Mastering - Cooking by ELI Publishing

FOS

Focus on

ESP

Catrin Elen Morris

with Alison Smith

MASTERING COOKING

‘A recipe has no soul. You as the cook must bring soul to the recipe.’ Thomas Keller

contents UNITS

SECTION A

the world of cooking

1 2

THEORY

the catering industry

• • • •

The world of hospitality Commercial and welfare catering Types of restaurants Famous food outlet chains

marketing and promotion

• • • •

Business image Customer profiling Marketing strategies The effects of the Internet on the catering industry

p. 10

p. 28

SECTION A – TEST YOUR COMPETENCES

SECTION B

cooking

3 4 5 6 7 8 9 10

p. 46 'The Secrets of TV Cookery Shows'

working in a kitchen

• The kitchen brigade • Kitchen stations • A chef’s uniform and hygiene rules

kitchen and equipment

• • • • •

food stores and supplies

• Sourcing suppliers • Different kinds of suppliers • Storing food

food ingredients

• •

p. 50

• • • •

Refrigerating appliances Cookware Kitchen utensils Knives

Cereals Fruit and vegetables: - Types of fruit and vegetables - Preparation, cooking and storage • Dairy products

• • • • • •

Eggs Meat and poultry Fish Pulses Fats Herbs, spices and condiments

cooking techniques

• • • •

Heat cooking techniques Mixed cooking techniques Molecular gastronomy Plating and presenting food

menu planning

• What’s in a menu? • Menu formats • Types of menu

• Breakfast, lunch and dinner menus • Buffet menus

diet and nutrition

• • • •

Healthy eating The Mediterranean diet Other types of diet Alternative diets

• Religious dietary choices • Teen and sport diets VIDEO • Special diets for food allergies and intolerances

safety procedures

• • • •

Food safety and food quality HACCP HACCP principles Food contamination

• Risks and preventive measures • Food preservation • Workplace safety

p. 62

Kitchen configurations Kitchen design and areas Equipment Food preparation appliances Cooking appliances

p. 80

p. 96

p. 120

p. 140

p. 156

p. 172

SECTION B – TEST YOUR COMPETENCES 2

• The restaurant: location and layout • Services and facilities • The rating system

Cutting techniques Pre-cooking techniques Water cooking techniques Cooking with fats

p. 186 'What Would You Eat to Save The Planet?'

LAB

PHRASEOLOGY

VOCABULARY

• Starting your business

• Talking about a restaurant

• Catering

• Reading B1 ‘Pizza Hut Hires Robot Waiters’ • Listening B1 ‘At the Restaurant’

• Promoting your business -- Promotional leaflets / emails / videos

• Writing promotional texts • Presenting a business VIDEO • Complaining and responding • Creating your website and social media page to complaints • Online complaints and reviews

INVALSI TRAINING

VIDEO ROLE PLAY

• Marketing and promotion

• Reading B1 ‘Cookbook Ghostwriters’ • Listening B1 ‘What’s Your Favourite Restaurant?’

Talking about your future career

• Organising your kitchen brigade

• Giving and responding to orders and instructions

• Working in a kitchen

• Reading B1 ‘7 Ways to Make your Dishes Healthier’

• Designing your kitchen • Ordering cookware and equipment -- By email -- On the phone

• Expressing opinions and agreeing / disagreeing • Ordering by email • Ordering on the phone

• Kitchen and equipment

• Reading B1 ‘Kitchen Nightmares’

• Asking for and giving information about suppliers • Placing and checking orders • Cancelling orders • Making complaints

• Food stores and supplies

• Reading B1 ‘Myths about Organic and GMOs Food’

• Talking about ingredients

• Food ingredients

MASTERING RECIPES

VIDEO

• Searching for suppliers • Ordering food from suppliers -- Placing and checking orders -- Cancelling orders • Making complaints to suppliers • Preparing the perfect mise en place

VIDEO

• Listening B1 ‘Problems with Deliveries in a Restaurant’

MASTERING RECIPES CELEBRITY CHEF RECIPES

VIDEO

• Preparing a dish

• Listening B1 ‘Hot Chocolate Cake’ • Presenting and explaining a recipe

MASTERING RECIPES VIDEO CELEBRITY CHEF RECIPES

• Understanding and designing menus • Explaining menus to customers

• Reading B1 ‘Futuristic Foods You’ll Be Eating in 30 Years’

• Cooking techniques

• Reading B1 ‘The Origins of Cooking’ • Listening B1 ‘Talking with The Hairy Bakers’

• Talking about menus • Explaining dishes

• Menu planning

• Reading B1 ‘New Trends in Menu Design’ • Listening B1 ‘Odette’s Tasting Menu’

• Getting to know food intolerances MASTERING RECIPES

• Talking about special diets

• Diet and nutrition

VIDEO

• Reading B1 ‘The Slow Food Movement’ • Listening B1 ‘Healthy Eating and Social Media’

• Testing food safety knowledge

• Talking about rules and procedures

• Safety procedures

• Reading B1 ‘The Tetra Pack History’ • Listening B1 ‘An Interview to a Food Health and Safety Expert’

VIDEO ROLE PLAY

Explaining how to prepare a dish

contents UNITS

SECTION C

pastry and bakery

11 12 13

THEORY

the world of pastry

• The craft of pastry making and baking • A brief history of baking • The pastry brigade • Places of work

• Large equipment and appliances • Small equipments and tools -- Utensils -- Bakeware and moulds

basic ingredients

• Flour -- Wheat flour -- Alternative flours • Sweeteners

• Leavening agents • Cocoa and chocolate • Milk and cream

basic techniques

• Bread • Pastry • Cakes and biscuits -- Cakes -- Biscuits

• Custards and creams • Meringues, mousses and Bavarian creams • Ice cream • Decorations

p. 190 p. 204

p. 218

SECTION C – TEST YOUR COMPETENCES

CAREER PATHS DOSSIERS

culture

'San Francisco Sourdough'

p. 242 The chef – The pastry chef – The waiter – The sommelier – The bartender – The food and beverage manager –

1 2 3 4

TOPICS

the united kingdom

• Quick facts • UK political system • A brief history of the UK • Key moments in the 20th and 21st centuries • UK popolation and identity

• British cuisine: traditions and festivities • Traditional British recipes • Typical bars and restaurants in the UK

the united states

• Quick facts • US political system • A brief history of the USA • Key moments in the 20th and 21st centuries • US popolation and identity

• American cuisine: traditions and festivities • Traditional American recipes • Typical bars and restaurants in the USA

english-speaking world

• Canada • South Africa • India • Australia

enogastronomic tour of italy

• Food and wine in north-west Italy • Food and wine in EmiliaRomagna and north-east Italy • Food and wine in Central Italy

p. 254

p. 266

p. 278

p. 286

WRITING AND SPEAKING LAB REVISION FOR EVERYONE

p. 240

p. 296

p. 335

GRAMMAR REFERENCE

• Food and wine in Southern Italy and the islands • Most famous Italian food products MADE IN ITALY

p. 300

LAB • Preparing a pastry recipe mise en place MASTERING RECIPES

PHRASEOLOGY

VOCABULARY

• Indicating the correct equipment to use

• The world of pastry • Reading B2 ‘Getting to Know the Cake Boss’

• Talking about mistakes

• Basic ingredients

• Listening B2 ‘Customers Ordering Pastries’ • Listening B2 ‘Pastry Chef Challenges’

• Describing a pastry recipe • Recommending a product

• Basic techniques

• Reading B2 ‘Birthday Cakes and What They Mean to People’

VIDEO

• Understanding common mistakes in the kitchen MASTERING RECIPES VIDEO CELEBRITY CHEF RECIPES

• Presenting a pastry recipe MASTERING RECIPES VIDEO CELEBRITY CHEF RECIPES

VIDEO ROLE PLAY

INVALSI TRAINING

Talking about a wedding cake in a bake shop

The catering manager – Writing a CV/a personal profile/a covering letter – Preparing for an interview

WORD BANK p. 318

WORD LIST AND CONVERSION CHARTS

p. 328

welcome to MASTERING COOKING MASTERING COOKING è un corso di inglese rivolto agli studenti degli Istituti Professionali, indirizzo “Enogastronomia e ospitalità alberghiera” (articolazione “Enogastronomia”). The Catering Industry

Il volume si articola in 13 unità suddivise in 4 sezioni principali, organizzate in questo modo:

theory Flipped classroom

Types of restaurants

Brasseries or bistros

Ethnic foods are foods that are regarded as unique to a particular cultural group, ethnic group, religion, nation or heritage.

These French-style restaurants are common in the UK nowadays. They and are similar to an Italian ‘trattoria’ food tend to serve a limited menu of all day, at reasonable prices.

These are popular and economical places to eat in the UK. They are restaurants in pubs, offering a wide range of simple, tasty meals prepared quickly.

Before the lesson, go to the and learn about the types of restaurants.

are prepared and served to customers Restaurants are places where meals different forms of restaurants. sitting at tables. There are many

Ethnic restaurants

Gastropubs

settoriali, spesso organizzati in paragrafi, mappe e tabelle per facilitare la comprensione. • Attività per lo sviluppo delle abilità linguistiche, articoli e video autentici, proposte di attività per la classe capovolta e compiti di realtà.

food, These serve particular types of such as vegetarian, seafood or steaks, or use particular cooking techniques, like barbecue or smokehouse.

Before the lesson, go to the and practise the dialogue with the karaoke. Underline the expressions used to present and describe a recipe.

and then we need to leave it to rest for a few minutes after that. Then we need to make the chicken butter sauce. Heat some oil in a frying pan and gently sweat 150g of trimmed and finely chopped baby leeks for 5 minutes. When the leeks have softened, add 2 tablespoons of dry white wine, 100ml of chicken stock and 2 tablespoons of double cream and allow the sauce to reduce by half. Without boiling or the cream will curdle. Precisely! Then slowly add 250g of unsalted butter, whisking it until the sauce is thick. Add a squeeze of lemon together with herbs right at the end. This will balance the dish with some acidity. How are you serving this dish, chef? Quite simply on a large sharing plate with some rapeseed oil drizzled over the fish and the chicken butter sauce poured over it. It looks amazing chef!

SC HC

1.35 Read and listen to the conversation. Tick (✔) all the techniques

• frying • stirring

• glazing • sweating

• marinating • mashing • tossing • whisking

READING COMPREHENSION

a b c d e f g

situations. calculating time required categorising the dish estimating portion sizes explaining how to make it listing what is in it saying how you will present it suggesting ways of improving it

130

• Attività di sviluppo e

consolidamento del lessico specifico e tecnico dell'unità.

these sentences are T (true) or F (false).

4 _______________ Where: __________ When: __________

6 _______________ Where: __________ When: __________

8 _______________ Where: __________ When: __________

SPEAKING

you go to and why. What kind of and talk about which type of restaurants Look at the pictures on pages 14-15 you like about that type of restaurant? or informal? Is there anything else food do they serve? Is service formal 15

131

invalsi training REAdInG B1 – MuLTIPLE MATCHInG

where you eat in a place of work NECATEN canteen Past simple Past continuous TELBYCERI FECH ___________ the owner is a famous TV personality a restaurant that serves food from a different country ___________ Si usa il Past continuousNITECH per descrivere azioni in corso di svolgimento Si usa il Past simple per parlare di azioni e situazioni accadute in un nel passato. passato and e ormai concluse. you preciso can eatmomento food likedelburgers kebabs cooked very quickly TAFS DOFO ___________ where you go if you want high-quality food and waiter service INEF NGIDIN ___________ On this day, one year ago, I was serving my first customers My boyfriend opened a new restaurant in Chicago a week ago. where you go if you want to be sure of what you find on the menu and at the café. Did you see MasterChef Italia on TV last night? howI much it young costs when I started working in my uncle’s bistrot SHANFIRCE was very Were the waiters working at the restaurant at 6___________ p.m. 7 you in can eat particular foods like steak or vegetarian dishes in this kind of restaurant PELISCYATI ___________ Paris. yesterday evening? 8 the restaurant you go to if you like a special atmosphere and unusual food MEETH ___________ Si possono usare il Past simple e il Past continuous nella stessa frase per indicare che durante lo svolgimento di un’azione, è accaduto un fatto. When the chef was promoting his new cookbook on TV, his co-author had an accident. Complete these sentences with appropriate words. This company provides ___________________________ for all the schools in the area, delivering lunches snacks.simple Grammar map and 3: Present We stay and sleep in ___________________________ on holiday or when we study or workGrammar away from home. map 4: Present continuous Restaurants and hotels provide ___________________________, which aims to make a profit. 1 you Complete this text with correctyou tense the verbs in brackets, Pastcatering. simple or Past continuous. When travel on trains, shipsthe or planes, findof___________________________ ___________________________ businesses include places to eat, drink, stay and have fun. Last month I (1) __________ (go) to Paris to visit my aunt. One night, we (2) __________ (have) dinner in a fancy restaurant in Montmartre when my aunt (3) __________ (get) a call on her mobile phone and (4) __________ (go) outside to talk. Look at the pictures and write the names for the restaurant areas. While she (5) __________ (speak) to her friend, I (6) __________ (see) a man in a white chef’s uniform who (7) __________ (sign) autographs. It (8) __________ (be) Anthony Bourdain! ‘Excuse me, can I take a photograph with you and me together?’, I (9) __________ (ask). He (10) __________ (say) yes, so I (11) __________ (stop) a waitress who (12) __________ (pass) and (13) __________ (give) my mobile to her. After she (14) __________ (take) the photo, I (15) __________ (wish) Mr Bourdain all the best and I (16) __________ (go) back to my table. Two days later, while I (17) _________ (wait) for my plane to go home, I (18) _________ (hear) the news of Anthony Bourdain’s suicide. I (19) _________ (be) so shocked that I (20) _________ (start) crying in front of all the passengers of my flight. 3 ________________

4 ________________

COOKBOOK GHOSTWRITERS

Are there writers who are chefs, and chefs who are a writers? Of course there are, but they are the exception. This is why most cookbooks take two or more , but there can be people to create: 1 more people involved. Graphic designers, marketing agents, editors, publishers, photographers. Most of the time, the team on a book requires many different talents and can be expensive.

5 ________________

1 I ___________________ (be)Ba food blogger when was in my thirties. (✔) delivery A extremely service C I transfer D uniform 2 ___________________ your B mum ___________________ (work) as a Dwaitress canteen A cellar dining hall C kitchen toilet in that famous restaurant on 5th Avenue? ___________________ some years ago. (✘) welfare3 Famous A chefs business B cost (appear) onC TV spa D well-being (create) restaurants before she had our baby. (✔) leisure4 My wife A ___________________ food B free timewebsitesCforsleep D work 5 WhereA___________________ (buy) food D when you lived in Shanghai? recommend worry B you start___________________ C introduce advise 6 We ___________________ (advertise) our restaurant until we hired our new chef. (✘) Write the Italian equivalents for these words and expressions. 3 Complete these sentences with the correct tense of the verbs in brackets, Past simple, Past continuous or used to. 1 fine dining _______________ 4 supplier _______________ 1 When my father worked in India, he ___________ (eat) a lot of spicy food_______________ but now he just can’t stand chilli or ginger. 2 full service _______________ 5 delis 2 ___________ (you / taste) the new recipe at Carlos’ 6yesterday? 3 till _______________ counter _______________ 3 While I ___________ (cook), the phone ___________ (ring) twice. 4 When the Internet was not so popular, I ___________ (book) hotels and restaurants weeks ahead. 5 We ___________ (not / miss) a single episode of Hell’s Kitchen last year, I adore Gordon Ramsey! 6 The chef ___________ (explain) the new kitchen rules but I ___________ (not / pay) attention and he was very upset!

Puoi scaricare gratuitamente dal sito www.elilaspigaedizioni.it i seguenti materiali: materiale didattico supplementare | tutti gli audio in formato MP3 | il FLIP BOOK School meals Scheda di approfondimento online

Read the article about ghostwriters. Parts of the text have been removed. Choose the correct part (A-G) for each gap (1-5). There is one extra part that you should not use. The first one (0) has been done for you.

It takes a lot of hard work and experience to be a good chef and create awesome recipes to share with the . It takes an ability to put world 0 your knowledge into words that people without culinary experience will understand.

Combine these words to make new ones. Forma Uso used to + forma base del verbo Si usa used to per parlare di situazioni e abitudini passate che non sono music – restaurants – facilities – canteen – satisfaction Nelle forme interrogativa e negativa e nelle short answers si usa più vere nel presente. l’ausiliare did. shows in our pizzeria years ago but it was too 1 leisure __________________ 3 factory _______________ We used to have 5livelive _______________ ‘Did you use to bring your own food when were_________________ in primary noisy for our customers, so we stopped. 2 customer _______________ 4 you chain school?’ ‘No, I didn’t.’ Choose the word that means the same. 2 Complete these sentences with the affirmative ( ✔ ) or negative ( ✘ ) form of used to. 1 franchise A agreement B French C post D sale

2 _______________ Where: __________ When: __________

• • • • • •

proposte di attività per la classe rovesciata e compiti di realtà.

2 3 4 5 6

• • • • • •

competenze professionali.

Past simple vs Past continuous

used to

7 _______________ Where: __________ When: __________

• Ricette, video con simulazioni di situazioni professionali,

Read the definitions and solve the anagrams to find words related to catering.

2 ________________

5 _______________ Where: __________ When: __________

numerose attività di pratica e comunicazione.

Work in pairs. Now complete a profile like the one in exercise 2 for a recipe of your choice. Then role play conversations like the one in exercise 4, explaining how to prepare your dishes.

1 ________________

3 _______________ Where: __________ When: __________

• Box di consigli pratici e strategie per lo sviluppo delle

1 2 3 4 5

restaurants – first restaurant – fast-food restaurants – fine dining coffee houses – family dining restaurants public eateries – themed restaurants overnight inns – street sellers and

1 street sellers/public eateries Where: Ancient Greece, Rome and China When: 300 BC-500 AD

il lessico in contesto e le principali strutture comunicative.

vocabulary grammar 1 2revise 1 2 3 4 5 6

into the correct

Typical bars and restaurants in the UK and the USA, pp. 356, 368

types of restaurant in the box

• Tabelle riassuntive della fraseologia presentata seguite da

Read the answers and write the missing questions to complete the conversation. Sous chef (1) ______________________________________________________ ____? Head chef I’m going to show you an asparagus risotto. Sous chef (2) ______________________________________________________ ____? Head chef Four people. Sous chef (3) ______________________________________________________ ____? Head chef It takes about 15 minutes to prepare and 30 minutes to cook. Sous chef (4) ______________________________________________________ ____? Head chef First, quickly cook the asparagus in boiling water. Next, gently fry the onion in oil and add the rice to coat it in oil. Sous chef (5) ______________________________________________________ ____? Head chef Just for about a minute. Then add the wine and simmer until it’s absorbed. We add the stock gradually and then the asparagus, some butter and season. Sous chef (6) ______________________________________________________ ____? Head chef We serve it immediately with grated parmesan.

Go to page 398 and revise the unit vocabulary.

history of restaurants and put the the missing information. order. Then listen again and complete

1.02 Listen to an expert talking about the

LAB

Divide the class into small groups. You are going to cook for a dinner to mark the 100th anniversary of your school or college. You should prepare the recipe for the main course with: • a list of ingredients • a list of techniques • serving specification You should present your recipe to the rest of the class. The class votes for each dish, giving it a score out of 10 for each of the elements above. The group with the best mark wins the competition.

Dish name ____________________ Serves ____________________ Preparation time ____________________ Ingredients ____________________ Cooking time ____________________ How to serve ____________________

opinion, which are the most

setting. Gourmet restaurants have a formal cooking technique. restaurant can be the type of food or The distinguishing feature of a speciality All franchises are fast-food restaurants. Gastropubs aren’t generally very expensive. at night. Cafeterias and delis aren’t usually open A pop-up restaurant can be anywhere.

COMPITO DI REALTÀ – Presenting a main course recipe MEDIATING CONCEPTS

Read the conversation again and complete the recipe profile.

REVISE VOCABULARY

1 2 3 4 5 6

delis rosticcerie affordable convenienti legacy eredità

• Dialoghi o esempi di comunicazione scritta che presentano

Read the functions language above and match the functions to the

WRITING & SPEAKING

used to prepare the dish.

Read the texts again and decide if

LISTENING

14 Explaining the recipe • Add 1 tablespoon/2 teaspoons/a cup/a pinch/100g/300ml of... • Preheat the oven to... / Heat some oil in a pan. • Reduce the flame to a minimum. / Turn down the heat. • Finely/Roughly chop... / Cut into squares/cubes/rounds... • Continue stirring/mixing/whisking until smooth/thickened/melted. • Roast/(Flash) Fry/Grill/Bake until cooked through/golden/softened. • Line the tray with baking paper. / Cover it with foil/a lid. / Wrap it in cling film/a damp cloth. • Leave to rest/cool/rise/set for ... minutes. • Drizzle/Pour the oil/sauce/honey over the... / Squeeze the juice of... • Season well with salt and pepper.

Balance the flavours with some lemon juice. Garnish it with some freshly chopped herbs. It is a vegetable starter. It takes about 30 minutes to prepare. It will serve 4 people. The techniques used are simmering and reducing. You will need four eggs, some milk and flour.

In your types of restaurants on pages 14-15. Look at the names of the different popular restaurants with young people?

READING COMPREHENSION

Presenting the dish

1 2 3 4 5 6 7

GET STARTED

• It’s a main course/starter/side dish/a fish/meat/vegetable dish. • It would/will serve.../It serves ... people. • It takes about 30 minutes to prepare/cook. / The preparation/cooking time is about... • The ingredients are... / You will need... • The method is... / The techniques are... • (You can) Balance the dish with some... • (Simply) Serve on ... with... / Garnish with...

PHRASEOLOGY

Flipped classroom

Preparing a dish A head chef is showing a sous chef the recipe for the main course fish dish.

can eat similar dishes These are restaurants where you country, or even across in different restaurants across the the world. They range from fast-food restaurants like McDonald’s to familystyle dining like TGI Fridays to more expensive celebrity chef chains, such as Jamie Oliver’s.

These offer high-quality food and wine, served by skilled professional waiters in a formal setting. They tend to be expensive and you often need to book well in advance.

Presenting and explaining a recipe

• filleting • squeezing

One of the latest dining trends, these restaurants open temporarily at outdoor venues such as music festivals or sporting events, in pubs or restaurants or even in people’s 3 homes. They are the legacy of the 1960s and 1970s supper clubs and people like them because they provide inexpensive and exciting new ways to eat out.

recorded USA in the 1930s and 1940s, with the first Supper clubs probably originated in the They were typically decorated with American Supper Club in Beverly Hills, California. to attract passers-by. They offered wholeparticular nautical, exotic or ethnic themes a relaxed cocktails to after dinner entertainment in evening entertainment from pre-dinner food. They were generally situated near atmosphere. And they provided good, home-cooked highways. USA major on or resorts holiday

Franchise or chain restaurants

Gourmet or fine dining restaurants

lab / Cooking Techniques

• boiling • chopping • pureeing • roasting

These include several types of open restaurants that are only usually cold during the day. They serve hot and snacks and drinks, cakes and pastries, at 2affordable prices.

Have some more

• Testi di teoria che affrontano i temi tecnici e

Pop-ups

Speciality restaurants

THEORY

SC = Sous chef; HC = Head chef SC So what’s this new dish you are showing me, chef? HC It’s a main course fish dish: Lemon sole in chicken butter sauce. SC How many people would that serve? HC It would serve two or four people depending on the size of the fish. SC And how long does it take to prepare? HC It takes about 30 minutes to prepare and about 20 minutes to cook. SC So what’s the first step? HC You need to preheat the oven to 180˚C. Meanwhile, I’m going to fillet the fish into four fillets, taking it off the bone with a sharp filleting knife. Then, you drizzle the fish with olive oil and season it with salt and pepper, before placing it on a roasting tray in the oven. SC How long is it going in the oven for? HC For about 12 minutes, or until it’s cooked through

Cafés, cafeterias, 1 delis or coffee houses

A B C D E F G

It is no longer enough to be a master chef at a prestigious restaurant. If you want to be a star in the culinary world, chefs must be in the public spotlight. This can include TV and radio appearances, interviews or – in most cases – creating a cookbook. , chefs do not often have But 2 the time to write books. It is mainly a publishing company, or a ghostwriter, who take care of it. According to some writers, while chefs may create some of the content, they don´t even read the final book. What are the requirements to be a cookbook ghostwriter?

• Capture the soul – A good chef is also an artist, a food philosopher in most understanding and cases, so 4 talking to the chef and the best moment to talk to a cook is at the stove, when they are cooking, happy, remembering how they learned the craft.

• Clarify the steps – According to Julia Turshen (ghostwriter for Gwyneth As hard as it may seem to live the life Paltrow´s My Father´s Daughter), of a writer behind the closed doors the best way to write a recipe is not of a kitchen, there are some great knowing anything about cooking. moments too. For those with a Julia Moskin adds: ‘Oddly, one of combined pleasure in writing and the best qualifications for the job is . cooking, 5 ignorance: if you know nothing at all, you’ll begin your EXAM TIPS explanation from ’. zero, and 3 • Per prima cosa, leggi il titolo e il testo, poi esamina con attenzione le parti mancanti e comincia a inserire negli spazi vuoti le parti di cui sei assolutamente certo, non è necessario there is usually a writer and a chef 0 che siano le prime. but writing a cookbook is a whole different thing ____ • Naturalmente dovrai essere sicuro del significato delle frasi che this is the best job ____ precedono e seguono i vari gap. that will suit all readers ____ • Ricordati che ci saranno sempre dei distrattori, cioè delle parti chefs are the best ____ in più che vanno scartate. the writer has to spend time ____ • Quando hai finito, rileggi tutto il testo per verificare la coerenza since they are so busy in the kitchen ____ logica.

INVALSI TRAINING Una pagina in ogni unità dedicata alla preparazione della Prova Nazionale INVALSI d’inglese, con attività di reading e listening suddivise per livello (B1 e B2).

LISTEnInG B1 – MuLTIPLE MATCHInG

1.09 Listen to three people talking about their favourite restaurants. Select the correct speaker (1-3) to match the descriptions (A-G). There is an extra sentence. The first one (0) has been done for you. You will hear the recording twice.

0 This customer notices even the smallest thing when he goes to a restaurant. 2 A The relationship with waiters is very important. ____ B This person thinks that good food can be expensive. ____ C This restaurant is little but special. ____

D Efficiency can be decisive. E This person just hates globalisation. F This person is not keen on meat. G This customer appreciates eating in a quiet atmosphere.

____ ____ ____ ____

attività di preparazione alle certificazioni Cambridge English Qualifications e LanguageCert International ESOL INVALSI attività di preparazione alla prova INVALSI

ALTERNANZA SCUOLA-LAVORO attività per i percorsi di Alternanza Scuola-Lavoro MEDIATION attività per lo sviluppo delle competenze

di mediazione (cfr. nuovi descrittori QCER)

Career paths Rimando a un argomento

correlato nel volume

ONLINE INTERACTION attività per lo sviluppo delle competenze

di interazione online (cfr. nuovi descrittori QCER)

that impression. although they may give their viewers can be filmed quickly in just a always cook on a film set, and a series up the set. Different seasons few days and then the film crew packs clever lighting and stage design. and moods are conveyed through when 2 Believe it or not, celebrity chefs often cut themselves number of years they have they are cooking on TV, despite the chefs! This is because they trained and worked as professional better knife skills doing all the usually have sous chef with much prep work for them in their kitchen.

should have. (✔) all the areas of expertise a chef Read the texts on page 328 and tick • cooking techniques • communication • budgeting • nutrition • information technology • hygiene • table service • social media • sensory evaluation

READING COMPREHENSION

a chef TECHNIQUES Without culinary techniques know they must cannot create new recipes. Therefore and preservation all the main preparation, cooking needed. techniques, together with the equipment

modern nutrition sacrificing and how to successfully apply it without should be good culinary norms and traditions. Cooking not bad for your health.

NUTRITION A chef must understand

be able to carry This means using out sensory evaluation of food products. and sound to check the senses of taste, sight, smell, touch of food. the taste, freshness and doneness

SENSORY EVALUATION A chef should in a In the field of catering, a chef works restaurant or a hotel kitchen, in banqueting, in commercial or private catering. and He or she is responsible for preparing managing cooking food for customers and for duties. their out carry they kitchen staff as He or she A chef shouldn’t just be able to cook. expertise. should have many different areas of

Top tips for chefs out food – try • Always be creative and passionate ab out new dishes, products and techniques. • Pay attention to detail. can give quality • Develop good business sense so you to your customers and make a profit. together • Become a team player, willing to pull under the constant pressures of a busy kitchen. d polite • Problem-solve and be constructive an with other staff and customers at all times. • Work hard and make sure you are physically and mentally fit for the job. ood chef, it is that to become a g Always remember • essential to embark on lifelong learning to ensure you continue to perfect and improve your skills throughout your catering career.

at a personal are vital for

HYGIENE Hygiene, order and precision level, for equipment and work stations, professional chefs.

respect and follow accidents or illness

WORKPLACE SAFETY A chef should rules of workplace safety to avoid in a professional kitchen.

is kitchen. key to running a successful professional strengths and weaknesses This involves recognising people’s and building on them.

and staff ORGANISATION Organisation of workload

INVALSI Read the texts on page 328 again

any restaurant, portion size of every from the ingredients used, to the try to offer the best dish on the menu. A chef should quality at the best possible price.

vital to a restaurant’s success. It communicates traditional (TV, radio, customers who evaluate it, and with social media etc.), newspapers) and new media (internet,

Yotam Ottolenghi and answer the

1 2 3 4 5 6

this online customer You are the manager of Café Co. Read Write about 100 words. It was busy. Not normal.

coming to an end.

What can we do to make them feel better?

going to carry on watching TV So what do you think? Are you you see isn’t always real? cooking shows, knowing that what

   

complaint and write a reply using

all your notes.

Reviewed 26 June

We came into Café Co. last Tuesday. 30 minutes to be We had to wait 15 minutes for a seat and had no apology or served. Staff were rude and unhelpful. We and told all our offer of compensation. We won’t be returning friends about the bad service too.

Will ask staff about this.

Di Conrad

about your future career ViDeo RoLe pLAY & SpeAkiNg Talking

correct option (A, B, C or D). 4 TV cooking competitions… A are essentially unfair. filming. B contain all the footage shot during to be. C seem more dramatic than they need cook. D show chefs not knowing what to ticle? 5 What would be a good introduction to this ar food preparation A Modern cookery shows try to demonstrate but they don’t always in the most authentic way possible, succeed. Here’s why. the most popular B Nowadays cookery shows are amongst seems behind the scenes. programmes on TV, but not all is as it the scenes and reveal C Some cookery shows take us behind prepare food and why and how they source ingredients, demonstrate recipes to us. pretending to be D We reveal why celebrity chefs are something they are not.

talking to her Watch this video of a trainee chef she would like to do a tutor about the type of restaurant the screen and take placement in. Read the prompts on the role of the trainee chef.

Now watch the full version of the compare your answers.

between a tutor Work in pairs. Role play the conversation placement. and a trainee chef who wants a work answer questions about: Remember to swap roles. Ask and • skills and experience and available • the type of restaurant • the financial and practical help required service of • the style

video and

CAREER PATHS

father from a Florentine Jewish merchant family. Both families came to Israel to escape persecution in WWII. Yotam himself learnt Hebrew and Arabic at school and spent his military service in Israel working for army intelligence. Then, he went to Amsterdam to write a thesis in philosophy, before deciding to enrol in a Cordon Bleu pastry chef course in London. After that, he worked in many of the best restaurants in London and met his business partner, Sami Tamimi, a Palestinian chef also living and working in London. An Israeli and a Palestinian working side-by-side, which just goes to show that food really does transcend

Alla fine delle 18 unità, una sezione di approfondimento sui mestieri legati al settore enogastronomico, con consigli pratici per affrontare la ricerca del lavoro e l’ingresso nel mondo professionale.

differences.

and where does he work? Where was chef Yotam Ottolenghi born Where can you find his recipes? cook? What kind of food does Ottolenghi style? informed his international cooking What elements of his background have where? and What kind of chef did he train to be is the significance of this? Who is his business partner and what

questions below.

Israeli-born chef Yotam Ottolenghi is changing the way London eats. According to the American magazine The New Yorker, the food he serves in his London restaurants and delis, the recipes he provides in his cookery books and weekly online Guardian food blog are full of the colours, textures and tastes of the Middle East. But his food is not ethnic food based on only one tradition, nor fusion cooking, where you can’t quite decide what you’re eating. Yotam Ottolenghi’s cuisine is new, vibrant and exciting. He uses fresh British ingredients and borrows ideas for what to do with it from around the world. The explanation for this might be his a rich background. His mother is from German Jewish academic family, his

BUDGETING Budgeting is central to

n is COMMUNICATION Effective communicatio with

B, C or D). and choose the correct option (A, kitchen? 4 How do you avoid accidents in the C By organising staff. A By cleaning it. D By talking to the staff. B By following rules. when 5 What should a chef always consider budgeting? C profit A competition D quality B customers for a chef? essential not is following the of 6 Which C precision and detail A Being properly trained. together. B Defending your position. D Working

1 What is a chef responsible for? C a kitchen A a banquet D a restaurant B a hotel for a chef to know 2 What is the most important thing about food products? C their dieting benefits A the best recipes D their seasonality B their cost about food? 3 What does a chef’s senses tell them cooked. A all of the following C If it’s D If it’s fresh. B How it tastes. Read this article about celebrity chef

• food products • organisation • workplace safety

A a loyalty card B a free bottle of wine C two meals for the price of one 5 You will hear the promotional message of a restaurant. What is its unique selling point? A It has a vibrant atmosphere. B It is an independent restaurant. C It serves seasonal, local food. ebsite 6 You will hear a web designer discussing a w ebsite with a restaurant manager. What does the w need according to the designer? A a gallery of recent photos system B an online booking C up-to-date menus

WRITING

competition!

1 Celebrity chefs always… A appear on TV. B cook the food. C find the ingredients. D try out the recipes. 2 TV cooking shows are filmed… A at different times of the year. B during long and complicated shoots. C in the places you see on TV. D using special effects. 3 TV chefs often cut themselves because… kitchen. A it isn’t what they usually do in the kitchen prep. B they don’t get enough practice at C they don’t have enough training. D they run out of time.

GET STARTED

often can’t 4 Moreover, chefs on TV cooking competitions writers get writer’s block, chefs think of anything to cook! Just as an idea for a dish, which can get cooking block, or they have it should, so they lose the doesn’t turn out or doesn’t taste how

shows is seem to fall out very seriously, comes to mind. Sometimes people as quickly when the episode is very quickly and then make up just

INVALSI Read the article and choose the

extensive or she employs in the knowledge of the food products he characteristics, kitchen, including their organoleptic their use and above all their seasonality.

of winning, but a lot of Each competitor has the same chance a degree of competitive the film footage is cut. There is, however, sabotage that goes on between chefs!

on some cooking

How about cooking competitions – are they actually fair? Yes, they are, although they don’t always seem to be. The judging of shows such as MasterChef, or the Great British Bake Off, is subject to rigorous criteria.

4 You will hear two friends talking about a new restaurant. What is the promotion?

A ethnic B fast food C fine dining layout 3 You will hear a head chef discussing the new payment of a restaurant with a designer. Where is the station going? A in the middle of the dining room B near the kitchen C There isn’t one.

5 Last, but not least, the tension and drama Hell’s Kitchen invented. Shows like Gordon Ramsey’s

READING COMPREHENSION

FOOD PRODUCTS A chef must have

(A, B or C). 1.10 Listen and choose the correct option urant 1 You will hear two people talking about a resta out it? they visited. What does the man like best ab A the food B the location C the service or about t telling her tut catering studen 2 You will hear a is it in? her work placement. What type of restaurant

or homes,

1 TV chefs do not usually cook in their own kitchensThey almost

Career Paths

KEY WORDS FOR A GOOD CHEF

the face you see on TV, Although celebrity chefs are always have teams of professionals they don’t do all the work. They creating and testing doing everything: sourcing ingredients, on their shows. new recipes, preparing the dishes volume of their work Hardly surprising, considering the restaurant chains, making commitments: running successful new cookbooks every numerous TV appearances, writing and cooking ranges. cookware own their year and designing want us to know about. These are the secrets chefs don’t

Una doppia pagina alla fine di ciascuna sezione con un articolo autentico e attività di comprensione orale, produzione scritta e video role play (simulazioni di situazioni professionali per la messa in pratica delle competenze comunicative).

The chef

LISTENING

The SecreTS of TV cookery ShowS

TEST YOUR COMPETENCES

Care er paths

The World of Catering

test your competences

www.ottolenghi.co.uk

SPEAKING

who promote it.

ones are more or less important? page 328 for becoming a chef. Which Work in pairs. Discuss the tips on have and which you do not have? Which qualities do you think you

329

Dossier

328

the unite d kingd om

The term ‘England’ is often incorrectly used to refer to the whole of the UK and the term ‘English’ to refer to the citizens, instead of using ‘British’ or the individual country’s nationality.

Dossier

and Northern Ireland, commonly The United Kingdom of Great Britain UK, includes the countries of England*, called the United Kingdom or the Scotland, Wales and Northern Ireland. which Britain) refers to the largest island Great Britain (or sometimes just and Wales while the expression Scotland England, of countries includes the of islands off the north west coast British Isles refers to this entire group Britain, Ireland, the Channel Islands, of mainland Europe, including Great others. many and the Isle of Man, the Orkney Islands of 2 244,000 km and has a population The UK covers an area of just under 55.6 million people living in England, approximately 66.04 million, with Ireland. in Wales and 1.9 million in Northern 5.4 million in Scotland, 3.1 million with 413 people per square kilometre England is the most densely populated kilometre. square per people 68 with and Scotland the least densely populated east of UK is London, situated in the south The capital city of England and the as one A famous tourist destination, as well the country on the River Thames. financial centres in the world, London of the most important business and located on the Bristol Channel, is the has a population of 8.7 million. Cardiff, the in city largest the is it of 363,000, capital of Wales and with a population of 503,000, is the capital of Scotland country. Edinburgh, with a population while the capital of Northern Ireland Wales is Belfast (population 339,500).

CULTURE Una ricca sezione di civiltà, suddivisa in 4 dossier che esplorano i principali aspetti della geografia, della storia, della società e delle tradizioni culinarie di UK, USA, ESW (English-Speaking World) e Italia.

The national flag of the UK is the Union Flag (often called the Union Jack) and it is made up of the flags of Scotland, England and Northern Ireland.

Quick facts

The USA covers an area of (6) ________________ __, more than twice the size of the European Union. The population is currently estimated at (7) __________________. The District of Columbia has the highest population density at 10,994 per square mile, followed by New Jersey at 1,218 per square mile. The two states with the lowest population density are or Wyoming and (8) ________________ monarch, which means that the king constitutional a with __ with, democracy respectively, 6 and 1.3 inhabitants by the people. a parliamentary The United Kingdom isper square mile. Government, which is voted into power This is the District of Columbiathe a prime minister is the Head of the Head of State queen is where (9)and __________________ is the statehas but very limited powers. The business ceremonial the capital city Washington DC is located.who must remain politically impartial, with the highestduties population, and decisions made in one The monarch, (2018 estimated figure). Commons and the House of Lords,39,557,045 It is land which was donated by the State in the House of of the UK parliament takes place of Maryland specifically The US to build the to be approved flag, other. the commonly by called the (10) __________________, and a national Assembly in have has 50 white stars nation’s capital and is House not part of any state. to represent in Scotland, a national Assembly in Wales and 13 stripes to represent varying levels of power from the There is also a national Parliamentthe number of states the original 13 colonies. devolution, which happened in 1999, transferred parliament Northern Ireland. The process of the devolved institutions in the UK while keeping the authority over UK parliament to these countries, culture, transport, justice and health. matters such as education, environment, itself. The devolved powers include

England 55.6 million

Scotland

149 per sq km

* Edinburgh

GET STARTED

Then read the text Work in pairs and answer these questions. and check your answers. 1 What is the capital city of the UK? es can you name? 2 What other cities or landmarks/plac of the country? 3 What do you know about the geography rivers? or Can you think of any mountains

READING COMPREHENSION

346

Northern Ireland

135 per sq km

UK political system

READING COMPREHENSION

MEDIATING TEXTS

Read the text again and complete

the united states of ameri ca

Quick facts

The United States of America is situated between the Pacific and (1) __________________ Oceans and it has borders to the north with (2) ________________ and to the south with (3) __________________. It is formed of (4) ________________ __ states and a federal district*. Two of these states are actually separate from the rest: Alaska is located to the north west of Canada and (5) __________________ is an archipelago in the middle of the Pacific Ocean. The US also has overseas territories, such as the United States Virgin Islands and Puerto Rico in the Caribbean and American Samoa in the South Pacific, which are controlled to various degrees by the US government.

Read the text and answer these questions. the UK? 1 What political system is there in 2 What role does the monarch have? 3 How is the UK parliament divided?

the fact files.

READING COMPREHENSION

Use the information in this fact file to complete the presentation of the USA.

SPEAKING

Work in pairs. Have you ever been to the USA? What places did you visit or would you like to visit?

266

Name: United States of America Area: 9,826,675 km2 Borders with: Mexico, Canada, Pacific Ocean, Atlantic Ocean No. of states: 50 (48 contiguous states; Hawaii and Alaska are separate) + the District of Columbia

US political system

The USA is a constitutional federal republic. The US Constitution, which entered into force in 1789, is the framework for the American system of government. It defines the three separate branches of government – legislative, executive and judicial – and their powers. Each of the branches of government has a form of power over the other two in order to ensure that no single branch can become dominant. The legislative branch, Congress, EU institutions is separated into the House of Representativ es and the Senate, with some shared and some unique powers. The executive branch is led by the President, who is elected every four years and can serve for a maximum of two terms. The judicial branch is led by the it happen in the UK? Supreme Court, which has the responsibility 4 What is devolution and when did to ensure government actions parliaments and laws do not violate the Constitution. 5 What powers do the devolved national have? Amendments to the Constitution are possible, but so far only 27 amendments 347 have been made. The first ten amendments, called the Bill of Rights, guarantee important freedoms to every American, including the freedom of speech, press and religion. The other amendments concern the expansion of political Monument Valley, Arizona and civil liberties such as voting rights and the abolition of slavery.

Capital city: Washington DC Population: 330,073,471 State with highest population: California State with lowest population density: Alaska Flag: Stars and Stripes

READING COMPREHENSION

Read the text and answer these questions. 1 What type of government is there in the USA and how is it structured? 2 Who is the leader of the executive branch?

US Capital Building Washington DC

3 What is the role of the Supreme Court? 4 What is the Bill of Rights?

INTERNET RESEARCH & WRITING

Find out more about one of the three branches of the US government. Write a short report on its structure, role, responsibilities and the people currently in positions of power within the branch.

267

Il FLIP BOOK è la versione digitale interattiva del libro di testo, da utilizzare in classe con la lavagna interattiva (LIM) oppure a casa per ripassare e studiare in modo autonomo. Al suo interno troverai: • esercizi interattivi e auto-correttivi e audio degli esercizi di ascolto • video con opzione sottotitoli • mappe grammaticali interattive con audio e esercizi extra • flipped classroom con gallery per la pronuncia del lessico specifico e karaoke per i dialoghi • video role play e videoricette • grammar maps esplorabili con audio • libro liquido, dove potrai modificare lo sfondo e il carattere del libro digitale, e ascoltare la lettura dell’intero volume • accesso diretto al sito con schede di approfondimento Come scaricare il FLIP BOOK • accesso diretto a WebLAB (piattaforma di esercitazione grammaticale) e WebCLOUD • Vai sul sito www.elilaspigaedizioni.it/ (piattaforma di composizione creativa) libridigitali • tavola interattiva con audio dei simboli fonetici • Inserisci il codice che trovi su questo • mappe di UK, USA e ESW libro e accedi al libro digitale

the world of catering

Objectives

THEORY Getting to know: ∞ the world of hospitality ∞ the types of restaurant ∞ the restaurant location and layout ∞ the restaurant services and facilities ∞ what a business image is ∞ what customer profiling is ∞ the main marketing strategies

LAB Learning: ∞ how to start a business ∞ how to promote a business ∞ how to write promotional texts ∞ how to create promotional videos ∞ how to create a website ∞ how to create a social media page ∞ how to deal with online complaints and reviews

ALTERNANZA SCUOLA-LAVORO NAME: Giulio Angeloni AGE:

WORK EXPERIENCE: Trainee assistant manager in a famous food outlet chain Go to the FLIPBOOK and read Giulio’s report about his work experience.

VIDEO ∞ Promotional videos: The ES Bakehouse

p. 39

∞ VIDEO ROLE PLAY: Talking about your future career

p. 47

1 The Catering Industry The world of hospitality Hospitality is a word used in travel and tourism to describe the services a customer receives from an organisation or company such as catering, entertainment, accommodation, transport and other related tourist services. Businesses* offering hospitality include restaurants, pubs, bars, clubs, hotels as well as sports and leisure facilities. Hospitality is a growing industry with hundreds of millions of people making use of it each year.

Two of the principal service areas of this industry are catering and accommodation. By accommodation, we usually mean the choice of where to stay when we are on holiday, but we also choose accommodation when we visit a place for work or for study and when we are travelling, for example on a ship or on a train.

Business /ˈbɪznəs/ can mean: • the activity of making, buying, selling and supplying goods or services for money. This is an uncountable noun. It’s a pleasure to do business with you. • a company, a commercial organisation such as a shop or a factory. This is a countable noun. They have got a small catering business.

Different types of accommodation

We generally think of catering as organising food and drink services for social events or gatherings, but catering is also part of our everyday lives at school, at work, in hospitals and even when we travel.

GET STARTED

1 What is hospitality? Give a definition. Then read the text above and check your answer. READING COMPREHENSION

INVALSI Read the texts on pages 10-11 and choose the correct option (A, B, C or D).

1 2 3 4 5

Which of these businesses offer hospitality? A bars B hotels C sports centres The hospitality industry is... A growing. B in decline. C not very popular. Accommodation refers to the place where you… A live in all the time. B stay in summer. C study in. Which of the following provides welfare catering? A fast-food outlets B hospitals C snack bars Which of these is always true about off-premises catering? A It’s for public B It’s for private C It’s for people events. events. travelling.

D all of these D not changing. D stay when on holiday. D vending machines D The food is provided in a different location.

theory / The Catering Industry There are four main types of catering: commercial catering, welfare catering, off-premises/outsourced catering, transport catering.

Welfare catering Provides food and services to people in public places such as schools and colleges, hospitals, the armed forces, prisons and some companies (industrial catering).

Commercial catering Provides food and services in restaurants, brasseries, pizzerias, snack bars, fast-food outlets, self-service restaurants and vending machines.

Off-premises or outsourced catering Provides food and services at a different location to the food production facility. This can be for public or private events such as sports meetings or parties.

TYPES OF CATERING

Transport catering Provides food and services to passengers before, during and after they travel by train, ship, aeroplane or bus, or by car on roads and motorways.

VOCABULARY

3 Find the English equivalents for these words and expressions in the texts on pages 10-11. 1 2 3 4 5

azienda ______________________ ristorazione ______________________ intrattenimento ______________________ alloggio ______________________ impresa ______________________

6 7 8 9 10

strutture per il tempo libero punti vendita distributori automatici incontri sportivi autostrade

______________________ ______________________ ______________________ ______________________ ______________________

SPEAKING

4 Work in pairs. Give a short presentation about the world of hospitality. Include: â&#x20AC;˘ a definition of hospitality â&#x20AC;˘ a definition of catering and of accommodation â&#x20AC;˘ the main types of catering, with examples

How to give a presentation, p. 299

theory

Commercial and welfare catering Catering is the provision of food and drink to people and it is divided into two basic sectors: commercial catering and welfare catering (also called non-commercial/non-profit catering).

Commercial catering Main aim The main aim of commercial catering is to make a profit. Markets and competition Commercial catering is open to a general market, competing with other catering outlets, and so needs to carefully balance food production costs, product quality and customer satisfaction. Main features

1 Varied number of 1customers

2 Different types of customers with different needs

3 No customer 2 loyalty

4 Freedom to choose menus and dishes

Examples Commercial catering is usually in restaurants, pubs, bars and cafés. The fast-food or self-service catering you find in retail stores, shopping centres and a wide range of leisure facilities such as museums, theatres, spas, sports centres or theme parks, is another 3profitable form of commercial catering. As is the fuller food and drink service in hotels and tourist resorts.

Welfare catering Main aim The main aim of welfare catering is to provide a non-profitmaking, social service. Markets and competition Welfare catering services are open to a limited market, they usually 4contract 5outside suppliers and provide good catering at reduced prices. Main features

1 Constant number of customers

2 Similar customers with similar needs

3 Customer loyalty

4 Set menus and dishes

Examples Welfare catering ranges from providing food in hospitals, schools or prisons, where people pay nothing or very little for the service, to catering for workers at a 6subsidised price in factory or office block 7 canteens (sometimes referred to as industrial catering).

customers clienti loyalty fedeltà 3 profitable redditizia 4 contract stipulano contratti con 5 outside suppliers fornitori esterni 6 subsidised sovvenzionato 7 canteens mense 1

School meals

GET STARTED

1 Look at the main features of commercial and welfare catering and find the opposites of these expressions. different needs – customer loyalty – constant number of customers – set menus

The Catering Industry

READING COMPREHENSION

2 Read the texts on page 12 and decide if these sentences are T (true) or F (false). 1 Commercial catering aims to earn money. 2 It isn’t open to all types of customers. 3 You don’t find commercial catering in museums or sports centres. 4 External contractors can offer welfare catering. 5 Non-profit catering is usually free or cheap.

T F

• • • • • • • • • •

What’s Trending in the Catering Industry… ? B Ghost restaurants

What is it? Restaurants that only serve customers through online food delivery apps. In Canada the Joseph Richard Group is opening ghost restaurants across the Fraser Valley, using existing delivery services and reusing kitchens they own for this purpose. While in the USA Seaside, run by Lettuce Entertain you Enterprises, offers a similar service in Chicago. Why is it so popular? Many people are rejecting home cooking or traditional dining out options because of lack of time and money. Instead they are choosing modern, convenient food service alternatives, available at the touch of a button, which give them more choice.

A Experiential catering

What is it? An immersive and shared eating experience, which combines social interaction, entertainment, fantasy and learning about food origin, preparation and culture. The experience becomes more important than the food itself. This can include eating in the dark, eating in a space where you can see the chef preparing the food, or enjoying a meal that has a story behind it. Why is it so popular? In the digital age we want real, social experiences where we interact with other people and, of course, we want to post them on our social media accounts and look good.

C Root to stem cooking

What is it? Like nose to tail for meat, it is a way of using the whole plant when cooking, without throwing anything away. Include 1pickling or 2roasting fruit skins, making pesto out of vegetable tops, and 3giving crunch to a dish with herb 4stalks. Why is it so popular? Because it stops food waste, it is a more ethical and creative use of 1 pickling conservare sottaceto produce and it 2 roasting arrostire keeps costs low. 3 giving crunch rendere sgranocchiante stalks steli

3 Read the article above and decide which food trend (A-C): 1 avoids food waste? ___ 2 creates opportunities for social interaction? ___ 3 gives you greater food choices? ___

4 involves technology, not people? 5 takes place in strange places? 6 is ethical and creative?

___ ___ ___

WRITING

4 Now use these notes to write a short article about a new food trend you have heard about. Write about 100 words. • name the food trend • explain what it is

• give examples of how/where you can find it • draw conclusions about why it is so popular How to write an article, p. 298

theory

Types of restaurant Restaurants are places where meals are prepared and served to customers sitting at tables. There are many different forms of restaurants.

Ethnic restaurants

Brasseries or bistros

Ethnic foods are foods that are regarded as unique to a particular cultural group, ethnic group, religion, nation or heritage.

These French-style restaurants are common in the UK nowadays. They are similar to an Italian ‘trattoria’ and tend to serve a limited menu of food all day, at reasonable prices.

Gourmet or fine dining restaurants These offer high-quality food and wine, served by skilled professional waiters in a formal setting. They tend to be expensive and you often need to book well in advance.

Flipped classroom Before the lesson, go to the and learn about the types of restaurants.

Speciality restaurants These serve particular types of food, such as vegetarian, seafood or steaks, or use particular cooking techniques, like barbecue or smokehouse.

Franchise or chain restaurants These are restaurants where you can eat similar dishes in different restaurants across the country, or even across the world. They range from fast-food restaurants like McDonald’s to familystyle dining like TGI Fridays to more expensive celebrity chef chains, such as Jamie Oliver’s.

GET STARTED

1 Look at the names of the different types of restaurant on pages 14-15. In your opinion, which are the most popular restaurants with young people?

READING COMPREHENSION

2 Read the texts again and decide if these sentences are T (true) or F (false). 1 Gourmet restaurants have a formal setting. 2 The distinguishing feature of a speciality restaurant can be the type of food or cooking technique. 3 All franchises are fast-food restaurants. 4 Gastropubs aren’t generally very expensive. 5 Cafeterias and delis aren’t usually open at night. 6 A pop-up restaurant can be anywhere.

T F

• • • • • • • • • • • •

The Catering Industry

Gastropubs These are popular and economical places to eat in the UK. They are restaurants in pubs, offering a wide range of simple, tasty meals prepared quickly.

Cafés, cafeterias, 1 delis or coffee houses

Pop-ups One of the latest dining trends, these restaurants open temporarily at outdoor venues such as music festivals or sporting events, in pubs or restaurants or even in people’s homes. They are the 3legacy of the 1960s and 1970s supper clubs and people like them because they provide inexpensive and exciting new ways to eat out.

These include several types of restaurants that are only usually open during the day. They serve hot and cold snacks and drinks, cakes and pastries, at 2affordable prices.

HAVE SOME MORE Supper clubs probably originated in the USA in the 1930s and 1940s, with the first recorded American Supper Club in Beverly Hills, California. They were typically decorated with particular nautical, exotic or ethnic themes to attract passers-by. They offered wholeevening entertainment from pre-dinner cocktails to after dinner entertainment in a relaxed atmosphere. And they provided good, home-cooked food. They were generally situated near holiday resorts or on major USA highways.

delis negozi di specialità gastronomiche affordable convenienti 3 legacy eredità 1

T ypical bars and restaurants in the UK and the USA, pp. 264, 276

LISTENING

1.02 Listen to an expert talking about the history of restaurants and put the types of restaurant in the box

into the correct order. Then listen again and complete the missing information.

coffee houses – family dining restaurants – fast-food restaurants – fine dining restaurants – first restaurant overnight inns – street sellers and public eateries – themed restaurants

1 street sellers/public eateries Where: Ancient Greece, Rome and China When: 300 BC-500 AD

2 _______________ Where: __________ When: __________

3 _______________ Where: __________ When: __________

4 _______________ Where: __________ When: __________

5 _______________ Where: __________ When: __________

7 _______________ Where: __________ When: __________

6 _______________ Where: __________ When: __________

8 _______________ Where: __________ When: __________

SPEAKING

4 Look at the pictures on pages 14-15 and talk about which type of restaurants you go to and why. What kind of

food do they serve? Is service formal or informal? Is there anything else you like about that type of restaurant?

theory

Famous food outlet chains A Unlike many other famous TV chefs, Rick Stein has had a successful career in the media, as a writer and as a restaurateur for over 30 years. He did not follow the usual career 1path for a chef. He was born in Oxfordshire in 1947, but his life changed suddenly at 18 when his father killed himself. To deal with this tragedy, Rick left his hotel management course in London and went travelling around the world. When he returned, he studied English literature at Oxford University, before moving to Padstow in Cornwall to open first a nightclub and then The Seafood Restaurant in 1975. More restaurants followed, as well as over 20 cookbooks. Thanks to Stein’s easy-going style, his knowledge and interest in food, books and travel, he was soon also making his own TV programmes. Today the Stein empire is a varied chain of restaurants, pubs and hotels, specialising in serving fresh seafood dishes, simply cooked. There is also a popular cookery school. B

QUICK BITES Stein and his restaurants are so synonymous with the seaside town of Padstow that the locals call it ‘Padstein’.

YO! SUSHI

British 2entrepreneur Simon Woodroffe opened the first YO! Sushi bar in Soho in London in January 1997, with a 3loan of £200,000 he took out on his flat. Before he started the chain, he was divorced, had no money and was depressed. Luckily YO! Sushi was an instant success. It now has 100 restaurants in the UK, Europe and the Middle East, serving more than five million customers a year. As the name suggests, its speciality is sushi, but it serves over 80 Japanese-inspired dishes such as Yakisoba

noodles, Katsu Curry and tempura. YO! Sushi’s focus is fast food, made with the freshest ingredients. Innovative and trendsetting, in some of the early restaurants robots served drinks and there was self-service beer at every table. They even used it as a location for the 2003 Johnny English film. Today Woodroffe uses his experience to inspire other entrepreneurs and is involved in running YOTEL, a Japanese-style hotel chain with 1,000 ‘cabins’ in three countries.

QUICK BITES Mark Norton designed the YO! logo. He is the only person apart from Andy Warhol to have designed two Rolling Stones album covers.

path percorso entrepreneur imprenditore 3 loan prestito 1

The Catering Industry C

Wahaca was co-founded by Thomasina Miers and Mark Selby in London in 2006. They opened their first restaurant in Covent Garden in 2007. Wahaca is the English-spelling of Oaxaca, a region of Mexico. It is a casual or family dining restaurant chain, serving fresh, affordable and sustainable dishes inspired by Mexican street food. You can’t book, you just 4turn up and wait for a free table. Miers trained as a chef, spent time travelling in Mexico, then worked as a freelance cook and writer. In 2005 she won Masterchef and this launched her career. Today the Wahaca chain has 25 restaurants, as well as three bars, and two mobile street kitchen vans. It serves fun, tasty, colourful and creative food, and has an excellent children’s menu. This might explain why it is so successful in a period when its competitors are closing their restaurants. The latest innovation is a test kitchen, where diners can taste and choose new dishes for the menus.

QUICK BITES Wahaca was the first restaurant chain to go carbon-neutral. They recycle food waste and now source all their ingredients in the UK, to reduce food miles. 4

turn up arrivare senza preavviso

GET STARTED

The Bubba Gump Shrimp Co. chain

1 Read the texts on pages 16-17 and match them with these different types of chain restaurant. There is one extra. • celebrity chef • family dining • fast-food • fine dining

READING COMPREHENSION

2 Read the texts again and answer these questions. 1 2 3 4 5 6 7 8 9

What other type of business did Rick Stein run before opening his first restaurant? Why did he do so well on TV? What do the Stein restaurants specialise in? How much money did Simon Woodroffe borrow to open the first YO! Sushi bar? How many different dishes does YO! Sushi serve? Why is YO! Sushi so innovative? What can’t you do at Wahaca? Why is it more successful than its competitors? What can diners now do at Wahaca?

