T shares slides about food and eating habits. T- teacher displays slides about eating habits with one question Learners work in pairs in breakout rooms and discuss question T conducts OCFB and writes learners’ ideas on the board.

T shares slides displaying marker sentences taken from the listening text of the course book. Instructions I: You will listen to Guy and Jasmin talk about their eating habits. Before you listen, look at their pictures and read the sentences. Who do you think says 1-3 and who do you think says 4-6? Read individually. Learners read and answer individually. Check answers in pairs (1 minute) T conducts OCFB Instructions II: Listen quickly and check your answers. ICQs: Are we listening for much detail or just the main idea? (Main idea) Learners listen and answer individually. Check answers in pairs T conducts OCFB

T gives link to Google Forms: I love food! with two activities on language awareness and controlled practice. Instructions I: Now, focus on Part 1 only. Read the sentences again and tick the correct column according to the use these sentences has. Do they refer to 'present habits' or 'past habits'?. You have 2 minutes. ICQs: ‘X’ How much time do you have for this activity? (2 minutes) ‘Y’ How will you answer the questions? (by ticking the correct option) Learners read and answer individually. Check answers in pairs. (1 minute) T conducts OCFB by displaying the answers and a timeline as visual aid. Instructions II: Now, click 'Next' and focus on Part 2. Match the forms in 1-6 with their tenses. Tick the correct option. Check your answers in the sentences. You have 2 minutes again. ICQs: ‘X’ How will you answer the activity? (by matching the form with their tense) Check answers in pairs. (1 minute) T conducts OCFB by displaying the answers and covers MFP-F. T shares slides displaying the same sentences with highlighted forms. T conducts OCFB and for each highlighted he covers MPF- MP by eliciting from the learners’ observations before displaying the answers. Timeline will be referred to as needed. 1a. I (think) I’m pretty healthy… CCQs: Does the verb mean ‘I believe’ or ‘I am considering, so I haven’t decided’? (I believe) Are we describing a state or an action? (a state) Pronunciation: /aɪ θɪŋk aɪm ˈprɪti ˈhɛlθi/ 1b. …I just (eat) what I like. CCQs: Does this happen one time only or repeatedly? (repeatedly) Pronunciation: /aɪ ʤəst ‘iːt wɒt aɪ laɪk/ 2. …(I’ll have) toast with a lot of peanut butter and jam. CCQs: Is this a future event or typical present behaviour? (typical present behaviour) Pronunciation: /aɪl__həv təʊst wɪð ə lɒt əv ˈpiːnʌt ˈbʌtər ənd ʤæm/ 3. My (mom’s always complaining) about my diet. CCQ: Does this happen one time only or repeatedly? (repeatedly) Do I find this habit enyoyable or annoying? (annying) Pronunciation: /maɪ mɒmz ˈɔːlweɪz kəmˈpleɪnɪŋ əˈbaʊt maɪ ˈdaɪət/ 4. But I (used to be) so unfit and I (used to eat) burgers and fries CCQs: Am I unfit now or was I unfit for some time before? (I was unfit for some time before.) Is the verb ‘be’ a state or an action? (a state) Do I eat hamburgers now or did I eat hamburgers frequently before? (I ate hamburgers frequently before) Is the verb ‘eat’ a state or an action? (an action) Pronunciation: /bət aɪ juːst__tə bi səʊ ʌnˈfɪt ənd aɪ juːst__tʊ iːt ˈbɜːgəz ənd fraɪz/ 5. And (I’d get) an ice cream… CCQs: Do I get an ice cream now or did I get it frequently in the past? (frequently in the past) Is the verb ‘get’ an action or a state? (an action) Is there any would+state’? (no) Pronunciation: /ənd aɪd gɛt ən ‘aɪs kriːm/ or /ənd aɪ wʊd gɛt ən ‘aɪs kriːm/ 6. And I read a lot of stuff about healthy eating and I knew my diet had to change. CCQs: Are they finished past situations or do they continue in the present? (finished past situations) Pronunciation: / ənd aɪ red ə lɒt əv stʌf əˈbaʊt ˈhɛlθi ˈiːtɪŋ // ənd aɪ njuː maɪ ˈdaɪət həd tə ʧeɪnʤ/

T refers to link to Google Forms: I love Food! Instructions: Now click "Next". Focus on Part 3. Complete the sentences.Choose the correct option. You have 5 minutes T demos the task with the first sentences as an example and elicits answers. ICQs: How will you complete the sentences? (by choosing the correct option.)
 Learners read and answer individually. Check answers in pairs. (2 minutes) T conducts OCFB by displaying the answers.

Instructions I: Work individually, read the questions and write key words to answer them. (2 minutes) Questions: Do you think your parents ate healthier food at your age than you do? Do you think that a person’s eating habits affect their lives? How? T demos: Do you think your parents ate healthier food at your age than you do? Yes-no fast food- natural products. ICQs: ‘X’ Are you going to write sentences or just key words? (key words) 'Y' How much time do you have for this? (2 minutes) Instructions II: Work with your partners and share your ideas. Ask follow-up questions. (7 minutes) Individually, learners prepare ideas. T demos the task with two volunteering learners by reading a sample conversation outloud. Learners work in pairs and discuss.

T conducts OCFB following up on the productive stage. T writes on the screen samples of learners’ production T conducts OCFB to identify the correct and incorrect sentences and correct the latter ones.