Set context of food. Ask students "What food do you remember from Hande’s lesson?" Give them 1 min to talk to their partners then take some answers from some of the students in 1 minute.

Use the projector throughout the lesson. Start the lesson with a test teach test with the exercise 4a. Elicit the meaning of the word "count" by using gestures and provide exercise 4a to the students: T: "Read these sentences and circle the correct words in 2 minutes" Let them work individually first then they can check their answers with their partners. Then give plenary feedback and clarify the sentences with two CCQs: So Can I count biscuits and apples? Yes, one, two apples....Can I count milk? One milk, two milk? No I can't. Show the pictures of Countable and Uncountable nouns and elicit the words "singular and plural" by saying "One apple- singular, two three four apples - plural". Show 4a chart on the board and provide them target vocabulary (Ex.1a) written on the cards and and then ask students to stick the words under the correct place (Countable-Uncountable). Set an example before they start. T: "Stick the cards on the correct place." Check sts' answers on the board and give feedback to wrong answers by asking guidance questions like: "Is meat countable? Can you count it? Then they can check the answer key hung on the wall.

Demonstrate them an example form by using both countable and uncountable nouns (tomatoes-an apple--tea -milk). Tell them look at these nouns and choose the best option. T: Look at the examples and choose the best option. You have 3 minutes. Form: Countable Nouns Tomatoes-an apple Countable nouns have/dont have a plural form. We use/ don’t use a or an with singular countable nouns. We use / don’t use a or an with plural countable nouns Uncountable nouns: Milk - Tea Uncountable nouns are/aren’t usually plural. We use /don’t use a or an with uncountable nouns. Let them check their answers with their partners and do plenary check and show the rule and hang it on the wall so that students can check it in later activities. Drill the words tea, milk, tomatoes, an apple chorally and individually and show the stress on the words.

Clarify M/F/P of Countable and uncountable nouns. Check understanding with CCQs by providing more examples, elicit the form from students. Model and drill the pronunciation of some of the target vocabulary. Soup: Can I say "soups"? No Can I say "a soup?" no Is it countable or uncountable? uncountable Banana: Can I say "a banana?" yes Can I say "bananas?" yes Is it countable or uncountable? countable

Provide students hand outs including mechanical practices (ex.6-7). Give them 3 mins to do each. Let them compare their answers after they finish. During the feedback of ex.6, ask students to nominate each other for the answers, provide the answer key by hanging on the wall for the ex. 7. Ask for clarifications of the questions 2 and 4 in ex.6 (an egg-cheese) and 1-8 (toast-olives): Why "an egg" Why not a cheese? Why toast? Why "olives?" T: Now, Circle the correct option. You have 3 minute. Pair them and ask them to make a sentence in 7a true for them. Set an example first: I (never) have rice with my main meal. I always have sugar in coffee

Provide them a hand-out on which students will see some food types that they will speak about if they like them or not with their partners and do plenary feedback. Then give them five questions about a perfect breakfast and pair them. Monitor them while they are doing the task. do the plenary check.