houra houra

mood food
Intermediate level

Description

in this lesson students will go through a reading about food. the lesson starts setting context with sliding pictures (lead-in) and eliciting vocabulary, then students go through gist reading, and reading for detail and reading for specific information, and then they will be doing oral activity (post reading) to personalize the topic.

Materials

Abc Matching Handout
Abc Handout 1
Abc freer practice cards
Abc Handout3
Abc Handout2
Abc projection of pictures

Main Aims

  • To provide gist, scan and detailed reading practice using a text about mood food in the context of food

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of food and diet

Procedure

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

- greeting project pictures of different types of food. -tell them these are what my expert told me to have in groups discuss about my diet and say why do you think my expert advised me to eat them. -guess in which occasions i eat them - sometimes ask them to provide reasons ask icqs are you going to say what i have in these occasions? are you going to discuss the reason?

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

-give them matching handout - match column A with B in groups - icqs: are you going to answer? are you going to match? - check answers and ask ccqs: for example Carbohydrate: does it have Carbon? does meat have it? release: does it mean to keep something? - model the pronunciation

While-Reading/ #1 (5-10 minutes) • skim for gist

- read the text alone and very fast and tell me what is this text about ( 2 minutes)? -tell me which title is suitable for the text.( a, b, or c?) - ask icqs: are you going to read slowly? -are you going to do it in pairs? -how much time do you have? are you going to choose one of these titles? a)The effect of food on our Health b)The effect of food on our Feeling. c)The effect of food on our Intelligence. - check their answers - can you name some of those feelings?

While-Reading #2 (14-16 minutes) • Reading for detail/ understanding the text in depth

- instruct them to answer three questions alone. -you have enough time. - you should tell me where did you find your answers. -ask icqs: are you going to do it alone or in pairs? -are you going to read fast? - are you going to explain your answers? -monitor - check answers with your partner. -justify their answers

While-Reading 3 (5 minutes) • Reading for specific info/ practice scanning for specific information

-give them 5 T/F questions -read the text quickly alone and find the answers. and if it's false say the correct answer - are you going to do it alone or on pairs? -are you going to only find T/F questions? -monitor - check your answers in pairs -project correct answers. - justify their answers

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

- imagine that you are a nutrition expert. - your friend tells you about his/her problems, you should advise him what to eat and why. -now change roles. -give each pair 4 cards, each student gets 2 cards. -on each card there is a problem. -ask them ICQs -are you going to work in pairs? -are you going to be patient and expert? -are you going to change your roles? are you going to just tell your patient what to eat? -are you going to say the reason? -monitor student's - write some problems - after the task write on the board -provide feedback

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