How to Make My Favourite Snack
Write simple instructions for a snack using imperatives and sequence words.
- Time
- 20 min
- Length
- 60-90 words
Writadia · A2 · Descriptions
NameClassDate
The situation
Your class is making a Class Cookbook with easy recipes from every student.
Your task
Write instructions for an easy snack you like. Include:
- the name of the snack
- what you need (ingredients)
- the steps, in order
Write 60–90 words.
Writing toolkit
Open these only when you need them. Try the first draft on your own.
Plan it in steps
- Write the name as a title.
- List ingredients with numbers: 2 eggs, 1 tomato.
- Use imperatives: cut, mix, put, wait.
- Use sequence words: first, next, then, finally.
Useful phrases
Ingredients
Steps
Ending
Tap a phrase to add it to your text. Gaps (…) are selected so you can type over them.
Vocabulary
- slice
- a thin piecea slice of bread
- grate
- cut cheese into very small piecesGrate the cheese.
- toaster
- a machine that makes toastPut the bread in the toaster.
- spread
- put a soft food on breadSpread the butter.
Model answer (71 words)
Read it after you’ve written your own version. Notice the highlighted parts. The numbers explain why they work.
Cheese and Tomato Toast
You need: two slices of bread, one tomato, some cheese and a little butter.1
First, spread the butter on the bread.2 Next, cut the tomato into thin slices and grate the cheese. Then put the tomato and the cheese on the bread. Put the bread in the toaster or under the grill for about five minutes.3 Finally, wait one minute because it's very hot!4
Enjoy your toast!
- Ingredients first.
- Sequence word + imperative.
- Time detail.
- Final step + safety tip.
Teacher notes
Classroom idea: combine all recipes into a printed class cookbook. Students vote for the snack they want to try.
Extra challenge
Write one more tip: "Don't forget to..."
Lesson plan
- 5 minWarm-up
Show the situation on the classroom screen and ask: “What would you write in this situation?” Take two or three quick answers.
- 6 minWord pool
Open “Word pool” on the classroom screen. Students make one sentence each with: slice, grate, toaster, spread.
- 7 minModel text
Reveal the model sentence by sentence in “Model text” mode. At each sentence ask: “What job does this sentence do?” Write these phrases on the board: “You need: ...”, “First, cut the ... .”, “Next, mix ... with ... .”.
- 15 minWriting
Start the timer. Students write their own text; anyone stuck can use the plan in the toolkit. (60-90 words)
- 5 minPeer review
Students swap texts and fill in the peer-review sheet.
- 2 minWrap-up
Set the extra challenge as homework.
The task’s own teacher notes give extra ideas for the warm-up and focus.
Assessment rubric
| Criterion | 4 · Excellent | 3 · Good | 2 · Developing | 1 · Beginning | Score |
|---|---|---|---|---|---|
| Task | All the requested information is there. | One point is missing. | Several points are missing. | Little connection to the task. | |
| Organisation | Sentences in order; and, but, because used well. | Mostly in order. | Order is confusing. | Unconnected sentences. | |
| Vocabulary | Topic words used; most spelled correctly. | Simple but enough. | A lot of repetition and spelling errors. | Words do not carry the meaning. | |
| Grammar and mechanics | Capitals, full stops and basic tenses correct. | A few errors, meaning clear. | Frequent errors, meaning sometimes lost. | Hard to understand. | |
| Total | / 16 | ||||
Each criterion scores 1–4 (total 16). Use the task checklist below to tick what the student actually did.
Task checklist
- I listed the ingredients.
- I used imperatives.
- I used first, next, then and finally.
Teacher comment
Peer-review sheet
Students swap texts and give each other feedback with this sheet.
Before you finish
Before you finish
- I listed the ingredients.
- I used imperatives.
- I used first, next, then and finally.
Writadia · A2 · Descriptions
Assessment rubric: How to Make My Favourite Snack
| Criterion | 4 · Excellent | 3 · Good | 2 · Developing | 1 · Beginning | Score |
|---|---|---|---|---|---|
| Task | All the requested information is there. | One point is missing. | Several points are missing. | Little connection to the task. | |
| Organisation | Sentences in order; and, but, because used well. | Mostly in order. | Order is confusing. | Unconnected sentences. | |
| Vocabulary | Topic words used; most spelled correctly. | Simple but enough. | A lot of repetition and spelling errors. | Words do not carry the meaning. | |
| Grammar and mechanics | Capitals, full stops and basic tenses correct. | A few errors, meaning clear. | Frequent errors, meaning sometimes lost. | Hard to understand. | |
| Total | / 16 | ||||
Each criterion scores 1–4 (total 16). Use the task checklist below to tick what the student actually did.
Task checklist
- I listed the ingredients.
- I used imperatives.
- I used first, next, then and finally.
Teacher comment
Writadia · A2 · Descriptions
Peer-review sheet: How to Make My Favourite Snack
WriterReviewer
Read your partner’s text carefully. Be kind and specific: say why, not just “good”.
Task checklist
| Yes | Partly | No | |
|---|---|---|---|
| I listed the ingredients. | |||
| I used imperatives. | |||
| I used first, next, then and finally. |
Questions
- Does the text give all the information asked for?
- Does every sentence start with a capital and end with a full stop?
- Did the writer use and, but or because? Copy one example.
Two stars and a wish
★ Something I liked
★ Another thing I liked
→ One suggestion
Writadia · A2 · Descriptions
Lesson plan: How to Make My Favourite Snack
- 5 minWarm-up
Show the situation on the classroom screen and ask: “What would you write in this situation?” Take two or three quick answers.
- 6 minWord pool
Open “Word pool” on the classroom screen. Students make one sentence each with: slice, grate, toaster, spread.
- 7 minModel text
Reveal the model sentence by sentence in “Model text” mode. At each sentence ask: “What job does this sentence do?” Write these phrases on the board: “You need: ...”, “First, cut the ... .”, “Next, mix ... with ... .”.
- 15 minWriting
Start the timer. Students write their own text; anyone stuck can use the plan in the toolkit. (60-90 words)
- 5 minPeer review
Students swap texts and fill in the peer-review sheet.
- 2 minWrap-up
Set the extra challenge as homework.
The task’s own teacher notes give extra ideas for the warm-up and focus.
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