1. By Noriko and Luisa

2.  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

3.  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

4. 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

5.  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.

6. 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

7.  the group that scores more points wins the game.  if the groups tie up, there will be a time breaker using level 4.

8. 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.

9. +Split up students into 2 groups +it is a teacher-controlled activity. The game is projected on a big screen. Students do not use computers. +Students listen to the description, each group negotiates the correct answer, and submit it to the 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!

10. : 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

11. bStudents will make up a dialogue based on the pictures on the screen bSplit up students into groups of three bEach student in a group chooses a different role (customer A, customer B, and Waiter) bStudents using individual computers send their dialogue lines to all the members of the group, following the sequence of the pictures on the screen.

12.  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.