By Noriko and Luisa

Language proficiency level: advanced beginners

Previous Computer Knowledge: basic word- processing skills

Class size: 12 students

Age: 15 to 18

Native language background: varied languages

develop the 4 language skills (mainly oral skills introduction to food

how to order food in a restaurant

Materials: software (Triple Play Plus), microphone, speakers, projectors

Using Sound Start: group competition

to improve pronunciation to practice Automatic Speech Recognition

Split up students into 2 groups, and line them up in front of 2 different computers

students take turn selecting a word related to food from the list , say the word until they get an acceptable pronunciation feedback.

The group that pronounces more correct words in the shortest time wins the game.

students take turn selecting a word related to food from the list , say the word until they get an acceptable pronunciation feedback.

The group that pronounces more correct words in the shortest time wins the game.

Objective: rearrange food items in an order designated by the computer (levels 3 and 4)

split up students in 2 groups

using level 3- three students at a time from each group (A and B) take turn rearranging the food items

the group that scores more points wins the game.

if the groups tie up, there will be a time breaker using level 4.

Description: this is a bingo game in which foods are described by their properties, not by their names.

Objective: to teach descriptive phrases, nouns, adjectives and verbs.

Split up students into 2 groups

it is a teacher-controlled activity. The game is projected on a big screen. Students do not usecomputers.

Students listen to the description, each group negotiates the correct answer, and submit it tothe teacher on a piece of paper. Then, the teacher clicks the food items, which group A and B have chosen, to check the correct answer.The teacher writes the score on the board. The group which gets more correct answers wins!

: It contains a talking-comic-scrip dialogue to build conversation skills for common situations (The dialogue is projected on a big screen)

The teacher explores the visual aid, activating students’ food schemata.

The teacher explores the setting and situation asking questions (who, where, what ...do)

The teacher introduces common sentences used at a restaurant

Students will make up a dialogue based on the pictures on the screen

Split up students into groups of threeEach student in a group chooses a different

role (customer A, customer B, and Waiter)Students using individual computers send their

dialogue lines to all the members of the group, following the sequence of the pictures on the screen.

When the dialogue is done, students submit it to the teacher

Students role play it.

Teacher plays the original dialogue so that students are introduced to a different version, and practice the correct pronunciation.