IGCSE Speaking
IELTS Prep Course

Aligned to Cambridge IGCSE ESL (0510 / 0511) exam standards

Week 3: Food

IELTS Band 5 - 6

QTS ALIGNED Teacher Lesson Plan Food

Learning Objectives

WALT (We Are Learning To)Describe a meal using food vocabulary, quantifiers, and present perfect examples.

Success Criteria

WILF (What I'm Looking For)Use blue-bold starters, five highlighted items, one yellow complex sentence, and a clear food opinion.

Support (Band 5.0 Target)

Use the frame: I ate ___ with ___, and it tasted ___. Add one reason and one detail.

Stretch (Band 6.0+ Target)

Compare home food and school food, then explain which meal is healthier or easier.
Plan A Classroom Only 80 MIN
Part 1, 2 & 3 Questions this lesson.
Default plan: one 80-min classroom lesson. Sections 11 & 12 are completed at home as unsupervised homework.
TimeTeacherStudents
Sec 1 0–5 min Warm-Up
  • Open with WALT / WILF.
  • Send students to Section 1 and circulate.
  • Discuss the warm-up questions in pairs, in English.
Sec 2 · 3 · 4 5–15 min Input
  • Teach Sec 2 grammar, Sec 3 pronunciation, Sec 4 vocabulary.
  • Give an example sentence for each item.
  • Listen and take notes on the handout.
  • Offer your own example sentences.
Sec 5 · 6 · 9 15–35 min Shadow Read
  • Play TTS for Sec 5, 6, 9 text & model answers.
  • Students Listen → Repeat until pronunciation is clean.
  • Stand. Write own notes on whiteboards for Sec 6 & 9. Memorize answers.
Sec 6 · 7 35–55 min Speaking · 4-3-2
  • 2-min spot speaking tests. Correct mistakes. Note errors.
  • Repeat your answer 3× — faster each round.
  • Listener ticks the Sec 7 checklist & pushes speed.
Sec 9 55–75 min Part 3 Discussion
  • Explain OPINION → REASON → EXAMPLE structure.
  • Push "why?" & "can you give an example?" for short answers.
  • Write Sec 9 notes in the lined space.
  • Repeat your Part 3 answers 3× in pairs — faster each round.
Sec 10 75–80 min Wrap-Up
  • Put top errors on the board.
  • Supervise Sec 10 exit ticket.
  • Correct your errors.
  • Log this week's homework (Sec 11 & 12).
Homework Sec 11 & Sec 12 (required, ~40 min).
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QTS ALIGNED Teacher Lesson Plan Food
Plan B Computer Lab + Classroom — Lesson 1 of 2 40 + 40 MIN
Part 1 & 2 Questions THIS lesson · Part 3 Questions NEXT lesson.
Use when homework must be supervised. First of two weekly cycles — weekly total 2 × (40 + 40) min. Cut sections shown below.
Computer Lab · 40 min · supervised
TimeTeacherStudents
Sec 9 0–20 min Record · Last Week
  • Open LAST week's Interactive Handout. Check recording quality as students record.
  • Confirm every student sends all 4 Part 3 recordings for scoring.
  • Record LAST week's Sec 9 Part 3 answers — practised live in Lesson 2.
  • Send all 4 recordings for scoring.
Sec 2 · 3 · 4 · 5 · 6 20–40 min Preview & Shadow
  • Switch to THIS week's handout. Run TTS shadowing — Sec 5 text, Sec 6 model answer.
  • Check students preview Sec 2 grammar, Sec 3 pronunciation, Sec 4 vocab.
  • Preview THIS week's Sec 2 · 3 · 4.
  • Shadow Sec 5 & 6 with UK/US TTS until pronunciation is clean.
Classroom · 40 min
TimeTeacherStudents
Sec 1 0–5 min Warm-Up · Part 1
  • Open with WALT / WILF.
  • Send students to Section 1 and circulate.
  • Repeat your Part 1 answers 3× in pairs — faster each round.
Sec 6 5–15 min Answer Prep
  • Observe students' Sec 6 answer prep on boards — model already shadowed in the lab.
  • Correct errors before speaking.
  • Stand up at a whiteboard / window / large screen.
  • Write bullet notes for YOUR OWN Sec 6 answer.
Sec 6 · 7 15–35 min Speaking · 4-3-2
  • Run the 4-3-2 circuit (pairs, standing). Strict time — last round min 2 mins.
  • 2-min spot tests. Note errors for the board.
  • Repeat your Sec 6 answer 3× — faster each round.