INTERNET RESEARCH & WRITING

3 Do some Internet research into a famous food chain you know and like. Find out: • • • • •

when and where it started who started it and what their background was how many restaurants it has and where why it is so successful what unique characteristics it has

4 Now write a short text about the chain you researched. Use the texts on pages 16-17 as a model. SPEAKING

5 Work in pairs. Discuss the chain restaurants you researched. Tell your partner why you like it. 17

theory

The restaurant: location and layout The location and design of a restaurant are as important as the food and drinks it serves. This is especially true as more people look for experiential dining when they eat out. But it isn’t easy to create the perfect restaurant layout because there are so many factors involved: style, ambiance, efficiency and convenience, health and safety. Here are some things to consider.

passing footfall persone di passaggio sip sorseggiare 3 prominent evidente 4 entices invoglia 1

A The entrance It is important to give diners a good first

F Toilets These should be clean and tidy and well away from the dining

impression. To convert 1passing footfall into customers, consider good ambient lighting, big windows and clearly exhibited menus.

area and the kitchen, but easy for guests to locate and access.

B The waiting area The waiting area should enable people to wait for their table, without feeling they are in the way of other guests. So there should be comfortable chairs to sit on to browse the menus, 2sip drinks and chat, in full view of the restaurant.

G Cloakroom This depends on the size of a restaurant, but it is good to have an area where staff can store customers’ coats, hats and other personal belongings. This should be away from the dining and kitchen areas.

H Back room Larger restaurants usually have an area where staff keep their things, relax during their breaks and hold staff meetings.

C The bar area The size and position of the bar depends largely on the type of restaurant and service. But in a busy restaurant it should be visible and 3prominent. On a purely practical level, this 4entices people to order more drinks.

D The dining room Getting the right balance between space and privacy is difficult. As a rough guide, the dining area should occupy around 60% of the total restaurant area, while the kitchen and preparation areas should occupy 40%. And each guest should have enough space: between 1m2 and 1.5m2.

I Payment station This is where either the manager, the host or the waiting staff input information about customers’ orders, which goes to the kitchen and ultimately generates bills for payment. It should be at the heart of the restaurant to ensure maximum efficiency. Some restaurants have completely eliminated this area by equipping staff with mobile POS (Point of Sale) tablets.

J Outdoor areas Some restaurants have an outdoor seating area or patio. This should be ideally located near the dining room and the kitchen, so waiting staff do not have to walk too far.

E The kitchen The layout and location of the kitchen is vital to the smooth running of a restaurant. The size and amount of storage and preparation space depends on the type of restaurant and the number of covers, but there needs to be a goods delivery area, a dry store, fridges, preparation and cooking areas, as well as a pass for waiting staff.

K Parking area Not all restaurants have this, especially if they are in city centres. But it is worth considering how easy it is to reach your restaurant by taxi, on foot or by public transport when deciding whether or not to have a car park.

H D I E

C B

GET STARTED

1 Which of these rooms or areas would you expect to find in a restaurant? Read the texts and check your answers. • back room • dining room • living room

• bar area • entrance • patio

• car park • garage • payment station

• cloakroom • kitchen • reception

• toilets • waiting area • balcony

The Catering Industry

READING COMPREHENSION

INVALSI Read the texts on page 18 again and choose the correct option (A, B, C or D).

1 2 3

What should the entrance do? A Be functional. B Control the number of guests. C Make people want to come in. D Open easily. A waiting area should be… A big. B comfortable. C discrete. D prominent. The dining room should be… A bigger than the kitchen. B smaller than the kitchen. C very public. D very private.

4 5 6

The kitchen should have… A a cooking area. B a delivery area. C a preparation area. D all of these things. Why is the payment station particularly important? A It aids efficiency. B It enables guests to reach the restaurant. C It makes money. D It takes bookings. Which of these should be near the dining area and the kitchen? A back room B cloakroom C outside areas D the toilets

VOCABULARY

3 Read these definitions and find the words and expressions in the texts. 1 2 3 4 5

equipment for producing light read through keeping things in a special place for future use restaurant place settings at the table mobile device to input orders and generate bills

________________ ________________ ________________ ________________ ________________

LISTENING

1.03 Listen to an interior designer talking about the role of design. Complete the missing information.

bold primary colours – comfortable – direct routes – elegant – harmonious and subtle colours – more space practical – little decoration – synthetic – soft lighting

Fast-food restaurant Furniture is (1) _____________________ and (2) _____________________. For the ambience there are (3) ___________________, bright lights, (4) ___________________ and fast music. There are very (5) ___________________ from kitchen to table to speed up the service.

Fine dining restaurant Furniture is (6) _____________ and (7) ________________, with luxurious materials. You create the refined and relaxed ambience with (8) __________________. There’s (9) ________________ and soothing background music. The restaurant allows (10) _______________ between tables and quiet corners for greater privacy.

SPEAKING

5 Work in pairs. Choose one of the two types of restaurant in exercise 4 and say what its design criteria are. Consider the following things: • furniture • colour scheme

• lighting and music • distance between tables

• server routes • style and decoration

theory

Services and facilities There is a wide range of catering services and facilities available in different kinds of restaurant. SERVICE is the act of serving food and drink to customers. This comes in many different forms. The staff at fine dining restaurants generally provide full service: taking bookings for tables in advance, taking guests’ coats and seating them, taking orders and serving tables, 1clearing them away afterwards, mixing and serving drinks, bringing customers their bill to the table. Some specialist staff can also make recommendations, explain the dishes, and give advice or additional information about the menu. In casual dining or fast-food outlets service is more limited; in fact it can be almost entirely self-service. This means you can’t book, but you just turn up and find a table; you select your food from a 2counter or a menu on the wall, pay at the 3till and carry the food to your table; you might even have to clear away your dishes and 4trays after eating. The lower cost reflects this lack of service. FACILITIES are all the spaces, equipment and resources provided for a particular purpose. Restaurant facilities differ not so much in type but in quality, as most restaurants have a dining area for customers with tables and chairs, toilet or cloakroom facilities, a bar or serving area, a counter and payment station. Generally fine dining restaurants provide better quality and more comfort, while casual and fast-food outlets offer more basic facilities.

clearing away sparecchiare counter bancone 3 till cassa 4 trays vassoi 1

GET STARTED

1 Read the text. Which of the following are services (S) and which are facilities (F)? 1 advice ___ 2 cloakroom ___

3 toilets ___ 4 orders ___

5 information ___ 6 payment station ___

7 counter ___ 8 clearing tables ___

READING COMPREHENSION

INVALSI Read the text again and answer these questions in no more than 4 words.

1 2 3 4 5

What might staff do in full-service dining to help you choose from the menu? When and where would you expect to pay your bill in a casual dining restaurant? What might you have to clear at a fast-food outlet? What kind of facilities do casual and fast-food restaurants provide? How are fine dining facilities different?

VOCABULARY

3 Complete these expressions about services offered in restaurants with the verbs in the box.

bring* – find – give – make – serve – take*

1 _______ bookings/orders/coats 2 _______ customers/tables/drinks 3 _______ customers their bill

4 _______ recommendations 5 _______ advice/information 6 _______ a table

Bring is used for movements to the place where the speaker or hearer is, while take is used for movements to other places. This is a nice restaurant! Thanks for bringing me here. Let’s have another drink and then I’ll take you home.

The Catering Industry

The rating system There are many different restaurant rating systems in operation around the world. They operate in different areas, have different criteria and carry varying amounts of influence with diners and food critics. Here is an overview of the main ones.

MICHELIN GUIDE

FORBES TRAVEL GUIDE

Working area: Worldwide Type of rating: 1 to 3 stars Method: Professional inspectors Additional facts: Fine dining quality restaurants only

Working area: Worldwide Type of rating: 1 to 5 stars Method: Professional inspectors Additional facts: Over 800 criteria including areas like parking facilities

AAA

Working area: North America, Mexico and the Caribbean Type of rating: 1 to 5 diamonds Method: Professional inspectors Additional facts: From fast-food to fine dining

Working area: Great Britain Type of rating: 1 to 5 rosettes Method: Professional inspectors Additional facts: The standards are very high, only one in ten restaurants get one rosette

THE WORLD’S 50 BEST RESTAURANTS Working area: Worldwide Type of rating: 1 to 5 stars Method: Chefs, restaurateurs and food critics Additional facts: It works with a very complex voting system

QUICK BITES In 2018 Massimo Bottura’s restaurant Osteria Francescana in Modena, Italy, was the World’s Best Restaurant.

HAVE SOME MORE 2019 saw the new World Restaurant Awards, live on TV from Paris, like an Oscars award ceremony. The award celebrates the pleasure of eating, drinking and travelling and includes old and new restaurants, offering fine and simple dining. And there was a panel of 100 judges, all prominent names in the culinary world.

GET STARTED

1 Read the texts and tick (✔) which of these are food rating awards.

• AA • Grammy • Michelin • Oscars • Palme d’Or

READING COMPREHENSION

2 Read the texts again and decide which award: 1 has a maximum rating of 3 stars. 2 includes fast-food restaurants. 3 is interested in parking facilities.

SPEAKING

_________ _________ _________

4 is very hard to get. 5 was won by an Italian restaurant in 2018.

_________ _________

MEDIATING CONCEPTS

3 Work in groups. Work out your own rating system for restaurants aimed at young people. In your discussion, you should consider: • • • • •

the rating criteria (maybe choose between 5 and 10 things) the way you will rate (stars, diamonds, silver spoons etc.) the geographic area the method of rating (reviews, votes, inspections) any additional facts (price limit, restaurant type etc.)

4 Now present your group’s rating system to the class. 21

1 Flipped classroom

Starting your business Maria and Jason are talking about ideas for starting a new catering business. Maria So, you want to start a catering business, Jason. What sort of business do you have in mind? Jason Well, I was thinking of 1high-end commercial catering. Maria Do you mean a fine dining restaurant with full service in a formal dining room? Jason Yes, or maybe a speciality restaurant or a bistro, with more relaxed ambience, informal service, soft lighting and with stylish furniture… Oh and a really comfortable bar and waiting area for customers to hang out before or after their meal. Maria It sounds like you’ve got some very clear ideas… Tell me a bit about your background and about what you’re doing at the moment. Jason I’m a classically trained chef and at the moment I’m running pop-ups… Maria And is it going well? Jason Very well! I’ve got an ethnic theme: Mexican one week, Thai the next and so on… Maria Maybe you should consider opening an ethnic restaurant if the experience is so positive… Jason The problem is… there is too much competition and I’m not an expert in ethnic cuisine.

Before the lesson, go to the and practise the dialogue with the karaoke. Underline the types of restaurant and the expressions used to talk about a restaurant. Maria Fair point! What about joining a franchise to give you more support initially? Jason I considered that too, but most franchise chains are fast-food or family-style restaurants with too many limitations in terms of set menus, decor, service and facilities. I want more freedom than that. Maria It’s clearly something you’ve thought a lot about, I’m just worried about your lack of business experience. There’s more to managing a restaurant than being a great chef in the kitchen. Jason Yes, of course. That’s why I came to get advice from you. Maria How about becoming executive chef of a hotel restaurant? Have you considered that? Jason Yes, but I haven’t got enough experience to get a job like that and I haven’t got the reputation of a celebrity chef to entice the customers in. Maria Which brings us back to the idea of a speciality restaurant, something that would make you stand out from the crowd. Have you got something in mind? Jason Yes, I have as a matter of fact…

high-end di lusso

GET STARTED

1.04 Read and listen to the conversation. What’s the relationship between the two people?

• business advisor and chef

• chef and trainee chef

• teacher and catering student

lab / The Catering Industry READING COMPREHENSION

2 Read the conversation on page 22 again and answer these questions. 1 2 3 4 5 6 7 8

What kind of catering is Jason interested in? What ideas does he have about his restaurant’s service and facilities? What sort of training does he have? What experience does he have? Why does he exclude the idea of an ethnic restaurant? What does he object to about franchise or chain restaurants? Where doesn’t he think he could get a job and why? What do they both conclude is the right kind of restaurant for Jason to open?

VOCABULARY

3 Find words and expressions in the conversation for each of the following catergories. Ambience Restaurant facilities Restaurant services Types of restaurant

soft lighting, ______________________________________ __________________________________________________ __________________________________________________ __________________________________________________

Talking about a restaurant Location

Style and ambience

• The location is central/remote. • It’s in the city centre/countryside.

• It’s big/small/modern/traditional/formal/informal/budget/midrange/high-end. • There are bold primary colours and very little decoration/subtle harmonious colours and attractive pictures on the walls. • There are bright lights and fast-paced music. / There is soft lighting and soothing background music. • The furniture is practical and synthetic/elegant and comfortable. • The decor is sophisticated. • The atmosphere is relaxed/intimate.

Service • The restaurant offers full-service/casual service/family-style service/self-service/delivery/online service/a takeaway service. • You can/can’t book in advance. • Staff make recommendations/explain the dishes/give additional information about the menu/show you to your table/take your coat/mix and serve drinks.

Other details • The menu is set/changes every day/week/month. • The restaurant has … Michelin stars/AA rosettes/is listed in the… • They are open every day/Monday to Friday/12-3 and 6-12.

Facilities • There are cloakroom/toilet/bar/outdoor dining facilities. • There is a waiting area/a bar area/a parking area/a dining room. • You can make cash/card/contactless and digital payments.

PHRASEOLOGY

4 Match these questions to the answers. 1 2 3 4 5 6

What kind of catering are you interested in? What are the restaurant’s facilities? What do you think of the decor in here? Is it self-service? Is it a set menu? What are their opening hours?

a b c d e f

utdoor dining facilities, a bar area and a parking area. O Yes, you go to the counter and choose what you want. I like it – it’s attractive, but subtle. 12-12, Tuesday to Sunday. An informal bistro with a limited menu at reasonable prices. Yes, but it changes every week.

lab 5 Complete these sentences with the missing words. 1 2 3 4 5 6

The location of this restaurant is great, it’s really _______________________. There’s no _______________________ here, you have to eat in. I’m afraid you can’t _______________________, you just turn up. Did you know this restaurant has a rating of three Michelin _______________________? Staff make excellent _______________________ on wine and food parings. I don’t really like the bright lights and _______________________ music!

TRANSLATION & PHRASEOLOGY

6 Translate the expressions in the box and use them to complete this description of a restaurant. bello e remoto – cinque giorni alla settimana – buon rapporto qualità-prezzo – l’atmosfera – locali e stagionali sofisticato ed elegante – spiegazioni concise – zona esterna per mangiare

The Whitebrook is a Michelin-starred restaurant, located in a (1) beautiful and remote, natural setting in a wooded valley, on the border between England and Wales. The decor is (2) ________________, but (3) ________________ is relaxed and intimate. The food is modern, showcasing top-quality foraged, (4) ________________ ingredients. The menu is clear and informative, with (5) ________________ of the elegantly presented dishes. Prices range from around £40-£90, but it offers (6) ________________ for such a fine dining establishment, with tasting menu options and fixed-priced courses too. In addition to an enclosed car park, (7) ________________ and surrounding park, there are also rooms upstairs, so you can relax and stay the night. The restaurant is open for lunch and dinner service, (8) ________________, but is closed Monday and Tuesday.

LISTENING

1.05 Listen to a man talking about a new restaurant and complete the missing information.

Boom Burger

Type of restaurant: local, ethnic (1) ____________ Food: (2) ____________ inspired burgers Specialities: jerk chicken burger, plantain fries and (3) ____________ fritters Service: eat in or (4) ____________ Location: in Brixton, (5) ____________ Hours: Tuesday-Saturday (6) ____________, Sunday 12-10 and Monday closed

WRITING

ALTERNANZA SCUOLA-LAVORO

8 Complete the profile of a restaurant where you have worked or that you have visited. Name

_______________________________

Service

_______________________________

Type

_______________________________

Facilities

_______________________________

Food

_______________________________

Location

_______________________________

Specialities _______________________________

Hours

_______________________________

Ambience

_______________________________

SPEAKING

_______________________________

9 Work in pairs. Present the restaurant in your profile to your partner. Use the functions language on page 23 to help you.

The Catering Industry

Tips for Starting a Successful Restaurant So you want to start your own restaurant? Here’s how... LOCATION! LOCATION! LOCATION! Think about where you’re going to open it. Ask yourself: Is the site big enough? Are there enough passers-by to build up a customer base? Are there businesses nearby? Is it near a sports venue or a school? Is it a tourist or a shopping area? KNOW YOUR COMPETITION! Find out about other restaurants in the area. Ask yourself: How many are there? How well do they do? What type of customers do they attract? What do they look for in a menu? How can you appeal to those customers, but be different?

FIND INVESTMENT! More catering businesses fail within the first year than any other type of enterprise. Ask yourself: Have I got enough money to start up and run the business for 18 months? Can I get a loan or enterprise funding, or do I need to find investors? PLAN AHEAD! Make an exhaustive list of everything you need to do before you open your restaurant. Ask yourself about: facilities, equipment, services, staff, budgets, menus, advertising, and don’t forget about technology (if you’re going to be innovative and competitive, you need to think about digital technology as well as robotics).

USE THE SPACE! All restaurants have downtimes, the trick is to use these to your advantage. Ask yourself: What else could you use your restaurant for? Meetings, exhibitions, performances?

Now you’re ready to run a successful restaurant!

READING COMPREHENSION

10 Read the text above and answer these questions. 1 2 3 4 5

What do you need to know about somewhere before you open a restaurant? Why is it important to know which other restaurants are in the area? When could you use your restaurant for other things? How can you avoid failing within the first year? What else should you do before you open a restaurant?

CRITICAL THINKING & SPEAKING

MEDIATING TEXTS

11 Work in pairs. Consider what you read in the text and discuss the following things. 1 2 3 4 5 6

What’s the best place to open a new restaurant in your opinion? Is competition from other restaurants a negative or positive thing? How do you feel about the idea of using a restaurant space for other things? How easy is to find investment for a new catering business nowadays? In your opinion, what is the hardest thing to plan ahead for when opening a new restaurant? How do you see the role of robotics and AI (Artificial Intelligence) in the future of the restaurant business?

COMPITO DI REALTÀ – Designing your own restaurant MEDIATING CONCEPTS Work in small groups and design your own restaurant to present to the rest of the class. You can draw it by hand or use an online program to help you. In your design you should consider: • • • •

the type of restaurant the target clients the restaurant location and layout the services and facilities you will offer

• the style and ambience of the restaurant (furniture, style, light, colours, etc.) • any other unique selling point (USP)

revise vocabulary

1 Read the definitions and solve the anagrams to find words related to catering. 1 2 3 4 5 6

where you eat in a place of work the owner is a famous TV personality a restaurant that serves food from a different country you can eat food like burgers and kebabs cooked very quickly where you go if you want high-quality food and waiter service where you go if you want to be sure of what you find on the menu and how much it costs 7 you can eat particular foods like steak or vegetarian dishes in this kind of restaurant 8 the restaurant you go to if you like a special atmosphere and unusual food

NECATEN TELBYCERI FECH NITECH TAFS DOFO INEF NGIDIN

canteen ___________ ___________ ___________ ___________

SHANFIRCE PELISCYATI MEETH

___________ ___________ ___________

2 Complete these sentences with appropriate words. 1 2 3 4 5

This company provides ___________________________ for all the schools in the area, delivering lunches and snacks. We stay and sleep in ___________________________ on holiday or when we study or work away from home. Restaurants and hotels provide ___________________________, which aims to make a profit. When you travel on trains, ships or planes, you find ___________________________ catering. ___________________________ businesses include places to eat, drink, stay and have fun.

3 Look at the pictures and write the names for the restaurant areas.

1 ________________

2 ________________

3 ________________

4 ________________

5 ________________

4 Combine these words to make new ones. music – restaurants – facilities – canteen – satisfaction

1 leisure __________________ 2 customer _______________

3 factory _______________ 4 chain _________________

5 live _______________

5 Choose the word that means the same. 1 2 3 4 5 6

franchise delivery canteen welfare leisure recommend

A A A A A A

agreement extremely cellar business food worry

B French B service B dining hall B cost B free time B start

C C C C C C

post transfer kitchen spa sleep introduce

D sale D uniform D toilet D well-being D work D advise

6 Write the Italian equivalents for these words and expressions. 1 fine dining 2 full service 3 till

_______________ _______________ _______________

4 supplier 5 delis 6 counter

_______________ _______________ _______________

invalsi training READING B1 – MULTIPLE-CHOICE QUESTIONS

1 Read the article about robot waiters, then choose the correct answer (A, B, C or D)

for questions 1-4. Only one answer is correct. The first one (0) has been done for you.

PIZZA HUT HIRES ROBOT WAITERS

A branch of Pizza Hut in South Korea has introduced a robot waiter to improve service, take pressure off staff and attract new customers. The robot, called Dilly Plate, has been created by a South Korean food technology company. Dilly Plate doesn’t look like the robots in Star Wars, it has no arms or legs, only a motorised platform with a plate on the top that holds your pizza so it can lift it onto your table! The robot uses a 3D camera and sensors to control its movement. It automatically stops and avoids obstacles and people. Dilly Plate can move quickly but in Pizza Hut the speed has been limited to a human walking speed for the safety of both customers and pizzas. ‘The store will have people walking around, and there may be emergency situations like collisions if it moves too fast,’ the company said. Dilly Plate is modelled after Penny, a robot that found employment at Ha’s Restaurant in California. Pizza Hut hasn’t decided to employ the robot full time yet and it is no real threat to people’s jobs. It is an experiment

0 The topic of this article is… A robots in restaurants. B Pizza Hut restaurants. C people and robots. D modern restaurants. 1 Why do they consider Dilly Plate dangerous? A Because waiters will lose their job. B Because it may control the customers. C Because it may hurt the customers. D Because it doesn’t have hands. 2 What do Dilly Plate look like? A a real waiter B another robot C a Star War character D none of the above

to help understand how people and robots can work together in a service environment. In particular, how robots can be used for deliveries and collections in apartment complexes and other enclosed spaces. Another food-service robot is called Deli. Deli is designed to both deliver food and take back used plates from large eating centres such as mall food courts. But be warned because robots and Artificial Intelligence (AI) are also entering the kitchen in the form of Flippy, the world’s first autonomous robotic kitchen assistant that can learn from its surroundings and acquire new skills over time. Flippy can cook perfectly and consistently, receive and carry out orders from the dining room and collaborate with other kitchen staff.

EXAM TIPS • Per prima cosa, leggi tutto il testo per capire l’argomento, la struttura e il tipo di informazioni contenute. In questa prima fase non è necessario comprendere a fondo tutte le parole. • I quesiti, invece, devono essere letti tutti con attenzione per comprendere con esattezza cosa viene chiesto. • Se hai dubbi, comincia ad escludere le opzioni. Quando hai scelto tutte le opzioni, rileggi il testo per controllare la coerenza delle tue risposte.

3 Which statement is not true? A Dilly Plate is used to help waiters. B Dilly Plate doesn’t move slowly. C You don’t need waiters if you have Dilly Plate. D People are curious about Dilly Plate. 4 Flippy... A is used to serve food. B cannot work with chefs. C can understand orders. D is similar to Deli.

LISTENING B1 – MULTIPLE MATCHING

1.06 Listen to these six conversations that take place in a restaurant. Select the correct conversation (1-6) to match

the descriptions (A-H). You can use the same number more than once. The first one (0) has been done for you. You will hear the recording twice.

EXAM TIPS

0 The waiter can’t hear what the customer is asking for. A The customers can have drinks with a discount. B This is not a conversation. C The waiter helps the customer to make a decision. D The customers want something to eat. E These people express a positive and a negative opinion about a pub. F The server asks the customer to pay. G This customer likes to drink beer from the bottle. H This person doesn’t feel well.

• Ascolterai due volte alcune persone che parlano o dialogano. • È fondamentale prepararsi all’ascolto leggendo e comprendendo bene le frasi da abbinare. • Non selezionare una scelta solo perché senti pronunciare una parola, a volte è un distrattore, viene cioè usata con senso opposto a quello offerto.

1 ____ ____ ____ ____ ____ ____ ____ ____

<NEW-WD_FC37>

marketing and promotion Business image A business image is the image a company projects in a particular 1field or situation. It includes people’s opinions and judgements about the products and services the business offers. For a catering business, its image is dependent on many different factors, all of equal 2weight: kitchen, service, restaurant layout, communication and safety.

Kitchen raw materials, food preparation and presentation

Safety food safety and operational safety in the kitchen and dining room

Communication menus, interaction with customers and between staff

Restaurant layout furniture, lighting, style and decor, space between covers

Service style, including training, manner, uniform and cleanliness; speed of service; mise en place; equipment

field campo weight peso 3 raw materials materie prime 4 smooth tranquilla 5 due to a causa di 6 worn usurato 1

All these factors need to be carefully balanced so that there is a smooth interaction with customers. Problems can occur 5due to: • rude staff • a 6worn menu • an uncomfortable chair • a poorly lit dining room • a badly laid table • a slow service 4

GET STARTED

1 Read the text and tick (✔) the things that are part of a business image.

• budget forecasts • cover space • decor • business plan • menus • public opinion

READING COMPREHENSION

2 Read the text again and decide if these sentences are T (true) or F (false). 1 Not all aspects of a company’s business image have the same importance. 2 A kitchen must be safe to give a restaurant a good business image. 3 Staff training influences a restaurant’s image. 4 How staff speak to each other is really important. 5 The amount of space in the dining room doesn’t change a restaurant’s business image. 6 Polite personnel can’t improve a company’s image.

T F

• • • • • • • • • • • •

theory / Marketing and Promotion VOCABULARY

3 Complete the collocations with the words in the box. staff – safety – room – preparation – interaction – chair

1 smooth 2 rude

________________ ________________

3 uncomfortable ________________ 4 dimly lit ________________

5 food ________________ 6 operational ________________

READING COMPREHENSION

HOW TO KEEP YOUR CUSTOMERS HAPPY IN FOUR EASY STEPS! 1

BE FRIENDLY

TURN A BAD SITUATION AROUND

Staff should be as welcoming as possible to customers. This is because customer experience is now more important than the price or the product. So good service and positive interaction with staff are more likely to make customers want to return to a restaurant than great food and drink at competitive prices. And it is simple to do. Staff should smile at customers, greet them warmly and politely, and then show them to their table or to the waiting area. They should never hurry or be rude to customers, no matter how busy the restaurant is.

REWARD CUSTOMERS

Start a customer loyalty program offering them a free bottle of wine or a free meal after a certain number of visits. Reward them for bringing new customers or booking special celebrations like birthdays or anniversaries. Give discounts for multiple bookings or takeaway orders. Alternatively, surprise frequent diners with free starters or desserts, or ask them to leave a review in return for a free drink – everybody loves a 2freebie!

However hard you try to please diners, there will always be some problems. The trick is to deal with them quickly and efficiently so that they don’t become reasons not to return to the restaurant. Train staff to 3handle customer complaints by listening with patience and respect. Where possible, avoid the complaint by 4pre-warning customers they may have to wait for food or a table as the restaurant is busy. Find quick solutions that maintain your customer’s good will and offer them something by way of an apology.

USE THE PERSONAL TOUCH

Get staff to introduce themselves and learn customers’ names. They can greet them by name when they come into the restaurant. Find out about your customers’ interests and have a quick chat about it when you see them. Remember customers’ usual drinks and special requests and offer them without 5being prompted. Ask them for honest feedback about their experience and thank them sincerely. When they leave, tell them you 6look forward to their next visit.

QUICK BITES Thanx, an automated customer engagement platform, found that 70% of restaurant customers never make a return visit, because restaurants do nothing to retain and encourage them to return.

reward ricompensare freebie omaggio 3 handle gestire 4 pre-warning preavvisando 1

being prompted aver ricevuto suggerimenti 6 look forward to aspetti con impazienza 5

4 Read the article above and find one or more examples of how to: 1 be friendly

SPEAKING

2 reward customers

3 turn a bad situation around

4 use the personal touch

MEDIATING CONCEPTS

5 Work in small groups. What do you think is the most/least important thing to keep customers happy and why? Can you think of other ways of doing it? What are they?

theory

Customer profiling In service enterprises, customers are central to the supply of the service. Without the customer there is no service and no need for the business to exist. This is why the main aim of all service enterprises is to satisfy the customer through customer loyalty management. In order to achieve this, it’s important to carry out customer profiling. In other words, working out who your target customer groups are, so you can keep them and find new ones. Here’s how you create an accurate customer profile for your restaurant: DEMOGRAPHICS Find out the age, 1gender, 2income, status, education and occupation of your customers.

PSYCHOGRAPHICS Find out about your customers’ personality type. What are they interested in? How and where do they spend their free time?

GEOGRAPHY Find out if they live, study or work nearby or if they are just visiting. STATUS Find out if they are married, single, if they have children, are part of an extended family or spend most of their time with friends.

HABITS Find out about your customers’ habits. Do they eat out often? Who do they dine with? What time do they usually dine? How many courses do they generally eat? How much do they tend to spend?

Once you have all this information together with any specific details your customers choose to share with you, it’s time to create a profile map of your customers. This will help you 3tailor your service to their needs and expand the groups your restaurant appeals to. 1 gender sesso, genere 2 income reddito GET STARTED 3 tailor personalizzare 1 What is customer profiling? Read the text and give a definition.

READING COMPREHENSION

2 Read the text again and complete these sentences with the missing information. 1 2 3 4 5 6

Customers are vital to ___________________________________________. The main aim of service enterprises is to please ___________________________________________. Businesses do ___________________________________________ to identify current and potential customers. It is important to find out where your customers ___________________________________________. Profiling explores customers personalities and ___________________________________________. ___________________________________________ will help you retain old customers and find new ones.

VOCABULARY

3 Match these words to their definition. 1 2 3 4 5

customer loyalty management demographics geography psychographics status

a refers to a place or region b your social or professional position c a way of ensuring that customers continue to come to your restaurant d information about the population and particular groups within it e the study of people’s beliefs, attitudes and preferences

Marketing and Promotion

LISTENING

1.07 You will hear a professional server called Alice telling a group of students about different types of

customers. Listen and complete the missing information with the words in the box.

tip – hate – competition – hurry – boring – take – dine out – succeed – complain – dislike

CRITICS Definition

They (1) _____________ a lot and expect good customer service.

Positive

They want you to (2) _____________.

Negative

They are hypercritical.

COMPLAINERS Definition They love to (3) _____________. Positive

They keep you busy.

Negative

They compare you to the (4) __________.

REGULARS Definition

LOUNGERS Definition

They like to (7) _____________ their time.

Positive

They are never in a (8) _____________.

Negative

They often make you wait.

HATERS Definition

They love to (9) _____________.

Positive

They (10) _____________ everything.

Negative

They often come back.

They love everything about your restaurant and are frequent visitors.

Positive

They (5) _____________ well.

Negative

They are a bit (6) _____________.

SPEAKING

5 Work in pairs. Do the quiz. Then discuss your answers with your partner.

What kind of service do you expect when you go to a restaurant? A B C

2 3

excellent the best – in very few places You don’t usually notice it.

If there is a problem, what do you do? A B C

Complain if really necessary. Always complain. Nothing, it’s too much effort.

Which of these statements best describes you? A B C

You eat out often and like to

try different restaurants. You eat out often in the same restaurant. You don’t eat out very often – it’s expensive and the standard of food and service is poor.

What

kind of customer are y ou?

You ______ tip restaurant staff if they are good. A B C

always often/sometimes never

At a restaurant you usually order… A B C

6 7

the chef’s special. the same thing. anything – it’s all the same anyway.

If you don’t like a restaurant, you... A B C

never return. return, but complain a lot. often return anyway.

Do you leave a restaurant review... ? A B C

only for good restaurants only for bad restaurants always: good or bad

theory

Marketing strategies Once you have completed the customer profiling for your restaurant, it’s essential to identify the best marketing strategies to promote your business in order to grow your customer base. These are currently the main marketing strategies:

A Create a website, giving news and 1updates about special offers and events. Include

competitions so guests can win free meal coupons. Give them an option to sign up for a newsletter detailing themed evenings, the wine or dish of the week and happy hour offers. Provide an online feedback and suggestion function.

Effectiveness: We surf the Internet passively, but downloadable offers and coupons are very popular. Cost: £ £ You will have to pay for the initial design of your website if you can’t do it yourself. Difficulty: You need to administer the website and upload new information constantly.

B Advertise your business on local TV or radio stations, by creating a simple advert to promote your bar or restaurant. You can give details of 2special deals for families, offers or 3loyalty cards.

Effectiveness: Most of us watch TV and/or listen to the radio and we remember the things we hear or see. Cost: £ £ £ £ TV advertising is particularly expensive. Difficulty:  It’s not easy to create a short advert that says everything and attracts customers.

D A good restaurant or bar shouldn’t need much

advertising, just for customers to recommend it to their friends and families, by telling them about their positive experiences. It’s also a good idea to have close relations with other local businesses , promoting each other’s activities.

C Advertise your business in local newspapers or in

specialist magazines. Write a short description of the type of food and drink and ambience, adding a photograph to really set the scene. Provide your customers with drink or meal coupons.

Effectiveness: Not many people actually read magazines or newspapers nowadays. Cost: £ £ £ Adverts can be quite expensive, especially if they are in colour or with pictures. Difficulty:  It’s quite hard to excite customers in just a few lines in black and white.

Effectiveness: Still the most effective way of promoting a business. But be careful, one bad experience will lose you a lot of potential customers! Cost: It’s free! Difficulty:  It’s easy as long as you work hard on the customer service side of your business.

Marketing and Promotion

E Produce leaflets, flyers or business cards promoting

your bar or restaurant and hand them out to passers-by in the local area, or deliver them doorto-door. You can include a sample menu, offers and coupons, as well as pictures and information about your business.

F Create a business page on social media to promote your

bar or restaurant. Include key information like opening hours, menus, location and contact details. Make it more interesting with photos of dishes and cocktails. It’s important to allow users to comment, tag or add things to your page and create online surveys.

Effectiveness: Lots of us treat them as junk mail and throw them away. Cost: £ £ £ You need to pay for printing and delivery, unless you are able to do all of this yourself. Difficulty:  It’s harder than you think to produce an effective and distinctive leaflet or flyer.

Effectiveness: This is 4word of mouth for social media users. Cost: £ Costs are limited. You can create your page for free, but you may want to advertise to targeted users. Difficulty:  Getting started is easy. But you need to make sure you update regularly, respond to posts and keep up-to-date with technology.

updates aggiornamenti special deals offerte speciali 3 loyalty cards tessere fedeltà 4 word of mouth passaparola 1

GET STARTED

1 Read the texts on pages 32-33 and list the main marketing strategies available to catering businesses.

READING COMPREHENSION

2 Read about the people below and decide which promotion method (A-F) is most suitable to them. 1 Amanda hasn’t got a lot of money to spend on promotion at the moment, but she’s very comfortable using technology. 2 Alex used to work in IT and wants to create a personalised online presence he can update and administer himself. 3 Kevin doesn’t understand technology and doesn’t want to waste his money on expensive advertising. 4 Kate likes doing her own artwork and has got a younger brother and sister, who can give out leaftets for a small amount of money. 5 Felicity enjoys photography and has a small budget for publicity. Her best friend is a journalist. 6 Sue has a large enterprise grant to promote her business. She is looking to attract young people between 18-30 to her new bar.

SPEAKING

F ____ ____ ____ ____ ____

MEDIATING CONCEPTS

3 Work in pairs. Look at the pictures of the different promotion methods, find advantages and disadvantages and decide which one you want to adopt to launch your new bar or restaurant. Social media is great because it’s free and reaches a lot of young people. But it’s no good if it isn’t updated and that takes time.

theory

The effects of the Internet on the catering industry The Internet has completely changed our restaurant experience, from how we decide where and what to eat, to how we book and order, to how restaurants promote themselves to customers.

WEBSITES Today nearly all restaurants have a website. This is how they communicate with current and potential customers. On a restaurant’s website you can find information about: • its location, services and facilities; • menus and opening hours; • contact details; • an online booking system; • reviews and awards; • photos and news about special events. There is a cost to setting up and running your own website, but it is worth doing as you have total control of its content.

ONLINE REVIEW SITES AND APPS Online review websites are the 1go-to tool nowadays to find information about restaurants anywhere in the world. Popular websites and apps include: TripAdvisor, reviewing all aspects of hospitality; OpenTable, 2doubling as a booking platform; Yelp, evolved from a 3business directory to a reviewer; Gayot, combining restaurant reviews by individuals and professionals; Zomato, offering refined search criteria and reviews from professional food critics, bloggers and diners; Foursquare, a city guide with good local business reviews.

SEO (Search Engine Optimisation) Another important marketing tool for restaurants, SEO is the process of maximising the number of visitors to a particular website by ensuring that the site appears high on the list of results on search engines such as Google, Yahoo or Bing.

SOCIAL MEDIA Today social media is the cheapest and simplest way of keeping customers informed about your restaurant. It is a good idea to have more than one to maximise impact and 4widen your target customer groups. Popular social media sites include: Facebook, as a constant interface; Instagram, to share images of your restaurant; Twitter to provide news updates; WhatsApp for smaller group updates or events; Snapchat for younger target groups. Needless to say these must all be updated constantly.

BOOKINGS SITES AND APPS Until recently most people booked restaurants by telephone, but the free download of mobile booking apps makes it a more convenient way to find and book a table. Popular apps include: TheFork, Quando, OpenTable, Bookable. They offer differing levels of choice depending on how many restaurants pay to use their services. Some offer discounts and special deals to entice new customers to use their apps.

go-to preferito doubling as con doppia funzione di 1

business directory annuario commerciale 4 widen ampliare 3

GET STARTED

1 Read the texts and find an example of: 1 a search engine

2 a booking app

3 an online review site

4 a social media site

READING COMPREHENSION

2 Read the texts again and answer these questions. 1 How has technology changed our restaurant experience? 2 What do most restaurants have today and why? 3 Why is SEO so important?

4 What is good about social media? 5 How do online reviews help restaurants? 6 Why are booking apps so popular?

Marketing and Promotion

THE BEST FOOD BLOG AWARDS is a gourmet, food, wine and travel magazine, specialising in international cuisine. Every year they publish the ‘Saveur 100’ list, which highlights top restaurants, food and drink and culinary professionals. In 2010 they started the ‘Best Food Blog Awards’. Meet some of the 2018 finalists:

A BLOGS ABOUT FOOD AND CULTURE Blog name: Curious Appetite Blogger: Coral Sisk is a sommelier and culinary travel writer based in Florence, with Sicilian and Iranian heritage. Blogging about: the food and drink of Florence and Bologna, with the aim of giving advice to visitors about what and where to eat in the region, and to share 1insights into Italian life and food culture. Recent blog posts: Where to find the best gelato in Florence; Florence in August: your essential whereto-eat-and-drink guide.

C BEST FOOD VIDEOGRAPHERS Blog name: Kitchen Unnecessary Blogger: a small team of food adventurers producing a show with host Ashley Rodriguez. Blogging about: cooking outside on an open fire, using wild, 2foraged ingredients, surrounded by natural environments and sharing the food with special guests. Recent blog posts: An episode with Daniel Winkler of the Mycological Society, foraging for chanterelle mushrooms in the woods and cooking them in a Fondue in a pumpkin.

B BEST FOOD INSTAGRAM Blog name: Belly Over Mind Blogger: Ankiet Gulabani is a young food writer from Mumbai. He has no formal culinary training, but he started writing for BBC Good Food India, before moving on to other publications. Blogging about: Indian food with a global focus, reimagining seasonal home cooking in a creative way and providing visual, easy-to-follow recipes. Recent blog posts: 10 cookbooks releasing this year that I’m super excited about; Green Peas, Feta, Mint and Za’atar Samosas recipe. insight conoscenza foraged (cibo) cercato e raccolto in natura

3 Read the article above and decide which of the three blogs (A-C): 1 is produced by a team. 2 is set in Italy. 3 focuses on images.

4 highlights Indian food. 5 is interested in wild ingredients. 6 looks at culture alongside food.

INTERNET RESEARCH & WRITING

4 Do some Internet research into a food blog you know and like. Find out: • the type of blog it is and the blog name • information about the blogger

• what it’s about • recent blog posts

5 Now write a short text about the blog you researched. Use the texts in the article above as a model. 35

Promoting your business

Promotional leaflets

Welcoming and making suggestions

Describing your business briefly

Making promises and invitations

Highlighting offers

PARTY TIME

Welcome to Bar 44! Come and visit us for the true Spanish tapas experience brought to you in the heart of South Wales. You can choose from our extensive tapas menu available all day, or how about trying the lunchtime special offers or our Sunday sharing dishes? If you like to find cool places to hang out with friends, then Bar 44 is the place to be!

Bar 44 Cardiff 15-23 Westgate Street Cardiff CF10 1DD 1.30-24.00 Fri/Sat 11.30-23.00 Mon-Thur/Sun

Our restaurant serves a wide range of tapas dishes prepared with the freshest ingredients. We also stock the finest Spanish beers and wines – ask our staff for advice.

Bar 44 Penarth 14 Windsor Road Penarth CF64 1JH 11.30-24.00 Fri/Sat 11.30-23.00 Mon-Thur/Sun

AT BAR 44!

Tuesday – Thursday Buy three tapas dishes and get one free!

Bar 44 Cowbridge 44c High Street Cowbridge CF71 7AG 11.30-24.00 Fri/Sat 11.30-23.00 Tues/Weds/Thur 11.30-17.00 Sun

We promise you’ll have an amazing experience and you’ll want to come back again and again. Entry is free, but booking is advisable, especially at weekends when it’s busy. What are you waiting for? Book your table now by phone or online! Don’t forget to download the online flyer with our promotional offer and present it to your server. We look forward to seeing you soon at one of our four venues.

NOW OPEN! Bar 44 Bristol 18-20 Regent Street, Clifton Village, Bristol BS8 4HG 11.30-23.00 every day

GET STARTED

1 Read the promotional leaftet and choose the correct option. 1 2 3

Listing contact details and giving opening hours

Who is this promotional message for? A current customers B potential customers C both What is it about? A a special event B offers and promotions C the opening of a new restaurant Where would you find it? A in an online flyer B in a promotional email C on a billboard

Adding news or updates

CHEF’S RECOMMENDATION You can produce written promotional messages for real or digital brochures, flyers or billboards. You can also produce promotional messages for TV, Internet or radio adverts. Remember to: • Use enthusiastic language • Have a catchy slogan • Insert an eye-catching picture • Emphasise your promotion • Include your address • Specify opening times

READING COMPREHENSION

2 Read the promotional leaflet again and answer these questions. 1 What type of cuisine do they offer? 2 Why and when should you book? 3 What’s the promotional offer and how do you get it?

4 How many venues does Bar 44 currently have? 5 Which venue is closed on Monday? 6 Which venue is new?

lab / Marketing and Promotion Writing promotional texts Welcoming customers and making suggestions

Promoting offers

• Welcome to the new/latest… • Our new café/restaurant/bar will be open on… • (It’s) Party time at… ! • Why don’t you try our... ? • How about coming/trying/sharing… ? • Do you like... ? / If you like… then this is the place to be! • You can try / choose from our latest wine list/menu.

• Here are some special offers… • Buy one get one free! • Bring/Don’t forget to bring this leaflet/voucher for a free…

Describing your business and stating your mission • We are a small, family-run business/a modern European-style bar/a traditional English pub/a new independent café-bistro in… • We are passionate about… / We love… • Our aim is to use local products/offer seasonal home-made food/the finest local ingredients. • We have … an extensive/authentic menu, finest/freshest ingredients, expert staff, a special/unique atmosphere. • The food is delicious/tasty. • Our bar stocks…

Making invitations and promises • An amazing/wonderful experience. • We promise/guarantee you’ll want to come back again and again! • You’ll have a great time! • You’ll want to bring your friends and family! • We can’t wait to see you/serve you/entertain you at... ! • We’d love to see you on… • We look forward to seeing you soon. / See you soon! • We’re delighted to invite you to… • Pop in for… / Come and see us… / Come and visit… ! • What are you waiting for? Book your table now by phone or online!

PHRASEOLOGY

3 Read the functions boxes above and find a suitable phrase for each of the following. 1 2 3 4

an offer to only pay for one drink how to make a reservation a promise of fun a reminder

5 6 7 8

a description of the place a suggestion the company’s objectives an invitation

4 Choose the correct option to complete these sentences. 1 You can ___________ from our extensive tapas menu. A choose B to choose C choosing 2 How about ___________ the lunchtime special offers? A to try B try C trying 3 What ___________ waiting for? A are you B do you C being you 4 If you like ___________ cool places to hang out, Bar 44 is the place to be! A to finding B find C to find

5 ___________ is advisable, especially at weekends. A Booking B To book C To booking 6 Don’t forget ___________ the online flyer with our promotional offer. A download B downloading C to download 7 We look forward ___________ you soon at one of our four venues. A to see B seeing C to seeing

WRITING

5 Design an online flyer with a promotional offer for the café-bistro Semolina. Use some or all of the following information and the functions language above.

A new café-bistro, it serves freshly cooked meals, desserts, locally sourced beers and wines and speciality teas and coffees. • • • •

It has a relaxed atmosphere and friendly staff, free on-street parking after 6 p.m. It’s available for private hire (up to 29 people). Set lunch menu: 2 courses £12, 3 courses £15 (includes a glass of wine). Opening hours: Wednesday-Saturday 12-15, 18-22; Sunday 12-18.

Semolina, 15 Baker Street, Brighton 01273 691234 info2@semolinabrighton.co.uk.

lab Promotional emails News Calling all customers!

Introducing your restaurant

Welcome to Semolina, a new independent café-bistro in the seaside town of Brighton. We offer a seasonal home-made menu created with the finest, local ingredients.

Describing your restaurant and stating your mission

We are a small family business, passionate about making everything from scratch including ice cream, desserts, pasta and bread. On our extensive drinks menu you will find personally selected Sussex ales and ciders, wines and spirits. Or why don’t you try our excellent coffee brought to you from a micro roaster in Horsham and loose teas selected from Brighton’s Open Market.

Concluding enthusiastically

So go on! Pop in for a meal, glass of wine or just coffee and cake. We look forward to seeing you soon and hope you enjoy our food, drinks and the friendly atmosphere. From the Staff at Semolina

CHEF’S RECOMMENDATION

When sending promotional emails, don’t forget to:

Semolina, 15 Baker Street, Brighton 01273 691234 • Have a punchy subject line so people read your email info2@semolinabrighton.co.uk. • G ive information about location, opening hours, Opening hours: Wednesday-Saturday 12-15, 18-22; Sunday 12-18. Send

GET STARTED

1 Read the promotional email. Who is this email to and from?

ordering and booking • H ighlight new menus, specials, private dining offers and special events • Add discount codes, vouchers and details of gift cards • Include a personal anecdote about the staff or restaurant: It’s one year old today, The sous chef just got married, Joe invented a new cocktail in the bar, etc.

READING COMPREHENSION

2 Read the email again and decide if these sentences are T (true) or F (false). 1 Semolina is part of a chain. 2 They serve local produce. 3 Semolina is run by two friends.

T F

• • • • • •

4 They make their own bread. 5 They brew their own beers. 6 You don’t have to order a full meal.

T F

• • • • • •

VOCABULARY

3 Match these terms from the text to the correct definition. 1 2 3 4 5 6

independent seasonal from scratch micro roaster loose pop in

WRITING

a b c d e f

a small company that processes coffee beans from the beginning without making use of any previous work go somewhere quickly for a short time not contained in a bag not part of another bigger company relating to a particular part of the year

ONLINE INTERACTION

4 Write a promotional email about your new restaurant. In your email say: • what it’s called and what type of restaurant it is • what it offers and what is unique about it • when it is opening and what special promotion there is

How to write an email, p. 296

Marketing and Promotion

Promotional videos VIDEO

Watch the E5 Bakehouse video and tick (✔) the true sentences. 1 2 3 4 5 6

• E5 is an independent bakery and coffee shop. • It’s open daytime and evenings. • Everything is hand-made daily. • Ingredients are local, seasonal and organic. • All the staff have lots of baking experience. • It is committed to sustainable, renewable resources.

PHRASEOLOGY

2 Match the two parts of the sentences. 1 2 3 4 5 6

At the Bakehouse we use... We are open for... All of our breads are entirely handmade... The menus change daily as... Our staff consists of... Visit us to pick up your ‘daily bread’...

WRITING & SPEAKING

a b c d e f

a small, young, committed group of bakers, chefs and baristas. and baked daily at sunrise. and linger over delicious coffee and cake at the café. breakfast, brunch and lunch. organic, locally sourced ingredients. they are influenced by ingredients available.

MEDIATING CONCEPTS

3 Work in small groups. You have been asked to write a promotional video message for an elite London restaurant. Read the restaurant’s profile and write your script. Restaurant name

Seven Park Place

Location

St James’s Park, central London

Opened

2009 by chef manager William Drabble

Typology

Michelin-starred, fine-dining, hotel restaurant

Cuisine

Modern-French, using seasonal British ingredients

Signature dish

poached lobster tail, cauliflower purée and lobster butter sauce

Decor

bright, light and elegant; intimate space with 26 covers and nine tables

Menus

breakfast, lunch, à la carte, tasting, wine, dessert, afternoon tea

USP/offers

personal service; private dining

4 Present your promotional message to the class.

You can film it, record it or act it out live. Get ready to provide feedback on each advertisement as if you were chef manager William Drabble, using this feedback form. Then, as a class, vote for the best advertisement. Welcome to Seven Park Place, the hottest restaurant in Central London! This Michelin-starred, fine dining hotel restaurant is run by the innovative chef manager William Drabble. His signature dishes include: delicious...

Promotional Message Evaluation Form

[Give marks between 1 and 10 for each category, with 1 lowest and 10 highest]

Structure of presentation Content of presentation Style of presentation Clarity of promotional message Success of promotional message Overall mark (add your score up and divide the total by 5)

Overall comment __________________________________________ ___________________________________________________________

lab

Creating your website and social media page Website 4

7 www.bababoom.london

VOCABULARY

1 Look at all three web pages and match the words in the box to the correct part on the web page. booking system – contacts – gallery – logo – map – menus – opening hours – takeaway ordering system

READING COMPREHENSION & SPEAKING

MEDIATING CONCEPTS

2 Work in pairs. Look at the web pages again and answer these questions. 1 2 3 4 5 6

What’s the main aim of the website? Who is its target audience? Does it cater for particular groups or dietary needs? Is the layout of the site clear? Why/Why not? Is there a good balance between text and images? What would you expect to find by clicking on the links to the other pages? What information or links would you add to this website?

Marketing and Promotion

LISTENING

1.08 Listen to a professional web designer and restaurant image curator talking about what makes a good

website and choose the correct answer. 1 2 3

What attracts most people to restaurants? A ambiance B food C theme Why is it important for the website to be easy to navigate? A Because people lose patience quickly. B Because people need to be able to use all its services. C Because technology can complicate things too much. Are lots of photos on the website a good or a bad thing? A You need as many images as possible. B You shouldn’t put any images on your website. C You need the right amount of carefully selected images.

4 5

What is the problem with blogs and reviews? A Nothing – they’re great! B They are very time consuming. C You have no control over them. What’s the most important thing to remember about your restaurant’s website? A It should be accessible, easily recognisable and simple. B It should be adventurous, complex and original. C It should be memorable with lots of pictures and links.

READING COMPREHENSION

4 Read the ‘About us’ page and answer the questions below. CHEF’S RECOMMENDATION Over lots of long runs and a few even longer afternoons in the pub… the dream became a reality. We opened our doors in August 2016 on Battersea Rise, Clapham and it has been hard work! We love real food, big flavours, cooking over fire, outdoor adventures and doing things the right way. Our Persian flatbreads are topped with grilled meats & great vegetables. We love combining Middle Eastern flavours with quality British produce & serving you generous plates of food all day long from delicious brunch to late night feasts. We love to chat, so please say hello and tell us what you really think or write to us if you fancy a run. We’re always looking for training buddies.

’About us’ pages should: • Be interesting and informative • Express your values and beliefs • Tell customers what to expect – facts not fiction! • Inspire trust and confidence • Make a connection – be natural and personal and add a photo

Eve, Travis and Jono

1 When did the restaurant open and where is it? 2 What is their other passion apart from food?

Presenting a business • We opened / We started in… • The idea/Our dream is to… • We love/like… / We’re passionate about… / We have a passion for… • Our food is… / Our flavours are… • We’d like to… / We’re always looking for… • Please drop by/say hello/give our restaurant a try…

3 What kind of restaurant is it? 4 Who runs the restaurant?

INTERNET RESEARCH & WRITING

5 Look for restaurant websites online and make notes on the following: • • • • •

How is the site structured? What links to other pages are there? Is there a blog, a gallery, links to social media? Is there an ‘About us’ page and what information is on it? What other interesting features has the website got?

COMPITO DI REALTÀ – Designing a restaurant website MEDIATING CONCEPTS Work in small groups and design a website for a speciality, ethnic or bistro-type restaurant. Use the information on these two pages to help you. On your website you should include: • the restaurant name and logo • a site menu and links to other pages • images/video or other web designs

• contact details and opening hours • an ‘About us’ page • links to social media

lab Social media page Nando’s has 1.42m followers on Twitter and 4.4m fans on Facebook. It uses different social media techniques to generate customer engagement and loyalty. These include targeted tweets and the famous ‘finger selfies’ where customers who tweeted a picture of a finger selfie made from a Nando’s napkin, received a £20 gift card and could win free food for a year.

Mexican chain Taco Bell launched its ‘Spicy Chicken Cool Ranch Doritos Locos Tacos’ through a short film on Snapchat, shot around the MTV Awards. It immediately created an internet sensation amongst its target demographic, with thousands 1 swiping it before you could even buy the products at Taco Bell.

CHEF’S RECOMMENDATION

Pizza Pilgrims started as a market food stall. Now it’s a chain with nine London venues and one in Oxford. Their Instagram account is full of photos of their delicious pizzas, food adventures and new ideas for you to like and follow. They appeal to their target groups of college students on social media with requests such as: ‘Pizza 2Taster will be paid £1,500, and receive free pizza for a whole year’.

Effective social media pages: • Build partnerships • Create experiences • Use storytelling • Highlight visuals • Encourage sharing

swiping farlo girare taster assaggiatore

READING COMPREHENSION

INVALSI Read the texts and decide whose social media campaign:

1 shot a film at the MTV awards. 2 encouraged finger selfies. 3 offered to pay for a food taster.

_________ _________ _________

4 has photos of food-related adventures. _________ 5 promoted a product before you could buy it. _________ 6 targeted college students. _________

VOCABULARY

2 Match the actions in the box to the social media sites you can do them on. Can you add any more? follow – like – post – swipe – tag – tweet

Facebook 1 ________________

SPEAKING

Instagram 2 ________________

Snapchat 3 ________________

MEDIATING CONCEPTS

Twitter 4 ________________

3 Work in small groups. Think of a chain or individual restaurant you like and decide on a social media campaign to promote that brand. Present your campaign to the class.

Marketing and Promotion

Online complaints and reviews

Peter     Per Se, New York City

Lisa doesn’t recommend Pavilion Restaurant

You can definitely skip this place. The issue is not the cost (although it’s expensive) but the terrible food. It’s tasteless, boring and generally unappealing. A TV dinner from the microwave would be better! On the positive side staff are friendly, service is efficient and the location is great… It’s just a shame about their overpriced bad food!

16 August at 23.04

When we complained about our undercooked meals, the manager was very confrontational and disrespectful towards us. He ignored our comments and simply sent the waiter over with our bill. I was with some business clients at the time so I felt humiliated and embarrassed and lost for words. Dear Lisa, Thank you very much for your feedback on social media. As a restaurant group we are clearly unable to meet your expectations. Therefore to avoid any further disappointment we would like to inform you that you are no longer welcome at any of our venues again. Kind regards, The Manager of the Pavilion Restaurant

Dear Peter, Thank you for your comments. I’m very sorry to hear about your experience. This is definitely not what our customers expect from us. We are known for delicious gourmet food at competitive prices. Please contact me, as I would like to make up for your disappointment. Corey Chow, Chef de Cuisine, Per Se

The worst experience ever!!! Richard

Reviewed St Paul, London on 16 June 20...

My girlfriend and I ordered brunch. After waiting 45 minutes for our food, we asked the server who insisted it had only been 25 minutes and gave us no apology. Our food finally arrived after another 20 minutes and my baked eggs and chorizo were raw. The server removed the food without any apology once again, so we left the restaurant never to return...

READING COMPREHENSION & SPEAKING

Mark, owner at St Paul responded to this review Responded 22 June 20... Hi Richard, Every customer is equally important to us and I spoke to the staff about this unfortunate incident. They were very distressed and hope to learn valuable lessons from it. I would like to reassure you, and anyone reading this, that this isn’t what happens at St Paul. We apologise unreservedly for your negative experience and hope you will visit us again.

MEDIATING TEXTS

1 Work in pairs. Read the complaints and the responses and answer these questions. 1 What’s the problem in each situation? 2 Are they reasonable problems to complain about?

Complaining • The issue/the problem is… • We waited 45 minutes for our food… • When we complained the manager was very confrontational… • He/She ignored our comments. / The server gave us no apology. • The food was cold/raw/terrible/overcooked/tasteless. • The service is/was slow and inefficient. • I felt humiliated and embarrassed. • It’s (just) a shame about… • It was the worst experience ever…

WRITING

3 How do you think each person responds to each complaint? 4 Do they do enough or could they do more?

Responding to complaints • Thank you (very much) for your comments/feedback. • I’m very sorry to hear about your experience. / We apologise unreservedly for your negative experience. • Every customer is equally important to us. • This is (definitely) not what our customers expect from us. • We hope to learn valuable lessons from it. • I spoke to the staff... / I would like to reassure you… • I/We hope you will visit us again. • To avoid any further disappointment, we’d like to offer/give you…

ONLINE INTERACTION

2 Work in pairs. Write an online complaint about a restaurant you visited. When you finish writing, deliver your post to your partner. Read the complaint and write a response. Consider the following points: • introduce yourself and thank the customer for their comments • make sure you fully address each part of the complaint • explain how your restaurant usually operates

• tell the customer what you have done/intend to do to make amends • invite them to return to the restaurant and contact you again

revise vocabulary

1 Match the two parts of the definitions. 1 2 3 4 5

A business image is how... A customer loyalty programme is how... Customer profiling is how... A marketing strategy is how... Search Engine Optimisation is how...

a b c d e

you understand your customer target group. you promote your business. you reward people for choosing a restaurant. you get more people to find your business online. a company appears in public.

