Susan Susan

Memories about food
Intermediate B1 level


In this lesson students will listen to an anecdote based on personal issues for instance, memories.


Main Aims

  • to encourage students to experiment with and hopefully grow more competent as using language at the more demanding end of their range.

Subsidiary Aims

  • To provide a model anecdote through a listening.
  • To provide practice in oral proficieny
  • To present MFP of 'used to' for students to use during speaking activities


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Show PP slide. Ss work alone and think about the meaning. Ss work together and share ideas with a partner. WC FB

Exposure (13-14 minutes) • To provide a model of the task and highlight useful words and phrases

Can you remember anything when you were a child? E. g What did you eat? What food did your mom cook? What did you do in the house? Change pairs. Ss work together to discuss their childhood food memories (2 min) Stop Ss. Ss will get back to their stories in a few minutes. Ss will listen to Julio from Brazil talking about his childhood memories. Before Ss listen they will guess the story. Ss work together and put the key words in the order they think it appear in the listening. (3 -4 min) Play the listening. Ss will listen to the story. Ss check in their groups. FB: Ss WB. (3) (Nominate a Ss to write the answers on the board) Ss listen again and tick the two questions he did not answer. (3 min) Ss compare their answers. FB: WC (1 min) Ss work together and match column B with column A (3 min) Listen again to check. FB: Ss to the WB (1 min)

Language Analysis (5-7 minutes) • To clarify the meaning, form and pronunciation of the task language

He used to chop vegetables. Meaning: used to means a habit we did in the past, but we don't do it anymore. CCQ: Does he chop vegetables now? [No] Did he chop vegetables in the past? [Yes] Did he chop vegetables only once or many times? [Many times] Form: S + used to + V1 Timeline: Vocabulary: Ss work together and match the phrases with the correct definitions. FB: WB

Task (4-5 minutes) • To provide an opportunity to practice target productive skills

Ss use speaking worksheet. Ss work together and take turns to retell Julio's food memories to each other. (3 min) Julio's family were ....He .. Listen for pronunciation or TL mistakes. Error correction

Planning (5-6 minutes) • To provide an opportunity to plan students' reports

Ss will plan a talk about their food memories. Ss work on their own and ask and answers the questions in the listening activity. Make notes on what you will say, do not write sentences. Only key words.

Language Practice (7-8 minutes) • To provide students with practice of the task language

Ss sit in 2 rows (A/B) opposite each other and tell their food memory story. When the bell rings, row A get up and move one chair up and share with new partner. FB

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