T will start the lesson by telling them what she likes to eat what she doesn't like and if she is a fussy eater. T elicits from students what they like or dislike and if they are a fussy eater.

T will elicit vocab by asking students if they are adults or ........?(kıd). When you eat chocolate are you eating healthy or ........? (unhealthy). When you go to kordon and watch a football match what do you drink? (beer). What are the names for banana, apple, oranges? (fruits). what do you use to make salad? (vegetables). When you go to a restaurant which alcohol would you drink.......? T will write each word on the board and drill with whole class or individually and shows the stress on each word.

T will show picture from the students book and elicit from students what they can see. T will help students to elicit what they see by asking, are they friends, is that a leaflet, are they going to order food. Ss will improve their speaking skills while eliciting the picture T will check for pronounciation error and corrections.

T will give clear and simple instructions. T will ask students to listen to the conversation between nick and duncan and take notes on who is fussy, what didn't and did Duncan like when he was a kid and also where do they go to eat?. Students will listen to the audio for specific information and take notes if they need to. Ss will peer check their answers and T will monitor Ss for delayed error correction. T will elicit the answers from the students by asking them who is fussy eater? Where did they eat? What did and didn't like when he was a kid?. If students get the answers wrong tell them not to worry they will listen to the audio again.

In this task Ss will listen to the audio and complete exercise by filling in the gaps. This exercise will improve their receptive skills students will listen and read to fiil in the gaps. Students will work on their own and will peer check after. T will instruct students that they will listen and fill in the gaps but before giving out the handouts T will ask students to fold the paper to complete the first task. T will ICQ are you going to fold? are you going to work in pairs? are you going to listen and write?. T will monitor from back and will not interupt and re play the audio if needed. Ss will check their answers withe their peers and T will elicit the answers from the Ss.

Ss will learn and understand the grammar rule of some, any and a lot by completing the exercise. T will ask students to unfold the handout and work in pairs to complete the exercise. T will monitor students, T will ask students as pairs to elicit answers.

T will re-group students so they can share their skills and work with other pairs. Students will improve their receptive skills, they will read the text and complete true or false exercise. T will ask students what they can see in the picture and elicit answers from students. T will instruct students they will work on their own, T will ask students to read while listening to the text and tick true or false for each question. T will ICQ are you going to work in pairs, you are going to read and ....?. T will monitor each student and supprt if needed, Ss will chech their answers with their partner. T will ask students for the answers and ask students if they all have the same answer. T ask students to practice the conversation with their partners to improve their speaking skills. This activity will allow teacher to monitor students for pronouncation errors and correction.

T will give out handouts with pictures of dıfferents ingredients. T will ask students to mingle and ask each other what they have in their fridge and what they can prepare. T will ICQ "are you going to work in pairs"? " are you going to ask each other what you have in your fridge"?. T will monitor Ss for delayed error correction.