2 Combine the two parts to form new words and expressions. 1 2 3 4 5 6

demo leaf on psycho social web

a b c d e f

sites media let line graphics graphics

3 Complete these collocations with the words in the box. create – post – produce – write

1 2 3 4

_____________________ a blog, an email, a leaflet _____________________ a message, a picture, a review _____________________ a leaflet, a flyer, a business card _____________________ a website, a social media page, an advert

4 Find the odd one out and say what the others have in common. 1 2 3 4

Bing Google Yahoo WhatsApp ______________________________________________________ Facebook Foursquare Instagram Twitter ______________________________________________________ Snapchat Tripadvisor Yelp Zomato ______________________________________________________ Bookable Gayot Quando TheFork ______________________________________________________

5 Complete these sentences with the words in the box. advertise – blogger – opinion – reward – service – target

1 2 3 4 5 6

You need to ____________ to grow your company. Customers can sometimes forgive bad food, but never bad ____________. It is important to ____________ customer loyalty with discounts and special offers. Public ____________ is one of the easiest ways to find new customers. Your ____________ customer groups could live in particular areas or have similar habits. Every customer is potentially a food ____________ or a critic.

6 Write the Italian equivalents for these words and expressions. 1 2 3 4 5 6

seasonal from scratch booking system opening hours micro roaster loose

____________ ____________ ____________ ____________ ____________ ____________

invalsi training READING B1 – MULTIPLE MATCHING

1 Read the article about ghostwriters. Parts of the text have been removed. Choose the correct part (A-G) for each gap (1-5). There is one extra part that you should not use. The first one (0) has been done for you.

COOKBOOK GHOSTWRITERS It takes a lot of hard work and experience to be a good chef and create awesome recipes to share with the world 0 B . It takes an ability to put your knowledge into words that people without culinary experience will understand. Are there writers who are chefs, and chefs who are a writers? Of course there are, but they are the exception. This is why most cookbooks take two or more people to create: 1 , but there can be more people involved. Graphic designers, marketing agents, editors, publishers, photographers. Most of the time, the team on a book requires many different talents and can be expensive.

It is no longer enough to be a master chef at a prestigious restaurant. If you want to be a star in the culinary world, chefs must be in the public spotlight. This can include TV and radio appearances, interviews or – in most cases – creating a cookbook. But 2 , chefs do not often have the time to write books. It is mainly a publishing company, or a ghostwriter, who take care of it. According to some writers, while chefs may create some of the content, they don´t even read the final book. What are the requirements to be a cookbook ghostwriter?

• Clarify the steps – According to Julia

•C apture the soul – A good chef is also an artist, a food philosopher in most cases, so 4 understanding and talking to the chef and the best moment to talk to a cook is at the stove, when they are cooking, happy, remembering how they learned the craft.

Turshen (ghostwriter for Gwyneth As hard as it may seem to live the life Paltrow´s My Father´s Daughter), of a writer behind the closed doors the best way to write a recipe is not of a kitchen, there are some great knowing anything about cooking. moments too. For those with a Julia Moskin adds: ‘Oddly, one of combined pleasure in writing and the best qualifications for the job is cooking, 5 . ignorance: if you know nothing at all, you’ll begin your EXAM TIPS explanation from zero, and 3 ’. • Per prima cosa, leggi il titolo e il testo, poi esamina con

A there is usually a writer and a chef ____ B but writing a cookbook is a whole different thing 0 C this is the best job ____ D that will suit all readers ____ E chefs are the best ____ F the writer has to spend time ____ G since they are so busy in the kitchen ____

attenzione le parti mancanti e comincia a inserire negli spazi vuoti le parti di cui sei assolutamente certo, non è necessario che siano le prime. • Naturalmente dovrai essere sicuro del significato delle frasi che precedono e seguono i vari gap. • Ricordati che ci saranno sempre dei distrattori, cioè delle parti in più che vanno scartate. • Quando hai finito, rileggi tutto il testo per verificare la coerenza logica.

LISTENING B1 – MULTIPLE MATCHING

1.09 Listen to three people talking about their favourite restaurants. Select the correct speaker (1-3) to match

the descriptions (A-G). There is an extra sentence. The first one (0) has been done for you. You will hear the recording twice. 0 This customer notices even the smallest thing when he goes to a restaurant. A The relationship with waiters is very important. B This person thinks that good food can be expensive. C This restaurant is little but special.

2 ____ ____ ____

D Efficiency can be decisive. E This person just hates globalisation. F This person is not keen on meat. G This customer appreciates eating in a quiet atmosphere.

____ ____ ____ ____

test your competences

THE SECRETS OF TV COOKERY SHOWS

Although celebrity chefs are always the face you see on TV, they don’t do all the work. They have teams of professionals doing everything: sourcing ingredients, creating and testing new recipes, preparing the dishes on their shows. Hardly surprising, considering the volume of their work commitments: running successful restaurant chains, making numerous TV appearances, writing new cookbooks every year and designing their own cookware and cooking ranges. These are the secrets chefs don’t want us to know about.

1 TV chefs do not usually cook in their own kitchens or homes, although they may give their viewers that impression. They almost always cook on a film set, and a series can be filmed quickly in just a few days and then the film crew packs up the set. Different seasons and moods are conveyed through clever lighting and stage design.

Each competitor has the same chance of winning, but a lot of the film footage is cut. There is, however, a degree of competitive sabotage that goes on between chefs!

2 Believe it or not, celebrity chefs often cut themselves when they are cooking on TV, despite the number of years they have trained and worked as professional chefs! This is because they usually have sous chef with much better knife skills doing all the prep work for them in their kitchen.

4 Moreover, chefs on TV cooking competitions often can’t think of anything to cook! Just as writers get writer’s block, chefs can get cooking block, or they have an idea for a dish, which doesn’t turn out or doesn’t taste how it should, so they lose the competition!

3 How about cooking competitions – are they actually fair? Yes, they are, although they don’t always seem to be. The judging of shows such as MasterChef, or the Great British Bake Off, is subject to rigorous criteria.

5 Last, but not least, the tension and drama on some cooking shows is invented. Shows like Gordon Ramsey’s Hell’s Kitchen come to mind. Sometimes people seem to fall out very seriously, very quickly and then make up just as quickly when the episode is coming to an end. So what do you think? Are you going to carry on watching TV cooking shows, knowing that what you see isn’t always real?

READING COMPREHENSION

INVALSI Read the article and choose the correct option (A, B, C or D).

1 Celebrity chefs always… A appear on TV. B cook the food. C find the ingredients. D try out the recipes. 2 TV cooking shows are filmed… A at different times of the year. B during long and complicated shoots. C in the places you see on TV. D using special effects. 3 TV chefs often cut themselves because… A it isn’t what they usually do in the kitchen. B they don’t get enough practice at kitchen prep. C they don’t have enough training. D they run out of time.

4 TV cooking competitions… A are essentially unfair. B contain all the footage shot during filming. C seem more dramatic than they need to be. D show chefs not knowing what to cook. 5 What would be a good introduction to this article? A Modern cookery shows try to demonstrate food preparation in the most authentic way possible, but they don’t always succeed. Here’s why. B Nowadays cookery shows are amongst the most popular programmes on TV, but not all is as it seems behind the scenes. C Some cookery shows take us behind the scenes and reveal why and how they source ingredients, prepare food and demonstrate recipes to us. D We reveal why celebrity chefs are pretending to be something they are not.

The World of Catering

LISTENING

1.10 Listen and choose the correct option (A, B or C).

1 You will hear two people talking about a restaurant they visited. What does the man like best about it? A the food B the location C the service 2 You will hear a catering student telling her tutor about her work placement. What type of restaurant is it in? A ethnic B fast food C fine dining 3 You will hear a head chef discussing the new layout of a restaurant with a designer. Where is the payment station going? A in the middle of the dining room B near the kitchen C there isn’t one

4 You will hear two friends talking about a new restaurant. What is the promotion? A a loyalty card B a free bottle of wine C two meals for the price of one 5 You will hear the promotional message of a restaurant. What is its unique selling point? A It has a vibrant atmosphere. B It is an independent restaurant. C It serves seasonal, local food. 6 You will hear a web designer discussing a website with a restaurant manager. What does the website need according to the designer? A a gallery of recent photos B an online booking system C up-to-date menus

WRITING

3 You are the manager of Café Co. Read this online customer complaint and write a reply using all your notes. Write about 100 words. It was busy. Not normal.

What can we do to make them feel better?

    Reviewed 26 June We came into Café Co. last Tuesday. We had to wait 15 minutes for a seat and 30 minutes to be served. Staff were rude and unhelpful. We had no apology or offer of compensation. We won’t be returning and told all our friends about the bad service too. Di Conrad

VIDEO ROLE PLAY & SPEAKING

Will ask staff about this.

Talking about your future career

Watch this video of a trainee chef talking to her tutor about the type of restaurant she would like to do a placement in. Read the prompts on the screen and take the role of the trainee chef.

Now watch the full version of the video and compare your answers.

6 Work in pairs. Role play the conversation between a tutor

and a trainee chef who wants a work placement. Remember to swap roles. Ask and answer questions about: • the type of restaurant • the style of service

• skills and experience • the financial and practical help required and available

cooking

Objectives

THEORY Getting to know: ∞ the kitchen brigade ∞ the kitchen configuration and equipment ∞ food suppliers ∞ food ingredients ∞ preparation and cooking techniques ∞ different types of menu ∞ the main types of diet and food restrictions ∞ hygiene rules and safety procedures 48

LAB Learning: ∞ how to organise a kitchen brigade ∞ how to design a restaurant kitchen ∞ how to order new cookware and equipment ∞ how to search for suppliers and order food ∞ how to prepare the mise en place ∞ how to present and explain a recipe ∞ how to design and explain a menu to customers ∞ how to follow safety procedures

ALTERNANZA SCUOLA-LAVORO NAME: Amal Bhat AGE:

WORK EXPERIENCE: Commis chef in a fine dining restaurant Go to the FLIPBOOK and read Amal’s report about his work experience.

MASTERING RECIPES

VIDEO ∞ ∞ ∞ ∞ ∞ ∞

VIDEO RECIPE: Gnocchi alla Romana VIDEO RECIPE: Salt-baked turbot VIDEO RECIPE: 300ml of mayonnaise VIDEO RECIPE: Eggs Florentine The sport diet VIDEO ROLE PLAY: Explaining how to prepare a dish

p. 77 p. 114 p. 115 p. 132 p. 163 p. 187

∞ ∞ ∞ ∞ ∞ ∞ ∞ ∞ ∞ ∞ ∞ ∞ ∞ ∞ ∞ ∞ ∞ ∞ ∞ ∞ ∞ ∞

Baba ghanoush Grilled peach, burrata and basil salad Buddha bowl Lancashire hotpot Veal roulade with porcini mushrooms Barbecued scallops Roast duck Kedgeree Herby egg frittata Warm lentils and carrot salad CELEBRITY CHEF RECIPE: Tommy Banks’ Sea Trout with Courgettes Pork and prawn dumplings Scotch eggs Crispy roast pork Spit roast garlic chicken Fish pie Chicken chasseur Sous vide teriyaki salmon Creamy Kuzu Parmesan gnocchi with pea water CELEBRITY CHEF RECIPE: Anna Jones’ Whole Roasted Squash Baked figs & goat’s cheese with radicchio Mussels steamed with cider and bacon

p. 77 p. 77 p. 112 p. 112 p. 113 p. 113 p. 114 p. 115 p. 116 p. 116 p. 117 p. 132 p. 133 p. 133 p. 134 p. 134 p. 135 p. 135 p. 136 p. 137 p. 169 p. 169

3 working in a kitchen

The kitchen brigade The kitchen brigade in hotels and fine dining restaurants was the idea of French chef Georges Auguste Escoffier and Swiss hotelier César Ritz*. Kitchens today don’t usually have all the stations of a classical Escoffier brigade, but the traditional names of some specialist roles are maintained. The word ‘brigade’ refers to the structure of the army where Escoffier gained some of his earliest experience. And the kitchen brigade is, first of all, a chain of leadership and responsibility: everybody knows precisely what to do, who they answer to, and who or what they are in charge of. On the following page there is a detailed description of the kitchen staff.

GET STARTED

August Escoffier (1846-1935) was known as ‘the king of chefs and the chef of kings.’ While working at the Savoy Hotel, he created the dessert Peach Melba. In 1920 he received the French Légion d’honneur for services to the prestige of French cooking abroad. After meeting hotelier César Ritz at the Grand Hotel in Monte Carlo, they ran the Savoy Hotel together and made London ‘a place worth living in’. Ritz converted London society to the practice of dining out, before he opened the first Ritz Hotel in Paris.

1 Read the texts on pages 50-51 and decide which chef (1-7) is responsible for: a • the supervision of stations b • special events c • specific areas of food preparation

d • running any station in the kitchen if required e • assisting station chefs f • assisting and replacing the head chef if necessary

READING COMPREHENSION

2 Read the texts on page 51 again. Which roles (1-7) would you assign to the following people?

A • Frank has been a professional chef for twenty years, working in a variety of positions. He likes each day to be challenging, but doesn’t want to be manager. He’d prefer a supporting role.

D • Claudia has been working as a sous chef for five years. She has great cooking skills and lots of good ideas. She wants the opportunity to develop her leadership qualities.

B • Yasmin loves catering for special occasions and she has a lot of experience doing this. She’s a natural communicator and enjoys interacting with members of the public.

E • Peter would love to manage a team responsible for desserts and pastries. He has some supervisory experience as a sous chef.

C • Jack has not long qualified as a chef and he is keen to gain as much experience as he can. He’s hard working and good at following instructions.

F • Sophie wants to manage her own kitchen. She is experienced in all aspects of catering and management and is especially good at delegating.

theory / Working in a Kitchen 1 CHEF MANAGER/EXECUTIVE CHEF He/She is responsible for all aspects of the kitchen including: 1payroll, personnel, menus, purchasing, costing and accounting. He/She is able to assign tasks and delegate responsibility appropriately to the kitchen brigade. 2 CHEF DE CUISINE/HEAD CHEF He/She has excellent cooking and leadership skills. He/She is able to create new dishes for the menu; oversee the day-to-day 2 running of the kitchen, in line with health and safety rules, budgets and company policy; assign the tasks to each workstation; supervise the work of each station chef; and work in cooperation with front-of-house staff.

payroll libro paga running gestione 3 stand in for sostituire 4 trainee apprendista

3 CHEF DE BANQUET/BANQUETING CHEF He/She is skilled and experienced in delivering an excellent experience to guests at special functions and events, and works in close collaboration with the Executive Chef. He/She is responsible for managing and training the banqueting kitchen team, which in high-end establishments is often a separate kitchen brigade.

4 SOUS-CHEF/UNDER CHEF He/She assists the head chefs in all their tasks and responsibilities and is able to ensure the smooth running of the kitchen in their absence. This role would suit a talented young chef, with extensive cooking experience in all sections of the kitchen and with some managerial experience. 5 CHEF DE PARTIE/STATION CHEF (see p. 52) There are a number of roles available for head of sections, with particular skills and experience in preparing specific aspects of the menu such as: starters, fish, meat, sauces, vegetables or desserts.

6 CHEF TOURNANT/ROUNDSMAN This role would suit an experienced chef who has worked in and preferably managed all sections of a large kitchen. Flexibility and adaptability are key to this role as he/she can 3stand in for any absent chef de partie.

7 COMMIS/JUNIOR CHEF The commis chef is a 4trainee chef, usually someone recently qualified or with limited professional cooking experience. Tasks include assisting the station chefs to carry out any duties assigned to them and ensuring the workstation is clean and tidy after service.

LISTENING

1.11 Listen and complete the table with the missing information.

Name

Skills

Role

Lynda

is quick and capable on all stations

chef (1) _____________

Sam

has a real talent for making (2) ____________________________

station chef

Mark

is competent at preparing vegetables, but needs to improve

(3) _____________ chef

Elena

is a good organiser, but she isn’t confident

(4) _____________ chef

SPEAKING

4 Work in pairs. Ask and answer questions and decide which role would be best for each of you. Think of the following:

• What experience have you got? • What are your strengths in the kitchen? • What do you need more practice at?

• What area would you like to specialise in? • Where do you see yourself in ten years’ time?

theory

Kitchen stations The kitchen is divided into sections (or stations) according to three main criteria: • the type of raw material (fish, vegetables, meat); • the type of preparation (meat cooking, sauces, etc.); • the production phase (preserving, 1night shifts, etc.).. Although the division and hierarchy may not be so strict, these are the main station chefs or chef de partie in most kitchen brigades:

Chef entremetier/Entrée chef He/She is responsible for cooking vegetables and eggs, preparing soups and other dishes. In some very large restaurants there is also a chef legumier or vegetable chef and a chef potager or soup chef.

Chef pâtissier/Pastry chef He/She prepares desserts and savoury and sweet pastries.

Flipped classroom Before the lesson, go to the and learn about station chefs.

Chef poissonier/Fish chef He/She supports the chef saucier in large teams and is responsible for cooking all fish-based dishes, except for fried and grilled ones. Chef rôtisseur/Roast chef He/She is responsible for roasted preparations. In a full brigade a grillardin or grill chef prepares grilled food and the friturier or fry chef prepares fried food.

Station chefs

Chef saucier/Sauce chef He/She is in charge of the preparation of all the sauces and oversees every type of sauce or dish with special seasoning.

Chef garde-manger/Cold-foods chef He/She is responsible for preparing cold starters, preserving refrigerated and frozen foods and all the operations preceding meat and fish cooking.

In highly professional kitchens there can be many stations and staff members depending on the type and size of the business and the menu. For more flexibility in assigning tasks, chef managers are increasingly cross-training their staff in more than one role. This is good for the restaurant because there is a greater diversity of skills and it is easier to organise 2rotas, 3sickness and leave cover. It is also good for staff as they feel more motivated and stimulated in learning to do different jobs.

night shifts turni di notte rotas turni di lavoro 3 sickness/leave cover sostituzione per malattia/ferie 1

areer paths: The chef, p. 242; The pastry C chef, p. 244

GET STARTED

1 Read the text. Write a list of the different station chefs and translate them into Italian. READING COMPREHENSION

2 Read the text again and match these tasks to the station chefs in the box. entrée chef – cold-foods chef – fish chef – pastry chef – roast chef – sauce chef

1 assisting the sauce chef 2 cooking eggs and soups 3 meat and fish prep

___________________ ___________________ ___________________

4 overseeing sauces 5 roasting meat 6 preparing desserts

___________________ ___________________ ___________________

Working in a Kitchen

VOCABULARY

3 Find the English equivalents for these words and expressions in the text on page 52. 1 postazioni di lavoro 2 materia prima 3 fase di lavoro

___________________ ___________________ ___________________

4 gerarchia 5 condimento 6 formazione incrociata

___________________ ___________________ ___________________

READING COMPREHENSION

Nowhere does your true personality emerge more clearly than in a busy, high-pressure service kitchen. Time is brief, space is limited, standards are high and 1tempers can be short. Those of us with experience in a busy kitchen will certainly have encountered these different types of chefs. What type of chef are you? 1 The ORGANISED CHEF keeps the station tidy and understands the current task and the task to follow. Typically, they make sure they have their mise en place ready before service and clean their station between tasks. 2 The FOCUSED CHEF likes to find a quiet place to work and concentrate on the task in hand – not an easy thing to do in a busy kitchen! They are natural problem-solvers, but not always team players, and tend to perform better in small brigades or working alone. 3 In contrast the CHAOTIC CHEF has an untidy section and no mise en place. They spend a lot of time running around looking for things. They often burn or forget to season food, but they can be incredibly inventive, even if 2by accident. 4 The PROCESS-ORIENTATED CHEF likes to follow recipes very closely. They have a keen eye for detail and an ability to follow instructions precisely. However, they can be guilty of not thinking for themselves and not analysing why one technique or ingredient works better than another.

4 Read the article above and decide which type of chef (1-6): a • can be incredibly inventive. b • has their mise en place ready. c • has a good eye for detail.

SPEAKING

5 The 3SENSITIVE CHEF takes every comment and criticism personally, which can be a problem in the kitchen where there is only time for clear instructions and direct feedback. They are good at learning from their mistakes, but you must be 3tough to survive in the catering industry. 6 The SOCIAL CHEF loves the noise and energy of a busy kitchen, but can disturb others with their constant chatting and laughing. On the positive side they have incredible enthusiasm and passion for their work and tend to keep morale high in the kitchen. tempers can be short gli umori possono essere irascibili by accident involontariamente 3 sensitive sensibile 4 tough tenace 1

d • learns from their mistakes. e • keeps spirits high in the kitchen. f • works better on their own.

MEDIATING CONCEPTS

5 Work in pairs. Imagine you are the executive chef of a restaurant. What type of chef would you choose for your kitchen brigade? Which type would you avoid? Why? Discuss together. Which chef do you think you are?

theory

A chef’s uniform and hygiene rules A chef’s uniform has two purposes. Like all professional uniforms it identifies the role, but at the same time every item of clothing is specially designed for hygiene and safety. Before work, chefs put their own clothes away to prevent possible contamination and wear clean white uniforms every day.

1 The toque*, or chef’s hat, which tends to be tall and cylindrical for men and like a 1shower cap for women, covers clean, short hair to avoid any contact with food or dirt. Modern chefs often prefer to wear a bandana and a triangle, a kind of scarf rolled up around the neck to absorb 2sweat and stop the neck from getting cold.

3 Chefs also carefully tie an apron around their waist. It is important that it is 6folded over at the top to provide extra heat protection. The torchon is a piece of material which chefs tie firmly to the apron. It is used to lift hot containers, and clean hot sauce/oil drops.

5 Chefs wear comfortable, lightweight shoes as they have to stand up all day. Non-slip 9soles, a thick upper part and a protective 10steel cap are all important details to help avoid burns or accidents.

GET STARTED

1 Read the text and write a list of the different parts of a chef’s uniform. Then translate the words into Italian.

Toque is the Arabic word for round hat. Traditionally important chefs wore tall hats. It is unclear why chefs wore a toque, but one popular story is that it originated in ancient Assyria. Chefs had a high position in the King’s Court because of their responsibility for preparing food and not poisoning the king. As a mark of respect, they were allowed to wear a tall hat, which was the same shape as the king’s crown.

2 The chef’s jacket is designed to keep chefs cool in busy kitchens and can be easily washed at high temperatures. Jackets are usually 3doublebreasted with special material buttons, which do not 4melt or drop into food. Its wide roll-up sleeves aim to protect the arms from heat and burns, and you can quickly remove it in an emergency, or reverse it if 5stained on one side.

4 Chefs’ trousers need to be made of nonflammable material without a 7hem, because bacteria can grow there. Classical chef trousers are 8check, although nowadays chefs wear all sorts of different types. Some women wear a skirt.

shower cap cuffia da doccia sweat sudore 3 double-breasted a doppio petto 4 melt sciolgono 5 stained macchiata 6 folded over piegato su se stesso 7 hem bordo 8 check a quadretti 9 soles suole 10 steel cap punta in acciaio 1

READING COMPREHENSION

2 Read the text again and decide if these sentences are T (true) or F (false). Correct the false ones. 1 A chef wears a uniform so that you know he/she is a chef. 2 A triangle absorbs sweat and keeps the neck warm. 3 A chef’s white jacket is not easy to clean. 4 The buttons on a chef’s jacket are designed not to melt or drop into food. 5 A chef’s trousers have a hem to stop bacteria growing. 6 Chefs can wear any shoes they want to as long as they are comfortable.

T F

• • • • • • • • • • • •

Working in a Kitchen

VOCABULARY

3 Read these kitchen rules and complete them with the words in the box. apron – cover – jacket – materials – shoes – lift – triangle – trousers

• • • • • • • •

(1) ____________ your hair with a toque or a bandana. Wear a (2) ____________ to keep your neck warm and dry. Make sure you can take your (3) ____________ off easily in an emergency. Tie your (4) ____________ at your waist, fold it over at the top. Use a torchon to (5) ____________ hot containers and take baking trays out of the oven. Wear non-flammable (6) ____________ to protect you from fire. Don’t put a hem in your (7) ____________ or skirt. Avoid accidents by wearing anti-slip soles and protective steel cap (8) ____________.

LISTENING

1.12 Listen and complete the text with the missing verbs.

10 GOLDEN RULES FOR KITCHEN HYGIENE

As kitchen staff you have a vital role to play in hygiene, because you can contaminate foods in many different ways. 1 (1) ____________ and dry your hands before 1handling food, and repeat frequently throughout the working day.

6 Firmly secure eye glasses around your neck and don’t (6) ____________ jewellery.

2 Never (2) ____________ from dirty to clean areas to avoid cross-contamination.

7 Wear 3disposable gloves when handling delicate foods. (7) ____________ your nails short so they are easy to clean and do not wear 4nail varnish.

3 Never (3) ____________ animals or children into a food handling or storage area. 4 Never smoke, chew gum or (4) ____________ in the kitchen. 5 Never cough or sneeze over food, or in food preparation or storage areas. If you feel unwell, don’t (5) ____________ food and tell your 2line manager.

9 Make sure cuts are completely covered by a colourful, easily visible, clean 5waterproof plaster or bandage. 10 Carefully (9) ____________ workstations after each session with ammonia and diluted, denatured alcohol to disinfect. 6 Rinse thoroughly after use and (10) ____________ contact with skin.

8 Don’t (8) ____________ any objects in your pockets and use velcro instead of buttons. handling maneggiare line manager diretto superiore 3 disposable usa e getta

nail varnish smalto per unghie waterproof plaster cerotto impermeabile 6 rinse risciacqua

5 Match the personal hygiene symbols to the kitchen rules (1-10) above.

A •

B •

C •

D •

E •

F •

G •

H •

I •

J •

WRITING

ALTERNANZA SCUOLA-LAVORO

6 Think of the restaurant where you have had a work experience and write a list of all the kitchen rules and your duties. 55

3 Flipped classroom

Organising your kitchen brigade The head chef of the Old Mill Restaurant is giving orders and instructions to the kitchen brigade during service.

Before the lesson, go to the and practise the dialogue with the karaoke. Underline the expressions used to give orders and instructions.

Head chef

ould you all please stop what you are doing and listen W to me for a minute? Chefs Yes, chef! Head chef Is each section ready for the lunchtime service? Entrée chef We haven’t quite got everything we need for our mise en place… Sous chef Why not? What’s the problem? Entrée chef I can’t find the new paring knives for the vegetables… Head chef They’re in the prep draw! I was hoping you would be organised by now. Entrée chef Yes chef! Sorry chef! (to the commis) Can you go and get the new knives, please! Commis chef I’m on it chef! Head chef OK… Is everything set for the main courses? Roast chef We’re good to go chef. Fish chef Same here, chef! Head chef I’d like to see you two working closely together, but don’t get in each other’s way! Fish chef No, chef! Roast chef No problem, chef! Head chef Good! Who’s on desserts today? Roundsman That’s me, chef, because the pastry chef is off. Head chef And do you think that you can execute all the desserts perfectly? Roundsman Yes, chef. I think so. But could I have a bit of extra help? Head chef Sure! (to sous chef) I was hoping you could help out with the desserts if you’re needed. Sous chef Of course... OK chef! Can we start on the first order? Head chef Yes! Here’s the first order... One lobster starter, two beef carpaccio starters and one beetroot tarte tartin. Entrée chef Yes, chef!

CHEF’S RECOMMENDATION How to survive in the kitchen • Stay calm – one nervous person makes everyone nervous and things start to go wrong. • M ove deliberately and efficiently in the kitchen and avoid spillages and accidents by being aware of the things and people around you! • D on’t be a know-it-all! Listen and ask for clarification if you’re not sure or don’t understand something. It’s better to under-promise and over-deliver. • B e clean and tidy – follow all the health and hygiene rules and organise your mise en place in plenty of time. Leave all your bad habits outside the kitchen! • W ork hard and show commitment to the job. Chefs are always passionate perfectionists so make sure you learn from them!

lab / Working in a Kitchen GET STARTED

1.13 Read and listen to the conversation on page 56. Answer these questions.

1 Who’s not ready for the lunchtime service? 2 Who should work together? 3 Who’s absent?

READING COMPREHENSION

2 Read the conversation again and complete these sentences. 1 2 3 4 5 6

The chefs listen to _________________________________________________. The entrée chef can’t find _________________________________________________. The fish and roast chefs have everything set for _________________________________________________. The head chef doesn’t want them _________________________________________________. The roundsman hopes he can execute all _________________________________________________. The sous chef is happy to help out with the desserts _________________________________________________.

3 Draw a diagram indicating the chain of command in today’s kitchen brigade. commis chef – entrée chef – fish chef – head chef – roast chef – roundsman – sous chef

Giving and responding to orders and instructions Direct orders/instructions

Responding to orders and instructions

• Excuse me! You can’t… • Don’t…! • I/You need to… • Your sauce needs stirring! / Your fish needs turning! • Go and get… !

• Yes, chef! / No problem, chef! / Of course, chef! • We’re good to go! • I’m on it chef! • I think so… • Sorry chef! / I’m sorry! • We’ve got... / We haven’t got… • That’s me because… / I’m doing it as…

Polite orders/instructions • Would you mind helping… ? • Can/Could you prepare… ? • Would you please help… ? • Do you think that… ? • If you don’t understand/know what to do, please ask! • I’d like to see you two working… / I’d like you to work…

I’m on it!

PHRASEOLOGY

4 Read the functions boxes above. What would you say in the following situations? 1 2 3 4 5

to stop somebody from doing something to apologise for a mistake to say what to do if there’s a problem to say everything is OK to tell someone they need to do something

____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

5 Rewrite these orders and instructions to make them more polite. 1 Get the ingredients! 2 Don’t do it like that! 3 Where’s my knife?

_________________ _________________ _________________

4 I want you to listen! 5 Help the sous chef! 6 Start cooking the main now!

_________________ _________________ _________________

lab 6 Complete the conversation with the correct form of the verbs in brackets. Station chef Commis chef Station chef Commis chef Station chef Commis chef Station chef Commis chef Station chef Commis chef

Would you mind (1) _____________ (help) me prepare this dish? Sure chef! What (2) _____________ (you / like) me to do? Could you (3) _____________ (prepare) the vegetables? No, problem. I’ll start (4) _____________ (chop) them now. You need (5) _____________ (cut) them very finely. (6) _____________ (you / think) that they’re OK like this? I was hoping you could (7) _____________ (do) them thinner actually! OK, but this knife needs (8) _____________ (sharpen) first! Well, (9) _____________ (not say) it – go and do it! I (10) _____________ (be) on it chef!

LISTENING

1.14 Listen to Ralph, the banqueting chef at a large hotel with a traditional kitchen brigade, and tick (✔)

all the people he must work with to prepare the main course for a wedding banquet.

• fry chef • roast chef • cold-foods chef

• entrée chef • sous chef • pastry chef

• sauce chef • banqueting chef • roundsman

1.14 Listen again and decide if these sentences are T (true) or F (false). Correct the false ones.

1 The main course of the wedding banquet is Beef Wellington. 2 According to Ralph, it is an easy dish to make. 3 The first step is ordering the meat from the butcher. 4 The meat is stuffed with pâté. 5 The sauce chef prepares a cream and white wine sauce. 6 Finally the banqueting chef cooks and presents the meal to the guests.

T F

• • • • • • • • • • • •

WRITING

9 You are the banqueting chef responsible for a wedding menu. Choose one of the following main courses for the menu and write a note listing the stages and the station chefs you will collaborate with in preparing this dish.

Herb roasted chicken with potato rosti, grilled asparagus in a lemon and garlic sauce or Roasted Filet Mignon with sautéed spinach, roasted mushrooms, potato purée and red wine jus or Roasted vegetables with warm goat’s cheese quenelle and fennel tomato fondue

10 Now write a list of orders and instructions you will give to your station chefs to prepare the main course you have chosen in exercise 9.

Working in a Kitchen

SPEAKING

11 Work in pairs. Look at the list of orders and instructions you wrote in exercise 10 and role play the conversations between the banqueting chef and the station chefs.

Banqueting chef Roast chef

Can your station start preparing the chickens for roasting? We’ve already started rinsing the chickens, chef.

12 Work in pairs. Role play the following conversation. Head chef

Sous chef

Chiedi se tutti sono pronti per il servizio serale.

Risponde di sì tranne lo chef saucier.

Chiedi dov’è.

Di’ che è andato ad aiutare il banqueting manager mezz’ora fa e non è ancora tornato.

Chiedi se lo chef poissonier può sostituirlo per il momento.

Di’ che gliel’hai già chiesto.

Chiedi quali sono i piatti del giorno da promuovere.

Rispondi e di’ che tutta la brigata sa cosa fare.

Augura a tutti un buon servizio.

Ringrazia e chiedi qual è la prima ordinazione.

13 Work in pairs. One of you is the station chef and the other is the commis chef. Role play the following situation. Station chef

You’re not happy with your commis chef’s work. He/She hasn’t got a mise en place ready, is not cleaning the station after every stage of preparation and keeps sneezing near the food preparation area.

Commis chef

You’re not feeling very well – you think you’ve got a cold coming on and the station chef keeps shouting at you and telling you what to do. You really want to go home. The only reason you came into work was because you knew the restaurant was short-staffed.

14 Work in small groups. Imagine you are the head chef of a famous fine dining restaurant. In your kitchen brigade there are a sous chef, station chefs and commis chefs. There is a problem in the kitchen: the orders are backing up and food is going out to the dining room slowly or orders are incomplete. To solve the problem, remind your kitchen brigade of the following:

• • • •

the proper chain of command the responsibilities of each member of the kitchen brigade what hygiene rules need to be followed who you need to inform about the event (executive chef, serving staff, guests etc.)

OK so for today’s lunchtime service we have three starters, three mains and three desserts. So we need one station chef and one commis chef for each course and... Each chef should follow… If we don’t solve the problem, I’ll…

COMPITO DI REALTÀ – Organising a kitchen brigade MEDIATING CONCEPTS Work in groups. Find a restaurant menu online and create a kitchen plan outlining the workstations and roles you would need in your kitchen brigade in order to deliver that menu.

revise vocabulary

1 Complete this kitchen brigade organigram with the missing roles. (1) _________________________

specialist/external roles

station chefs

(2) _________________________ (3) _________________________ (4) _________________________

(5) _________________________ ; (6) _________________________ ; (7) _________________________ ; (8) _________________________ ; fry chef; roast chef; roundsman; commis chef

2 Match these French kitchen brigade titles to their English equivalents. 1 2 3 4 5 6 7 8 9 10

chef entremetier chef legumier chef potager chef garde-manger chef rôtisseur chef saucier grillardin friturier chef poissonier chef pâtissier

a b c d e f g h i j

cold-foods chef entrée chef fish chef fry chef grill chef pastry chef roast chef sauce chef soup chef vegetable chef

3 Write the names of the parts of a chef’s uniform.

1 ___________________

4 ___________________

3 ___________________

6 ___________________ 5 ___________________

2 ___________________

4 Write the Italian equivalents for these words. 1 2 3 4

running establishments trainee station

___________________________ ___________________________ ___________________________ ___________________________

5 6 7 8

raw materials protective steel cap disposable gloves waterproof plaster

___________________________ ___________________________ ___________________________ ___________________________

5 Complete these sentences with the correct prepositions. 1 2 3 4 5

Some chefs are easier to work ____________ than others. All the kitchen brigade are responsible ____________ health and safety in the kitchen. The commis chef assists ____________ any duties required in the kitchen. The sauce chef is in charge ____________ sauces and seasoning. The size of the kitchen brigade depends ____________ the size, type and service of a restaurant.

invalsi training READING B1 – MULTIPLE MATCHING

1 Read the text about cooking healthier. Choose the correct heading (A-H) for each paragraph (1-6). There is one extra heading that you should not use. The first one (0) has been done for you.

7 WAYS TO MAKE YOUR DISHES HEALTHIER

You can cook healthier versions of your favourite recipes and don’t worry – you don’t have to sacrifice the taste. Here are a few tips that will help you adapt your favourite recipes to reduce fat, sugar, salt, calories and increase fibre. 0C Use brown alternatives of rice, pasta and bread to increase the fibre content of recipes which will help you feel fuller for longer. You can also simply mix wholemeal and plain flour when baking. When you top dishes with pastry, such as chicken pie, try mashed potato instead. 1 ______ Use a good non-stick pan, when you cook. Leaving out the oil could cut 45 calories per teaspoon in your meal. If your food is drying out, don’t add more oil, add a little water. You should use fats and oils that are high in good fats, like olive oil, and try using less than the recipe suggests. 2 ______ Most recipes indicate that you need to add salt. Instead of salt use alternative seasonings such as pepper, herbs, spices, lemon juice, vinegar or mustard. You could be eating more salt than you think, so be careful.

A Tasty but healthy B Drain the fat C Brown is the new white D Natural sweetness E Substitute with care F Fry light G Fake fats H Swap meat for pulses

3 ______ Try using less sugar when you bake – most cakes will work even if the quantity of sugar in the recipe is halved. Items such as fruit cakes can be made without adding sugar as the dried fruit will do the job. 4 ______ Let your stew or soup cool and skim off the fat that gathers on top of the liquid. Replacing some of the traditional fatty meats in stews with beans, peas or lentils can save calories and fat as well as adding fibre. 5 ______ Replace cream, whole milk and sour cream with semiskimmed and skimmed milk, or low-fat yoghurt. Low-fat yoghurt and fromage frais can be used instead of cream, double cream or Greek yoghurt. Fromage frais is fresh cheese from skimmed cow’s milk, but it is not suitable for use in cooking. 6 ______ Trim the fat from meat and remove the skin from poultry before cooking. Then bake, grill, microwave, roast or poach instead of frying it. When roasting, place the meat on a grill rack – this allows the fat to drip away. If you are cooking minced meat, brown it and drain away the fat before adding other ingredients.

EXAM TIPS • In questa tipologia di esercizio dovrai abbinare una serie di brevi testi a dei titoli o riassunti dell’idea principale. Ricorda che ogni brano andrà abbinato a un solo elemento ma, come sempre, ci saranno dei distrattori che renderanno il tuo compito più difficile. • Leggi molto attentamente i testi – non preoccuparti se non capisci qualche parola, devi cercare di comprendere bene il senso di ogni testo. • Di solito i titoli da abbinare non contengono le stesse parole presenti nei testi, quindi non ti fidare dei richiami diretti. • Concludi la prova rileggendo tutti i testi con i relativi titoli per verificarne la corrispondenza.

4 kitchen and equipment Kitchen configurations The way a restaurant’s kitchen is designed and run varies depending on its location, the type of customer, the number of covers, the menu, the type of service and the number of staff it has. Most restaurant kitchens follow one of four basic configurations: 1 Assembly line: ideal for restaurants with a limited menu, with preparation of meals flowing in a straight line. This is popular with fast-food restaurants, sandwich bars or pizzerias.

3 Ergonomic kitchen: customised to fast-paced cooking, with little or no regard to energy efficiency, so the refrigerator might be next to the fryer to produce French fries quickly and efficiently.

2 Zone style: work stations are located in separate zones (cleaning, cutting, mixing etc.) and each station is 1fitted with the appliances and equipment necessary for the most effective performance of operations (mixers, knives, bins etc.).

4 Island style: this configuration is similar to the zone style, but it is in the middle of the kitchen in one main block. The central section is usually used for cooking, while cleaning and cutting is done on stations along the walls of the kitchen. fitted with dotata di

READING COMPREHENSION

1 Read the text. Look at the kitchen designs (A-C) and match them to the kitchen configurations (1-4) in the text. There is one missing.

VOCABULARY

2 Find the English equivalents for these words in the text. 1 posizione 2 coperti 3 pasti

___________________ ___________________ ___________________

4 dispositivi ___________________ 5 attrezzatura ___________________ 6 friggitrice ___________________

theory / Kitchen and Equipment

Kitchen design and areas Whichever configuration selected, professional kitchens follows several basic principles: • a logical progression from delivery of goods to service, known as a linear production line: Delivery of goods

Preliminary operations

Storage

Preparation stages

Cooking

Service

• a separation of processes, to avoid contact between raw materials, packaging, 1leftovers and kitchen 2waste, which can lead to contamination; • a forward movement of the consecutive work phases, which also avoids potential contamination; • good ventilation, lighting and 3soundproofing. The following are the main areas of a professional kitchen: The dishwashing area, where dishes and cookware are washed and stored, needs to be near the main kitchen.

Near the main kitchen, the cold storage room is where raw materials are conveniently stored.

The storeroom is where equipment and 4 non-perishable goods are kept.

The cold preparation section, the area where raw materials are prepared, must be near the cold storage room for 4perishable goods and the storeroom.

leftovers avanzi di cibo waste scarti/rifiuti 3 soundproofing isolamento acustico 4 perishable/non-perishable deperibili/ non deperibili 1

The service area is where waiting staff place orders and collect food.

The main kitchen or hot dish section is where hot food is prepared and is directly behind the service area.

READING COMPREHENSION

1 Read the texts. What basic principles should professional kitchens follow? 2

INVALSI Read the texts again and match the kitchen areas to their uses.

1 2 3 4 5 6

The main kitchen is... The cold preparation section is... The service area is... The storeroom is... The cold storage room is... The dishwashing area is...

a b c d e f

where equipment and non-perishable goods are stored. where dishes, pots and pans are washed and stored. where hot food is prepared. where orders are placed and waiting staff collect food. where perishable goods are stored. where raw ingredients are prepared.

SPEAKING

3 Work in pairs. Take turns to explain the factors you need to consider when designing a restaurant kitchen. 63

theory

Equipment Nowadays, kitchens are well equipped with everything a modern chef needs. This equipment can be divided into subcategories. The fourth category, cookware, includes items like frying pans and saucepans used to contain and cook food.

The first category, food preparation appliances, includes all the equipment used in the processes of preparing food for cooking, such as a food blender or a grater.

The final category is kitchen utensils and 2 cutlery, which are tools for preparing, serving and eating food. Examples include chef’s kitchen knives or utensils such as 3stirring spoons.

The second category, cooking appliances, refers to machines used to cook food which can be both small – like deep fat fryers – and large, like cookers.

The third category, refrigeration, is mostly made up of large appliances such as fridges and 1icemakers, used to make and keep things cold.

icemakers macchine del ghiaccio cutlery posate 3 stirring per mescolare 1

GET STARTED

1 Read the texts. Look at these items of kitchen equipment (A-J) and write them in the correct category (1-5). Can you add any more words to each category? A

G F

1 Food prep appliances 2 Cooking appliances 3 Refrigeration

A, ____________________ ______________________ ______________________

4 Cookware ______________________ 5 Kitchen utensils and cutlery ______________________

READING COMPREHENSION

INVALSI Read the texts again, and match the two parts of the sentences.

1 2 3 4 5

Food preparation appliances... Cooking appliances... Refrigeration... Cookware... Kitchen utensils and cutlery...

a b c d e

are tools for preparing, serving and eating food. is items used to contain and cook food. are the machinery used in the processes of preparing food for cooking. is made up of large appliances used to make and keep things cold. refer to big or small machines used to cook food.

Kitchen and Equipment

Food preparation appliances

Flipped classroom

In the kitchen, food preparation appliances should act as a second pair of hands so that you can make your dish without difficulty. Indeed, stages of food preparation can be very hard to deal with if you do not choose and handle the right appliances. Moreover, they have to be in line with health and safety requirements and they need to be very quick and easy to 1take apart in order to clean them properly.

Before the lesson, go to the and learn about the food preparation, cooking and refrigerating appliances.

Food preparation appliances that should not be missing in a well-equipped kitchen are: a meat slicer, with a circular electrical 2 blade to cut cold and cooked meat

weighing scales to weigh and measure quantities of ingredients

a food blender with a glass 5jug on top to mix, blend and purée small quantities of ingredients

a bread slicer, used to 3slice bread in 4even slices

a juicer to extract juice from fruit and vegetables

a food mixer to 6 beat, 7whip and mix ingredients together in a bowl with different metal 8attachments

a lemon squeezer used to squeeze juice from citrus fruits like lemons and oranges

a grater to grate bread, hard cheese and nuts

a potato peeler to remove the skin from potatoes, carrots and other vegetables

a grinder to 9chop meat finely for sausages, stuffing or sauces

take apart smontare blade lama 3 slice (v) / slice (n) affettare (v) / fetta (n) 4 even regolari 5 jug brocca 6 beat sbattere 7 whip montare con la frusta 8 attachments accessori 9 chop tagliare a pezzi 1

READING COMPREHENSION

1 Read what these chefs are preparing and decide which appliances they need. Chef 1 ‘I’m making a Tiramisu for the dessert menu, so I have to whip the mascarpone and cream.’ ______________________________

Chef 3 ‘This béchamel sauce needs 40g of butter and 40g of flour, followed by 300ml of milk.’ ______________________________

Chef 2 ‘I need a lot of parmesan cheese to grate onto this lasagna before it goes into the oven.’ ______________________________

Chef 4 ‘I’m preparing the roast cuts of pork and beef for the Sunday lunch service.’ ______________________________

Food processors vs food mixers

Chef 5 ‘I’m preparing fresh orange juice for the breakfast buffet service.’ ______________________________

theory

Cooking appliances

Pastry & Bakery: Large equipment and appliances, p. 194

A cooker is one of the most important kitchen appliances. When choosing the best cooking system, you need to consider: kitchen layout, cost, health and safety, energy efficiency, restaurant covers and menu. Cooking appliances should be functional, efficient, easy to maintain and safe to use. These are the most important ones: Gas cookers are versatile and stable with a regular flame, but it’s difficult to regulate their heat. Roast chicken is particularly tasty in a gas cooker oven.

Traditional static ovens have two heating elements, one on top and one at the bottom. They cook bread and pizza beautifully but space is limited.

Electric cookers are expensive but fire-safe, easy to operate and regulate the heat. So cakes bake well in this type of oven.

Fan ovens cook quickly and evenly, enabling the preparation of several dishes simultaneously. They are good for a big Sunday roast with accompanying vegetables.

Induction cookers generate heat directly in the pot or pan, so cooking is fast, easy and energy-efficient. They produce excellent pasta dishes and risottos.

Microwave ovens heat from the inside out, so are good for reheating or defrosting food or quickly cooking products with a high water content. They also delicately 4poach fish such as salmon.

Fry-top grills heat pre-portioned meals in a fast and healthy way. Good for 1meaty fish and 2juicy steaks.

Steam ovens cook tasty, healthy food fast and energy efficiently, preserving the nutrients and killing germs thanks to their high temperatures. They are excellent for steamed dishes such as Chinese 5dumplings.

Grills or barbecues circulate air freely so food is crispy, but can be too dry. They are fantastic for cooking marinated meat or mixed vegetable and meat kebabs.

Convection ovens cook food by the circulation of hot air. The food cooks evenly and quickly, so they are good for cakes and biscuits, but can distort the shape of delicate dishes such as quiches or soufflés.

Slow cookers keep a constant temperature, ideal for meat stews, soups, casseroles or sauces, but the cooking process takes time.

Deep fat fryers produce crispy foods like chips quickly, but the results can be fatty.

meaty carnoso juicy succosi 3 fan ventola

poach fanno sobbollire dumplings ravioli

READING COMPREHENSION

1 Read the texts. Which cooking appliance would you use to cook the following dishes? cakes – Chinese dumplings – chips – kebabs – pizza – poached salmon – potato gratin – risotto roast chicken – steak – stew – Sunday dinner – biscuits

Kitchen and Equipment

Refrigerating appliances Refrigerating appliances need to be efficient in preserving food safely at low temperatures to prevent the growth of microorganisms. These are the most important ones: Cold store rooms hold large amounts of similar perishable food, but several are needed to store different types of foods separately, and they require a lot of space. Their ideal temperature for refrigeration is 4°C.

Vertical fridges refrigerate perishable raw materials at a constant temperature of 0° to +10°C, but they can be small.

Blast chillers are as small as vertical fridges but much more powerful, quickly refrigerating to +10°C in less than two hours, preventing bacteria from 1spreading, and saving time because of advance prep work. Icemakers make ice as and when required by the kitchen and restaurant, but do very little else. They should have a temperature of -12°C to function correctly.

Top-opening freezers freeze or store products at a negative temperature of -18°C, but they also need space.

spreading diffondersi

HAVE SOME MORE Smart Fridges – Thanks to IoT, or the so-called Internet of Things, a refrigerator can become separate appliances: shelves, drawers or sections can be independently monitored and thermostatically controlled. In practice this means that foods considered incompatible in the past, say meat and cake, can be stored and cooled at different levels in the same appliance. The system can also determine food spoilage time, if its chemical make up changes (for instance in a marinade) and if bacteria is present. How cool is that!

GET STARTED

1 Read the texts and put these refrigeration appliances in order from coldest (1) to warmest (5).

• blast chillers • cold store rooms • ice makers • 1 top-opening freezers • vertical fridges

READING COMPREHENSION

2 Read the texts again and decide if these sentences are T (true) or F (false). Correct the false ones. 1 You need more than one cold store room to keep different foods apart. 2 Vertical fridges are the largest type of refrigeration. 3 You don’t need much space for a top-opening freezer. 4 Blast chillers cool things very quickly. 5 You can only make ice in an icemaker.

T F

• • • • • • • • • •

SPEAKING

3 Work in pairs. Student A: Describe one of the cooking or refrigeration appliances on pages 66-67. Student B: Guess which appliance it is.

A You can use this to defrost, reheat or steam food quickly. It works by heating food from the inside out. B Is it a microwave oven?

theory

Cookware

VOCABULARY

Choosing the right cookware to fit your kitchen’s needs is vital to the day-to-day operations of your restaurant. Good-quality pots and pans made of the right materials really can improve your cooking. Good heat conductors, such as 1copper and aluminium, and thickness or ‘heavy gauge’ are the key features of good cookware. Handles and a lid should be 2 sturdy, heatproof and secure. The main types are:

1 Look at the picture and match the words.

1 • bottom 2 • edge 3 • handle

E A

Casserole dish Shape wide and low, cylinder-shape; one or two handles and a lid Material aluminium, 3cast iron, iron, 4earthenware or 5stainless steel Use boil rice, pasta, pulses; prepare soups, sauces, 6stocks and creams Frying pan Shape round or oval with a rounded edge; one long handle and low sides Material aluminium, steel or cast iron Use fry, sauté or roast Stockpot Shape wide and high, cylinder-shaped pan; one or two handles and a lid Material aluminium, steel or cast iron Use boil water for pasta; make stocks Bain-marie Shape cylinder-shaped, high and narrow; one handle Material (usually) stainless steel Use cook bain-marie style

4 • lid 5 • side

B C

copper rame sturdy robusti 3 cast iron ghisa 4 earthenware terracotta 5 stainless steel acciaio inossidabile 6 stocks brodi 7 pierced perforato 1

Cookware materials

Sauteuse Shape a low casserole dish with outward curving edges; one handle Material (usually) stainless steel Use sauté and prepare sauces

Braising pan Shape straight, high sides, long and wide; usually rectangular in shape; with a lid Material stainless steel Use braise or stew big pieces of meat

Roasting pan Shape a wide, but low rectangle; two handles Material (usually) made of aluminium, steel or heat resistant earthenware Use roast meat, etc. in the oven

Fish kettle Shape high sides, long oval or rectangular shape; a lid and a 7pierced, double bottom Material aluminium Use drain fish after boiling or steaming it

READING COMPREHENSION

2 Read the texts and decide which type of cookware you should use for the following things: 1 to melt chocolate 2 to poach a salmon

___________ ___________

3 to make a meat stew ___________ 4 to sauté potatoes ___________

5 to cook roast lamb 6 to fry an egg

___________ ___________

VOCABULARY

3 Find the English equivalents for these cooking terms in the texts. 1 bollire _________________ 2 friggere _________________

3 arrostire _________________ 4 saltare _________________

5 brasare __________________ 6 stufare __________________

Kitchen and Equipment

Kitchen utensils

Flipped classroom

Chefs use a wide range of kitchen utensils to help them carry out different tasks.

Before the lesson, go to the and learn about the kitchen utensils.

These include tongs, with two connected arms you push together to 1pick up food without touching it. Ladles and spoons are really useful to measure liquids, mix and stir food, while skimmers are good to drain food of water, broth or frying fats. Turners, both perforated and not, are perfect to lift, turn and prevent food from sticking to pans.

pick up raccogliere serrated seghettate 3 batons bastoni 4 hollow out scavare 1

Tools for decorating food are just as important in the kitchen. For instance, a mandolin, which has interchangeable smooth or 2serrated blades, can cut vegetables into decorative shapes like disks, 3batons or juliennes. To decorate a dish with melon, cheese or potato balls, a utensil called a melon baller is used, while a vegetable corer with a concave blade can 4 hollow out vegetables before you stuff them. Pastry & Bakery: Utensils, p. 196

GET STARTED

1 Read the text. Which of the following kitchen utensils are listed? • apple corer • chopping board • colander • measuring jug • spatula • vegetable corer

• grater • zester

• mandolin • skimmer

• tongs • turner

VOCABULARY

2 Read the text again and write the correct kitchen utensils under these pictures.

1 ___________________

2 ___________________

3 ___________________

4 ___________________

5 ___________________

6 ___________________

7 ___________________

8 ___________________

READING COMPREHENSION

3 Decide if these sentences are T (true) or F (false). Correct the false ones. 1 Tongs allow you to pick up food without touching it. 2 Ladles are usually used for liquids. 3 Turners are always perforated. 4 Mandolins only have serrated blades. 5 You can only use a melon baller to make melon balls. 6 Vegetable corers have convex blades to hollow out vegetables.

T F

• • • • • • • • • • • •

SPEAKING

4 Work in pairs. Which of the kitchen utensils above do you use most often in the kitchen and what for? 69

theory

Knives

VOCABULARY

Kitchen knives are a vital part of a chef’s equipment and therefore must be of high quality. The basic structure of a knife has three main parts: the blade you cut with; the tang, which 1strengthens the knife, providing balance and control of the heavy blade, and the lightweight handle, with which you hold the knife.

1 Look at the picture and match the words. 1 2 3 4

Blades are usually made of steel alloys, which have to be hard, strong, crushproof, stainless and resistant to 2wear and tear. The cutting edge of the blade can be smooth, fluted, curved or serrated, depending on its use. The handle should be non-slip, ergonomic and crushproof.

GET STARTED

2 Read the text. Which part of a knife do you hold? Which part of a knife cuts?

• edge • blade • handle • tang

A B C

strengthens rafforza wear and tear logorio dovuto all’uso

READING COMPREHENSION

3 Read the text again and answer these questions. 1 How many main parts does a knife have? 2 What does the tang give the knife?

3 What characteristics should a blade have? 4 What characteristics should the handle have?

VOCABULARY

4 Match the words to their definitions. 1 2 3 4 5 6 7

crushproof stainless wear and tear smooth fluted serrated ergonomic

a b c d e f g

normal changes or damage that happens to something when you use it something that does not lose or change its shape something designed to be easy and comfortable to use something that does not mark or scratch something with a row of regular sharp points along its side something with no rough areas or lumps something with long, deep parallel lines in the blade

5 Complete these instructions about care and maintenance of kitchen knives with the verbs in the box. carry – dry – handle – make sure – sharpen – wash

1 2 3 4 5

_____________ and _____________ knives immediately after use to avoid stain contamination. _____________ handles are not greasy, sweaty or oily as this can cause your hand to slip. _____________ knives face down at your side. _____________ knives regularly to ensure safe and efficient use. Always _____________ knives with care as they are dangerous tools that can hurt you. Workplace safety, p. 180

Kitchen and Equipment

LISTENING

1.15 Listen to the descriptions of the different kitchen knives and complete them.

A chef’s knife, for (1) __________ raw meat and vegetables, has a rigid, pointed blade.

A paring or peeling knife, with a curved (2) __________, is for peeling and shaping fruit and vegetables.

A potato peeler, besides potatoes, is used to peel raw fruit and (3) __________.

A utility knife has a rigid blade and the protruding heel of this knife makes it (4) __________ for cutting thick, even slices of meat.

A boning knife, used to remove (5) __________ from meat, has a thick, short and very sharp blade.

A filleting knife has a (6) __________ and flexible blade, it is generally used to fillet and prepare fish.

A carving knife with its long, flexible blade is used for small (8) __________.

A classic carving knife or scimitar, with an upward (9) __________ blade, is used to cut large pieces of meat containing bones.

A meat cleaver has a large, (7) __________ blade.

A slicing knife, used to cut (10) __________ and regular slices of cold cooked meats like ham, has a medium, flexible blade.

SPEAKING

7 Work in pairs. Take turns to choose foods from the box and ask which knife you would use and why. carrots, onions and celery for vegetable stock – flat fish like Dover sole – meat carcasses for meat stock a whole chicken for a casserole – fine herbs – chiffonade lettuce for salads – potatoes for French fries cold cuts of meat as a starter – a leg of lamb – fillet of beef – citrus fruit for a fruit salad

A What would you use to prepare the stock vegetables? B I’d probably use a paring knife with a straight blade to peel them and then finely chop them. What would you use to prepare flat fish like Dover sole? A I’d use a filleting knife because its sharp, flexible blade would help me fillet the fish precisely.

4 Designing your kitchen A restaurant manager and a head chef are discussing plans for a new kitchen design. Manager What ideas have you got for the kitchen design, chef? Head chef Well, the new menu isn’t too big or complicated, so I suggest a simple assembly line configuration. Manager I’m not convinced... I thought an ergonomic kitchen would work better as we don’t have a lot of space... I mean, where do you think the storage areas should be? Head chef In my opinion the cold storage can go next to the storeroom at the back of the kitchen with external access for deliveries and internal access to the cold preparation section. Manager I don’t think it will work... They need to be quite small, because there isn’t a lot of space back there. Head chef That’s fine. It’s not good to have too many goods in storage. Manager What about the main kitchen and the dishwashing area?

