Shahram Shahram

Food vocabulary
Intermediate level


This lesson revolves around vocabulary related to food. The ss are shown a video about the top 10 weirdest foods in Vietnam and then asked a question. When the ss are familiar with the context, they are presented with the pictures of some bizarre foods eaten around the world which they must use to get on with the matching activity. In this lesson, the ss are expected to use a range of vocabulary regarding different foods to describe their experiences in a speaking for fluency activity.


Abc Handouts
Abc pictures
Abc slips
Abc Listening

Main Aims

  • To provide the ss with a range of vocabulary regarding taste and texture via listening to use in a speaking for fluency practice

Subsidiary Aims

  • Listening for detail


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

The ss will watch a video about the top 10 weirdest foods in Vietnam about 3 minutes then answer one question. I expect to elicit some adjectives such as disgusting, awful or terrible What do you imagine they taste like?

Exposure (10-13 minutes) • To expose the students to the new language and provide them with a controlled practice to concept check the new language

In this stage ss are put into groups of 5 or 6. Then, I will hand out the slips with adjectives and definitions written on them and have the ss match the adjectives with their definitions. when they are done with the task I will provide the students with the answer key. After having completed this task, I will direct ss' attention to the pictures on the board and ask the ss in each group to match the 4 adjectives with one of the pictures on the board.

Highlightening (5-7 minutes) • To draw sudents' attention to the TL

In this stage, the ss will listen to the listening and try to match the items on the left with some adjectives on the right. These are the adjectives that in the previous task they worked on. So, they could listen to how they are used in the sentences to describe strange foods. After listening individually, they will check their answers with their peers.

Clarification (5-6 minutes) • To clarify the meaning, form and pronunciation of the target language

I will make sure that ss will use the adjective properly and pronounce them correctly by drilling. If necessary, I can provide the ss with the phonemic script of words such as pizza, crunchy, tough

controlled practice (3-4 minutes) • To concept check and prepare the ss for meaningful practice

In this stage, using the words, adjectives and some verbs, from the listening, they should complete the table. Then, they should check their answers with their partner.

Semi-controlled practice (4-6 minutes) • To concept check further and prepare the students for free practice

In this stage, I will hand out some questions and the ss will take it in turns to answer them using the adjectives they learned.

Free practice (4-5 minutes) • To provide the students with free practice of the target language

In the last stage, the ss will have an opportunity for fluency practice of the target language to describe how some foods are cooked and taste to their friends in the class. The ss must mingle and describe an item of food for their friend to guess what it is.

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