Flexitarian British English Teacher

HEAAADERLOGORIGHT
GENERAL ENGLISH · IELTS COURSE · INTERMEDIATE (B1-B2)
FLEXITARIAN
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1BRA-D99H-PGB
1 Warm up
Label the menus as flexitarian, vegan or vegetarian.
1 2 3
starter cream of vegetable seafood salad bean soup

soup
main course egg salad sandwich chicken casserole mushroom pie and
baked potato
dessert yogurt, honey and egg custard tart with fruit

fruit fruit
Suggest a different main course for each type of meal.
Answer these questions in pairs or small groups.
1. Which meal would you choose? Why?
2. Do you usually eat this way? Why/not?
3. Why do some people want to reduce the amount of animal products in their diet?
4. Are many people in your country concerned about this issue? Is it easy for them to find the right
food to eat when they go out?
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INTERMEDIATE (B1-B2)
FLEXITARIAN
2 Vocabulary
Work in A/B pairs. Complete each item with a missing word from the box. Then explain your items
to your partner.
Group A
cooking / eater / feast / food / pulses / sourced
1. a fussy : someone who only likes a few types of food and complains if they have
to try something different
2. a real : a positive way to describe a special meal with many types of dishes
3. beans and : foods which come from plants and provide protein to your body so
you can grow and stay strong
4. comfort : something you eat that makes you feel good because it reminds you of
a person or time when you were happy or felt loved
5. home : the food that people prepare for themselves and their family to eat at home
6. locally : grown or made nearby
Group B
cuisine / dairy / diet / food / produce / tooth
1. a balanced : eating a range of different types of foods so that you are healthy
2. a sweet : a preference for desserts, chocolate and other sugary snacks
3. authentic : special foods that people really eat, or used to eat, in a particular area
4. eggs and : non-meat foods that are produced by animals, which provide protein
to your body so you can grow and stay strong
5. junk : things to eat that are convenient and cheap
6. organic : fruit and vegetables that are grown in a natural way, without dangerous
chemicals
Cover the exercise above and work with a partner to explain how these pairs of items are the same
and how they are different.
1. locally sourced and organic produce →

2. beans and pulses and eggs and dairy →
3. comfort food and junk food →
4. home cooking and authentic cuisine →
5. being a fussy eater and having a sweet tooth →
6. a real feast and a balanced diet →
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FLEXITARIAN
3 Speaking part 1: model answer
In Part 2 of the IELTS speaking exam, you have to prepare a two-minute talk about a topic that the
examiner gives you. You have one minute to prepare your ideas. Read the three topics and then listen
to a student’s response to decide which one they are talking about.
Topic 1
Describe a place where you like to eat out. Say:

• what kind of food they serve
• what the atmosphere is like
• when you usually go there
and you should also say why you like it so much.
Topic 2
Describe a time you tried a new food. Say:

• what the food was
• why you decided to try it
• what it tasted like
and you should also say if you would eat it again.
Topic 3
Describe someone you know who is a good cook. Say:

• who they are
• what they cook that you enjoy
• why they’re a good cook
and you should also say how eating their food makes you feel.
It’s a good idea to use the one-minute preparation time to make a plan like the one below. You can
look at the plan while you’re speaking and then add more details as you talk.

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FLEXITARIAN
Add words and phrases from the vocabulary exercise to the appropriate place in the notes. You may
need to add more than one item to some numbers. Then listen again to check your ideas.
4 Language in context
Read the sentences from the recording and explain what the words or phrases in bold mean.
1. She gets that I‘ve really thought about what I eat and it’s a balanced diet.
2. ... I actually nearly always end up having a bit of fish at her house because it’s so delicious, the
way she prepares it.
3. I always leave her house feeling really full up, and like someone loves me and is taking care of me.
Finish the sentences in a logical way.
I really don’t get why junk food ...
Every time I go to the supermarket, I always end up ...
I always feel really full up after ...