Flipped classroom Before the lesson, go to the and practise the dialogue with the karaoke. Underline the expressions used to express opinions and to agree or disagree. Head chef Well, the main kitchen should be directly in front of the cold preparation area, which should be behind the service area, so we get hot dishes out quickly to the serving staff. Do you agree? Manager No, I don’t! I think the diners will hear too much noise from the kitchen... Head chef I disagree! The dining room is far away, so diners won’t hear a lot of noise from the kitchen, especially with some soundproofing. Manager I suppose you might be right... Head chef It’s definitely the best option... and the dishwashing area could be either to the left or the right side of the main kitchen, so dirty dishes can go to the kitchen, avoiding the preparation area. Manager Now that sounds good to me! Head chef Just let me get the plans drawn up and you’ll see how it all comes together... Manager OK, I have my doubts, but it’s your decision...

GET STARTED

1.16 Read and listen to the conversation and choose the correct option.

• The restaurant manager and the head chef have agreed on the kitchen design. • They have started designing the new kitchen. • They need to agree on a kitchen design and draw up plans.

lab / Kitchen and Equipment READING COMPREHENSION

2 Read the conversation on page 72 again and decide which of the following things the manager and head chef agree or disagree on. Write A for agree and D for disagree. 1 2 3 4

a simple linear design the location of the cold storage areas the size of the cold storage areas the location of the main kitchen

___ ___ ___ ___

5 the amount of noise coming from the kitchen into the dining room ___ 6 the location of the dishwashing area ___

VOCABULARY

3 Draw the plan outlined by the head chef, labelling all the different areas of the kitchen to present to the manager.

Expressing opinions and agreeing / disagreeing Expressing opinions

Agreeing / Disagreeing

• What ideas have you got? • What do you think about... ? • What/How about the main kitchen/having the main kitchen... ? • Where do you think the cold storage area should go? • How do you imagine it? • Why do/don’t you want it there? • I suggest (that) we look at... • In my opinion... • I think... it should be... • The best way of doing it is... • I prefer to avoid/avoiding... • Do you agree?

• That’s fine/great! / That’s a good idea! • I (totally) agree with you! / I’m convinced/sure you’re right! • (That all) Sounds good to me. / I have no doubts about it. • (I suppose) You might be right. / You’re probably right. • I agree with you but... / I agree with your point of view but... • This is a good idea but... / I think that it is possible but... • I’m not convinced. / I have my/some serious doubts (about it). • That doesn’t sound (quite) right to me. • I think/thought... would work better. • I don’t think it will work (well like that). • I (totally) disagree. / I don’t agree with you (at all). / No, I don’t. • That’s a terrible idea!

PHRASEOLOGY

4 Change these forms of agreement into disagreement and vice versa. 1 I’m convinced you’re right. 2 I think that will work. 3 I totally agree!

4 That’s a terrible idea! 5 I have my doubts... 6 That doesn’t sound quite right to me!

5 Complete these sentences with the missing words. 1 2 3 4 5 6

In my _____________ we should have an island-style kitchen. Most chefs _____________ cooking in the centre of the kitchen, rather than in a line nowadays. How _____________ putting some stronger lighting in? _____________ do you think about the refrigeration I’m proposing? I _____________ we look at the plans before deciding. What _____________ have you got about ventilation?

6 Express partial agreement and offer some alternative suggestions to these proposals. 1 2 3 4 5 6

Let’s not waste money soundproofing the kitchen. I think the dishwashing area could go at the back. In my opinion, we don’t need a big refrigeration area, because everything will be freshly prepared each day. I suggest we have an island kitchen with small work stations around it. We definitely need another storeroom at the back. How about dividing the freezers into different sections?

lab LISTENING

7 8

1.17 Listen to the conversation between a kitchen designer and a restaurant manager.

Do they know each other? How do you know?

1.17 Listen again and complete the missing information.

Designer So, have you decided what type of (1) ____________ you want for your new kitchen since our last meeting? Manager Yes, I want to go for an (2) ____________ kitchen. Designer With the (3) ____________ in the centre and other sections along the kitchen walls? Manager Yes, I think it will be easy to maintain and look good from the (4) ____________ too. Designer I agree... and it means ventilation and (5) ____________ can be central too. Manager What about (6) ____________? Designer It may be difficult with an open kitchen, but we can consider it in the overall (7) ____________ of the restaurant. What do you need? Manager Working out from the centre... a hot dish section with the (8) ____________ nearby... Designer Not a problem. What about (9) ____________? Manager Cold storage rooms and (10) ____________ on one side of the kitchen... Designer With the (11) ____________ and storeroom on the other side? Manager Yes, that might work... We just have to make sure there’s no (12) ____________. Designer Let me draw up these plans and get back to you to arrange our next meeting...

SPEAKING

9 Work in pairs. Read the instructions below and role play a conversation between a food and beverage manager and a head chef.

Head chef

Manager Chiede al capocuoco che tipo di configurazione immagina per la nuova cucina.

Risponde che preferisce una configurazione ergonomica.

Chiede perché.

Risponde che rende la cucina più pratica e flessibile.

Chiede la sua opinione sulla ventilazione e sull’illuminazione.

Risponde che entrambi sono essenziali per il buon esito del progetto.

Dice di essere d’accordo ma che devono prendere in considerazione anche l’efficienza energetica.

Risponde di non preoccuparsi per questo.

Manager What ideas have you got for the kitchen design? Head chef Well, ...

COMPITO DI REALTÀ – Designing a restaurant kitchen MEDIATING CONCEPTS Divide the class into 3 or 4 groups. One group should design a kitchen for a small restaurant, the second one for a big restaurant, the other one/two a hospital and/or a school kitchen. Each group should present its own design to the class. In your design you should consider: • the size of the kitchen in relation to the restaurant (including number of covers etc.) • the menu and all the kitchen areas and equipment required to deliver it

• the overall kitchen configuration • the location and size of each area in the kitchen • health and safety • lighting, soundproofing, ventilation and refrigeration

Kitchen and Equipment

Ordering cookware and equipment By email A

From: Manager King Wok Chinese Restaurant To: The Asian Cookshop Subject: King Wok order_03_06

Dear Sir/Madam, Further to our telephone conversation, I would like to order the following items: • 1 round wooden chopping board £33.99 • 3 stainless steel skimmers £7.99 • 5 black cast iron frying pans £15.99 • 2 bamboo food steamers £11.99

From: Head Chef, The Bull Hotel To: The Professional Cookware Store Subject: cookware order

I am Robin James, head chef at the Bull Hotel. We’re planning to restock our restaurant kitchen and I’d like to place an order for a number of cookware items. I am attaching an order form here, but there are also a few items I couldn’t find online. Would you be able to source them for me? They are: • a large fish kettle • a set of earthenware • a 20.5lt deep stockpot • casserole dish

Total (excluding VAT) £161.89 Total VAT £ 32.37 Total (including VAT) £194.26

Is there a discount for new customers or large orders? I look forward to hearing from you as soon as possible.

I understand we qualify for free delivery. Could you please deliver on any day except Monday when the restaurant is closed? Our address is: King Wok Restaurant 21 High Street Theale RG7 5AH

Thank you. Kind regards, Robin James

CHEF’S RECOMMENDATION When writing an ordering email don’t forget to: • Include the subject of your email • Explain who you are and what your job is • Clearly state the purpose of your email • Say if you are attaching any other documents • Close the email with an appropriate greeting

For any further information contact: 0118 9130 3912 Yours, The Manager of the King Wok Restaurant

READING COMPREHENSION

1 Read the two emails and decide which one (A-B): 1 2 3 4

can’t find some items online. is to make a cookware order and a stock enquiry. is about a previous phone conversation. is about cookware for specialist ethnic cuisine.

___ ___ ___ ___

Ordering by email • I am/We are planning to restock our kitchen. • I would like to place an order for... / I am attaching an order form here. • Further to our telephone conversation of 10 December... • Would you be able to source it/them for me? • I was also wondering what discount you give for... / Is there a discount for new customers or large orders? • I understand we qualify for free delivery/a discount. • Could you please deliver on Monday/next week... • My/Our contact details are... / For any further information contact... • I look forward to hearing from you soon/at your earliest convenience.

5 6 7 8

is attaching an order form. is closed on Mondays. wants a discount. says that the writer doesn’t have to pay for delivery.

___ ___ ___ ___

PHRASEOLOGY

2 What would you write in the following situations? 1 to let the email recipient know there are other documents attached 2 to specify when you want them to deliver 3 to refer back to a previous phone call 4 to ask about availability 5 to ask about special offers or deals 6 to signal the end of an email

lab WRITING

ONLINE INTERACTION

3 Write a covering email to the cookware supplier Kitchens Direct for the

order number 5684_19

order form attached here. In the email:

3 stainless steel sauteuse 2 non-stick omelette frying pans a set of professional chef’s knives

• explain who you are and what your job is • state what you want, making reference to the order form • supply your contact details and any relevant information about delivery

On the phone 1 1.18 Listen to the conversation

between a cookware supplier and a head chef about an order for new cookware and tick (✔) the phrases you hear. 1 2 3 4 5 6 7 8

✔ I’d like to make a cookware order. • • Our email address is... • The one with the... • Thanks a lot for your help. • I want to order some cookware. • The restaurant’s number is... • The ones with the... • Yes, that’s right.

Ordering on the phone • Hi/Hello... This is... • I’d like to make an order... / I want to order... • I’d/We’d like... / I need... / We/I want... • The one with the... / The ones with the... • No, not that one. / Yes, that’s right. • Have you got any...? / Do you stock any...? • My/Our email/postal address is... • My/Our/The restaurant’s number is... • Thanks a lot for your help. / That’s great, thanks. • Bye for now./Goodbye.

1.18 Listen again and complete this order form with the missing information.

ORDER FORM Customer name (1) ___________________ Company name (2) ___________________ Contact number (3) ___________________ Email (4) ___________________ Shipping address (5) ___________________ Order Quantity (6) _________ (7) _________ (8) _________ (9) _________ (10) ________

Description of item round, cast iron _________________________ oval, steel ______________________________ cylindrical, aluminium ___________________ curved edge, stainless steel _______________ rectangular, earthenware _________________

PHRASEOLOGY

MEDIATING TEXTS

3 Translate these sentences into English. 1 Salve, sono Mr Taylor e vorrei fare un ordine di pentolame, grazie. 2 Avremmo bisogno di cinque nuove padelle di ferro per friggere. 3 Vorremmo ordinare tre casseruole, quelle con i due manici e il coperchio. 4 Avete delle teglie rettangolari in acciaio? 5 Il nostro indirizzo email è e.clarke@hungryturtle.co.uk. Grazie mille per il suo aiuto.

SPEAKING

4 Work in pairs. One of you is the food and beverage manager of a new restaurant and the other is the sales manager of a kitchen equipment outlet. Role play the following phone conversation.

ger Food and beverage mana You are about to reopen in three weeks after a refit and your usual supplier is unable to get you the following equipment in time: a blast chiller, a steam oven, a free-standing deep fat fryer and a free-standing icemaker (you already have a vertical fridge).

Sales manager You have steam ovens and a deep fat fryers in stock and can deliver in 3-5 days. You only have an icemaker incorporated into vertical fridge and you don’t have any blast chillers at the moment, but they are on order, so you might be able to deliver just in time.

5 Work in pairs. Role play a conversation based on the email you wrote for exercise 3 on this page. 76

ma ste rin g rec ipe s

Kitchen and Equipment

VIDEO RECIPE

Watch the video and tick (✔) the equipment used to make the recipe: Gnocchi alla Romana.

• baking dish • colander • grill • oven • rolling pin • stirring spoon

• bowl • food blender • induction cooker • pastry board • saucepan • whisk

Baba ghanoush

Ingredients ●

• chinois • frying pan • jug • pastry cutter • spatula • knife

2 aubergines, peeled and

chopped ●

6 tbsp olive oil

●

½ red onion, finely chopped

●

2 garlic cloves, crushed

●

1 large bunch fresh basil

●

splash olive oil

●

1 loaf ciabatta

●

extra olive oil, to brush

Method

Baba ghanoush is a typically Levantine dish.

Heat the oil in an oven-proof frying pan over a medium heat. Chop and peel the aubergines and onions with a paring knife, add to the frying pan and fry for 15 minutes to soften. Crush the garlic in a garlic crusher, add to the frying pan and fry for two minutes. Slice the ciabatta with a bread slicer, then brush with oil and toast each side on a heated griddle pan until brown stripes appear. Place the aubergine mixture into a food processor with the basil and a splash of oil. Blend to a rough paste, season with salt and pepper and then pour out into a bowl.

Method

Grilled peach, burrata and basil salad Ingredients

Lightly whisk all the ingredients together in a small bowl to make the dressing. Season to taste and set aside. Allow a lightly greased barbecue to heat up. Meanwhile quarter and stone the peaches with a paring knife and cook on the barbecue cut-side down for 1-2 minutes. Use a metal fish slice to turn them onto their other cut side for another minute (don’t cook on their skin side). Sit the peaches cut side up on a large serving platter as you go. Arrange the burrata chunks (or mozzarella) around the peaches and scatter the rocket and basil leaves over. Spinkle a little salt and pepper on top. Drizzle the dressing over and serve.

For the dressing ● 3 tbsp extra virgin olive oil ● 1 tbsp balsamic vinegar (not a syrupy one) ● 1 tsp Dijon mustard ● flaked sea salt and freshly ground black pepper For the peaches ● 2 tsp olive oil ● 4 peaches, almost ripe but not too soft To serve ● 200g ball burrata, drained and torn into chunks ● 7 0g rocket and 1 bunch of basil, leaves only

2 Read the recipes A and B and match them to the correct equipment mise en place. There is one extra. 2 • food mixer – chef’s knife

1 • bowl – barbecue – fish slice serving platter

bain-marie – pairing knife roasting tin

3 • frying pan – paring knife

garlic crusher – bread slicer griddle pan – food processor – bowl

revise vocabulary

1 Form words for kitchen appliances. Then write their Italian equivalents. 1 2 3 4 5 6 7

a b c d e f g

bread food food lemon meat potato weighing

squeezer slicer slicer scales mixer peeler blender

_________________ affettatrice per pane _________________ _________________ _________________ _________________ _________________

2 Look at the pictures and match them to the words in the box. roasting pan – braising pan – casserole dish – sauteuse – bain-marie – frying pan stockpot – fish kettle

1 ___________________

2 ___________________

3 ___________________

4 ___________________

5 ___________________

6 ___________________

7 ___________________

8 ___________________

3 Write the Italian equivalents for these words. 1 copper 2 iron 3 cast iron

___________________________ ___________________________ ___________________________

4 earthenware 5 aluminium 6 stainless steel

___________________________ ___________________________ ___________________________

4 Read the definitions and write the words for kitchen utensils. 1 2 3 4 5 6

you pick things up or hold them with the two moveable arms of this you remove substances like fat from the top of liquids with this you cut cheese or other foods through holes in this you slice vegetables very thinly with this you remove the outer part of citrus fruit with this you cut fruit and vegetables on this

______________ ______________ ______________ ______________ ______________ ______________

5 Write the English equivalents for these words. 1 2 3 4

isolamento acustico ventilazione deposito deperibile

______________________ ______________________ ______________________ ______________________

5 6 7 8

pentolame posate lama ventola

______________________ ______________________ ______________________ ______________________

invalsi training READING B1 – SHORT ANSWER QUESTIONS

1 Read the text about kitchen nightmares, then answer the questions (1-7) using a maximum of 4 words. The first one (0) has been done for you.

KITCHEN NIGHTMARES The US series of Kitchen Nightmares premiered in December in 2006. The show successfully ran until September 12th, 2014, concluding after 7 seasons and 92 episodes. However, more than 60% of the restaurants visited by celebrity chef Gordon Ramsay are now closed, despite Gordon and his team of experts using their expertise and resources to help turn the restaurants around, often including a complete refurbishment of the site. Here are some examples.

Peter’s Italian Restaurant Location: Babylon, New York The family restaurant was run by the explosive and stubborn owner Peter. In Season 2 the restaurant looked successful, Peter calmed down and replaced the entire kitchen staff, that was made up of family members, with a more professional group of chefs. However, Peter went back to his old ways shortly after Ramsay’s second visit, and ended up closing the restaurant in September 2008.

Dillon’s / Purnima

Campania

Location: New York City The American/Irish/Indian restaurant, run by an incompetent group of managers, appeared to be very successful, with the crew of managers seeming to maintain Ramsay’s standards. However, the restaurant closed in January 2010. Head chef Vikas has become extremely successful since leaving Dillon’s. He became the head chef of the restaurant Junoon and earned his first Michelin star in 2014. He has become a celebrity chef in his home country of India and has published numerous successful cookbooks. He thanked Ramsay for giving him the experience and motivation he needed to get where he is today. Andrew, one of the managers, became a food blogger with the Huffington Post. He and chef Vikas remained friends and published cookbooks together.

Location: Fair Lawn, New Jersey One of the show’s biggest success stories turned into one of its biggest and most shocking tragedies. Owner and head chef Joe continued to maintain Ramsay’s standards and won numerous awards in the local area, and it almost won a Michelin star. In early 2010 Joe began having a love affair with his waitress Jessica and his wife left him immediately after discovering it. Joe remained with Jessica but he fell into a deep depression. He began a long battle with drug and alcohol abuse. In September 2010, Joe sold the restaurant, at the peak of its success, and eight days later committed suicide by jumping off the George Washington Bridge into the Hudson River. A lot of people remembered a comment Ramsay made during the episode’s filming: ‘Your restaurant is swimming down the Hudson!’

0 What is the percentage of restaurants that are not open now? 60% 1 What group of people used to work in the restaurant owned by Peter? ______________________________________ 2 When did Peter return to his old habits? ______________________________________ 3 Who managed Dillon’s before it went out of business? ______________________________________ 4 What award did Vikas get? ______________________________________ 5 Who published books? ______________________________________ 6 Did chef Joe have problems with his restaurant? ______________________________________ 7 When did Joe die? ______________________________________

EXAM TIPS • In questa tipologia di esercizio dovrai rispondere a delle domande o completare delle frasi usando un massimo di 4 parole. • Come per tutti i tipi di prova, la prima cosa da fare è leggere il testo per capire l’argomento trattato e l’organizzazione delle informazioni. • Subito dopo passa a esaminare con attenzione i quesiti, leggili tutti e poi comincia a rispondere cercando le informazioni nel testo. • Assicurati di comprendere bene l’oggetto della domanda, soprattutto se iniziano con question words (What, Where, When...). • Le risposte devono essere sintetiche, non devono superare le 4 parole o numeri. Puoi semplicemente inserire l’informazione richiesta senza costruire una frase, laddove possibile. • In alcuni casi dovrai dare le classiche risposte brevi yes/no con l’ausiliare. • Se ritieni che possano esserci due possibili risposte scegline solo una. Soltanto quando è esplicitamente segnalato nel testo del quesito puoi dare due informazioni.

5 food stores and supplies Sourcing suppliers Sourcing the best suppliers for your restaurant is crucial to ensuring the success of your business. Here are some recommendations about how to do it. 1 Clearly, the cost of food is very important, especially for small restaurants with a limited budget, but it is not the only reason for favouring a particular supplier. If ingredients are cheap, they will not always necessarily be good, and inconsistent product quality will lose customers rather than gain you new ones. 2 Service is also a vital consideration when selecting a supplier. You need to 1rely on correct delivery times, frequency and accuracy of orders, or fast replacement of goods if there is a problem. Once you find a supplier you like, you can guarantee good 2customer care through a Service Level Agreement*. 3 How do you find reliable suppliers? Many small businesses consider personal recommendation an ideal way. When you find potential new suppliers, ask them if you can talk to their existing customers. Most businesses grow and expand locally and globally on the strength of their reputation. 4 It is an excellent idea to visit all new suppliers to find out about their procedures and methods. The traceability of food products is crucial to ensure high levels of health and safety as well as animal welfare. 5 Fresh, seasonal and locally sourced products are increasingly 3in demand as they minimise environmental impact as well as costs and risks of food perishing due to excessive food miles. The use of local suppliers also supports the local economy.

The Service Level Agreement (SLA) is a signed contract governing the delivery of services between a service provider and the client.

rely on fare affidamento su customer care servizio clienti 3 in demand richiesti 1

Organic and GMOs Food, p. 95

GET STARTED

1 Read the text. What are the main considerations when sourcing suppliers? Translate these words into Italian. 1 cost ____________ 2 quality ____________

3 reputation 4 reliability

____________ ____________

5 sustainability 6 traceability

____________ ____________

READING COMPREHENSION

2 Read the text again and answer these questions. 1 To whom is the cost of food especially important? 2 What will be the result of inconsistent product quality? 3 Which aspects of service does a restaurant rely on?

4 What will a Service Level Agreement guarantee? 5 Why should a good supplier be happy to let you talk to existing customers? 6 Why are locally sourced products in demand?

theory / Food Stores and Supplies VOCABULARY

3 Find the English equivalents for these words and expressions in the texts on page 80. 1 orari di consegna 2 rapida sostituzione di merci 3 fornitori affidabili

_________________ _________________ _________________

4 raccomandazione personale ________________ 5 prodotti stagionali di provenienza locale ____________ 6 cibo che va a male ________________

LISTENING

1.19 Listen to five people talking about what is important to them in sourcing suppliers. Match each person

with the reason local food is important to them. There are two extra. a b c d e f g

It’s trendy and interesting. It helps local economies. It is delivered quicker. It often offers higher welfare produce. It only delivers fresh produce. It protects the environment. It reduces the distance food travels.

g Speaker 1 • Speaker 2 • Speaker 3 • Speaker 4 • Speaker 5 •

1.19 Listen again and complete these texts with the missing words.

Speaker 1 Local food doesn’t have to travel so far, so you can pick it later and use it almost immediately. Just consider for a minute the (1) ____________ travelled by unseasonal fruit and veg in the UK: Bananas: 5271 miles from Columbia; Mushrooms: 287 miles from Ireland; Peppers: 2246 miles from Israel.

Speaker 2 Add terms like ‘seasonal’, ‘farm-fresh’ or ‘locally grown’ to your menu description and watch sales and footfall increase in your restaurants. You will also be able to change your menus more often and become more creative with a wider choice of ingredients, based on their seasonal (2) ____________.

SPEAKING

Speaker 3 Small-scale farming has less of an impact than industrial-sized farms. They use less energy, limit the use of chemicals and often produce organic food. This protects local (3) ____________.

Speaker 4 Small farms can’t compete with big suppliers in terms of discounted prices, but they can offer you good quality, higher welfare (4) ____________ at fair prices to producers and consumers, by cutting out the middlemen.

Speaker 53 If you buy (5) ____________, you not only keep your money local, you also develop relationships with other business people in your neighbourhood, so everybody wins!

MEDIATING CONCEPTS

6 Work in pairs. Ask and answer these questions. • What is more important when finding suppliers: quality or price? • What effect could good/bad quality produce have on your business? • If the produce is cheap/expensive, how will this effect the customer’s experience?

• Would you consider buying cheaper cuts of meat/ deformed vegetables/produce close to its sell-by date in order to save money? • Do you think diners generally understand the quality of the produce they are eating? Why/Why not?

7 Prepare to take part in a class debate. Half the class should argue in favour of quality and half in favour of price. Try to give examples and reasons for your opinions.

theory

Different kinds of suppliers Your choice of suppliers will depend on the location of your restaurant, the menu and the number of covers.

WHOLESALE MARKETS Positive wide range of produce, good prices, unusual/exotic foods Negative only in big cities; less likely to find locally produced goods; do not often deliver; you need to get up early

LOCAL WHOLESALERS Positive in most towns and cities; wide range of produce Negative do not promote locally produced food

SMALL-SCALE FARMERS Positive fresh, cheap, seasonal, local produce, which is clearly traceable Negative probably you need to source different farms to get the range of produce you require; not all will deliver to small businesses

COMMERCIAL 1RETAILERS

SPECIALIST WHOLESALERS Positive work regionally, nationally or internationally; usually deliver Negative not cheap and not always local

Positive you can negotiate prices and delivery options; they are usually local Negative quite expensive retailers commercianti al dettaglio

GET STARTED

1 Read the texts. Which type of suppliers would members of the public use? READING COMPREHENSION

2 Read the texts again and decide where you would find: 1 a wide range of products in towns and cities. 2 exotic foods.

________________ ________________

3 high prices locally. 4 locally produced foods. 5 food usually delivered.

________________ ________________ ________________

VOCABULARY

3 Complete these sentences with the words in the box. exotic – market – negotiate – promote – retail – wholesale

1 2 3 4 5 6

Businesses buy ___________ goods at cheap prices not available to the public. These days you will often find ___________ fruit like mangoes in shops and markets. People tend to do their weekly shopping at out-of-town ___________ outlets like big supermarkets. Environmental groups ___________ the idea of buying locally as it reduces food miles. There is a Christmas ___________ in our town every year, selling locally produced goods. When you think you have got a good deal, always ___________ until you get a truly great one!

SPEAKING

4 Work in pairs. Read the texts again, then close your book and tell your partner about the advantages and disadvantages of each type of supplier.

A What are the advantages of the wholesale market? B They have lots of exotic things at good prices!

Food Stores and Supplies

READING COMPREHENSION & SPEAKING

A KITCHEN GARDEN This is the story of one farm, two Michelinstarred restaurants, two talented chefs and two experienced kitchen gardeners. Andrea Mattei, executive chef at Meo Modo, and Antonello Sardi, executive chef at La Bottega del Buon Caffè, source their ingredients from a biodynamic farm immersed in the hills near Siena in Italy where, apart from the fruit and vegetables, there are sheep, chickens and bees, producing pecorino cheese, eggs and raw honey. Biodynamic agriculture is an alternative approach to farming, similar to organic farming, which treats 1soil fertility, plant growth and livestock care as ecologically interrelated tasks, with a strong focus on spiritual and mystical elements.

MEDIATING TEXTS

The two chefs Mattei and Sardi adopt a ‘farm to plate’ philosophy, working closely with expert kitchen gardeners Davide Rizzi and Lorena Turrini, to create signature dishes with tailor-made ingredients produced through biodynamic cultivation. This means they can 2harvest fruit and vegetables when their size and flavour is at its best. For their part, gardeners Rizzi and Turrini take a holistic* approach to farming, adopting ancient techniques such as lunar planting and collecting and cultivating ancient seed species. And more recently a new project called ‘Living Agricultural Organism’, which aims to restore life to the land around them and uncover the social-therapeutic and economic value of planting different types of trees and 3 hedges, aromatic plants for essential oils and flowering plants to produce honey, juices and marmalades.

HAVE SOME MORE

Holistic philosophy is the belief that the parts of something are interconnected and explicable only by reference to the whole thing. This can be applied to medicine, agriculture and many other fields. soil terreno/terra harvest raccogliere 3 hedges siepi 4 high tide alta marea 5 moisture umidità 1

Lunar planting, or moon phase gardening, is an ancient idea related to the gravitational pull of the Earth by the Moon and the Sun. In the sea there is 4high tide when the Moon is full or new because of this gravitational pull. In the same way, it is believed that 5moisture is pulled to the top in the earth, encouraging plant growth.

5 Read the article above and decide if these sentences are T (true) or F (false). Correct the false ones. 1 Andrea Mattei and Antonello Sardi run a biodynamic farm. 2 The farm is based outside Siena. 3 The farm also produces cheese, eggs and honey. 4 Biodynamic cultivation makes it possible to pick produce at the best time. 5 Rizzi and Turrini believe in the curative properties of plants.

T F

• • • • • • • • • •

6 Work in pairs and discuss the follow issues arising from the article you have just read. • • • • •

What do you think the advantages/disadvantages of having a kitchen garden are? Would you like to work with kitchen gardeners? Why/Why not? How could a ‘farm to plate’ philosophy help promote a restaurant? What do you think about biodynamic agriculture? Do you believe it can work? How could it change the way restaurants create dishes?

COMPITO DI REALTÀ – Sourcing new suppliers MEDIATING CONCEPTS Work in small groups. You are a small team opening a new bistro-style restaurant in a rural area in Tuscany. You would like to offer customers fresh, seasonal, organic produce at affordable prices. Search online and draw up a plan of the type of suppliers you require. Prepare to present a report about your research to the class. In your report you should consider: • the range of products your suppliers offer • the time they take to deliver

• the price they charge for products and for delivery • whether or not it is better to have several different suppliers

theory

Storing food The frequency and quantity of food order supplies varies from restaurant to restaurant, but a good understanding of basic food storage and preservation techniques can help manage supplies effectively, avoiding waste and contamination and possible health problems. 1 FIRST IN FIRST OUT! When a delivery arrives, new supplies should be stored in the cold and dry storage areas behind old ones, which should be consumed first. 1Label food with delivery dates for clarity, ease of access and to ensure you respect food safety and freshness. 2 SHUT THE DOOR! Don’t leave storage doors open longer than necessary or leave food out of the fridge too long, or it could spoil. Food left over from service should be cooled quickly, stored in the fridge and consumed within two days. 3 AIRTIGHT IS RIGHT! Store food in airtight containers to increase shelf life and maintain quality and safety. Never put open cans in the fridge as the metal may contaminate the contents. 4 HIGH-RISK FOODS STAY LOW! Foods like raw meat or poultry should be stored as low as possible in the cold store room to prevent juices dripping onto other foods, but nothing should be kept on the floor where water or dirt can get in. Avoid overloading refrigeration units and clean them regularly. 5 USE-BY OR YOU COULD DIE! Don’t use foods after the expiry of use-by dates as it means there is a real risk to health and safety. 6 DON’T IGNORE ‘BEST BEFORE’! Best-before dates warn you how long food is at its best quality, so avoid using it when it has expired.

label etichetta

GET STARTED

1 Read the text. Which of these things should you consider when storing food? • contamination risk • food temperature

• easy access • date of purchase

• popularity of food • perishability of food

• expiry dates • material of food containers

READING COMPREHENSION

2 Read the text again. What is the message in each paragraph? 1 A Order of use isn’t important. B Store new supplies so they are used after old ones. C You need to use old supplies before ordering new ones.

4 A Don’t place high-risk food in the fridge. B Isolate high-risk foods right at the bottom of the fridge. C Place high-risk foods lower than other foods.

2 A Don’t leave fridge doors open for long. 5 A Use-by dates are commercial and not based on health B Never open fridge doors during service – you can put and safety. things away later. B Use-by dates give serious health and safety warning C Opening and closing fridges is unavoidable in a busy kitchen. you shouldn’t ignore. C Use-by dates make good suggestions but you don’t have 3 A Seal things correctly and don’t keep corrosive materials to follow them. in the fridge. B Storing things in the fridge is your first priority. 6 A Best-before dates can always be ignored. C Things will last longer if kept in their original packaging B Best-before dates must be followed to avoid health risks. in the fridge. C Best-before dates tell you when food quality will deteriorate.

Food Stores and Supplies

VOCABULARY

3 Match these words and expressions from the text to their definition. 1 2 3 4 5 6 7 8

spoil airtight container shelf life can drip overload use-by best-before

a a closed metal container with round sides, for food or drinks b a date printed on something you buy that shows that it may be less safe to eat after this date c a date printed on a food container to show how long the food remains fresh d to fall in very small drops e to put too many things in or on something f the time you can keep a food in a shop before it is too old to sell g something for storing that does not allow air to enter or leave h when food starts to decay so you can’t eat it

SPEAKING

4 Work in pairs and take turns to test each other quickly on

the correct kitchen storage procedures. Try and explain the reason for each thing you do. Do not look back at the text unless you really have to! Food storage procedures. Should you...

1 2 3 4 5 6 7 8 9 10 11 12

• store the new deliveries behind the old ones? • label food with the delivery date? • leave storage doors open? • leave food outside the fridge for a long time? • cool food properly before storing it in the fridge? • consume food within two days of cooking it? • store food in airtight containers? • leave open cans in the fridge? • store raw meat and poultry as low as possible? • put food on the floor in store rooms? • fill fridges as much as possible? • use foods past the use-by and the best-before dates?

A Should you store the new deliveries behind the old ones? B Yes, because that way you use the old food first. B Should you label food with the delivery date? A Yes, so you only use fresh food and you will be able to find things quickly.

LISTENING

1.20 Now listen to the conversation between the head chef and a new commis chef. Put a tick (✔) next to the

things listed in exercise 4 that the commis chef does and a cross (✗) next to things he does not do.

WRITING

ALTERNANZA SCUOLA-LAVORO

6 Write about the food storage procedures you witnessed in a restaurant where you worked. In your report, you should detail: • good practice • bad practice • suggestions for improvement

How to write a report, p. 298

Searching for suppliers HOME PAGE

ORDERS

CONTACTS

WHERE WE ARE

THE ORGANIC FOOD COMPANY As part of our commitment to providing our customers the service they want, we have developed an online system so you can place your orders at any time. To register your interest fill in an online registration form, email us at info@organicfoodcompany.co.uk or call us on 01452857. Already registered? Then click here to start ordering. OUR SERVICE IS: • Fast and efficient – 24/7 ordering and delivery within 48 hours • Safe and secure – your own unique log-in identity and password • Competitively priced – with service level agreements and tailor-made offers • Easy to use – live stock updates, delivery slot bookings and hold order facility

Subject: request for retail account Hello, My name is Harry Bennet and I have just taken over as head chef at the Wiltshire Yeoman, a small but successful rural gastropub. I found your company listed in the organic food wholesale directory and I am interested in setting up a retail account with you. Could you please email me your product list and prices? I am happy to provide you with any further information about our business should you require it. Kind regards Harry Bennet

4 WAYS TO PLACE YOUR ORDERS: • Search by product • Search by category • My products (search by tailor-made offers) • Previous order template CHECKOUT SCREEN INCLUDES: • Order number • Delivery address • Total order value • Delivery date – choose from the available delivery slots

Subject: Re: request for retail account Hello Harry, Thank you for your email. We are always looking for new business and would be happy to have you as our customer. I’m attaching a customer registration form, which I would be grateful if you could fill in and return to me as soon as possible so that we can set up your account. Please give us as much detail as possible about your gastropub, as this will help us tailor offers to your needs. I am also attaching a detailed price list and an order form for you to use immediately, although you will be able to order directly online or by phone as soon as your account is up and running. I look forward to doing business with you in the near future. Best wishes Lucy Watson Sales representative The Organic Food Company

GET STARTED

1 Read the three texts quickly and answer these questions. 1 What type of food does the website supply? 2 Where does Harry Bennet work and what is his job?

3 Who replies to Harry’s email and what is her role?

READING COMPREHENSION

2 Read the texts again and decide if these sentences are T (true) or F (false). Correct the false ones. 1 You don’t need to register before ordering from the Organic Food Company. 2 They deliver within two days. 3 You can search for things online by type or name. 4 Harry Bennet has already registered online with the Organic Food Company. 5 He would like a price list for the Organic Food Company. 6 Lucy Watson is planning to come and visit Harry at his gastropub.

T F

• • • • • • • • • • • •

lab / Food Stores and Supplies Asking for and giving information about suppliers Describing services

Giving instructions and explaining processes

• Our service is fast and efficient/safe and secure/competitively priced/easy to use. • We offer 24/7 ordering/delivery within 48 hours/your own unique log-in identity and password/a service level agreement/ tailor-made offers/live stock updates/delivery slot bookings. • There are four ways to place your orders… / You can order in a variety of ways… • You can search by product/category/offers/from my products/ previous order template.

• I’m attaching a customer registration form. • I would be grateful if you could fill it in/return it to me as soon as possible so we can set up your account. • Please give us as much detail/information as possible about… as this will help us tailor offers to your needs/provide the service you want/need. • I am attaching a detailed price list/an order form for you to use… • To register your interest, fill in an online registration form/ email us at…/call us on… • You will be able to order directly online or by phone as soon as your account is up and running/open/set up.

Providing and asking for company information • My name is… / I have just taken over as… at… / It is a… • I found your company listed online/in the … directory. • Your company was recommended to me by… • I am interested in setting up a… • Could you please email me your product and price list? • We are always looking for new business. / We would be happy to have you as…

PHRASEOLOGY

3 Find the phrases used to express these functions in the texts on page 86. Underline them. 1 orders or instructions 2 a polite request

3 expressing enthusiasm 4 saying goodbye

5 giving options 6 describing what is available

4 Choose the correct alternative. 1 2 3 4

You were recommended to us by/of a customer. We’re interested in/to opening an account with you. There are several ways of/to place an order with us. I’m looking for/from a new range of exotic fruit for our restaurant.

5 A new chef has just taken off/over in our kitchen and we want to change the menu. 6 If you supply as much information as/than possible, we can send you personalised offers.

LISTENING

1.21 Listen to the information about a restaurant supplier and write the missing information.

HOME PAGE

ORDERS

CONTACTS

WHERE WE ARE

RESTAURANT SUPPLIER • Name of the supplier: (1) ________________________ • What they supply: (2) ________________________ • How often they deliver: (3) ________________________ • What happens if there’s a problem with an order: they tell you in (4) ______________________ and suggest a suitable (5) _______________________. • Additional services they provide: (6) ______________________; traceability; storage advice and information about (7) _____________________. • The main source of their produce: (8) ________________________. • What they import: (9) ________________________ fruit and vegetables. • How often one of the managers will contact the customer: (10) ________________________.

lab 6

1.22 Put the telephone conversation between the customer and the sales manager in the correct order. Then listen and check.

• Manager • Manager • Manager • Manager • 1 Manager • Manager

Hi Sue! I’m phoning to find out more about your business. OK. I’ll set up your account now and email you all our promotions and offers. And how often would you like to receive deliveries? What type of food do you serve? This is Josh Kaufam, sales manager at Farm Foods. Is that Sue Jones? How many covers do you serve on average every day?

• Customer Sure! We are a small independent hotel with 30 rooms for up to 70 guests. • Customer 30 covers for breakfast and dinner, with an optional packed lunch service. • Customer Thank you. That would be great! • Customer Continental or cooked breakfasts and traditional British food for dinner. • Customer Once a day if possible. • Customer Yes, it is. Hi Josh!

SPEAKING

7 Work in pairs. Role play the following situation. Use the dialogue in exercise 6 as a model. Quality food supplier You have a wide range of products for small and medium-sized catering businesses. You deliver all around the country. Delivery times vary between 1-3 days. There is no delivery charge for orders over £200. You want to know more about the business, Comfort Food, and about the range of supply services they are interested in.

Head chef You run a city centre café, Comfort Food, serving hot and cold food, hot and cold beverages, cakes and snacks between the hours of 8 and 6. The number of customers varies a lot between quieter weekdays and busy weekends, so you want flexibility on delivery times and a special agreement about charges.

WRITING

8 Read the customer registration form and complete the email with the missing information. If you have already registered, then please sign in. Email address

suejones@fairwayhotel.co.uk

Title

First name

Sue

Last name

Jones

Role

Food and beverage manager

Company

Fairway Hotel

Address

34-36 Hull Road, Blackpool

Postcode

FY1 4QB

Telephone number

020 35645

Type of company

Independent hotel

How often would you like deliveries (please select): ✔ daily

twice weekly weekly other (please specify) _________________

How did you hear about us (please select): internet search ✔ recommendation farmers market other (please specify) _________________

Subject: (1) _______________________ Dear Mr Kaufman, My name is (2) _______________________ and I am the (3) _______________________ at Fairway Hotel, an (4) _______________________ in Blackpool. I completed an (5) _______________________ on your website last week but I haven’t heard back from you. Could you please contact me by email at (6) _______________________ or by phone on (7) _______________________, as I am keen to place my first order with you. I look forward to hearing from you as soon as possible. (8) _______________________ Sue Jones

WRITING

ALTERNANZA SCUOLA-LAVORO

9 Think of the restaurant where you worked. What type of suppliers did it have? Write an email and ask some questions about their company. In the email you should ask about: • services they provide • costs/price lists • delivery options

• discounts/promotional offers

Food Stores and Supplies

Ordering food from suppliers

Flipped classroom

Placing and checking orders SM = Sales manager; HC = Head chef SM Hello, this is Sima Belmar from Dairy Deliveries. I’d like to speak to your head chef, please. HC Hi Sima. This is Will Baker the head chef. Did you get the order I emailed you? SM Yes, I’ve got it here in front of me. I just want to check a few things with you. HC OK, just give me a minute to open the email. Here it is. SM So you’ve ordered ten litres of whole fat milk. HC That’s right and five litres of semi-skimmed milk. SM Yes, I’ve got that. What about cream? You haven’t got any in your order. HC Oh, I forgot! Yes, can you add a litre of double cream, please? SM No problem. And do you want any yoghurt? HC Yes, I’ll have a litre of plain yoghurt too. SM Next, you’ve got four packs of butter. HC No sorry, we need six packs of butter instead of four. SM That’s fine, six packs of butter. How about cheese? HC We’re OK for cheese supplies at the moment, thanks. SM Is there anything else you’d like to add to the order? HC No, that’s it for now. SM OK, I’ll get that order to you this afternoon.

Before the lesson, go to the and practise the dialogue with the karaoke. Underline the expressions used to place and check orders.

READING COMPREHENSION

1.23 Read and listen to the conversation. Answer these questions.

1 Who are the two people in the conversation? 2 Do they know each other? 3 What does the sales manager want to talk to the customer about?

4 What did the customer forget to order? 5 What does the customer add to the order? 6 When does the sales manager promise to send the order?

Placing and checking orders Supplier • Would you like to/Do you want to place an order with us? • I just want to check/confirm a few things with you. • So you’ve ordered… / Did you order…? / Next/Then you’ve got some… • What about/how about…? You haven’t got any in your order. • Is there anything else you’d like to add to the order? / And do you want any …? • What do you want/would you like to change? • OK, I’ll get that order to you this afternoon/today/in 24 hours.

Customer • I’d like to place an order for… • Actually I placed an order with you yesterday. • Can you add a … please? / I’ll have/I’d like… • I need to change a few items. / I’d like to change/add some things. • I/We need/would like … instead of… • We’re OK for … at the moment. / That’s it for now/everything, thank you. • When are you going to deliver? • Can you deliver any sooner? / Could you make it earlier?

PHRASEOLOGY

2 Match the two parts of the sentences. 1 2 3 4 5

Is there anything else... I need to change... I would like some black olives... I’ll get that order to you... Can you deliver...

a b c d e

a few items on my order. any sooner? in 24 hours. instead of green ones. you’d like to add to the order?

lab SPEAKING

3 Work in pairs. Role play the following situations. Sales manager You are the sales manager at Farm Foods Supplies. Telephone the head chef at the Blue Lion Hotel to check their fruit and vegetable order. They have ordered 10kg of potatoes, double the usual, and no fruit or salad at all.

Customer You are manager of the Tobacco Factory Café bar in Bristol. Phone and change your order. You ordered 5 packets of smoked salmon instead of 15, 6 cartons of eggs instead of 12 and you also need 4 brown bread, 4 white bread and 5 granary bread loaves.

WRITING

Customer You are the head chef of the Blue Lion Hotel. You receive a telephone call from Farm Foods Supplies. You intended to order 10kg of potatoes for a special event, but you forgot to order any fruit or salad. You want 1kg of pears, 2kg of bananas, 4kg of tomatoes, some mixed salad leaves and three cucumbers.

Sales manager Café Culture Suppliers. You receive a phone call from the manager of the Tobacco Factory Café bar in Bristol. Note the changes they make, but apologise and tell them you will be unable to deliver until Friday afternoon.

ONLINE INTERACTION

4 Write an email from the head chef of the Blue Lion Hotel to the sales manager of Farm Foods Supplies changing

the order you agreed in your telephone call in exercise 3 from 10kg of potatoes to 6kg of potatoes and 4kg of sweet potatoes and from three cucumbers to six cucumbers. You also want an additional 3kg of oranges and 2kg of apples.

Cancelling orders Subject: Re: order catering for Your Day event_15/04 Hi Ben, I’m Kate Dainton, events manager at Your Day. I’m emailing to cancel an order for 24 pieces of the following hot party food, as there will be no hotplate facilities at the venue: • breaded king prawns • green and red Thai chicken skewers • mini Yorkshire puddings I apologise for any inconvenience caused by this late cancellation. To avoid having to cancel the whole order, I would be grateful if you could suggest some cold alternatives. Thank you for your help. Best wishes Kate Dainton Events manager, Your Day

READING COMPREHENSION

1 Read the email and answer these questions. 1 Why is Kate cancelling her order? 2 Is she cancelling it all or just in part?

3 What else does she ask in her email?

Food Stores and Supplies

LISTENING

1.24 Listen to the conversation between a sales manager and a customer and complete it with the missing

information.

SM This is the sales department, Ben Stuart (1) __________________. C Oh good morning Ben. I need to cancel an order. SM (2) __________________ your order number, please? C Certainly. The order number is 6154XY. SM (3) __________________ the Happy Gathering Café? C Yes, that’s right. SM Do you want to cancel (4) __________________ order or just part of it? C The whole order I’m afraid as a private party has cancelled.

SM (5) __________________! Would you like me to keep the order on file in case they reschedule? C Yes, that would be helpful. Is there a charge (6) __________________? SM Not as long as you cancel more than 48 hours in advance of delivery. C That’s (7) __________________. Thanks Ben, you’ve been extremely helpful. SM It’s my pleasure. Enjoy your afternoon! C (8) __________________. Goodbye!

Cancelling orders Customer • I’m emailing to cancel an order for… / I’m calling because I need to cancel an order. • I apologise for any inconvenience caused by this (late) cancellation. • To avoid having to cancel, I would be grateful if you could suggest… • Is there a charge for cancellation?

PHRASEOLOGY

Supplier • Do you want to cancel the whole order or just part of it? • Would you like me to keep the order on file in case they reschedule? • There isn’t a charge for cancellation as long as/if you cancel more than 48 hours in advance of delivery. • The charge for cancellation is… / Our company policy…

MEDIATING TEXTS

3 Translate these expressions into English. 1 2 3 4 5 6

Mi scuso per gli eventuali disagi causati da questa cancellazione tardiva. Le sarei grato se mi potesse suggerire un’alternativa. Vorrebbe disdire tutto l’ordine o soltanto una parte? Teniamo l’ordine in archivio nel caso in cui dovesse riprogrammare l’evento? C’è una penale per la disdetta? Non c’è alcuna penale se disdice più di 48 ore prima della consegna.

SPEAKING

4 Work in pairs. Role play the following situation. Customer You are organising a wedding anniversary event and you need to cancel the catering two days before because one of the couple is ill and cannot attend the party.

WRITING

Sales manager Your company Party! Party! is an outside catering business. It charges 25% for late cancellation (less than 48 hours), but can reschedule the catering to another date.

ONLINE INTERACTION

5 You are Ben Stuart, sales manager of the outside catering company Dragon Catering. Write an email response to the events manager at Your Day, Kate Dainton (see page 90). In your email you should: • thank the customer for the information • explain what your company’s cancellation policy is • make suggestions to Kate’s request

lab

Making complaints to suppliers C = Customer; SM = Sales manager C Hello. Can I speak to the sales manager? I want to make a complaint. SM Hello madam. I’m the sales manager. What’s the problem? C I placed an order early last week and it only arrived yesterday and was incomplete. SM Let’s have a look on the system to see what the problem is. C Something has most definitely gone wrong! SM Have you got your order number to hand? C No, I haven’t. SM Not to worry. If you give me your name and your company’s name, I should be able to find it. C My name is Celia Lawson and I’m the manager of the Glassworks’ Brasserie.

SM Here it is Ms Lawson… You placed the order on Friday, 15th March. C That’s correct. SM And I can see that there was a two-day delay in shipping your order due to bad weather. C Yes, I got an email telling me that. SM That’s good. And what items are missing from the order you received? C Well, I ordered…

GET STARTED

1.25 Read and listen to the conversation. What is the customer complaining about?

READING COMPREHENSION

2 Read the conversation again and decide if these sentences are T (true), F (false) or DS (doesn’t say). 1 The sales manager answers the phone. 2 The customer placed an order the previous day. 3 The customer doesn’t know the order number. 4 The customer is the new manager of the Glassworks’ Brasserie. 5 The order was delayed because of bad weather. 6 The customer is missing the dairy products from her order.

T F DS

• • • • • • • • • • • • • • • • • •

Making complaints Customer • I want/I’d like to make a complaint. • There’s a problem with my order. / Something has gone wrong! • The order was damaged/incomplete when it arrived. • I placed an order last week and it (only) arrived yesterday. • My order hasn’t arrived/has gone missing. • Nobody informed me about it/explained that to me. • If you fail to deliver the product within that time/by that date, I will exercise my right to cancel the agreement and will demand a complete refund of the order cost of… • It would be good/helpful if you could…

Supplier • What’s the problem? / How can I help you? • What items are missing from the order you received? • (I can see that) There was a (two-day) delay in shipping your order due to bad weather/logistic problems. • I’m terribly sorry! / There’s obviously been a breakdown in communication. • What would you like us to do about your order? • How can we make this situation better for you? • To compensate you we would like to offer…

PHRASEOLOGY

3 Read the functions language above and find a suitable phrase for each of the following. 1 to make a complaint 2 to ask about the complaint 3 to explain you didn’t receive an order

4 to explain that the order didn’t arrive intact 5 to say that a message wasn’t delivered 6 to offer to put something right

Food Stores and Supplies

4 Complete the dialogue with the things the sales manager says. Customer Sales manager Customer Sales manager Customer Sales manager Customer Sales manager Customer Sales manager

Hello, could I speak to the sales manager, please? (1) _________________________________________________________________________________ I want to make a complaint about a delivery that arrived with damaged goods. (2) _________________________________________________________________________________ Yes, my order number is 349789. (3) _________________________________________________________________________________ The tinned food was dented and the pasta and rice had spilled out of their boxes. (4) _________________________________________________________________________________ It would be helpful if you could send the order to me again, but I need it by tomorrow. (5) _________________________________________________________________________________

SPEAKING

5 Work in pairs. Role play the following situation. Sales manager

Customer You wish to complain because you haven’t received your urgent order and have had no explanation from the suppliers. Request urgent action to avoid taking your orders to another more efficient supplier.

WRITING

ONLINE INTERACTION

There has been a problem with the customer’s order. Somebody lost it, so preparation and shipment were delayed. Apologise and offer appropriate compensation.

6 You are head chef of the Wild Swan Bistro. You are responsible for ordering all the restaurant’s supplies.

Complete the email complaining about the late delivery of the order from Sarah Raven’s Supplies following the prompts in brackets. Subject: Ref. _____________ [your customer number or order number]

Dear Sir/Madam, I placed an order with _____________ [name of supplier] with order number _____________ [order number] on _____________ [date of the order]. My order was confirmed on _____________ [date of order confirmation]. It was agreed that you would deliver my order _____________ [in 3-5 days or by a date], but by today’s date I have not received it. I therefore request that you deliver the order _____________ [specify the further period within which you expect delivery]. If you fail to deliver the product within that time [if you specified a period] / by that date [if you specified a date], I will exercise my right to cancel the agreement and will demand a complete refund of the order cost of _____________ [the price you paid]. Yours faithfully, _____________ [Name and surname and contact details] _____________

7 Now read again the situation in exercise 5 and write an email of complaint. Use the email in exercise 6 as a model. 8 Rewrite the following email of complaint, rendering it more polite. Hi, I want to complain about last week’s order. It was a disaster! I asked for a selection of cheese, biscuits and fruit, but you sent me milk, sugar and coffee! What kind of supplier are you anyway? Also the driver was two days late with my delivery and left all the goods by the back door of our kitchen… UNBELIEVABLE! I won’t place any order with you again and I want all my money back now! This is my account number: 50-80-96-8904677. John

revise vocabulary

1 Match the words to form different types of food suppliers.

1 2 3 4 5

commercial local small-scale specialist wholesale

a b c d e

farmer market retailer wholesaler wholesaler

2 Read these definitions and complete the words. 1 2 3 4 5 6

the time you can keep food in a shop before it is too old to sell when food starts to decay so you can’t eat it put too many things together on or in a container like a fridge a date indicating how long food is safe to eat a date indicating how long food remains fresh a container which doesn’t let air in or out

s_______________________________ s_______________________________ o_______________________________ u_______________________________ b_______________________________ a_______________________________

3 Write the English equivalents for these words. 1 2 3 4 5 6

tracciabilità servizio clienti affidabile stagionale etichetta orari di consegna

________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

4 Complete the conversation with the words in the box. days – delivery – price – offers – order – services

Customer Supplier Customer Supplier Customer Supplier

I’d like some more information about your (1) ________________. You can (2) ________________ products from us 24/7 online or 9-5 by phone. And what about (3) ________________? We deliver within three working (4) ________________ or 24 hours with our express service. Where can I find a (5) ________________ list? There is one available on our website and we can also send you tailored (6) ________________ if you like.

5 Complete the conversation between a supplier and a customer with the words and expressions from the box. why don’t you – what about – we offer – I’m not sure – I’d like to – I suggest I need – I also want – requirements – interested in

Customer Supplier Customer Supplier Customer Supplier Customer Supplier Customer Supplier

Your wholesale company was recommended to me by a fellow head chef. Excellent! What kind of supplies are you (1) ________________? Well, (2) ________________ daily deliveries of perishable goods and weekly deliveries of non-perishable goods. That’s not a problem. You’re on our delivery routes. Do you have any special (3) ________________? (4) ________________ source as many local, seasonal and organic products as possible, but (5) ________________ some regional and ethnic imports. (6) ________________ make a list of what you think you’ll need and I’ll let you know what we can and can’t supply and recommend other local suppliers to you for any products we don’t deal with. That sounds like a good idea. (7) ________________ costs? (8) ________________ very competitive prices for high quality products and we have a promotional offer at the moment for new customers who agree to use us for four weeks. (9) ________________... (10) ________________ you think about it. You can speak to some of our other customers if you like…

invalsi training

READING B1 – SHORT OPEN ANSWERS

1 Read the text and answer the questions (1-6) using a maximum of 4 words. The first one (0) has been done for you.

Myths about Organic and GMOs Food 1 ORGANIC FOOD IS SAFER BECAUSE IT HAS NO CONTACT WITH PESTICIDES The distinction between conventionally-produced or organic food is closely regulated. To label items as organic, the products must meet the standards set by organisations and governments. But just because a crop fits the definition of organic doesn’t mean it’s totally free of fertiliser residue. USDA organic certification allows for natural substances such as pheromones, vaccines for animals, and a limited number of natural pesticides as well. The World Health Organization notes that none of the pesticides currently authorised in international food trade are damaging to humans on a genetic level, and only become dangerous to farmers who are directly exposed to them in much higher quantities in the field. 2 ORGANIC FOOD IS HEALTHIER When comparing organic to conventional food, there is little evidence to suggest that organic makes people healthier. After analysing 240 studies about the nutritional value of organic food, the authors of a 2012 review study published in the Annals of Internal Medicine concluded that they lack ‘strong evidence that organic foods are significantly more nutritious than conventional foods’. 0 1 2

Who decides the standards regarding organic food? Organisations and governments. Are organic products 100% pesticide free? What is the only group of people that may have health problems caused by pesticides?

3 GMOs ARE DANGEROUS TO EAT Scientists have created genetically engineered (GE) varieties of crops containing genes that protect them from pests, weeds, or even certain plant viruses, but GMOs can take advantage of natural processes as well. For instance, the bacterium Bacillus thuringiensis (Bt) was discovered to be a natural insecticide more than 100 years ago. Recently, bioengineers have modified the genes of crops like corn to increase the insecticidal protein present in this natural microorganism. As a result, the crop itself is toxic to insects and there is no need to use any chemical insecticide. The European Union prohibits farmers from growing GMOs but, at the moment, there is no trustworthy evidence that any GMO-derived food creates health risks to humans. On the contrary, genetic modifications make crops safer for agricultural workers (because plants need fewer pesticides) and even make them more nutritious. At the end of the day, organic food isn’t a bad option, and neither are GMOs. But consumers should make their food choices based on science, not hearsay. Many myths persist around the risks of GMOs and the benefits of organic foods. But one thing is clear: eating fruit and vegetables is the most important thing, no matter if they’re organic or GMO. 3 When performing their research, what do scientists compare organic food to? 4 What is the bacterium Bacillus thuringiensis? 5 Where are GMOs forbidden? 6 What is the essential thing we should do for our health?

EXAM TIPS

LISTENING B1 – MULTIPLE-CHOICE QUESTIONS

1.26 Listen to a conversation about problems with deliveries. Choose

the correct answer (A, B, C or D) for questions 1-6. Only one answer is correct. The first one (0) has been done for you. You will hear the recording twice. 0 1 2

The manager’s name is... A Pete. B Steve. C Jeff. D Ted. What is the problem with deliveries? A They were sent to another restaurant. B The suppliers didn’t send the food. C They may be late. D The suppliers are not reliable. Which of the following sentences is not true? A Some of the deliveries are going to arrive very soon. B The manager is trying to solve the problem. C The chef is worried. D They need the food for a birthday party.

3 4 5

• Per prima cosa, esamina bene tutti i quesiti. • I quesiti seguono l’ordine presentato nell’audio. • Utilizza il secondo ascolto per verificare le risposte già date e per scegliere quelle mancanti.

The suppliers are… A all abroad. C closing for their holidays. B mostly in the UK. D trying to get back on schedule. Who or what may have caused the problems? A the tax office C the restaurant manager B the shippers D the chef The manager is trying to... A convince the chef to cook something else. B save money. C avoid the guests getting angry. D not worry about the problem.

6 food ingredients

Flipped classroom

Food is an edible substance (without poisons or toxins) which pleases our senses and provides the human body with essential nourishment. It can be classified into five groups, based on the main nutrients. • group I – Cereals, root vegetables and other carbohydrates; • group II – Fruit and vegetables; • group III – Dairy products; • group IV – Meat, fish, eggs and pulses; • group V – Fats and oils.

Cereals Cereal* is the generic term for plants with edible grains, which can also be 1ground into flour to make bread and other food products. Plants belonging to the cultivated grass family, for example buckwheat or quinoa, can also be included in this category.

Before the lesson, go to the and learn about common cereals.

The word cereal came into the English language from the French word céréale, which traces back to the Latin cerealis. This Latin term originated with the name Ceres, the goddess of the harvest.

The ancient grain spelt is easily digestible but it is not gluten free.

Cultivated cereals or grains include wheat used worldwide to make flour for bread and pasta.

Barley is used in breads, salads, stews and soups, as well as for flavouring beer or soft drinks.

Oats are commonly eaten for breakfast because they have slow energy release. They are used in breakfast cereal, breads or as a dessert. They can also be boiled and made into porridge.

Buckwheat is a type of cereal used extensively in Eastern European and Italian cooking. Buckwheat pasta is the main ingredient of ‘pizzoccheri’, a northern Italian dish traditionally made with potatoes, cabbage and cheese. Despite its name, it is naturally gluten free. ground macinati

GET STARTED

1 Read the texts on pages 96-97 and match the words in the box to their Italian equivalents. spelt – maize – buckwheat – rice – barley – wheat – rye – oats – millet

1 grano _________ 2 avena _________ 3 grano saraceno _________

4 segale 5 granoturco 6 miglio

_________ _________ _________

7 orzo 8 riso 9 farro

_________ _________ _________

theory / Food Ingredients Rye is the main type of grain used for making bread and 2crispbread in Northern European countries such as Norway and Germany. Rye flour contains less gluten than wheat flour so the bread is denser.