  • Listener ticks the Sec 7 checklist & pushes speed.
Sec 7 35–40 min Review
  • Put top errors on the board.
  • Announce Lesson 2: live Part 3 (Sec 9) on today's topic.
  • Correct your errors.
  • Report one Sec 7 checklist item your partner missed.
Cut in Lab Mode Sec 2 · 3 · 4 · 5 — Input & Shadowing handled with TTS in the lab. Sec 8 — Writing typed & AI-corrected in Lesson 2's lab. Sec 9 · 10 — Part 3 & Exit Ticket run live in Lesson 2.
Homework Memorise your Sec 6 answer — you record it for scoring in the next lab. Finish any unfinished lab recordings.
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QTS ALIGNED Teacher Lesson Plan Food
Plan B Computer Lab + Classroom — Lesson 2 of 2 40 + 40 MIN
Part 3 Questions THIS lesson — Lesson 1's topic.
Second of two weekly cycles — weekly total 2 × (40 + 40) min. Classroom gives Part 3 live practice.
Computer Lab · 40 min · supervised
TimeTeacherStudents
Sec 1 · 6 · 8 0–20 min Record & AI-Correct
  • Check recording quality on LAST LESSON's Sec 1 (Part 1) & Sec 6 (Part 2) answers.
  • Ensure students click 'Transcribe' then 'AI Correction'.
  • Record LAST LESSON's Sec 1 & 6 answers. Transcribe, then AI-correct.
  • Handwrite corrections into the handout. Re-record without reading — 'Send to Teacher'.
Sec 9 20–40 min Shadow Part 3 · Today
  • Run TTS shadowing on TODAY's Sec 9 model answers (words & sentences).
  • Students choose UK or US accent.
  • Shadow all 4 Sec 9 model answers until pronunciation is clean.
  • Note one follow-on idea per question for an extended classroom answer.
Classroom · 40 min
TimeTeacherStudents
Sec 9 0–5 min Framework
  • Write OPINION → REASON → EXAMPLE on the board.
  • Model it aloud with Sec 9 Q1's model answer.
  • Underline opinion / reason / example in the Q1 model answer.
Sec 9 5–15 min Planning
  • Give 10 minutes for notes on all 4 Sec 9 questions.
  • Circulate — push a REASON + EXAMPLE into every note.
  • Stand up. Write notes per question on the board: opinion → reason → example.
  • Bullet points only.
Sec 9 15–35 min Fluency Drill · 3×
  • Run the 3× fluency circuit. Push "Why?" & "Example?" at short answers.
  • 1-min spot tests. Note errors for the board.
  • Repeat your Sec 9 answers 3× — faster each round.
  • Swap answers in pairs — partner pushes speed.
Sec 10 35–40 min Wrap-Up
  • Write errors on the board.
  • Supervise Sec 10 exit ticket.
  • Complete the Sec 10 exit ticket. Correct your errors.
  • Log the homework.
Cut in Lab Mode Sec 2 · 3 · 4 · 5 · 8 — Input, Shadowing & Writing handled in the labs. Sec 1 · 6 · 7 — live in Lesson 1.
Homework Practise your Sec 9 answers aloud — you record all 4 in the next lab. Finish handwriting the Sec 6 corrections.
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Section 1
Part 1 Interview
5 MIN
Keep
Topic: food and meals
1 Can you tell me something about a meal you usually enjoy?
Yes, I usually enjoy rice with vegetables and chicken at home. For me, it is a balanced (均衡的) meal because it is warm, simple, and not too oily.
Your Answer
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0 / 20 minimum
2 Can you tell me about a time when you ate a special meal, and what it was like?
Last weekend, my family ate hotpot with my grandparents. At first, the soup was very hot, but the fresh vegetables and meat made the meal feel special.
Your Answer
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0 / 20 minimum
3 Do you think teenagers should learn to cook simple food? Why?
Yes, I think, teenagers should learn simple cooking. This is because, they can make a safe choice (选择) when parents are busy or the school cafeteria is crowded.
Your Answer
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0 / 20 minimum
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Section 2
Weekly Grammar Point
4 MIN
Keep

