Students see a number of pictures of food and they are asked to decide of they represent a healthy diet and healthy eating or not. Elicitation at this level is aimed at engage ss in the lesson and to activate their schemata associated with diet and healthy eating. I elicit ideas and also aim to introduce words and phrases, say, a small portion, in moderation, to eliminate something from diet. Students share their ideas in pairs before we have plenary feedback.

Students read a mixed bag of sentences __ true and false__ and basically guess whether they are true about their teacher. They have to provide further explanations to support their answers. What's more, they are given a list of useful expressions to use while sharing ideas. Spot the lies 1. I eat large portions basically, but I’m lucky because I don’t gain weight. 2. I find it hard to eliminate sugary drinks and fast food. 4. I drink only at parties but in moderation. 5. I’m a vegetarian and avoid meat, fish and poultry.

Students sit in two inner and outer circles facing opposite each other. They talk to a partner for a few minutes before they get the chance to sit with another. Of course, it pretty much depends on how many students will show up for the session. In case, they are going to be an uneven number, we will do a GW activity in which 2 students talk and one takes notes to give a report. The questions they ware going to discuss are as follows: 1. Do you have a healthy or unhealthy diet? Give examples. 2. What good and bad eating habits do you have? 3. Do you want to eliminate anythings like junk food or fast food from your diet? Why?

Students are asked the following questions: 1. Do you know any famous cook in Turkey or abroad? What do you know about them? 2. Do you read about their lives? 3. Do they have any blogs? They discuss the Qs and then get to share them together.

I ask 'what does a food blogger write about?' a. Only food and desserts b. personal life and life experiences c. silly stuff Next, they read a simplified version of a text for which there's an equivalent authentic one. They read the first version to check their assumptions and then they check their answers with others and then in the plenary.

Students compare both texts and match the bold phrases in the authentic text and the ones in the simplified version. Next, I ask Qs to make sure they have found the correct matches by asking them questions.

Students are asked to read the original text and answer the following: Agree or disagree 1. Ree had a lot of motivation to lose weight. 2. She trained herself to eat in moderation. 3. She kept on using her food scale all the time. 4. She was satisfied and happy with the result of her diet. They read it individually and then share their ideas in pairs. Soon afterwards, I supply the answers on the WH.

Students answer the questions below. 1. What do you think Ree achieved by going on a crash diet? 2. Do you think you need to change your lifestyle or kick any bad habits? 3. Mention 2 advantages of losing weight and explain why they are beneficial.

Students are asked the questions below. 1. What techniques did we use before we read the text? 2. Did it help us understand the text better?