T. shows a picture for a birthday party asking Ss. to guess what food or drinks I had yesterday. Ss are asked to work alone to write their own list for the same topic. T. elicits the food items on the board asking Ss. to use ( a- an- some) before each one, then they will discuss in pairs with reference to the sentence I wrote about my self. T. provides content feedback for which food is healthy or unhealthy through eliciting from students.

T. shows pictures of three types of pasta asking them to match the type to the picture. T. asks ss to tell their classmates about their favourite type of pasta. T. pre- teaches the vocabulary items for the spaghetti bolognese trough eliciting from a picture (ECDW). T. sets the context for the listening task by introducing the speakers and the situation through eliciting from a picture. T. asks Ss. to read the text and guess the missing parts or the ingredients of the recipe. T. plays the audio track one time, then SS. check their answers in pairs. Finally they listen again and receive the feedback on the PPT.

T. elicits the useful language to provide a model for the structure they need to talk about the ingredients in a recipe asking the following questions: do we need any milk for the spaghetti bolognese recipe? what do we need to make the recipe? T. clarifies the useful language on the board following the MPF technique.

T. asks ss about their favourite Egyptian dish/ food , then asks them to work in pairs to write a list of the food items they need to cook it. T. monitors, then asks ss. to change their partner and tell their new partner about the favourite Egyptian food.

After monitoring T. will provide linguistic and content feedback.