Enjy Fayek Enjy Fayek

Lesson plan TP8
Elementary A2 level


In this lesson, students will read in for gist and detail in the context of Food around the world. The lesson will start with a lead-in, then a gist task, followed by a reading for detail task. Finally, the students will practice speaking in the same context.


Abc music
Abc Pictures on the projector.
Abc redesigned handouts

Main Aims

  • To provide reading for gist and detail in the context of Food around the world.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of Food around the world.


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

The lesson starts with a lead-in about traditional food in Egypt, and the famous Egyptian dishes. Then we do the same with drinks. After that, we move on to talk about famous foreign food and drinks in Egypt. It's going to be a quick lead-in that would not take more than 4 minutes .

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

In this stage , I will start eliciting some of the words I think somehow blocking for some students. Just to make sure all students understand most of the words. Such as: noodles, depend, sausages, chopsticks, pick up, nowadays, herrings, transport, and then some nationalities mentioned in the text by showing them pictures of famous figures who represent the country, like actors for example.For the vocab part I will be using pictures and miming. After that there will be a slight drilling because vocab is not my main-aim. Followed by, the next question which is related to the handouts, can you identify any places or nationalities? what else can you see?

While-Reading #1 (8-10 minutes) • To provide students with less challenging gist information reading tasks.

In this stage, students will be asked to read this text of food around the world for gist, and then choose the suitable title for each paragraph in the text. Check in pairs. Then feedback with the whole class. ex #3

While-Reading #2 (14-16 minutes) • To provide students with more detailed reading tasks.

This stage is reading for detail. First I will give the students 1 minute to read the questions they are going to answer, and the I will let them know that this time we are reading in a more detailed way to find the answers. I will give them like 5 minutes. Then I will ask them to pair check in one minute. Followed by pair/group feedback. ex #4

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

This is the stage of the speaking freer activity. First, I will ask the students to start preparing for the speaking activity. By answering the questions writing notes not big sentences. They will be given about one minute to do so. I will ask them to answer in the context of a certain day which will be Friday, as it is one of the weekend days. and has some traditional rituals that vary from house to house. For example, some people visit some relatives and always have the same meal, or they start the day doing the prayers and then go home for the rest of the day, some people travel to another city. Actually I think all Egyptians have the same breakfast on that particular day. So it would be quite interesting to know where they go on this day, what they eat for lunch, snacks and dinner.Also probably what would they like to have instead. They could talk about a meal they hated, or a certain dish they prefer, and its ingredients. They will be working individually first to prepare their answer points. Then they will either speak in pairs or to mingle. Depending on my timing.

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