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FLEXITARIAN
5 Speaking: your turn
Read the information in the box about IELTS Speaking Part 2.
IELTS Speaking Part 2
• In this part of the exam, you will prepare a deliver a short talk about an everyday topic.
The questions always have four points to include: three information points and one
opinion point. After you finish speaking, the examiner will ask you a question about
what you said.
• Choose Topic 1 or Topic 2 from earlier in the lesson and make a few notes about what you
want to say. Lots of people find it helpful to make notes as a diagram, as in the example
you saw earlier. Food topics lend themselves well to discussing environmental issues, so
try to use some of this vocabulary if it’s relevant to the task.
Then work in pairs to take turns to deliver your talk. If you are listening, time your partner and if they
are still speaking after two minutes, stop them by saying, "Thank you very much." Ask a follow-up
question, as the examiner will.
Extra challenge: prepare and deliver a talk on the other topic.

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6 How did you do?

Complete the table and answer the final question.
Part 2 Part 2 speaking yes sometimes no
Content I can give a long

enough answer:
speaking for 1.5
– 2 minutes.
Vocabulary and I can use a good

grammar range of
language,
accurately,
including some
phrases from
today’s lesson.
Fluency I can speak

without too
much hesitation.
Pronunciation I can speak

clearly enough to
be understood.
Self-presentation I can present

myself in a
friendly and
positive way.
What is the most important thing that you need to do to improve before the exam? How can you do
this?
Tips
• Think about the best order to present the points in and how you can connect ideas by
using linking words or other devices.
• If you can’t remember some details or if you have very little experience with the topic,
it’s fine to invent some information as long as it’s believable.
• You don’t have to speak for the full two minutes. It’s better to stop a few seconds early
than to repeat the same information again and again just to fill up time.

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FLEXITARIAN
7 Optional extension
In fast natural speech, we don’t pronounce each word separately. Often words sound like they are
connected together, for example, when a word that ends with a final consonant sound links to a vowel
sound that starts the next word. This sometimes makes it hard to understand what people are saying,
even when you know all the words they are using.
Look at the underlined consonant-vowel links in the first sentences of the model answer. Listen to
this part of the recording again and notice how the sounds link. Then practise saying the sentences
with the links.
My grandmother is the best cook I know. She lives quite near us and about once a month
we have a meal at her house, on a Sunday – it’s always a real feast! She’s interested in food
and takes a lot of time shopping for the best ingredients – she tries to choose locally sourced,
organic produce, - no junk food for her! She even gets her eggs and dairy delivered from a
nearby farm.
The meals she makes aren’t anything fancy, just home-cooking, but what I especially like is
that she always offers a range of dishes so that there’s something for everyone. For example,
she understands my flexitarian diet and she knows that I’m not just a fussy eater. She gets
that I‘ve really thought about what I eat and it’s a balanced diet.
Although she always includes one dish with beans and pulses for me, I actually nearly
always end up having a bit of fish at her house because it’s so delicious the way she prepares
it. She also remembers that I have a sweet tooth and she always makes sure to have at least
two types of dessert on the table at the end of the meal. I always leave her house feeling
really full up, and like someone loves me and is taking care of me. She makes real comfort
food.
Mark more consonant-vowel linking in the next part of the model answer. Listen to the recording to
check. Then practise reading some or all of the sentences out loud.

