The lesson begins when the teacher shows his screen on a Google slide document. In it, there is the picture of a man with cluttery. He looks very hungry. Then, the teacher introduces the following: How is the man feeling? He nominates one or two students to provide their opinions. Afterwards, The teacher shows the next slide which has the first pair work activity. Students are in this situation: Imagine you are hungry … You are alone You don’t have money and there is no prepared lunch What do you do? Then some ideas are introduced down below: Try to cook something Try to survive Cry?? Other? Students are going to discuss this activity in pairs. Before they are sent, the teacher asks some ICQ's: Are you going to do this individually? Is this situation based on your real experience? Once the teacher assures students' comprehension, they are sent into breakout rooms. They will have 2 minutes to do so. The teacher monitors each room, then when students are back in the main session, the teacher nominates one or two students to say their answers.

The teacher shows his screen on a Google document where they will see a sample of writing tasks for recipe. Nevertheless, its paragraphs are not in order, so students need to number them in the correct position. Afterwards, they will colour some alternatives there are below: Short description Ingredients Title Procedure These colours shall be the same in which the paragraphs are highlighted. To do these two tasks, students will be given 2 minutes individually. Since this is a group discussion, they are going to be sent into breakout rooms once more. Back in the main session, the teacher will elicit the right answers from his students. He will deliver quick feedback if necessary about some likely errors the teacher heard when monitoring. Next, the teacher introduces a second google slide in which they will the complete sample model of writing instructions. The teacher explains briefly the layout of this by drawing students to each part they colour in the previous exercise (title, short description, ingredients and procedure.) Then the teacher asks the following question: This text has instructions and the ingredients to prepare a meal. How do we call this? What is its name? Once students have acknowledged the sort of writing task they will do (recipe), the teacher now begins with the language analysis that will enable students to do a more efficient task. In order to do this, the teacher shows a Google slide document where they will see in the first one the instructions needed for a recipe. Cut the onion Heat some oil Mix some garlic Add 3 cups of rice Pour boiled water The teacher let students know that these are called imperatives and that these are essential to provide instructions. There will be some pictures next to each instruction, so they may have a more accurate idea of their meanings. For the next slide, the teacher will address the form of these instructions briefly. (Verb + noun) He helps students realize that a verb without a subject before can be used for this context; besides the nouns needed for a recipe are about food vocabulary. Example: Verb + noun Heat + some oil Then, if there is still enough time, he will demonstrate the right pronunciation of these (focused on stressing more than anything else).

For this stage of the lesson, students are told to do their own writing tasks. However, an evaluation criteria has to be explained to them before they start. This criteria will be shown in a check-list. To do so, the teacher will show a new Google document where they will see the task for their writing which is the following: Write a recipe for your favourite dish Follow the writing sample Use relevant vocabulary and expressions Take this checklist into consideration: Give a clear short description. Use appropriate vocabulary for the task. Give clear instructions by using imperatives. Show good word-spelling. Below these, there will be pages available for them to carry out their own writing tasks, what's more at the bottom of each page they will see the checklist stated above that they are going to use afterwards (for the feedback stage). The teacher reminds them of the importance of including imperatives, the layout and appropriate vocabulary according to the context (food). Then the teacher asks some ICQ'S to ensure students understanding: Are you going to do this activity in pairs? Are imperatives not necessary for this writing? Do you need animals vocabulary for this? Students will do this individually for around 15 minutes. If necessary, the teacher can show one more time the writing sample so they may have a sort of rehearsal before they start. Next, students start their writing tasks (15 minutes)

Once they have finished the writing task, the teacher lets students know that they will be sent into breakout rooms to correct their peers' writing by following the criteria stated in the checklist at the bottom of each page. Give a clear short description. Use appropriate vocabulary for the task. Give clear instructions by using imperatives. Show good word-spelling. This will be a pair work activity and since all the writings have been done in the same document there won't be any problem for them to find their peers' work. Students are going to check only the squares that fulfilled the criteria asked for this task Then based on these results, they will provide feedback to each other. Students will have 4 minutes to do this. Once breakout rooms are closed, back to the main session the teacher will congratulate them for the nice work done and provide OCFB based on the errors he could have noticed when monitoring.