The topic of the lesson: “A rainbow on your plate”

The main aim and learning outcome:

  • by the end of the lesson students will be able to speak on the topic of healthy food


  • to introduce new vocabulary ( fibre, carbohydrates, protein);
  • to revise previously taught material through individual, group and pairwork activities;
  • to help students learn how to keep to a healthy diet in their everyday lives

Materials and references:

  • course book “English 6” by Alla Nesvit, Kyiv “Geneza”, 2014
  • CD with the video about 5 food groups
  • a film in a sketch-drawing style and a Power Point presentation on junk and healthy food
  • flashcards and worksheets

Learners’ level: Elementary

Learners’ level: Elementary



Stage aim:  to introduce the topic of the lesson, to generate ideas based on prompts 

(The teacher greets students; draws their attention to the cards on the blackboard  and brainstorms to elicit words “hidden” on the cards. Students give their suggestions individually)


T: Dear students, look at the blackboard, let’s guess what word is hidden on these cards? I’ll help you with the first letter which is “R”. Can you guess any other letters?

S1: “o”, S2: “a” and so on.

T: So, what’s the word?

SS: “Rainbow”.

T: Right, well done! Now, read the full sentence.

S: “A rainbow on your plate”.

T: What springs into your mind when you hear “A rainbow on your plate?”

S1: We should eat different fruit and vegetables.

S2: We should try to make our meals colourful.

S3: Our food should be varied.

S4: Kids should eat healthy food.

T: Exactly! That’s what we are going to speak about at this lesson.


Stage aim: to get students interested in the lesson, to prepare them to learn by stimulating their minds

(The teacher revises English proverbs about healthy living, students work as a class).

T: Eating healthy food means staying healthy. Do you know any English proverbs about how to stay healthy?

SS: Yes, we do!

T: Let’s check it! I’ll begin saying the proverb and you’ll continue it. Ready! Steady! Go! “Good health ….

SS: is above wealth”.

T: “Early to bed and early to rise……

SS: makes a man healthy, wealthy and wise”.


SS: is the best medicine”.

T:”An apple a day…

SS: keeps the doctor away”.

T: Perfect, good job! What do you think, does our body need lots of pizzas, hamburgers or things like that to stay healthy?

S: No, our body needs healthy food.

T: Right, it certainly does.


Stage aim: to raise students’ awareness of what healthy food is based on students’ personal experience and previously taught material

(The teacher draws a mind map on the blackboard and brainstorms to elicit examples of healthy food or any other associations round the word ‘healthy food’).




  • Pre-listening cards with words


Stage aim: to provide new vocabulary for the listening activity

(The teacher gets the students to predict the content of a listening activity beforehand using information about the topic and key words)

T: We all know that kids have to eat a wide variety of food to get all the essential nutrients they need. Helping them develop healthy eating habits now ensures they grow up stronger, happier and healthier.  You are going to watch “Hi-5 Group”  video as they share the importance of the main food groups.

The following expressions will ease your understanding of the video:


Protein /ˈprəʊtiːn   білок

Carbohydrate /ˌkɑːbəʊˈhaɪdreɪt/ вуглеводи

Fibre   /ˈfaɪbə(r)/ харчове волокно, клітковина


(The teacher models the pronunciation, leads choral, group and individual drilling)


  • Pre-listening pie chart

Stage aim: to activate Ss’ background knowledge and to predict the topic of the listening activity

T: What we are going to do next is to make a pie chart from its cut pieces. You will work in pairs. Take these pieces of the pie chart out of the files and form the whole picture.

(The teacher splits the students in pairs, encourages them to glue the pieces of the pie chart on the pie chart worksheet 1, gives some help if needed)

T: How many food groups are there in the pie chart?

SS: Five.

T: Do you know the names of all these groups? What food belongs to each of them? Give your suggestions.

(The teacher encourages small discussion, students give their predictions).

T: Now, watch “Hi-5” video as they share the importance of the food groups and see if you were right.

