Unit 1:

Overall objectives: At the end of this unit, students will be able to:

 Memorize the vocabulary of ingredients and cooking recipes

 Make conversations about cooking recipes
 Talk about simple cooking recipes

1. Key language knowledge:

1.1. Vocabulary
Food and ingredients:
Word Transcript Word Transcript
Ingredient (n) /ɪnˈɡriːdiənt/ Flour (n) /ˈflaʊə(r)/
Recipe (n) /ˈresəpi/ Cheese (n) /tʃiːz/
French fry (n) /ˈfrentʃ fraɪ/ Herb (n) /hɜːb/
Omelette (n) /ˈɒmlət/ Seasoning (n) /ˈsiːzənɪŋ/
Sausage (n) /ˈsɒsɪdʒ/ Salt (n) /sɔːlt/
Seaweed (n) /ˈsiːwiːd/ Pepper (n) /ˈpepə(r)/
Pastry (n) /ˈpeɪstri/ Shallot (n) /ʃəˈlɒt/
Carrot (n) /ˈkærət/ Garlic (n) /ˈɡɑːlɪk/
Cucumber (n) /ˈkjuːkʌmbə(r)/ Sugar (n) /ˈʃʊɡə(r)/
Sticky rice (np) /ˌstɪki ˈraɪs/ Sesame (n) /ˈsesəmi/
Mung bean (np) /ˈmʌŋ ˌbiːn/ Sauce (n) /sɔːs/
Bamboo string (np) /ˌbæmˈbuː strɪŋ/ Vinegar (n) /ˈvɪnɪɡə(r)/
Broth (n) /brɒθ/ Ketchup (n) /ˈketʃəp/
Mince (n) /mɪns/ Pork belly (n) /pɔːk ˈbeli /
Filling (n) /ˈfɪlɪŋ/ Tuna (n) /ˈtjuːnə/

Ways of cooking:

Word Transcript Word Transcript

Chop (v) /tʃɒp/ Stir (v) /stɜː(r)/
Slice (v) /slaɪs/ Pour (v) /pɔː(r)/
Peel (v) /piːl/ Heat (v) /hiːt/
Boil (v) /bɔɪl/ Grate (v) /ɡreɪt/
Fry (v) /fraɪ/ Break (v) /breɪk/
 Roast (v) /rəʊst/ Add (v) /æd/
Mix (v) /mɪks/ Drain (v) /dreɪn/
Sprinkle (v) /ˈsprɪŋkl/ Cut (v) /kʌt/
Knead (v) /niːd/ Grind (v) /ɡraɪnd/
Mince (v) /mɪns/ Place (v) /pleɪs/
Soak (v) /səʊk/ Tie (v) /taɪ/
Grill (v) /ɡrɪl/ Bake (v) /beɪk/

Other words:

Word Transcript Word Transcript

Bunch (n) /bʌntʃ/ Chunk (n) /tʃʌŋk/
Package (n) /ˈpækɪdʒ/ Cup (n) /kʌp/
Piece (n) /piːs/ Bowl (n) /bəʊl/
Spoon (n) /spuːn/ Pot (n) /pɒt/
Teaspoon (n) /ˈtiːspuːn/ Pan (n) /pæn/
= tsp
Tablespoon (n) /ˈteɪblspuːn/ Half (n) /hɑːf/
= tbsp
Strip (n) /strɪp/ Quarter (n) /ˈkwɔːtə(r)/

1.2. Grammar
1.2.1. The imperative
a. Uses
When describing a process, such as the instructions for how to make a particular dish, we use
of the imperative.

b. Form
The imperative form is made by using the bare infinitive of the verb (the infinitive without 'to').

Examples: Note that in these examples there are no grammatical subjects.

 "Use a minimum of four eggs per omelette ...."

 "Heat the oil, not too much heat, just heat it ... "
 "Put just one tablespoon of water, not milk, in with the egg ..."
 "Mix the eggs up, just lightly beat them with a fork ... "
 "Pour that into the hot pan ... "
Note: It is possible to use subjects when describing a process like this. The subject most commonly
used is 'you'. For example:
 You use a minimum of four eggs ...
 You heat the oil ...
  You put one tablespoon of water ....

1.2.2. Linking words

a. Uses
Linking words can be used to describe the order in which two or more actions happen.

Note:
 Sequence adverbs usually appear at the beginning of a sentence/ paragraph.
 They are often followed by a comma (,).
b. Form

Linking words Examples

First First, use a minimum of four eggs per omelette.
Second Second, break the eggs.
Next Next, put just one tablespoon of water, not milk,
in with the egg
Then Then heat the oil, not too much heat
After that After that, mix the eggs up, just lightly beat them
with a fork.
Finally Finally, pour them into the pan.

