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).

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.

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.

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.

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.

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.