Originating in South America, maize is frequently used in Italian cuisine to make cornmeal, the main ingredient of polenta, and cornflour. But it is also eaten as sweetcorn or as popcorn at the cinema.

Mild-tasting millet offers a 3handy alternative to rice. Delicious in Indian rice dishes, soups and salads, it should be toasted before boiling and can also be made into pasta.

Dating back to the ancient Incas, quinoa is a super food, higher in protein than rice. It looks like millet but it is pale brown in colour and it can be made into gluten-free flour.

Rice remains the favourite cereal worldwide; eaten as a main or side dish, it is incredibly versatile as there are over 100 varieties, which come in three main colours: white, brown and red. It is categorised into three main types: long grain, medium grain or short grain. Italy is Europe’s largest rice producer, mainly concentrated in the Lombardy and Piedmont regions.

crispbread biscotto secco o croccante fatto di segale o grano 3 handy utile 2

READING COMPREHENSION

2 Read the texts on pages 96-97 again and decide if these sentences are T (true) or F (false). Correct the false ones. 1 Wheat isn’t used to make pasta. 2 Oats offer slow energy release. 3 Spelt is OK for wheat intolerance. 4 Barley is used to flavour drinks. 5 Buckwheat is only used in Eastern European cuisine.

T F 6 Rye makes denser bread than wheat. 7 Millet should be boiled before toasting. 8 Rice is the most popular cereal in the world. 9 Maize originally came from South America. 10 Quinoa is lower in protein than rice.

• • • • • • • • • •

T F

• • • • • • • • • •

LISTENING

1.27 Listen to food writer and expert Alice Dench discussing the history, traditions

and innovations in pasta and choose the correct option (A, B or C). 1 2 3

The first people to prepare pasta were the... A Chinese. B Etruscans. C Romans. What became popular in America during the Civil War? A Asian noodles B lasagne C macaroni cheese Fresh pasta suits... A buttery, creamy sauces. B chunky, meaty sauces. C more liquid sauces.

4 W hich pasta shape was voted favourite on World Pasta Day, 2018? A little ears B ribbons C shells 5 What do people like about shells in particular? A the taste of the pasta B the texture of the pasta C the way the sauce hides in them 6 What are MIT scientists trying to make? A allergy-free pasta, made of gelatine B flat pasta that reshapes in water C pasta with a rehydrating sauce in it

INTERNET RESEARCH & SPEAKING

4 Work in pairs. Prepare a short oral presentation about a particular type of pasta. You should talk about: • its regional origins

• its uses

• a speciality dish made with it

How to give a presentation, p. 299

theory

Fruit and vegetables

Flipped classroom

Types of fruit and vegetables Stone fruit grow in most climates and have a stone in the middle.

Exotic fruit grow in tropical climates and can come in unusual shapes.

plum, peach, nectarine, apricot and cherry

banana, pineapple, coconut, guava, papaya, melon and mango Citrus fruit grow in warm climates, can have a 2sharp taste and are rich in vitamin C and other nutrients.Â orange, lemon, lime, grapefruit and mandarin

Before the lesson, go to the and learn about fruit and vegetables.

Soft fruit have sweet, colourful berries, growing on 1vines and bushes.

FRUIT

blackberry, blueberry, raspberry, blackcurrant, strawberry and grape

Hard fruit grow in cooler climates and contain a core surrounded by a layer of flesh. apple, pear, quince

Shoots and stems are very fibrous vegetables, generally available in summer months.

Pods and seeds are vegetables containing seeds in a pod. green bean

asparagus, celery and fennel Brassicas/Flower vegetables are mostly available in winter, so they tend to be braised or used in stews.

Bulb vegetables are aromatic vegetables that are used to flavour casseroles, broths and soups.

VEGETABLES

cauliflower, broccoli, artichoke

Vegetable fruits are actually fruit eaten as vegetables or in salads, and are available in the summer.

garlic, onion and leek

Leafy vegetables can be eaten cooked or raw.

Roots are single bulbs which extend into the ground. Tubers are underground stems, which tend to be more starchy. They are available all year round.

cabbage, spinach, lettuce, rocket, radicchio, chard

roots: carrot, beetroot, radish, swede; tubers: potato, sweet potato

tomato, pepper, aubergine, cucumber

vines viti sharp aspro

Word bank, pp. 318; 320

GET STARTED

1 Read the mind maps above and write the Italian equivalents for these words. 1 2 3 4

aubergine blackberry blueberry grapefruit

_____________ _____________ _____________ _____________

5 6 7 8

pineapple raspberry celery cucumber

_____________ _____________ _____________ _____________

9 10 11 12

fennel radish cabbage artichoke

_____________ _____________ _____________ _____________

Food Ingredients

Preparation, cooking and storage Fruit and vegetables require proper handling, preparation and storage to benefit from their many nutrients. It is important to prepare the work station and tools, clean kitchen surfaces and all utensils. To clean the fruit and vegetables, remove damaged parts of the plant, as well as the skins from onions, tubers and root vegetables and the pods from peas and beans. Avoid using fruit and vegetables that are damaged or 1overripe. Take extra care of food to be served raw. Rinse produce to remove dirt and then carefully wash it, until the water runs clean, to remove bacteria, pesticides or insects. Don’t soak fruit and vegetables, as water will dissolve key nutrients and alter taste. To prevent the oxidation of fruit and vegetables such as apples and artichokes, add an acidic solution such as lemon or vinegar to the water. Finally, cut produce into large pieces, or cook whole. Limiting the surface area reduces the loss of nutrients. Minimise the time, temperature and amount of water used when cooking vegetables to ensure maximum taste and nutritional value. If fruit and vegetables are not consumed straight after preparation, cover with a clean and 2damp cloth and store in the fridge.

QUICK BITES

overripe troppo maturi damp umido

There are lots of idioms with food and in particular fruit and vegetables in English. Do you have any in your language? Here are some examples in English: He’s as cool as a cucumber. (very cool) The teacher went bananas! (got angry) I felt like a right lemon! (embarrassed) You’re such a couch potato! (do no exercise and watch TV all the time)

Potato preparation and cuts

READING COMPREHENSION

1 Read the text and decide if these sentences are T (true) or F (false). 1 You should have clean hands and utensils when preparing fruit and vegetables. 2 It is OK to use fruit or vegetables with some signs of damage or disease. 3 It is important to rinse fruit and vegetables to remove pesticides and insects. 4 You shouldn’t leave fruit or vegetables to soak in water. 5 It is impossible to prevent produce such as apples from oxidising. 6 Larger pieces of fruit or vegetables are more nutritious when cooked.

T F

• • • • • • • • • • • •

VOCABULARY

2 Match these words from the texts on pages 98-99 to their definition. 1 2 3 4 5

root vegetable tuber skin rinse soak

a b c d e

t he round part of a plant like a potato that grows and produces new plants a vegetable such as a carrot where the part you eat is underground to clean with water to leave in liquid the outer layer of a fruit or vegetable

SPEAKING

3 Work in pairs. Search online a painting by Arcimboldo and point out the fruit and vegetables you can see. 99

theory

Dairy products Dairy is a major food group containing or made of animal milk. The most common type of milk used is cow’s milk, but goat, sheep and buffalo milk products are increasingly available too. A Milk is a nutritious liquid, and in some countries almost half the milk produced is consumed as fresh or pasteurised, whole, semi-skimmed or skimmed milk. Milk is also a very versatile kitchen ingredient and is used to make savoury sauces such as béchamel and sweet sauces such as 1custard. B Yoghurt is made from fermented milk and is highly digestible, because of the added bacteria. It can be full-fat or low fat, set or 2runny, plain or flavoured. The most common type of yoghurt is plain yoghurt, which is used to make fresh 3dips such as Indian raita or Greek tzatziki, or to 4thicken soups and stews. There is also an Indian drink version of yoghurt, known as lassi, and a Middle Eastern cheese version known as labneh.

HAVE SOME MORE

C Cheese is a dairy product made from a mixture of cream and 5curdled or skimmed milk. It can be pasteurised or raw, and ranges from mild, fresh and soft to strong, mature and hard. It is usually made from cow, sheep, buffalo or goat’s milk. Cheese menus

custard crema pasticcera runny acquoso 3 dips salse 4 thicken addensare 5 curdled cagliato 1

British cheese used to be outclassed by its French, Italian and Spanish competition, but now it is popular all over the world. Here are some examples: Cheddar, a firm, smooth, hard yellow cheese, excellent in baked, gratinated dishes, as it melts well. Stilton, which is a strong-flavoured blue cheese, which combines well with fruit and nuts in salads or in pies, quiches or soups with green vegetables. Caerphilly is a crumbly hard cheese with a mild flavour from South Wales. It works well in soufflés or croquettes.

P astry & Bakery: Milk and cream, p. 209; Word bank, p. 321

GET STARTED

1 Read the texts and list all the dairy products, then write their Italian equivalents. READING COMPREHENSION

2 Read the texts again and decide which dairy product (A-C): 1 • is easy to digest. 2 • i s a mixture of cream and curdled or skimmed milk.

3 • is a versatile ingredient. 4 • is used to make sweet and savoury sauces. 5 • comes from a mixture of ingredients.

VOCABULARY

3 Put the adjectives in the box into the correct category. fresh – flavoured – hard – mature – mild – plain – runny – semi-skimmed – set – skimmed – soft – strong – whole

Cheese

100

Milk

Yoghurt

Food Ingredients

Eggs

VOCABULARY

People have eaten eggs for thousands of years as they are rich in protein, tasty and versatile. The most popular choice for egg consumption are chicken eggs, followed by duck, 1quail and 2caviar, or fish eggs.

1 Match these words to the parts of the picture.

1 • yolk 2 • shell 3 • egg white

Careful storage is extremely important. Keep eggs refrigerated at 4°C or less, storing them in cartons as their porous shells absorb smells or liquids. An egg’s best-before date tells you how long it will stay fresh after you buy it, usually about 35 days. Very fresh eggs are ideal for poaching and frying because they hold their shape, whereas you can use less fresh eggs for making cakes, quiches or 3hard-boiled eggs, because the shells will peel more easily.

C B

It is important to consider the health, safety and animal welfare of hens when sourcing your eggs. Battery hens live in cages, without room to move around and eat feed with antibiotics, hormones and other chemicals. Free-range hens move around inside and outside. Organically-raised hens live outside in an area of natural vegetation and they eat totally natural, organic feed.

QUICK BITES

READING COMPREHENSION

2 Read the text and complete these sentences with the missing information. 1 2 3 4 5 6

quail quaglia caviar caviale 3 hard-boiled sode 1

The most popular choice for egg consumption is... You should store eggs at... Keep eggs in their cartons to stop them... Very fresh eggs are ideal for... You can use less fresh eggs for... An organic breeding system for hens means they live...

• Y ou can test an egg for freshness by placing it in water and seeing if it sinks. Gone-off eggs float to the top because of the air inside them. • Test to see if an egg is raw or hard-boiled by spinning it. If it spins easily, it is hardboiled; if it does not, it is raw.

3 Read this mind map and put the different egg preparation techniques in order from the quickest to the slowest. • Omelette

Break eggs, beat and season. Then pour them into a hot frying pan with butter. Flip, cook for about 5 minutes on each side and garnish with herbs.

• Scrambled

Beat eggs together with a little milk, salt and pepper and gently cook in butter for about 10 minutes or until set.

• Boiled

Place eggs in boiling water with shells on and simmer for about 5 minutes until the white is set but the yolk is still runny.

EGG PREPARATION

• Baked

Break eggs into an oven-proof dish and cook for about 10-12 minutes until the white is fully set.

• Poached Break eggs into boiling water and allow to set for 3-5 minutes, before draining.

• Fried Break eggs into a frying pan with hot oil and cook for 5-6 minutes until white is set.

SPEAKING

4 Work in pairs. Test each other on the different things you can make with dairy products and eggs in the kitchen. A Milk? B Béchamel sauce or custard!

101

theory

Meat and poultry Generally we divide meat into three groups: red meat, white meat and processed meat. Red meat is red in colour before and dark after you cook it. White meat is pale in colour before and after you cook it and usually has a lower fat content than red meat. Processed meat is meat that has been preserved by smoking, curing, salting or adding preservatives. This includes sausages, bacon, ham, salami and pâtés. Amongst the most prized are: Italian Parma ham, Coppa, Mortadella, Speck, ’Nduja and Pancetta; Spanish Jamon Iberico and Chorizo; French Saucisson; German Extrawurst.

Wagyu is actually a generic name for beef in Japan, from the words: Wa (Japanese) and Gyu (beef). Wagyu is very expensive because of the breeding method. Cows live outside a lot of the time and get special food, while their calves get a milk replacer and wear a jacket in cold weather. There is also a myth that the cows drink beer and get daily massages in Japan but this is not true! However they are sometimes brushed with a stiff brush to increase blood circulation and to relieve stress.

Meat Beef, derived from cows, is one of the most popular and versatile red meats. You can eat it 1rare or 2well-done, uncooked as a carpaccio or steak tartare, or minced in stews, casseroles and burgers. Japanese Wagyu beef* is particularly 3 prized because it is very tender.

Lamb (young sheep) or kid (young goat) provide very tender meat and can be roasted, grilled or barbecued. Aromas like mint, garlic and rosemary combine well with it. New Zealand and Welsh lamb are amongst the most prized.

Pork, the meat from pigs, must be well cooked to make it safe for humans. Opinions can differ about whether pork is a red or white meat. It has more myoglobin (a red protein in muscles) than other white meats, but less than red meats. Tasty and versatile, you can eat it fried, roast, grilled, barbecued, braised or stewed; and it is particularly popular in the cuisine of Northern Europe and China.

Veal is the meat from calves (young cows). The meat is tender and sweet with a delicate pink colour. You can serve it stewed, roasted, sautéed, as a 4cutlet or as the famous Milanese osso buco. Nowadays you can also buy higher welfare ‘rose veal’, which means the animals have been raised humanely.

Rabbit can be considered to be a red meat, due to its darker colour and tasty 5game flavour, but its low fat content means it is technically white meat. Usually prepared with herbs, spices and vegetables, it can be an alternative to chicken because of its versatility, but its meat tends to be dry so it is ideal stewed. rare al sangue well-done ben cotto 3 prized pregiato 4 cutlet cotoletta 5 game selvaggina 6 wild boar cinghiale 1

Other types of red meat are: horse and donkey meat, particularly popular in France, Central and South-East Asia; mutton, sheep’s meat, or goat, which is particularly popular in Afro-Caribbean cookery; game like venison from deer or 6wild boar, extremely popular in Northern Europe and North America.

Word bank, p. 322

GET STARTED

1 Read the texts and write the English equivalents for these words. 1 mucca 2 pecora 3 maiale

___________ ___________ ___________

4 vitello 5 coniglio 6 cavallo

___________ ___________ ___________

7 asino 8 capra 9 agnello

___________ ___________ ___________

2 Most meats in English have the same name as the animals they come from, but the following ones do not. Write the names of their meats. 1 calf _______________ 2 cow _______________

102

3 deer _______________ 4 pig _______________

5 sheep _______________

Food Ingredients

READING COMPREHENSION

3 Read the text on page 102 again and decide which meat: 1 is popular in Northern Europe and North America. 2 can be served uncooked. 3 can be an alternative to chicken.

__________ __________ __________

4 goes well with rosemary and mint. 5 must be well cooked to make it safe for humans. 6 tastes sweet.

Poultry

__________ __________ __________

QUICK BITES

Poultry is birds used for meat or eggs. The most common kind of poultry is chicken. The meat is firm, tasty, aromatic and delicate. Because chicken is also quite fatty, you can cook it in casseroles or stews, boil, steam or braise it in white wine, or use it in soups and sauces. Goose is tasty and tender and is the main ingredient in many different dishes such as 1confit, pâté de foie gras and simple goose fat for roasting potatoes. The breast is served fresh or smoked. Duck is very popular in French and Chinese cookery and is best oven-cooked as it is quite fatty. The breast can also be smoked, grilled or 2pan-fried and turned into pâté de foie gras like the goose.

In Britain it is traditional to eat turkey on Christmas Day and in the USA on Thanksgiving Day. In both countries, turkeys are usually stuffed with a mixture of ingredients and then eaten with gravy. confit carne cotta nel proprio grasso pan-fried saltato in padella 3 boned disossato 4 lean magra 1

Turkey is generally presented whole, 3boned, in pieces (breast, thigh, wing, etc.) or sliced. The meat is cooked, smoked, seasoned and stuffed. It replaces chicken in many dishes and you can eat it cold in a salad, roast, stuffed and in escalopes, sliced or in a stew. Canadians, Americans and Britons eat it at Christmas. Bird game includes: Pheasant which has quite dry meat, so is often roasted or stuffed or braised with wine; Guinea fowl, which is 4lean and healthy.

GET STARTED

1 Read the text and write the English equivalents for these words. 1 anatra 2 fagiano

_______________ _______________

3 faraona _______________ 4 oca _______________

5 pollo _______________ 6 tacchino _______________

READING COMPREHENSION

2 Read the text again and decide if these sentences are T (true) or F (false). Correct the false ones. 1 Poultry is birds that do not produce eggs. 2 Chicken is the most common kind of poultry. 3 Goose fat is used for roasting potatoes. 4 Goose breast is served fresh or smoked.

T F

• • • • • • • •

5 6 7 8

Duck isn't popular in Chinese cookery. Turkey is usually eaten at Christmas in the UK. Pheasant is quite a dry meat. Guinea fowl meat is healthy and lean.

T F

• • • • • • • •

VOCABULARY

3 Complete each column with appropriate words from the texts on pages 102-103. Words to describe meat

Ingredients to cook meat with

Ways of preparing meat

103

theory

Fish

VOCABULARY

There are three types of fish we can buy and consume.

1 Match these words to the parts of the picture.

White fish, which have white, 1flaky flesh whose main concentration of oils is in the 2liver. They are naturally low in fat, so very healthy.

1 2 3 4

Species include cod, red snapper, grey mullet, sea bass, sea bream and red mullet.

Oil-rich species include mackerel, tuna, anchovies, sardines, salmon and trout. You should eat it really fresh because the natural fats deteriorate and lose their quality quickly. Look for fish that are still rigid to indicate freshness. They will also have bright, clear eyes, vibrant, red gills and will have hardly any smell. Oily fish suit grilling, barbecuing, roasting, baking and pan-frying, as the natural oils give these fish an intense flavour and versatility. You can also smoke, 3brine or salt them.

5 • head 6 • scales 7 • tail

B C

You should buy fish with bright eyes, red gills and a fresh smell. The ideal way to cook their delicate flesh is poaching, steaming or baking in a sauce or liquid. Oily fish have oil distributed through the body. Although they contain high levels of oil, they are an essential part of a healthy diet because these are omega-3 oils.

• backbone • belly • fins • gills

F G

Finally, shellfish have a skeleton which forms a protective covering or shell. They are hard to digest compared to other types of fish. They contain cholesterol, but are low in saturated fat and calories, high in protein, omega-3 fatty acids and minerals. They are divided into crustaceans like crab or prawns and molluscs, like mussels, clams, octopus, squids and oysters. Crustaceans should smell fresh and of the sea, look 4 moist, and legs, heads, 5pincers and tails should not be 6loose or detached. Their flavour is good when they are alive and cooked fresh. Mollusc shells should be smooth and shiny – discard damaged or unopen ones. You should eat shellfish as fresh as possible and store in the fridge until you need it.

flaky che si sbriciola liver fegato 3 brine mettere in salamoia 4 moist umidi, non asciutti 5 pincers chele 6 loose sciolte 1

GET STARTED

2 Read the texts and match the beginnings and endings to form definitions of different types of fish. 1 White fish... 2 Oily fish... 3 Shellfish...

a have a skeleton which forms a protective covering or shell. b have oil distributed through its body. c have white, flaky flesh, whose main concentration of oils is in the liver.

READING COMPREHENSION

3 Read the texts again and answer these questions. 1 2 3 4

104

Which fish is low in fat? What should fresh white fish look and smell like? How should you cook white fish? Why is the fat in oily fish not bad for you?

5 6 7 8

Why should you eat oily fish while it is really fresh? What appearance and smell should crustaceans have? When should they be cooked? What should you do if mollusc shells do not open?

Food Ingredients

VOCABULARY

Word bank, p. 323

4 Find the English equivalents for these words in the texts.

1 acciughe/alici _____________

2 cozze _____________

3 granchio _____________

4 polpo _____________

5 s gombro _____________

6 triglia _____________

7 calamari _____________

8 dentice _____________

9 merluzzo _____________

10 s almone _____________

11 s pigola _____________

12 trota _____________

13 c efalo _____________

14 gamberi _____________

15 orata _____________

16 t onno _____________

17 v ongole _____________

18 ostriche _____________

READING COMPREHENSION & WRITING

The Art of Sushi

serve it on its own, making fresh sushi popular today.

In Japanese culture, sushi is not only a culinary tradition, but an art form because its appearance is just as important as its taste. Chefs from different regions of Japan roll it and arrange it on the plate according to their own styles, and they spend years learning the craft of sushi-making.

There are two distinct styles: the Edo style from Tokyo and the Kansai style from Osaka. The Edo style consists primarily of seasoned rice mixed with other ingredients, and the Kansai style is made with a small bit of seafood on a pad of rice.

Sushi was invented thousands of years ago in Japan as a way to preserve raw, cleaned fish. It was pressed between rice and salt by a heavy stone for a few weeks and then covered with a lighter material like seaweed to wait for the fish to ferment. It is not until the 18th century that a chef from Tokyo, Yohei Hanaya, decided to forget about the fermentation process and

you succeed in catching your fish, but it isnâ&#x20AC;&#x2122;t compulsory, there are other options on the menu!

Nowadays sushi is one of the most popular fast foods to eat, so there is fierce competition from different outlets to win customers. The recently opened New York outlet of the Japanese chain Zauo is combining eating with fishing. To guarantee maximum freshness and a unique dining experience, customers can fish for their dinner from a gigantic tank opposite the bar. You are applauded if

5 Read the article above and correct these sentences as in the example. 1 2 3 4 5

Sushi is not a Japanese culinary tradition, but an art form. Appearance is less important than taste. Sushi originated as a way to preserve cooked fish. There is only one way to make sushi. At Zauo in New York customers have to catch their own dinner.

just ___________ ___________ ___________ ___________

6 Like sushi in Japan, pasta is symbolic of the Italian culinary tradition and spirit. Write a short article, like the one you have just read, about the art of pasta making.

How to write an article, p. 298

105

theory

Pulses

Flipped classroom

Pulses are popular all over the world as they are versatile, nutritious and easy to prepare and preserve. Dried pulses usually need to be soaked and rinsed before cooking. Popular in Mediterranean, Middle Eastern and Indian cookery, chickpeas are great in stews, soups or curries, as they taste 1nutty and crunchy. You can also make biscuits, 2batters and 3flatbreads with their flour.

Before the lesson, go to the and learn about pulses.

Haricots are small, creamy-white beans, widely used in Europe and South America in salads, soups and slow-cooked dishes. They have a mild flavour, so easily absorb other aromas.

Borlotti are large, sweet-flavoured, pinkishbrown beans, commonly used in Italian cooking in stews, with pasta or in salads.

Pinto beans are orange-pink beans found across Latin America and South West USA and they are the key ingredient of Mexican chilli. Their earthy flavour and floury texture blends well with other foods.

Fresh broad beans have a buttery texture and bitter flavour. You can eat them cooked or raw in seasonal salads or soups and they are popular in the Middle East and across the Mediterranean.

Lentils come in various colours and can have a peppery taste. They are popular in Mediterranean, Middle Eastern, African or Indian salads, stews and curries, or as an accompaniment to other ingredients.

Peas are one of the few pulses used as fresh vegetables in international cuisine and can be eaten cooked or raw in salads, soups, with rice or pasta or to accompany fish or meat. Dried peas, known as split peas, are served as soups or curries.

Soya beans are popular in East Asian cuisine and have a mild, sweet and nutty flavour and a firm, crisp texture. They must be cooked to eliminate their toxins and can be served in soups or salads, or made into soya milk, soybean oil, tofu (a meat substitute) or soy sauce. nutty alle noci batters pastelle 3 flatbreads piadine 1

GET STARTED

1 Read the texts and write the English equivalents for these words. 1 ceci ________________ 2 fagioli ________________ 3 fave ________________

READING COMPREHENSION

4 lenticchie ________________ 5 piselli ________________ 6 fagioli di soia ________________ MEDIATING TEXTS

2 Read the texts again and for each type of pulses complete a fact file like this one. Type of pulses

chickpeas

Taste

nutty

Texture

Appearance

small and round

Cuisine

Mediterranean, Middle Dishes Eastern and Indian

VOCABULARY

3 Find the English equivalents for these words in the text. 1 croccante ________________ 2 dolce ________________ 3 farinoso ________________

106

4 burroso ________________ 5 amaro ________________ 6 pepato ________________

crunchy biscuits, batters and flat breads

Food Ingredients

Fats

Fats are substances derived from vegetables or animals, used to cook and season food. They are insoluble in water and typically 1greasy in taste and touch.

Butter, made from cream, is widely used to make cakes, biscuits, pastries and sauces but also to enrich soups, risottos or desserts. It can be substituted by vegan margarine and ‘non-dairy 2spreads’.

Cocoa butter, peanut butter, coconut and 3almond butter are directly extracted from the seeds of plants (and therefore have no animal content). Cocoa butter is widely used to prepare chocolate, biscuits and baked goods.

Traditional cooking fats such as lard (100% pig fat mostly used for deep fat frying and for crisp, 5flaky pastry) and poultry fat (which is perfect for roast potatoes, pastry or confits) are nowadays considered unhealthy as they can cause heart disease and obesity. greasy unto spreads creme da spalmare 3 almond mandorla 4 flavoursome gustoso 5 flaky pastry pasta sfoglia 1

Pressed from olives, these are fruity oils used for marinades, dressings, baking and shallow frying. It is produced mainly in France, Spain, Italy and Greece and, like wine, it varies with the climate, region, area of origin and seasonal factors. Extraction methods vary from the artisan to high-tech and the one used determines the quality of the oil produced. The first olive pressing gives pale green-yellow oil of superior quality, called extra virgin oil, which you can eat raw on any dish. Each time the olives are pressed, the oil decreases in quality, rendering the oil dark and less 4flavoursome and therefore simply sold as olive oil, fine for frying, sautéing or baking.

Vegetable oils are liquid fats derived from vegetables and they do not burn easily so can be used for deep-frying. They include: sunflower oil, grape seed oil, rapeseed oil, groundnut oil, soy oil, sesame oil (which can burn), coconut oil and corn oil.

HAVE SOME MORE Beef dripping, rendered from cows, is traditionally English and used to make savoury Yorkshire puddings (see recipe, p. 354) and Lancashire hotpot (see recipe, p. 112). Suet, hard fat rendered from around the kidneys of cows and sheep, is another English speciality. High in energy, making food light without over flavouring, it is ideal for pastries and puddings.

GET STARTED

1 Read the texts about cooking fats and match a fat group with each paragraph (1-5). a • animal fats b • milk-derived fats

c • olive-derived fats d • seed oils

e • vegetable-derived butter

READING COMPREHENSION

2 Read the texts again and decide which type of fat (1-5): a b c d

• are liquid fats derived from vegetables. • changes with different extraction methods. • does not burn easily. • has low-fat versions.

e • has no animal content. f • is considered unhealthy nowadays. g • is produced in Mediterranean countries.

SPEAKING

3 Write a list of the characteristics of different fats and prepare a short oral presentation about which ones you would use for which form of cooking and why.

How to give a presentation, p. 299

107

theory

Herbs, spices and condiments Herbs come from the fragrant, oil-rich leaves of plants and are used to season dishes. Spices come from plantsâ&#x20AC;&#x2122; bark, fruit, roots or seeds and add colour and flavour. They can also preserve foods. Condiments are substances such as salt, mustard, 1pickle or a sauce, used to add flavour to a dish.

HERBS Delicate fresh herbs should be chopped just before use to maintain colour, flavour and aroma. They shouldnâ&#x20AC;&#x2122;t be cooked for too long, but used as garnish right at the end, or as a salad ingredient. Soft-leaf herbs such as parsley, thyme, chives, 2dill and coriander can be chopped, but it is better to 3tear basil, tarragon, sage, bay leaf or mint, as they 4bruise easily if chopped too finely. If the herbs are dried, they can be cooked and kept longer. Limit the use of herbs such as rosemary or sage that can overpower dishes, and do not use too many different herbs together. Herbs tend to characterise regional cuisines, like coriander and lemongrass in South East Asia and basil and oregano in the Mediterranean.

QUICK BITES The Mistress of Spices is a novel by Indian American writer Chitra Banerjee Divakaruni about a mysterious Indian woman who runs a grocery store in California. Through her knowledge of spices, she helps her customers overcome their difficulties.

pickle sottaceto dill aneto 3 tear strappare 4 bruise si rovinano 1

SPICES Spices can be categorised in terms of hot spices like chillies, paprika, mustard seeds and pepper; bitter and sour spices such as turmeric and fenugreek; aromatic spices such as saffron, ginger and cumin; anise spices like caraway, fennel and star anise; and warm, sweet and scented spices like vanilla, cinnamon, cardamom, nutmeg and cloves. When toasted, spices release their essential oils and enhance the taste of food. It also makes them easier to grind.

CONDIMENTS Salt and pepper are perhaps the most common condiments found at European and North American dining tables. Mustard, soy and chilly sauce, mayonnaise and vinegar are also popular condiments. Many cuisines use different types of pickles, such as kimchi in Korea or sauerkraut in Eastern Europe. Herbs and spices from around the world

GET STARTED

1 Read the texts and decide if these are herbs (H), spices (S) or condiments (C). 1 basil 2 cumin 3 ginger

108

___ ___ ___

4 oregano ___ 5 pepper ___ 6 saffron ___

7 salt ___ 8 soy sauce ___ 9 thyme ___

Food Ingredients

READING COMPREHENSION

2 Read the texts on page 108 again and decide if these sentences are T (true) or F (false). Correct the false ones. 1 Herbs come from the bark, fruit, roots or seeds of plants. 2 You can cook fresh herbs as long as you like. 3 You shouldn’t chop basil, tarragon or mint too fine. 4 Dried herbs last longer than fresh ones. 5 Paprika and mustard are types of warm, sweet and scented spices. 6 The most common condiments in Europe and North America are mustard and mayonnaise.

T F

• • • • • • • • • • • •

VOCABULARY

3 Look at the pictures and find the English equivalents for these herbs and spices in the texts.

1 prezzemolo ____________

2 dragoncello ____________

3 semi di mostarda ____________

4 cannella ____________

5 alloro ____________

6 salvia ____________

7 curcumina ____________

8 noce moscata ____________

9 erba cipollina ____________

10 citronella ____________

11 zenzero ____________

LISTENING

12 chiodi di garofano ____________ Word bank, p. 319

1.28 Listen to an expert talking about the myths surrounding herbs and spices and complete these sentences with the missing information.

1 2 3 4 5 6

Spicy food like curries gets _____________________ if reheated. _____________________ is the most expensive spice in the world. Turmeric can cure _____________________. Dill and coriander are both _____________________ and spices. People used to use spices to tell _____________________. Ants love all herbs and spices _____________________ bay leaves.

WRITING

5 Look online for information about one of the herbs or spices and write a short report. You should include: • • • •

its origin and culinary properties the type of preparation and cuisine it is most commonly used for any medicinal or other qualities it might have a dish which best exemplifies this herb or spice

How to write a report, p. 298

109

Preparing the perfect mise en place

VIDEO

Watch the video and tick (✔) the true sentences. Then correct the false ones. 1 • Mise en place is about having everything you need for service to hand. 2 • You start by laying out the equipment. 3 • You need three plates to prepare vegetables. 4 • You don’t need to get your knives ready. 5 • You should place a wet cloth under your chopping board to prevent slipping. 6 • The chef’s mise en place includes chillies.

Watch again and put these steps in order. a • Add additional recipients, e.g. for peel or pods. b • C lean and disinfect the work surface thoroughly and wipe it with a cloth. c • Go and get your ingredients. d • Lay out all the equipment needed. e • Prepare all the knives required. f • Place a chopping board with a wet cloth under it.

CHEF’S RECOMMENDATION For a perfect mise en place: • Plan ahead: check the menu and list the things you need: ingredients, equipment and serving crockery and tools. • G ather: find all the ingredients you require before service and make sure you can easily access additional ingredients as required. • O rganise: place the ingredients in separate bowls, containers or bottles, according to dishes and within easy access on or around your station. • Lay out: put all the equipment you will need to prepare your dishes, sharpen knives, plug in blenders or mixers and place a damp cloth under your chopping board to avoid slippage. • Prep: weigh out, wash, chop, grate, mash the ingredients you think you are going to need in advance, but leave delicate raw materials until the last minute to avoid food waste. • Keep your mise en place clean and tidy throughout the service, labelling and storing leftovers as you go to avoid confusion or additional work after your shift.

VOCABULARY

3 Complete the ingredients of the mise en place for Ratatouille with the words in the box. 1 of each – 3 or 4 – a spoon – grams of – large – of – some (x2)

Ingredients • 1 _____________ white onion • _ ____________: red, green and yellow peppers • 1 aubergine and _____________ courgettes • 4 tomatoes • some cloves _____________ garlic

110

• some basil, thyme, rosemary and _____________ bay leaves • _____________ of honey • 350 _____________ tomato sauce • _ ____________ salt, black pepper and olive oil

lab / Food Ingredients Talking about ingredients Talking about weights and measures

Describing food

• I/You need 300 grams of tomato sauce/a litre of water/ 120 millilitres of oil/2 kilograms of flour. • Add a spoon of honey/a spoonful of yoghurt/a teaspoon of sugar/ a tablespoon of salt/a cup of raisins/a pinch of pepper/nutmeg. • Take/Put some slices of meat/some pieces of fish/some cubes of butter. • You’ll/You need an egg yolk/a whole chicken/a large onion. • Use three or four courgettes/one each of red, green and yellow peppers. • Make sure there is enough oil/water to cover the pan.

• a large/small/red/white onion • fresh/dry/aromatic herbs • good quality/light/extra virgin olive oil • full-bodied/tannic/acidic wine • mature/young/hard/soft cheese • firm/succulent/tender/juicy/moist meat/fish • a tangy/fruity/spicy/sweet/salty/smoky/bitter/sharp/umami/ strong/subtle flavour • the mixture should be runny/firm/spongy/fluffy/solid/light/airy • the texture is crunchy/flaky/smooth/crumbly/creamy

PHRASEOLOGY

4 Choose the correct alternative. 1 I need a/some/an egg yolks. 2 There are 300 ml/grams of milk in this recipe. 3 Add a pinch/spoonful of honey to the cake.

4 Use one each/one of each: red and yellow onions. 5 Fill the pan with enough/some water. 6 Put the cubes/slices of meat onto the plate.

5 Complete these sentences with the words in the box. umami* – tender – mature – fluffy – crunchy – aromatic

1 2 3 4 5 6

I like using _____________ herbs like ginger and lemon grass in soups. A strong-flavoured _____________ cheese like Stilton works well in this recipe. You need to make sure the meat is cooked until it is _____________. To make the perfect soufflé whisk until the mixture is airy and _____________. This sauce is delicious – it’s got that lovely savoury, _____________ flavour! Bread should be _____________ on the outside and light and spongy on the inside.

The word umami comes from Japanese and means pleasant, savoury taste. It is used to describe one of the five basic tastes we find in food and drink. Umami is a savoury or meaty flavour, which comes mostly from fermented foods.

LISTENING

1.29 Complete the conversation with the missing information.

Station chef Commis chef Station chef Commis chef Station chef Commis chef Station chef Commis chef Station chef Commis chef Station chef

Have you prepared your mise en place for the (1) _______________ burgers? The equipment is ready, so now I’m preparing all (2) _______________. Have you got (3) _______________ herbs to go in? Yes, and (4) _______________ of mince meat. How many onions? A (5) _______________ one? Yes, and (6) _______________ of garlic. Are you going to put (7) _______________ yolk in to bind it? I don’t think it needs it because I’m adding two (8) _______________ of mint sauce. Nice! And what about the oil for frying? A (9) _______________? Yes, around 15 millilitres I thought... OK, and don’t forget to add a large (10) _______________ of salt and pepper.

INTERNET RESEARCH & WRITING

7 Find the recipe for one of the following dishes online and write up the mise en place. Then role play a similar conversation to the one in exercise 6.

aubergine parmigiana – beef carpaccio – lasagna – minestrone – spaghetti alla puttanesca

111

ma ste rin g rec ipe s

Buddha bowl Method

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Buddha bowls are (1) ____________, colourful, vegan bowls of food with the (2) ____________ fruit and vegetables. Start filling your bowl with a base layer of greens: kale, (3) ____________ or rocket. Add some meaty vegetables such as: squash, broccoli, (4) ____________, cauliflower or mushrooms. Top with healthy grains: (5) ____________, barley, (6) ____________ or millet. Include some vegetable protein from (7) ____________: chickpeas, (8) ____________ or beans. Finish with your favourite fruity flavours: citrus, (9) ____________ pineapple or crunchy (10) ____________. Serve and enjoy!

HAVE SOME MORE Buddha bowls are one of the most tagged food trends on Instagram. According to Dan Zigmond, author of Buddha’s Diet, the name Buddha Bowl comes from the legend of Buddha. He was a prince from Nepal, who gave up his money and position to search for enlightenment and later became the founder of the Buddhist religion. During his physical and spiritual journey, he woke up every morning, carrying his bowl with him from place to place and people gave him food donations. At the end of each day he ate whatever he had in the Buddha bowl – simple, seasonal and usually vegan food.

1.30 You will hear a food designer explaining how to design a Buddha bowl. Listen and complete the recipe

with the missing information.

2 Work in pairs. Design your own Buddha bowl combining fruit and vegetables, grains and pulses.

Lancashire hotpot PREPARATION TIME: 20 minutes

<NEW-WD_FC185>

COOKING TIME: 1 hour 40 minutes SERVES: 4 people

Method Ingredients

Brown the lamb in some of the (11) dripping/oil in a large shallow casserole dish. Remove to a plate, then repeat with the (12) kid/kidneys.

100g dripping or (1) __________

Fry the onions and (13) carrots/garlic in the pan with a little more butter until golden.

1kg neck of (2) __________, chopped

Sprinkle over the (14) flour/salt, allow to cook for a couple of minutes.

● ●

into bite-sized pieces 4 lambs’ kidneys, cleaned, cut into

●

quarters 2 (3) __________ and 4 carrots, peeled

●

and sliced (4) __________ plain flour

●

Add the Worcestershire sauce and the (15) stock/water and bring to the boil. Add the (16) fish/meat, bay leaves and thyme, then turn off the heat. Arrange the sliced potatoes on top of the meat, then drizzle with a little more butter. Cover, then place in the oven for about 1 ½ hrs at 160°C until the potatoes are (17) boiled/cooked. Brush the potatoes with more (18) butter/cheese, then finish under the grill for 5-8 minutes.

(5) __________ lamb or beef stock

●

fresh (6) __________

●

2 fresh (7) __________ leaves

●

1 tbsp Worcestershire (8) __________

●

1kg (9) __________, peeled and sliced

1.31 Listen to a traditional meat recipe from the North of England,

Lancashire hotpot, and complete the list of ingredients.

●

thinly salt and (10) __________ pepper

●

112

1.32 Now read the method and choose the correct option. Then listen and check your answers.

Food Ingredients

Veal roulade with porcini mushrooms Ingredients

Method Clean and cut 600g porcini mushrooms. Keep a few whole and place in a pan with extra virgin oil. Season, then pour in 2cl sherry and let it evaporate. Clean, wash and blanch 150g spinach in boiling salted water. Remove, dry and add to mushrooms. Pour in some veal stock and let it evaporate again, then add 3 tbsp whipped cream. Thinly slice 30g lard and cut the 500g veal fillet in a 1cm thick spiral slice. Arrange the fat on top, season with salt, then add an even layer of mushrooms and spinach. Roll out the fillet and wrap in cling film, then bake in a steam oven at 80°C for 15 minutes. Remove the cling film and dry the meat, cooking the roll in a very hot pan, to brown.

●

_____________________

●

_____________________

●

_____________________

●

_____________________

●

_____________________

●

_____________________

●

_____________________

●

_____________________

Glaze the roll, brush the surface and slice into 1.5cm pieces. Add chopped rosemary and parsley. Season and place the roulade slices onto the plates, garnishing with whole mushrooms and sauce.

1 Read the method for making Veal roulade with porcini mushrooms and write the mise en place for the ingredients.

Barbecued scallops PREPARATION TIME: 30 minutes. SERVES: 4 as a light main meal or a snack.

Ingredients ●

200g brown or green lentils

●

1 clove of garlic

●

a sprig of fresh sage

●

sea salt and freshly ground

Method Put your lentils in a saucepan, add the garlic and sage. Cover with cold water and boil. Simmer for about 15 minutes or until the lentils are soft. Drain the lentils in a colander and remove the garlic and sage. Season with salt, pepper and extra virgin olive oil. Wash and dry the scallops. Put four scallops at a time onto wooden skewers.

black pepper

Starting at one end, loosely wrap three rashers of bacon in and around them.

●

extra virgin olive oil

●

16 small fresh scallops

●

12 1rashers of bacon

●

olive oil

●

a small bunch of 2watercress, washed and drained

Place the kebabs on a roasting tray, drizzle with olive oil and season lightly. Barbecue for about 10 minutes, turning three or four times until they are crispy and golden on the outside and warm all the way through. Serve with the lentils, some watercress dressed in the lemon juice and a drizzle of extra virgin olive oil. TIP: soak wooden skewers in cold water before using to stop them burning!

juice of 1 lemon

rashers fettine sottili watercress crescione

●

1 Read the recipe for Barbecued scallops and answer these questions. 1 Which course is this recipe for? 2 What colour lentils should you use? 3 How many rashers of bacon should you use?

4 What should you do with the watercress? 5 What should you do with the garlic and sage when cooked? 6 How should you dress the watercress?

2 Read the recipe again and write the words for these categories. 1 Quantities 2 Cooking tools 3 Description of food

clove, __________________________________________________________ saucepan, ______________________________________________________ soft, ____________________________________________________________

113

lab

Roast duck PREPARATION TIME: 2 hours COOKING TIME: 2 hours SERVES: 4

Method In a bowl mix salt, pepper and (1) _______ of rosemary and thyme. Fill the inside of the duck with the mixture. Fold the (2) _______ to seal the opening and give the

duck a good shake to coat the inside with the seasoning and herbs.

Pour in a little water to mix with the (3) _______. Leave in the fridge overnight. Get a (4) _______ tray with a 1trivet. Pull the skin tight and arrange the duck neatly on the trivet.

trivet griglia per arrostire sprinkle spruzzare 3 baste spennella (con una sostanza grassa)

Coat the whole of the skin with (5) _______ water and dry with a paper towel. Sprinkle the duck with (6) _______ to make the skin crispy and lay bacon over the top of the duck.

Preheat the oven to 220°C/Gas 7 or higher, cover in foil, folding the edges to keep in the steam. Roast for 30 mins. Remove the foil and (7) _______, reduce to 200°C/Gas 6 and roast for another hour. After 30 mins 3baste the duck, by spooning the fat from the (8) _______ of the tray over the duck. After 1 hour baste again, then turn the oven back up to 220°C/Gas 7 and roast for 15 mins to crisp the skin. Remove from the oven and leave to rest for 15-20 minutes.

1 Choose the correct option to complete the instructions on how to roast a duck. 1 A leaves B sprigs 2 A body B bone 3 A covering B filling 4 A baking B barbecuing

C threads C skin C lining C frying

D vines D wing D stuffing D roasting

5 A boiling 6 A honey 7 A bacon 8 A bottom

B cold B salt B duck B side

C iced C sugar C fat C top

D warm D vinegar D herbs D under

2 Work in pairs. Tell your partner about your favourite meat dish. Briefly describe the ingredients.

Salt-baked turbot 2 Watch the video again and choose the correct alternative.

VIDEO RECIPE

Watch the video and write a mise en place of all the ingredients in the recipe.

Ingredients

114

●

_______________________

●

_______________________

●

_______________________

●

_______________________

●

_______________________

●

_______________________

1 2 3 4 5 6 7 8 9 10

Combine the flour, salt/sugar and parsley together in a bowl. Make a well in the centre and crack an orange/egg into it. Roll out the pastry dough/mix into a rectangle. Stuff the fish with fresh herbs/spices such as thyme/rosemary. Cut the pasta/pastry in half with a pizza cutter. Form the decorative features of the fish/meat with the excess pastry. Glaze the fish with an egg wash/white. Decorate/Deglaze the fish using tweezers. Remove from the oven when the pastry is dark/golden brown. Remove/Return the pastry, skin and fillet the fish and plate it up.

Food Ingredients

300ml of mayonnaise Ingredients ●

two egg ________

●

________ to taste

●

250 ml ________

●

________ to taste

●

1 ________

Method a • Add the egg yolks and whisk.

VIDEO RECIPE

Watch the video and complete the mise en place. Then watch again and put the instructions in the correct order.

2 Research and write a recipe using vegetables and mayonnaise.

b • Adjust the taste with more salt or lemon. c • Gradually add the oil.

d • Keep in an airtight container in the fridge. e • Mix the salt and mustard into it.

f • Squeeze the juice of one lemon into a bowl. g • Whisk vigorously all the time.

Kedgeree Ingredients ●

½ onion, finely (1) ____________

●

55g butter

●

300g basmati rice

●

1 tsp curry (2) ____________

●

freshly grated nutmeg

●

200ml milk

●

110ml double (3) ____________

●

300g naturally smoked haddock

●

(4) ____________ salt and black pepper

●

parsley (a small bunch), chopped

●

3 hard-boiled eggs, shelled and halved

●

cayenne pepper (optional)

●

lemon and butter to serve

Method Cook the onion (5) ____________ in the butter for a few minutes, then add the rice. Continue cooking and stirring, adding the curry powder and nutmeg. (6) ____________ a few minutes, add the milk, the cream and 250ml water. When the mixture (7) ____________ to simmer, add the fish and continue stirring until the rice is cooked. Season, add the parsley and stir. Add the eggs and garnish with cayenne and nutmeg. (8) ____________ with butter and lemon.

1 Choose the correct option to complete the recipe for Kedgeree with the missing information. 1 A chop 2 A pods 3 A cream 4 A lake

B choped B powder B milk B river

C C C C

chopped rings sugar sea

5 A gentle 6 A After 7 A begin 8 A Serve

B gentley B Before B begins B Served

C C C C

gently During beginning Serves

2 The head chef has asked you to prepare a meat or fish main course for an important dinner. Write your recipe. Then present it to your classmates.

115

lab

Herby egg frittata PREPARATION TIME: no more than 30 minutes COOKING TIME: 10-30 minutes SERVES: up to 10 people

INVALSI Five sentences have been removed from this recipe. Choose from sentences A-H the one to fit the gaps 1-5. There are three extra sentences.

A After that add all the ingredients to the pan. B Allow the egg to set gradually. C Finely chop the onion and garlic. D Fold the egg in on itself. E Remember to soak up the excess fat. F Set them aside. G Then add the chopped herbs. H Vigorously beat them until smooth.

2 There is a competition at your school or college

Method Roughly chop 100g of mixed herbs (1chervil, parsley, tarragon and chives). 1

Break 30 eggs into a large bowl. 2

Season with salt and pepper.

3 Keep some to garnish later. Melt 250g of butter into a frying pan. Pour in the egg mixture. 4 Then scramble the eggs again. Carefully turn the frittata to allow to cook on the other side. Then remove it from the heat. 5

Serve slices of frittata on individual plates, garnished with some more herbs.

to find the best frittata recipe to go on the school canteen menu. Write yours. Then take a class vote to choose the best recipe.

chervil cerfoglio

Warm lentil and carrot salad Method Slice a bunch of baby (1) ____________ lengthways. Place on an oven tray with olive oil, salt and (2) ____________ and roast for 20-25 minutes at 200°C. Rinse 200g of puy (3) ____________, place in pan, cover with water and bring to the boil, reduce and simmer for 12-15 minutes until (4) ____________. Heat 60ml of olive oil in a small pan, add ½ red onion and 2 garlic (5) ____________ thinly sliced and sauté for 3-4 minutes until translucent and soft. Take off the heat, add 1 (6) ____________ of red wine vinegar and the juice of 1 lemon, season and add a handful each of torn parsley and mint (7) ____________, and a handful of baby spinach. Toss with the carrots and lentils. Serve with yoghurt and dukkah (a Middle Eastern (8) ____________ of herbs, spices and nuts).

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1 Choose the correct option to complete the lentil recipe.

1 A carrots B peas C potatoes D spinach 2 A chilly B pepper C mustard D sugar 3 A beans B chickpeas C corn D lentils 4 A crunchy B dry C rough D tender 5 A bulbs B cloves C pieces D slices 6 A bottle B cup C tablespoon D litre 7 A drops B leaves C pods D sticks 8 A condiment B juice C powder D sauce

2 Write a mise en place for the ingredients of a recipe using one of the pulses in the box.

black eyed peas – borlotti beans – chickpeas pinto beans – lentils

Food Ingredients

Tommy Banks’ Sea Trout with Courgettes

Celebrit y Chef

Ingredients For the sea trout

R E CIP E S

●

1 tsp sea salt

50g sea salt

●

25g caster sugar

300g sea trout, skinned and cut

●

25ml white wine

●

25ml white wine vinegar

● ●

into 2 portions oil for frying

●

25g unsalted butter

●

1 little gem lettuce, 1shredded

●

For the courgette soup ●

50ml olive oil

●

750g courgettes quartered

1 tbsp chopped chervil or

●

lengthways, seeds removed

tarragon 4 tbsp soured cream, mixed with

●

and finely sliced ●

1 tbsp ice-cold water

100ml chicken stock

●

15g 2marjoram or oregano

For the pickled cucumber

●

50g spinach

1 cucumber peeled, deseeded

●

and roughly diced

Name Born Position Training Style

Tommy Banks Oldstead, North Yorkshire in 1989 head chef, The Black Swan, Oldstead self-taught innovative dishes made with seasonal, local, home-grown and foraged produce Awards Michelin star, ‘Best Restaurant in the UK’ (Food and Travel Magazine, 2018), ‘Best Fine Dining Restaurant in the World’ (TripAdvisor, 2017). Achievements won the fish course in 2016 and 2017 BBC’s Great British Menu

Tommy wanted to be a professional cricketer, not a chef. Then his parents put him and his brother, James, in charge of the Black Swan aged just 17 and 18. He overcame a serious illness to make a success of the restaurant and went on to become one of the youngest Michelin-starred chef at just 24 year old. In 2018 Tommy published his first cookbook, Roots, and co-launched a new restaurant of the same name, with a menu based on his recipe book.

Method • Prepare the pickled cucumber by tossing it with salt and leaving it to drain in a sieve for 20 mins. • Add the sugar, wine and vinegar to a pan, bring to the boil and allow to cool completely. • Rinse the cucumber and place it in the cool pickling liquid and chill until needed. • Meanwhile sprinkle sea salt over the trout and chill for 20 mins, rinse under cold water and pat dry. • For the courgette soup, heat the oil in a large pan over a high heat and add the sliced courgettes. Cook for 5-10 mins, stirring constantly, then add chicken stock and cook until nearly evaporated. Add marjoram and spinach, cook for 1 minute, transfer and blend to a purée and keep warm. • Heat a tbsp of oil in a frying pan over a medium-high heat and cook the trout skin down for 3 mins. Turn, add the butter, cook for 1 min and then remove to rest, before 3flaking into large pieces. • Cook the lettuce and butter in a pan for 1 min, add water and chervil, then remove from the heat. • Divide the soup between 4 bowls, top with trout, soured cream,

1 Read the recipe and answer these questions. 1 2 3 4 5

lettuce and drained pickle.

Which fat is the sea trout cooked in? How much sea salt should you add to the sea trout? What liquids are the cucumbers pickled in? Which herbs can be used in the soup? Which vegetables are added to the soup?

shredded a pezzetti marjoram maggiorana 3 flaking sfaldarlo

2 Tommy’s recipe is a light, summer fish dish with seasonal vegetables. Write your own seasonal summer recipe, inspired by Tommy’s dish.

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revise vocabulary

1 Write C for cereals or P for pulses next to each of these food products. 1 2 3 4

barley borlotti chickpeas haricots

__ __ __ __

5 6 7 8

lentils maize oats pinto beans

9 10 11 12

__ __ __ __

rice soya spelt wheat

__ __ __ __

2 Write the English equivalents for these words. 1 guscio 2 albume 3 tuorlo

4 da batteria _____________ 5 allevate all’aperto _____________ 6 allevate biologicamente _____________

_____________ _____________ _____________

3 Match these meats to the animals in the box they come from. calf – cow – deer – hen – pig – sheep

1 beef 2 chicken 3 mutton

4 pork 5 veal 6 venison

________________ ________________ ________________

4 Put the meats in exercise 4 into the correct category. Be careful, they may fall into more than one category! Game

Poultry

White meat

Red meat

________________________ ________________________

5 Complete this mind map with the words in the box. anchovies – clams – cod – crab – grey mullet – mackerel – mussels – octopus – oysters prawns – red snapper – sardines – scallops – sea bass – squid – tuna

FISH

shellfish

oily fish (1) mackerel (2) ________________ (3) ________________ (4) ________________

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crustaceans

molluscs

white fish

(5) crab (6) ________________ (7) ________________

(8) mussels (9) ________________ (10) ________________ (11) ________________ (12) ________________

(13) cod (14) ________________ (15) ________________ (16) ________________

invalsi training

READING B1 – MULTIPLE MATCHING

1 Read the text and match the first part of the sentences (1-6) to the second (A-H). There is an extra option. The first one has been done for you.

FUTURISTIC FOODS YOU’LL BE EATING IN 30 YEARS food now comes from farming rather than fishing,’ said Malcolm Beveridge, a former director of Aquaculture and Genetics at WorldFish. In 2011, something important happened: the world farmed more fish than beef for the first time. We haven’t turned back.

FARMED FISH Raising cattle takes up a lot of land and a lot of food. Fish can require only a fraction of the amount of feed to generate the same amount of protein. Overfishing is a problem, but a recent study found that sustainable practices like catch limits might be able to increase fish stocks by 2050. If better commercial fishing practices are implemented and combined with advancements in aquaculture, or fish farming, we could have more fish to eat. ‘For the first time in human history, most of our aquatic

0 1 2 3 4 5 6

Overfishing Fish farming Nowadays we get more Fish Algae People who eat algae 3D-printed food

FAKE FISH If we’re growing meat in a lab, then why not grow fish, too? NASA researchers created full fish fillets by putting goldfish muscle into foetal bovine serum. Another company, New Wave Foods, is looking to create synthetic shrimp out of red algae. This could be a good option but we are not sure whether these products will solve our natural resource problems. ALGAE Microalgae, like other plants, provide carbon dioxide in the atmosphere. A 2013 study found that these tiny green creatures produce a lot of proteins,

A can be produced by scientists. B is good for old people. C requires only a little food. D fish from aquaculture than from fishing. E is an issue that can be solved. F might be the best option. G may have small health problems. H contain a lot of healthy elements.

LISTENING B1 – SHORT ANSWER QUESTIONS

fats and carbohydrates that are a good source of nutrients. A more recent study found that some species of algae contained lots of omega-3 fatty acids, as well as other fatty acids that could promote good heart health. Despite the fact that many people have already eaten algae, they are believed to cause several gastrointestinal problems in some consumers. But this probably won’t be the end of algae, since newer products still contain algaebased oil. 3D-PRINTED FOOD 3D-printed food might save cooking time and offer a tasty, easy-to-eat option for elderly people suffering from a difficulty in swallowing. Even NASA has invested in research into 3D-printed food in zero gravity so astronauts can ‘cook’ on their space missions.

EXAM TIPS • Dovrai ricostruire le frasi che riassumono il senso dell’articolo abbinando la prima parte delle affermazioni alla seconda. • A volte più opzioni ti sembreranno possibili ma andando avanti ti accorgerai che solo una è quella perfettamente aderente al senso del testo. • Attenzione al distrattore, cioè all’opzione in più che è stata inserita nella lista ma non deve essere utilizzata.

1.33 Listen to this recipe for ‘hot’ chocolate cake. Answer questions 1-7 with no more than 4 words or

numbers. The first one (0) has been done for you. You will hear the recording twice. 0 What are the two spices you need for this cake? cinnamon and cayenne pepper EXAM TIPS 1 How many eggs do you need? • Per prima cosa, leggi con attenzione le domande. 2 What kind of sugar do you have to use? • Se durante l’ascolto non comprendi qualche termine, non 3 What is the right oven temperature? preoccuparti – non tutti saranno necessari per rispondere. 4 What other ingredient do you mix together with flour, • Ricorda che puoi usare un massimo di 4 parole o numeri. cocoa, salt and spices in a large bowl? • Solo in alcuni casi ti verrà esplicitamente chiesto di dare due 5 What do you use to beat the eggs and sugar? risposte, altrimenti dovrai scriverne solo una. 6 How long does it take to bake? • Non sono previste penalità per errori di spelling o ortografia. 7 What ingredient do you use for the glaze?

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7 cooking techniques Cutting techniques Learning knife skills and using cutting 1implements correctly ensures: • the safety of people using (or in the vicinity of) knives; • safe hygiene for the food prepared and zero contamination; • the best gastronomic results – with appetising food, evenly cooked. For this to be possible, you must choose: • the right knife, mandolin or electric appliance, for the raw materials and the chosen technique; • the right cutting technique to achieve the desired culinary result. These are some of the main cutting techniques:

Batons are little sticks, served as a side dish. Cutting in discs is used for any cooking technique.

Chopping is used to cut fine herbs into small, irregular pieces.

Chiffonnade is a fine julienne used to aromatise or as a vegetable side dish.

Julienne are finely cut vegetables also served as a side dish.

Macédoine is a large brunoise, cutting vegetables into small cubes used in salads and stuffing.

Matignon is used to cut carrots, celery and onions for stews and casseroles.

Olivettes are vegetables divided into equal quarters and shaped like small olives.

