1.Download the file suggested in the MED and make copies for students. Have the beam projector ready to show the activity as well.

2. Ask students how many different names of 'objects' from the kitchen they remember and how many of those they have in their kitchens. If they don't remember many, tell them they are going to review and learn some more with the next vocabulary activity.

3. Distribute the worksheet and draw students' attention towards the vocabulary list on the left.

4. Tell students they are going to complete the sentences with the corresponding 'kitchen object'. Encourage students to get the words by context rather than. asking for a translation.

5. Read sentence 1, the example, and make sure students understand how to work with the context in case they don't know the word.

6. Ask students to share their answers with the class by reading the sentences and invite the rest of the students to confirm the answers.

7. Ask some questions, for example, "What do you need to make toast? (A toaster) to practice the vocabulary with students so they get to practice it in different ways. Remember that learning vocabulary is not only memorizing words but knowing different words to use them and context is one of them.

8. Draw students' attention towards the section on the right and tell students they need to complete the sentences with the corresponding appliance. However, the words are not available for them to choose from. 

9. Tell students to read the sentence and, in pairs, discuss what the possible word is.

10. When they have an answer, ask them to raise their hand and give you the word. If the word is correct, one of the students comes to the front and find the word in the search. Do the same procedure with all the words.

11 Ask students what happens when the microwave is not working, "you cannot heat your food", for example. 

12. Invite students to give you more sentences like the example to start practicing how to describe that your appliance is not _____.

1. Download the files suggested in he MED and make copies for students.

2.  Ask students how many big kitchen appliances they can think of, how many small kitchen appliances they remember, etc. Play with different adjectives for students to realize they help identify and describe as well appliances.

3. Tell students they are going to practice describing them but they will review vocabulary first.

4. Distribute the worksheet and ask the students to label the objects using the vocabulary given.

5. Check answers and ask students what they can say about those supplies in order to describe them.

6. Read the adjectives section and help with vocabulary.

7. Ask students to use the adjectives to describe some of the kitchen appliances. You may want to ask questions in order to guide students, "Which appliances are 'time-saving' and discuss why.

8. Ask students to work in pairs with the next activity and distribute the worksheet.

9. Tell students they are going to practice descriptions of appliances so they are able to describe what their problem is if they are not working.

10 Ask students what a possible problem with the refrigerator (fridge) can be.

11. Ask pairs of students to work with the exercises. Guide them through it and monitor.

12. Encourage students to be as creative when working with exercise 2 using adjectives.

13. Invite students to exchange their worksheets with another pair and compare answers. If there are errors, ask them to raise their hand and help with corrections.

14. Invite students to read some of their descriptions using adjectives to the class so they can have more options.

1. Download the file suggested in MED and make copies for students.

2. Tell students they are going to role-play shop complaints and their classmates try to guess where they are and what product they are complaining about.

3. Divide the class into groups of four and then split each group into two pairs (A and B). Give each pair a corresponding A or B worksheet. Tell the pairs to keep their worksheet secret.

4. Tell students that they bought the products in the worksheet but there is a problem with each item and they have to return each product to the shop and make a complaint. Write the word 'stereo' on the board. Elicit possible problems a stereo could have, e.g. The USB port doesn't work. The speakers are blown, etc. 

5. Model the activity: A: Hello. How can I help you? B: I'd like to make a complaint about a stereo I bought yesterday. A: What seems to be the problem? Etc

6. One pair goes first. They choose an item at random from their worksheet and role-play their first complaint.

7. The customer makes a complaint to the shop assistant about the item they brought yesterday and tries to get an exchange or refund. The customer must do this without saying what the item is or where he/she bought it.

8. Example: I'd like to make a complaint about a product I bought yesterday. The USB port doesn't work. When I connect a flash drive, it doesn't recognize it, etc. The other pair listens to the role-play and looks at the shop pictures. Their task is to decide which shop they are in and what product the complaint is about.

9. When the role-play is over, the other pair gives their answers and the first pair tells them whether they are right or wrong. Pairs score one point for choosing the correct shop and two points if they guess the correct product. Then the pairs swap roles. This process continues until all

10. the role-plays have been completed. The pair with the highest score at the end of the game is the winner.

11. Once students have practiced a role-play complaining about a product. it is time they practice writing original dialogs.

12. Ask students to work in pairs with a different classmate.

13.  Ask students to choose a product from the list and think about not one but two things that went wrong with it and write a short dialog between the customer and the shop assistant.

14. Ask students to read their dialogs to the class and listen to the most terrible problems with these products.