solomon solomon

Intermediate level


In this lesson, students will discuss about food experiences using the speaking, vocabulary and pronunciation form. Then they will have speaking and conversation session with some detailed information questions. After which they need to look at the photograph to identify the different kind of food and at the end they are going to classify or tell which category they should go in.


Abc White board. Dictionaries. An Audio CD Disc. Sticky Flash card . Hand out

Main Aims

  • To provide clarification, practice and review of Stress Vocabulary in the context of Food

Subsidiary Aims

  • To provide fluency and accurate speaking practice and pronunciation in a Conversation in the context of Food


Warmer/Lead-in (3-7 minutes) • To set lesson context which is food vocabulary and engage students,set up pair/group work activities

The teacher commences the lesson by writing the word food on the WB. Try to elicit by talking about your favorite fruit/food and why you prefer that food. After that ask the student to talk in pair about their favorite and what kind do they prefer and why.

Pre-Reading/Speaking (5-13 minutes) • To prepare students for the text and make it accessible

In this stage deal the speaking passage of the HO to the Sts ask the students to move around asking themselves questions e.g( 'veronica are you a vegetarian?' 'John are you a good cook?) separately to each other and tell them to discuss for few minute. Then teacher ask students random questions about the information gotten from each other.

While-Reading/Listening /Vocabulary and Pronunciation (10-15 minutes) • To provide students with food vocabulary challenging gist and specific information listening pronunciation tasks

Teacher should focus students attention on the photo/picture in the hand out.Ask them to identify as many item of food they can identify. As they call out write it on the WB remember to put the word food in the center with lines out to fruit, vegetables meat, diary products. Ask student to say say which category they should go in.

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

Student to discuss the various food items listed and decide what the colours represent.Ask them to check any words they don't in the dictionary.Then play the recording CD ask student to listen and repeat the words. Play it second time and ask students to mark the stress syllables.

Web site designed by: Nikue