Topic Vocabulary

Overview

Lesson 4 in the unit “Mastering Informative Texts” focuses on learning and using topic-specific cooking words in sentences and simple instruction writing. Students will practise speaking, matching, and building sentences with new vocabulary in a hands-on way.

Learning intentions

• Students will use new topic-specific vocabulary related to cooking in meaningful contexts.
• Students will build sentences that include cooking verbs and key nouns from the instruction text.
• Students will practise correct sentence structure when describing steps for a recipe.

Success criteria

• I can use 5 new cooking words in my own sentences about cooking.
• I can match vocabulary words to pictures or actions correctly.
• I can say and write a sentence that includes a cooking verb and a cooking ingredient/tool noun.

Curriculum links

• English: Language knowledge—building vocabulary and understanding how words work in context.
• English: Reading and viewing—using text clues (images and model text) to understand meaning.
• English: Writing—creating short informative texts using simple sentence structures.
• Speaking and listening—participating in discussions and explaining steps clearly.

Lesson structure (30 minutes)

1. 0–5 min: Hook + quick chat

• Show a short (30–45 second) cooking video clip without audio (or with very quiet audio). Ask: “What do you notice? What words do you think we will learn today?”
• Introduce the unit goal: using cooking words to help us write instructions.

2. 5–12 min: Explicit vocabulary teaching (with images)

• Teach 8–10 target words with pictures and gestures. Examples to choose from: mix, stir, pour, chop, bake, simmer, ingredient, bowl, spoon, oven.
• For each word: say it, show it, let students repeat, and act it out (teacher modelling first, then students).

3. 12–18 min: Hands-on “Action + Word” matching

• Set up 2–3 stations with real or pretend items (e.g., spoon, bowl, jug, empty container) and picture cards.
• Students rotate (or work as a group if space is limited). They pick an action card (e.g., stir) and match it to the correct picture/card and perform the action.
• Teacher prompts using sentence frames: “I will stir the bowl.” / “First, pour the ingredient.”

4. 18–25 min: Sentence building (targeting 5 words)

• Give each student a “5-word cooking sentence” sheet with a word bank and picture supports.
• Students choose 5 vocabulary words and write 1–2 sentences about a cooking step (using a simple structure such as “First… then…” if appropriate).
• For students who need support, provide three sentence starters on the sheet (e.g., “First I will…”, “Next I will…”, “I use a…”).

5. 25–30 min: Share + formative check

• Call on 2–3 students to read/say one sentence. Class listens for the 5 target words.
• Teacher notes quickly: which words were used correctly and which need reteaching tomorrow.

Resources

• Cooking vocabulary word cards with clear pictures (for the 8–10 target words)
• Pretend/real materials: spoon, bowl, jug/cup, mixing bowl (toy or safe plastic), paper towel
• Short silent cooking video clip (played on screen/tablet)
• “5-word cooking sentence” worksheet with picture-supported word bank
• Sentence frame strips (First/Next/Then + verb + noun)
• Coloured highlighters or crayons (for underlining the chosen 5 words)
• Student individual response boards or mini whiteboards (optional)
• Timer and visual schedule cards for time management

Assessment

• Teacher observation during matching: listen for correct word use and check picture-to-word accuracy.
• Collect the “5-word cooking sentence” sheets to confirm each student used at least 5 target words in context.
• Quick oral check at the end: student says one sentence; teacher marks missing/incorrect word use for next lesson.

Differentiation

• Support (autism / language needs):
• Provide visual step-by-step routine cards for the lesson (Watch → Match → Build → Share).
• Offer a pre-selected “easy word bank” of 5–6 words for students who need reduced choice.
• Allow pointing/acting instead of reading first; teacher can scribe words while the student contributes orally.
• Support (dyslexia-friendly reading options):
• Use large-font worksheets, high contrast, and picture supports beside each word.
• Provide audio support via teacher read-aloud of sentence frames and the word bank (no student-only reading required).
• Offer tracing or “write the word in the air” before writing on paper.
• Extension (for students ready for more challenge):
• Ask students to write two sentences using 6–7 words and include an ordering word (First/Then/Next).
• Encourage adding one extra detail word (e.g., hot, cool, crunchy, smooth) if the student can use it accurately.
• SEN / additional scaffolds:
• Use tactile cards (raised feel if available) and allow cut-and-paste sentence building (verb + noun + picture) for fine motor or writing difficulty.
• Provide a model sentence example at the top of the worksheet and underline it lightly with the teacher.

Success criteria for each lesson

• I can use 5 new cooking words in sentences about cooking.
• I can match words to pictures/actions accurately.
• I can say and write at least one clear sentence using a simple instruction structure.