Maxwell Hughes Maxwell Hughes

Intermediate level


The context here is food with an extension into how food can affect our feelings. Ss are tested on their existing knowledge of food terminology in three separate activities, then they read an article about what effects various foods can have.


Main Aims

  • To provide Ss with review of lexis concerning ingredients in the context of food

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about food's effects on mood and health in the context of food in general.


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

In pairs. Tell students to guess each other's favourite foods. What are their least favourite foods? Then nominate Ss to tell about their partner's likes and dislikes.

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

Ss work in small groups. Ss write answers to the quiz. Ss then exchange answers with another team for peer check. T to advise in case of disagreement.

Test #2 (4-6 minutes) • To test Ss prior knowledge of a subset of lexis (meat and seafood)

Ss still work in same groups. They need to match the photographs and words. Answer key stuck to walls. T to ask Ss which areas they did not know. Support with drilling unfamiliar items.

Test #3 (6-8 minutes) • Check students' use of the target language again and compare with the first test

Pairs. Ss complete crossword. Project solution. Ask for areas of difficulty.

Teach (5-10 minutes) • To clarify areas of the target language where students had difficulty in the test stages

Board work. Areas of difficulty seen and gathered in testing phase now will be drilled and CCQs asked.

Free practice (5-7 minutes) • To provide students with free practice of the target language

Pairs. Students decide what ingredients to buy from a market to prepare a special dinner party for friends. Ss write a list of five items and then share with partner.

Reading (5-7 minutes) • To provide Ss with reading practice of TL learnt so far.

Individual. Ss to read quickly. They then answer first question. Nominate Ss to answer. Then move on to true/false Qs. Feedback as whole class.

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