IGCSE Speaking
IELTS Prep Course

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

Week 23: Food

IELTS Band 5 - 6

QTS ALIGNED Teacher Lesson Plan Food

Learning Objectives

WALT (We Are Learning To)Discuss food choices using cause and effect, health reasons, and simple examples.

Success Criteria

WILF (What I'm Looking For)Give clear opinions, explain food effects, use topic vocabulary, and stay fluent.

Support (Band 5.0 Target)

Use the frame: I eat ___ because it helps me ___. Add one school example.

Stretch (Band 6.0+ Target)

Explain how advertising and school canteens can change teenagers food choices.
Plan A Classroom Only 80 MIN
Default plan. 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 · 7 · 8 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 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 checks target items & 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).
199 / 360
QTS ALIGNED Teacher Lesson Plan Food
Plan B Computer Lab + Classroom 40 + 40 MIN
Use when homework must be supervised. Sec 11 & 12 done in the lab; classroom shrinks to 40 min. Cut sections shown below.
Computer Lab · 40 min · supervised
TimeTeacherStudents
Sec 11 0–20 min After Last Lesson
  • Circulate the lab and check recording quality across Part 1, 2 & 3.
  • Push AI written feedback on each student's Sec 6 answer.
  • Record LAST week's Sec 1, Sec 6 & Sec 9 answers (Part 1, Part 2, Part 3).
  • Run AI correction on the Sec 6 written answer.
Sec 12 20–40 min Before Next Lesson
  • Confirm each student previews NEXT period's vocab and grammar.
  • Check students shadow Transcoded Text and Model Answers.
  • Preview NEXT period's vocab and grammar.
  • Shadow all Transcoded Text and Model Answers for pronunciation practice.
Classroom · 40 min
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 6 5–20 min Practice
  • Observe students' Sec 6 answer prep on boards.
  • Correct errors before speaking.
  • Stand up at a whiteboard / window / large screen.
  • Write your own answer to Sec 6.
Sec 7 20–35 min Speaking · 4-3-2
  • Briefly intro Sec 7 and run the 4-3-2 circuit (pairs, standing).
  • Strict time — fastest repetitions must be min 2 mins.
  • Repeat your answer 2× alone — faster each round.
  • Round 3 with a partner to push you to speak fast.
  • Last round must be fast and min 2 mins.
Sec 10 35–40 min Wrap-Up
  • Put top errors on the board.
  • Supervise Sec 10 exit ticket.
  • Correct your errors.
  • Log this week's homework (Sec 6 written answer).
Cut in Lab Mode Sec 2 · 3 · 4 · 5 · 8 — Input, Pronunciation, Shadowing and Writing dropped from classroom (handled with AI feedback in the lab / at home).
Homework Write Section 6 Answer, use AI correction, then write the corrected answer by hand into the student textbook.
200 / 360
Section 1
Part 1 Interview
5 MIN
Keep
Topic: food choices and health
1 Can you tell me something about the food students usually eat during a school day?
Usually, students eat rice, vegetables, meat, and soup in the school canteen. Sometimes, they also buy snacks near the gate. In my opinion, a balanced diet (饮食) helps us stay awake in afternoon lessons.
Your Answer
--:--
0 / 20 minimum
2 Can you tell me about a time when you tried to eat more healthily, and what happened?
Last winter, I stopped buying sweet drinks for two weeks. At first, it was hard because my friends bought them after school. Later, I drank more water and felt I could focus better during self-study.
Your Answer
--:--
0 / 20 minimum
3 Do you think advertising changes what teenagers eat? Why?
Yes, I think food adverts change choices, especially online. This is because, bright photos make snacks look fresh and exciting. For example, my cousin wanted fried chicken after seeing the same advertising (广告) many times on a video app.
Your Answer
--:--
0 / 20 minimum
201 / 360
Section 2
Weekly Grammar Point
4 MIN
Keep

Cause and Effect Linking

Grammar

Cause and effect linking shows why something happens and what result follows. Useful links include "because", "so", "therefore", and "as a result".

Example

Many families cook at home because it is cheaper.

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

Soft Stress in Sensitive Topics

👂 Listen: Use a calm voice for health topics so the answer sounds polite, not too strong.

🗣️ Practise: Say it gently, diet → processed food → nutrient → advertising.

