*T reminds the Ss that they've just heard about food in the previous lesson. *T shows a cropped photo from the listening of a man with a fly in his soup, who is clearly angry, and elicits where it is (restaurant, as there is a waiter present) and if the man looks angry (he does) and perhaps why (there's a fly/bug in his soup). *T then shows a picture of Nasreddin Hoca, and elicits who he is and what he's known for (funny stories, often with jokes at the end).

*T then shows the same picture with Nasreddin Hoca cropped in as the waiter, and has the Ss discuss in pairs their ideas about what is happening in the photo. *T takes some ideas from the Ss as feedback. *T removes the photo from the board and tells the Ss that Nasreddin Hoca is not in the story, but that the waiters/customers do say funny things. *T tries to elicit that those funny things are 'jokes'. *T posts the other two pictures that correspond to the jokes they will hear. *T has the Ss discuss again in pairs what they think is happening in all three pictures. *T takes some ideas as WCFB.

*T posts most of the vocabulary pictures on the board and tries to elicit the words and clarifies the ones they don't know. *With regard to ice cream, T tries to elicit 'scoop' and different kinds of flavours. *With regard to knife and fork, T first shows them separately and then puts them together. *The last word is 'surprise' and will be elicited first with a photo of a woman who is getting a surprise birthday party. Because the Turkish cognate is most often used with a positive connotation, it would be helpful to demonstrate that surprise can be negative in English, so the T shows a picture of Lucille Ball with a shocked look on her face and elicits that the surprise was a bad one. *T drills the vocabulary pronunciation, and if time, gathers the Ss in a circle to pass the pictures around and drill that way. *T writes the words on the board and elicits where the stress is.

*T shows the Ss the pictures corresponding to the jokes that they had previously discussed, and tells them that they will now listen to three short stories, which have jokes at the end. *T tells the Ss that they will number the pictures in the order that they hear the jokes. *Ss listen once and check their answers with a partner. *T monitors and takes WCFB, clarifying if there were any problems.

*T reminds the students that the funny part is usually at the end of the story/joke, and that now they will be listening intensively to understand and write the last part of the joke for each story. *T checks the instructions and hands out the exercise, allowing the Ss to read it before starting the listening again. *T monitors, and if necessary, plays the listening text again. *Ss check answers in pairs, and then T passes out the answer key and has the Ss check again. *T monitors and takes WCFB, clarifies anything problematic.

*T tells the Ss that they will now read a new joke and fill in the blanks of it with the vocabulary words in a box. Ss will work together in pairs. *T passes out the answer key and Ss check their answers. *T collects the joke gap-fill and tells the Ss that they will now role play the scene - one will be the waiter and one will be the customer - and that they should memorize it because the same words will be removed again. *After practising for a few minutes, SS turn over the paper and practise without the words from the gap-fill - with the answer key on the back of the paper should they need any help. *T monitors for errors for delayed ECFB. *If time, Ss can try to make their own jokes in pairs, using the ones they've heard and the one they practised as a model.