T introduces the topic. “Today we will practice the language we need to order food at a restaurant, present problems and fix issues". T shares Google presentation link in the Zoom chat and makes sure all Ss can open the presentation. T shares the screen, then continues. “Look at the two pictures, and quickly recall a time at a restaurant when your order didn’t quite meet your expectations. What exactly happened? Volunteer to share your story". T nominates students to share answers the questions during OCFB.

T instructs Ss to move on to the next slide of the presentation. “You will now quicky read this text describing an episode at a restaurant. While reading, focus on the key info: 1) What did the gentleman order? What was the issue with his order? 2) What did the lady order? What was the issue with his order? 3) What did they get just the way they ordered it? You have 3 minutes for this task. ICQs: Are you reading for general ideas or for detail? Are you writing your answers or just reflecting?". After the 3 minutes passed, T instructs Ss to move on to the next slide of the presentation. Ss will be asked to match the pictures to the questions they refer to. T nominates students to share answers during OCFB.

T shares guide students to a discovery of meaning, appropriacy, form and pronunciation of phrases used for debates (please see language analysis sheet). “Now let’s discover meaning, appropriacy, form and pronunciation of a few phrases that we can use to order food at a restaurant, present problems and fix issues".

T instructs Ss to move on to the following slide of the presentation. "Now you will conduct TWO role-plays: WAITER AND CUSTOMER AT A RESTAURANT. Stay with the same speaking partner, but switch role to cover both roles. First: S1: waiter + S2 customer Then: S1: customer + S2: waiter Be sure to include our newly discovered phrases in your role-play, and feel free to use more. You may order any type of food, and play with all kinds of issues and solutions. You will have 8 minutes in total, 4 minutes for each role play. CQs: Are you speaking or writing your dialogues? How much time do you have?". T sends Ss to breakout rooms to conduct the role-play activity. T monitors the groups closely and takes notes on any areas of confusion in MAFP and within the context. Ss return to the main room. Ss can volunteer to present their role-play skits. Oscars will be awarded to the best actors! T provides Ss with feedback on content and/or language based on the monitoring of the task. T thanks Ss for their time and hard work, and says goodbye.