Section 4
Vocabulary Table
4 MIN
Keep
Diet饮食 Nounadj.dietaryadv.dietarilyv.diet · dieted · dieting
Processed加工过的 Adjectiven.processv.process · processed · processing
Consume摄入 / 消费 Verbn.consumptionadj.consumer
Nutrient营养素 Nounadj.nutritionaladv.nutritionally
Obesity肥胖 Nounadj.obese
Advertising广告 Nounadj.advertisedv.advertise · advertised · advertising
Idiom 1: Junk food — 垃圾食品 ExplanationFood that is tasty but often not very healthy. ExampleMany students buy junk food near the school gate.
Idiom 2: At risk — 有风险 ExplanationIn danger of a problem. ExampleTeenagers who skip breakfast may be at risk of low energy.
202 / 360
Section 5
Shadowing Text
8 MIN
Cut in Lab Mode

Adapted from the Cambridge IGCSE ESL Coursebook

In daily life, food choices affect both health and mood. For example, a simple diet (饮食) with rice, vegetables, and eggs can give steady energy. However, many students buy processed (加工过的) snacks near school because they are quick. Sometimes, teenagers consume (摄入 / 消费) too much sugar without noticing it. At lunch, one fresh meal gives more than taste; it gives each key nutrient (营养素). If students eat too much junk food (垃圾食品), they may feel sleepy before afternoon class. Also, families can help by preparing easy fruit. Overall, healthy food does not need to be expensive; it just needs planning.

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

SITUATION The school canteen manager has asked students how to help teenagers make healthier food choices. You are considering the following options:

OPTION A a healthy breakfast stall before lessons
OPTION B a short lesson about food advertising

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

Model Answer
SITUATION Well, I will compare two ideas for improving students food choices.
OPTION A On one hand, a healthy breakfast stall may reduce obesity (肥胖) problems in the long term. Also, it gives students food before morning lessons. However, some students may still skip it.
OPTION B On the other hand, a food-advert lesson explains how advertising (广告) can influence (影响) choices. When students watch a food video, the platform (平台) may push similar snack adverts again. So, this lesson is useful.
PREFERENCE I would choose, the healthy breakfast stall. REASON My first reason is, hungry students are at risk (有风险) of low energy. My second reason is, breakfast can help every class learn better.
--:--
203 / 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
--:--
204 / 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 How important is a healthy diet for teenagers who study for long hours?
Model Answer
OPINION In my opinion, a healthy diet is very important for busy teenagers. REASON This is because, when students eat well, they can focus for longer. EXAMPLE / EXTENSION For example, rice, eggs, and vegetables make a simple diet (饮食).
Your Answer
--:--
0 / 20 minimum
2 Some people say schools should stop selling junk food. What do you think?
Model Answer
OPINION From my point of view, schools should limit junk food but not punish students. REASON The reason is, if snacks disappear suddenly, students may buy them outside. EXAMPLE / EXTENSION For example, canteens can sell fruit instead of processed (加工过的) cakes.
Your Answer
--:--
0 / 20 minimum
205 / 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 Why do you think advertising has a strong effect on young people's food choices?
Model Answer
OPINION I think, advertising is strong because it makes food look exciting. REASON This matters because, although students know snacks are unhealthy, bright videos are tempting. EXAMPLE / EXTENSION For example, online advertising (广告) can make fried chicken seem special.
Your Answer
--:--
0 / 20 minimum
4 How important is understanding food advertising for young people?
Model Answer
OPINION In my view, understanding food advertising is important for young people. REASON This is because, when students see how adverts create desire, they make calmer food choices. EXAMPLE / EXTENSION For example, a health lesson could ask pupils to read labels before they consume (摄入 / 消费) sweet drinks during a short class talk.
Your Answer
--:--
0 / 20 minimum
206 / 360
Section 10
Exit Ticket
4 MIN
Keep

🎯 Fix the Error: Choose the best cause-and-effect linker for a food discussion.

  • 1. Because of this, students feel tired _______ they skip breakfast. (if/so)
  • 2. As a result, too much sugar can _______ energy later. (lower)
  • 3. For example, fruit is useful _______ it gives water and vitamins. (because/although)

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 (Cause and Effect Linking).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. if 2. lower 3. because
207 / 360