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Content being taught: Healthy lifestyles, healthy habits, compare examples from listening sample

Language being taught: Listening skills, three different speakers, discussion about comparisons

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The students were in small groups of three or four and they listened to the audio of three people with different ages, lifestyles, and healthy and unhealthy habits. They were told to rank the three of them in order from healthy to unhealthy and to discuss why they ranked them that way. They listened a second time in order to fill in the gaps on the table shown above. We then were instructed to discuss the things we all do that are considered healthy and what are things we do that are considered to be unhealthy.

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Thoughts on presentation of Language and Content

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Thoughts on presentation of Language and Content

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This was a terrific exercise which produced rich discussions about their personal experiences and beliefs.
It incorporated the use of comparisons which were learned last week. (Activate prior knowledge)
It provided a lot of rich vocabulary of healthy and unhealthy foods, and activities.
There was a good balance between Language and Content.
Opportunity to express opinions and make it meaningful.

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The questions I now have are more to do with making these lessons as authentic as possible. In this case, the topic of healthy versus unhealthy lifestyles is very meaningful to the students. How do we make that determination when picking out material? If our resources (textbook or workbook) do not provide adequate material, we would need to search out resources to make the classroom content as real-life and relevant as possible.
I’m not sure if a breakout room with three or four students by themselves would produce the same results if I was not present. How do we ensure that the tasks are being done correctly? The teacher would have to place students that are weaker with students that are more assertive and goal oriented. The teacher still needs to be available, especially for the students with weaker communicative skills to monitor their participation.

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Content being taught: Topic of how much time you spend on different activities (ties in to healthy and unhealthy lifestyles)
Language being taught: Asking questions among peers to find out information. This brings modal verb usage and vocabulary.

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We were given our instructions to go back to our breakout rooms and ask each member the questions on the slide. We were encouraged to vary the way the questions are asked. I began by asking the questions to show the format and how to ask the questions.
I think the integration between Content and Language was good but I am not sure if this would be the case if my guidance was not there. There was one member that I wasn't sure if he is at the level of the others and had to have questions rephrased several times. This is an intermediate class and I felt he is not at that level of understanding.
There was such rich conversation that took place with discovery questions continuing beyond the scripted questions. I thought it was amazing that they picked upon this and began to ask me about my responses and talk about pandemic in NYC, my favorite social media, etc.

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My questions that arise during an exercise like this concern the effectiveness without proper monitoring. Even with clear instructions, there would be a tendency to allow L1 use, even when it is not needed. The teacher would have to be very present at times throughout the rooms to make sure the tasks are being done correctly.
Maybe if the rooms are created with members you know are motivated and able, you can place the ones that need help with these stronger students.