Complete IGCSE Paper 1 format listening tasks on food, health and body topics
F5Lesson 10 of 12◇ F5 Lesson 10 of 12 L Listening
Listening — Food, Health and Body Texts
الاستِماع — نُصوص الطَّعام والصِّحَّة والجِسم
Food, Health & Body · Everyday activities
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Learning Objectives
Focus on these outcomes rather than trying to memorise everything at once.
Identify key vocabulary from F5 in fast spoken Arabic
Apply prediction and active listening strategies to extract specific information
Lesson outline
- 10 minStarterPrediction and vocabulary activation
- 25 minMain 1Three IGCSE-format listening tasks
- 12 minMain 2Answer review — food/health specific analysis
- 6 minMain 3Performance tracker and reflection
- 7 minPlenaryVocabulary harvest from listening
Exam connection: Listening: food and health descriptions (Paper 1 all formats) | Reading: restaurant blog, health article, doctor's leaflet (Paper 2 R1–R4, Q1/Q2 matching, Q4 gap-fill) | Writing: 80–100 words food and health article/email (Paper 4 Q3) | Speaking: restaurant role play (transactional) + doctor-patient role play + topic conversation on food and health
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Vocabulary
Tap each card to reveal the meaning, category and example.
Three-step recall
- Say the Arabic aloud.
- Cover the meaning and recall it.
- Use six items in your own spoken or written sentences.
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Quizzes
Use the two short checks. Errors show you what to revise next.
Quiz 1 — Meaning check
0 / 61. What does بَيض mean?
2. What does خُبز mean?
3. What does مِلح mean?
4. What does أُرز mean?
5. What does تُفّاح mean?
6. What does مَوْز mean?
Quiz 2 — Match Arabic and English
العربية
English
Matched: 0 / 6
Stretch challenge
Choose three matched items and combine them into one accurate sentence or short exchange.
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Grammar
Read the rule, notice the pattern and then produce your own examples.
Core rule / strategy
Listening strategy: food vocabulary in speech (often fast, with Arabic-speaking variation). Passive structures in listening: يُقَدَّم، يُضاف — recognise these in speech. Modal structures in listening: identify advice language (يجب، ينبغي، من الأفضَل) as signals for advice content.
Notice the pattern
- آكُل الخُبز كلَّ يوم.
- أُحِبُّ الأُرز مع الدَّجاج.
- أخي يَأكُلُ اللَّحم.
- تَأكُلُ أُختي الدَّجاج.
Accuracy checklist
- Check the subject and verb or noun/adjective agreement.
- Check gender, number and tense or time frame.
- Use the lesson structure in a complete, meaningful sentence.
- Read the sentence aloud and correct anything that sounds incomplete.
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Skills Practice
Practise listening, reading, speaking and writing with the same lesson language.
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Listening
Listen twice: first for the main idea, then for details.
آكُل الخُبز كلَّ يوم. أُحِبُّ الأُرز مع الدَّجاج. أخي يَأكُلُ اللَّحم. تَأكُلُ أُختي الدَّجاج. السَّمَك مُفيد.
- What is the main topic?
- Write three Arabic words you recognise.
- What one detail can you hear or infer?
Teacher/partner guidance and possible answer
Read the Arabic text naturally twice. A successful answer identifies the lesson topic, any three accurate key words and one relevant detail from the text.
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Reading
Underline known words before answering.
آكُل الخُبز كلَّ يوم. أُحِبُّ الأُرز مع الدَّجاج. أخي يَأكُلُ اللَّحم. تَأكُلُ أُختي الدَّجاج. السَّمَك مُفيد.
- What is the main topic of the text?
- Find two words or phrases connected with “Listening — Food, Health and Body Texts”.
- What specific detail can you identify?
- Which grammar structure from this lesson appears, or could be added?
Reading support
Start with names, numbers, repeated words, connectors and familiar verb patterns. You do not need to translate every word.
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Speaking
Build your answer, then ask a follow-up question.
- Explain the topic “Listening — Food, Health and Body Texts” in your own words.
- Use at least five items from the vocabulary section.
- Give an opinion or personal example and justify it.
- Ask and answer two follow-up questions with a partner.
Useful frame:في رَأيي... لِأَنَّ... أَيضاً... وَمِن جِهَةٍ أُخرى...
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Writing
Plan, write, check and improve.
Task: Write about Listening — Food, Health and Body Texts. Use at least eight vocabulary items, the lesson grammar and two connectors. Target: 60–80 words.
