• By the end of the lesson, students will practice speaking using vocabulary about eating habits
To provide fluency speaking practice in a conversation in the context of eating habits
Procedure (31-43 minutes)
- Teacher shows some pictures that describe eating habits and asks students to guess about the topic of the day. Teacher wording: Here we have these imagines, in pairs, please discuss about the possible topic of the day, what is your opinion? Accept the invitation to the room and you have 2 minutes to discuss. -Teacher uses ICQs: Are we going to speak or write? -Teacher asks them to discuss in pairs in the BoRs -Teacher elicits a few ideas from learners -Teacher conducts OCFB and writes learners’ ideas on the board
-Teacher shows a video about healthy and unhealthy food. Teacher wording: Now, we are going to watch a video and pay attention to the content because we are going to have a discussion about it. (Intensive task) -Teacher provides a discussion about the video with very specific questions; the questions are: What healthy food do you remember from the video? What unhealthy food do you remember from the video? What happens to your body if you eat healthy food? What happens to your body if you eat unhealthy food? -Teacher uses ICQs: are we going to speak or write? -Teacher asks them to discuss in pairs in the BoRs -Teacher elicits a few ideas from learners -Teacher conducts OCFB and writes learners’ ideas on the board.
(Meaning) Teacher presents two columns; one for healthy food, and the other one for unhealthy food. Teacher provides 2 examples of healthy food and 2 examples of unhealthy food and asks learners to complete the chart with more healthy and unhealthy food. Teacher wording: Here we have these two columns; one for healthy food and the other one for unhealthy food, you have to write all the healthy and unhealthy food you know. You have 4 minutes, and please work individually in a piece of paper. -Teacher uses ICQs: Are we going to write or speak? -Teacher asks them to share their ideas in pairs in the BoRs. -Teacher elicits a few ideas from learners. -T conducts OCFB and writes learners’ ideas on the board. (Form) Teacher elicits parts of speech of each word. The words to focus on are: healthy, fruits, vegetables, grains, unhealthy, biscuits, chips, pastry. The idea is to come up together with the part of speech. Teacher wording: Is this an adjective or a noun? (Pronunciation) Teacher emphasizes on the characteristics of the most challenging words (Linking sounds, silent letters,and number of syllables) and asks students to repeat the pronunciation of each word. Teacher wording: Please pay attention to these characteristics or these words and repeat after me the pronunciation of each word. 3 minutes
-Teacher writes some questions on the board and asks students to have a discussion with one classmate in the BoRs. The questions to be discussed are: Talk about what you have eaten today, What is the most unhealthy food you can think of?, Do you usually eat healthy food?, Do you think people from your country usually eat healthy food?, What are some things about your eating habits you want to change?, What is traditional food in your country like? Is it healthy? Teacher wording: Here, we have these questions and I want you to share your ideas with your classmate in the rooms, you have 10 minutes, and I´ll be passing around in case you need help. -Teacher used ICQs: Are we going to practice speaking or writing? -Teacher asks them to discuss in pairs in the BoRs
- Teacher conducts OCFB following up on the productive stage. -Teacher writes on the screen samples of learners’ production -Teacher asks students to some possible corrections about their own mistakes -T conducts OCFB
- Teacher provides delayed error correction about the mistakes the students made in the task.