Michael Newby Michael Newby

Healthy Eating
Upper-Intermediate level

Description

In this lesson, students develop their listening for gist and comprehension skills through the topic of healthy eating. They will begin with a discussion on the food they eat, what they like and don't like, and whether or not they feel they eat healthily. Following this, students listen to a track with two people discussing their own eating habits and opinions on what is good/bad for them. During the first task, students place the discussion topics in the order they are mentioned in the text. On the next play through, they then answer questions looking for more detailed information about track. Finally, students discuss their own thoughts and feelings about what was said in the listening texts and what they believe is the best way to eat more healthily.

Materials

No materials added to this plan yet.

Main Aims

  • To provide gist and detailed listening practice using a text about food habits in the context of healthy eating.

Subsidiary Aims

  • To provide review of cooking lexis in the context of a discussion about food.

Procedure

Warmer/Lead-in (7-8 minutes) • To set lesson context and engage students, as well as provide the opportunity for vocab related to food and diet to be recycled.

T writes up some basic personal information on the WB prior to the start of the class. Sts are encouraged to guess the meaning of the information, which T confirms or corrects. T instructs Sts to get to know some something about their classmates seated nearby. T tells Sts about moving to Istanbul and goal of losing a bit of weight and getting in shape. Elicits various methods from WC. T informs the class about the topic and aims of the session before describing typical food and diets in England. In pairs/small groups, Sts share the same information about their own countries. T nominates a few Sts to share what they discovered about their partner(s).

Pre-Listening (6-7 minutes) • To prepare students for the text and predict what the kind of content they are likely to hear

T writes up a list of key words from the listening text on the board (e.g. government, calories, high fat, heart attack, diet, etc.) and instructs Sts to discuss in pairs what they think the text will describe. Beforehand, T checks that learners understand vocabulary that may be new/problematic, such as 'nutrition' and 'addicted.' Elicit Sts suggestions and opinions. T tells Sts that they will listen to the audio, but that the list of words on the WB are out of order. They should write down the words on some paper and prepare to number their correct sequence depending on the first time they hear the information mentioned.

While-Listening #1 (5-6 minutes) • To provide students with a gist task in order to get the general idea of the audio content

T checks that Sts have understood the instructions by asking: Will you hear the information presented in the same order that it is written on the board? Do you write a number next to the words every time they are mentioned or just once when you hear it the first time? T plays the audio track once it is clear Sts are ready and focused. Sts check their answers together and discuss what information, if any, they can recall. T asks Sts whether the audio text was similar to what they predicted earlier or completely different.

While-Listening #2 (12-16 minutes) • To provide students with more a more detailed listening task in order to pick out specific information

T informs Sts that they will now listen to the track again, but this time they will have to listen more closely. T shows Sts a handout with a set of questions about the text. Using the first question as an example, the T writes it up on WB and elicits the important words from it. When Sts provide a key word, the T underlines it T says: Look at the questions and underline all the important words in each one. T hands out the worksheets. Sts look at the handout and underline the important words. They then check with a partner while T monitors to make sure all Sts are ok. T plays the track for the 2nd time. Sts listen and make notes of their answers. T monitors unobtrusively to check whether learners have been able to answer the majority of the questions. If not, T offers to play the track again. In pairs, Sts check their answers and discuss their reasons. T follows this up with WC feedback.

Post-Listening (7-8 minutes) • To provide with an opportunity to discuss the content of the listening text and provide own thoughts and opinions

T asks Sts to discuss together whose opinion on the audio track they most agree with and why. WC feedback. T instructs Ss to discuss the following questions that are projected on the board: 1) What can we do to make sure children live a healthy life? 2) Is it the government's job to control what we eat and drink or is the decision of individual people? 3) Do you think there is a problem in your country with people becoming more overweight? 4) Are you addicted to any food or drink that is bad for your health? 5) In you opinion, what is the best way to live healthily? T conducts WC feedback.

Wrap Up (3-5 minutes) • To ensure that the aims of the lesson have been clearly communicated and understood

T writes: 1) What was the topic of today's lesson? 2) What did we do today in class? 3) How did you find the answers in the two listening activities? 4) Did you learn any new words in the lesson? In pairs/small groups, Sts discuss the questions before WC feedback.

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