Sonia Sonia

Copy of Slow Food (Listening)
Pre-intermideate level


The lesson will start with me eliciting information about the word "foodie" and other key words. Then, I will do a quick revision for comparatives through 2 pictures. Next, I will direct students to listen for gist. After that, Studetns are supposed to listen and correct some mistakes in a text. FInally, Students get to free-practice speaking about theslow food and biggest foodie they know.


Main Aims

  • To provide gist and detailed listening practice using a text about "Slow Food" in the context of food

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of food


Warmer/Lead-in (3-5 minutes) • To set lesson context and generate students' interest

I will start by asking questions about food habits. to introduce the word "foodie". I will elicit the characteristics of a foodie then I will write the name on the board. They may teach me an equivalent Turkish word.

Pre-Listening (10-12 minutes) • To prepare students for the text and present the langugae area of the listening and speaking tasks

By showing two bags of raisins and chips, I will try to elicit from the students the meanings of the key words in the lesson. I will present 2 pictures of 2 ladies. Students are supposed to compare orally between the 2 ladies using the correct comparative forms. Students work in pairs to read the quiz in ex. 1 then they compare their answers. Students then are directed to calculate their answers and find which type of people they are. I might ask for examples

While-Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

I will take the answers of the following questions from students. Which one is your favorite Turkish food? What are the typical Turkish dishes? Did some dishes change because of food preservatives? How? (if I have time students might discuss in groups) I will show the picture of bolognese and Bologna and then build on the students' schemats in building the context. I will tell the students that they are going to listen to a reporter to a food expert in Italy about how some dishes have changed because of the preservatives. Students then are supposed to pick a title.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

I will test their understanding of the recording by few questions. For instance, the underlined word "Rome" ex. 2. Then students should listen to the recording gain and work in groups to correct the mistakes in the paragraph in ex. 2.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Students work in their same groups to discuss the characteristics of a foodie then talk about the biggest foodie they know in their lives.

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