Ask ss to what is the first word that they think of when they hear the word Food. Ask them to say this word to their friends next to them and see if it's the same or different. Elicit a few ideas and write them on the board. Tell ss that they will work in pairs to think about words about food. Give ss Handout 1 and tell them that they have 5 minutes. Do the first one on the board together as an example. After they complete their handouts, tell them to check with the other pair on their table to see if their answers are similar. Then project the same chart on the board and invite 6 ss on the board to write words on the lines to complete the handout. Ask WC is there anything that you don't agree with?

Write Carbohydrates on one side of the board and Proteins on the other. Ask ss where does pasta go? Where does salmon go? Model and drill the pronunciation of the words. Remind ss that carbohydrates are generally referred to as carbs. Tell them to talk in groups of 3-4 to find 4 more food items for each category. Tell ss to work in pairs and answer the questions on Handout 2 with either carbohydrates or proteins. Do not check the answers as this will be referred back to after reading the text.

Tell ss that now they will read a newspaper article about food. Tell ss the title of the article: Mood Food and talk in pair in 1 minute to guess what the text will be about. Project the first paragraph of the article on the board using the OHP. Tell them to read the title and the first paragraph of the title individually to see if their guesses were correct. Elicit the answer from 1-2 ss.

Tell ss that now they will see the rest of the article and they have to check their answers for Handout 3. Tell ss to read the article once. Give them Handout 4 and tell them they have 5 minutes.

Regroup ss by asking them to pick out a piece of paper from the basket. Show ss where to sit in their new groups. Tell ss that they will read the text again. This time they have to work in groups and decide if the statements given to them are True or False. Also remind them that they must justify their answers. Refer ss to the exercise A with the T/F statements on Handout 4. Tell them they have 5 minutes. After they finish elicit answers showing the text and the exercise on the board and ask ss to give reasons for their answers.

Tell ss to work in pairs and underline the adjectives made from the verbs or nouns in Exercise B. Ask them to find the difference between the two adjectives made from stress. Elicit the adjectives from ss. Model and drill the pronunciation.

Tell ss to work in pairs and talk about the questions in exercise C. Encourage them to use the adjectives from exercise B while they are talking. Monitor throughly and make sure you note down 1-2 good examples of good language and 4-5 examples of language with errors for the following delayed error correction stage.

Write 6-8 sentences that ss used while fulfilling the speaking task. Write 1-2 good examples of language and 4-5 sentences with errors. Tell ss, some of the sentences on the board are not good. Tell them to find the mistakes in pairs in 1-2 minutes. Next go through each sentence and ask ss if the sentences are correct or not. Make the necessary corrections on the WB. Give positive feedback for successful attempts.

Ask ss to choose 3 of the adjectives they learned throughout the lesson today and to write their own sentences using these adjectives.