Goli Goli

Food and entertaining
Life Style, Int, Pearson, 2010 level


Sts practice listening about food and get familiar with food language functions proceeding with food word focus which contains words about cooking ways, taste and texture and finally it ends with speaking practice


Abc Course book, , board, pictures, realia,

Main Aims

  • To practise listening in a text about food

Subsidiary Aims

  • To provide clarification of taste and texture and how food is cooked


lead-in (0-4 minutes) • To engage them with the idea of trying new dishes

T pastes a picture of some food and her flatmate and introduces him and says: Ask me some questions? what is the connection of these pictures and me?

pre-listening (0-3 minutes) • To make them think about unusual and new dishes

T gives them some questions (Exe1) and asks them to discuss in pairs T Takes whole class feedback : Did you find any interesting point about your friends? Volunteers give their FB.

while-listening (0-8 minutes) • To practise listening for gist and specific information in the context of trying a new dish

T gives them a listening task and ask them to read it in pairs and predict the words. ICQ: Can you find the answers by yourself or with your friend? How much time do you have?( 1 min) T plays the recording and sts listen for gist , then T takes a WC feedback. T Plays it again and ask them to underline those sentences they hear in exe 3. ( T asks them if they wanna listen one more time or not---listening for specific information) CP:T Writes 6 language functions ( suggestion, compliment, complaint, asking for information , description, comparison) on the board and divides sts to 6 groups and give each group a paper to paste it on appropriate part on the board.. Sts should correct the board if something is wrong. ICQ:What should u do with your paper?

while-listening (7 minutes) • to have more practice about language functions

T shows them a picture of a restaurant and ask them: What kind of restuarant is it?what kind of foos does it serve? what might be unusual about it? T asks them to listen to exe 4 and complete the menu.( pair check) T asks sts to listen to the dialogue again and complete the expressions in exe 5. Optional ;T asks them to write a dialgue with their friend using expressions in exe 4 and groups can correct each other's paper. FB: teacher walk around the class and take notes of their mistakes and good points.

post-listening (15 minutes) • For the sts to practice the new words they came across in listening part

T preteaches the words" taste" and " texture" . She wrote ice cream on the board and asks them : Is it sweet or salty?( taste), Is it soft or hard" CCQ: What am I talking about if i say ice cream is soft? What am I talking about if I say ice cream is sweet? CP: T divides them into three groups of A ( how food is cooked), B(taste and texture) and C things on the table and distribute the papers on the table and ask them to find the words which is suitable for their group.( T models the first one herself) ICQ: GroupA, what should you find? Group B, can you look for things on the table? WC feedback is taken, and teacher teaches the unknown words through showing pictures, definitions ( pronuncation and drilling practice for the unknown words) : T writes" chocolate fish" and " fresh fish "on the board and asks sts which one is right and why? and reminds them collocations is important in English. CCQ: can the words chocolate and fish go together? CP:T asks them to match the combinations in exe 6.

productive tasks (0-8 minutes) • For the sts to use the new words, language functions through an speaking task

T gives them some questions asks them to walk around the class and try to find the answers of written question about their classmates. T makes them aware that they should memorize the information. ICQ: Why should you walk around the class? Is it important to listen carefully to your friend ? why? T walk around the class and listen to them and write down their mistakes and good points. after 5 min T asks them to write their own favorite food and its taste and texture on a piece of paper and give it to T. ICQ: What should you write on your paper? Sts should guess who is the writer with the help of information they have gained from their friends. The st who can get more paper is the winner. T write their mistakes and good language points on the board

Web site designed by: Nikue