T asks Ss look at the pic and tell me what do you see? - are these foods same or different? -which food do you like? T set the context

T says in question (a) look at the picture we have 16 food items match them to the words in the box. do it in pairs. you have 3 mins. ICQs what will you do? alone or in pairs? How many minutes? After they are done T asks them to share there answers together. T takes the content feedback. so guys do you have same or different answers from your friends? T takes individual feedback and then shows the answer on the screen. T asks "now guys tell me your score? now let's move to question (B) now guys I want to to make two lists. one for sweet food and another one for non sweet food. do it alone. you have 2 min. ICQs what will you do? alone or in pairs? How many minutes? After they are done T asks them to share there answers together. T takes the content feedback. so guys do you have same or different answers from your friends? T takes individual feedback and then shows the answer on the screen. T asks "now guys tell me your score?

1) Peanut butter context: T ask Ss to look at the pic number 1. elicitation: - what is that? - it is brown paste in a jar? kids and adults love it so much. drilling: Ss listen first and then repeat (choral, group, and individual) form: (N) stress on the first syllable. 2) onion context: T ask Ss to look at the pic number 2. elicitation: - what is that? - It's round and has layers. used almost in all kind of foods? drilling: Ss listen first and then repeat (choral, group, and individual) form: (N) stress on the first syllable. 3) burger context: T ask Ss to look at the pic number 3 elicitation: - what is that? - a bread with meat in the middle. it's fast food. not healthy but we love to eat. drilling: Ss listen first and then repeat (choral, group, and individual) form: (N) stress on the first syllable. 4)chili context: T ask Ss to look at the pic number 4 elicitation: - what is that? - it's very hot. makes the food hot and spicy. hurts you mouth if you are not used to it. drilling: Ss listen first and then repeat (choral, group, and individual) form: (N) stress on the first syllable. 5) lettuce context: T ask Ss to look at the pic number 5 elicitation: - what is that? - It's green and having a lot of leaves. We often eat it in salads. drilling: Ss listen first and then repeat (choral, group, and individual) form: (N) stress on the first syllable. 6) strawberry context: T ask Ss to look at the pic number 65 elicitation: - what is that? - It's red, sweet, and small. a fruit drilling: Ss listen first and then repeat (choral, group, and individual) form: (N) stress on the first syllable. 7) yogurt context: T ask Ss to look at the pic number 7 elicitation: - what is that? - "It's creamy, often white or fruity, and you eat it with a spoon." drilling: Ss listen first and then repeat (choral, group, and individual) form: (N) stress on the first syllable. 8) cereal context: T ask Ss to look at the pic number 8 elicitation: - what is that? -like cornflakes - It's crunchy, you eat it with milk. drilling: Ss listen first and then repeat (choral, group, and individual) form: (N) stress on the first syllable. 9) Jam context: T ask Ss to look at the pic number 9 elicitation: - what is that? -sweet paste made from fruit often in jars and spread on bread. like strawberry jam drilling: Ss listen first and then repeat (choral, group, and individual) form: (N) stress on the first syllable. 10) corn context: T ask Ss to look at the pic number 10 elicitation: - what is that? -It's yellow, small grains. drilling: Ss listen first and then repeat (choral, group, and individual) form: (N) stress on the first syllable. 11) noodles context: T ask Ss to look at the pic number 11 elicitation: - what is that? -It's a long thin piece of pasta. like indomie and Kellogg's drilling: Ss listen first and then repeat (choral, group, and individual) form: (N) stress on the first syllable. 12) Pasta context: T ask Ss to look at the pic number 12 elicitation: - what is that? - it's like Spaghetti "I like to eat _____ with tomato sauce. drilling: Ss listen first and then repeat (choral, group, and individual) form: (N) stress on the first syllable. 13) salmon context: T ask Ss to look at the pic number 13 elicitation: - what is that? - It's a type of fish, often orange, -Tuna is dark, but _____ is orange. drilling: Ss listen first and then repeat (choral, group, and individual) form: (N) stress on the first syllable. 14)avocado context: T ask Ss to look at the pic number 14 elicitation: - what is that? - "It's green, has a large seed." -Apples are round, but _____ is oval." drilling: Ss listen first and then repeat (choral, group, and individual) form: (N) stress on the third syllable. 15) salt context: T ask Ss to look at the pic number 15 elicitation: - what is that? - "It's white and we add almost to all non sweat foods to make them taste better. drilling: Ss listen first and then repeat (choral, group, and individual) form: (N) stress on the third syllable. 16) pepper context: T ask Ss to look at the pic number 15 elicitation: - what is that? - "It's black, small, and makes food spicy. drilling: Ss listen first and then repeat (choral, group, and individual) form: (N) stress on the third syllable.

