Victoria Auger Victoria Auger

Upper Intermediate level


In this lesson, students will practice writing for giving instructions in the context of recipes. They will write their own recipe at the end of the lesson, and during the publishing stage, they will be able to see their peers' work.


No materials added to this plan yet.

Main Aims

  • To provide writing practice of giving instructions in the context of writing a recipe.

Subsidiary Aims

  • To provide clarification of language used for giving instructions in the context of recipes.


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Set context of the lesson by asking the questions, 'Do you like to cook? What do you like to cook?' to the students open class. Ask 1-2 students for their responses. Then give students 2 questions in chat (What are your favourite recipes to cook? Do you prefer cooking quick and simple recipes or longer, more complicated ones?) 2 mins to discuss in BORs. Follow with brief OCFB.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Present students with topic that they'll be writing about later in the lesson (recipes) by showing an example of what they will be producing. Use this text to expose relevant language. Start by showing students the text for 30 seconds and ask them to look at what the recipe is for and how many steps are involved. Take away text when asking students open class. Explain context (my friend asked me for this recipe that I make that she really likes so I wrote this for her). Ask students to identify: what is the recipe for? how many stages are involved?) 1 min. Then give students handout with useful verbs in the context of cooking. Ask students to match the verbs to the definitions. Individual first, then discuss answers in BORs (2 mins).

Useful Language (5-7 minutes) • To highlight and clarify useful language for coming productive tasks

Select 3 useful phrases (functional language) for giving instructions and writing a recipe. 1. Don't forget to... 2. Meanwhile... 3. Be careful not to... Show definitions underneath (mixed up) and students have to match the definition to the phrase (open class). Elicit form. All followed by verb (base form). Elicit further- in this context we're giving instructions, so what else can we call it? Imperative. CCQ - which person are you using with imperative? (2nd person singular) Elicit appropriacy - if I'm writing to my friend, is it formal or informal? (informal). How can we tell?

Productive Task(s) (16-17 minutes) • To provide an opportunity to practice target productive skills

Writing task - tell students it's their turn to write a recipe. Give students 30 seconds to think of what they'll write a recipe about, ask 1-3 students for their examples. Share Google Doc link so students can work on same document. Give students 8-10 minutes to produce their own recipe. Publishing stage - put students into BORs to look at their peers' work. Tell them NOT to read aloud to the others, let them read it. Give students 4 criteria to use when looking at the recipe: 1. Is it structured and organised well? 2. Can you identify 2 imperatives used AND 1 useful phrase? 3. Any suggestions for them? 4. Would you like to try their recipe?

Feedback and Error Correction (6-7 minutes) • To provide feedback on students' production and use of language

Try to find 6-8 written errors when monitoring writing and BORs. Discuss with students at the end. Elicit corrections from students first.

Web site designed by: Nikue