Show the students a 1-minute video to engage students and draw their attention. Students will be asked to watch with a purpose (guess what today's topic is about). The video is about eating healthy versus unhealthy. "I want you to watch this video and tell me what today's topic is." https://www.youtube.com/watch?v=VhZtvHWBnbA After the video students will be shown photos of food groups and be asked to indicate which is better for them or does not make them sick. - Does this make you strong? - Does the doctor tell you to eat this?

Tell the students that the T is going to tell a short short story about how T tried to eat healthy recently but could not manage to do it. T is going to ask students to listen carefully and take note of all food/drink items mentioned in the story. The story will include the target vocabulary, which will later help them guess the words from the context when T elicits meaning of the word from photos. T have a visual ready on the board to make sure that weak-level students can follow "I will tell you a short funny story that recently happened to me and I want you to take note of any words that relate to today's topic like food. Last week, I decided to eat healthy and it was not easy! On Sunday morning, I woke up and said, “No more cake for breakfast!” So, I ate and da salad and drank juice. I felt great… for five minutes. Then my friend came with a big piece of cake. I said, “No, no, no… okay, just one bite!” At lunch, I tried again. I ate rice and chicken, and I felt like a fitness influencer! But my mom called and said, “Come home, I made macarona béchamel!” So… goodbye healthy lunch! In the evening, I made a big salad. I looked at it and said, “Wow, green food!” I took one bite and… it was good! Then I added a little more chicken. And maybe… a tiny piece of cake. Before bed, I drank water and told myself, “Tomorrow, I will be very healthy… but maybe with some chocolate.” ICQ: Are you going to take notes or only listen?

T will hand out a written script of the story and ask students to highlight food words in pairs. Students will take 3 minutes to work on this. "I want you to underline the food items highlighted in our story. You are going to work in pairs and we are going to take 3 minutes" ICQ: Are we going to work individually? Are we going to underline the food items or are we going to write anything? T will then write write on the board the food items that the students guessed from the story Photos of the food items will be displayed on screen.

Photos of the vocabulary will be shared on the screen and students will be asked link the words on the board with photos on the screen in one big group in 3 minutes. Students will check answers with each other from the screen. CCQs will then be asked: - Healthy: Is that good or bad? Does it make me stronger? - Rice: Is it easier to eat with a spoon or with a fork? - Cake: Is it sweet or salty? Is it healthy? - Chicken: Does it have protein? Does it have to be cooked? - Salad: Does it have vegetables? - Juice: Do we eat it? Is it sweet? The word form and stress will be inquired about and written on the board. The words will then be drilled

T will give them fill-in the gaps activity, they will take 3 minutes to solve it individually. Students will then check understanding for 2 minutes. Lastly, answers will be displayed and discussed. The aim is to test the accuracy and make sure that students understand the new vocabulary

Students will roleplay that they are visiting a doctor. Students will talk about what the patient wants to eat versus what the doctor wants the client to eat. Students will be given 5 minutes to roleplay and will then discuss the most interesting thing they heard with another colleague. "We are now going to work in pairs. I want you to pretend that one of you is a doctor while the other is a patient. I want you to talk about what the doctor wants the patient to eat against what the patient wants to eat. We will take five minutes to do this and then you will switch groups and talk about what you heard. ICQ: - Are we going to work in pairs or individually? - Are we going to write anything? - How many minutes will we take?

Write sentences where the students made mistakes and ask peers for correction this will take 5 minutes. Finally, praise the students and ask them to write their 3 favorite foods on a piece of paper and hand it to me.