Kayvan Saman Kayvan Saman

Reading (Healthy Diets Around the World)
Elementary level


In this lesson Ss will practise and develop skills for gist and detail extraction from a reading text on staple diets in three different parts of the world. They will also be engaged in guided discussion on their own favourite/ unfavourite types of food. Finally, the lesson will end by having students discuss whether their own diet is healthy enough and suggest changes for improvement.


Main Aims

  • To provide a platform for Ss to practise reading skills for gist/ detail extraction form script

Subsidiary Aims

  • To provide fluency speaking practice on the topic of Food and Diet in the context of Healthy Diets


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

The Ss will be asked a threefold set of questions as to what food and drink their typical daily meals include and will discuss answers in pairs. Afterwards, they will find out whether there is any food or drink the whole class has at each mealtime. There will be WC feedback to finish this stage off.

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

The class will be shown a number of pictures of food vocabulary and the words for every photo will be elicited and in case there is any mispronunciation, they will be enunciated emphatically for clarification.Then they will be asked for their opinions of the food in pictures and work in pairs to share their ideas. If necessary, they will be guided how to express their views. They will find classmates with more similarity than difference of opinion afterward.Finally, a few sentences about common likes or dislikes of food will be written on board as WC feedback.

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

In the first part of this stage, the meaning of diet as everyday food and drink items will be elicited. Then Ss will be asked to just look at pictures in the book to guess what the text is about. Next, they will be given two minutes to skim through the script on their own to check their guesses and then asked to replace the title with an alternative one of their own idea in pairs which they will compare with another pair and there will be WC feedback after that. For the second part, Ss will be given the task to find the reason for people's good health in each of the regions in the script individually and asked to share answers in pairs. After the WC feedback, this stage will come to an end.

While-Reading #2 (12-15 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

In this stage, the Ss will be given the task of reading several sentences about the three regions in the reading and matching them to the people from them; they will do this by themselves, compare answers in pairs and answers will be checked through WC feedback. In the following part, Ss will be asked to find three different eating or cooking habits found in three regions mentioned (one for each) that help people from those places stay healthier. This will be done individually then they will be asked to share what they have found in their pairs. Afterwards, they will be put in groups of three to discuss which one of the habits discussed previously is best and why. The answers will be check by providing WC feedback.

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

In our final stage, Ss will be asked to work in pairs and compare their own favourite and unfavourite items of food and drink accounting for them by giving their personal reasons. Then they will go on to discuss their eating habits and decide whether they or their partners have healthier dietary behaviour and then there will be WC feedback. Lastly, they will continue to discuss what they need to change about their eating habits and diet to live more healthfully. After the WC feedback is provided, the lesson will end.

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