Chris Vasquez Chris Vasquez

It's bad for you!
Upper-Intermediate level

Description

In this lesson, students will practice receptive skills by listening for the gist and for details in an audio recording about good and bad eating habits.

Materials

Edit?usp=sharing?size=16&default=html Lead- In
Qzbhb277dlxdfhbda?size=16&default=html Pre-teach vocabulary
Znxcp5ggwdrrojyk6?size=16&default=html Listening for Detail
Edit?usp=sharing?size=16&default=html Transcript It's bad for you!
Edit?usp=sharing?size=16&default=html Pre-teach vocabulary - jam board
Edit?usp=sharing?size=16&default=html Vasquez - TP2 - Target Language Analysis Sheet

Main Aims

  • To provide listening for gist and specific information practice in the context of good and bad eating habits.

Subsidiary Aims

  • To provide fluency speaking practice in a paired and whole class discussion in the context of good and bad eating habits.

Procedure

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

T will tell students that they are going to talk about eating choices. T will share with the students a picture from Face2Face (p. 16) on Google Docs. T askes: In your opinion, is your national diet generally healthy? Class will share thoughts. T then will put students into a breakout room to discuss the second question: Do you think governments should give nutritional advice? Why? /Why not?. When student return from pairing, T will lead OCFB.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible by pre-teaching vocabulary words: grown, way, get into,and fit

Teacher will pre-teach vocabulary with MFPA approach . Beginning with a T/F exercise to introduce meaning. Students will answer individually and submit answers on Google Forms. T will conduct OCFB to discuss answers. Teacher will continue with Form, Pronunciation and Appropriacy for each word using Jamboard

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist listening task

Students will be shown again the Lead-in picture on Google Docs. They will be asked to make some predictions of what the two speakers will say 1. What do you think are his thoughts about eating? 2. What do you think are her thoughts about eating? Class will discuss some possible answers and T will down their predictions on the shared Google Doc. Ss will listen to audio to check for their predictions. In pairs, Ss check to see how many they got right (Breakout rooms) Class will come back and share what they talked about in pairs. T will lead OCFB.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed listening task

Students will listen to the audio for a second time for details. In small groups of 3 student will answer multiple choice questions on a Google Form. They will submit answers individually. T will lead an OCFB and groups will share why they chose their answers. Directions: Listen again. Answer these questions. 1 What does Guy think of government advice on food? 2 Has Guy's attitude to food ever changed? 3 Does Jasmin ever eat things that are unhealthy? 4 Why did she decide to get fit? 5 What does she say about Japanese and American eating habits?

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

In small groups, students will discuss the two questions. T will put questions in chat. 1 Why are people confused about which types of food are and aren't good for them? 2 Does Mexico make a distinction between industrial and organically grown food? The learners check their answers in pairs before OCFB. T will offer Delayed Error Correction (DEC)

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