Paysanne is dividing the vegetable into quarters used in soups.

1 Read the texts and answer these questions.

120

Brunoise reduces a julienne cut into regular cubes, for sauces or fillings.

READING COMPREHENSION 1 2 3 4

implements strumenti tuck in piega 3 tips punta (delle dita) 1

QUICK BITES

Knife skills Who can good knife skills protect? • Sharpen your knife on a steel sharpener, holding the blade at a 45° angle. What must the person cutting be able to choose? • 2 Tuck the 3tips of your fingers and your thumb in, using the flat part as a What kind of cutting technique would you use for a salad? guide for the knife. Do you think that a raw vegetable which has been cut • Cut a flat surface to rest the object you’re cutting on so it doesn’t slip. in two different ways would change its taste? Why?

theory / Cooking Techniques

Pre-cooking techniques

Flipped classroom

There are many cooking techniques adopted before cooking food. Here are some of the main ones:

Technique

Before the lesson, go to the and learn about pre-cooking techniques.

Description

beating

Mixing ingredients by stirring rapidly in a circular or repeated motion, often used for eggs and flour.

blending

Mixing two or more ingredients together until combined, often used for soups or sauces.

creaming

Beating together ingredients until soft, creamy and smooth, often butter and sugar.

folding

Combining two mixtures by cutting through with a large metal spoon, without 1knocking out the air. This technique is often used for dishes such as soufflés.

kneading

Working a mixture of flour and liquid into dough with your hands, used to make pasta or bread.

marinating

Soaking food in an acid-oil seasoned liquid mixture. Foods should be covered and refrigerated while marinating. This technique is used for barbecued meat, fish and vegetables.

mashing

Reducing a food to a pulp by crushing it. This technique is commonly used for potatoes.

melting

Softening or dissolving a hard substance into something soft or liquid. This can be used for butter or chocolate for desserts.

peeling

Removing the outer covering or skin from a fruit, vegetable, or shellfish such as prawns.

puréeing

Grinding or mashing food until it is completely smooth and semi-liquid, often used for vegetables.

rolling out

Flattening and expanding dough for pizzas, pasta or pastry on a floury surface.

sifting

Passing dry ingredients though a fine sieve, to remove any large pieces or incorporate air to make the ingredients lighter. This technique is most commonly used with flour for pastry.

squeezing

Extracting liquid from something by compressing or twisting it firmly, often used to obtain lemon juice.

tenderising

Softening the texture of meat to make it tastier and easier to chew, often used with steak or chicken breast.

tossing

Shaking or turning food in a liquid, so as to coat it lightly. This is often used for salad in a dressing.

whipping

Beating ingredients rapidly to incorporate air and to increase their volume until they are light and 2 fluffy. This technique is often used for cream or egg whites. knocking out eliminare (l’aria) fluffy soffici

GET STARTED

1 Read the text. Which of the following are pre-cooking techniques?

• beating • boiling • frying • marinating • peeling • roasting • sautéing • whipping

READING COMPREHENSION

2 Read the text again and decide which pre-cooking technique: 1 you can use to make bread. 2 helps soften meat. 3 reduces vegetables to a pulp.

___________ ___________ ___________

4 flattens and expands dough for pastry. 5 gets juice out of a lemon. 6 you can use to dress a salad.

___________ ___________ ___________

SPEAKING

3 Work in pairs. Decide which pre-cooking techniques you would use to make the dishes in the box. bread rolls – hollandaise sauce – kebabs – pastry – soufflé – vegetable soup

121

theory

Water cooking techniques POACHING consists in gently cooking food, in a little liquid, at a constant and moderate temperature. This can be in water, milk or wine, in a stock or in a bain-marie. The most commonly poached foods are eggs, fish and crustaceans.

BLANCHING is a quick process preceding food preservation or cooking, which you can do in hot or cold water. To cold blanch meats, fish and stock bones, place them under running water until all traces of fat and impurities are eliminated. You have to hot blanch foods that require pre-cooking to tenderise them or to fix the colour of green vegetables, like spinach. It is also an effective preservation method before freezing or adding oil or vinegar to food. BOILING consists in immersing food in water or other liquid until it forms bubbles. This technique is used to cook rice, fresh and dried pasta, vegetables and boiled meats. Some items like stocks, sauces and jams are boiled without a lid so you can stir to avoid them sticking. Soups, on the other hand, are cooked with a lid on so that they do not evaporate too much. Simmering allows foods to cook gently on a low heat, below boiling point; while a rolling boil cooks things rapidly at boiling point. STEAMING generally means cooking food in the vapour or steam that rises from the water boiling under it. Different steaming methods are suitable for different foods. Steaming methods include: wet steaming without pressure in a double-bottomed pot covered with a heavy lid, used for cheese or chocolate; pressure cooking, or using the pressure steam in special pots to cook pulses quickly; or dry steaming to cook food quickly at high temperatures, retaining nutrients, aromas and colour, excellent for fish and green vegetables.

GET STARTED

1 Read the texts and match these water cooking techniques to their definition. 1 2 3 4

blanching boiling poaching steaming

a b c d

immersing food in water or other liquids until it forms bubbles gently cooking food at a moderate temperature in liquid cooking food in the vapour or steam that rises from the water boiling under it a quick hot or cold process preceding food preservation or cooking

READING COMPREHENSION

2 Read the texts again and decide if these sentences are T (true) or F (false). Correct the false ones. 1 You can poach foods in water, milk, wine or stock. 2 You can only blanch food in hot water. 3 Blanching can tenderise food or fix the colour of green vegetables. 4 You can also blanch food to help preserve it. 5 You should boil stocks, sauces and jams with a lid on to avoid sticking. 6 You simmer things over a very high heat. 7 You should roll boil when you want to cook something quickly. 8 You should wet steam delicate foods like cheese or chocolate without pressure.

122

T F

• • • • • • • • • • • • • • • •

Cooking Techniques

Cooking with fats DEEP FAT FRYING involves immersing food in very hot fat, about 200°C, in a container with a lid on it so it becomes very crispy. It is a fast method of cooking vegetables with a hard structure, fish or even some desserts and savoury pastries, but too much deep fat frying is bad for your health. FRYING is a similar procedure, but using less fat, without a lid and at a lower temperature, between 160°C and 180°C, so slower. 1Starchy foods, fish, poultry and white meat, most vegetables and some desserts can be fried. Chefs often 2coat these in breadcrumbs, flour or egg before frying them to make them crispy. SAUTÉING is cooking something quickly in a small amount of butter or oil and liquid such as wine. Stock or lemon juice is often added to the pan, so the result is juicy and tasty. Temperatures vary but should start at around 160°C. The most suitable products for this type of cooking are poultry cut into pieces, small fish, chopped or sliced meats, tender meat cuts and hard vegetables, especially potatoes. GRIDDLE or FRY TOP COOKING requires small amounts of fat, or no additional fat at all, making it a healthy way to cook food. Griddles reach temperatures between 140 and 250°C. The disadvantage is that it is a dry cooking method. You cannot sauté food as you can when you fry it and so it is not possible to prepare a sauce or gravy from the juices, but it gives vegetables, meat, cheese and meaty fish a lovely 3chargrilled taste.

HAVE SOME MORE A smoke point is the temperature at which oil starts to smoke. If you want a very hot pan, you need an oil with a high smoke point. For grilling or searing (burning the surface), try avocado or sunflower oil. For frying, try canola or groundnut oil.

starchy ricchi di amido coat in coprono; impanano 3 chargrilled alla griglia 1

READING COMPREHENSION

INVALSI Read the texts and match the two parts of the sentences.

1 2 3 4 5 6

Deep fat frying... Too much deep fat frying... Chefs often coat food... Sautéing is cooking something... You need little or no... Griddling is a...

a b c d e f

fat to griddle food. healthy cooking method. in butter or oil and liquid such as wine. in breadcrumbs, flour or egg before frying it. is bad for health. makes food very crispy.

VOCABULARY

2 Find a synonym for these words in the text. 1 cover 2 crunchy

_________________ _________________

3 salty 4 quantity

_________________ _________________

5 soft 6 flavour

_________________ _________________

SPEAKING

3 Prepare a short oral presentation about the advantages and disadvantages of different water or fat cooking techniques.

How to give a presentation, p. 299

123

theory

Heat cooking techniques GRILLING is contact or radiation of strong heat, while excess fat drains away under it. You can pre-marinate food in seasoned oil to stop it drying up and you need to turn food frequently during cooking. The best foods for grilling are small and medium-sized pieces of tender red or white meats, small fish, crustaceans, poultry and vegetables. BARBECUING is a similar technique for cooking food on a metal grill over an open fire or on a special appliance. The heat radiates from below and the food takes on a particular flavour from the charcoal it is cooked over. SPIT ROASTING differs from barbecuing in that food pieces are continuously turned and basted to ensure consistent slow-cooking on all sides. This technique is often used with large game, poultry or whole animals. Both techniques are slow compared to roasting and baking. ROASTING is cooking in an oven in direct heat. Typical roast dishes are meat, large fish, potatoes and other vegetables. Roasting enhances flavours through caramelisation and Maillard browning* on the surface of the food.

GET STARTED

1 Read the texts and name a dish you can produce with each of the heat cooking techniques.

READING COMPREHENSION

2 Read the texts again and decide which cooking

COOKING AU GRATIN is a technique using a salamander* to brown food at very high temperatures, between 250 and 300Â°C, without a lid, so that food rapidly forms a crunchy golden crust at the end of another cooking process. Small fish, thinly sliced meat, poultry, vegetables and pasta are all suitable for this type of cooking. You can simultaneously cook and gratinate thin or porous foods like tomatoes or courgettes by adopting a lower temperature. BAKING is cooking by dry heat in an oven without direct contact with a flame. This is usually done to bread, cakes, biscuits, soufflĂŠs and ovenbaked pasta. MICROWAVING cooks food quickly, using a device which uses waves of energy instead of heat to cook or heat food. Microwaving is good for reheating, defrosting and fast cooking of foods with high water content.

Maillard browning is the reaction between reducing sugars and proteins which give a brown colour to foods when stored or heated. A process discovered by French chemist Louis Camille Maillard in 1912. A salamander is a metal plate heated and placed over food to brown it.

HAVE SOME MORE Outdoor barbecues form a central part of the culinary and cultural tradition of the English-speaking world. But the term probably originated in the Caribbean, when Spanish colonisers used it to describe the native Arawak Indian technique of drying or slow-cooking meat over a fire to preserve it.

technique: 1 2 3 4 5 6

124

continuously turns the food. cooks meat, large fish and vegetables in direct heat in the oven. forms a crunchy golden crust on top of food when ready. gives food a particular flavour from the charcoal. is good for reheating, defrosting and fast cooking. usually drains fat from below.

________________________ ________________________ ________________________ ________________________ ________________________ ________________________

Cooking Techniques

Mixed cooking techniques Mixed cooking methods are mostly differently sequenced variations on roasting or boiling, which use gentle heat and add liquid during cooking. And for tender food, use low cooking temperatures and less liquid. STEWING is slow cooking in a deep, lidded pot of liquid. On top of the cooker it can be used to simmer stews, goulash, fricassée, fish, fruit or vegetables with high water content, with the addition of butter or oil and stock. In the oven, stewing can be used to cook vegetables such as cabbage, beans, leeks or fennel in stock to retain taste and natural juices. GLAZING is slow cooking where water evaporates or is reabsorbed into the food so that it becomes 1 jelly-like. You can 2 glaze different vegetables by blanching or steaming then sautéing or braising them until they form a glaze, adding fat, liquid and sugar as required. For white meats and poultry, you can brown the meat by adding wine or stock to glaze, or alternatively brown the meat in a moderate oven and reduce the added stock to a glaze.

jelly-like gelatinosa glaze glassare 3 overpower sovrastano, coprono 1

CASSEROLING is similar to stewing, but it only requires the use of the natural food juices with no added liquids, giving it a very rich flavour. First you make the food sweat in the oven, with a little fat, without a lid at a gentle heat. Then you cook it at a lower temperature with the lid on, checking it does not dry out. Towards the end of cooking, remove the lid and let the food brown in a hot oven. Tender and delicate poultry or lean game are ideal. BRAISING means roasting food in a little concentrated liquid, such as a marinade or its juices, which gives it flavour. This type of cooking is long and slow on a gentle heat with a lid on. Stock tastes penetrate the meat, but the meat’s juices do not 3overpower the sauce. The result is tender and tasty red meats, white meats, poultry or fish, braised with vegetables in wine or marinades.

GET STARTED

Conduction, convection and radiation

1 Read the texts and write the mixed cooking techniques next to their Italian equivalents. 1 glassare _________ 2 in casseruola ________ 3 stufare _________ 4 brasare _________

READING COMPREHENSION

2 Read the texts again and decide which technique each chef needs. There is one extra technique. Chef 1 Sam is going to make a Boeuf Bourguignon, which is a rich French dish of beef, mushrooms and onions browned in butter, then red wine added and the dish is slow cooked in the oven. ______________________

Chef 2 Gemma is planning a red cabbage side dish cooked in red wine and cider vinegar. ________________________

Chef 3 Maya is making sweet, sticky pork in Chinese five-spice, orange juice and honey. ________________________

SPEAKING

3 Work in pairs and test each other on the cooking techniques you learned about on pages 124-125. 125

theory

Molecular gastronomy Molecular gastronomy is the application of scientific principles to the understanding and development of food preparation. So for example, understanding why mayonnaise becomes firm or why a soufflé 1swells. The scientific principles behind this discipline were established in 1988 by Nicholas Kurti, a physical chemist. Common molecular gastronomy techniques include: SOUS VIDE, or vacuum cooking, is a method of cooking where ingredients are 2sealed in an airtight bag and submerged in a water bath. This method not only ensures a constant cooking temperature, but allows the food to cook and be preserved for long periods of time without losing any of its flavour or moisture. You can use this technique with all food types except for dried pulses, which do not absorb enough water and remain hard. SPHERIFICATION is the process by which alginates, a type of gum, cause calciumbased liquids to gel. They can create little balls of fruit juice in the form of caviar, ravioli without pasta, and many other unusual things.

FLASH-FREEZING means rapidly freezing food using 3 liquid nitrogen, to prevent the formation of ice crystals. This enables the water inside fruit and vegetables to freeze without damaging the cell membranes, preventing the texture of foods becoming 4 mushy when defrosted. DECONSTRUCTION is the inverse process of constructing a dish, in other words you have all the elements separate on your plate. A classic deconstructed dish is the British dessert Eton mess, a strawberry pavlova, supposedly invented either by a 5clumsy chef dropping the dessert, or by a dog running into it during a cricket match at the famous boys’ school, Eton. (Depending on which story you believe!) Eton mess

GET STARTED

1 What is molecular gastronomy? Read the texts on pages 126-127 and check your answer. READING COMPREHENSION

INVALSI Read the texts on pages 126-127 again and choose the correct option (A, B, C or D).

1 Molecular gastronomy helps you… A become a modern chef. C make mayonnaise. B understand how D cook a soufflé. ingredients react. 2 Sous vide cooking takes place... A in the oven. B in a water bath. C in a special bag in a microwave oven. D in a special bag in a water bath. 3 Spherification turns... A juice into balls. C pasta into liquid. B air into ice. D gum into a solid mass.

4 5 6

Flash-freezing uses... A ice crystals. B liquid nitrogen. Eton mess is an example of... A deconstruction. B foam. Foams are… A airy products. B dried flavours. C rehydrated juices. D wet, oily mixtures.

C nitrogen dioxine. D oxygen. C powder. D none of these.

VOCABULARY

3 Find these kitchen aids and equipment in the texts. 1 a container that doesn’t allow air through it ___________ 2 a heated container for water ___________ 3 a distilled chemical used for cooling things ___________

126

4 a type of gum that turns liquid to gel 5 a substance to preserve or enhance the flavour or appearance of food

___________ ___________

Cooking Techniques FOAMS are airy products obtained when cooking juices or fruit juices are combined with a 6stabiliser such as lecithin, and placed in a blender. The blender causes the liquid to 7 froth up and the froth is then used on the plated meal. These are fast replacing sauces and gravies.

POWDERS are flavours that are dried to a dust and then sprinkled or served alongside food as a garnish. The main method for preparing powders is to mix an oilbased liquid with Maltodextrin, a food additive made from corn, rice, potato starch or wheat. This is then placed in a food processor until you get a powder of the right consistency. Olive oil powder

swells si gonfia sealed sigillati 3 liquid nitrogen azoto liquido 4 mushy molliccia 5 clumsy goffo 6 stabiliser stabilizzatore 7 froth fare la schiuma 1

HAVE SOME MORE

Together with molecular gastronomy, chefs have adopted other non-traditional cooking methods, such as Engastration. It is both a modern and an ancient cooking technique that involves stuffing one animal, usually poultry, into another. It probably dates back to Roman times, when the nobility would attempt to amaze their guests with different meats stuffed inside one another. Nowadays there are even vegetarian versions too.

LISTENING

1.34 Listen to a food historian describing alternative culinary techniques and complete these fact files.

Technique heat preserving technique

Technique

________________________________

What you can make ________________________________

Why it’s popular ________________________________

CRITICAL THINKING & SPEAKING

MEDIATING CONCEPTS

5 Work in pairs. Discuss the merging past and present cooking techniques. • • • • •

Does combining traditional and modern cooking techniques work? Why/Why not? Which ones do you think are most effective? What can we learn from our ancestors’ cooking methods? How do you feel about mixing culinary cultural traditions? Can we learn from other cultural traditions? What examples have you encountered in your own cooking?

INTERNET RESEARCH & WRITING

6 Do some Internet research into a new food technique in Italy. Find out: • what it is • when and where it started • why it is popular

• what uses are made of it • any other relevant information

7 Now write a short text about the cooking technique you researched. Use the texts you read as a model. 127

theory

Plating and presenting food We eat first with our eyes and then with our mouths, so how we present food is very important. Here are some top tips on plating and presenting food:

Choosing the perfect plate

Arranging the food on the plate

It should be the right size for the portion; big enough for your food to stand out, but small enough so portions don’t look too meagre. The colour of the plate is important too. Light colour plates help bold colour foods stand out and vice versa.

You can plate your food like a clock face with protein from 3 to 9 o’clock, carbohydrates from 9 to 12 and vegetables from 12 to 3. Or you can start from the inside and move out like a flower. Another rule is to start plating the wet ingredients first and 1anchoring them with dry components. So for example you can place a slice of meat or vegetables on top of purees. Use moulds, cutters and tongs to position all the elements.

Serving 3odd numbers

Applying sauces

If you’re serving small items such as prawns or vegetables, place three, five or seven on the plate rather than four, six or eight. This creates a strong visual impact and gives diners the impression they are getting more food for their money.

Garnishing your plate Choose edible garnishes such as herbs, edible flowers or seeds, so that they enhance and complement the flavours as well as the presentation. Disperse them through the plate to add colour and texture, without overpowering the overall visual or taste effect. And don’t forget to 2wipe the edges of the plate before serving.

Drizzle, 5dot or carefully spoon sauces onto the plate, like an artist applying new colour onto a canvas. You can use pipettes, brushes, piping bags and squeeze bottles to achieve these effects. Alternatively provide individual sauce jugs or dip bowls with each plate.

Paying attention to details Contrast colours, flavours and textures. This can mean you crumble some blue cheese onto steak, add crispy onions to polenta or 6shave truffle onto eggs. Balance height by 7angling asparagus tips up against a small 8stack of tuna steak on top of a bed of potatoes.

128

anchoring fissarli wipe pulire 3 odd dispari 4 drizzle disponi a pioggia 5 dot disponi a punti 6 shave tagliare a scaglie 7 angling piegando ad angolo 8 stack pila 1

Cooking Techniques

GET STARTED

1 Read the texts on page 128 and tick (✔) all the elements that are part of plating and presenting food. • colour • time of day

• nutritional value • order of plating

• plate cleanliness • texture

• plate colour • number of elements

• plate size • flavour

READING COMPREHENSION

2 Read the texts again and decide if these sentences are T (true) or F (false). Then correct the false ones. 1 Light coloured plates are good for bright colour food. 2 You should never plate the wettest ingredients first. 3 You should be able to eat garnishes without them overpowering the dish. 4 Serve odd number of elements to create an impact. 5 You should apply sauces generously over the whole plate. 6 You shouldn’t contrast colours, flavours and textures too much.

T F

• • • • • • • • • • • •

VOCABULARY

3 Find words for each of these presentation categories in the texts. Equipment mould, __________, __________, __________, __________, __________, __________, __________, __________

Adjectives big, __________, __________, __________, __________, __________, __________, __________

PRESENTATION CATEGORIES

Verbs plate, _______________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________

Shapes clock, __________, __________, __________, __________

INTERNET RESEARCH & WRITING

4 Do some Internet research into the presentation of a dish you like to cook. Pay special attention to image and

film applications such as Instagram, Pinterest and YouTube. Make notes about how it is presented and plated, including: • • • • •

the plate colour, size and type the order in which ingredients are plated the contrast created between colours, shapes, flavours and textures whether or not there is a separate or integrated sauce what kind of garnish there is

SPEAKING

5 Work in pairs. Take turns to present your plated dishes to your partner. If possible, illustrate them with an image or rough sketch, and explain what you like in particular about the presentation.

129

7 Flipped classroom

Preparing a dish A head chef is showing a sous chef the recipe for the main course fish dish. SC = Sous chef; HC = Head chef SC So what’s this new dish you are showing me, chef? HC It’s a main course fish dish: Lemon sole in chicken butter sauce. SC How many people would that serve? HC It would serve two or four people depending on the size of the fish. SC And how long does it take to prepare? HC It takes about 30 minutes to prepare and about 20 minutes to cook. SC So what’s the first step? HC You need to preheat the oven to 180˚C. Meanwhile, I’m going to fillet the fish into four fillets, taking it off the bone with a sharp filleting knife. Then, you drizzle the fish with olive oil and season it with salt and pepper, before placing it on a roasting tray in the oven. SC How long is it going in the oven for? HC For about 12 minutes, or until it’s cooked through

Before the lesson, go to the and practise the dialogue with the karaoke. Underline the expressions used to present and describe a recipe. and then we need to leave it to rest for a few minutes after that. To make the chicken butter sauce, we heat some oil in a frying pan and gently sweat 150g of trimmed and finely chopped baby leeks for 5 minutes. When the leeks have softened, add 2 tablespoons of dry white wine, 100ml of chicken stock and 2 tablespoons of double cream and allow the sauce to reduce by half. SC Without boiling or the cream will curdle. HC Precisely! Then slowly add 250g of unsalted butter, whisking it until the sauce is thick. Add a squeeze of lemon together with herbs right at the end. This will balance the dish with some acidity. SC How are you serving this dish, chef? HC Quite simply on a large sharing plate with some rapeseed oil drizzled over the fish and the chicken butter sauce poured over it. SC It looks amazing chef!

GET STARTED

1.35 Read and listen to the conversation. Tick (✔) all the techniques used to prepare the dish.

• boiling • chopping • filleting • frying • pureeing • roasting • squeezing • stirring

• glazing • sweating

• marinating • mashing • tossing • whisking

READING COMPREHENSION

2 Read the conversation again and complete the recipe profile. Dish name ____________________ Serves ____________________ Preparation time ____________________ Ingredients ____________________ Cooking time ____________________ How to serve ____________________

130

lab / Cooking Techniques Presenting and explaining a recipe Presenting the dish

Explaining the recipe

• It’s a main course/starter/side dish/a fish/meat/vegetable dish. • It would/will serve... / It serves ... people. • It takes about 30 minutes to prepare/cook. / The preparation/cooking time is about... • The ingredients are... / You will need... • The method is... / The techniques are... • (You can) Balance the dish with some... • (Simply) Serve on ... with... / Garnish with...

• Add 1 tablespoon/2 teaspoons/a cup/a pinch/100g/300ml of... • Preheat the oven to... / Heat some oil in a pan. • Reduce the flame to a minimum. / Turn down the heat. • Finely/Roughly chop... / Cut into squares/cubes/rounds... • Continue stirring/mixing/whisking until smooth/thickened/melted. • Roast/(Flash) Fry/Grill/Bake until cooked through/golden/softened. • Line the tray with baking paper. / Cover it with foil/a lid. / Wrap it in cling film/a damp cloth. • Leave to rest/cool/rise/set for ... minutes. • Drizzle/Pour the oil/sauce/honey over the... / Squeeze the juice of... • Season well with salt and pepper.

PHRASEOLOGY

3 Read the functions boxes above and match the functions to the situations. 1 2 3 4 5 6 7

a b c d e f g

calculating time required categorising the dish estimating portion sizes explaining how to make it listing what is in it saying how you will present it suggesting ways of improving it

4 Read the answers and write the missing questions to complete the conversation. Sous chef (1) __________________________________________________________? Head chef I’m going to show you an asparagus risotto. Sous chef (2) __________________________________________________________? Head chef Four people. Sous chef (3) __________________________________________________________? Head chef It takes about 15 minutes to prepare and 30 minutes to cook. Sous chef (4) __________________________________________________________? Head chef First, quickly cook the asparagus in boiling water. Next, gently fry the onion in oil and add the rice to coat it in oil. Sous chef (5) __________________________________________________________? Head chef Just for about a minute. Then add the wine and simmer until it’s absorbed. We add the stock gradually and then the asparagus, some butter and season. Sous chef (6) __________________________________________________________? Head chef We serve it immediately with grated parmesan.

WRITING & SPEAKING

5 Work in pairs. Now complete a profile like the one in exercise 2 for a recipe of your choice. Then role play conversations like the one in exercise 4, explaining how to prepare your dishes.

COMPITO DI REALTÀ – Presenting a main course recipe MEDIATING CONCEPTS Divide the class into small groups. You are going to cook for a dinner to mark the 100th anniversary of your school or college. You should prepare the recipe for the main course with: • a list of ingredients

• a list of techniques

• serving specification

You should present your recipe to the rest of the class. The class votes for each dish, giving it a score out of 10 for each of the elements above. The group with the best mark wins the competition.

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mastering recipes

Eggs Florentine VIDEO RECIPE

Watch the video and tick (✔) all the culinary techniques mentioned.

• baking • boiling • cutting • frying • grating • grilling

• poaching • roasting • sautéing • sifting • simmering • tossing

Pork and prawn dumplings Method First prepare the filling. Clean, (1) _____ and devein 125g raw prawns. Roughly chop and set aside. (2) _____ 125g of pork and mix together with the prawns. Then add 1 finely chopped spring onion, 1 tbsp of freshly (3) _____ root ginger, 1 tbsp light soy sauce, 1 tbsp rice wine, 1 tsp toasted sesame oil and 2 tsp cornflour. (4) _____ all the ingredients together with a metal spoon and season well with salt and pepper. Next prepare your dumplings. (5) _____ two teaspoons of the filling mixture into the centre of one of the wonton wrappers. Take the sides of the wonton paper and (6) _____ around the filling into a ball shape, but leave the filling in the centre exposed. (7) _____ with the remaining papers, until the filling is used up. Oil the bottom of a steamer and (8) _____ with greaseproof paper. Arrange the dumplings in the steamer and (9) _____ with a lid. Place over a pan of boiling water and steam for 6-8 minutes, or until cooked through. Combine 1 tbsp chilli sauce and 2 tbs soy sauce in a bowl and (10) _____ at the side of the dumplings.

1 Choose the correct option to complete the recipe for Pork and prawn dumplings. 1 A open 2 A Carve 3 A blanched 4 A Blend 5 A Stuff 6 A wrap 7 A Cool 8 A circle 9 A cover 10 A toss

2 132

B peel B Dice B chopped B Puree B Place B undo B Repeat B cook B drain B tenderise

C C C C C C C C C C

roll out Mince cut Mix Fill soften Rest heat sieve stir

D squeeze D Slice D grated D Whisk D Cover D flatten D Set D line D roast D serve

MEDIATING COMMUNICATION Work in pairs. Steamed dumplings is a traditional Chinese dish. Discuss steamed recipes prepared in your country.

Cooking Techniques

Scotch eggs HAVE SOME MORE

Method Bring a large pan of water to the (1) ______ and cook six of the eggs for 4-5 minutes until they are medium boiled. Drain and (2) ______ in running water, peel and set aside. Beat the remaining two eggs together in a bowl. In another bowl mix together 500g sausage meat, sage, thyme, cayenne pepper and freshly (3) ______ black pepper until well combined. Divide the mixture evenly into six portions and (4) ______ each portion into a ball, then flatten out to form a

Scotch egg is a popular British snack and picnic food but its origins are unclear. The London department store Fortnum & Mason, which serves the British royal family, claims it created Scotch eggs in 1738 for rich travellers on carriage rides. It might also have Indian origins in the nargisi kofta (an egg covered in minced meat and served with curry) introduced to the UK by soldiers returning from India. Yet another story is that it was invented by Scottish farmers as a cheap meat dish.

patty. Wrap each patty around the peeled boiled eggs, smoothing out and making sure the egg is (5) ______. Roll the scotch eggs in flour, then (6) ______ in the beaten egg and roll in fresh breadcrumbs. Repeat the covering in egg and breadcrumbs.

1 Complete the recipe for Scotch eggs with the words in the box.

(7) ______ a deep fat fryer full of vegetable oil to 170°C, checking the temperature

cooked – boil – heat – dip – cool covered – cut – ground – remove – roll

with a digital thermometer. Fry the Scotch eggs in small batches for 4-5 minutes, turning occasionally, until golden brown all over and (8) ______ through. (9) ______ from the oil with a slotted spoon and drain on kitchen paper. Serve the Scotch eggs immediately, (10) ______ in half to reveal the yolk.

2 Scotch egg is a typically British

deep-fried recipe. Write a recipe for one of the following Italian deep-fried dishes. Remember to explain the origin of the recipe. olive all’ascolana – frittura all’italiana calzone – mozzarella in carozza

Crispy roast pork Method (1) _____________ the oven to 240°C/Gas mark 9 and (2) _____________ with a knife into thin horizontal strips. (3) _____________ in a tin, skin side up, with a halved onion under it for extra flavour. (4) _____________ of salt evenly over the skin, pressing it in as much as you can. Put the pork (5) _____________. Roast it for 25 minutes, then for another 2 ½ hours at 190°C/Gas mark 5. There is no need to baste pork as there is enough fat to (6) _____________. The meat is cooked when the juices (7) _____________ from the thickest part are clear, not pink. (8) _____________ from the oven and rest it for 30 minutes before carving. Meanwhile spoon the fat (9) _____________, leaving only the juices and the onion. (10) _____________ over direct, low heat adding flour, cider and stock. Mix it into a smooth rich gravy, (11) _____________ with salt and pepper.

1.36 Listen to this cookery

programme and complete the instructions of how to make crispy roast pork.

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lab

Spit roast garlic chicken Method • Add a bunch of herbs (thyme, rosemary and bay) to the cavity of the bird. • Cook for 2-3 hours tending your fire as necessary to keep a good cooking heat. • Delicately spread the garlic butter under the breast skin of a whole cleaned chicken. • 1 Fine chop 8 cloves of garlic and mash into 125g butter and 2 tsp of fine sea salt. • Remove from the spit, cave the meat and serve on a platter. • Secure the bird on the spit and secure with Spit Forks, not too close to the open fire. • The chicken will be cooked when the internal temperature is 74°C or when pricked juices run clear.

a b c d e f g

1 Read the recipe for Spit roast garlic chicken and put the instructions in the correct order. 2

ALTERNANZA SCUOLA-LAVORO Write a roast or spit roast recipe you have prepared at a restaurant where you

worked. Then present your recipe to the class.

Fish pie PREPARATION TIME: 45 minutes COOKING TIME: 30 minutes

Method (5) _________ the fish in 500ml of milk, together with the onion and the herbs for 8 minutes. When ready, remove the fish, (6) _________ the milk, allowing it to cool and

Ingredients

flake the fish into large pieces in the baking dish. (7) _________ the eggs in water for 8 minutes. When ready, drain the eggs and let them

400g skinless white fish

cool in cold water. Then peel, slice and put them on top of the fish.

400g skinless smoked fish

(8) _________ the chopped parsley.

● ●

600ml full-fat milk

●

1 small onion, (1) ____ into four

●

herbs

●

4 eggs

●

(2) _________ parsley

●

100g butter

●

50g plain flour

To make the sauce, melt half the butter in a pan, (9) _________ in the flour and cook for 1 minute over moderate heat. Remove the pan from the heat, (10) _________ in a little of the cold poaching milk, then stir until blended. Continue to add the milk gradually, mixing well until you have a smooth sauce. Return it to the heat, bring to the boil and cook for 5 minutes, stirring continuously. Remove from the heat, (11) _________ with salt, pepper and then pour over the fish.

●

1kg potatoes, peeled and evenly

●

(3) _________ 50g (4) _________ cheese

●

(12) _________ the oven to 200°C/Fan 180°C/Gas mark 6. Boil the potatoes for 20 minutes. Drain, season and mash them with the remaining butter and milk. Put them on top of the pie, arranging them with a fork. Add the cheese and then (13) _________ for 30 minutes.

1.37 Listen to this typical British recipe for Fish pie and complete it with the missing words.

2 Research and write a recipe using as many of the techniques as possible listed in the recipe above. 134

Cooking Techniques

Chicken chasseur Method (1) ____________ chicken legs with salt and pepper. Heat olive oil in a lidded sauté pan or shallow (2) ____________ dish. Pan (3) ____________ the chicken over a medium-high heat, turning, until golden on both sides. Remove from the pan and set aside.

1.38 Listen and complete the

Add chopped onions and mushrooms to the pan (4) ____________ occasionally

Chicken chasseur recipe with the missing words.

for 6-8 minutes. Stir in tomato puree and white wine and then pour in some chicken (5) ____________. Return the chicken to the pan and bring to a (6) ____________. Place a lid on the pan

2 Work in pairs. Tell your partner

and continue to cook in the (7) ____________ for about one hour.

about your favourite casserole recipe.

To finish, skim the sauce of any excess fat, then add tinned tomatoes. Cook without the lid for a further 2-3 minutes to (8) ____________ and then scatter over the herbs.

Sous vide teriyaki salmon Ingredients ●

1kg of salmon fillets, 2.5cm thick

●

3 cloves garlic, minced

●

2.5cm piece of ginger, peeled and grated

●

¼ cup soy sauce, ¼ cup water

●

2 tablespoons brown sugar

●

sliced spring onions or chopped

● 2 teaspoons cornflour

special equipment: 2

Make the teriyaki marinade by whisking together the soy sauce, water, brown sugar and vinegar.

. Use your fingers to spread the garlic and ginger evenly over the surface of the salmon. Transfer the salmon to 4 individual freezer bags. Add 3 tablespoons of the marinade to each bag and seal them almost closed, leaving a small gap. Holding the bag by the unzipped portion, submerge the bag in water and gently

coriander, to serve ●

Method

press out any air. 4

. Heat the sous vide bath to 50°C and cook the fish for about 40 minutes then remove from the bath. If you’d like crispy skin, heat a tablespoon of oil in a large pan over mediumhigh heat and 1sear the salmon, skin-side down, for a few minutes or until the skin is browned and crispy. 5 coriander and serve warm.

. Garnish with sliced spring onions or chopped

sear scotta, sbollenta

INVALSI Five sentences have been removed from this recipe. Choose from sentences A-H the one to fit the gaps 1-5. There are three extra sentences.

A Transfer each fillet to a plate, drizzle each extra sauce B sous vide immersion circulator and 1 litre size freezer bags C Pinch the bag closed and lift out of the water and dry on kitchen paper D Don’t leave in the pressure cooker for too long

E Cut the salmon into 4 equal portions and season with salt and pepper F Add the cream to the bag and mix carefully G 3 litres of boiling salted water H 2 tablespoons rice vinegar or white wine vinegar

135

lab

Creamy Kuzu Parmesan gnocchi with pea water Ingredients For the Kuzu gnocchi ●

300ml water

●

100g grated Parmesan cheese

●

25g Kuzu (natural thickening agent)

Method Make the cheese water by combining 300ml of water, 100g of cheese and salt in a saucepan over medium heat. Blend while heating with a Thermomix until thoroughly combined. Remove from heat when it starts simmering and let it stand for 30 minutes. Then strain the

●

2g salt

●

micro greens

●

Caviaroli (olive oil caviar)

mixture through a fine sieve lined with cheese cloth to collect the cheese water.

For the pea water ●

1kg frozen peas

●

salt

●

lemon juice

Dissolve the Kuzu in the cold cheese water. Bring the mixture to the boil, reduce the heat and continue to cook while stirring constantly for about 20 minutes until you obtain a dough. Let it cool down a bit and transfer it to a piping bag. While the dough is still warm, immerse the tip of the piping bag in iced water and cut off small gnocchi-shaped lengths of the piped dough. Leave in the fridge until serving. Make the pea water by defrosting the peas, adding the lemon and blending them thoroughly with a centrifuge until you obtain a smooth puree and a silky pea butter. Once the centrifuge is complete, layer your dish: the 1st layer will be the pea water, the 2nd layer is the pea butter and the 3rd layer is the solids. Pour the water into a separate container, carefully remove the butter with a spoon or spatula and discard the 3rd layer. Before serving, warm up the gnocchi by immersing them in pea water over a low heat. Assemble and serve.

1 Read the molecular recipe for Creamy Kuzu Parmesan gnocchi with pea water and list all the words for these categories.

Techniques

Equipment

Ingredients

__________________________________ __________________________________ __________________________________ __________________________________ __________________________________

INVALSI Answer these questions in no more than 4 words.

1 2 3 4 5 6

How much salt is in the gnocchi? What kind of vegetables are used? What does the Thermomix do? What should you collect the cheese water with? What should you do to the piping bag? How many layers are there to this dish?

3 Research and write a molecular cuisine recipe and present it to the class. If possible, find pictures to illustrate your techniques. When everyone has presented their recipe, you can vote for your favourite.

136

Anna Jones’ Whole Roasted Squash

Cooking Techniques

Celebrit y Chef

PREPARATION AND COOKING TIME: 1 ½ -2 hours SERVES: 4 people

R E CIP E S

Ingredients a mixture of round whole squashes

●

the zest of 1 1unwaxed lemon

●

a bunch of fennel tops or dill

4 bulbs of fennel

●

1 red chilli, deseeded if you like

1 bulb of garlic

●

a knob of butter

olive oil

●

50g rolled oats or barley flakes

250g Freekeh or pearl barley

●

1 teaspoon fennel seeds

●

(about 750g squash per person) ● ● ● ●

125g sharp Cheddar or other cheese

●

Method

unwaxed non cerato

• Preheat the oven to 200°C/180°C Fan/Gas 6. • Use a big, heavy knife to cut off the base of each squash, so they sit upright on a tray. Cleanly cut about 3-4cm off the top of each one

Name Live Occupation

Anna Jones in Hackney, London chef, food stylist, newspaper columnist and vegetarian cookbook author Training apprenticeship at Jamie Oliver’s restaurant Fifteen, then a year’s experience in Italy and Spain Style modern vegetarian and vegan dishes Achievements bestselling author of A Modern Way to Eat (2014), A Modern Way to Cook (2015) and A Modern Cook’s Year (2017).

Anna loved cooking as a child so her mum bought her children’s cookbooks to encourage her to do it. After her training, she became part of Jamie Oliver’s creative team for 7 years, developing recipes. Six years into her career as a chef, she became a vegetarian and changed her cooking style to suit. Nowadays she shops for ingredients with her son, tests out new recipes in her home kitchen, writes her cookbooks at a rented desk and still isn’t good at getting up in the morning!

in a single piece so you can replace them. Use a metal spoon to scoop out the seeds and the fibres until you have a neat hollow. Trim the fennel, removing any tough outer leaves, then cut the bulbs into a few big wedges. Put the squash, fennel and garlic cloves into two large roasting trays and drizzle with olive oil. Make sure you get oil inside the squash, and season well with salt and pepper. Replace the tops and roast for 45-60 mins, until the squash is tender and the fennel soft and brown. Remove the fennel if you think it might overcook and set it aside. • Meanwhile, cover the Freekeh or pearl barley in cold water with a pinch of salt in a saucepan. Bring to the boil and simmer until al dente (about 12 mins for Freekeh and 25 mins for pearl barley). Drain and transfer to a large bowl, and remove the garlic and fennel from the roasting dish. When cool enough to handle, squeeze the roasted garlic into the Freekeh. • Roughly chop the fennel and add it to the bowl along with the cheese, lemon zest, salt and pepper. Chop the fennel tops and chilli and add these too, adjust the seasoning to taste. Divide the mixture between the squashes and return them to the oven for 10 minutes. • Meanwhile, heat the butter in a small pan, and add the oats, fennel seeds and a little salt and pepper. Stir to coat in the butter, toast the flakes until golden (about 5 mins). Drain and set aside. • Remove the tops off the squash and sprinkle with toasted oats. Serve

1 Read the recipe and answer these questions. 1 2 3 4 5 6

whole on a sharing plate.

What temperature should you preheat the oven to? What should you scoop out of the squashes? What should you drizzle where? What should you remove from the oven in case it overcooks? How should you cook the Freekeh or pearl barley? How long should you toast the oats and fennel seeds?

2 Work in pairs. Take turns to explain and make notes about how to make your favourite vegetarian recipe. 137

revise vocabulary

1 Match these cutting techniques to their definition.

1 2 3 4 5 6

a b c d e f

matignon brunoise chiffonnade paysanne batons chopping

is cutting carrots, celery and onions for stews and casseroles is cutting fine herbs into small, irregular pieces is a fine julienne, to aromatise or as a vegetable side dish is dividing the vegetable into quarters used in soups is reducing a julienne cut into regular cubes for sauces or fillings is cutting vegetables into little sticks, used in side dishes

2 Match the synonyms for these words and expressions. julienne – chopping – cube – disk – fine – baton

1 round 2 cutting

3 thin 4 stick

____________ ____________

5 block 6 thin strip

____________ ____________

3 Put the pre-cooking techniques in the box into the correct type of process. beating – blending – creaming – folding – marinating – kneading – mashing – melting peeling – puréeing – rolling out – sifting – squeezing – tenderising – tossing – whipping

Extending

Mixing

Seasoning

Softening

Removing

kneading, _________ ___________________

beating, ___________ ___________________

tossing, ___________ ___________________

marinating, _______ ___________________

peeling, __________ ___________________

4 Translate the words in exercise 3 into Italian. 5 Complete the table with the cooking techniques. Water cooking

Fat cooking

Heat cooking

Mixed cooking

blanching, ______________ ________________________ ________________________

deep fat frying, __________ ________________________ ________________________

baking, _________________ ________________________ ________________________

braising, ________________ ________________________ ________________________

6 Give examples of typical foods cooked with the methods in exercise 5. au gratin: potatoes, …

7 Write the Italian equivalents for these words. 1 charcoal 2 basted 3 crunchy

____________ ____________ ____________

4 starchy 5 sealed 6 foam

____________ ____________ ____________

7 to garnish ____________ 8 to drizzle ____________ 9 to dot ____________

8 Complete these sentences with the words in the box. There is one extra word. allow – chop – heat – leave – preheat – season – serve – take – trim

1 ____________ the oven to 200˚C or Gas mark 6. 2 Carefully ____________ the fish off the bone with a sharp filleting knife. 3 ____________ the dish with salt and pepper. 4 ____________ the meat to rest for ten minutes when you remove from the oven.

138

5 ____________ some butter and oil in a frying pan. 6 ____________ the leaves from the vegetables and finely chop them. 7 ____________ the liquid to reduce. 8 ____________ the dish with herbs to garnish.

invalsi training READING B1 – MULTIPLE-CHOICE QUESTIONS

1 Read the text, then choose the correct answer (A, B, C or D) for questions 1-5. Only one answer is correct. The first one (0) has been done for you.

THE ORIGINS OF COOKING The origins of cooking cannot be exactly traced, but for sure, it has evolved significantly. Probably, the first person who discovered how to cook did so by accident. Maybe, raw meat fell into a fire and man discovered that it was tastier and easier to chew. Prehistoric cooking We think that primitive humans began to cook 250,000 years ago by putting a raw piece of something into the fire. The first method of cooking was roasting, where a fish or a bird was placed on the end of a stick and held over an open fire. Pottery was introduced during the Neolithic Period, and humans learned to cook in clay pots and used plates made of wood. The earliest dish was a crude mixture, made by mixing water

with mashed grains of wild grass. They put the paste on a hot stone and it turned into bread, which was the Stone Age version of the Romans’ pulmentum or the Italians’ polenta. Ancient cooking Egyptians used cooking methods such as roasting, boiling and frying. There were also Biblical references to ancient methods of cooking, and the first ever oven discovered dated back 6,500 years ago. During 168 BC, the first baking union was established in Rome. The civilisation of Mesopotamia brought one of the biggest developments in human history. Plant irrigation and cultivation, as well as plant and animal domestication, were practised by the people of Mesopotamia from 9,000 BC. People knew how to take care of sheep,

0 Cooking is an art that... A has never changed. B has a definite starting point. C has always been widely practised. D has undergone many changes. 1 We can say that our ancestors started cooking... A because they needed to. C after many attempts. B by chance. D because they felt sick. 2 The first plates were created using... A clay. C wood. B stone. D grass.

cattle and ducks for food. Generally, meats were smoked, dried or salted for preservation, and were cooked by roasting, broiling or boiling. Bread with yeast was also believed to have first been prepared in Egypt. The Roman Empire made cooking into an art form. During the 1st century AD, simple meals were replaced by elaborate banquets and cooks specialised in disguising food. The earliest collection of recipes that survived in Europe was also written and it was known as the Apicius, or De re coquinaria. The collection was written between the 4th and 5th century AD.

3 Baking was first used in... A Egypt. C Mesopotamia. B Rome. D none of the above. 4 The most ancient farmers were from... A Rome. C Israel. B Egypt. D Mesopotamia. 5 Which of the following sentences is NOT true? A The first chefs were Roman. B The first recipes are in Latin. C Romans liked cooking. D The art of writing recipes is older than Jesus.

LISTENING B1 – MULTIPLE MATCHING

1.39 Listen to the interview with The Hairy Bakers (Dave Myers and Si King). Select the correct answer (A-I) to match the questions (0-6). There are two extra answers. The first one (0) has been done for you. You will hear the recording twice. EXAM TIPS A a bacon sandwich 0 What is your background? F • Per prima cosa, leggi con B a Japanese chef 1 Who would you like to prepare food for? ____ attenzione le domande e le C The Silver Spoon 2 When you need inspiration, what do you read? ____ risposte e comincia a formulare D Audrey Hepburn 3 What is the last thing you would like to eat ipotesi sugli abbinamenti possibili. E chocolate mousse in your life? ____ • Ricorda però che ci sono sempre F Art history 4 What food drives you crazy? ____ dei distrattori. G a pie 5 What was one of the worst foods you’ve ever had? ____ • Ascolta con concentrazione H musician 6 What is another job you would like to have? ____ l’intervista perché lo speaker I starters userà parole diverse per formulare le domande.

139

8 menu planning What’s in a menu? A menu* provides a list of dishes available in a food outlet, usually accompanied by prices and an explanation of the dishes. They often also give detail of the presence of specific ingredients which people might avoid because of their beliefs or because of food allergies. And some menus contain pictures of the food and/or chef’s recommendations. Most restaurant menus are organised as a list of starters, main dishes, side orders, desserts and beverages. They may also have additional menus, such as a 1tasting menu, a children’s menu, a lunchtime or evening menu, a takeaway menu, a wine menu, a sharing or group menu, a vegetarian menu or a daily specials menu. In addition they might contain: • a brief history of the restaurant, its style of cuisine and its ethos; • details of special offers; • details of times when you can order from different parts of the menu, e.g. breakfast, lunch or dinner. Nowadays full menus are also available to view online. Restaurant menu planning is usually undertaken by the executive or head chef, the food and beverage manager and/or the maître d’hôtel. Then professional graphic designers produce the finished artwork and layout of the menu.

The word menu is a French word meaning ‘detailed list’ and it comes from the Latin word minutus, ‘very small’. There is some evidence that the Chinese had menus in the 10th century to help explain the regional differences in the cuisine to their customers. But a menu is a relatively modern concept in Europe. As we know them today, they were probably a 2 byproduct of the French Revolution. They wrote and printed a menu or carte so that the new middle classes could choose from a list of unseen dishes and find out how much they cost before ordering them.

tasting menu menu degustazione byproduct effetto secondario

GET STARTED

1 Read the text. What information can you find in a menu? Tick (✔). • allergy information • information about food origin • descriptions of dishes

• recommendations • all the ingredients • prices

• images • recipes

VOCABULARY

2 Find the English equivalents for these words and expressions in the text. 1 consigli dello chef ________________ 2 antipasti ________________ 3 secondi ________________

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4 contorni ________________ 5 dolci ________________ 6 menu del giorno ________________

theory / Menu Planning

Menu formats 1 Formal restaurants often have

2 A placemat menu, which is

3 A board menu is available in bistros

a classic hand-held menu made of paper or card. These are easy to read and can be laminated to protect them from damage.

common in cafés and fast-food chains, is cheap and disposable and usually only one page long.

or gastropubs, where the dishes change regularly. This is an efficient, economical way of displaying the menu, and can be placed outside to attract passing trade, but customers sometimes have to get up to consult the menu.

4 Chain restaurants often use a digital menu, so they can transmit and change the menu in all their restaurants at the same time. Apart from the initial costs, this is a convenient but impersonal service.

5 A type of menu particularly popular with takeaway restaurants is a flyer menu. This can be delivered directly to people’s homes and businesses, or left at the serving counter. It reaches a lot of customers, but can also end up in the bin.

6 Increasingly all types of restaurants are adopting an online menu, so customers can browse and place orders by phone, on the Internet or using mobile devices.

GET STARTED

1 Read the texts and match a picture (A-F) to each paragraph (1-6).

READING COMPREHENSION

2 Read about the types of restaurants the following people run. Which is the best type of menu (1-6) for them? A • Jonathan is opening a new café in the high street, hasn’t got a lot of money to spend on menus and isn’t sure how much his menu will change. B • Simone has just become manager of a fine dining restaurant and wants an elegant menu to present to her customers. Cost is not an issue. C • Francis runs a small French-style restaurant, changes his menu daily and doesn’t have time to print out new menus all the time.

D • Roger runs a very modern restaurant and wants his customers to be able to book and order when they’re on the move. E • Kathy runs a local restaurant and she wants to increase her takeaway sales and target lunchtime customers. F • Leila has just taken over as manager of a local fast-food chain and would like all her menus to be the same and easily changed and updated.

SPEAKING

3 Work in pairs. Discuss the purpose of a menu, the information it should contain and the main types of menu formats.

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theory

Types of menu There are two main types of menu: table d’hôte or à la carte, and variations of the two. A table d’hôte menu, literally meaning ‘food from the host’s table’, offers a complete meal at a fixed price. It can include starters, mains, sides and desserts, but there are only a few choices for each course. An à la carte menu, which means ‘according to the card or menu’, offers greater choice of individually priced and presented dishes 1made to order for each course, but it is more expensive. There are often additional menus or inserts which accompany the à la carte menu. These include the wine menu and the dessert menu. Buffet menu: a wide range of hot and cold dishes, which can include finger food or 2canapés (see p. 144).

Banquet menu: a selection of fixed items at a set price, often for special events like weddings.

Menu du jour or specials menu: usually offers one or more seasonal dishes, prepared and changed daily, often presented on a board.

TABLE D’HÔTE

Tasting menu: small portions of many different dishes, not individually priced, but served in several courses for a set, usually high price.

Static menu: widely used by fastfood or chain restaurants, offer the same selection of food all year.

Ethnic menu: can be semi à la carte or à la carte, offering food items representative of a particular region or country.

Cyclical menu: a small selection of specific food items, usually repeated in a cycle of 7, 10, 14 or 28 days. This type of menu is often used in guest houses, holiday resorts, transport and welfare catering.

Children’s menu: specially designed child-friendly dishes, in smaller portions, usually offered throughout the day at a reduced price.

Breakfast menus (usually 8 a.m.-10 a.m.); lunchtime menus (usually between 12-3 p.m.); dinner menus (usually between 6-10 p.m.). See p. 146.

À LA CARTE

Lounge or bar menu: is similar to an all-day menu, but usually with smaller portions and less choice. It is often associated with hotels.

GET STARTED

made to order preparati su ordinazione canapés tartine

Speciality menu: like an ethnic menu it can be semi à la carte or à la carte, offering for example vegetarian, tapas or pizza dishes. All-day menu: a wide selection of breakfast, lunch and dinner items offered all day, sometimes with time restrictions. This can also apply to a room-service menu offered to guests in hotels.

1 Read the texts. What’s the difference between a table d’hôte and an à la carte menu? 142

Kids’ menus; Dessert menus

Menu Planning

READING COMPREHENSION

2 Read the texts on page 142 again and decide which menu(s): 4 has lots of small dishes, not individually priced. 5 has smaller, cheaper portions of specially-chosen food. 6 is fixed and often served at special celebrations.

1 never changes. 2 changes after a certain number of days. 3 is the same day or night.

VOCABULARY

3 Find words in the texts on page 142 for each category. 1 Cuisine type: vegetarian, ...

2 Dish type: finger food, ...

READING COMPREHENSION & SPEAKING

3 Course type: starters, ...

MEDIATING TEXTS

NEW TECHNOLOGY IN MENUS

Augmented Reality or AR is the latest thing in restaurant menus, bringing them to life. You can visualise your menu in 3D through a process of digital rendering and photography. Using a smart device, customers are given greater insight into the food on both the eat-in and take-out menus,

including portion size, appearance and ingredients. This enables them to make more informed decisions about the menu and it is even possible to build your own personalised dishes from the menu, creating a unique dining experience. In addition, the AR technology stores information about customers’ choices and preferences to improve the offer on their return visit. If you are in London, you can experience this AR menu revolution in person at the 1Pan-Asian fusion chain, Inamo. Open since 2008, their restaurants offer 2cutting-edge

INVALSI Read the article above and answer these questions in no more than 4 words.

1 What can an AR menu do? 2 What else does the technology do for your future visits? 3 Where can you try out this technology?

AR technology, which has already won them many awards. There are interactive projections on the surface of your dining table, which enable you to 3set the mood, be entertained and learn about the surrounding local area, as well as choosing and ordering your food. You can also watch the chefs in action via a live chef-cam 4feed. And the next step for AR and menus? Well hopefully a ‘tastogram’ to go with the hologram! In other words, AR will enable you to taste the food before you order it. Pan-Asian panasiatico cutting-edge innovativa 3 set the mood creare l’atmosfera 4 feed collegamento

4 What food-related thing can you do at the dining table in addition to ordering food? 5 What does the author hope for in the future?

5 Work in pairs. Discuss the ideas presented in the article. • • • • •

Have you ever visited a restaurant with AR technology? If so, where? Would you like to? Why/Why not? Which aspects do you think are particularly appealing to customers? What other uses could you imagine restaurants making of AR? What do you think of the author’s hope? Do you like the idea? Do you think it will happen in the near future?

INTERNET RESEARCH & WRITING

6 Do some Internet research into another restaurant that uses AR with its menus. Find out: • What’s the name of the restaurant and where is it? • How does it use AR with its menus? • Does it use AR in other aspects of the restaurant?

• Is the menu/restaurant popular? Does it have good reviews? Has it won awards?

7 Now write a short article about the restaurant menu you researched. Use the article you read as a model. How to write an article, p. 298

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theory

Buffet menus

HAVE SOME MORE Chinese dim sum shops or houses provide a never-ending supply of assorted steamed, stuffed dumplings and other steamed or fried delicacies.

A buffet is a meal consisting of several dishes ready-prepared and beautifully displayed on serving tables, which guests serve themselves from, sometimes assisted by waiters. The term ‘buffet’ originally comes from the French word for ‘sideboard’, referring both to the table displaying the food and the type of service. More recently buffets have become highly commercialised and popular forms of catering outlets all over the world. You can find buffet service in many different venues including hotels, especially at breakfast, where there is often an all-you-can-eat buffet menu, and at social gatherings, such as weddings or parties. On these occasions finger food is popular. In the Western world, finger food is often either appetisers (hors d’oeuvres) or main course items, served in miniature pots or dishes, or canapés, and meant to be eaten directly using the hands. Many ethnic restaurants also offer a form of buffet service, such as Chinese dim sum shops, Japanese sushi bars, Spanish tapas bars and traditional Swedish buffets called smorgasbord. The word ‘smorgasbord’ literally means ‘a table of bread and butter’, but Scandinavian-style buffets are so much more than that, offering hot and cold dishes of fish and cheeses, cold meats and salads, often taking the form of an appetiser table.

Spanish tapas bars offer a wide range of small savoury dishes such as garlic prawns, olives, deep fried peppers and Spanish omelette, typically served with drinks at the bar.

Japanese sushi bars typically serve sashimi (raw fish slices) and sushi (fish or other ingredients with rice and vinegar) at a counter.

GET STARTED

1 Read the text and match these types of food service to their country of origin. 1 2 3 4 5

buffet dim sum smorgasbord sushi tapas

a b c d e

China France Japan Spain Sweden

READING COMPREHENSION

INVALSI Read the text again and complete these sentences in no more than 4 words.

1 2 3 4 5 6

144

At buffets guests usually ___________________________________________. The French word ‘buffet’ is a type of ___________________________________________. Buffets are a very popular form of catering ___________________________________________. Hotel breakfasts often offer ___________________________________________. In Swedish smorgasbord means ‘a table ___________________________________________’. A Scandinavian-style buffet can take the form of ___________________________________________.

Menu Planning

3 Read the information on this catering website and list words and expressions specific to buffets.

canapĂŠ, ...

SPEAKING

4 Work in pairs. Discuss buffet menus. Ask and answer these questions. 1 When should you use them? 2 What are the advantages of buffet menus?

3 What are the disadvantages of buffet menus? 4 How can you make a buffet menu stand out?

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theory

Breakfast, lunch and dinner menus Breakfast, lunch and dinner menus are generally served at hotels and increasingly at gastropubs or cafés, although many offer an all-day menu as an alternative. BREAKFAST* MENU This is usually a combination of some set and often cold dishes, such as cereal with milk, pastries, fruit and yoghurt, sometimes referred to as a continental breakfast; and some cooked items, made to order, such as eggs, bacon, toast with jam or marmalade, and maybe pancakes, which is often referred to as a cooked or English breakfast. There is also a selection of hot and cold beverages: tea, coffee and juices. Hotel prices are usually fixed and often included in the price of accommodation, or reasonably priced elsewhere. DINNER MENU This generally offers the full range of made-to-order fish, meat or vegetable starters, mains, side orders, as well as desserts. There can also be a choice of set and group menus at a fixed price and daily specials, individually priced. There might also be an integrated or separate wine and drinks menu.

