To develop gist and detailed listening skills in the context of breakfasts around the world.
To learn vocabulary related to food and breakfast
To develop speaking skills in the context of food around the world.
Procedure (35-46 minutes)
INSTRUCTION: Think of a food from another country you like. Why do you like it? Discuss with peer. DEMO: T shows picture of sushi. T tells them sushi comes from Japan, he likes sushi. - T scaffold task by allowing ss to think about what food from another country they like. Individual / 1 min - T instruct ss to discuss in BOR. Pairs / 3 min - T conducts OCFB. 1 min
INSTRUCTIONS: Look at the photos in the slide. Predict what the topic of the recording will be about. Write your idea on a sheet of paper. DEMO: T demos task by saying that he thinks they will talk about "healthy eating". T asks ICQs: Are you working in pairs or individually? (individually) Where do you write your answer? (sheet of paper) - T scaffolds by allowing ss to think and write their prediction. Individual / 1 min - T instructs ss to write their predictions in the chatbox and compare with their peers. 1min - T writes suggestions from chatbox on slide - T plays audio recording of conversation. 2 min - T asks ss if their predictions were correct then OCFB. 1 min
INSTRUCTION: Navigate to the Google Form task link. Listen to the audio again. Read each statement and choose if they are TRUE or FALSE. DEMO: T will show Form and demonstrate first question in task. - T instructs ss to follow link given. - T will play audio a second time. - T instruct ss to read statements and choose whether it is true or false. Individual / - T sends ss to BOR to compare answers. Pairs / - T shows answer key and conducts OCFB
MEANING INSTRUCTION: Read the parts of the script from the audio. Which picture do you think goes with the underlined words. DEMO: T reads first sentence and asks if underlined word is picture 1, 2 or 3. T asks ICQs to confirm comprehension. - T shows slide - T instructs ss to select which image is the underlined word - T scaffolds by allowing 2 min to think - T elicits from individual ss answers, ask whole class if they agree or not and corrects as necessary. FORM - T shows slide - T scaffolds task by allowing ss to think of what type of words the vocabulary belongs to. Individual / 30 sec - T elicits answer the OCFB PRONUNCIATION - T shows slide - T models each word paying attention to the challenging part of the words - Individual and whole class drill
INSTRUCTION: In pairs, discuss the talking points shown on the slide and in the chatbox. DEMO: T reads first talking point and answers it. - T instructs ss to think and write answers to discussion points. - T instructs ss to go to BOR to discuss in pairs.
- T conducts OCFB and elicits from ss answers to multiple talking points - T conducts DEC