Abouzar Sekhavat Abouzar Sekhavat

Abouzar- 29/03/2016- Food Vocabulary
Intermediate level


In this lesson Ss learn about some new food vocabulary through guided discovery and they are going to learn how to pronounce a word and where to put the stress.


Abc A photo that is on the board by video projector
Abc a couple of pictures

Main Aims

  • Using correct stress when using food vocabulary

Subsidiary Aims

  • Speaking, finding out about other students' preferences


Lead-in (8-10 minutes) • To engage the class in talking about how to be in shape and what to eat as a warm-up

The teacher starts talking about his recent problem and that he is being overweight. He asks students to suggest him what to do to be in shape. What kind of food should he eat to lose weight? When the students are giving their suggestion, he elicits some new words by asking questions. After that he asks students whether they have ever been on a diet and what do they eat when they are on a diet. He can elicit some other words again and even shows the pictures in case they do not understand them. Then he gives them the HO and asks them to stand up and go round the class to find different people with different eating habit and write their names.In the discussion they will learn some new words, too. Asking CCQs and ICQs come along with this stage.

Vocabulary Presentation (10-12 minutes) • To provide a model of practice and presentation

A picture of a grocery store is shown on the board with the food vocabulary in different color and Ss are asked to guess the food family of each color. The teacher gives them a hand out with four columns and makes 6 GW. Then they work in group to guess the meaning and put it on the related column. Then the answers are written and stuck out of class. They must run to the answer and find the words in the same family ad run back and put it in their right column. the first group is the winner. Then in the end teacher gives them the answer.

Drilling the pronunciation (7-10 minutes) • To work on the pronunciation and stress.

The teacher shows one of the pictures and elicits the word and stress and lets them know how to mark the stressed syllable. Then he assigns them to listen, repeat and marks the stressed syllable without any pause.Teacher plays the audio for the second time and pauses it after each word and drills it. After that he works on pronunciation and stress.

Contrasting the words (4-5 minutes) • To give students chance to acquire some common contrasting adjectives

Teacher makes an example of antonym for an adjective and get them found the contrasting adjective in two or three minutes with different partner. Then he gives them the answer key. After all the teacher says an adjective and they must say the opposite (CCQ).

Feedback (5-7 minutes) • To practice on pronunciation and their memory

The teacher puts the students in groups of five. He shows them a picture of a fat man and says that he is going to change his diet to lose some weight. what should he eat? In your group think of a balanced diet and write it down. Then the group that uses more newly learned food word will be the winner.

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