  • While- listening activity 1

Stage aim: to give Ss practice in listening to check predictions

 (The teacher plays the recording for the first time, makes pauses if necessary, students work with pie chart worksheet 2)

T: Listen to the text and write the names of 5food groups and the names the foods belonging to each of them.


—  Hi guys, we are going to tell all about healthy eating and how your yummy food makes you stronger, happier and healthier. That means eating from the 5 food groups.

— The 5 food groups?

— Yes, and the first food group is fruit and vegetables.

They are of so many colours, just like a rainbow, and the more colouful, the better they are for you. Fruits and veggies are full of lots of good stuff like fibre which helps keep your tummy in tip-top shape.

  • Hey, I know another food group — protein. You can find protein in foods like chicken, eggs, meat and seafood.
  • Don’t forget the nuts and beans.
  • Year, and did you know that protein is the body’s building block like this. It helps build muscles and you can be big and strong.
  • — I know another one. It’s a big word – carbohydrates. Carbohydrates are found in foods like rice, bread and pasta – my favourite.
  • Mine too.
  • Now, carbohydrates are the boy’s main source of energy like batteries, so you can eat carbs, suddenly you have got energy to find, learn and explore all day.
  • Well, and I can add now. What about fats and oils like good healthy oils found in avocado, olive oil and nuts?
  • Oh, avocado, yummy!!!
  • Your body needs that to work properly and even to think, just because our brain is made up of So good fats can help to make good brain and good thinking.
  • And the last food group – dairy. Dairy includes milk and things like yogurt, cheese and butter.

Dairy is quite pretty, and also help you to be strong, so you could be tough. Remember to drink your milk.

  • So, now you know how important the 5 food groups are. Thank you, and don’t forget to ask your mum too. Give me five!!

(Students do the activity, then the teacher checks the answers with the class)

  • While-listening activity 2

Stage aim: to give Ss practice in listening for specific information and doing the matching activity

(The teacher plays the video for the second time and has students do the matching on pie chart worksheet 3)

T: Listen to the text once more and match the halves of the sentences on your worksheets.

(Students do the activity, then the teacher checks the answers with the class)


  • Post-listening/speaking activity

Stage aim: to give Ss the opportunity to expand on the topic of the listening activity

(Pyramid discussion: the teacher writes the names of six foods on the board , and have the learners rank them from the healthiest to unhealthiest, then work in groups of four, then eight. They have to justify their answers repeatedly – and it will lead to interesting, authentic discussion)

T: Look at the blackboard and read the names of six foods: pasta, fruit, cheese,

omelette, chicken, chips. On a sheet of paper rank them from the healthiest to unhealthiest from your point of view. Who would like to read out his list?

S1: fruit, cheese, pasta, chicken, omelette, chips.

S2: cheese, fruit, omelette, chicken, pasta, chips. Etc.

T: Now, work in groups of four and decide on the list in your group. Will a spokesperson from each group tell us the ranking of the words? Let’s compare your lists and see whether they are similar or different.

Group1: Our list is the following: fruit, omelette, cheese, pasta, chicken, chips.

Group2: We think that the ranking should be the following: fruit, cheese, chicken, pasta, omelette, chips. Etc.


  • A minute for relaxation:

Stage aim: to give students some relaxation and energize them for the next activities.

(The teacher asks the students to stand up, form a circle, repeat the chant and the movements after the teacher.)

Energizer: Go Bananas

  1. Ba-na-nas, unite!

Peel bananas, peel, peel bananas,

Peel bananas, peel, peel bananas,

Peel to the left and peel to the right

And peel down the middle ,

And , uhhhh, — take the bite!

Go bananas, go, go bananas

Go bananas, go, go bananas

Go bananas,

Go, go bananas!

Ba-na-nas, slipped!

  1. Form potato,

Form,  form potato

Grate potato,

Grate, grate potato,

Mash potato,

Mash, mash potato

  1. Form the orange,

Form, form the orange

Peel the orange,

Peel, peel the orange

Squeeze the orange,

Squeeze, squeeze the orange.


