Input enhancement-Input flood

Let students hear cooking instruction where ~たら is repeatedly used to show the sequence. After the cooking instruction the teacher asks the students the order of the cooking (maybe with using photos), but will not mention the function of the grammatical usage of ~たら at this time.


Translation: Prepare a potato, carrot, onion and pork meat, and start cooking. After peeling the vegetable skin, cut into small pieces. After cutting the pork meat also, heat water. After water becomes hot, put the vegetables and the meat. After putting say sauce and sugar, cover the lid. When (after) vegetables are cooked, stop the heat.

Note: As for vocabulary or unfamiliar wards for this level of the students, the teacher might give a word list such as jagaimo (potato), ninjin (carrot), tamanegi (onion), etc.

*Target Grammatical form and meaning: ~たら/after completing something