SUNDAY MENU In the UK this is generally a carvery, serving different cuts of roast meat, accompanied by a selection of seasonal vegetables and followed by a choice of traditional desserts. This menu is often offered by gastropubs.

HAVE SOME MORE Meals in the UK Breakfast in the UK is more substantial than in many other European countries but the traditional full English breakfast is usually only eaten at weekends or as brunch (breakfast and lunch). Lunch is generally a light, packaged meal eaten around 1 p.m. But on Sunday people often eat a cooked meal, in the middle of the day, of roast meat and potatoes, fresh vegetables, gravy and dessert to follow. Afternoon tea is still consumed by many people between four and five in the afternoon. You can enjoy light snacks of sandwiches and cakes served with tea in many hotels and tea shops in Britain. Dinner is the main meal, people eat together after work or school from 6 p.m. onwards. It is traditionally meat or fish and vegetables, followed by fruit or dessert. But nowadays many people eat microwaved ready-meals in front of the TV, consume takeaways or go out for dinner. English breakfast and afternoon tea menus

146

LUNCH* MENU This can be either à la carte or semi à la carte and both can offer a selection of starters, soups, salads, sandwiches, light mains and desserts; or a limited number of dishes for each course, possibly taken from the dinner menu. Portions are generally smaller than those on an evening menu and there can be a set price for two or three courses. There is usually also a choice of soft and alcoholic drinks.

The term breakfast has medieval origins and literally means ‘to break the fast’, but it was a light meal then. Dinner was eaten in the middle of the day and it was the main meal; a lighter meal, known as supper, was eaten before going to bed. Originally, luncheon, or lunch, was a sort of snack eaten mostly by noblewomen in the middle of the day, when dinner was delayed.

QUICK BITES The average time people spend eating lunch in the UK is 15 minutes.

Menu Planning

GET STARTED

1 Read the texts on page 146 and write a list of food and drink you would probably find next to each menu. 1 Breakfast ____________________ 2 Lunch _____________________

3 Dinner ____________________

READING COMPREHENSION

2 Read the texts on page 146 again and answer these questions. 1 2 3 4 5 6

Where could you eat a breakfast, lunch or dinner menu? What would you expect to find in a continental breakfast menu? Can you eat main courses on a lunch menu and how might they differ from a dinner menu? What special offers can you find on a lunchtime menu? What additional options might you have on a dinner menu? When would you often have a carvery and what does it usually consist in?

3 Read these four menus and match them to the words in the box. lunch – brunch – breakfast – afternoon tea

1 _________________ • Freshly squeezed juices • Teas, coffees, infusions • Seasonal fruit and berries • Selection of cereals • House recipe granola or muesli • Bakery selection (croissants, seasonal Danish pastries, pain au chocolat, home-made muffins) • Full English 3 ______________ ___ • Pancakes, crème fra îche and blueberry co mpote • Cheese omelette wi th fries • Confit of duck • Poached eggs with hollandaise sauce • Eggs Florentine/B enedict/Royale • Kedgeree and poac hed eggs • Scrambled eggs, sm oked salmon & cherr y tomatoes • Steak sandwich, mu stard, onions, chedda r, fries

2 _________________ • Selection of teas es to order • Freshly cut sandwich with chantilly cream sin • Scones: plain and rai and strawberry jam fruit tarts, lemon tart, • Pastries: opera cake, oons, apricot fraisier cake, coffee macar Piedmont

4 _________________ • Soup of the day with crusty French bread • Smoked salmon, capers, lemon • Liver pâté, chutney, toasted flatbread • Courgette & Pesto Risotto with Parmesan s • Pan fried plaice fillets with seasonal vegetable fries , salad esan Parm and • Steak, rocket cream, • Eton mess, chocolate marquise, hazelnut ice homemade chocolate truffles

LISTENING

2.02 INVALSI Listen to a food historian talking about a brunch menu

and complete the missing information in no more than 4 words. 1 2 3 4 5 6

Brunch is a combination of breakfast and lunch served ___________________. Brunch consists of breakfast dishes sometimes with ___________________. In the UK it is now more popular ___________________. You can have brunch at cafés, ___________________. Brunch menus are also available in welfare, ___________________. It is typically offered on special occasions like ___________________.

SPEAKING MEDIATING COMMUNICATION

5 Work in pairs. Discuss how the British breakfast, lunch and dinner menus differ from ones in your country. 147

Understanding and designing menus A Tortilla chips with cheese and chilli Spicy chicken wings Loaded potato skins with a choice of dips* Deep fried garlic mushrooms**

£ 5.00 £ 6.00 £ 6.35 £ 6.29

Mixed salad** French fries** Garlic bread* Deep-fried onion rings**

£ 1.49 £ 2.50 £ 3.50 £ 2.75

Classic burger Flame grilled beef burger Cheeseburger Cheese and bacon burger Chicken burger Spicy chicken burger Spicy bean burger*

£ 9.49 £ 10.30 £ 9.99 £ 10.49 £ 9.99 £ 10.49 £ 8.49

A choice of ice cream** (vegan option available) £ 4.50 Chocolate fudge cake* £ 5.30 Apple pie* £ 5.00 White chocolate doughnuts £ 5.00 * Vegetarian options ** Vegan options

STARTERS Hand dived scallops, sautéed with chorizo sausage Prawn cocktail Classic Caesar salad** Pâté de foie gras with crunchy bread PASTA/RICE DISHES Wild boar and mushroom risotto Roasted butternut squash and herb risotto with nuts** Lobster and prawn ravioli Oven baked lasagne

£ 10.50 £ 9.50 £ 7.50 £ 10.50 £ 19.00 £ 15.70 £ 20.00 £ 17.00

MAIN COURSES (all served with salad or seasonal vegetables) Roasted sea bass with rosemary and lemon £ 21.00 Pan fried chicken in white wine sauce £ 17.00 Barbecue pork £ 17.50 Honeyed crispy duck £ 20.00

GET STARTED

1 Look at the menus. Which of the two is: 1 • an à la carte menu?

2 • a fast-food menu?

Why? Give reasons for your answer.

148

SIDE ORDERS Grilled porcini mushrooms** French fries** Creamed potatoes* Dauphinoise potatoes* Boiled baby potatoes with mint butter* Braised lettuce with peas and ham French beans with butter* Tomato and basil salad** DESSERTS Crème brûlée with citrus sorbet (vegan option available) Mango cheesecake with pineapple and ginger crunch Lemon tart with summer fruits and cream Cheese board with savoury crackers

£ 5.00 £ 3.50 £ 3.00 £ 4.00 £ 3.50 £ 3.50 £ 3.00 £ 3.50

£ 6.50 £ 7.00 £ 6.75 £ 7.00

* Vegetarian options ** Vegan options

lab / Menu Planning READING COMPREHENSION

2 Read the two menus on page 148 and answer these questions. 1 2 3 4 5 6 7 8

Which menu is better for vegetarians? Which menu is generally cheaper? What is the most expensive dish on the two menus? What is the cheapest dish on the two menus? From which menu can you order game and what dish can you order? From which menu can you order spicy food and what is it? Which menu has the most burgers to choose from? From which menu can you order a chicken dish?

VOCABULARY

3 Look at this menu and match each part to the words and expressions in the box. beverages – bold – description – desserts – location – main courses – price side orders – starters – surcharges – website

A bold

Prawn cocktail served on a crispy lettuce and avocado bed

Homemade asparagus soup with crunchy wholemeal bread Spicy chicken in a chilli sauce

Extra bread £1.75 Garlic bread £3.00 Olives £2.50 Mixed salad £3.00 French fries £2.80 Seasonal vegetables £3.00

£6.75 £5.50 £7.25

Wild mushroom & spinach tart, with cream & gruyere cheese

Pan-fried bream with chorizo, roast peppers & sauté potatoes

Water (still or sparkling) Fruit juices: pear, apple, peach & orange House white wine House red wine Beer (bottled or draught) Soft drinks: lemonade, cola, orangeade Hot drinks: tea, coffee, hot chocolate

£18.95 £13.95 £14.95 I

All at £6.50

Rib-eye steak (8-9oz) served with black pepper sauce and fries

Apple pie with cream, custard or ice cream Sticky toffee pudding with cream or ice cream Chocolate pudding with cream or ice cream

Sailor’s restaurant, Dartmouth, Devon, England www.sailorsrestaurant.co.uk

£2.00 cover charge per person; 10% service charge included.

149

lab Talking about menus General features

Layout

• The menu changes every month. / The restaurant doesn’t change its menus often (enough). • The best/worst thing about this menu is/was… • The good/down side to this (tasting) menu is… • It gives/doesn’t give you lots of information about the dishes. • It lists all the ingredients. / It doesn’t tell you anything about the ingredients. / There’s no allergy information. • There’s plenty of choice. • It doesn’t tell you if gratuities are included.

• It’s easy to understand. / It’s well organised. • It’s clear/bold/colourful/in black and white. • It looks (too) modern/traditional/elegant/plain.

Prices • It offers/doesn’t offer value for money. • It’s reasonably priced. / It’s expensive. • Dishes are (quite) cheap/expensive.

Dishes • It’s a (very) big/small/varied/unusual/new/old-fashioned/unique/ conventional/innovative menu. • I really like the chef’s recommendations/the specials/the wine pairings. • Dishes are complex/simple/authentic/seasonal/rustic/unusual. • It caters/doesn’t cater for children/vegetarians/vegans/people with food allergies. • There is/isn’t much/a good choice of desserts/wines/starters.

PHRASEOLOGY

4 Read the functions boxes above and decide what you would say in the following situations. 1 to talk about a negative aspect of a menu 2 to describe the dishes on the menu in general terms 3 to express satisfaction with prices

4 to talk about your highlight on the menu 5 to say what’s missing from the menu 6 to talk about how often the menu changes

5 Complete this conversation with the missing words. Manager Customer Manager Customer Manager Customer Manager Customer Manager

How did you (1) _______________ the new menu? I think it’s quite innovative and there’s plenty (2) _______________ choice. And do you think it’s reasonably (3) _______________? Some of the dishes are expensive, but most offer value (4) _______________ money. OK… and what did you like best (5) _______________ this menu? It’s easy (6) _______________ understand – it describes all the dishes and lists the main ingredients. And what’s the (7) _______________ side to this menu? I’d say there’s too much choice and it doesn’t tell you (8) _______________ gratuities are included. That’s a fair point!

LISTENING

2.03 Listen to five people talking about restaurant menus and choose from the list (A-G) what each person (1-5)

thinks. Use the letters only once. There are two extra letters you do not need to use. A It was a boring menu apart from the sweets. B It was a reasonably priced and varied menu. C The menu had limited but seasonal options for every course. D It was a good menu if you were following a special diet. E It was overpriced and lacked detail about the dishes. F It was the most exciting and original menu I have ever tried. G The menu was presented in a detailed and personal style.

Speaker 1 Speaker 2 Speaker 3 Speaker 4 Speaker 5

• • • • •

SPEAKING

7 Work in pairs. Role play a similar conversation about the menu on page 149. In your conversation discuss the layout, prices, range of dishes, choice, what you like or don’t like about it, what is missing. A What do you think of the menu? B The best thing about it is that it gives a lot of information about the dishes.

150

Menu Planning

Tips for Writing a Good Menu 1 Entice your customers. Your menu is probably the first thing they read about your restaurant so it has to stand out for them. 2

Express your restaurant’s personality and style. There’s no point promising one thing on the menu and delivering something else in the restaurant, so make sure your menu is up-to-date and reflects who you are.

3 Know your customers and your competitors. Add key words like ‘local’, ‘organic’ or ‘child-friendly’ that will make them choose your restaurant rather than another.

No hidden charges. Give clear information about prices, service and cover charges. The bill should not be a surprise to diners and should be an amount you would happily pay as a customer.

4 Make it easy to read and understand. Your menu should have large clear print and be organised in columns, under specific headings like ‘starters, ‘mains’ and ‘chef’s specials’.

6 Give an accurate description of your dishes, list ingredients and provide as much dietary information as possible. Diners like and need to know what they are about to eat.

READING COMPREHENSION

8 Read the text above and complete these sentences with the missing information. 1 2 3 4 5 6

It is important your menu stands out because _____________________________________________. You should avoid _____________________________________________. It is important to know your customers and your competitors so _____________________________________________. Your menu should be set out _____________________________________________. _____________________________________________ shouldn’t be hidden. Diners like to know _____________________________________________.

SPEAKING

ALTERNANZA SCUOLA-LAVORO

9 Think of the restaurant where you worked. What type of menu did it have? Tell your partner about it. COMPITO DI REALTÀ – Designing a lunchtime menu MEDIATING CONCEPTS Work in small groups. You have been asked to design a new lunchtime menu for a bistro-style restaurant. When planning your menu, you should consider and include all the following features: • the type of menu: à la carte or table d’hôte • the information you will contain on the menu about your restaurant • the range of courses you will offer • the choice of dishes (including descriptions and any allergen information)

• the choice of drinks • the prices (including special offers and any surcharges) • any specials or menu variations (such as children’s dishes, vegetarian or gluten-free) • any other relevant information.

Plan and design your menu and present it to the rest of the class. The class will vote for their favourite menus.

151

lab

Explaining menus to customers

Flipped classroom

A waiter is explaining the restaurant menus to some customers. Waiter Would you like me to explain how our different menus work? Customer 1 Yes, please. We’ve never been here before. Waiter We have a fixed price lunchtime menu with two- or three-course options. Customer 1 Does that include a drink too? Waiter Yes, it includes a glass of wine, beer or soft drink and water of course. Customer 2 What about your à la carte menu, when is it available? Waiter At lunch and dinner, together with the specials menu on the board. Customer 2 I see. And desserts? Waiter Our dessert menu has sweets freshly prepared in-house every day. Customer 2 Excellent! And do you offer a tasting menu? Waiter Yes, we have a paired tasting menu, available in the evening. Customer 2 I look forward to trying that one evening then! Waiter We can accommodate food allergies or intolerances you tell us about. Customer 1 That’s good to know. And can I see the wine menu? Waiter Here it is with food pairing recommendations. Customer 1 Do you think you could explain some of the dishes to us?

Before the lesson, go to the and practise the conversation with the karaoke. Underline the types of menu and the expressions used to ask and give explanations. Waiter Certainly. What would you like to know? Customer 1 Could you tell me what a pumpkin pithivier is? Waiter It’s a puff pastry pie filled with pumpkin and goat’s cheese. Customer 1 I see and how is the tuna cooked? Waiter It’s marinated in ginger and soy sauce, then seared on a griddle. Customer 2 Just one more thing… does the slow-cooked lamb come with anything? Waiter Yes, all our main courses are served with a selection of seasonal vegetables. Customer 1 Thank you. You’ve been extremely helpful.

GET STARTED

2.04 Read and listen to the conversation. Tick (✔) the correct sentences and correct the incorrect ones.

1 2 3 4

• The customers have visited the restaurant before. • A drink is included in the price of the lunchtime menu. • Desserts are not prepared at the restaurant. • The customers are happy with the explanation of the dishes.

READING COMPREHENSION

2 Read the conversation again and answer these questions. 1 The lunchtime menu can be… A à la carte or set. B one or two courses. C served until 3 p.m. 2 The _____ menu is on the board. A dessert B specials C wine

152

3 4

There is a tasting menu… A at lunchtime. B at weekends. C every evening. The customer wants to know about… A accompaniments. B food allergens. C starters.

Menu Planning

Explaining dishes Asking for and giving explanations

Presenting dishes and making suggestions

Customer • Could you explain…? / I’d like to know… / Could you help us… ? • Could you talk me/us through your tasting menu? • Does that include…? / Do you offer a… ? • Is there anything else I should know? • How is it cooked/prepared/served? • Can/Could you tell me/explain what … is/are? • What about the… ? / Your menu/board says… • It includes… / It is available… / There is … with... • That’s not part of the… / It is a… • It is cooked/marinated/served… • They are essentially … very common in… • This dish is paired with…

Waiter • We have/offer/provide a lunchtime menu/two- or three-course options/ a fixed-price menu/a full à la carte menu/a dessert menu with…/a wine and spirits menu. • We also have a tasting menu with … but it’s only available … because it requires … to serve and eat it. • First we have … paired with… / Next we have… • Then there is … served with… / Moving on… / We are serving… • There’s also an optional … served with/accompanied by… • I would highly recommend it. / Here is our … menu with pairing recommendations. • Why don’t you try...? / How about trying...? / You should try... • We also have a… / You could also opt for/have… • We can accommodate/cater for any food allergies or intolerances you tell us about. Special diets for food allergies and intolerances, p. 164

PHRASEOLOGY

3 Complete these expressions with words from the functions boxes above. 1 Shall I _______________ you through our menu? 2 Is there anything _______________ I can help you with? 3 We _______________ a full à la carte menu.

4 Could you _______________ me what this means? 5 This dish is _______________ with a Sauvignon wine. 6 We can _______________ food allergies or intolerances.

4 Write questions about the menu using the prompts in brackets to help you. Customer (1) ___________________________________________? (explain / dishes) Waiter Yes, what would you like to know? Customer (2) ___________________________________________? (Dauphinoise potatoes) Waiter They are thinly sliced potatoes oven cooked in cream and garlic. Customer (3) ___________________________________________? (steak) Waiter It’s pan-fried in oil and butter. Customer (4) ___________________________________________? (meat) Waiter No, there’s no meat in the stuffed aubergine dish. Customer (5) ___________________________________________? (fish) Waiter It’s served with seasonal fresh vegetables and a salsa verde.

SPEAKING

5 Work in pairs. Take turns to role play the waiter and the customer in the following situation. Customer

You want to know what the specials are and how they are prepared as you do not like things cooked in too much oil or butter. You would also like to know what accompaniments each dish has and whether or not you can have them steamed instead of fried.

Waiter

Tell your customer about the day’s specials: roast chicken, steak, vegetable terrine and seafood stew and explain that they all come with a choice of potatoes and seasonal vegetables that can be cooked to the customer’s specifications.

6 Work in pairs. Look at the menus on page 148 again. Take turns to play the roles of the waiter and the customer, asking and answering questions about the menus.

Customer Is it possible to have the scallop starter without the chorizo?

153

revise vocabulary

1 Match the words to their definition. 1 2 3 4 5 6

a b c d e f

digital menu board menu online menu hand-held menu placemat menu flyer menu

a menu written every day on a white or black board a menu transmitted to a chain of restaurants a menu delivered to your door often used for takeaways a menu made of paper or card and often laminated a menu you can find on the Internet a cheap, disposable menu on the table

2 Write the English equivalents for these words. 1 monouso 2 economico 3 efficiente

4 comodo 5 distaccato 6 popolare

______________ ______________ ______________

3 Put the types of menu in the box into the correct category. cyclical menu – dinner menu – children’s menu – speciality menu – all-day menu – static menu – lunch menu tasting menu – specials menu – lounge or bar menu – buffet menu – breakfast menu – ethnic menu

Table d’hôte menu

À la carte menu

___________________________________________________ ___________________________________________________

4 Decide at which meal you would usually eat and drink the following things. Be careful, some are consumed at more than one meal!

wine – tea – Sunday roast – soup – scones – sandwiches – salad – pancakes – orange juice muesli – Kedgeree – full English – Danish pastry – coffee – cakes

wine: lunch, dinner or supper

5 Write two examples of each of the following. 1 2 3 4

starter main course side order dessert

5 6 7 8

________________________ ________________________ ________________________ ________________________

cheese alcoholic beverage soft drink hot beverage

________________________ ________________________ ________________________ ________________________

6 Match these words and expressions to the synonyms in the box. savoury – dips – light bites – seasonal – vegetarian option – French fries – citrus – barbecued

1 2 3 4

snacks ________________ sauces ________________ potato chips ________________ cooked over a fire ________________

5 6 7 8

choice for people who do not eat meat ________________ available now ________________ fruits like lemon or orange ________________ not sweet ________________

7 Write the Italian equivalents for these words and expressions. 1 tasting menu 2 specials menu 3 canapé

154

____________ ____________ ____________

4 set the mood 5 bold 6 beverage

____________ ____________ ____________

7 main course 8 side order 9 surcharge

____________ ____________ ____________

invalsi training READING B1 – MULTIPLE MATCHING

1 Read the article. Parts of the article have been removed. Choose the correct part (A-G) for each gap (1-7). There is one extra part that you should not use. The first one (0) has been done for you.

NEW TRENDS IN MENU DESIGN – HYBRID CUISINE Today more than ever, 0 . They’ve experienced a variety of ethnic cuisines and unique culinary creations. Probably a large number of attendees are health- or eco-conscious, and 1 such as dairy or gluten sensitivities. Choosing a menu that will please such a complex audience is not easy. Today’s chefs and meeting planners must consider a number of factors 2 . In fact, as Ron Stoddard, Head Chef at Summit Executive Centre in Chicago, says, ‘special requests are becoming the new normal’. What are some of the important issues you should keep in mind when designing your meeting menus? Hybrid and fusion cuisine, for example. Things have changed since the time when 3 . Today’s menus are filled with hybrid options that mix the styles and flavours of various traditional techniques 4 . This might look like Teriyaki Steak Tacos, burgers with kimchi, and Korean BBQ sauce. Guests may find a variety of flavour options and styles of food available on one plate or buffet table. From finger foods to delicate tapas to vegetables with unique dipping sauces, all types of hybrid cuisine are making menu design ever more varied and impressive.

‘Cultural diversity now has a huge influence in the structure and content of the menu. Italian, Indian Mexican, Thai, Chinese and many other global influencers interest the palate,’ says George Hill, awardwinning chef and licensed member of the Australian Institute of Technical Chefs. ‘Passionate cooks are never lazy, 5 , even when cooking simply.’ For conference and meeting planners with an international mix of attendees, planning for a variety of styles of cuisine 6 . Some venues plan a weekly rotation of ethnic-inspired dishes around a theme, but it’s also common to find all types of food offered at once on a buffet or at various points throughout a meeting. ‘Look how the Hawaiian trend of poke (pronounced pho-keh) bowls is becoming fashionable,’ said Mark Ralph of Warwick Conferences in Coventry, UK. ‘This healthy, trendy street food 7 .’

A meeting and conference guests have sophisticated tastes B they are always looking for new experiences C to create new and exciting combinations that guests remember D can be easily adapted in a Build Your Own Buffet E are very popular F various ethnic cuisines and cooking techniques were segregated G beyond just presenting a pretty plate H many have dietary restrictions I can help create the type of menus that please crowds

0 ____ ____ ____ ____ ____ ____ ____ ____

LISTENING B1 – MULTIPLE-CHOICE QUESTIONS

2.05 Listen to a waiter at Odette’s explaining the tasting menu. Choose the correct answer (A, B, C or D) for

questions 1-6. Only one answer is correct. The first one (0) has been done for you. You will hear the recording twice. 0 The customer has been to Odette’s... A once C never B many times D twice 1 The customer... A asks the waiter to explain the tasting menu. B is grateful he is going to explain the tasting menu. C doesn’t want him to explain the tasting menu. D wants to order from the main à la carte menu. 2 The wine is paired with each course by... A an external wine expert. C the sommelier. B the chef manager. D the waiter. 3 Portions are small... A so you are able to eat everything. B for health reasons.

C to reduce cost. D so you can enjoy them together. 4 All the ingredients are... A local. C organic. B seasonal. D all of the above. 5 The chef’s table is where... A some customers sit and watch the chefs cooking. B the chef sits when he is on his break. C the regular customers sit with the chef. D the customer can prepare each course of the menu with the chef. 6 The waiter is... A impolite. C rude. B helpful. D funny.

155

9 diet and nutrition Healthy eating The Eatwell Plate was launched by the British Food Standards Agency (FSA) in 2007, with the aim of creating a healthy eating model for the UK. It replaced the previous 1994 UK Department of Health model, ‘The Balance of Good Health’, which was also illustrated as a segmented plate. The Eatwell Plate was updated as the Eatwell Guide in 2016, in line with the most recent nutritional guidelines, which follow here:

HAVE SOME MORE Processed foods often contain high levels of salt, sugar or fat and have very little nutritional value. Processed food is not just takeaways or ready meals; it can also be breakfast cereals, sweet and savoury snacks or tinned foods, so you should always check the labels carefully. 1

1 We should eat at least five portions a day of fruit and vegetables, because they contain vitamins and minerals, which are important to keep our body and mind healthy, and fibre, which helps digestion and makes us feel fuller so we eat less. Fruit and vegetables are also low in fat and calories so they help reduce the risk of heart disease, diabetes and obesity.

Raisins

GET STARTED

1 Read the texts on pages 156-157. What should we eat lots of and

Chopped t omatoe s

what should we avoid as part of a healthy diet?

READING COMPREHENSION

2 Read the texts again and complete these sentences.

Frozen peas

1 We should eat at least five __ __ __ __ __ __ __ __ of fruit and vegetables a day. 2 Fruit and vegetables are good for us because they are low in fat and __ __ __ __ __ __ __ __. 3 Carbohydrates like potatoes, bread, rice and pasta give us __ __ __ __ __ __. 4 __ __ __ __ __ __ __ __ __ __ varieties of pasta, bread and rice are healthier for us. 5 The high levels of calcium in milk, cheese and yoghurt are vital for strong __ __ __ __ __. Crisps 6 The __ __ __ __ __ __ __ __ __ fats in dairy products can Sauce make us overweight and increase the risk of heart attacks and strokes. 7 Meat, fish, eggs and beans are full of __ __ __ __ __ __ __. 8 We should avoid too much fatty or sugary food Eat less often and and __ __ __ __ __ __. in small amounts

156

Lent

Tuna

Plain nuts

Beans lower salt and s ugar

Chick peas

theory / Diet and Nutrition 2 We should also eat a lot of potatoes*, bread, rice, pasta and other starchy foods because they contain carbohydrates, which give us energy, but also fibre, calcium and vitamin B. Some starchy foods are high in fat, but still healthier than fatty foods. Wholegrain varieties like brown rice, wholemeal bread and pasta are particularly healthy. 3 We need to eat some milk and dairy foods because things like cheese and yoghurt provide good sources of protein, which our bodies need for growth and repair, and even higher levels of calcium, vital for strong bones. However, the fat in dairy products is saturated and this can make us 2overweight and raise levels of cholesterol in the blood, increasing the risk of heart attacks and 3strokes. 4 We should eat some meat, fish, eggs and beans, as they are full of protein, vitamins and minerals. Red meats, like beef and mutton, contain iron and vitamin B12, but they are high in saturated fats. So it is important to eat lower-fat white meats like turkey and chicken. Fish is a good alternative protein as it is low-fat and contains fatty acids which prevent heart disease. Eggs, beans and meat substitutes like soya are also good for proteins and vitamins.

Potatoes are vegetables, but are often classified as starchy foods. But unlike other carbohydrates such as bread and pasta, they are rich in fibre, vitamin B, C, potassium and magnesium and are particularly nutritious when eaten baked with their skins left on.

processed foods cibi confezionati overweight sovrappeso 3 strokes ictus 4 fizzy frizzanti 1

5 We should not eat too much food like cakes, biscuits or chocolate, which is high in fat or sugar, and we should have water instead of 4fizzy and sugary drinks. Last but not least, we should avoid too much fast food. The Slow Food Movement, p. 171

VOCABULARY

3 Read the texts again and put the foods in the correct group

according to their principal nutrient. Can you add any more of your own?

Calcium Carbohydrates Fats and Sugars Protein Vitamins and Minerals

Potatoes

Whole grain l cerea

CRITICAL THINKING & SPEAKING

Cous Cous

presented. Do you agree that the food we eat can affect our mood? Use the questions below to help you.

Whole wheat pasta

Porridge

Rice

tils

Many people turn to comfort foods like ice cream, cakes, crisps or chocolate when they’re feeling down. In reality a lot of studies show that a diet with plenty of added salt, sugar and fat, can be more likely to lead to symptoms of depression and anxiety. Instead, eating more fruit and veg and following a healthy diet will affect our mood and make us feel better.

Spaghetti

L o w f at s o f t ch e es e

n Leaince m Semi skimmed

Soya drink

MEDIATING CONCEPTS

4 Work in small groups. Read this excerpt and discuss the idea

Bagels

milk

milk, __________________________________ potatoes, ______________________________ cakes, _________________________________ beef, __________________________________ apples, ________________________________

Plain Low fat y o g hu r t Veg O il

Lower fatad spre

Oil & spreads

Choose unsaturated oils and use in small amounts

• • • •

What do you eat when you are sad? How does it make you feel? How do you feel when you eat a healthier diet? Do you think a good diet is crucial to good mental health? Why/Why not?

157

theory

The Mediterranean diet 1 ______________________________

Many experts consider the Mediterranean diet to be one of the healthiest in the world. Scientists noticed that people living in the Mediterranean coastal region, stretching across Europe from Spain to the Middle East, tended to be healthy and have long lives, primarily because of their diet and lifestyle. Long associated with general health, the Mediterranean diet can also aid weight loss if eaten in moderation.

2 ______________________________

Mediterranean cuisine varies by region, but the basic principles of a Mediterranean diet are: pulses and wholegrain carbohydrates every day; lots of fruit and vegetables; a handful of nuts every day; low-fat varieties of dairy products; extra virgin olive oil, not butter or lard; fish, more than twice a week; more fish and poultry than red meat; less than four eggs per week; a moderate intake of wine and lots of water to drink. Above all, most foods included in the Mediterranean diet are fresh and seasonal, as opposed to highly processed. Preparation methods tend to be simple and foods are rarely deep fat fried. The wide variety of delicious foods makes it a perfect long-term diet to adopt, as long as portions are not too large.

3 ______________________________

The Mediterranean diet is now included among UNESCO’s intangible cultural heritages* as it 1encompasses far more than just good, healthy food. It is a way of life, which includes leisurely dining and regular physical activity. It promotes social interaction, exchange of knowledge and culture, respect for the environment and biodiversity, as well as the development of traditional skills such as fishing and farming. Particular examples of these characteristics have been identified by the United Nations in the Mediterranean communities of Soria in Spain, Koroni in Greece, Cilento in Italy and Chefchaouen in Morocco.

There is an international agreement among some United Nations Educational, Scientific and Cultural Organization (UNESCO) members to preserve culture ‘inherited from our ancestors and passed on to our descendants, such as traditions, performing arts, social practices, rituals, festive events, knowledge and practices concerning nature and the universe’ (UNESCO). Every year new ones are selected.

QUICK BITES There are many Mediterranean diet apps that you can download for free on your smartphone or tablet. There are also online Mediterranean meal plans, with dietary advice and recipes.

encompasses comprende

GET STARTED

INVALSI Read the texts and match each question to a paragraph.

A Why is the Mediterranean diet so much more than just a diet?

B What is a Mediterranean diet? C What can you eat as part of the Mediterranean diet?

READING COMPREHENSION

2 Read the texts again and answer these questions. 1 2 3 4

158

What do experts think of the Mediterranean diet? Which countries are associated with a Mediterranean diet? Which foods are typical of a Mediterranean diet? What is absent from a Mediterranean diet?

5 What kind of foods does the Mediterranean diet emphasise? 6 Why has the Mediterranean diet been included in UNESCO’s intangible world heritages?

Diet and Nutrition RICH in

Other types of diet

LOW in

Japanese diet • fermented food • dairy • fruit • grains (e.g. rice) • sugar • fresh vegetables • processed foods • fish and soya

A JAPANESE DIET Japanese people have one of the highest life expectancies in the world and this is largely due to their healthy diet according to recent research by the British Medical Journal. The traditional Japanese diet is based on fresh, unprocessed foods and very little refined sugar. It also includes a wide range of fermented foods, essential for 1gut health, and green tea, which 2boosts your immune system. The Japanese also have a healthy attitude to food and eating, serving small portions of food in bowls. This is summed up by a saying: hara hachi bu, which means ‘eat until you are 80% full’.

Nordic diet • fresh and fermented fish • sugar and salt • local fruit and • processed foods vegetables • fibre • lean meat • cereals • lean meat • vegetables

B NORDIC DIET A recent study in The American Journal

West African diet • calories • processed foods

French diet • fresh fruit • processed foods • fresh vegetables • wholegrain cereals • beans and pulses • fish • lean meat • healthier fats (e.g. virgin olive oil)

of Clinical Nutrition showed that a Nordic diet is comparable to the benefits of a Mediterranean diet, reducing the risks of developing chronic health conditions. It typically includes rye bread, oily fish, game meat and poultry, legumes, root vegetables, berries such as 3rose hip or 4loganberries, wholegrain cereals, alternative oils such as canola and rapeseed, fermented milk and cheese products.

C WEST AFRICAN DIET Researchers at the

D FRENCH DIET This diet creates a paradox for nutritionists

University of Cambridge have found the West African diet of countries such as Mali, Chad, Senegal and Sierra Leone, to be amongst the healthiest in the world. Typical dishes include Jollof rice, a spicy dish of rice, chicken, vegetables and spices; groundnut stew, made with chicken and peanuts; dried and smoked fish; and yams, which are similar to sweet potatoes.

as it is high in saturated fat such as cheese but leads to very low rates of heart disease and obesity. The key to the mystery might lie in the lack of processed foods and in the small portion sizes and therefore lower calorie intake. Typically the French diet contains plenty of fresh fruit and vegetables, wholegrain cereals, beans and pulses, fish and lean meat, as well as healthier fats like virgin olive oil, together with small portions of bread, cheese, dark chocolate, wine or just water or tea. gut health la salute digestiva boosts rafforza 3 rose hip cinòrrodo 4 loganberries loganberry (incrocio mora-lampone) 1

GET STARTED

1 Read the texts. What do all the diets have in common? READING COMPREHENSION

2 Read the texts and the table above again and decide which diet (A-D): 1 encourages people not to eat too much. 2 has little or no processed foods. 3 includes fermented foods.

SPEAKING

_____ _____ _____

4 is surprisingly high in saturated fats. 5 is accompanied by tea. 6 is low in calories.

_____ _____ _____

MEDIATING COMMUNICATION

3 Work in pairs. Discuss the most common diet in your country and compare it with the diets presented here. 159

theory

Alternative diets Apart from the well known Eatwell Guide, recognised as a balanced and healthy diet, there are other alternative diets, which reflect people’s beliefs, philosophies and personal needs, or simply follow trends. Here are some of the major ones:

VEGETARIAN DIET

VEGAN DIET

Philosophy: against killing animals for food or intensive meat farming, for ethical, religious, health or environmental reasons. Food eaten: meat substitutes; products derived from animals such as eggs, milk, cheese and yoghurt; nuts, cereals, pulses, fruit and vegetables. Food not eaten: fish or meat. Positive aspects: a varied, healthy and sustainable diet, with plenty of iron from eggs, pulses, dried fruit and dark-green vegetables, and calcium from dairy products. Negative aspects: a lack of vitamin B12 found naturally in animal products.

Philosophy: a way of living which tries to exclude all forms of 1exploitation of and cruelty to animals for food, clothing or any other purpose. Food eaten: a plant-based diet including meat substitutes, nuts, fruit, vegetables, seeds and pulses. Food not eaten: fish, meat, eggs, butter, cheese, honey or any products derived from animals. Positive aspects: a healthy, low-fat, sustainable diet. Negative aspects: it can lack nutrients such as vitamin B12, calcium and iron. exploitation sfruttamento

HAVE SOME MORE There are many different vegetable-based meat substitutes on the market today. Quorn is probably the most popular vegetable protein in the UK. It is made from an edible fungus, has a versatile texture and is low in fat. Seitan is a slightly chewy vegetable protein made from wheat gluten. It has a high protein content, comparable to real meat. Tofu is a soft white substance made from mashed soya beans, widely used in South East Asian cooking. It is high in protein and low in calories. Tempeh is an Indonesian dish made by deep fat frying fermented soya beans. It is also a good source for iron, calcium, protein and vitamin B12.

GET STARTED

1 Read the texts on pages 160-161. Which of these foods are suitable for a vegetarian (V), vegan (VG), macrobiotic (M) or raw (R) diet? 1 cheese ____ 2 meat substitutes ____

3 cooked vegetables ____ 4 nuts ____

5 eggs ____ 6 raw fish ____

7 honey ____ 8 raw milk ____

READING COMPREHENSION

2 Read the texts again. Decide if these sentences are T (true) or F (false). Correct the false ones. 1 You can eat foods derived from animals on a vegetarian diet. 2 A vegan diet does not lack any nutrients. 3 The macrobiotic diet was started in Japan. 4 Macrobiotic foods should be local and contain no toxins. 5 Foods for a raw diet should never be cooked at all. 6 There is a risk of bacteria when following the raw food diet.

160

T F

• • • • • • • • • • • •

Diet and Nutrition

MACROBIOTIC DIET

RAW FOOD DIET

Philosophy: George Ohsawa, a Japanese philosopher, popularised the diet in the 1930s, believing that a simple, healthy diet could help us live in harmony with nature and prevent serious illnesses. Food eaten: generally organic and vegan whole grains; locally-grown, organic, seasonal fruit and vegetables; pulses, seaweed, soya, tofu, nuts and seeds (some macrobiotic diets include fish). Food not eaten: food which is not local and seasonal or food that contains toxins. Positive aspects: a healthy diet, as it is low in fat and cholesterol. Negative aspects: it can lack nutrients such as calcium, protein and iron.

Philosophy: a belief that the healthiest food is uncooked, or only slightly heated, to avoid changes in food enzymes, which help us to digest food and absorb its nutrients. Food eaten: raw fruit and vegetables; germinated cereals and pulses; nuts; raw milk and honey; as well as raw fish or meat (e.g. sashimi and carpaccio). Food not eaten: anything cooked or heated above 40-46°C. Positive aspects: a healthy way of eating food, because too much cooked food can cause digestive problems or obesity. Negative aspects: it can be dangerous because bacteria are not killed during cooking.

VOCABULARY

3 Find the synonyms of these words in the texts. 1 come from 2 good for the environment 3 unkindness

_________________ _________________ _________________

4 balance 5 natural 6 uncooked

_________________ _________________ _________________

LISTENING

2.06 Listen to an expert talking about three more alternative diets and complete these fact files.

Fruitarian diet

Dissociated diet

Paleo diet

Philosophy: the idea of physical balance through diet, herbal treatments and breathing

Philosophy: separating carbohydrates and (4) ______________ within the same meal

Philosophy: based on the diet of our huntergatherers ancestors

Food eaten: fresh fruit, (1) ______________, particular spices and oils for cooking

Food eaten: (5) ______________

Positive aspects: low in (2) ______________ Negative aspects: not very (3) ______________

Positive aspects: you can (6) ______________ Negative: it lacks vital nutrients

Food eaten: meat and (7) ______________, eggs, nuts, (8) ______________, fruits, vegetables, herbs and spices Positive aspects: generally (9) ______________ Negative: you need to (10) ______________

SPEAKING

5 Prepare a short oral presentation about alternative diets. Consider: • the philosophies behind each one • the main characteristics

• the advantages and the disadvantages • which you would choose to follow and why How to give a presentation, p. 299

161

theory

Religious dietary choices Many people follow special dietary restrictions because of their religion. Here are some of the main ones: Hindus believe in the sacredness of all life and therefore most follow a vegetarian diet, avoiding all meat, fish or products derived from animals. Beef in particular is forbidden as the cow is considered a sacred animal. Orthodox Hindus also abstain from alcohol, caffeine and strong flavoured foods such as onions and garlic. Buddhists can eat fish and meat, but many are vegetarians as they are forbidden from harming or killing living things. Some Buddhists do not even eat root vegetables such as potatoes, carrots and onions, because the plant dies when picked. Some also avoid eating strong flavoured foods, beef or meats from large or exotic animals, drinking alcohol or indulging in excesses. Halal (allowed) food is prepared according to Muslim law. Food and drinks which are haram (not allowed) comprise alcohol and any foods derived from pork or animals improperly slaughtered. Followers of Christianity have relatively few restrictions on their diet, apart from abstaining from eating meat or sweet foods during Lent, the forty-day period before Easter. However, strict Roman Catholics and Orthodox Christians fast or eat fish rather than meat on certain days, often Fridays, and some Protestant and Evangelical Christians avoid drinking alcohol or caffeine altogether.

Kosher food is prepared according to Jewish law, which means that dairy and meat products should not be mixed; and utensils used to prepare these different food types should also be kept separate, in accordance with good health and hygiene practice. In addition to this, pork, shellfish or animals slaughtered in a non-kosher way should not be consumed at all. More recently, kosher food has become popular with non-Jews worldwide for a variety of reasons including health, food hygiene and the traceability of the food, and not for religious reasons.

Sikhs can choose whether or not to eat meat, but they cannot eat meat slaughtered according to Muslim or Jewish laws; so no kosher or halal meat. However, in the community kitchens called langar of the gurdwaras, the Sikh temples, only vegetarian food is served, without any animal flesh, making it accessible to all people of all religions and cultures.

HAVE SOME MORE Although Muslims fast during other times of the year, Ramadan is the only time when fasting is considered obligatory and people do not eat or drink during the hours of daylight. This is intended to increase self-control, to cleanse the body and mind and to make you reflect about the suffering of the poor. Eid-al-Fitr is the festival which marks the end of Ramadan.

GET STARTED

1 Read the texts. Which religious groups follow these diets? 1 halal _____________

READING COMPREHENSION

2 kosher _____________

3 vegetarianism _____________

MEDIATING TEXTS

2 Read the texts again and complete the table. Type of diet Hindu

162

Religious belief sacredness of all life

Ingredients to avoid all meat, fish or products derived from animals; alcohol, caffeine and strong flavoured foods (e.g onions and garlic)

Diet and Nutrition

Teen and sport diets

Eating disorders

TOP TEN TIPS FOR TEENAGERS 1 Watch your portion size Our portions are bigger today than ever before. Avoid this by choosing a bowl or not filling up your plate. Don’t go back for seconds or eat leftovers, keep them for the next day!

6 Stay hydrated Aim to drink 6-8 glasses of unsweetened fluids a day. Choose water, low-fat milk and vegetable juices, rather than sweeter fruit juices or smoothies.

2 Get your five a day As a teenager you should aim to eat at least five portions of a variety of fruit and vegetables every day to give you vital vitamins and minerals for growth and repair.

7 Avoid taking supplements Young people need many nutrients such as iron and calcium to grow and develop properly. They naturally occur in food such as: red meats and bread (iron), dairy products and green vegetables (calcium).

3 Don’t skip breakfast It gives you energy and helps sustain you during the day. It also improves concentration at school or college. Skipping breakfast makes you more likely to eat unhealthy snacks to fill you up.

8 Avoid 1fad diets Eat a well-balanced, healthy diet following the Eatwell Guide. Do not follow diets promising you quick weight loss, because they only work short term and can badly effect your health.

4 Cut back on salt Your body needs some salt, but too much salt can cause health problems in later life. Aim to eat no more than 6g or 1 teaspoon of salt every day and be careful of hidden salt in processed food and junk food.

9 Be active every day Along with healthy eating, being active and sitting less is an important part of maintaining a healthy weight and a fit body. Walk or cycle instead of taking the bus. Avoid lifts and walk upstairs.

5 Avoid sugary drinks or snacks According to the World Health Organisation (WHO), sugar should not make up more than 5% of your daily food intake, that’s 25g or about 6 teaspoons. Drink water and eat fresh fruit or nuts instead.

10 Go outside You also need vitamin D to help keep your bones and teeth healthy. You get this from sunlight, which by the way is outside and away from digital screens!

fad diets diete lampo

GET STARTED

1 Read the text and put a ✔ for DO and a ✘ for DON’T.

• Eat small portions. • Add salt to your diet. • Avoid sugary drinks. • Take supplements. • Go on a diet.

VIDEO

Watch the video and tick (✔) the true sentences. Then correct the false ones. 1 • You don’t need to change your diet if you practise sport. 2 • C arbohydrates, proteins and hydration are the three most important areas of sports nutrition. 3 • Carbohydrates should make up 40% of your total calorie intake. 4 • L ean meat, fish, shellfish and eggs are all good forms of protein. 5 • You can’t get protein from vegetables. 6 • It is important to drink lots of water after training.

SPEAKING & WRITING

3 Work in pairs. Ask your partner about what he/she eats every day and take notes. Then write a short report about your partner’s diet. It should also include your opinion of how healthy or unhealthy his/her diet is. How to write a report, p. 298

163

theory

Special diets for food allergies and intolerances According to the World Food Organisation (WFO), 1 to 3% of adults and 4 to 6% of children suffer from food allergies. Food allergy is when the immune system generates a bad reaction to specific proteins found in food. Any food can potentially cause an allergic reaction, but there are eight types of foods that are responsible for the majority of food allergies. These are gluten, crustaceans, eggs, fish, peanuts, soybeans, milk and tree nuts. Food intolerance is a bad reaction to a sort of food or ingredient every time a person eats it, particularly in large quantities. This is not the same as a food allergy, because it generally affects the digestive system and not the immune system. Food intolerance occurs when the body cannot deal with a certain type of foodstuff, because it does not produce enough of the specific chemical or enzyme it needs to digest that food. One of the most common intolerances is to cowâ&#x20AC;&#x2122;s milk. People with a shortage of the enzyme lactase cannot digest the sugar lactose and this can lead to serious symptoms. Another common deficiency is of an enzyme called alcohol dehydrogenase, so people affected become ill after drinking even a little alcohol. Many people are also gluten intolerant, which leads to coeliac disease, an inflammation of the digestive tract. Other intolerances can be to chemical preservatives or additives in food and drinks such as sulphites, monosodium glutamate, caffeine or aspartame. The main difference between food allergy and food intolerance is that allergies produce specific symptoms, which usually develop within minutes of eating the food, while an intolerance produces more general symptoms that can develop several hours after eating. Another difference is that only a very small quantity of food is needed to cause a food allergy, whereas you would usually need to eat a larger amount of food to cause intolerance. The symptoms of a food allergy can be lifethreatening, whereas the symptoms of a food intolerance are unpleasant but not usually dangerous. Therefore it is important for caterers to be aware of common allergies and intolerances, so they can provide safe eating options for sufferers.

HAVE SOME MORE Since December 2014 The Food Information Regulation has made it mandatory to label the 14 main food allergens on pre-packed foods. These are: celery, cereals containing gluten, crustaceans, eggs, fish, lupins, milk, molluscs, mustard, nuts, peanuts, sesame seeds, soya and sulphur dioxide.

QUICK BITES There are strong genetic links to food intolerances. Lactose intolerance is less common in north and west European than in Asian, African, native American and Mediterranean populations. Alcohol intolerance is common among Asian people, about 50% are affected.

GET STARTED

1 Match these words to their definition. Then read the text and check your answers. 1 food allergy 2 food intolerance

164

a it produces specific symptoms within few minutes after eating the food b it produces general symptoms even after several hours

Diet and Nutrition

READING COMPREHENSION

MEDIATING TEXTS

2 Read the text on page 164 again and complete these fact files. Food allergy Caused by ___________________________________________________________________________________________ Affects ___________________________________________________________________________________________

Food intolerance Caused by ___________________________________________________________________________________________ Affects ___________________________________________________________________________________________

3 Answer these questions. 1 2 3 4

What proportion of people suffer from food allergies? What can a deficiency of the enzyme dehydrogenase cause? What are the main differences between food allergies and food intolerances? Do you or does any of your family/friends suffer from a food allergy/intolerance? What diet do you/they have to follow?

VOCABULARY

4 Find the English equivalents of these words in the text. 1 2 3 4 5

sistema immunitario reazione allergica sistema digestivo enzima celiachia

________________ ________________ ________________ ________________ ________________

6 7 8 9 10

infiammazione sintomi mortale sgradevole persona affetta

________________ ________________ ________________ ________________ ________________

LISTENING

2.07 Listen to a nutritional expert talking about coeliac disease and choose the best answer.

1 What causes coeliac disease? A any proteins B gluten C gluten and similar proteins 2 What are the finger-like projections, called â&#x20AC;&#x2DC;villiâ&#x20AC;&#x2122;, unable to do in coeliac disease sufferers? A absorb food B eliminate food C hold food 3 Which people are often affected by coeliac disease? A Indian subcontinent people B South African people C Westerners 4 How can doctors diagnose coeliac disease? A By means of a skin prick test. B By means of a blood test. C Removing gluten from the diet. 5 How can the disease be cured? A with drugs B through diet C it cannot 6 What kind of foods must people with the disease avoid? A dairy products B pasta C nuts 7 What kind of foods can be included in a coeliac diet? A bread B cake C rice

SPEAKING

6 Prepare a short oral presentation about food allergy and food intolerance. Explain the difference between the

two and give examples of the causes, symptoms and management of each. Explain what indications you would place on a menu to warn customers of ingredients which might trigger a reaction and what dishes you would include to ensure that people with the most common food allergies and intolerances were catered for. How to give a presentation, p. 299

165

9 Flipped classroom

Getting to know food intolerances A head chef and a food nutritionist are talking about food intolerance. HC = Head chef; N = Nutritionist HC Thanks for coming into the kitchen today to give us some advice for a coeliac-friendly menu. N No problem – it’s my job! So, let’s see what you know already. HC I know coeliacs are gluten intolerant. N Yes, that’s right, but you probably don’t realise how many things contain gluten. It’s in most of the main grains: barley, wheat, rye, spelt, semolina... and flours made from those grains. HC But oats are OK, right? N Some coeliacs can’t eat oats, but they can all eat buckwheat, cornmeal, millet, quinoa, tapioca and rice of course. HC And flours derived from those grains. N Yes, but you also need to be careful when using baking powder, because that can contain gluten too. Always choose a gluten-free version. HC Got it! I guess meat and fish dishes are all OK. N Yes, just as long as they are not processed and they’re not coated in breadcrumbs or batter. HC I hadn’t thought of that! N It’s an easy mistake! The same is true for dairy products and fruit and veg.

Before the lesson, go to the and practise the dialogue with the karaoke. Underline the expressions used to ask and give information about a special diet.

HC It’s fine as long as it’s unprocessed. N That’s correct. But you also need to be careful that raw materials don’t come into contact with food containing gluten. HC There’s a lot to think about! N There certainly is! Fats and oils are fine apart from suet, which is coated in wheat to preserve it. You should also avoid condiments such as soy sauce and brewed alcohol such as beer, ale or lager. HC I will... Is there anything else to exclude from the menu? N Well, there are some pre-prepared foods that are best avoided on a coeliac menu. Things like popcorn, dry roasted peanuts, lemon curd, any blended seasoning or sauces or stock cubes. HC That’s not a problem. We don’t use any pre-prepared foods in our kitchen. N Good! HC Thanks for all your advice. I’ll draft a menu and let you take a look at it.

GET STARTED

2.08 Read and listen to the conversation. Which type of food intolerance are they talking about?

• alcohol • gluten • lactose

READING COMPREHENSION

2 Read the conversation again and write a list of ingredients a coeliac menu can and can’t contain. 166

lab / Diet and Nutrition VOCABULARY

3 Make new compound words out of these words. crumbs – wheat – cubes – friendly – free – powder – materials – prepared – sauce

1 coeliac-______________ 2 buck ________________ 3 baking ______________

4 gluten-______________ 5 bread _______________ 6 raw _________________

7 soy ________________ 8 stock ______________ 9 pre-________________

Talking about special diets Giving information

Asking questions about dietary needs

• You probably don’t realise how many things contain gluten/nuts/ soya/milk... • Did/Do you know that there’s celery/shellfish in... ? • You also need to be careful when using ... because that can contain/come into contact with ... too. • Always choose a gluten-free/lactose-free/soya-free version. • It’s/They’re fine as long as it is not/they are not processed and it’s not/they’re not coated/dipped in... • Fats and oils are fine apart from suet, which is/because it is coated in wheat to preserve it. • You should also avoid condiments such as soy sauce. / Add brewed alcohol like ... to your list. • There are some pre-prepared foods that are best avoided unless...

Head chef/Waiter • Does anybody have any (special) dietary needs? • I’ll tell the chef about your needs/requirement immediately. • This dish contains two allergens: lactose and gluten. • We have lactose-/gluten-free dishes such as... • Otherwise I can suggest you choose/opt for... • As you can see from the food label on the bread/wine/beer, there is the Crossed Grain symbol/vegan symbol etc.

Talking about symptoms • He/She is having trouble breathing/has got a stomach ache/swollen lips/tongue/has come out in spots/has had an anaphylactic shock... • How do you feel? / Are you OK? / What’s the problem?

PHRASEOLOGY

4 Complete these sentences with the missing words. 1 2 3 4 5 6

I can eat pre-prepared foods as long __________ I prepare them myself. Most meat substitutes are fine for coeliacs apart __________ soya. Pre-packaged foods are __________ avoided unless you’re sure of the ingredients. Is there anything else __________ exclude from the menu? You must be careful __________ cooking with nuts. I can’t eat sauces __________ they contain dairy products.

5 Read the prompts in brackets and complete the conversation about dietary needs. Use the functions language above to help you.

Waiter (ask about dietary needs) (1) ________________________________________________________________ Customer Yes, my son is allergic to nuts and is lactose intolerant. Waiter (say you will tell the kitchen staff) (2) ________________________________________________________________ Customer Thank you. Does the Butter Chicken contain nuts? Waiter (say yes and recommend alternatives) (3) ________________________________________________________________ Customer Can you also check the food labels on the bread, please? Waiter (explain the allergen labels are on the menu) (4) ________________________________________________________________ Customer Please make sure the dishes are suitable for my son because he can have trouble breathing. Waiter (reassure the customer) (5) ________________________________________________________________

167

lab SPEAKING

6 Work in pairs. Role play the following conversation. Customer

Waiter

Di’ al cameriere che sei allergico agli arachidi.

Rispondi che informerai subito la cucina.

Chiedi un consiglio su quali piatti evitare.

Rispondi che c’è un elenco sul menù.

Chiedi di essere rassicurato che i piatti siano preparati separatamente.

Rispondi di non preoccuparsi.

Spiega quale reazione potresti in caso avere.

Rispondi che lo staff ne è al corrente.

7 Work in pairs. Take turns to role play a customer and a waiter discussing suitable menu choices for a person with the following food allergies, intolerances or dietary choices.

lactose intolerance – sulphur dioxide – shellfish allergy – vegan

Customer Waiter

I’m lactose intolerant. Can you recommend what dishes to choose on the menu? Certainly, madam...

8 Find or create your own version of a well known recipe and produce the food label following the new labelling

regulations, identifying the allergens (or even possible contaminations) that could be in the dish. Then present your recipe to the class.

WRITING

9 Make your own dish, take a picture and prepare to post it online on your webpage section ‘for students’, or to present it in poster-form to the class (with ingredients and procedures). Your dish could be selected as best student dish!

10 Work in pairs. Your head chef has asked you to draw up some menu ideas for a special macrobiotic evening.

In your proposed menu, you should include three starters, three main courses and three desserts. Remember! The dishes should all respect the principles of macrobiotics (non-toxin, seasonal, local, organic produce).

11 Work in small groups. Surf the Net for recipes you could include on a menu suitable for Orthodox Hindus,

Buddhists, Muslims and Jewish people and write them. Then decide which ones are better from a nutritional point of view to be served to people fasting during the day, for example at Ramadan. Ask your food technology teacher for advice.

12 Work in pairs. You are responsible for preparing dinner for your country’s team the night before the start

of the Olympic Games. Write a balanced menu with a starter, main course, side dish and dessert which meets the criteria of a sports diet of being nutritious, energy-boosting, as well as tasty.

COMPITO DI REALTÀ – Making a class survey Work in small groups. Write a questionnaire about your class eating habits. Then prepare a short report to feed back to the class. This could be compiled in a class poster. In the questionnaire you should consider: • food they eat, when and how much • whether or not this varies according to activity, day, mood, time, etc.

168

• food they avoid and why (diet, intolerance, taste, religion, belief, etc.) • what changes they should make to their diet and why

ma ste rin g rec ipe s

Diet and Nutrition

Healthy recipes

Baked figs & goat’s cheese with radicchio Ingredients ●

6 figs

●

______________________________

●

______________________________

●

______________________________

●

______________________________

●

______________________________

●

______________________________

Method Cut 6 figs into halves and place on foil. Slice 200g of soft goat’s cheese and arrange on figs. Bake for 15 mins at 180°C until the cheese is melted and lightly browned. For the dressing, mix 6 tbsp of olive oil and 6 tbsp of balsamic vinegar and season. Put a couple of radicchio leaves on a serving plate. Remove the figs from the oven and place on the radicchio leaves. Scatter walnut pieces on top, drizzle with the dressing and serve warm.

1 Read the recipe for Baked figs & goat’s cheese with radicchio and complete the list of ingredients you need to make it.

Mussels steamed with cider and bacon Method Clean 1 ½ kg mussels under cold running water until it runs clear and scrub if necessary. Pull the ‘beard’ away from each individual mussel, discarding any damaged ones. Heat a small knob of butter in a large pan and then fry 140g of chopped bacon for 4 mins. Turn occasionally until it starts becoming crisp. Throw in two finely sliced shallots and a bunch of thyme leaves and cook until softened. Turn the heat up and add the mussels to the pan, pouring over 150ml cider. Place the lid on the pan and give it a good shake. Cook the mussels for 5-7 mins or until all the mussels have opened. Discard any that haven’t. Use a slotted spoon to scoop the mussels into bowls and place the pan back on the heat. Bring the juices to the boil and stir in 2 tbsp crème fraiche (optional). Pour the sauce over the mussels. Serve with hunks of crusty bread to mop up the sauce.

1 Read the recipe for Mussels steamed with cider and bacon and decide if these sentences are T (true) or F (false). 1 Choose a small pan as the mussels will reduce. 2 Heat the butter before adding the chopped bacon to the pan. 3 Roughly chop the shallots. 4 Add the cider as soon as you add the mussels. 5 Scoop all the mussels into the bowls, even those that aren’t open. 6 You don’t have to add crème fraiche.

T F

• • • • • • • • • • • •

2 Write your own healthy recipes: a starter, a main course and a dessert. When you finish, display it for the rest of the class to see and decide which you like best.

169

revise vocabulary

1 Put the foods in the box into the correct column according to their principal nutrient. apple – beef – biscuit – bread – butter – cake – carrot – cheese – chickpea crème fraîche – egg – fish – milk – oil – pasta – potato – rice – spinach – tomato – yoghurt

Calcium

Carbohydrates

Fats & Sugars

Protein

Vitamins & Minerals

__________________ __________________ __________________

2 Complete these sentences with the words in the box. exchange – handful – leisurely – moderation – social interaction

1 2 3 4 5

Experts agree that you can eat most things in _________________________________. We enjoy a _________________________________ breakfast at weekends. Even a _________________________________ of fruit or vegetables can help improve your diet. When people eat dinner in front of the TV, there is very little _________________________________. When I meet up with my friends, we regularly _________________________________ good recipes.