1.2.3. Useful structures to ask about a cooking recipe

Structures Examples
ASKING What are the ingredients What are the ingredients for making French fries?
ABOUT for making….?
INGREDIENTS
What kind of + N do you What kind of beans do you need for making Chung
need for making….? cake?
How many + countable How many steps are there?
nouns + ….? How many cups of water do you need?
How many kilograms of pork belly needed to make
this dish?
 How many teaspoons of salt do you put into this?
How much + uncountable How much water do you want for this soup?
nouns + ….?
Do you need …? Do you need onions?
Do you need anything else?
ASKING What is the …. step in this What is the first step in this recipe?
ABOUT recipe? What is the next step in this recipe?/ What’s next?
COOKING What is the final step in this recipe?
METHODS What do you do after/ What do you do after peeling the onions?
before + V-ing?
How do you cook…? How do you cook the rice?
How long do you + V…? How long do you boil the pasta?
Where do you put….? Where do you put the cucumber?

2. Online learning checklist

Online learning task Task focus Completed

Vocabulary Presentation 1 30 words related to food and

ingredients

Presentation 2 24 words related to ways of cooking

Presentation 3 14 words related to other words to

describe cooking recipe
Task 1 Vocabulary – pronunciation and
spelling
Task 2 Vocabulary – spelling and meaning

Task 3 Vocabulary – meaning and spelling

Task 4 Vocabulary – spelling

Task 5 Vocabulary – words in context

Section test Practice using the words in the

context
Grammar Presentation 1 The imperative
 Presentation 2 Linking words

Presentation 3 Useful languages to ask about

cooking recipes
Task 1 Linking words – Reorder and identify
the linking words
Task 2 Linking words and Useful languages
to ask about a cooking recipe -
Choose the correct answers
Task 3 The imperative – choose the correct
verb and complete sentences
Task 4 Useful languages to ask about
cooking recipes – choose the correct
phrases to complete the
conversations
Task 5 Linking words – Write the correct
linking words and complete
sentences
Section test Mistake correction

Listening Task 1 Listen and reorder the sentences

Task 2 Listen and complete the information

from the table
Task 3 Listen and identify specific
information True or False
Task 4 Listen and choose correct answers

Task 5 Watch a video and complete the

summary
Task 6 Watch a video and complete the
summary
Reading Task 1 Read the passage and answer the
questions
Task 2 Read the passage to identify specific
information: True or False
 Task 3 Read the passage and answer the
questions
Task 4 Read the passage to identify specific
information: True or False

Task 5 Read and complete the sentences

Task 6 Read and complete the summary

Writing Task 1 Simple sentence writing: Choose the

correct heading for each paragraph
Task 2 Simple sentence writing: Make the
meaningful sentences using the
given words
Task 3 Simple sentences writing: Reorder
the words to make meaningful
sentences
Task 4 Simple sentences writing: Rewrite the
sentences
Task 5 Paragraph writing: describe a
cooking recipe for a dish
Task 6 Conversation writing: a conversation
about a cooking recipe for a dish
Unit test (with time)

1. Face to face materials

LESSON 1

Objective: At the end of this lesson, students will be able to:

 Memorize the vocabulary of cooking recipes

 Use the imperative and linking words to talk about ingredients and ways of
cooking

WARM-UP
• Work in 2 groups
• Look at the photos on the slide – find out the words for the picture
 • Say aloud “Recipe!” to get the chance to answer – say aloud the word
• 1 correct answer = 1 point
• The team with more points is the winner

1 2 3

4 5 6

7 8 9

10 11 12

13 14 15
16 17 18

19 20 21

ACTIVITY 1
• Work in pairs
• Unscramble the cooking verbs
• Number the pictures with the correct cooking verbs
Pass the ball:
- Pass the ball while the songs are playing
- When the music stops, the student holding the ball looks at the verb on the slide –
makes a sentence with the verb
- Continue until the songs end
Sample: Chop  Chop the onions.