HEAAADERLOGORIGHT
TEACHER MATERIALS · INTERMEDIATE (B1-B2)
FLEXITARIAN
Transcripts
3. Speaking part 1: model answer
Reader: My grandmother is the best cook I know. She lives quite near us and about once a month
we have a meal at her house, on a Sunday – it’s always a real feast! She’s interested
in food and takes a lot of time shopping for the best ingredients – she tries to choose
locally sourced, organic produce, - no junk food for her! She even gets her eggs and dairy
delivered from a nearby farm.
Reader: The meals she makes aren’t anything fancy, just home-cooking, but what I especially like
is that she always offers a range of dishes so that there’s something for everyone. For
example, she understands my flexitarian diet and she knows that I’m not just a fussy eater.
She gets that I‘ve really thought about what I eat and it’s a balanced diet.
Reader: Although she always includes one dish with beans and pulses for me, I actually nearly
always end up having a bit of fish at her house because it’s so delicious the way she
prepares it. She also remembers that I have a sweet tooth and she always makes sure to
have at least two types of dessert on the table at the end of the meal. I always leave her
house feeling really full up, and like someone loves me and is taking care of me. She makes
real comfort food.
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Learn without forgetting! i
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FLEXITARIAN
Key
1. Warm up
10 mins.
This activity provides a lead-in to the topic of the lesson. You can either let students figure out the meaning of
the three terms in the first instruction or elicit/explain that vegans eat no animal products, vegetarians generally
eat eggs and cheese but no meat, and flexitarians eat a largely vegetarian diet but occasionally eat meat or fish.
1. vegetarian
2. flexitarian
3. vegan
Check answers and elicit some more main course ideas for each menu to check understanding of the terms. Then
students can work in pairs to answer the questions. Round off this stage by eliciting some brief answers from
students - there is further opportunity to discuss this general topic in an exam context later in the lesson.
1. Students’ own answers.

3. Sample answers: for their health, to avoid harming animals, to help the environment, to save money, for religious
reasons.
2. Vocabulary
10 mins.
Students work with a range of two-part language items related to food. Go over the instructions and set up A/B
roles. Students could work in A+A/B+B pairs initially before they form A+B pairs to teach each other their items.
Check answers and pronunciation – stressed syllables are underlined. Note that sourced has only one syllable and
that as a noun, produce is uncountable and has first syllable stress (but second syllable stress as a verb). Cuisine
/kwI"zi:n/ is a loan word from French.
Group A
1. eater 2. feast
3. pulses 4. food
5. cooking 6. sourced
Group B
1. diet 2. tooth
3. cuisine 4. dairy
5. food 6. produce
Ask the pairs to cover the exercise and compare and contrast the pairs of items. This activity is a good way to
check understanding but it may be a good idea to demonstrate the first pair with the class so they see what they
have to do. Check answers. Note that students will work with these items again in the next stage of the lesson.
1. These are both sustainable types of food but locally sourced food has not been transported a long way, while
organic food has been produced without chemicals, in a natural way.
2. These are both sources of protein, but beans and pulses are plant based and so are suitable for vegans while
eggs and dairy come from animals, so vegetarians can eat them, but not vegans.
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Learn without forgetting! ii
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FLEXITARIAN
3. These are both types of food that people enjoy eating but comfort food makes you feel good and reminds you
of home or childhood, while junk food is convenient but unhealthy.
4. These could both be produced by home cooks, according to the traditions of a particular area, but authentic
cuisine also can describe food that is prepared outside the home, eg restaurant or street food.
5. These both refer to people’s food habits, especially children, but being a fussy eater is seen as difficult and
negative while having a sweet tooth is not a problem as long as the person doesn’t eat too many sweet things!
6. These are both positive ways to talk about eating a range of foods, but a real feast is a special meal served on
one occasion while a balanced diet describes how someone eats over a long period of time.
3. Speaking part 1: model answer
10 mins.
Hearing model answers helps students to see what they need to achieve and increases confidence. Go over the
information and instructions and play the recording for students to match the response with the task. Check
answers and then go over the information about making a plan for speaking. Students can look through the notes
in pairs to recall the missing vocabulary items before you play the recording again for them to check their ideas.
The model answer is topic 3.
Answers:
1 - a real feast; 2 - locally sourced, organic produce / no junk food; 3 - eggs and dairy; 4 - home-cooking; 5 - not
a fussy eater / eat a balanced diet; 6 - with beans and pulses; 7 - I have a sweet tooth; 8 - comfort food.
4. Language in context
10 mins.
Guessing meaning from context is an important skill for exams and these items would be natural and appropriate
to use in the IELTS speaking exam. Call attention to the items in bold in each sentence and elicit their meanings.
Students can then activate this language in a short speaking activity, first working alone and then comparing
answers in pairs. Monitor and support as necessary.
1. This is an informal way of saying that someone understands something well.

