Level: Entry 1 Wednesday 6 December

Topic: Cooking/the kitchen (vocabulary)

Objective: To introduce/review and develop vocabulary (nouns and/or verbs) relating to kitchen equipment and cooking.

Time Activity Purpose Potential Issues/Resolutions

0-4mins Instructions: Introduce topic clearly through use of visual images. Timing: depending on students pre-
You have a picture. existing knowledge, exact level and
Speak to each other about the pictures. Check/elicit existing language (eg. food, cooking, kitchen). disposition may take more or less tie
(Indicate and check pairs; demonstrate). than anticipated: remainder of plan
Engage brains for the forthcoming activity. would have to be adjusted.
Get feedback. Questions:
What is (s)he/are they doing? Speak first in pairs to practice 'safely' before sharing. Over or under-talkative students: try
Where is (s)he/are they? to make instructions clear that they
Do you like vegetables/cake/fish etc? Personalise topic by asking who likes cooking. need to speak. Stop after a minute.
Do you like cooking?
Timing: as above.
4-9mins Instructions: Use realia to clearly demonstrate meaning of new vocabulary.
Take the bag. Vocabulary: students may already
(or up to Don't look inside! Engage interest by concealing items in a bag so students can know the vocabulary. If so teach
14 mins) Take one item from the bag. pick them out. collocations. Or they may struggle.
What is it? (Keep it- for now). Support and drill as needed.
Introduce new vocabulary (or develop/reinfoce existing
Elicit/introduce and drill new language. vocabulary – if students already know the nouns then Level: there may be too much for
When everyone has an item test recall. introduce the collocating verbs/nouns eg. to chop carrots with students. Slow down or reduce
a knife; to peel potatoes; etc.) number of items accordingly.
There may not be time for this.
9-14mins Set up: Consolidate knowledge of new vocabulary by putting it into Students could need more time to
Collect the items, divide into two groups (half use. have activity set up and get
(if time) the items each). underway. If so, skip to plenary.
 Show a way to use in context in a realistic sentence.
Demonstrate: Students may not remember the
“Pass me the...” (name a student) Encourage students to take responsibility for testing and vocabulary yet: monitor and provide
Indicate for students to continue. helping each other to retain this language. support accordingly.

Monitor/note corrections for feedback. Aid retention through repeition.

Check understanding of new vocabulary through observation.

Plenary
14- Wrap up lesson neatly. Students may not have literacy levels
15mins Error correction, mini-review. to be able to use the handout. But
Handout of new words. Provide opportunity to reflect very briefly on the purpose of time does not permit to go through
Thank you and goodbye. the lesson. written form in the 15 minutes and
they may like a record.

Vocabulary:

Key Noun Collocating verb Collocations – related foods

peeler to peel potatoes, carrots, apples
(wooden) spoon to stir cake mix, stir fry, soup
rolling pin to roll out dough, bread
(plastic) jug to pour milk, water
grater to grate cheese
can/tin opener to use/to open beans, soup
scales to weigh flour, butter, sugar
knife to cut/to spread butter, jam, nutella
chopsticks to use noodles
masher to mash potatoes
Kitchen Equipment

peeler wooden spoon

rolling pin plastic jug

grater tin opener

scales knife

chopsticks masher