcohol consumption. Then, the students will read for general gist and match the names of the drinks with the paragraphs. They will then check with partners. Next, they will read the text again but in more detail and answer ex. 3 on page 22. The students will answer individually and check in pairs.

The students will complete the gap fill ex. on page 23. I will ask them to read the rule and fill in the gaps. Once finished, I will want them to check with a partner, then I will do whole class feedback. On the board, I will write few of the sentences: "You should use Indian or ...", "You need to make ...", "...before you put the milk in..." I will then ask why one of these sentences has "to" and the others don't. I will then give 5 verbs which are always followed by an infinitive with "to". Next I will hand out the worksheet "Infinitive and beyond!" which is a gap-fill handout. Here, the students will practice the grammar by themselves. After, they will check each others' work and I will hand them the answer key. Then, I will write another 4 verbs on the board and ask the students to form 2 sentences using these verbs and the grammar rule. I will demonstrate first on the WB with an example. Then the students will read the sentences to each other in groups and I will listen for any necessary error correction.

I will separate the class into two groups and ask them to discuss "Turkish tea and English tea". I will provide prompts, if necessary with the following questions: What are the differences? How are they made? Which do you like? I will give them five minutes to discuss. Then, I will ask them to give me their opinions and tell me what their group discussed. I will try to pick the shy and quiet students. During their discussions I will participate and try to engage the quiet students in the discussion. If I have any extra time, I will play a game, "I went to the supermarket to buy..." In this game a student will say a phrase that they learnt earlier. For example, "I went to the supermarket to buy a bottle of water." The next student will have to repeat this sentence and add another item themselves. This will help the students' fluency and pronunciation.