READY Teacher's Guide - Book - Page 142
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Have pupils read the instructions again and identify all the imperatives.
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Ask pupils to give a personal response: Do you like pasta? Do you want to try Zoya’s tomato cream sauce
and pasta? Do you think you can make this at home? What is your favorite pasta recipe?
Course Book page 93, task 11
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Have pupils use the recipe instructions from the recipe to help them number the pictures in the correct
order.
Course Book page 93, task 12
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Have pupils complete the sentence according to the text using the correct word from the word box.
Think About It
Course Book page 93, task 13
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Read the questions with class.
Have pupils talk to a partner to ask and answer the questions.
Encourage pupils to use Visible Thinking by explaining their opinions with reasons (for example: “I
think… because…” or “I don’t want to make it because…”). This helps show their thought process
when answering the questions.
Workbook pages 114-117
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Have pupils complete the tasks. Review the instructions for each task before allowing pupils to work on
their own or with a partner/small group.
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When pupils are finished, check answers.
Wrapping Up
Reflection
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Remind the pupils of the different topics and words that were covered by showing them the word cards.
Elicit the words be careful, count, empty, full, gram, ingredient, must, pour, prepare, slowly, thick,
thin, slice, until.
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Ask pupils what these words have in common. Elicit: making food, cooking, etc.
Ask pupils which of the new vocabulary words are opposites (empty-full, thick-thin). Elicit other pairs
of opposites that they know (hot-cold, tall-short, etc.).
Ask different pupils: What is your favorite food to prepare for breakfast/lunch/supper? Choose one
answer and make a list of ingredients. Practice giving instructions using the imperative form on how to
prepare the meal.
UNIT 2 / PART 4
142
