Show different pictures of what people usually eat on Japan, France and on Turkey. Prior asking the main question, ask: “What do you see? Do you think those items are usually eat for breakfast? Lunch? Then, ask them to guess: “What do people from Japan, France, and Turkey usually eat for breakfast?”. 2 pictures for each country.

Set task before listening (1-2 min) T: “You will listen/read about three breakfasts: Japanese, French, and Turkish. Don’t worry about every word. Just listen and tick the foods and drinks you hear.” Google Form with a checklist (bread, rice, soup, cheese, olives, croissant, coffee, fish, tea). Gist task Play the recording only once Ss tick the items individually (1-2 min). Pair check (2-3 min) Ss compare answers in pairs in breakout rooms OCFB - Check the answers with the whole class on google forms. (2-3) Highlight on board: some words are countable (croissant, olives) and some are uncountable (coffee, rice). Don’t clarify yet—just expose them to it.

On google Slides Ss will find a set of nouns which they have to put where they belong either under Countable or under Uncountable nouns: banana, orange juice, eggs, yogurt, apple, sugar, coffee, bread, croissant, olives, rice. Students put each word under the correct column - Countable or uncountable (2 -3 min), and then allow them to check in pairs or groups in breakout rooms for 2-3 minutes OCFB to check: Countable: banana, eggs, apple, olives. Uncountable: orange juice, yogurt, sugar, coffee, bread, rice

Meaning Use google slides with some pictures of countable and uncountable nouns, in this case Countable: Apple, Banana, Eggs Uncountable: Rice, Sugar, Yogurt, Orange Juice Ask some CCQs: Can I count bananas? (Yes - 1 banana, 2 bananas) Can I count apples? (Yes - 1 apple, 3 apples) Can I count juice? (No, so If I want to count juice, what do I need? (A glass / bottle of juice) Can I count rice? (No, so If I want to count rice, what do I need? (A cup/ bag of rice) Real-life logic: liquids, powders, and mass nouns = uncountable; single items = countable. Form: Tell the students: “Look at the table. Countable nouns have singular and plural forms. We can use a/an for one, or add -s for many. Uncountable nouns don’t have plural and don’t use a/an (no article)”. Put them into breakout rooms, so they can complete the table in groups/pairs ADD TABLE HERE FCQs: Can I say two rices? (No). Can I say an apple? (Yes). Do we use “a” or “an” before sugar? (No). Pronunciation Syllable & Stress Matching Activity (2-3 min) on google slides (one per each Student) Ask Ss to complete the table matching each word to its syllable count and stress pattern (oOo, Oo, etc.). ADD TABLE OCFB, Drill with Ss

Show Ss the activity they have to do, they have to choose the correct answer for each sentence on google forms. Give them some time to work alone (3min) and 2 min to check in groups/pairs before OCFB. Q1. Sue never has ___ milk in her tea. a) a b) – (correct) c) an Q2. I have ___ egg for breakfast every day. a) a b) an (correct) c) – Q3. Do you want ___ banana? a) a (correct) b) an c) – Q4. I love ___ sandwiches. a) a b) – (correct) c) an Q5. Ted usually has ___ soup for lunch. a) – (correct) b) a c) an Q6. Would you like ___ apple? a) a b) – c) an (correct) Q7. Do you drink ___ coffee? a) a b) an c) – (correct)

Tell Ss: Imagine your perfect breakfast. Think of food, drink, where you are, and who you are with. Give them some prompt question to facilitate the conversation. Where Are you? What time is it? Who are you with? What do you have for breakfast? What do you do after breakfast? Give them some minutes to prepare (2-3) they answer before going to breakout rooms and share with their partner/group. After sharing, OCFB to elicit 2-3 ideas from Ss. Highlight good use of TL and correct common errors