Fran suggests Patrick puts documents into Google Drive in the "drafts" folder within the portfolio.
Share documents from the drive so Fran can see changes instantly.
Patrick should still note the deadline time, and only email if there's a problem.
TP2 Comments & CELTA Stage One Progress Record
Fran will take comments from TP2 and put them into Patrick's/Peter's stage one progress record in CELTA five.
An email titled "after TP2" will be sent, attaching TP3 materials with explanations.
Private Tutorial & Assessment Criteria
Patrick has a private tutorial with Fran after stage two to discuss specific examples related to feedback on TP1 and TP2.
Fran suggests looking at the assessment criteria document, especially the examples of criteria at the end (labeled with letters and numbers like 4a, b, c, 1).
Technical Issues & Uval's Presentation
Due to previous connectivity problems, students will stay behind after Vita's lesson for Uval to share slides.
Uval should have slides open and ready.
Vita to hand over to Uval after her lesson.
Observers & Task
Observers (Nikki and Yuval) should focus on how teachers help students understand context, meaning, pronunciation, and form in language lessons.
Email Access & Materials Check
Yuval and Nikki should check emails received after TP2 with TP3 points to ensure they can access materials.
Vita and Patrick should also check TP materials and ask questions if needed.
Zoom Tasks
Nikki will privately message students to collect email addresses to avoid public sharing due to privacy concerns.
Yuval will manage the waiting room, admitting students.
If a student's name is not clear (e.g., "iPhone 4"), Yuval should send a private message asking them to rename themselves or ask for their name and rename them.
Teaching Schedule & Host Role
Patrick teaches first.
Patrick to give Fran the co-host role.
Lesson Start & Student Engagement
Encourage students to feel calm and focused.
Patrick to conduct a lesson with students about different types of food.
Screen Sharing Issues
Students initially see Zoom screen instead of PowerPoint presentation.
Patrick needs to share the PowerPoint presentation explicitly.
Food Discussion & Preferences
In initial discussion, students share about photos of different foods, ingredients, or country of origin.
Nada identifies the first picture as Arab food with rice, vegetables and meat.
Sallie also identifies the first picture as being familiar, with rice, tomato, cucumber, beans, and fried chicken. Garlic is also stated as an ingredient.
Francisco indicates being unsure about the types of the foods but sees rice and cucumber in the first picture, and lasagna in the second picture.
Audio Exercise & Food Descriptions
Students listen to people describing foods. The task is to match food descriptions to pictures.
The audio describes a chocolate cake with chocolate sprinkles, milk but no sugar.
The audio describes food with rice, egg, and cucumber, which is hot and sour. The person did not like it because it was dry and too hot.
Vocabulary & Pronunciation
The lesson focuses on pronunciation, the number of syllables, and stress in the words:
Sweet: one syllable; stress on the whole word. Dark chocolate is not sweet
Delicious: three syllables (de-li-cious); stress on "li". The water is delicious example sentence given.
Dry: one syllable; stress on the whole word. Potato is dry example sentence given.
Light: one syllable; stress on the whole word. Refers to a meal with vegetables but not much fat. Light food is healthy for our body because it includes vitamins.
Plain: one syllable; stress on the whole word. It means the food is not spicy. For example rice without any oil or salt. It is simple. Can is a plain food if there aren't a lot of additives.
Applying Vocabulary
Students listen to audio clips and match adjectives to descriptions.
Student Discussion & Practice
Students will talk about what counts as sweet, plain food in breakout rooms, but there are technical issues.
The questions for the students to discuss and answer together are: "What kind of taste do you enjoy? What's the most unusual food you've eaten?"
There also were problems with internet connections.
Breakout Room Feedback
Francesca had a weird experience eating a cow udder as a child. She is now vegetarian.
Wrap Up & Key Points
Reminder that the word "food" is uncountable.
Students review words and ideas related to food tastes (sweet, plain, hot) and discuss which foods have these properties.
Sallie likes spicy food. Mira likes to eat chocolate and sweets. Francesca prefers unusual food.