Kate Kate

Pronunciation practice & food vocab
Intermediate level


In this lesson, students will learn learn about intonation and stress while learning and/or reviewing food vocabulary and phrases. They will also practice their speaking skills in the context of talking about other students' preferences.


Abc HO1 - New Inside Out, SB

Main Aims

  • To provide accuracy speaking practice in terms of pronunciation and word stress in conversations in the context of food.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation, and to learn/review vocabulary in the context of food.


Warmer (5-7 minutes) • To engage the students.

- During the break, draw the spider diagram about food categories on the WB. Put students in 2 teams, with 2 different colors. Ask students to write down as many food names as they can in 3 minutes. I won't show them the photo because they won't need it. - Rules of the game: only 1 person writes; only words that fit the categories (ie, not spaghetti), and NO TALKING.

Lead-in to pronunciation (8-10 minutes) • To get students thinking about food.

- Show HO1. Tell students to complete ex. 1 in silence, using other students' names. No questions; they'll ask later. (ICQs - "Will you ask questions?") - Ask students to make a question from one. Demo the question/answer activity with a fellow teacher. Before doing it, tell them to listen to the intonation. After the demo, have them repeat after me, both question and answer. Write on the board, ask them where stress lies. Ask them to form a few of the other questions; ask them where the stress lies. - Students mingle and check their answers. - Regroup, take a short survey.

Vocabulary intro (8-10 minutes) • Introduce students to new food vocab

- Sts turn HO1 over. They are quickly shown a series of photographs, each of which is one of the new food words in ex. 2. Students talk in pairs and try to name all the foods. Check answers, drill individually and chorally.

Pronunciation practice (8-10 minutes) • To practice pronunciation and word stress with students

- Do an example word for syllables and stress. Then look at ex. 2. Inform sts that I'll say all the words once and students mark the stress. (Ask them about 1 syllable words.) - Ask them how the last word is different. - Practice word stress again for difficult ones.

Preparation for speaking about preferences (5-7 minutes) • Introduce students to adjectives commonly associated with certain foods

- Students repeat after me the new words, especially "draught". Instruct them to complete the exercise in new pairs. Check answers.

Speaking about preferences (8-10 minutes) • Help students speak with correct intonation about prefernces.

- Ask students how to form more proper questions. Where does the stress and intonation lie? - Students mingle and ask one another questions.

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