T asks the students what they had in breakfast and tries to elicit the words like healthy breakfast and unhealthy breakfast. T shows various pictures to lead the students into the idea of a good diet T asks students to come up with different ideas regarding good or bad diets

T regroups the students into pairs T asks the students to play a diet guessing game. The students work in pairs to guess their partner's diet by asking related questions T gives instructions by role-playing the start of the activity T distributes the hand outs T monitors and tries to control any undesired use of L1 T conducts FB

T explains that the students will read a small passage for its general understanding T writes various questions on the whiteboard to guide students to the gist of the passage T distributes the reading passage HOs in pairs T conducts WCFB

T explains that the students will listen to the text for finding specific information T demonstrates and asks ICQs to make sure the students understand the instructions T distributes the Listening 1 feedback handouts after the instructions and conducts a WCFB

T regroups the class into small groups of 5 to 6 students T gives students different cards containing food and drink items T tells students to hold up the appropriate card while listening to the text for the second time to identify the correct word T makes sure the students have different cards to avoid any chance of copying among the students

T divides the class into pairs and asks them to write answers to the questions regarding the diets from the audio track T distributes the handouts containing the questions and monitors closely to check if the target language is used among the pairs

T divides the class into pairs and asks them to share their real life experiences related to good diets and healthy life T asks students to take notes for reporting back in the FB session