Quantifiers & Present Perfect

Grammar

Quantifiers show how much or how many, such as "some", "many", "few", and "a lot". Present perfect links past actions to now, as in "I have tried".

Example

I have eaten a lot of fresh fruit this week.

Your Examples
0 / 20 minimum
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Section 3
Weekly Pronunciation Point
2 MIN
Cut in Lab Mode

Long Vowel Sounds

👂 Listen: Hold the long vowel sound a little longer in meal, sweet, food, school, and soup.

🗣️ Practise: Say it slowly, a sweet meal, fresh food, hot soup.

Section 4
Vocabulary Table
4 MIN
Keep
Balanced均衡的 Adjectiven.balancev.balance · balanced
Portion一份 / 分量 Nounv.portion · portioned
Fresh新鲜的 Adjectiven.freshnessadv.freshlyv.freshen · freshened
Flavour味道 / 风味 Nounadj.flavourfulv.flavour · flavoured
Convenient方便的 Adjectiven.convenienceadv.conveniently
Choice选择 Nounadj.choice
Content内容RECYCLED Nounadj.content-related
Option选择RECYCLED Nounadj.optionaladv.optionally
Idiom 1: Have a sweet tooth — 爱吃甜食 ExplanationLike sweet food very much. ExampleMy deskmate has a sweet tooth and always buys milk tea.
Idiom 2: Grab a bite — 随便吃点东西 ExplanationEat something quickly. ExampleWe grabbed a bite before evening self-study.
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Section 5
Shadowing Text
8 MIN
Cut in Lab Mode

Adapted from the Cambridge IGCSE ESL Coursebook

Usually, a good meal should be simple and balanced (均衡的). For example, rice, vegetables, eggs, and soup can give students energy for afternoon lessons. At lunch, a small portion (一份 / 分量) is better than too much fried food. Also, fresh (新鲜的) fruit is easier to enjoy than heavy snacks. When food has a strong flavour (味道 / 风味), students often eat more slowly and notice the taste. Sometimes, my deskmate says he has a sweet tooth (爱吃甜食), so he buys milk tea. However, he still tries to choose less sugar. Overall, healthy food does not need to be expensive.

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Section 6
Part 2 Question and Model Answer
15 MIN
Keep

SITUATION The headteacher has asked students how the school should improve food choices during the lunch break. You are considering the following options:

OPTION A a healthy cooking club after school
OPTION B a small snack bar with healthy food

Talk about the advantages and disadvantages of each option. Say which option you would prefer, and why.

Model Answer
SITUATION Well, our school wants a better food plan for students.
OPTION A On one hand, a cooking club teaches useful skills. Also, students can watch simple food content (内容) and then practise. Although this club sounds fun, it may finish too late for students with homework.
OPTION B On the other hand, a snack bar is more convenient (方便的). Also, it gives students a quick choice (选择) when lunch is crowded. Still, some students may buy snacks too often.
PREFERENCE I would choose the snack bar, as it helps more students every day. REASON The main reason is, students can grab a bite (随便吃点东西) before clubs. REASON Also, this option (选择) is easy to run.
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Section 7
Listener Task — Tick the Speaker's Checklist
5 MIN
Keep

Tick each item you hear in your partner's Part 2 answer.

