T writes the following questions on the board and asks the Ss to discuss the questions in pairs. What did you have for breakfast/lunch today? What do you usually have for lunch? Ss discuss in pairs. T monitors and notes down any language for delayed correction. She can also give them some useful language form the TL.

T hands out the empty chart of nouns from the listening text Ss had worked on in the previous lesson to be marked as U or C. Ss mark the items on the chart in groups. T monitors and helps when needed or takes notes for delayed language feedback. T gives out the answer key and gives Ss 2 mins to check their answers. Clarifies some nouns If needed. T hands out the woksheet from Ex 2. grammer in Ss book and asks the Ss to underline the correct word. Ss work individually to underline the correct word and listento the text to check their answers. They repeat the sentence If It is true for them. Whole class feedback from the Ss, note down the errors.

Ss work in pairs and fill out the blanks in the listening text as appropriate. Ss then lsiten to the text and check their answers. T monitors. T writes the model sentences on the board to clarify the meaning, form and pronunciation of the TL. Did you eat any fish? (?) Yes, I ate some fish. (+) I didn't eat any bread or drink any coffee or tea. (-) T goes back to the chart she gave out at the beginning of the lesson, asks the ss to fill out a/an part of the chart. Ss fill out the chart in 2 minutes and give w/c FB.

Ss create their own miracle diet. They work alone first. Write a list of food items included in their miracle diet and name it. T monitors and helps if needed. T writes the useful language on the board - gives HO to the Ss to use in the PW. Students tell each other about their diet, asks questions to find out what the other has on their list.

T writes the Ss errors she had noted during the lesson on the board. T elicits the correct answers from the Ss and corrects the kanguage on the board through highlighting.