  • Pre-reading activity

Stage aim: to get students interested in the topic, to draw their attention to visual information (pictures), to predict from extracted information and their own background knowledge

(The teacher demonstrates several photos with smoothies and encourages  small discussion)


T: Our body needs vitamins, minerals and enzymes that raw food contains. If we don’t get enough of these in our diet, then our reserve becomes low leaving us more susceptible to illness and disease. Do you eat enough fruit? Do you have milk or yoghurt every day?

S1: I have fruit for a snack during the day.

S2: I usually have an apple at school. Etc.

T: Have you ever eaten smoothie? What is a smoothie? Look at these photos and try to guess:

Look at these photos and try to guess:

S1: It’s juice

S2: Yoghurt

S3: Ice-cream

T: I’m sorry but it’s neither yoghurt nor ice-cream. It’s different from juice. Would you like to know what smoothie is? Then, let’s read about it.


  • While-reading activity 1

Stage aim: to give Ss practice in reconstructing a jumbled text using cohesive devices

( The teacher splits the students into pairs by giving them an opportunity to choose between two colours of pictures: red or yellow, asks them to read the jumbled pieces of the text, put them in a logical order and read the text aloud).

T: Who likes red colour and who likes yellow one? Make your choice and take the card of the colour that appeals to you best. Now, sit next to the partner with the same colour card as yours and work in pairs.

T: As you can see the parts of the text you are going to read are cut and jumbled. Your task is to reconstruct the jumble text and read the recipe of a smoothie.

  • While-reading activity 2

Stage aim: to give students practice in identifying specific information in the text to check their guesses

(The teacher puts pairs into small groups so that each group has cards of both colours and asks students to do the true-false activity)

True-false activity

  1. A smoothie is when the whole food is blended into a thick drink. T/F
  2. For a good smoothie you use all of the fruit, except for the skin depending on what it is.             T/F
  3. You should boil a smoothie for a few minutes. T/F
  4. You should add some water not milk to your smoothie. T/F
  5. A smoothie is a healthy drink.    T/F

(Key: 1 – T, 2 – T, 3 — F, 4 — F, 5 – T).


  • After-reading/speaking activity

Stage aim: to give students the opportunity to have a further discussion on the topic of the text

(The teacher asks students questions and initiates a short discussion)

T: So, what is a smoothie?

SS: It’s a kind of thick drink when the whole fruit is blended.

T: What do you think of a smoothie? Is it  healthy? Why?

S1: I think it’s really healthy.

S2: It’s healthy because it contains lots of vitamins.

S3: It’s healthy because we use fresh fruit to make it.

T: Right. All smoothies are packed with vitamins since their ingredients are usually fruit and vegetables. A good smoothie is a good start of the day. Would you ever try smoothie? Why?

S1: I’d like to try a smoothie for my breakfast.

S2: I’d like to try a smoothie because there’s lots of fibre in it, and that’s good for my tummy.

S3: I’d like to try strawberry smoothie because I like these berries very much.

T: You can choose any fruit or even any vegetable you like to make your smoothie.


  • Pre-writing activity

Stage aim: to revise previously taught vocabulary (names of fruit, vegetables and shops)

(The teacher gives students fruit and vegetables worksheet,  asks  students  to read them aloud and remember as many as possible, then the teacher asks the students to turn the cards over and do the exercises on the other side of the cards, students work in groups)

T: Do you know the names of fruit and vegetables well? Take these cards and read the words aloud. Let’s check how well you remember them! Turn your card over and do the tasks on the other side of it.

(The teacher demonstrates a shopping basket , and encourages small discussion on the topic, students work as a class)

T: Last night a friend of mine went shopping. When I met her I saw lots of tasty things in her shopping basket. I’m going to show you a photo of my friend’s shopping basket. Look at it and say where my friend bought different food and how healthy it is. What food did she buy?What food did she buy?

SS: She bought a loaf of bread, a bottle of oil etc.

S1: I think your friend’s basket contains lots of healthy food.

T: Where did she buy bread?

S1: At the baker’s.

T: Where did she buy tomatoes?

S2: At the greengrocer’s. So on.


