This photocopiable guide has been downloaded from

www.longman.com/energy

© Pearson Education 2005

Energy 3 Unit 2

Recipe corner

TEACHER’S NOTES

Time

30 minutes

Interaction

Individual and pair work

Preparation

Photocopy worksheet, plus make OHT or photocopy of a recipe for a
dish you know how to make

Aim

To revise vocabulary: cooking verbs and enable students to describe
how their favourite food is made

Procedure

•

Revise the cooking verbs vocabulary by playing ‘backs to the board’. Divide the

class into 2 groups. Ask one student from each group to come and sit on a chair
in front of the board. Note: they should not be able to see the board. With large
classes you can play this in small groups at tables.

Write one of the words below on the board – the students in the class can’t say
this word but they can mime or describe it – the aim is to help the student in their
team to guess the word.

bake

roast

chop

slice

grill

mash peel

toast

boil

fry

•

Tell students they are going to say which cooking words can be used with which

food words.

Write a list of about 10 ingredients on the board – you can elicit some from
students or use the words below.

chicken

onion

bread

egg

potato

fish

rice

tomatoes

spaghetti

banana

Ask students to think of all the cooking verbs than can be used for each
ingredient. Do an example, for example, chicken – (roast/fry/grill) (see below for
suggested answers.)

•

Tell students they are going to write a recipe. Elicit information contained in a

recipe: name of dish, list of ingredients and amounts needed, instructions on how
to make the dish. You can show students an example of a recipe for your
favourite food (using the worksheet). Check students have chosen a dish.

•

Set time limit for writing recipe – 15 minutes. Monitor and assist with unknown

vocabulary – you may need to teach other cooking verbs or words for ingredients.

•

Follow-up. Students pin their recipes around the room – they read them and vote

for their favourite recipe. Alternatively, students work with a partner and describe
their recipe but they don’t say the name of the dish. Their partner has to listen
and guess what dish they are describing.

Key for activity 2
chicken (roast/fry/grill) onion (peel/chop/slice/fry)

bread (toast/slice)

egg (boil/fry/peel/chop/slice)

potato (peel/boil/fry/roast/mash/bake)

fish (fry/bake/roast)rice (boil)

tomatoes (peel/fry/grill/chop/slice)

spaghetti (boil/cook)

banana (peel/slice/mash

/grill/bake)

This photocopiable guide has been downloaded from

www.longman.com/energy

© Pearson Education 2005

Energy 3 Unit 2

Recipe corner

(A) How can I cook it?

Your teacher will tell you the names of some foods. Write the words you hear. Then work
with a partner how many ways can you cook these food?

Example chicken – roast/fry/grill

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

(B) My favourite food

Name

Write the name of your favourite dinner here.

Ingredients

Write the foods you need to make your favourite dinner.

Method

Write instructions saying how to make you favourite dinner here.

1.

2.

3.

4.

5.

6.

7.

8.