ACTIVITY 2
- Work in pairs
- Match each set of ingredients with the dish
 6 cups of water
1 Beef noodles A
 500 grams of pasta
  4 teaspoons of salt
 4 cups of tomato sauce
2 Kimbap  153 grams flour
 153 grams all-purpose flour
 1 teaspoon of sea salt
 2 grams active dry yeast
 1 teaspoon of olive oil
3 Tuna pastries B  5 kilograms of sticky rice
 1.5 kilograms of mung beans
 1 kilogram of pork belly
 5 teaspoons of salt and 4
teaspoons of pepper
 dong leaves
 bamboo strings

4 Chung cakes C  3 kilograms of beef bones

 7 litres of water
 1 large onion
 1 3 to 4-inch piece of ginger
 2-4 tablespoons of fish sauce
 800 grams of beef
 1 package of flat rice noodles
5 Pizza D  250 grams canned tuna
(drained)
 1 large egg
 4 tomatoes
 1/4 cup olives
 pastry
 salt and pepper
6 Spaghetti E  4 sheets of dried seaweed
 2 cups of rice
 2 teaspoons sesame oil
 2 teaspoons salt
 200 grams sausages
 1 carrot
 1 cucumber

- Ask and answer about the ingredients for each dish using the useful languages from the table
 ASKING What are the ingredients What are the ingredients for making French fries?
ABOUT for making….?
INGREDIENTS
What kind of + N do you What kind of beans do you need for making Chung
need for making….? cake?
How many + countable How many cups of water do you need?
nouns + ….? How many grams/ kilograms of pork belly needed to
make this dish?
How many teaspoons/ tablespoons of salt do you put
into this?
How much + uncountable How much water do you want for this soup?
nouns + ….?
Do you need …? Do you need onions?
Do you need anything else?

Sample:
A: What are the ingredients for making spaghetti?
B: They are water, pasta, salt and tomato sauce.
A: How many cups water do you need?
B: I need 6 cups of water.
A: How much….?
B: I need…

ACTIVITY 3

- Work in groups of 4
- Each group chooses a dish
- Write down 4 the ingredients for that dish
- Say each sentence about the ingredient for that dish – the others guess
o After 1st clue: 4 points
o After 2nd clue: 3 points
o After 3rd clue: 2 points
o After 4th clue: 1 point
Example: We need 2 tablespoons of salt.
Then, we need some cooking oil.
We also need some ketchup.
Finally, we need 500 grams of potatoes.
 Answer: French fries
ACTIVITY 4
• Work in groups of 3
Step 1: Look at the pictures, list the ingredients for the dish

Ingredients:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Step 2: Write the full instructions of making French fries and reorder the steps
Cooking method:

1. Next/ cut/ them/ strips

 • Next, cut them into strips

2. Heat/ oil/ heavy pot. Cook/ potatoes/ until/ they/soft.

3. Cook/ until/ the fries/golden brown. Remove/ potatoes/from/ oil and/ drain/ paper towels.

4. When/ you/ ready/ make/ fries, drain off/ water.

5. Peel/ potatoes.

6. Place/ them/a large bowl/ and cover/ cold water.

Step 3: Take turns talking about the recipe of French fries using the linking words (First, then, next,
after that, finally,…)

Sample: - First, peel the potatoes

- Next, …
- Then…
- After that,…
- Finally,…

LESSON 2

Objective: At the end of this lesson, students will be able to:

 Make conversation about cooking recipes

 Talk about simple cooking recipes

WARM-UP

- Work in 2 groups

- Take turns to go to the board (each turn 1 student) – pick up a card – explain or use body
language to describe the word

- The other say “Cooking!” to get the chance to answer.

- Scoring:

o If the member from Group 1 goes to the board, explains the word and Group 1 gives
correct answer  gets 2 points. If Group 1 cannot give the correct answer, group 2 can
get 1 point for their correct answer.

o If the member from Group 2 goes to the board, explains the word and Group 2 gives
correct answer  gets 2 points. If Group 2 cannot give the correct answer, group 1 can
get 1 point for their correct answer.

- The group with more correct answers will be the winner.

ACTIVITY 1

- Work in pairs

- Match the questions with the suitable answers

- Practice asking and answering

How many steps are there to make Next, thinly slice the beef and
1 A
Chung cake? set aside.
2 What is the second step in this B First, you need to cut
recipe? sausages, cucumbers and
carrots into strips
3 Can you tell me the next step to C Put the filling on one half of
make beef noodles? the pastry
4 What is the first step to make D Second, put pasta into the
Kimbap? pot, then add water.
5 Where do you put the filling? E Cut them into strips.
6 What do you do after rolling the F There are 5 main steps to
kimbap? make Chung cake.
7 How do you cut the cucumbers and D Finally, add tomatoes sauce
carrots? and then place on the plate.
8 What is the final step in this recipe? H After rolling it, cut the kimbap
into small pieces and place on
the dish.

