Recipe

Brett Daviau

PROCEDURE:

Lead-in: Teacher writes the words on the board: dry, cube, add, dash, slice, grate, mix.

In pairs, students discuss where this language would be used and meaning. Then pairs will join other pairs to compare answers. (5 min)

Worksheet 1: Teacher gives students model recipe with the verbs missing. Students work in pairs and fill in the blanks. Then, the teacher gives the answers. Teachers should wander around the classroom, helping students to understand difficult vocabulary. (8 min)

Worksheet 2: Teacher gives student questions handout. First students check answers to Worksheet 1. Then students answer the questions individually, and then compare answers with partner. Teachers monitor and guide students as needed. (7 min)

Teacher explains that students will now write their own recipe. It can be a real recipe, or some crazy combination of foods that don’t normally go together. But it is important that students keep the general form and style of the example. (20 min)

Teacher makes a list of words that might be useful on the board: cut, skin, flour, peanut butter, dice, milk, fry, bake, eggs, frying pan, oven, teaspoon, liter, dash, cucumber, ground beef, egg plant, red wine, slice, etc…

NOTES:

If there is time, display the recipes in the classroom and let students walk around and look at the different ones.

Worksheets and Handouts:

The worksheets for this lesson plan can be accessed here