  • While- writing activity

Stage aim: to give students freer written practice, to increase students’ investigation potential

(The teacher splits the students into the groups, gives them BEEEP activity worksheets and asks to fill in the gaps in the text in a written form)

T: Imagine that your group is going on a picnic. You want your picnic to be healthy. Decide on what and where you are going to buy and write your ideas instead of BEEEP in the following email:

“Hi Helen,

As we are going to make our picnic healthy, we need some BEEEP and BEEEP , so we’ve decided go to the BEEEP to buy them. Sasha and Vicky like BEEEP sandwiches so they’ll bring BEEEP and BEEEP to make them. Could you bring some BEEEP and BEEEP to drink, please?

Meet you at the park entrance later this afternoon.

Lina and Tonia”


“Hi Helen,

As we are going to make our picnic healthy, we need some tomatoes and leafy greens, so we’ve decided to go to the greengrocer’s to buy them. Sasha and Vicky like fruit sandwiches so they’ll bring bananas and toast to make them. Could you bring some fresh water and juice to drink, please?

Meet you at the park entrance later this afternoon.

Lina and Tonia”


  • Post-writing/speaking activity

Stage aim: to give students the opportunity to make conclusions

(The teacher encourages a small discussion)

T: Whose picnic was the healthiest?
S: I think, Lina and Tonia’s picnic was the healthiest because they had fruit and juice.



Stage aim: to give students practice in using the indefinite article in the context of a dialogue

(The teacher brainstorms ideas on the use of indefinite and zero articles, asks the students to open their books, read and role-play the dialogue)

T: Do you remember how to use a/an or zero article? I’ll say a word, if you think it needs “a”, clap your hands once, if “an”, clap your hands twice, if no article is needed, don’t clap. Let’s start: banana, cheese, butter, orange, oranges, bread, milk, aubergine, cauliflower, sweets, beans, apple.

T: Now, open your books on page 73, exercise 4. Let’s fill in the gaps, read and role-play the dialogue.

Bill: I’m hungry. Can I have 1) ….. sweet, Mum?

Mum: No, you can’t. You haven’t had your dinner  yet, Bill.

Bill: I’ll have it later. What about 2)….. cake or 3)….. biscuit? Do we have any at home?

Mum: You have a sweet tooth!4) … Sugar and 5)….. sweets don’t make your teeth strong. Have 6)…. apple, 7)…. orange or 8)… carrot at least.

Bill: Then I’ll have some 9)…. cornflakes with milk. Is it OK?

Mum: Certainly. 10)…. Cornflakes make your bones and 11)…. teeth strong. 12)…. Milk helps you to grow.

Bill: That sounds great! I can add as much 13)…. sugar as I want, can’t I?

Mum: Oh, Bill!

(Key: 1 – a, 2 – a, 3 – a, 4 — —, 5 — —, 6 – an, 7 – an, 8 – a, 9 — —, 10 — —, 11 — —, 12 — —, 13 — —)

T: Do you think Bill always eats healthy food?

S1: I think, he likes sugary snacks.

S2: Bill has a sweet tooth!

S3: On the one hand, he eats cornflakes with milk – it’s healthy. On the other hand he puts lots of sugar in his dish – it’s not good for kids.



Stage aim: to give students speaking practice on their own preferences in food.

(The teacher encourages small discussion on the topic and then asks some students to speak about their food and meals)

T: Answer my questions, please. How many meals a day do you usually have?

S1: I have four meals a day. They are breakfast, lunch, dinner and supper.

T: Do you eat much fruit during a day?

S2: Not much. Just an apple or a banana.

T: Do you think your food is healthy?

S3: In general it is but I sometimes eat junk food like pizza or hamburgers or things like that.

S4: I like eating at McDonald’s, not very often but I like it.

T: Some of your classmates have prepared interesting information about their food preferences. Would you like to listen to their stories?

SS: Yes, we do.

S1:  (The student shares his story and the film produced in a sketch-drawing style)

When I hear the word healthy food, the first person who springs into my mind is my Granny. We share a comfortable flat. In the evenings we sometimes sit together, look through her cookery book  and choose something healthy to cook.

