The teacher starts by showing a photo of an apple, elicits what it is, if they like it,... and with which letter it starts. He then shows a photo of a banana, asking the same questions. Next he refers students to the order of English alphabet, noting its relationship with the order of presentation of the two fruits. He states that he wants to start a game of memory and alphabet with the class. Asking students to stand up and form a horse shoe around the WB. T writes a sentence "Yesterday I went shopping and I bought an apple" He shows the banana, reads the sentence, mentioning "an apple"... up to banana (he pauses for Ss to answer) and asks Ss to continue saying another food that starts with the next letter, elicits C. Ss start the game while they try to remember their partners' nouns. They go on until only few people are left, to find the S with the best memory.

The T shows the pictures of vocabulary items and elicits if they are countable or uncountable, then gives Ss the vocabulary items of exercise 1 on page 19 and asks Ss to use dictionaries to check their answers. Then he checks the answers as a class, getting feedback on content.

The T puts Ss in groups of 4 and gives each group of Ss a handout containing the ingredients of a different local dish of Turkey or Egypt. Then the T asks Ss to read the text quickly to work out in their group what the name of the food is. He elicits the names and asks some questions about whether they like it,...

The T asks students to read the text once more to find one important ingredient missing. They read carefully and try to guess with their group members. The answers will be on the back of the paper, then the T gives them feedback on the content and the task.

The T gives Ss a handout containing some questions about form, countable/uncountable nouns, to lead them through a guided discovery. Then he brings the class together and checks answers with the whole class.

The T writes four sentences, containing a(n), some and any (in different colors in correspondence with their nouns) from the text on the WB and asks whether they can count the nouns, gives examples and elicits answers. Then he refers Ss to the words "some" and "any" to elicits when we can use them, for countable, uncountable nouns.

The T gives back-chain drills on the the four sentences, W/C drill and then individual drills and encourages and praises fluency and nice attempts.

The T asks Ss to look at exercise 2 on page 19, he explains that the people are talking about their favorite food, then he asks them to choose the correct word for each determiner in italics. After that he asks Ss to check their answers with their partners, then brings the class together and gets feedback on content, checking as a whole class.

The T gives Ss a handout, Global Pre-intermediate, page 135, asks Ss to work on their own to answer the questions and then check with their partners. The T then gets feedback on the content, checking as a whole class.

The T introduces the Speaking part of page 19 and asks Ss to think about the food they like, and make notes if desired. Then he asks Ss to tell each other about their favorite food. Finally the T bring the class together and asks for feedback on task.