Section 8
Writing Space
10 MIN
Cut in Lab Mode

Stand up and write your answer on the board or classroom windows. The teacher will correct it as you write. Copy the corrected answer below.

📝 Draft
0 / 20–300
✨ AI-Corrected
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Section 9
Part 3 Questions
20 MIN
Keep

Answer the Part 3 discussion questions below. Use the Model Answer for guidance, then write your own response in the lined space.

1 Do you think school cafeterias should offer more healthy food? Why?
Model Answer
OPINION In my opinion, school cafeterias should offer more healthy food. REASON This is because, when lunch is balanced (均衡的), students have better energy for lessons. EXAMPLE / EXTENSION For example, rice, eggs, and vegetables help more than sweet drinks.
Your Answer
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0 / 20 minimum
2 What are the advantages of eating meals with family?
Model Answer
OPINION From my point of view, family meals are very useful. REASON The reason is, although everyone is busy, dinner gives people time to talk. EXAMPLE / EXTENSION For example, my mother serves one small portion (一份 / 分量) of fruit after dinner.
Your Answer
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0 / 20 minimum
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Section 9
Part 3 Questions (continued)
20 MIN
Keep

Continue answering Part 3 questions. Use the Model Answer for guidance, then write your own response in the lined space.

3 How important is food culture for young people in your country?
Model Answer
OPINION Overall, food culture is important for young people. REASON This matters because, when students eat traditional food, they learn family stories and local habits. EXAMPLE / EXTENSION For instance, hotpot has a warm flavour (味道 / 风味) and brings relatives together.
Your Answer
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0 / 20 minimum
4 What are the advantages of learning to cook simple meals at school?
Model Answer
OPINION In my view, learning to cook simple meals at school is useful for teenagers. REASON This is because, when students prepare food themselves, they understand healthy choices more clearly. EXAMPLE / EXTENSION For example, a cooking club could use fresh (新鲜的) vegetables and make a cheap lunch during a short class talk.
Your Answer
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0 / 20 minimum
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Section 10
Exit Ticket
4 MIN
Keep

🎯 Fix the Error: Choose the correct quantifier or present perfect form.

  • 1. Usually, there is too _______ sugar in milk tea. (much / many)
  • 2. Before, I have _______ hotpot with my family. (eat)
  • 3. At lunch, there are too _______ fried snacks. (much / many)

Section 11
After Today's Lesson
Lab or Home
  • aRECORD10 MINAPP Recording: Mock Test: Record all answers to questions in Part 1, 2 and 3 and SEND for scoring. MUST USE: 1 complex sentence + this week's grammar (Quantifiers & Present Perfect).作业APP录音：模拟考试：录制Part 1、2和3全部问题的回答并发送评分。要求：必须使用1个复合句和本周语法点。
  • bWRITING10 MINType and AI correct your Part 2 answer. Handwrite your corrected answer into your coursebook.键入Part 2答案并使用AI批改。将批改后的答案手写到你的课本中。
Section 12
Before Next Week's Lesson
Lab or Home
  • aSHADOW10 MIN'Speaking Practice › Fluency'. Listen to next week's Section 1, 5, 6 & 9. Shadow their pronunciation — copy American or British intonation exactly — until you are comfortable with the pronunciation."口语练习 › 流利度"。听下周的第1、5、6和9部分。跟读模仿美式或英式的语调和发音，直到你对发音感到自如为止。
  • bRECORD10 MINRecord Sections 5 & 6: Memorise useful phrases and use bullet-point notes to help you repeat the paragraphs in your own words 3 times, out loud. Record your 3rd attempt.录音第5和第6部分：记忆有用的短语，并使用要点笔记帮助你用自己的话重复段落3遍，大声朗读。录下你的第3次尝试。
Section 10 Answers: 1. much 2. eaten 3. many
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