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Phenomenom! Teaching Resource - Food Words - Lexicon","","Food Words is a Year 3 English teaching resource focused on expanding topic-specific and technical vocabulary through practical engagement with recipes. It guides learners to recognize how procedural texts use distinct language features and sentence patterns, and to explore word meanings in context. The resource covers recipe language categories, highlights verb and adverb functions, supports defining unfamiliar terms via dictionaries, and includes classroom activities such as grouping words, revisiting features, and creatively rewriting recipe-related language.",{"@graph":69,"@context":127},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/ph-phenomenom-teaching-resource-food-words-lexicon/409470/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/ph-phenomenom-teaching-resource-food-words-lexicon/409470.png","ImageObject",300,407,{"name":92,"@type":93},"Olivia Brown","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",14,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119,123],{"name":110,"@type":111,"acceptedAnswer":112},"How does the resource help students learn technical recipe vocabulary?","Question",{"text":113,"@type":114},"Students read and discuss recipes in pairs, highlight words needing explanation, guess meanings, and then categorize them (e.g., verbs/action words, equipment, ingredients/foods).","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What language features of procedural texts does the resource focus on?",{"text":118,"@type":114},"It emphasizes that recipe steps often begin with verbs, and it helps students find verbs preceded by adverbs. Students also differentiate verbs from adverbs (adverbs modify verbs).",{"name":120,"@type":111,"acceptedAnswer":121},"How do students define unfamiliar words in the resource?",{"text":122,"@type":114},"Students use paper or online dictionaries to define words and present them in workbooks or small posters, including the word type (noun, verb, adverb, adjective).",{"name":124,"@type":111,"acceptedAnswer":125},"What activity encourages students to creatively use recipe language?",{"text":126,"@type":114},"Students take a recipe and play with the language by inventing new terms for nouns, then illustrate their versions and have others guess the creations from the picture or title.","https://schema.org",{"og:url":83,"og:type":129,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":131,"canonical":83},"index,follow",{"doc_id":133,"site_id":62},409470,1790716908,{"code":4,"msg":5,"data":136},{"doc_id":133,"user_id":137,"nickname":92,"user_avatar":138,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":139,"file_id":140,"file_url":141,"file_type":142,"file_size":143,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},16904993612988,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Ph!  \nPhenomenom! Teaching Resource  \nFood Words  \nFood Words  \nYear 3 English  \nEnglish; Yr 3, AC9E3LA10  \nExtend topic-specific and technical vocabulary and know that words can have different meanings indifferent contexts  \nEnglish; Yr 3, AC9E3LA03  \nDescribe how texts across the curriculum use different language features and structures relevant to their purpose  \nCopyright © Horticulture Innovation Australia Limited 2025  \nAll rights reserved 1 / 5  \nPh!  \nPhenomenom! Teaching Resource  \nFood Words  \nFood Words  \nTime to use technical words in recipes  \nReading recipes is a fabulous way to learn about the English language. Recipes tend to have short sentences that follow predictable patterns (verb, noun, conjunction, noun).  \nThey also often use borrowed and technical words which, when put in context, can help you decode new meanings. Motivation is built in because if you work it all out there’s a pot of food at the end… gold!  \nEquipment:  \n• Lots of recipes that use technical terms, such as‘dice’ or ‘sauté’ – these can be printed, or in books or magazines  \n• An interactive whiteboard and a recipe or two to share on it  \nDuration:  \n45 minutes  \nLocation:  \nThe classroom and/or kitchen  \nNotes:  \nCopyright © Horticulture Innovation Australia Limited 2025  \n[phenomenom.com. au](phenomenom.com. au) All rights reserved 2 / 5  \nPh!  \nPhenomenom! Teaching Resource  \nFood Words  \nLexicon  \n\n| braise | To cook ingredients in a covered pot with vegetables and liquid. Whatever you’rebraising (meat or vegetable!) is usually browned first in hot fat/oil. |\n| --- | --- |\n| cure | To salt, smoke or dry fresh ingredients such as fish, meat or olives – as a means of preserving them. |\n| dice | To cut into small cubes. |\n| fold | To very gently mix one ingredient or mixture into another by passing a large metal spoon back and forth. Folding does not knock out the air bubbles |\n| sauté | To fry rapidly in hot fat (there’s usually lots of careful stirring involved). |\n| simmer | To cook in liquid just below boiling point. |\n\nFood language  \n• Provide two to four recipes per pair of students.  \n• Students read over some recipes in pairs and highlight or list the words they would like to have explained.  \n• Discuss the class’s lists of words and make some guesses about their meanings.  \n• Discuss different categories we might make for these words, such as verbs/action words, words for equipment, and words for ingredients or foods that are unfamiliar to us. Model how to work out which category each word fits into by putting it into a sentence. Divide the class’s lists into the new categories.  \nProcedural texts  \n• Work through the features of the text with students. For example, a recipe is a procedural text and this means that, in many cases, each step begins with a verb. (E. g.‘mix the sugar with the butter.’)  \n• Show a recipe on the whiteboard and highlight the verbs with the class.  \n• Find the places where the verb is preceded by an adverb. (E.g.‘finely dice the carrots.’)  \n• Discuss the difference between verbs and adverbs. (Adverbs modify a verb.)  \n• Revisit the class list of unfamiliar words and split up the list, assigning two to four words (depending on time available) to each pair of students.  \nDefining words  \n• Students use (paper or online) dictionaries to define these words and present their definitions in either workbooks or small posters. Posters can be displayed in the kitchen/classroom.  \n• Help each pair to include the type of word in their definition (noun, verb, adverb, adjective, etc).  \n• For words borrowed from other languages, you may wish to show students how to find out what language these words come from. For example: sauté comes from French. Although we might guess this because of the accent, we can confirm our guess by looking at a dictionary definition in a good dictionary such as the Macquarie. Next to the phonetic spelling of the word, there is an abbreviation in italics, ‘fr.’ At the back of the diction","cbCaitIBCoobwRai","https://ap.wps.com/l/cbCaitIBCoobwRai","pdf",888959,"English","# Time to use technical words in recipes\n## Equipment\n## Lexicon\n## Food language\n## Procedural texts\n## Defining words\n## Watch The One with the Taste Prisms\n## Taste Prisms\n# 30 mins Skills! Natural/ Gutsy/ Super","[{\"question\":\"How does the resource help students learn technical recipe vocabulary?\",\"answer\":\"Students read and discuss recipes in pairs, highlight words needing explanation, guess meanings, and then categorize them (e.g., verbs/action words, equipment, ingredients/foods).\"},{\"question\":\"What language features of procedural texts does the resource focus on?\",\"answer\":\"It emphasizes that recipe steps often begin with verbs, and it helps students find verbs preceded by adverbs. Students also differentiate verbs from adverbs (adverbs modify verbs).\"},{\"question\":\"How do students define unfamiliar words in the resource?\",\"answer\":\"Students use paper or online dictionaries to define words and present them in workbooks or small posters, including the word type (noun, verb, adverb, adjective).\"},{\"question\":\"What activity encourages students to creatively use recipe language?\",\"answer\":\"Students take a recipe and play with the language by inventing new terms for nouns, then illustrate their versions and have others guess the creations from the picture or title.\"}]","Ph! Phenomenom! Teaching Resource - Food Words - Lexicon | PDF",1790582335,13]