Sofia Hirvonen Sofia Hirvonen

TP 3
Intermediate level


In this lessons Ss will learn food-related vocabulary and do a phonology practice. The lessons' emphasis is on speaking.


Abc Handout from the T
Abc New Inside Out Intermediate Unit 5, pg, 42, task 2
Abc Cards from the T
Abc CD, New Inside Out Intermediate Unit 5, pg. 42, track 2.02

Main Aims

  • To develop the Ss pronunciation and word stress skills through a phonology practice

Subsidiary Aims

  • To reinforce and expand the Ss' food-related vocabulary
  • To develop the Ss speaking skills


Warmer: "Food and stereotypes" (8 minutes) • To channel the Ss focus on the topic "food" and to increase STT

I will divide the Ss into groups of 4. Ss will discuss in groups about the questions T gives them. There are 7 questions and they will choose the correct answers from 3 different choices. We will go through the Ss answers and discuss about them shortly. (There are no correct answer in this task since they are just generalizations). To increace STT, T will ask few questions: 1) Have you tasted any food from these countries? 2) Did you like/dislike them?

Memorising familiar food-related words (12 minutes) • To familiarize the Ss with the vocabulary which is important at the phonology practice

T will use the projector to put a food-related photo on the WB. Ss will be divided into groups of 4 to have a group discussion which ones they can name from the picture. T will ask the Ss to write them down and after the discussion Ss will come to the WB and write them down. The main category will be "food" and subcategories will be meat, fruit, vegetables and fish & seafood. T will check together with Ss if the words are in correct subcategories. T will elicit words bacon, sausage, cucumbers, aubergines, cherries and turkey if the Ss don't write them on the WB. T will use cards if the students seem that they don't get them.

Listening practice (10 minutes) • To practice word stress

T will briefly elicit the term "stress" and to check the Ss understand the meaning of it. Ss will listen to a coursebooks' CD during which they will mark the stress on top of food-related words. After listening WC will check if they got them but not by every single word. T will check with CCQs if they got the main point. CCQ: What are the differences between these words? CCQ: Where is the stress if there is 3 syllabels?

Game: Snap (15 minutes) • To reinforce the previously learnt (word stress)

T will divide the Ss into groups of 4 and give the instructions of a game called Snap. Each group will have 2 deck of cards which 1 person at a time will turn simultaneously. In the other deck there will be the words used in the word stress listening and in the other the actual word stress marks (dots). If the cards that Ss turn match they get to keep them and earn a point. The cards match if the word and the stress are a pair. If they don't match they will put them back to the deck. T will give the instructions clearly but also demonstrate the game with a Ss since it might be a bit challenging to understand. After demonstration T will also ask a CCQ: How do you know if the cards are a pair? (try with your hands,if you are really unsure check from the listening activity).

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