Ask: "What is your favorite autumn food in Japan? How does it taste?" (for example, sweet potato, chestnut, persimmon, new rice, grilled sanma, mushrooms). Students talk with a partner for one minute. Take 3-4 answers. Say: "Today we learn about autumn foods in the USA and Scotland. At the end, you get a recipe to try at home."

For each word: (1) show the picture, (2) say the word, students repeat twice (choral drilling means saying it together as a class), (3) give the simple meaning and do the action together, (4) ask the yes/no CCQs, (5) write the word on the board. Order: savory, crunchy, creamy, cinnamon, harvest, roast.

Show the four food slides (USA 1 and 2, Scotland 1 and 2). For each food: say the name (students repeat), read the short description (taste words, ingredients), and ask one yes/no question (for example: "Is pumpkin pie savory?" (No) "Is Scotch broth a drink?" (No) "Are brambles sweet?" (Yes, and a little sour)). Add a short fact if you wish (see the notes on the slides): Thanksgiving is on the fourth Thursday of November; porridge is made from oats, which grow well in Scotland.

Students match the words (Part A), fill in the blanks (Part B), sort the 12 foods into USA and Scotland (Part C), and describe three dishes (Part D). They work alone, then check with a partner. Check answers as a class.

Groups of four. Give each group the 12 dish cards (face down). One student takes a card and reads the three clues aloud, without saying the name. The others guess: "Is it pumpkin pie?" The first correct guesser keeps the card. The next student describes. The group with the most cards wins a candy. After the game, ask: "Which clue was easy? Which was difficult?"

Show the recipe slide (Baked Cinnamon Apples with Oat Crumble). Read the six steps together. Ask students to underline or say the cooking verbs (wash, cut, take out, mix, fill, bake, cool, serve). Students put the jumbled steps in order in Part E, with a partner. Check as a class. Hand out the recipe card.

Pairs make an autumn menu (Part F) with a starter, a main dish, and a dessert. Use at least one American food and one Scottish food, and say how each dish tastes ("The starter is Scotch broth. It is savory and warm."). They can give the menu a name. 3-4 pairs present their menu to the class.

Delayed error correction means correcting mistakes after the activity, not during it. Write 2-3 common mistakes you heard on the board (for example "It have cinnamon") without names, and ask the class to correct them. Review the six words. Ask 2-3 students which food they want to try. Remind them to try the recipe at home with an adult's help.