IGCSE Speaking
IELTS Prep Course

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

Week 18: Feeding the world

IELTS Band 5 - 6

QTS ALIGNED Teacher Lesson Plan Feeding the world

Learning Objectives

WALT (We Are Learning To)Describe a food issue using noun phrases, clear causes, and fair solutions.

Success Criteria

WILF (What I'm Looking For)Use blue-bold starters, noun phrases, five highlighted items, and one realistic solution.

Support (Band 5.0 Target)

Use the frame: A food problem is ___. Add who it affects and one possible solution.

Stretch (Band 6.0+ Target)

Explain why a food problem can be local and global at the same time.
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).
154 / 360
QTS ALIGNED Teacher Lesson Plan Feeding the world
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.
155 / 360
QTS ALIGNED Teacher Lesson Plan Feeding the world
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.
155B / 360
Section 1
Part 1 Interview
5 MIN
Keep
Topic: feeding the world
1 Can you tell me about a food issue you have heard about?
Yes, I have heard about food waste in school canteens. For example, some students take too much rice and throw it away.
Your Answer
--:--
0 / 20 minimum
2 Can you tell me about a time when you helped save food, and what it was like?
Last week, I finished my lunch and kept a banana for later. At first, it was a small action, but it felt responsible.
Your Answer
--:--
0 / 20 minimum
3 Do you think schools should teach students about food problems? Why?
Yes, I think, schools should teach this topic. This is because, students eat every day, so they can understand food choices easily.
Your Answer
--:--
0 / 20 minimum
156 / 360
Section 2
Weekly Grammar Point
4 MIN
Keep

Noun Phrases

Grammar

A noun phrase is a group of words around a noun. It can add details like number, size, place, or purpose.

Example

A small bowl of rice can feed one person.

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

Stress in Noun Phrases

👂 Listen: Stress the key noun in food supply, local farms, and fair prices.

🗣️ Practise: A local farm can support the food supply.

Section 4
Vocabulary Table
4 MIN
Keep
Population人口 Nounadj.populatedv.populate · populated
Farming农业 / 农耕 Nounadj.farmingv.farm · farmed
Supply供应 Nounadj.suppliedv.supply · supplied
Hunger饥饿 Nounadj.hungryadv.hungrilyv.hunger · hungered
Local当地的 Adjectiven.localityadv.locallyv.localise · localised
Fair公平的 Adjectiven.fairnessadv.fairly
Waste浪费 / 废物RECYCLED Nounadj.wastefuladv.wastefullyv.waste · wasted
Impact影响RECYCLED Nounadj.impactfulv.impact · impacted
Idiom 1: Go hungry — 挨饿 ExplanationNot have enough food to eat. ExampleNo child should go hungry during a school day.
Idiom 2: From farm to table — 从农场到餐桌 ExplanationThe journey food takes from production to eating. ExampleThe video showed how rice travels from farm to table.
157 / 360
Section 5
Shadowing Text
8 MIN
Cut in Lab Mode

Adapted from the Cambridge IGCSE ESL Coursebook

In my opinion, feeding the world is a difficult topic because the population (人口) keeps growing. For example, some places need more rice, fruit, and clean water. Also, modern farming (农业 / 农耕) must produce enough food without damaging land. When the food supply (供应) is weak, families may face hunger (饥饿). At first, this problem can seem far away. Later, students may notice food waste in their own cafeteria. In short, a local (当地的) action can still matter. Most importantly, people should respect food every day.

--:--
Section 6
Part 2 Question and Model Answer
15 MIN
Keep

SITUATION Your social studies teacher has asked students to choose one food-awareness project. You are considering the following options:

OPTION A a school food waste project
OPTION B a food charity collection project

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

Model Answer
SITUATION Well, our class has to choose one food-awareness project.
OPTION A On one hand, a school food waste project is fair (公平的) because it teaches students not to throw away lunch. For example, leftovers can be counted. However, some students may feel blamed.
OPTION B On the other hand, a food charity project can show the impact (影响) of hunger. If students collect safe food, fewer people may go hungry (挨饿). Still, it needs careful rules.
PREFERENCE I would choose the food waste project, because it starts with our own habits. REASON The main reason is, it reduces waste (浪费 / 废物). REASON Also, it helps students understand food from farm to table (从农场到餐桌).
--:--
158 / 360
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
--:--
159 / 360
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 Why do you think some people still face hunger today?
Model Answer
OPINION In my opinion, some people face hunger because food is not shared well. REASON When supply (供应) is low, prices can rise quickly. EXAMPLE / EXTENSION For example, a poor family may buy less fruit and meat.
Your Answer
--:--
0 / 20 minimum
2 How important is local farming for families?
Model Answer
OPINION From my point of view, local farming is important for families. REASON If farming (农业 / 农耕) happens nearby, food can reach markets faster. EXAMPLE / EXTENSION For instance, fresh vegetables from nearby villages may cost less.
Your Answer
--:--
0 / 20 minimum
160 / 360
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 What are the advantages of a fair food system?
Model Answer
OPINION Overall, a fair food system helps people feel safer. REASON Although food costs are different, a fair (公平的) system gives everyone a chance. EXAMPLE / EXTENSION For example, school lunches should be healthy and affordable.
Your Answer
--:--
0 / 20 minimum
4 What are the advantages of teaching students about world food needs?
Model Answer
OPINION In my view, teaching students about world food needs is useful. REASON This is because, when teenagers see how food is shared, they waste less and think more carefully. EXAMPLE / EXTENSION For example, a geography lesson could show how a growing population (人口) changes farming choices during a short class talk.
Your Answer
--:--
0 / 20 minimum
161 / 360
Section 10
Exit Ticket
4 MIN
Keep

🎯 Fix the Error: Make the noun phrase clear.

  • A problem food serious affects families.
  • Local methods farming can help.
  • We need system lunch fair.

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 (Noun Phrases).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. A serious food problem affects families. 2. Local farming methods can help. 3. We need a fair lunch system.
162 / 360