ACTIVITY 2

• Work in pairs: Student A looks at Dish 1 on this page. Student B looks at Dish 2 on the next
page
• Match the steps with the pictures

Dish 1: Kimbap
For the Wraps:
 4 sheets of dried seaweed
 2 cups of rice
 2 teaspoons sesame oil
 2 teaspoons salt
For the Filling:
 200 grams sausages
 1 carrot
 1 cucumber
Cooking method
• Step 1: Cut sausages, cucumbers and carrots into strips
• Step 2: Cook rice, add sesame oil and salt
• Step 3: Spread cooked rice on the seaweed
• Step 4: Put sausages, cucumber and carrot strips in the center of seaweed
• Step 5: Roll it
• Step 6: Cut it into pieces

Dish 2: Small pasties

 250 grams canned tuna (drained)
 1 large egg
 4 tomatoes
 1/4 cup olives
 pastry
 salt and pepper
Cooking method:
• Step 1: Chop the olives
• Step 2: Chop the boiled eggs
• Step 3: Grind the tuna
• Step 4: Add the tomato
• Step 5: Mix everything together
• Step 6: Put the filling into one half of the pasty
• Step 7: Fold the pastry and cover the filling
• Step 8: Seal the edges of the pasty
Now take turns to make conversations with your partners about the recipe of your dish (kimbap
or small pastries)
Sample:
A: Hello, Colin! What can you cook?
B: Hello, Bob. My specialty is spaghetti.
A: And what do you need to make it, Colin?
B: Well, for four people, you need some spaghetti. About half a kilo, Bob. And then you need an onion,
some butter, a carrot, some mushrooms, some tomato ketchup …
A: Six main steps.
B: What are they?
A: First….Second…..Then…Next….After that…..Finally….

ACTIVITY 4: Cards
Student A: Look at the cards about the recipe for Chung cake on this page. Make conversation with
student B to complete the information.
Student B: Look at the cards about the recipe for Chung cake on page. Make conversation with
student A to complete the information.
Card A:
How to make Chung cake
Ingredients - Sticky rice
- (1) __________ beans
- Pork belly
- Salt, pepper
- Dong leaves
- Bamboo strings
Step 1 - Soak the sticky rice overnight
- Drain then (4) __________
Step 2 - Soak mung beans for 2-4 hours
- Wash away the husks
- Cook, (6) __________
Step 3 - Cut the pork belly into strips
- Season them with (8) __________
Step 4 - Put a small bowl of rice on dong leaves
- Sprinkle half of a mung bean ball
- Place pork (10) __________
- Sprinkle the other half of the mung bean ball
- Cover with another small bowl of rice
- Fold the leaves over
- Wrap the cake into a square shape and tie it
with bamboo strings

Step 5 - Boil in a large pot with enough water

continuously for (12) __________
- Take the cakes from the pot, press them to
remove excess water.

Sample:
A: Hi, B. Can I ask you some questions about the recipe for making Chung cake?
B: Yes, of course.
A: What kind of beans do we need for making Chung cake?
B: We need mung beans. What about the kinds of leaves that we need?
A: We need to buy dong leaves.

Card B:
How to make Chung cake
Ingredients - Sticky rice
- Mung beans
- Pork belly
 - Salt, pepper
- (2) __________ leaves
- Bamboo strings
Step 1 - Soak the sticky rice (3) __________
- Drain then shake with salt
Step 2 - Soak mung beans (5) __________
- Wash away the husks
- Cook, grind and shape them into fist-sized
balls
Step 3 - Cut the (7) __________ in strips
- Season them with salt and pepper
Step 4 - Put (9) __________ bowl(s) of rice on dong
leaves
- Sprinkle half of a mung bean ball
- Place pork in the center
- Sprinkle the other half of the mung bean ball
- Cover with another small bowl of rice
- Fold the leaves over
- Wrap the cake into a square shape, and tie
it with (11) __________,

Step 5 - Boil in a large pot with enough water

continuously for 12 hours
- Take the cakes from the pot, press them to
remove excess water.

ACTIVITY 5: New Recipes

You are opening a restaurant. You are making the new recipe for your restaurant.
• Work in groups of 3 or 4
• Write down your new recipe (ingredients + cooking method)
• Share it with the class
Suggestions:
- What is the name of the dish?
- What are the ingredients
- How many steps are there?
- What is the order of the steps?
4. Students’ self-assessment

Look at the objectives specified at the beginning of the unit and write down what you have (not)
achieved and what you need to do to improve your English.