T asks Ss "Do you like to cook? What is your favorite meal to eat / cook?" | T has Ss discuss in pairs for 5m | OCFB

T hands out recipe model | T chests GDT and explains the tasks (matching definitions and ordering) | T tells Ss they will have 5m to do both activities individually | T has Ss compare answers for 2-3m | OCFB

T gives CCQs for cooking verbs | T goes over measurement terms | T writes sentences on board and questions Ss until they realize articles aren't always necessary when giving directions. | T listens for problems w P when Ss use new vocab, drills if needed. T writes "cook pasta" and "cook both sides" sentences on the board but includes articles, then reads sentences aloud and ask Ss which words they hear stress in. Elicit "words that carry meaning are stressed."

T chests blank recipe handout and explains that Ss will be creating their own recipe | T says Ss will have 15 minutes to complete writing | T reminds Ss to use their new language (sequential language, amounts of ingredients, and leave out articles if they want) | T tells Ss they can draw a picture of their dish if they have extra time.

T chests checklist and explains that Ss will swap papers with someone, and use the checklist to see if their recipe follows the steps. | T tells Ss they should also make corrections to spelling or incorrect word uses if they see them | T gives Ss 5m to grade each others' papers | T tells Ss to return their papers and check their feedback for 3m | T has Ss share something about another Ss' recipe for OCFB