Amirali Monfared Amirali Monfared

A2 level


In this lesson, the students will learn about food from around the world through reading an article. They will also talk about popular foods in Turkey and from other continents.


Abc reading questions
Abc heading cut-outs
Abc reading passage
Abc pre-teaching hand out

Main Aims

  • To provide gist and detailed reading practice using a text about food around the world

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in conversations in the context of food


Warmer (2-3 minutes) • To set lesson context and engage students

The teacher arranges the seats in groups before the start of the class, and enters the class with a cup of tea and generates a discussion about "where tea comes from." and asks students to talk about that in their groups.

Pre-teaching vocab. (5-7 minutes) • To prepare students for the text and make it accessible

The teacher pre-teaches the blocking vocabulary through a worksheet. The teacher gives students H/O.1 and asks INS.: "I want you to match the words with the pictures." and give the students 3 minutes to do so. The teacher monitors and provides help if needed and then instructs the Ss to check the A/K (flip).

Pre-reading (5-7 minutes) • To provide students with an activity to help them do the while-reading task

The teacher puts some picture on the board using the OHP and tells the students INS.: "Look at the pictures and tell each other, what nationalities do you see?"

While-Reading #1 (3-5 minutes) • To provide students with a less challenging gist reading task

The teacher chests H/O.2 and the cut-outs INS.: "I want you to match these 3 titles with 3 paragraphs in the reading. You have 3 minutes." The teacher monitors as the students are doing the task; Then takes a WCFB.

While-Reading #2 (13-15 minutes) • To provide students with a more challenging detailed reading task

The teacher asks students to start reading the article individually INS.: "I want you to read the text and answer these questions." The teacher gives the questions to students. The teacher monitors as the students are reading the passage and then asks the students to check their answers in their groups. The teacher then nominates a few students to provide feedback.

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

The teacher projects the following questions on the board: -What is a typical Turkish breakfast? -What do you have for breakfast? -What is a typical meal from your hometown? The teacher monitors the students as they're talking and collects major mistakes. Optional (if there's enough time): The teacher puts the students into two groups of tourists and local people. INS.: "Tourists want to eat Turkish food. I want each local, to help a tourist and tell them what is best to eat in Turkey." The teacher monitors while the students are talking.

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