IGCSE Speaking
IELTS Prep Course

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

Week 38: Feeding the world

IELTS Band 5 - 6

QTS ALIGNED Teacher Lesson Plan Feeding the world

Learning Objectives

WALT (We Are Learning To)Discuss food supply, fairness, farming, and resources using simple explanations.

Success Criteria

WILF (What I'm Looking For)Build noun phrases, explain problems, compare solutions, and support opinions.

Support (Band 5.0 Target)

Use the frame: One food problem is ___ because ___. Add one cause and one fair solution.

Stretch (Band 6.0+ Target)

Explain how food security, climate pressure, and fair distribution are linked.
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 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.
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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.
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Section 1
Part 1 Interview
5 MIN
Keep
Topic: feeding the world
1 Can you tell me something about a food problem people talk about?
Yes, people often talk about food waste in restaurants and school canteens. For example, some students buy too much lunch. In my view, wasting food is unfair when others do not have enough.
Your Answer
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0 / 20 minimum
2 Can you tell me about a time when you helped avoid wasting food, and what it was like?
Last week, I took only one bowl of rice at lunch. At first, I wanted more, but I waited. After that, I found it was enough and felt better about not wasting food.
Your Answer
--:--
0 / 20 minimum
3 Do you think young people should learn where food comes from? Why?
Yes, I think, young people should learn this. This is because, food is not only from shops; farmers and transport workers are involved. For example, a farm visit can make students value meals more.
Your Answer
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0 / 20 minimum
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Section 2
Weekly Grammar Point
4 MIN
Keep

Complex Noun Phrases

Grammar

A complex noun phrase gives more detail around one noun. It can include describing words, numbers, and short phrases.

Example

A small farm near the river grows fresh vegetables.

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

Chunking Long Noun Phrases

👂 Listen: Break long noun phrases into small chunks: fair food / safe meals / local farms.

🗣️ Practise: Practise in chunks, fair food distribution, safe school lunches, local farming support.

Section 4
Vocabulary Table
4 MIN
Keep
Food security粮食安全 Noun phrasen.food security
Scarcity短缺 Nounadj.scarceadv.scarcely
Distribution分配 / 配送 Nounadj.distributedv.distribute · distributed
Agriculture农业 Nounadj.agriculturaladv.agriculturally
Resource资源 Nounadj.resourcefuladv.resourcefully
Equitable公平的 / 公正的 Adjectiven.equityadv.equitably
Drought干旱RECYCLED Nounadj.drought-hit
Renewable可再生的RECYCLED Adjectiven.renewaladv.renewablyv.renew · renewed
Idiom 1: Share resources — 共享资源 ExplanationUse important things fairly with others. ExampleCountries need to share resources when food is scarce.
Idiom 2: A fair share — 公平的一份 ExplanationA reasonable amount for each person or group. ExampleEvery child should have a fair share of safe food.
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Section 5
Shadowing Text
8 MIN
Cut in Lab Mode

Adapted from the Cambridge IGCSE ESL Coursebook

Around the world, feeding people fairly is not only about making more food. For example, real food security (粮食安全) means families can get safe meals every day. However, some places face scarcity (短缺) when water, land, or money is limited. When food cannot reach a village, weak distribution (分配 / 配送) becomes a serious problem. In addition, modern agriculture (农业) needs clean water and careful planning. At school, students can learn not to waste lunch. If young people understand farming, they may value each meal more. Overall, every person should receive a fair share (公平的一份) of safe food. For this reason, food lessons can help students connect lunch choices with real people.

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Section 6
Part 2 Question and Model Answer
15 MIN
Keep

SITUATION Your school wants to teach students about feeding the world fairly. You are considering the following options:

OPTION A a school garden project
OPTION B a food-waste reduction campaign

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 ways to teach students about food.
OPTION A On one hand, a school garden helps students understand each resource (资源), such as soil, water, and time. Also, it can show why farming needs care. When students grow vegetables, they may waste less food at lunch.
OPTION B On the other hand, a food-waste campaign is more equitable (公平的 / 公正的) because every class can join. Also, it links daily meals to drought (干旱) and transport problems. Although posters are simple, they can change daily habits.
PREFERENCE I would choose, the waste campaign. REASON The main reason is, students can share resources (共享资源) wisely and support renewable (可再生的) school ideas later.
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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 What are the advantages of teaching students about food security?
Model Answer
OPINION In my opinion, food security should be taught at school in simple ways. REASON This is because, when students understand food security (粮食安全), they value safe meals more and waste less. EXAMPLE / EXTENSION For example, they may take only the food they can finish during busy lunch times.
Your Answer
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0 / 20 minimum
2 Some people say food waste is a serious school problem. What do you think?
Model Answer
OPINION I agree, food waste can be a serious school problem. REASON The reason is, although one tray looks small, daily waste creates scarcity (短缺) for other families and communities. EXAMPLE / EXTENSION For instance, a class could weigh leftovers and set a lower target by Friday lunchtime.
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 fair distribution when people talk about feeding the world?
Model Answer
OPINION I think, fair distribution is very important when feeding the world. REASON This is because, if distribution (分配 / 配送) is poor, food may not reach children who need it most. EXAMPLE / EXTENSION For example, schools can collect unopened snacks for charity shelves after a school event.
Your Answer
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0 / 20 minimum
4 What are the advantages of modern agriculture lessons?
Model Answer
OPINION In my view, modern agriculture lessons are useful for teenagers. REASON This is because, when students see where food comes from, they respect farmers and waste less. EXAMPLE / EXTENSION For example, a school garden could make agriculture (农业) feel real instead of just a textbook topic 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 clearest noun phrase for each food sentence.

  • 1. ______ helps families get safe meals. (Food security / Food safe get)
  • 2. Schools should teach ______. (fair food distribution / distribute fair food thing)
  • 3. A garden project shows ______. (local agriculture / agriculture local thing)

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 (Complex 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. Food security 2. fair food distribution 3. local agriculture
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