Latasha Wilson Latasha Wilson

Slow Food Adjectives
Pre-Intermediate level


In this lesson students will practice vocabulary and speaking based on food.


Main Aims

  • To provide clarification of adjectives in the context of food while also focusing on word stress.

Subsidiary Aims

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


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

For the lead-in I will utilize realia in terms of food items. I will present students with several different food items and ask them to list as many adjectives as they can for each item (after ensuring they know what an adjective is). I will give them two minutes to do this. The person who lists the most will get an extra brownie.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

We will listen once again to the audio from the previous lesson. The first time I will have them make lists of adjectives. The second time I will ask students to raise their hand when they hear an adjective in order to check answers as a class.

Teach (10-12 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Here we will focus primarily on word stress. I will put students into groups and hand out different colored/shaped squares (2 types). I will make a list on the board and have them copy down the list in their groups. I will give instructions and give the first example. They need to listen to the word and "create" the word stress with their squares. They should complete their list based on their findings.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

Students will work in pairs. I will distribute pictures of food clusters to each pair. Students will match the nouns with pictures first, we will check (2 minutes). Then they will create sentences based on the noun and adjectives given (7 minutes). We will check some of these, and share.

Free practice- Speaking component (10-13 minutes) • To provide students with free speaking practice of the target language

Students will now think back to their favorite food or the special food of their region. Choose three foods. They will be placed with a partner and the pair will compare and contrast their chosen foods based on the words we have learned today and the format we used in the previous stage. We will share some of these comparisons at the end.

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