For me, my Granny is the best cook in the world. She tries to make my meals healthy and varied. Her home-made desserts, cakes, soup, rolls and buns are always delicious.

At 7am I have breakfast. I prefer cereal with milk and some biscuits for it.

I usually take packed lunch to school. My Granny always puts some fruit and sandwiches into my lunch box.

For me, there is nothing like traditional Ukrainian borshch for dinner. Yummy.

At the weekend I usually wake up smelling vanilla aroma coming from the kitchen. I know that my Granny is there cooking something delicious for my Sunday breakfast or dinner.

S2:  ( The student uses a collage to illustrate his words)

My first meal is breakfast. I have it in the morning before going to school.

As a rule, I don’t feel hungry early in the morning, so I always have a light breakfast. I usually have some yoghurt and some sandwiches. I take packed lunch to school. I like cheese and ham sandwiches and some fruit. Dinner is the biggest meal for me. I have some salad, some soup and something tasty for a second course. I don’t eat much for supper, just a glass of milk and some cookies. They say , “After dinner sit a while, after supper walk a mile”.

S3, S4: ( The students share Power Point Presentation)

— As you know, a person needs minerals, proteins, vitamins and certain fats to regulate body functions.

— Normal diet, or balanced diet, contains all the food elements needed to keep us healthy and there is minimal amount of sugar, fat and salt in it.

— It’s a pity, but some kids still eat fast food and junk food. Did you know that junk food is unhealthy food?

— It is often high in fat and sugar and low in vitamins and minerals. Junk food leads to obesity.

— My advice to you is to eat as much healthy food as possible. Then you’ll be strong, healthy and happy.

T: Thanks for sharing your ideas with the class. I’d like to add that when we eat well, we feed the mind, body and soul, we feel happier and our life on planet Earth becomes a wonderful experience. But remember the proverb which says that we “eat to live, not live to eat”.



Stage aim: to give students practice in drawing conclusions of the lesson, to recollect the most important moments from the lesson)

(The teacher asks students for a feedback, students work individually)

T: Valeria is absent at today’s lesson because she is ill. How can you use the learning from this lesson to tell her about healthy eating? Think of one sentence and say it, please. You may start like this:

At the lesson we spoke about……

The most interesting thing for me was ……

I learned about ……

Now I know that……


Stage aim: to set a task for students for homework.

(The teacher asks students to split into groups and choose Task A or Task B  for homework).

T: Group A has a task to make a poster about healthy eating habits.

Group B has to make a poster “7 Days of Healthy Eating with Smoothies”



Listen to the “Hi- 5” video and fill in the table :

Listen to the “Hi- 5” video and fill in the table :

(Key: 1. Fruit and vegetables: bananas, cherries, apples, carrots.

  1. Protein: chicken, eggs, meat, seafood.
  2. Carbohydrates: rice, bread, pasta.
  3. Healthy fats and oils: avocado, olive oil, nuts.
  4. Dairy: yoghurt, cheese, butter.)



Listen to the “Hi- 5” video and match the halves of the sentences:


  1. Protein makes fibre which is good for our tummy
  2. Healthy fats and oils can us a lot of energy
  3. Fruit and vegetables contain good for your teeth and good


  1. Carbohydrates give help to make good brain and good


  1. Dairy products are us big and strong


(Key: 1. Protein makes us big and strong. 2. Healthy fats and oils can help to make good brain and good thinking. 3. Fruit and vegetables contain fibre which is good for your tummy. 4. Carbohydrates give us a lot of energy. 5. Dairy products are good for your teeth and good thinking)


Read the following email and write your own ideas instead of the word BEEEP:

“Hi Helen,

As we are going to make our picnic healthy, we need some BEEEP____________ and BEEEP________________ , so we’ve decided go to the BEEEP__________ to buy them. Sasha and Vicky like BEEEP_____________ sandwiches so they’ll bring BEEEP_______________ and BEEEP______________ to make them. Could you bring some BEEEP________________ and BEEEP_______________ to drink, please?

Meet you at the park entrance later this afternoon.

Lina and Tonia