Elham Mohamed Khalil Elham Mohamed Khalil

Eating and drinking
Elementary A2 level


In this lesson , ss learn kinds of food and drinks through guided discovery based on a reading text .The lesson starts with matching activity .This is followed by another matching one in which ss read the text and match the ideas given.Finally there is some practice ranging from controlled to free .


Abc New cutting Edge pg 54- Google images

Main Aims

  • By the end of the lesson, students will have practised reading for gist and detail in the context of eating and drinking.

Subsidiary Aims

  • By the end of the lesson, students will have developed their fluency in speaking in the context of eating and drinking.Also ss will have reviewed old and practised new vocabs. of food and drinks in the same context.


Warmer/Lead-in (3-6 minutes) • To set lesson context and engage students

T.exposes ss to a list of food she likes because they are good for health and other one bad for health. T. asks ss to start writing their own list . Then they work in pairs asking and answering following that pattern:What do /don't you like to eat ? -I like to eat ....... .Why ? -Because it's good for my health.

Pre-Reading #1(Pre-Teach Vocabs.) (3-5 minutes) • To prepare students for the text and make it accessible.

T.projects pics of food and tries to elicits names of food. T. drills . T. starts asking ccqs to introduce these new words.i,e Does it have vitamins? T. refers that carrot contains vitamin A And lemon has vitamin C. What about this ?T. shows pic. of fish. Does it contain protein? . Ss look at pics and make the matches. Peer check. WCFB

Pre -Reading #2 (3-5 minutes) • To make the text make accessible.

From the first question in the lead-in ,t. says that .......is good for your health because it is.....waiting, healthy or natural.but things that are bad for your body are ......t. puts an X in front of healthy to elicit the opposite. T. asks ss to give orally a kind of food or drink that is natural .T. writes ss answers on the board making sure to put fruit juice because they will find it in the text.

While-Reading #1 (3-4 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Ss 're asked to read quickly ideas in ex. 3 and write agree or not agree. T.demonstrates the first one with the class. Pair check. WCFB.

While-Reading #2 (3-5 minutes) • To provide students with deeper understanding with the text.

Ss 're asked to match the headings (ideas) to the text in 2 mins only . T. checks . Ss reread again . T. asks what do you think ? Do you agree with the text. T. demonstrates the first one. Individual work. Pair check. WCFB

Post-Reading/Listening (3-5 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T. asks ss to work in groups to tell each others what they like to eat and why. T. encourages ss to use as much learnt language as they can. T. monitors leaving them to produce . t. checks individuals to tell about their partners.

Web site designed by: Nikue