T will ask a few general questions to ss, like 'Who likes eating in good restaurants?', 'Who enjoys cooking a good meal at home?', 'Who likes trying different foods?, 'Who is a foodie here?' Try to elicit from students what they think a foodie is. If they don't get the correct meaning, tell them that a 'foodie' 'is someone who really enjoys food, has a serious interest in food and likes to try different kinds of food.' Then T asks ss if there is a word for 'foodie' in Turkish. ( for example, gurme, yemek uzmani, damak tadına sahip kişi,yemesini bilen) Then T writes 'Foodies....' on the board and asks students to complete the sentence by saying something foodies might like or do. Ask students to give an example and write it on the WB. Then ask ss to work in pairs for a few minutes and come up with a few more ideas. As feedback, ask a few selected ss for their sentences.

T will introduce vocabulary associated with the topic and specified in the Language analysis. T will also practise drilling with some of the more difficult words.

T puts the ss in to pairs ( A& B) and chests the questionnaire. T instructs ss A to ask their partner the questions and circle their answers and then asks B's to do the same. T asks an ICQ to confirm understanding. " Do you circle your own answers or your partners?

T will chest the score sheet and tell ss they will be able to calculate their scores for their questionnaire by looking here. T will do a demo to help the students calculate their scores with the first question. Pairs will then find out if they are a foodie or not and if these scores describe them well. The ss read their relevant section to see if it fits their true character.

After the ss have completed the reading, the T instructs the students to discuss their finding in pairs and as feedback T will ask ss scores to see who is the biggest foodie in the class.

T will explain to the ss that they are going to listen to an interview about food in Italy. T will set the background scene by explaining that the interview takes place in Bologna, Italy. An English woman will be asking an Italian woman questions about food in this area. T will chest the HO and explain the ss need to choose 1 title from a possible 4- the one that suits the interview the best. T will then divide ss into groups and give out the HO. T will also tell the students not to panic if there are many words they don't understand. At this stage they just need to understand the general idea. T asks ICQ, " Do you have to understand every word to complete this task?" T plays the recording once without stopping.

In their groups ss decide on the most suitable title for the interview. T monitors discussions and as feedback t asks groups their decision.

T explains that the ss will listen to the interview again. T chests the HO and explains that they have to read the short text and that some of the information is incorrect. For example Rome is underlined because the correct answer is Bologna.( the interview takes place in Bologna , not in Rome) T asks to the ss to work in groups but this time changes the ss around.( by numbering them 1,2,3 & 4 and relocating them ) T plays the recording up until the point where the information has been found. Then T gives ss time to complete the exercise , check their answers with group members. T asks how many answers they have found and if necessary plays the last section again. As feedback T gives the transcript to ss for them to check the answers themselves.

T asks Ss discuss ( in their groups) whether slow food is good food and also talk about traditional food from their own country and region. T monitors discussions and as feedback a few students share their views on the topic.