Kathy Byrne Kathy Byrne

Reading & Speaking Men who Cook
B1/B2 level


In this lesson, students will review vocabulary related to food and cooking and will read short texts about men who cook. They will also practise speaking through designing a two-course menu using a given set of ingredients.


Abc Text from Reading Extra
Abc Vocabulary matching task

Main Aims

  • By the end of the lesson, the students will have practised reading for gist and to find detailed information. They will also have practised 'reading between the lines'.

Subsidiary Aims

  • The students will review vocabulary related to food and cooking. They will also practise speaking for fluency and will have reviewed some functional language for making suggestions.


Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

Give out vocabulary cards for students to match item and meaning. They will work in teams and race to complete the task. Feedback will be via an answer key. Teacher will elicit topic of the lesson from the learners

Pre-Reading/Listening (12-15 minutes) • To prepare students for the text and make it accessible and to generate further interest in the topic. In addition, to pre-teach some potentially blocking lexis from the text.

Students will discuss what they last ate and what they last cooked. Did they cook what they last ate? Feedback via nomination Teacher will show learners two pictures to check understanding of the different meanings of 'dish'. The second picture will be used to elicit the words 'ingredients', 'recipe' and 'pan'

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Teacher will create groups of 3 students. Each student will receive a different short text. They should read their text and decide if it was written by a male or female. Each member of the group then explains their decision to the others. Feedback - nomination. Teacher will ask nominated student to justify their decision from the information in the text. Teacher will give each group three pictures to match with their texts. Quick feedback. Groups then discuss a title for the article. Feedback - take from each group

While-Reading/Listening #2 (15-20 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Each student is given a table with questions relating to the three cooks. They read their text and fill-in their column. Then, they ask the other members of their group questions to complete the other two columns. Teacher will re-group so that students can compare information in their completed tables. Feedback - elicit one or two answers then distribute answer key.

Post-Reading/Listening (15-20 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned as well as to promote fluency and review functional language for making suggestions.

Create 3 groups. Each one must write numbers 1 - 10 on a sheet of paper. Teacher will dictate a 'shopping list' - for example, item one should be 'something salty'. Teacher will elicit some ideas for item one and then continue with the dictation. When the lists are complete, the groups swap papers. Teacher instructs that they must use their list of ingredients to create a two-course meal. They can use salt, pepper and oil too. Before the discussions start, teacher will elicit some examples of ways to make suggesting and write these on the whiteboard. Feedback - each group chooses a spokesperson to describe their menu. Trainee teachers vote on which is their favourite

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