T asks sts about the picture and pushes them to predict the girl's job and what they think she is saying to them.

T asks students to read ex.6a and try to fill the gap using the questions in ex.4b. T asks them to check the answers in pairs. T plays the recording so that students can make sure of their answers.

T elicits and clarifies MPF T asks sts what they say when they need something. they say I want or I'd like ( he doesn't say the phrase) sts say it. when you ask for something it is a .........( sts answer) a request if you want to give something to sb you say .........(sts reply) would you like ...? t asks it is an ............. (sts reply) Now, t models, then sts drill showing them the stress and intonation of both the offer and request. T writes the marker sentence on the board and asks sts about the form and highlights the stress. t make sure they copy grammar names .

T regroups the students into groups of three; each one student is the waiter or waitress, and the other two will be Clare and Paul. sts practice the dialogue together.

t asks sts about other food and drinks they like to have .then ask them to use the conversation 6a gain with changing the names of food and drink in it with new types of foods and drinks. Then they fill in the gaps in the dialogue given to them by T.

T swaps the groups and they start to role-play the new dialogue. T monitors sts during their role-play and takes notes.

T writes examples of the sts language and writes them on the board .then tells sts that there are some sentence on the board and they either say they are right or correct them.