T greets students and starts the lesson by. Building rapport with students. Display slide with images of food. Have students state which are healthy and which are unhealthy. T displays questions for students to answer about what healthy or unhealthy foods they eat. T tells the students that they are going to be on breakout room for 3-4 minutes to share their ideas. T conducts OCFB.

T shows to the students a text discussing a trend toward healthy eating in the US and UK. Take 3 minutes to read it. T displays questions with text and provides students with a copy. T asks students to share their answers in their breakout rooms for 3 minutes. T conducts OCFB.

T Displays matching activity with list of adjectives/noun pairs to show descriptors for healthy foods and definitions. T gives students 3 minutes to work on task. T sends students to breakout rooms for 3 minutes to compare answers. T drills pronunciation of 2 expressions, possibly all if time. (Practice sentence stress and intonation). Very good guys! Now you are more than ready to move on to the next task.

T displays questions for the speaking activity. Make sure you include in your discussion these topics Also remember you can use the expressions previously shown T provides allocated time for this task. Ss will be changing peers each 5 minutes (If the number of students is enough) T monitors and takes notes.

- T conducts OCFB based on what was carried out in the productive task stage. -T writes the notes related to the language that was used inaccurately by learners. Then the teacher elicits pronunciation from students or reformulate the expressions, sentences, phrases, or words that requires improvement. - T highlights pronunciation/lexis or grammar errors.