now guys it's time to practice. have a quick look at the text. I want you to complete the text with the words in the box. do it alone you have 3 mins. ICQs will you complete the text from your mind or the box? alone or in pairs? how many mins? After they are done T asks them to share there answers together. T takes the content feedback. so guys do you have same or different answers from your friends? T takes individual feedback and then shows the answer on the screen. T asks "now guys tell me your score?

now guys we have this blog post written by some woman about food. letter (a) I want you to read it quickly and answer what is comfort food? how many recipes for chicken soup? alone you have 2 mins. ICQS will you just read or read and answer? will you read quickly or in details? alone or in pairs? how many mins? After they are done T asks them to share there answers together. T takes the content feedback. so guys do you have same or different answers from your friends? T takes individual feedback and then shows the answer on the screen. T asks "now guys tell me your score?

now guys I want you to read the text in details to find these words. and think of an example for each one. alone. you have 2 mins. After they are done T asks Ss if they need to play the audio again T takes the content feedback. so guys do you have same or different answers from your friends? T takes individual feedback and then shows the answer on the screen. T asks "now guys tell me your score?

letter (C) now guys in pairs. discuss what is a famous soup in your family and when do you usually eat it? remember your friend's answer you have 2 mins? ICQs will you just speak or remember your friend's answer? alone or in pairs? how many mins? After they are done T asks them to share there answers together. T takes the content feedback. so guys do you have same or different answers from your friends? T takes individual feedback and then shows the answer on the screen. T asks "now guys tell me your score?

T asks Ss t look at the use the grammar box. I want you to use it to firstly complete the rules in this two statements. secondly, find out which words we use to talk about large amount, small amount, and amount that is not large or small. do it alone. you have 3 mins. so again. will you use this grammar box to answer the 2 questions? alone or in pairs? how many mins? After they are done T asks them to share there answers together. T takes the content feedback. so guys do you have same or different answers from your friends? T takes individual feedback and then shows the answer on the screen. T asks "now guys tell me your score?

T write on the board count. and uncount. so now guys what is a count. noun? it's a word we can count? can you give me examples? and also like the word a chili we can say a chili or one chilies - 2-3-5 chilies T writes a chili 2-3-5 chilies when I say a chili is it singular or plural? what do you notice before the word "chili" ? yes a. so we use a or an before singular count. nouns. when I say 2-3-5 chilies is the word " chilies" singular or plural? how do you know that? because the plural s and the numbers. .................................................................................................... so now I want to ask about the quantity of a count. noun. what do I say? how many chilies? or how much chilies? great so now repeat after me. how many are the chilies T write the question on the board. so now I want to ask about the quantity of uncount. noun. what do I say? how many rice? or how much rice? good job. so now repeat after me. how much rice? T write the question on the board. ............................................................................................. now tell me which words we use to talk about ( large amount - small amount - amount not large nor small) for count. nouns you can look at the grammar box to help you. a lot of / too many a few / not many some ******************* now tell me which words we use to talk about ( large amount - small amount - amount not large nor small) for uncount. nouns you can look at the grammar box to help you. a lot of / too much a little/ not much some ****************************************************************** so now what are the common words we use for count and uncount? a lot of and some for both count and uncount.

* controlled practice: so now guys it's time to practice. in c) I want you to write wither much or many. alone. you have 2 mins. After they are done T asks them to share there answers together. T takes the content feedback. so guys do you have same or different answers from your friends? T takes individual feedback and then shows the answer on the screen. T asks "now guys tell me your score? *freer practice: now guys I want you to tell your partner about your favorite comfort food. try to find sth in common. you have 7 mins. ICQs will you speak or speak and find sth in common? how many min? mingle!

The T conducts WC content feedback. T uses the notes he took while monitoring them to write the incorrect sentences on the board, and then starts to elicit from them the correction