The teacher writes on the white board Aims: Food packaging project.

T: What we are going to do today is start something we are going to continue in speaking and listening next week. It’s going to be a project which starts today and runs through to next week.

And while we are doing this project, we are going to be focussing on a couple of things. One of the things is [writes on the board] vocabulary connected to food and food packaging. OK

We’re also going to be having a look at [writes on the board] and practising critical thinking skill. So what we have taught you about how critical thinking skills are important in a university environment. So rather than sit and talk about it, which is quite boring, we actually going to give you an opportunity to do a project uh which will require you to think in a critical way about the topic, about the task itself.

The other thing, because this is speaking and listening, we are going to be practising [writes on board] your speaking skills ok in particular we are going to be focussing on fluency. OK. Does anyone know what I mean by fluency? Give me an example or words that make to do with fluency. [The teacher closes the door of the classroom]. Go on [student name]

S1: [Unclear] speaking like a native speaker.

T Right. OK. Interesting that you say like a native speaker. So you probably mean speaking naturally, speaking at a normal [speed] … , with a particular rhythm without stopping too much, without having to think too much of the words you need to use and the grammar, speaking smoothly. You can think about those things.

I would say I am not expecting anyone to speak like a native speaker but you want to be speaking so that you are speaking more naturally, in a way that has got a more natural rhythm to it. You are not worrying too much about what you are saying in what order. It is just coming out of your mouth without thinking too much about it. I am not asking you to do that but actually practising the task you are doing you will find yourself speaking more naturally and more fluently, hopefully.

And also you will be using [writes on the board] communication strategies. You are practising communicating and sometimes because you are still learning English - we are all learning English I guess- you are going to be finding it difficult to explain your ideas or maybe somebody will explain something to you and it’s not very clear and you are going to have to find a way of explaining your ideas or understanding other people’s ideas, by finding language that you can use to help you explain what is in your head. OK. So I come back to that bit later on in the lesson. Or maybe next lesson. Thing that is everything that we are going to do.

And also I am [writes on board] going to introduce you to the food packaging task, like I said for next week.

OK so let’s make a start [4:34]

Can you tell the person next to you? If you were in the same group it does not matter. If you were in different groups for reading and writing that is also fine. Can you tell them what you remember about the topic of food packaging that you looked at yesterday or the day before? It could be the activities that you did. It could be some of the vocabulary that you used. It could be some ideas that you used in the class about food packaging. So maybe two or three things that you remember from Wednesday or Tuesday’s lesson.

If you two like to work together and you two.

Group work [approximately two minutes. Hard to hear what students say]

Two students talking together.

T OK Who would like to start.

If you let Hanan start she will always get the best words. You know that don’t you? OK. Go on then. [Students say words and the teacher types them on the electronic white board.

Carrot stick cigarettes

Milk cartons

Versatile (adjective)

Biodegradable

Card

Resealable

Fragile

Label (n)

11.53 Good. So. This vocabulary is going to be useful later in the lesson.

The section on video covers the use of a mind map to record information about the vocabulary item fragile and generate ideas about food.