Behnaz Rakhshanfar Behnaz Rakhshanfar

meals of the day
new headway beginner level


In this lesson, Ss read about meals of the day.T pre-teaches some vocabulary with a matching activity. T asks ss to match the names of the food with related pictures. After that, T gives ss two different texts and asks them to skim quickly and answer the questions. After that, T asks them to scan the task again and answer some questions for specific information. Then T asks ss to swap the texts with each other and then asks them what food and when they eat to personalize the task.


Main Aims

  • To provide gist reading practice using a text about meals of the day in the context of food

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of f


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

T pre- teaches some lexis of food family such as cereal, bread, jam, etc. by brainstorming and matching. Ss, first, do it individually by matching related names of food to pictures. T asks ss to stand up and stick the names with the related pictures

pre-reading (2-3 minutes) • To prepare students for the text and make it accessible and activate their schemata

T asks Ss to look at the pictures and asks them what they can see. T elicits some lexis such as rice, meat, vegetables, etc. T asks the what the characters' names are, where they live, how old they are.

While-Reading (1-2 minutes) • To provide students with skimming for the gist of the text

T provides a gist question about the text and asks learners to skim for the general idea of the text. The question is ' choose the best answer. What is the text about? Is it about the food, seafood or meals of the day?'. Ss do it individually.

While-Reading (10-15 minutes) • To provide students with more challenging detailed readindg

T gives ss some more questions. Ss have to scan a text for the specific information. The questions are 'What does Masumi eat?', 'What does he have for breakfast, lunch and dinner?', 'What does he eat?' and so on. They do it individually and then, they check it with a partner.

Post-reading (15-20 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned.

T asks learners to do a jigsaw reading by getting ss to read one of two texts and then work in groups to exchange information in a speaking phase. It is important to remind ss to read only their texts and to get information about the other text via speaking. They do it in pair and then, T asks one student to nominate one of his/her classmates to answer the questions. After that, T gives ss a question 'Tell your friend, which one of these people eats healthier?'. Ss do it in pair and then, T checks the answer with the whole class for FB. T give ss more question to personalize the text. the question is, 'what do you eat each day and when?' They do it in pair, then they check with the whole class for FB.

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