2. This phrasal verb means that you do something even though you didn’t have a plan to do this, and some other
things happened first. Note that it is followed by a verb + -ing.
3. Satisfied after having eaten a lot.
5. Speaking: your turn
15 mins.
Students need to be familiar with the format of the exam. Following tips helps them to feel more confident and
relaxed. Go over the information in the box with students and remind them they have already worked with one
model answer.
Give students a few minutes to plan what they want to say - be strict about just writing only key words, but it’s
often best to offer extended planning time in class, even though on the exam they get only one minute. Then
set up pairs for students to present their responses. Monitor and support as necessary, making a note of any
errors you hear, including pronunciation, and give feedback when students have finished speaking. Students will
self-evaluate their performance in the next stage of the lesson. Early finishers can try the extra challenge activity.
6. How did you do?
5 mins.
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FLEXITARIAN
Encourage students to mark themselves honestly and make sure you have a look at their scores. Elicit/explain/demonstrate
the meaning of hesitation if you need to. Students often need guidance to prioritize action, so help them to choose
which area needs improvement and how they can do this. The tips will help. You can also use this information to
plan future lessons.
If you have time, students could change partners and repeat the activity in class, trying to improve their performance.
They could also work on this as homework.
7. Optional extension
10 mins.
This activity is intended as a filler or cooler if you have time in your lesson. Being confident about pronunciation
leads to improved exam performance and there is also evidence that noticing, recording and drilling pronunciation
improves retention of new vocabulary and grammar. Consonant-vowel linking is an accessible aspect of pronunciation
and practising this will help students to listen and speak more accurately.
Go over the information and explain the task, calling attention to the example. Play the recording of the first part
of the model answer for students to notice the linking - they are only listening at this stage. Sometimes students
confuse sounds and letters: once is a word that begins with a vowel letter but it is pronounced with an initial
consonant sound, /w2ns/, so there is no linking in this instance. Similarly, have ends with a vowel letter but the
final sound is a consonant as this e is not pronounced, so it may link with an initial vowel in the next word. The
links that are marked reflect the reader’s pronunciation, but additional links may also be possible.
If you have time, ask students to mark more consonant-vowel linking in the model answer and listen to the
recording to check. They could also practise reading the text out loud.
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HEAAADERLOGORIGHT

GENERAL ENGLISH · IELTS COURSE · INTERMEDIATE (B1-B2)

QrrkoD Scan to review worksheet

Label the menus as ﬂexitarian, vegan or vegetarian.

starter cream of vegetable seafood salad bean soup

dessert yogurt, honey and egg custard tart with fruit

Suggest a diﬀerent main course for each type of meal.

Answer these questions in pairs or small groups.

1. Which meal would you choose? Why?

2. Do you usually eat this way? Why/not?

FOOOOTERRIGHT Learn without forgetting! 1/7

cooking / eater / feast / food / pulses / sourced

cuisine / dairy / diet / food / produce / tooth

1. locally sourced and organic produce →

FOOOOTERLEFT Learn without forgetting! 2/7

3 Speaking part 1: model answer

Describe a place where you like to eat out. Say:

Describe a time you tried a new food. Say:

Describe someone you know who is a good cook. Say:

FOOOOTERRIGHT Learn without forgetting! 3/7

Finish the sentences in a logical way.

I really don’t get why junk food ...

Every time I go to the supermarket, I always end up ...

I always feel really full up after ...

FOOOOTERLEFT Learn without forgetting! 4/7

5 Speaking: your turn

Read the information in the box about IELTS Speaking Part 2.

IELTS Speaking Part 2

Extra challenge: prepare and deliver a talk on the other topic.

FOOOOTERRIGHT Learn without forgetting! 5/7

6 How did you do?

Part 2 Part 2 speaking yes sometimes no

Content I can give a long

Vocabulary and I can use a good

Fluency I can speak

Pronunciation I can speak

Self-presentation I can present

FOOOOTERLEFT Learn without forgetting! 6/7

FOOOOTERRIGHT Learn without forgetting! 7/7

3. Speaking part 1: model answer

1. Students’ own answers.

3. Speaking part 1: model answer

1. This is an informal way of saying that someone understands something well.

5. Speaking: your turn

6. How did you do?

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