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Reading - Food: fuel or pleasure?
Intermediate level


In this lesson, the students are going to improve their receptive skills of reading through the subsiklls of skimming, scanning, reading for specific information and details. The subaim of the lesson is productive skill of speaking and the students will have a chance to practise speaking in the cotext of food.


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Main Aims

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

Subsidiary Aims

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


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

T writes some countries (The United States, China, France, Italy, Japan, Mexico) T asks the question " What kind of food or dishes do you associate with these countries?" and give Ss a few minutes in pairs to think of some food and dishes. Ss discuss about this question with their partners. T elicits their answers and might want the Ss to write their answers on the board.

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

T focuses on the title "Fuel or pleasure?" and elicits / explains the meaning of fuel, pleasure in this context. T might also ask the difference between dish and food. T ECDW the key vocab before the text. T explains Ss are going to read part of an article where women from different countries were interviewed about their attitudes to food and diet. T explains the questions. T wants Ss to focus on the highlighted words and phrases and the definitions (1-10) T gives Ss a few minutes to match them individually Ss peer check T models and drills pronunciation.

While-Reading #1 (10-12 minutes) • To provide students with less challenging specific information reading task

T tells Ss to read Alice's answers once before trying to match them to questions 1-6 (by writing the numbers in the boxes). Ss do the same for Jacqueline. Ss peer check, then WCFB.

While-Reading #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading task

T gets Ss to read the article again and answer questions 1-9 with the correct initial. T elicits answers from the Ss and might encourage Ss to justify their answers by referring to the article.

Post-reading (5-8 minutes) • to provide a freer activity in the context of food as a fuel or pleasure

T wants Ss to focus on the 6 interview questions. Ss now use questions 1-6 to interview each other in pairs. T monitors them while they're asking and answering the questions. As this is a freer speaking (fluency) activity delayed feedback should be provided if there are major common errors.

Post-Reading (5-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T asks the whole class whose diet they think is healthier, and why. First, Ss discuss it with their partners. T gives FB, accepts all opinions but ask Ss to justify them.

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