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Activities
Complete the activities in order, or choose the one that addresses your weakest area.
Starter10 min
Prediction and vocabulary activation
Study all task sheets. Read all questions and annotate: "This question asks about FOOD NAME — listen for a food noun. This asks about SYMPTOMS — listen for body part + ألم/أشعر بـ. This asks about ADVICE — listen for يجب/ينبغي." You also circle any vocabulary in the questions they expect to hear in the audio. This 4-minute preparation routine is now well-established — You do it automatically. "Notice how reading the questions first activates your food and health vocabulary in your brain — when you hear the audio, your brain is already primed to recognise the right words."
Main 125 min
Three IGCSE-format listening tasks
Text 1 (45 sec): A person describes their diet and health habits — 8 multiple choice (3 options): 3 food-related questions (what they eat for breakfast, which foods they avoid, what drink they prefer), 2 health habit questions (how often they exercise, how much water they drink), 2 opinion questions (their view on fast food, their attitude to vegetarianism), 1 body-related question (a symptom they mention). Text 2 (40 sec): A doctor gives advice to a patient — matching: match advice to the symptom it addresses (5 statements). Text 3 (50 sec): A chef describes a traditional Arabic dish — select TWO correct statements from five (about ingredients, preparation and cultural background). All texts played twice.
Main 212 min
Answer review — food/health specific analysis
Go through all answers. Focus on: (1) Food vocabulary distractors — "The speaker said خضروات (vegetables) but some You chose فاكهة (fruit). Both are healthy foods — the distractor works because they are semantically related. Always listen for the EXACT word, not just the category." (2) Modal advice recognition — "In Text 2, did you identify when the doctor was giving MUST advice (يجب) vs SHOULD advice (ينبغي) vs BETTER advice (من الأفضَل)? These distinctions sometimes matter for the answer." (3) Passive in Text 3 — "يُقَدَّم مع — did you hear the مع? That tells you something is SERVED WITH, not just 'presented'."
Main 36 min
Performance tracker and reflection
You record scores: Text 1 (/8), Text 2 (/5), Text 3 (/6) = /19. Compare to Units 3 and 4 listening scores. Trend analysis: is performance improving? Write: "My food/health vocabulary recognition was [strong/developing]. The listening strategy that helped most today was [prediction/active listening/second-listen checking]. I will improve [X] by [action]."
Plenary7 min
Vocabulary harvest from listening
Play 20 seconds of Text 1 again. Write every food or health word they heard. Count and share. Connect to the vocabulary work across Lessons 1–9 of this unit: "Every word you recognised in that audio is one you have practised in the last 9 lessons. Your vocabulary is growing." You add any new words they heard in the audio (that they did not know before) to their vocabulary books — this rewards careful listening as a vocabulary-building strategy.
Useful resources
- Listening task sheets (3 texts — food/health/body themed)
- IGCSE Paper 1 format questions
- Strategy annotation guide
- Performance tracker (F5)
Stretch / heritage-reader challenge
Heritage readers: listen to Text 3 and write a full transcript from memory. Compare to teacher or partner's transcript. Analyse: (1) passive structures heard (يُقَدَّم، يُحَضَّر), (2) food vocabulary, (3) cultural information. Write a 30-word Arabic reflection on what this Arabic chef text reveals about Arabic food culture.
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Plenary
Finish with a quick check and one clear next step.
Key takeaways
- Complete IGCSE Paper 1 format listening tasks on food, health and body topics
- Identify key vocabulary from F5 in fast spoken Arabic
- Apply prediction and active listening strategies to extract specific information
- Grammar focus: Listening strategy: food vocabulary in speech (often fast, with Arabic-speaking variation). Passive structures in listening: يُقَدَّم، يُضاف — recognise these in speech. Modal structures in listening: identify advice language (يجب، ينبغي، من الأفضَل) as signals for advice content.
Exit ticket
IGCSE-format listening tasks (collected). Performance tracker (collected). Vocabulary harvest (formative).
Optional follow-up
Portfolio piece final version due next lesson. Listen to 3 minutes of Arabic cooking content (YouTube — Arabic food channel). Write: 5 food words you recognised, 2 cooking verbs you heard (يُضاف، يُطبَخ etc.), 1 observation about the speaker's Arabic.
Confidence check
How secure do you feel after this lesson?
Remember: quick revision works best when you revisit weak vocabulary and correct errors, not when you try to complete everything in one sitting.