Nada Nada

Reading for gist and specific information
Elementary level


In this lesson, students practise their reading for gist and specific information in the context of food around the world. The lesson starts with matching popular food to its country as a pre-reading activity. Later, ss read the text for gist and some specific information. Finally, ss practise controlled speaking through asking each other about their typical meals.


Main Aims

  • Practise reading for gist and specific information in the context of food around the world.

Subsidiary Aims

  • Practise controlled speaking.


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

Show ss a picture of a famous Tunisian meal '' couscous'', and elicit the adjective popular through CCQs: - Does everyone in Tunisia know couscous? Yes - Do we often cook it? Yes - Do European countries have couscous as a traditional meal? No - Do most of Tourists try couscous when they visit Tunisia? Yes - Why? because it s famous Then show students a picture of Pizza, and ask '' which country is famous for Pizza?'' Italy

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

-Distribute cards with names of countries to ss, and have some food pictures hanged on the board. Ask ss ''what food can you see?'' . different food from different countries. -Demonstrate the activity to ss; have a name of one of countries and ask ''what food do you think people in Japan eat? Sushi - Give students 30s to think about which food goes with which country. - Each s come to the board and hang the name of the country beside the food. - Focus on some vocabulary that will be introduced later in the text: -Noodles/ Chopsticks : a picture of little girl eating noodles with chopsticks. - Herrings and sardines: a picture of herrings and sardines - Sausages: a picture of sausages ( refer to a similar food in Tunisia : Merguez) - Middle East: Have all middle eastern countries names together and ask some CCQs - Are these countries far from each other? No - Are they on the west side? No - How do people refer to these countries? The Middle east - hungry: a situation: I left my house without breakfast and now it's almost 2pm and I feel .................

While-Reading #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading tasks

- Write three heading questions related to the text on the board. Distribute the text to ss and give them 1 minute to read it quickly, and write the correct heading question above all 3 paragraphs. then, ask them to check with a peer. - Divide the class into two group. give each group 4 different pictures, and ask them to go through the text again and find a line that matches the pictures that they have, and highlight it. -Distribute answer keys.

While-Reading #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

- Give ss some questions, on a piece of paper, to answer from the text. - Give ss 5mins to answer then check with their peers. In case ss finished early, T introduces another activity that has the same aim which is reading for specific information - T gives sentences with missing words from the text to fill in: a) In South China, people eat……......using………......instead of spoons. b) In central Europe, people like to eat…………and……………… c) In North America people eat with …………….…and……………. d) Bananas come from……………or………......... e) ……………….come from Chile or Spain. - Check in pairs

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- Have some questions projected on the board. let ss ask you these questions. -From which city you are? what is your typical breakfast ? - What does your family have for breakfast? - Is lunch or dinner the main meal of the day? - What is a typical meal? Let 2 ss try in front of the whole class, then ask them to have this discussion in pairs and change partners. ask them to move around the class. -T feedback and error correction.

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