3 Complete these sentences with the words in the box. carnivores – dissociated – fruitarians – herbivores – macrobiotics – omnivores – rawists

1 2 3 4

Omnivores eat both plants and animals. __________ only eat plants. __________ only eat animals. __________ eat foods without toxins.

5 __________ eat uncooked foods. 6 __________ eat fruit and nuts. 7 People who follow a __________ diet separate carbohydrates and proteins.

4 Complete the table with the missing words. + adjective

– adjective

1 kind

unkind

unnatural

3 healthy

+ noun kindness

– noun unkindness unnaturalness

healthiness

unhappy

unhappiness

unhelpful

unhelpfulness

5 Read the clues and write the names of the religious diet described. 1 a diet, excluding pork, alcohol and animals improperly slaughtered 2 a diet which separates meat and dairy and excludes pork, shellfish and animals improperly slaughtered 3 a mostly vegetarian diet excluding beef, alcohol and caffeine 4 a diet which is often vegetarian and avoids killing living things, even root vegetables, and avoids alcohol and other excesses 5 a diet with few restrictions except for occasional fasting and abstention 6 a diet which avoids halal or kosher food

Muslim/halal diet ________________ ________________ ________________ ________________ ________________

6 Translate these words and expressions into English. 1 cibi confezionati 2 bevande frizzanti 3 avanzi

170

________________ ________________ ________________

4 non zuccherato 5 integratori 6 dieta lampo

________________ ________________ ________________

invalsi training READING B1 – MULTIPLE MATCHING

1 Read this text about the Slow Food movement. Choose the correct heading (A-G) for each paragraph (1-6). There is one extra heading that you should not use. The first one (0) has been done for you.

THE SLOW FOOD MOVEMENT

0 D Slow Food is a global organisation, founded in 1989 to prevent the disappearance of local food cultures and traditions. Since its beginnings, Slow Food has grown into a global movement, involving millions of people in over 160 countries and working to ensure everyone has access to good, clean and fair food.

1 _____ Slow Food believes food is tied to many other aspects of life, including culture, politics, agriculture and the environment. Through our food choices we can influence how food is cultivated, produced and distributed, and change the world as a result. Slow Food imagines a world in which all people can access and enjoy food that is good for them, good for those who grow it and good for the planet. 2 _____ Slow Food was created by Carlo Petrini and a group of activists in 1986 in Italy, after a demonstration against the opening of a McDonald’s at the Spanish Steps in Rome. Three years later the international Slow Food movement was officially founded in Paris and the Slow Food Manifesto was signed. The first Slow Food International Congress was held in Venice in 1990. Today Slow Food represents a global movement involving thousands of projects and millions of people in over 160 countries. A Structure B What They Do C Philosophy D About Us

3 _____ The Slow Food international headquarters are located in Bra, Italy – the town in Piedmont where the movement was born. The association is coordinated by an International Council and by an Executive Committee. Carlo Petrini is the President of Slow Food. 4 _____ Slow Food works around the world to protect food biodiversity, build links between producers and consumers and raise awareness of some of the most pressing topics affecting our food system. These initiatives can be small and organised locally, but there are also larger projects, campaigns and events coordinated by Slow Food’s national offices and international headquarters. 5 _____ By joining Slow Food you will: • join an international network of like-minded individuals – all working towards common goals; •h elp support projects – your membership fees will keep their projects running around the world; •p lay an active role – from organising events and campaigns to taking part in local, national and international activities: volunteers are the heart of the Slow Food movement.

E Become A Member F Future G History

LISTENING B1 – SHORT ANSWER QUESTIONS

2.09 Listen to this interview with Gaz Oakley, a vegan Instagram star. Answer the questions (1-5) using a

maximum of 4 words. The first one (0) has been done for you. You will hear the recording twice. 0 1 2 3 4 5 6

What kind of dishes did Gaz Oakley create in a vegan version? What adjective does Gaz Oakley use to describe the effect of social media on Britain? What can you get from social media? How did the world change for vegan people, thanks to social media? What do a lot of people think of vegan food? What was Gaz Oakley’s nickname when he was a teenager? How many people have registered to his YouTube channel?

meat (dishes) ___________ ___________ ___________ ___________ ___________ ___________

171

10 safety procedures Food safety and food quality

HAVE SOME MORE

According to the United Nations’ Food and Agriculture Organisation (FAO) and the World Health Organization (WHO), there is a clear distinction between food safety and food quality. Food safety refers to all 1hazards that can make food dangerous to public health: inadequate food preservation, improper manipulation or exposure to various types of contamination. Food safety can only be guaranteed by following correct processing procedures and by implementing appropriate, timely monitoring and 2safeguarding measures if public health risks occur. Responsibility for this lies with each party involved in the food 3supply chain.

Consumers must take an active role in conserving and using foods correctly: they must understand the products they buy and use; they should have the correct information about how to use and consume them; and they should be able to read and interpret food labels correctly.

Food quality includes all other attributes that influence a product’s value to the consumer. This can include negative attributes, such as 4spoilage, contamination with dirt, discolouration, 5off-odours, and positive attributes such as the origin, colour, flavour, texture and processing method of the food.

hazards pericoli safeguarding salvaguardia/tutela 3 supply chain filiera 4 spoilage scarto 5 off-odours odori non naturali dovuti a deterioramento o contaminazione 1

The EU has come up with a Food Hygiene Package, based on these principles:

1 Monitoring throughout the food production chain

2 Risk analysis

3 Accountability of all parties involved

Traceability of all food products

Consumers assuming responsibility

GET STARTED

1 Read the text. What’s the difference between food safety and food quality? READING COMPREHENSION

2 Read the text again and decide if these sentences are T (true) or F (false).

1 You can cause a health risk if you don’t preserve food properly. 2 Nothing can guarantee food safety. 3 Smell, texture and colour can be positive or negative qualities in food. 4 You need to know where food comes from as part of the food hygiene package. 5 Consumers have no responsibility for food safety.

172

• • • • • • • • • •

theory / Safety Procedures

HACCP The Hazard Analysis and Critical Control Point, or HACCP food plan, is a recognised way of making sure that food safety hazards in all food businesses are managed responsibly and continuously. It is a self-regulatory system introduced in the EU in 1993 and it has been a legal requirement since 1st January 2006. Its main areas of focus are food processing, preparation, storage and serving, all of which must take place under strict health and safety conditions to ensure public health and safety. The hazard analysis addresses three main types of risk in food production: • biological hazards, when foods become dangerously infected by bacteria which might lead to food poisoning and also include any consequences of the presence of bad bacteria; • physical hazards, through foreign bodies in a food item such as metal or plastic from factory machinery or natural hazards like bones in fish; • chemical hazards, when potentially dangerous chemicals like cleaning fluids or pesticides contaminate food. There are five preliminary phases necessary to carrying out HACCP: 1 forming a working group; 4 setting up a flow chart including solutions for problems that 2 describing the products made or might occur; distributed; 5 checking it works on site. 3 describing the destination or use of the products;

Flipped classroom Before the lesson, go to the and learn about the hazards of food production.

HAVE SOME MORE HACCP originated in the 1960s, when NASA, food producer Pillsbury, and the US Army Laboratories collaborated to provide safe food for space expeditions. The project was so successful that in 1971 the National Conference on Food Protection considered its wider adoption. The FDA (the US Food and Drug Administration) asked Pillsbury to establish and manage the first training program for the inspection of canned foods in 1972. Today HACCP training and implementation programs are widely available all over the world.

READING COMPREHENSION

1 Read the text and complete these sentences with the missing information. 1 2 3 4

HACCP makes sure food businesses manage ______________________ responsibly and continuously. HACCP focuses on the areas of food processing, ______________________, storage and ______________________. The purpose of HACCP is to guarantee ______________________. The three types of risk analysed are: ______________________, ______________________, ______________________.

LISTENING

2.10 Listen and complete this flow chart with the words in the box.

cooking – cooling – delivery – freezing – dry storage – preparation – preserving – refrigerating – serving – storing 1

delivery ____________________________

2 ____________________________

3 ____________________________

4 ____________________________

5 ____________________________

6 ____________________________

7 ____________________________

8 ____________________________

9 ____________________________

10 ____________________________

173

theory

HACCP principles After the preliminary phases, the HACCP food plan is activated following seven phases or principles. The first step is the hazard analysis of all production phases which is used to identify the three hazard areas (chemical, physical and biological) and is calculated by means of a decision tree*. The hazard analysis identifies the Critical Control Points (CCPs), predetermined checks that take place at specified points in the food production or preparation process to prevent or eliminate food hazards. These include: monitoring, storage, temperature, cooking time and ensuring food is handled correctly. The checks must be frequent and correctly documented.

While a flow chart is a graphical or symbolic representation of a process, a decision tree is a treelike diagram illustrating the choices available to a decision maker.

1 Hazard analysis Identify any hazards that must be avoided, removed or reduced.

2 Identification of CCP (Critical Control Points) These are the points when you need to prevent, remove or reduce a hazard in your work process.

3 Set critical limits for each CCP Identify the parameters within which the risk is acceptable.

4 Monitoring the CCPs to check that critical limits are adhered to.

5 Intervene to resolve any problems with the CCPs.

7 Keep detailed records of your plan and interventions for possible inspections by Health and Safety authorities.

6 Implement controls to ensure your plan is functioning correctly.

GET STARTED

HACCP case study

1 Read the text and match each chart to its use. 1 Flow chart shows 2 Tree diagram shows and evaluates

a safety decisions in food processing. b each step in food processing.

READING COMPREHENSION

2 Read the text again and complete these sentences. 1 The HACCP food plan is activated after ________________. 2 There are seven principles in __________________________. 3 Hazard analysis identifies _____________________________.

4 Critical Control Point set limits under which ______________________________.

5 You are obliged to keep records of _____________________.

LISTENING

2.11 Listen to information about the 5th principle, the definition of the corrective measures, and match

the hazards to the corrective measures required. 1 2 3 4 5 6 7 8 9

temperature too low temperature too high incomplete cooking fridge blockage traces of rats product defects expired products traces of grease incorrect procedure

WRITING

MEDIATING CONCEPTS

a b c d e f g h i

cooling elimination further cleaning before use further cooking intensification of disinfesting warming product return movement to a different fridge immediate reprimand of operator

4 Work in small groups. Think about the production of a food and possible CCPs, then write a flow chart to support your ideas.

174

Safety Procedures

Food contamination Animal and vegetable foods contain good and bad microbes. Some of them are actually used to improve the organoleptic characteristics and shelf life of food. For example, lactic bacteria in fermented products like wine, yoghurt and cured meats increase preservation times. However, microbes in the form of pathogenic bacteria or spores can also make food inedible or harmful to human health by transmitting infection or causing food poisoning. When infection arises from consumption of food containing pathogenic bacteria or spores, the microbes colonise the intestine, producing toxins which make us ill. Bacteria grow thanks to the presence of oxygen in foodstuffs. This is more likely to happen in animal products such as meat, fish, eggs and dairy products. The presence of water can also help bacteria grow, as can a warm room temperature, not too hot (which kills microorganisms) or not too cold (which renders bacteria inactive even if it does not kill them). In favourable conditions, bacteria can redouble every twenty minutes.

GET STARTED

1 Read the text and tick (✔) the things that help bacteria to grow. • alcohol • oxygen

• cold temperatures • warm temperatures

• hot temperatures • water

HAVE SOME MORE According to the World Health Organization (WHO), changes in eating patterns, such as a preference for fresh and minimally processed foods, the increasingly longer interval between processing and consumption of foods and the increasing frequency of eating food prepared outside the home, all contribute to the increased incidences of foodborne illness ascribed to microbiological organisms.

READING COMPREHENSION

INVALSI Read the text again and match the two parts of the sentences.

1 2 3 4 5 6

There are good and bad... Lactic bacteria increase... You find them in fermented products... Bacteria can also transmit infection... The growth of bacteria through oxygen... The right conditions can double...

a b c d e f

the shelf life of food. the number of bacteria in twenty minutes. microbes in food. like wine, yoghurt and cured meats. happens more often in animal products. or cause food poisoning.

VOCABULARY

3 Match these words from the text to their definition. 1 2 3 4 5 6

microbes lactic bacteria pathogenic bacteria spore food poisoning intestine

SPEAKING

a a long tube that carries food out of your body from the stomach b a one-celled structure produced by organisms such as fungi c an illness affecting your stomach caused by heating food that contains harmful bacteria d bacteria causing disease or fermentation e bacteria producing a substance formed through the fermentation of milk f a bacterium, virus or other microorganism that can cause disease

MEDIATING CONCEPTS

4 You are going to have a class debate about supermarket food. Do you agree or disagree with the following statement? Do some research to find examples to back up your argument.

Food past its sell-by date is safe to eat, it’s just the supermarket and food producers’ way of getting consumers to buy and consume more food so that they can sell more and make more profit.

How to take part in a class debate, p. 299

175

theory

Risks and preventive measures Cured meat and vegetables preserved in oil

Cooked meat

Risks: bacterium botulinus, which grows in the absence of air.

Risks: clostridia, occurring during the 1slaughtering process

Prevention: • carefully wash vegetables and cook them in vinegar or a similar in acidic solution to preserve; • only use cured meats treated with the correct quantities of sodium nitrate.

and not fully eliminated by cooking meat, pies, roasts or meatballs, etc. Prevention: cool meat

products quickly within three hours or maintain a high temperature until the meat is served.

Deep-frozen food Risks: bacterial growth caused by sudden changes in

Long-life canned food

temperature, even for short periods of time.

Risks: contamination from altered or damaged packaging

Prevention:

of meat, vegetable or fish products in oil.

• a llow food to cool

properly first;

Prevention: do not

•d on’t overload fridges

buy or keep food in damaged packaging; where possible store foods in a well-aired, dry place unaffected by temperature changes or humidity.

or freezers; • r egularly clean,

service and defrost units to prevent condensation or frost.

slaughtering macellazione

GET STARTED

1 Read the texts on pages 176-177 and match these risks to the main food group they affect. 1 2 3 4

toxins pesticides insects parasites

a b c d

bakery goods fish fruit and vegetables mushrooms

READING COMPREHENSION

INVALSI Read the texts again and answer these questions in no more than 4 words.

1 2 3 4 5 6 7 8

176

How should you preserve vegetables? When does clostridia occur? Where should you store long-life foods? What can cause bacterial growth in deep-frozen food? What are the signs of insect infestations or mycotoxin contamination? Why is it difficult to identify residual pesticides on fruit and vegetables? Who should you buy mushrooms from? What should you obtain from fish sellers?

Safety Procedures

Flour, cereals, bakery products and nuts

Fruit and vegetables

Risks: insect infestation,

difficult to identify because they do not cause alterations in colour, smell or taste.

Risks: residual pesticides,

for example from 2weevils, or contamination by mycotoxins from mould (microscopic fungi).

Prevention: request

documentation from suppliers, including organic ones.

Prevention: • k eep foods sealed at below 15°C and don’t allow them to

expire;

Fish products

• c heck for visible signs of mould, smells or discolouring; • a void humidity; • s eparate potentially contaminated products and rotate

Risks: anisakis, a parasitic

worm found in fish, which can cause serious health problems; other invisible parasites; biotoxins in shellfish. 3

food on shelves.

Prevention: • s uppliers should provide documentation that products

Mushrooms Risks: a wide range

are parasite-free, and farmed or fished in clean waters;

of dangerous and sometimes lethal toxins.

• y ou should also remove fish intestines before cooking and

Prevention: only purchase

• f reeze wild fish at -15°C for at least 4 days before eating

check for any strange colouring; raw or lightly cooked; or cook thoroughly at 70°C to destroy parasites or biotoxins.

in sealed packaging from regulated sellers.

weevils punteruoli, tonchi (insetto della famiglia dei coleotteri) 3 worm verme

VOCABULARY

3 Complete this mind map with the words from the texts on pages 176-177. meat

Food

______________

Processes

______________ ______________

______________

Additives

______________

curing

WRITING

vinegar

______________

______________ ______________ ______________

MEDIATING CONCEPTS

4 Work in small groups. Write a 10-point food contamination checklist for catering students with the main risks you have learnt about in these pages.

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theory

Food preservation

Flipped classroom

Food preservation is any method which keeps food safe and edible after harvest or slaughter. Our hunter-gatherer ancestors also used basic preservation methods. Traditional methods include drying, fermentation and refrigeration. Modern methods include 1canning, pasteurising, freezing, irradiation and adding chemicals. Nowadays packaging also plays a vital role in food preservation.

Before the lesson, go to the and learn about food preservation methods.

Preservation techniques are classified according to: • PHYSICAL METHODS, which include: A applications using low temperatures (refrigeration, freezing, or deep-freezing) or high temperatures (pasteurisation and sterilisation); B removing water (concentration, drying and freeze-drying); C an altered environment (protected atmosphere and vacuum-sealed); • CHEMICAL METHODS, which are less expensive methods than physical methods and include both natural and artificial substances; • PHYSICO-CHEMICAL METHODS: smoking; • BIOLOGICAL METHODS: fermentation.

Microfiltration is gradually substituting pasteurisation and sterilisation. This is because microfiltration keeps the organoleptic qualities of food, while pasteurisation treats food with mild heat, and sterilisation kills harmful microorganisms in foods like jam and milk, which have been ultra heat treated (UHT). canning inscatolamento spray drying essiccazione a spruzzo

refrigeration/freezing

pasteurisation

It heats foods (usually liquids) to a specific temperature for a specific length of time and then cools it immediately.

sterilisation

It heats foods at a very high temperature but for a short time (so it preserves the flavour of foods).

drying

air drying (herbs), sun drying (fruit, meat or fish), spray drying (milk or eggs to powder) or freeze drying (taking coffee or ice cream to low temperatures quickly)

PHYSICAL METHODS

microfiltration*

vacuum packaging

It removes solid particles in a liquid or gas by passing them through a microporous membrane. used for cheese, fish, meat, coffee, and vegetables

GET STARTED

1 Read the text and the diagrams on pages 178-179 and put these food preservation techniques in the correct category. additives – curing – drying – fermentation – freezing – marinating microfiltration – pasteurising – refrigeration – smoking – sterilisation – vacuum packing

Physical ________________________________________ Chemical ________________________________________

178

Physico-chemical ________________________________ Biological ________________________________

Additives can be: natural (e.g.) citric acid in citrus fruits; nature identical, man-made copies of naturally occurring substances (e.g. the preservative benzoic acid); or artificial, not naturally present in foods, but produced synthetically (e.g. azodicarbonamide, a whitening agent and flour improver). All additives authorised by the European Union are indicated by E numbers to show they are safe to use and to classify them according to their technical function and category.

natural additives* CHEMICAL METHODS

Safety Procedures Salt curing can be dry for ham or sausages, or wet for olives, cheese and fish in salty water called ‘3brine’. Sugar curing uses sweet substances like honey to cure meat, or syrup to preserve fruit. Marinating immerses a product in an acidic substance like vinegar, lemon juice or wine, sometimes mixed with oil and spices. Beef carpaccio or marinated anchovies are good examples. Preserving in vinegar is common for vegetables such as onions or gherkins, after blanching. Alcohol can also be used to preserve fruits like cherries, apricots or plums, with added sugar.

PHYSICO-CHEMICAL METHODS

BIOLOGICAL METHODS

artificial additives*

Preservatives, antioxidants and antimicrobial substances, which can be toxic.

smoking

It exposes food to smoke from wood or aromatic plants and relies both on the dehydration caused by the heat and the chemical reaction to the smoke mostly used to preserve fish, meat, cheese or sausages.

fermentation

A natural, biological preserving method chemically transforming foods like yoghurt from milk, vinegar from ethylic alcohol, and spirits or liqueurs from the sugar in fruit and cereal.

READING COMPREHENSION

2 Read the texts on pages 178-179 again and choose the correct alternative. 1 2 3 4 5 6 7

brine salamoia

Lactic acid fermentation Physical food preservation methods usually alter temperatures/add water. Chemical preservation methods are cheaper than physical ones/never natural. Salt curing is both wet and dry/neither wet or dry. Citric acid/E202 is not a chemical additive. Physico-chemical and biological preservation methods don’t change foods/use preserving agents. Smoking combines the dehydration caused by smoke with a natural process/chemical reaction. Fermentation transforms sugar into alcohol/yoghurt into milk.

SPEAKING

3 Work in pairs. Discuss which preservation methods you would use with the foods in the box. anchovies – apples – beef – cheese – coffee – grilled aubergines – onions – oregano – milk – plums – salmon – sausages

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theory

Workplace safety Specifically in food preparation businesses, workplace safety consists in ensuring personal safety, reducing the risk to the health of the workforce (through accidents or illnesses at work), while at the same time ensuring collective safety and a safe working environment. Workplace safety should be preventative and permanent and involve all staff and all working areas at all times. Steps to ensure safety in food preparation businesses: 1 Identifying risk factors 2 Identifying and adopting preventative and protective measures 3 Monitoring the implementation of these measures

Possible risk factors distraction 1 carelessness 2 haste tiredness

Preventative measures paying attention precision taking your time method and order correct behaviour respect for procedures and cleanliness

inappropriate behaviour improper use of machinery, equipment and/or substances

Here are the most important guidelines for workplace safety in the category industry. The following safety regulations should be followed for WORK AREAS and STATIONS: • ergonomic workstations and materials 3fit for purpose (e.g. non-absorbent, non-slip floors); • preventative noise pollution measures; • proper ventilation and extraction; • emergency exits free and 4 signposted, anti-panic door handles and 5shatterproof glass; • fire safety certificate and equipment (smoke detectors and fire extinguishers).

To prevent CHEMICAL HAZARDS incurred during cleaning in restaurants, staff should: • carefully read labels and follow the instructions for use; • use gloves, masks and protective goggles; • not mix or use more than one product together; • keep chemical products in their original containers, far away from food.

4 carelessness disattenzione signposted segnalate da haste fretta eccessiva insegna 3 fit for purpose adatti allo scopo 5shatterproof infrangibile 1

GET STARTED

1 Read the texts on pages 180-181 and tick (✔) all the things that can cause accidents in the kitchen. • being distracted • overfilling saucepans • swapping containers

• cleaning a knife handle • picking up glass by hand • taking your time

• not reading labels • pouring water on hot oil • using gloves

READING COMPREHENSION

2 Read the texts again and decide if these sentences are T (true) or F (false). Correct the false ones. 1 Workplace safety should involve all staff at all times in all areas. 2 Proper procedures and cleanliness do not help prevent accidents. 3 Preventative noise pollution measures improve workplace safety. 4 Hazards can be prevented by not mixing two chemical products together. 5 You should never pass knives to other people if you want to avoid cutting them. 6 You shouldn’t let saucepan handles overhang the cooker to avoid fire risks.

180

• • • • • • • • • • • •

Safety Procedures To prevent CUTS FROM KNIVES or other SHARP OBJECTS, staff should: • not pick up pieces of glass or other sharp materials by hand, but use a dustpan and brush; • not put broken pieces into bags that could easily break, and remove them from work areas; • protect their hands with a cloth when using glass or ceramic utensil; • avoid 6waving knives around or trying to 7grasp them if they slip through their hands; • walk with the knife face down at their side, carry them on a plate or tray; • pass knives by the handle, make sure they are clearly visible and use them properly; • clean the knife handle before use; • position thumb and index finger on either side of the knife blade behind the tang; • move the blade in the opposite direction to the hand holding the thing you are cutting.

To prevent FIRE or BURNS, staff should: • keep flammable substances away from heat; • protect themselves when carrying or picking up hot things; • not overfill pots or pans or leave handles overhanging the cooker; • never throw water or other liquids over hot oil; • not lift or carry saucepans full of boiling liquid on their own.

waving around brandire, sventolare grasp afferrare

VOCABULARY

3 Look at the pictures and find the words in the texts on pages 180-181.

1 _____________________

2 _____________________

3 _____________________

4 _____________________

5 _____________________

6 _____________________

7 _____________________

8 _____________________

SPEAKING & WRITING

ALTERNANZA SCUOLA-LAVORO

4 Work in pairs. Discuss your experience of workplace safety. Ask and answer the following questions. • • • • • •

Did you already know the basic workplace safety rules before your placement? Why/Why not? What kind of training did you receive on workplace safety at the start of your placement? Which workplace safety rules were or weren’t followed in your placement kitchen? Were there other safety rules not mentioned in the text? What were they? Did anybody become ill or injured at your place of work? What happened? Could it have been prevented in your opinion? How?

5 Write a short report about the workplace safety in a place where you have worked. In your report consider: • the overall attitude

• the positive and negative aspects

• suggestions for improvement

181

10 Flipped classroom

Testing food safety knowledge

Before the lesson, go to the and practise the dialogue with the karaoke. Underline the expressions used to talk about safety procedures.

A head chef is testing a commis chef’s knowledge of food safety in the kitchen. HC = Head chef; C = Commis chef HC I’m going to check your food safety knowledge before I let you work in my kitchen! C OK, chef. HC First of all it’s very important that you store food correctly to avoid cross-contamination or spoilage. So, what should you do with cooked meat? C It either needs to be cooled quickly or kept at a high temperature until served. HC Good. What about canned food? C You shouldn’t store foods in metal cans, but place them in sealed containers in a well-aired, dry place. HC That’s right... What can you tell me about freezing? C It’s important to allow food to cool properly before freezing it and never to overload fridges or freezers. HC Let’s move on to bakery products and nuts. What are the risks and what can you do? C The main risks are insect infestations or

contamination from mould. To avoid these, you need to keep food sealed in a dry place below 15°C and use by the expiry dates. HC How can you check for insects or mould? C There may be visible signs of discolouring or a bad smell. HC Fruit and vegetables... What do you have to be careful about? C Any residual pesticides, which we can’t see... HC So what should you do? C Ask the suppliers for the correct documentation. HC Yes, and that goes for all fish products too that could have parasites on them. But what else? C You should immediately remove the intestines and check the colour of the fish... Oh and freeze or cook wild fish before serving. HC Not bad, not bad at all... now let’s get cooking! C Yes, chef!

GET STARTED

2.12 Read and listen to the conversation. What are the main food safety procedures mentioned? Would you add anything else? Why?

READING COMPREHENSION

2 Read the conversation again and match the two parts to complete the rules. 1 2 3 4 5 6 7

182

Cooked meat needs to be kept... You shouldn’t store foods... It’s important to allow food to cool properly... You need to keep food sealed... You have to be careful about... You should ask the suppliers for... You should immediately remove the intestines...

a b c d e f g

and check the colour of the fish. at a high temperature until served. before freezing it. in metal cans. in a dry place. residual pesticides on fruit and vegetables. the correct documentation.

lab / Safety Procedures VOCABULARY

3 Form compound words with the words in the box. food – cross – well – over – expiry – dis – aired – colouring – contamination – date – load – safety

food safety, ____________________________________________________________________________________________

Talking about rules and procedures • It’s very important that you store/to store food correctly to avoid cross-contamination/spoilage. • It’s important to allow food to cool properly before freezing it and never to overload fridges or freezers. • You shouldn’t store foods in metal cans, but in sealed containers. • You must/mustn’t forget to/you have to/you should clean and defrost freezers and fridges. • You (don’t) have to do it every day/week/month/year. • (In order) To avoid these (risks), you need to use food by the expiry dates. • The main risks are insect infestations or contamination from mould. • There may/could/might be visible signs of discolouring/ bad smell/infiltration.

PHRASEOLOGY

4 Read the functions box for talking about rules and procedures and choose the correct alternative.

1 You could/should always check the expiry dates. 2 You must/mustn’t avoid cross-contamination. 3 You should/shouldn’t pick wild mushrooms unless you are an expert. 4 You can’t/mustn’t wash residual pesticides away from fruit and vegetables. 5 There may/must be signs of mould or spoilage on food. 6 You have to/don’t have to be careful when handling fresh fish.

SPEAKING

5 Work in pairs. Role play short conversations between a head chef and a commis about the food safety of the foods in the box.

a tin of anchovies – aubergines preserved in oil – fresh bread – frozen peas – salami – wild sea bass

Head chef Commis Head chef Commis

WRITING

What are the dangers with a tin of anchovies? You need to check the tin isn’t damaged and it hasn’t expired. And how should you store them once the tin is open? You should keep them in a...

ONLINE INTERACTION

6 You received this email from a former colleague, James, who has recently received a visit at the restaurant

where he works from the local health and safety inspector. Read the email and the notes you made. Then write an email to James, using all your notes. Write your answer in 120-150 words in an appropriate style. From: James Subject: Health and safety visit

How to write an email, p. 296

Hi! How are you? Things are not going so well here at the restaurant as we had a disastrous visit from a health and safety inspector the other day. Have you had one recently? If so, how did it go? yes – well! He told us we need to sort out two major problems: insect infestation and mould. I’ve never experienced tell him either of these before. Have you and, if so, can you tell me what I can do to combat them? He’s coming back in a week to check on our progress and if things haven’t improved, he’s going to close suggest the restaurant and suspend our food and beverage license. What do you think I should do? I’m really worried! I don’t suppose you could come over to the restaurant on Thursday and help me... I wouldn’t ask, but I’m desperate! Let me know what you think. not on Thursday because... but Friday... Thanks, James

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10 revise vocabulary 1 Match the words and expressions in the box to their definition. strict health and safety conditions – foreign bodies – self-regulatory – supply – hazards

1 2 3 4 5

a system or organisation that controls itself precise situation required to regulate procedures to prevent accident or illness something that has entered a place where it should not be, especially someone’s body potential sources of danger a sequence of processes involved in production or distribution

_____________________ _____________________ _____________________ _____________________ _____________________

2 Match these words to their definition. 1 2 3 4 5 6 7

decision tree flow charts food processing organoleptic characteristics pathogenic predetermined checks health and safety conditions

a t he typical effect or impression produced by any substance on the senses of touch, taste, smell, sound or vision b simple diagrams mapping out, analysing and communicating a process c performing mechanical or chemical operations on food to change or preserve it d precise situation required to regulate procedures to prevent accident or illness e inspections at a time and place decided in advance f a support tool for decision-making, using a tree-like graph or model g a bacterium, virus or other microorganism that can cause disease

3 Put the words in the box into the correct category. acidification – bacteria – cooking – insects – cooling – curing – sodium nitrate – freezing – mould – oil – packaging parasite – pesticide – preserving – refrigerating – storing – vinegar – virus – washing

Additives

Food processes

Sources of contamination

sodium nitrate, ____________________ __________________________________ __________________________________

acidification, ____________________ ________________________________ ________________________________

bacteria, _______________________ ________________________________ ________________________________

4 Match these food preservation techniques to their definition. 1 2 3 4 5 6

microfiltration pasteurisation sterilisation marinating smoking fermentation

a b iologically preserving food by producing a chemical transformation of it b exposing food to smoke from wood or aromatic plants c heating liquid food to a specific temperature for a specific length of time and then cooling it immediately d killing harmful microorganisms at a very high temperature, but for a short time e immersing food in an acidic substance like vinegar, lemon juice or wine, sometimes mixed with oil and spices f removing solid particles in a liquid or gas through a membrane

5 Match the words or expressions in the box to their definition. particles – antimicrobial – preservatives – microporous membrane – powder – ultra heat treated (UHT) harmful microorganisms

1 2 3 4 5 6 7

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a soft dry substance that looks like dust or sand extremely small pieces or parts of something a thin layer with very small holes that covers something very small living things you can only see under a microscope, which can cause disease milk heated to very high temperatures that stays fresh for a long time active against bacteria that cause disease substances used to keep foodstuffs safe from spoilage

______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________

invalsi training 10 READING B1 – MULTIPLE MATCHING

1 Read the text and match the first part of the sentences (0-6) to the second (A-I). There are two extra options that you do not need to use. The first one (0) has been done for you.

THE TETRA PACK HISTORY ‘PROTECTS WHAT’S GOOD’ is the motto of Tetra Pak International SA, a multinational food packaging and processing company of Swedish origin with head offices in Sweden and Switzerland. Every day their products reach more than 170 countries around the world thanks to the work of almost 22,000 employees based in over 85 countries. The Swedish inventor, Ruben Rausing, studied at Columbia University and became fascinated with what American engineers were doing with food packaging. He said that in the 1940s he was watching his wife, Elizabeth, make sausages by tying off the ends, and he wondered whether a similar system could be applied to milk. In the 1950s he produced an innovative and inexpensive paperboard-based package box with four triangular faces, a tetrahedron, and named his company Tetra Pak. The 100ml container, named Tetra Classic, was covered in plastic rather than paraffin – this combination transformed Europe’s dairy industry. Before this, European dairies typically put milk in bottles or in other containers brought by customers. Tetra Classic was both hygienic and convenient. 0 1 2 3 4 5 6

This text is about Tetra Pak is The name Tetra Pak comes from Tetra Classic is The revolutionary idea was Today the company is based At the moment the property belongs to

B ____ ____ ____ ____ ____ ____

The research didn’t stop and Tetra Pak introduced the world’s first aseptic carton in 1961. It became known as Tetra Classic Aseptic (TCA). This product was different in two important ways from the original Tetra Classic. The first was in the addition of a layer of aluminium. The second was that the product was sterilised at a high temperature. The new aseptic packaging allowed milk and other products to be kept several months without refrigeration. The Institute of Food Technologists called this the most important food packaging innovation of the century. Tetra Pak Company started selling other types of containers as well as water purifiers, banknote dispensers and other products. But in 1965, the Rausing family sold all those interests, keeping only Tetra Pak. To escape Sweden’s high taxes, the company moved its headquarters to Switzerland in 1981. When he retired, Ruben Rausing handed control of the business to his two sons, Gad and Hans. In 1995, the elder son Hans sold his half of the business to Gad for about $7 billion. Gad died five years later, and his children are the sole owners of the private holding company that owns Tetra Pak. A in Sweden and Switzerland. B an important invention. C the shape of the boxes. D a glass bottle. E the inventor’s grandchildren. F a type of food packaging. G the name of an industry. H an American business. I the aseptic package.

LISTENING B1 – MULTIPLE-CHOICE QUESTIONS

2.13 Listen to the conversation between the interviewer and Jodie Smith. Choose the correct answer (A, B, C or D) for questions 1-6. Only one answer is correct. The first one (0) has been done for you. You will hear the recording twice.

0 You shouldn’t reheat... A celery. B raw eggs. C cooked eggs. D potatoes. 1 To destroy bacteria in rice, you must cook it... A very slowly. C at very high temperatures. B more than once. D using steam only. 2 What is the action that you shouldn’t do when reheating food? A Add water. C Cover food. B Use microwave oven for bread. D Transform food. 3 It’s important to cool foods before you freeze them otherwise they... A cause other foods to defrost. C won’t freeze properly. B change colour. D can’t be refrozen.

4 Full freezers... A don’t work properly. B need more circulating air. C are not economical to run. D are more economical to run. 5 You should... A freeze things individually. B cover foods carefully. C never throw food out. D wait until the food is dehydrated.

185

test your competences

WHAT WOULD YOU EAT TO SAVE THE PLANET? A new UN report gives us just 12 years to change our eating habits or risk destroying the planet. Meat is the biggest cause of carbon emissions, but could insects become a viable meat substitute?

According to a recent UN report, we have just 12 years left to keep global warming to 1.5˚C. After that, we risk increasingly unpredictable weather, which could lead to food shortages and poverty. 1

The obvious one is to reduce our meat intake, since it accounts for about 25% of human-related greenhouse gas emissions and it is predicted to rise. But there is another possible solution to the 2 problem of food shortages and reducing emissions from animal agriculture: edible insects. Unfortunately they have a bit of an image problem, people find the thought of them disgusting. But Swiss and German researchers are trying to change that.

186

They have found a way of persuading people to eat insects by marketing them as trendy and tasty rather than good for us and good for the planet. 3 They gave half of the group a flyer saying that eating insects was good for them and the environment, while they told the other half that insects were either delicious or trendy to eat. Only 62% of the first group chose to eat the truffle, compared with 76% of the second group, who also thought the truffle was tastier. 4 They support these findings with previous studies showing that it’s easier to change emotionbased arguments than logic-based arguments. The project’s lead researcher commented that, as the technology and scale of edible insect farming is improving and increasing, prices will fall and it will enable producers to take action following the study’s findings. The hope is that just as consumers have embraced the sushi and vegan trends in recent years, they will also welcome this new insect trend. 5 Nowadays sushi is one of the most popular fast foods and there were around 600,000 people following a vegan diet in the UK in 2016 according to the Vegan Society.

Nowadays there are many reasons people choose to swap meat for a plant-based diet, from health to environmental benefits. But maybe the easiest way to get more people to eat less meat is to ensure that the alternatives are delicious and trendy food choices.

Cooking

READING COMPREHENSION

INVALSI Read the article on page 186 about eating insects. Five sentences have been removed from the article.

Choose which sentence (A-F) fits each gap (1-5). There is one extra sentence you do not need to use.

A You just have to consider how resistant we were 20 years ago to raw fish and plant-based diets. B They offered 180 participants in their study a chocolate truffle with insects in it. C The researchers concluded that we need to switch the message about saving the planet from altruism to pleasure. D So what choices can we make to reduce our carbon footprint? E It will take a lot to change our attitudes and consequently our lifestyles. F In the West, that means eating 90% less beef and five times more pulses.

LISTENING

2.14 You will hear five people talking about mistakes they made when working in a professional kitchen. For each person (1-5) choose the correct mistake (A-F). There is one extra you do not need to use.

A Choosing the wrong ingredient. B Ignoring a note about food allergies. C Misusing the equipment. D Not preparing food properly. E Preparing the wrong dish. F Using the wrong technique.

Speaker 1 • Speaker 2 • Speaker 3 • Speaker 4 • Speaker 5 •

WRITING

3 Write a restaurant review about a restaurant you have visited recently. In your review you should consider:

• the menu (range of choices, prices, clarity and ability to cater for particular dietary requests) • the dishes you ate (the cooking, presentation, complexity and originality) • the ingredients used (their quality, freshness and seasonality)

VIDEO ROLE PLAY & SPEAKING

Explaining how to prepare a dish

Watch this video of a guest chef explaining to a food vlogger* how to prepare a dish. Read the prompts on the screen and take the role of the guest chef.

Now watch the full version of the video and compare your answers.

6 Work in pairs. Role play the conversation between

a vlogger and a guest chef explaining how to make a dish. Remember to swap roles. Ask and answer questions about: • the dish type, timing and number of portions • the mise en place of ingredients and equipment • the presentation of the dish

• the preparation method and any special tips • the health and hygiene issues

Vloggers are people who regularly posts short videos to a vlog, a personal website or social media account. They tend to be young, techno-savvy people with a particular passion or interest they want to share with others. They don’t generally start their vlog as a money-making activity, but the most successful bloggers have millions of followers, so companies pay them for advertising or product placement. Food blogging is particularly popular because it is such a sensory activity.

187

pastry and bakery

Objectives

THEORY Getting to know: ∞ the pastry brigade ∞ the main places of work for a pastry chef ∞ the main equipment for pastry and bakery ∞ the basic ingredients for pastry and bakery ∞ basic techniques and main pastry and bakery products ∞ how to decorate a pastry product

188

LAB Learning: ∞ how to prepare the mise en place for a pastry recipe ∞ how to avoid common mistakes when preparing a pastry or bakery recipe ∞ how to present and explain a pastry recipe

ALTERNANZA SCUOLA-LAVORO NAME: Martina Polonara AGE: 18 WORK EXPERIENCE: Commis pastry chef in a patisserie Go to the FLIPBOOK and read Martina’s report about her work experience.

MASTERING RECIPES

VIDEO ∞ ∞ ∞ ∞

VIDEO RECIPE: Mille-feuille cake VIDEO RECIPE: Fior di latte ice cream VIDEO RECIPE: Decorating desserts with fruit VIDEO ROLE PLAY: Talking about a wedding cake in a bake shop

p. 212 p. 234 p. 235 p. 241

∞ ∞ ∞ ∞ ∞ ∞ ∞ ∞ ∞ ∞ ∞ ∞ ∞ ∞

No-bake orange cheesecake p. 201 Madeleines p. 201 Swedish Limpa rye bread p. 212 Devonshire honey cake p. 213 Honeycomb (or cinder toffee) p. 213 Chocolate lava cake p. 214 Passion fruit Bavarian p. 214 CELEBRITY CHEF RECIPE: Nigella Lawson’s Dark and Sumptuous Chocolate Cake p. 215 Walnut and sultana rolls p. 233 Chocolate mousse p. 233 Éclairs p. 234 Fresh fruit tart p. 235 Pistachio macarons p. 236 CELEBRITY CHEF RECIPE: Nadiya Hussain’s Spiced Biscotti with an Orange Syllabub Dip p. 237

189

11 the world of pastry The craft of pastry making and baking Pastries, cakes, biscuits and desserts make people happy and content. We associate them with special occasions and celebrations like birthdays, weddings, Mother’s Day or Valentine’s Day. We eat them at particular times of the year or at religious festivals like Christmas and Easter. Or we can have something sweet every week. They can also bring back memories: what grandma made us when we were children, a treat from the bakery on the way home from school, an ice cream on a sunny afternoon on holiday. And it is bakers and pastry chefs – the creators of these wonders – that make these memories and emotions possible. The art of a baker or pastry chef is not to simply follow a recipe, but it is to understand how the formulas work, the different ingredients and their qualities. They reinterpret, personalise and create, taking their pastries to another level. To do this, they firstly have a great passion for what they do. They are creative, with aesthetic judgement and a good sense of smell and taste. They are committed to what they do and have great professional pride. Over time, they acquire the experience, technical skills and precision to become real artists.

HAVE SOME MORE Breads and cakes have been used as part of pagan and religious ceremonies since ancient times. They were often made in a circular form to represent the cyclical nature of life or to symbolise the sun and moon. They can also represent important religious celebrations. At Easter, for example, there is the colomba in Italy, with the dove as a symbol of peace and resurrection, or the Simnel cake in the UK, which is topped with 11 marzipan balls to represent the disciples, minus Judas who betrayed Jesus.

GET STARTED

1 How can eating sweet things make people feel? Read the text and check your ideas. READING COMPREHENSION MEDIATING TEXTS

2 Read the text again and write notes on these two points. 1 Occasions we eat cakes and pastries 2 Qualities of pastry chefs and bakers

SPEAKING

birthdays, ________________________________________________________ __________________________________________________________________

MEDIATING COMMUNICATION

3 Work in small groups. Discuss these questions. 1 2 3 4

190

In your family do you celebrate special family events with a particular cake or dessert? What about religious festivals and other occasions? Do you or someone in your family make them or do you buy them? Do you associate one particular cake or recipe with a particular day? Why? What is it?

theory / The World of Pastry Flipped classroom

A brief history of baking 1

Neolithic period

2.15 Before the lesson, listen to the talk to learn about the history of baking.

Middle Ages

17th-19th centuries

• the move to agrarian communities • grains ground between stones and mixed with water to form a paste • first unleavened flatbreads when the paste was left on hot rocks by an open fire

• increase in baking and pastry making in the homes of French nobility • the formation of separate guilds and apprenticeships for the professions of bakers and pastry makers in France

• development of sophisticated recipes and decorative work still in use today • publication of Le Parfait Boulanger by Parmentier and of Le Pâtissier Royal Parisien by Carême • technical developments with the invention of machines to substitute manual labour

• Egyptians baked leavened bread using barley, wheat and other grains • bread was a part of everyday life and also for religious occasions 4 • Greeks used honey, eggs, nuts and spices to make pastries • the first pastry chefs – pastillarium – in Rome

• use of new products like chocolate and coffee • sugar became cheaper and more readily available

• advances in technology, transport, refrigeration and preservation mean ingredients from around the world • introduction of convenience food, such as cake in a box • immigration increases knowledge of other cultures and cuisines and this influences chefs and their recipes

Renaissance

Ancient History

20th-21st centuries

GET STARTED

1 Read the texts. Then look at these pictures and match them to the correct historical period (1-6).

READING COMPREHENSION

2 Read the texts again and decide if these sentences are T (true) or F (false). Correct the false ones.

1 In the Neolithic period, unleavened bread was baked in ovens. 2 The first pastry chefs were during the Roman period. 3 French pastry makers and bakers belonged to the same guild in the Middle Ages. 4 During the Renaissance there weren’t any changes in the ingredients used in baking and pastry making. 5 Recipes that were invented between the 17th and 19th centuries are no longer made today. 6 The knowledge of other cultures and cuisine has inspired chefs.

T F

• • • • • • • • • • • •

SPEAKING

3 Choose one of the above historical periods and prepare a short oral presentation. Use the texts above to help you. The art of baking dates back thousands of years. In fact, in the Neolithic period man started grinding grains and... How to give a presentation, p. 299

191

theory

The pastry brigade Like a kitchen brigade, the pastry brigade is a hierarchy of roles based on responsibility and experience. Depending on the size and type of establishment, there can be just one pastry chef who covers all roles or the complete brigade, as shown below, with a chef de partie for each specialised role.

PATISSIER/PASTRY CHEF

The pastry chef runs the department and delegates tasks to the rest of the team. He or she decides the type and quantity of cakes, desserts and pastries to make and invents new creations to add to the menu. He or she also deals with ordering the ingredients. The pastry chef has a lot of experience and is capable of taking on each chef de partie role.

SOUS CHEF PATISSIER/SOUS PASTRY CHEF

As the second in command, this person is responsible for all the pastry chef’s duties in his/her absence. In addition, the sous pastry chef is in charge of the various stages of preparation and cooking and must check the standard and quality of the team’s work.

CHEFS DE PARTIE BOULANGER/ BAKER

In charge of yeast goods, such as bread, croissants, Danish pastries and other oven-baked items.

GLACIER/ICE CREAM MAKER

In charge of frozen desserts such as ice creams, sorbets, semifreddo.

CONFISEUR/ CONFECTIONER (OR CANDY MAKER)

In charge of sugarbased items such as candies, petit fours, marzipan, pastillage.

CHOCOLATIER

In charge of chocolate-based preparations such as mousse, ganache, truffles.

DÉCORATEUR/ DECORATOR

Responsible for decorated speciality cakes and showpieces for events like buffets and gala dinners.

COMMIS

Carries out any duties assigned by the pastry chef or chef de partie and makes sure the workstation is clean and tidy. Career paths: The pastry chef, p. 244

READING COMPREHENSION

INVALSI Read the texts and match the two parts of the sentences.

1 2 3 4 5

The pastry brigade... The pastry chef... The sous pastry chef... The chefs de partie... The commis chef...

a b c d e

are specialised in one particular area. controls the work of the brigade. has the simplest duties and least experience. is not always composed of the same number of people. has the most responsibilities and experience.

2 Work in pairs. Decide which chef de partie is responsible for the items in the box. confiseur – chocolatier – boulanger (x2) – glacier – décorateur

1 wedding cake _____________ 2 sourdough bread _____________

3 chocolate mousse _____________ 4 lemon sorbet _____________

5 profiterole 6 candied fruit

_____________ _____________

5 a capo di 6 svolge

_____________ _____________

VOCABULARY

3 Find the English equivalents for these words in the texts. 1 gestisce 2 delega

192

_____________ _____________

3 si occupa di 4 responsabile di

_____________ _____________

The World of Pastry

Places of work There are many possibilities for work within the world of baking and pastry. In a hotel, the pastry department can be quite large with many team members to prepare and bake the breakfast breads and pastries as well as the desserts and cakes for the restaurants and cafés within the hotel. If there is a catering or banquet department, the pastry brigade is involved in the speciality cakes and decorations needed for these events. In a small restaurant, you might be the only pastry chef, in charge of all breads, pastries and desserts. As well as working in a restaurant or hotel, you could work in a bakery. There are bakeries and cake shops which are part of a national chain or franchise, where it is necessary to follow certain guidelines for the type of items to be prepared and sold. There are also many jobs in supermarkets and industrial bakeries, where production is on a much larger scale. Another possibility is an independent bakery or patisserie, maybe one specialising in artisan* breads or a single product like cupcakes. You can also find specialised companies which make and sell only decorated cakes for birthdays, weddings, anniversaries and other celebrations. You could even set up your own pastry business in your area of expertise.

artisan (also artisanal) is an adjective to describe a product which is made by hand by skilled workers. Normally, artisan food focuses on using locally sourced ingredients, from small producers or growers, and on using traditional methods of preparation and cooking.

GET STARTED

1 In what kind of places might a pastry chef work? Read the text and underline all the different types of establishment. READING COMPREHENSION

MEDIATING TEXTS

2 Complete this mind map with the different establishments and the characteristics mentioned in the text. HOTELS

____________

SUPERMARKET/ INDUSTRIAL BAKERY

____________

______________

______________ ______________ ______________

one pastry chef or complete pastry brigade

follow specific rules for production

___________________ ___________________ ___________________

often specialised in artisan or one line of products

makes and sells celebration cakes

LISTENING

2.16 Listen to a pastry chef talking about the design of the pastry kitchen and choose the correct alternative.

1 2 3 4 5

Pastry chefs work/don’t work long hours. The ventilation and temperature of the work environment are/aren’t important. The pastry department is/isn’t part of the hot kitchen. Storerooms, fridges and freezers should be far from/close to the pastry workstations. Separate workstations are/aren’t necessary for preparing gluten-free items.

SPEAKING

ALTERNANZA SCUOLA-LAVORO

4 Work in pairs. Discuss these questions. 1 Have you had any work experience in a pastry kitchen? 2 What kind of establishment was it?

3 How many people were there in the pastry brigade? 4 Which kind of chef de partie would you like to be?

193

theory

Large equipment and appliances As well as the general kitchen equipment already seen in Unit 4, the pastry department needs some specific appliances for producing high quality breads, cakes, desserts and pastries. Here are some of the most important.

FOOD PREPARATION Planetary mixer With interchangeable bowls and mixing attachments, this mixer is very versatile. The three main mixing attachments are: paddle for general mixing, wire whisk for cream and egg whites, dough hook or arm for kneading yeast doughs. There are table and floor models available.

Double arm mixer The two pronged arms move up and down into the bowl, lifting the dough and aerating it well. These mixers are very 1sturdy and are perfect for making yeast doughs. Spiral mixers and fork mixers are also used for mixing and kneading yeast doughs as they are able to make a very elastic dough without overheating it.

Proofing cabinet A chamber where you can set the ideal temperature and humidity for the fermentation of yeast doughs.

Retarder A chamber to refrigerate yeast dough in order to slow down the rate of fermentation so that the dough can be stored. There is a high level of humidity to prevent the dough from drying out and forming a crust. There is also a single appliance â&#x20AC;&#x201C; a retarder proofer â&#x20AC;&#x201C; to alternate between refrigeration and proofing modes in the same unit.

HAVE SOME MORE Other useful equipment for bread making: a divider, to cut the same size pieces, for making rolls for example; a divider-roller which cuts the pieces of dough and rolls them into shape; a dough sheeter to roll out dough into sheets of uniform thickness; and a moulder to roll and shape dough into standard shapes such as baguettes, loaves or rolls.

COOLING Ice cream maker/freezer (or batch freezer) for 2churning and freezing ice creams and sorbets. It has a horizontal or vertical cylinder which is refrigerated to very low temperatures and a paddle. This scrapes the freezing mixture off the walls of the container and incorporates air into the mix at the same time. 1 sturdy robusti 2 churning sbattere

GET STARTED

1 Work in pairs. Think of the different appliances a pastry chef uses for food preparation, cooling and baking/ cooking. Then read the texts on pages 194-195 and check your ideas.

READING COMPREHENSION

2 Read the texts again and write the name of the appliance(s) for the following tasks. 1 2 3 4 5 6

194

kneading dough slowing down the fermentation of dough baking cakes, pastries and bread making custard making cake batter heating creams and mixtures to reduce bacteria

_____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________

The World of Pastry BAKING AND COOKING Ovens are probably the most important piece of equipment in a bakery or patisserie. There are several types in order to ensure perfect baking conditions for different types of bread, cakes, biscuits, pastries and other items. The most common are static ovens, convection ovens and ovens with steam injectors, especially important for baking bread. Combi ovens combine three modes of cooking – steam, convection and a combination of both – into one unit. For high volume bakeshops, you can get rack ovens, to hold entire racks of sheet pans, and revolving ovens, where multiple 3sheet pans are rotated inside the oven, eliminating problems of hot spots and uneven baking.

Table top steam kettle for making custards, creams and fillings. They are made of steel with double walls between which steam circulates to quickly and efficiently heat the liquid. Some versions 4tilt and have a 5lip for easy pouring. Fryer for frying items like doughnuts and fritters. Pasteuriser used to pasteurise custard, crème and ice cream mixtures. By heating the contents up to 100°C, pasteurisation reduces bacteria and allows for longer storage, while maintaining the nutritional values of the food. Word bank, p. 325

sheet pans teglie tilt si inclinano 5 lip beccuccio 3

VOCABULARY

3 Complete these sentences with the verbs in the box. churn – ferment – freeze – heat – knead – pour

1 2 3 4 5 6

The dough arm attachment in a planetary mixer is used to ______________ dough. A proofing cabinet is used to ______________ yeast doughs. An ice cream maker is used to make and ______________ ice cream and sorbets. The paddle in an ice cream maker is used to ______________ the mixture and incorporate air. A steam kettle is used to ______________ liquids and cook things like custard. The lip on a steam kettle is used to ______________ the contents into another container.

LISTENING

4 What is this object in the photo? How do you think it can be used in the pastry kitchen? 5

2.17 Listen to this presentation and complete the sentences with the missing

information. 1 2 3 4 5 6

3D printing technology for food has existed since about ________. It is used for ________ main purposes in the kitchen. You can use 3D printing to make something ________, like a decoration. ________ is one of the easiest substances to use in a 3D printer. Some chefs are using 3D printing to make ________ for incredible desserts. According to many chefs, 3D printing cannot replace the ________ of the pastry chef.

SPEAKING

ALTERNANZA SCUOLA-LAVORO

6 Work in pairs. Talk about your experience using these appliances in the kitchen. Answer these questions. 1 2 3

Which appliances have you used at school or during your work experience? Were they easy or difficult to use? Did you need any help from the chef?

4 What did you use the appliances to prepare? 5 Was the finished product a success? 6 What’s your opinion on the use of 3D printers in the kitchen? What would you use one for?

195

theory

Small equipment and tools Utensils Here are some of the most common utensils used by pastry chefs. Name

Use/Description

apple corer

To take the core out of apples and pears.

biscuit and pastry cutters

To cut shapes in pastry and biscuit dough. They can be smooth, 2fluted or 3novelty shaped.

blowtorch

To brown and caramelise, for example the sugar topping on crème brûlée.

chinois

Also called a conical strainer, it has a fine mesh to strain sauces.

drum sieve

To sift flour and other dry ingredients.

ice cream scoop

Used for serving ice cream, but also for making equal-sized portions of cake batter and biscuit dough.

icing comb

To make decorative patterns on icing.

palette knife

With a long flexible blade with a rounded end to 4scrape out bowls and spread icing or fillings on cakes.

pastry bag and tips / nozzles

A bag made of cloth or plastic which can be fitted with tips of various shapes and sizes used for piping pastry and biscuit dough, filling cooked pastries and decorative work.

pastry brush

To brush items with egg wash or glaze.

pastry wheel

To make long cuts in dough and pastry. It can have a straight or fluted edge.

roller docker

To pierce holes in rolled out dough or pastry to prevent bubbles forming during baking.

rolling pin

Made of wood or stainless steel and used to roll out pastry. Textured rolling pins are used to 5 emboss designs on fondant icing, marzipan etc.

spatulas and scrapers

Made of metal, plastic or silicon and used to scrape out bowls or spread mixtures and fillings.

thermometer

To test the temperature of liquids, sugar and chocolate.

whisk

To aerate eggs and cream.

wire rack

For cooling, as well as glazing and confectionery work as the excess glaze or chocolate can run off.

zester

To remove the 6zest from citrus fruits.

core torsolo fluted festonato 3 novelty originali 4 scrape out raschiare, grattare via 5 emboss decorare a rilievo 6 zest scorza

READING COMPREHENSION

1 Read the description of the utensils and match each one to the correct photo.

1 _____________

2 _____________

3 _____________

4 _____________

5 _____________

6 _____________

7 _____________

8 _____________

9 _____________

10 _____________

11 _____________

12 _____________

13 _____________

14 _____________

15 _____________

16 _____________

17 _____________

18 _____________

196

The World of Pastry

Bakeware and moulds Depending on what type of baking you are doing, you will need a good selection of baking tins. This should include a loaf tin for baking loaf cakes like apple and walnut; a Swiss roll tin for Swiss rolls, tray bakes and shortbread; cupcake tins in different sizes for smaller fairy cakes and larger muffins; tart and tartlet tins with a removable bottom for making tarts or single-portion tartlets, and sponge tins, shallow tins used for making two sponges which are then sandwiched together. For an all-in-one cake or a deeper cake, a springform cake tin is useful because it has a removable bottom and the outer ring opens up to facilitate removing the cake. You might also need some novelty tins (animals, hearts, numbers and so on) for special occasion cakes. Different shaped metal cones are used for making cream horns, cannoli and wafers. Baking tins are usually made of metal (stainless steel or aluminium) and may have a non-stick coating such as Teflon. It is also possible to find silicon bakeware and moulds. These come in various shapes and sizes and have the advantage that, as well as for baking, they can also be used for refrigerated or frozen desserts, like mousses or bombes. Metal cake or food rings, often found in individual portion sizes, are used both in the oven and when preparing cold desserts too. In addition, they can be used to maintain a shape when plating up. Word bank, p. 326

READING COMPREHENSION

1 Read the text and match the names in bold of the different types of tin to the correct pictures.

1 _________________

2 _________________

3 _________________

4 _________________

5 _________________

6 _________________

7 _________________

8 _________________

9 _________________

10 _________________

2 Read the text again and answer these questions. 1 What different preparations can be made using a Swiss roll tin? 2 What is the advantage of a spring form tin? 3 What are novelty tins?

SPEAKING

3 Work in pairs. You are two commis chefs prepping for

the pastry chef. Choose an item from the menu and decide the necessary equipment for the mise en place. A For the cupcakes we need cupcake tins. B Yes, and for decorating them with buttercream we need pastry bags and tips.

4 What materials can baking tins be made of? 5 What can silicon moulds be used for? 6 Why are food rings versatile?

Dessert Menu

puff pastry petits fours â&#x20AC;˘ apple strudel â&#x20AC;˘ opera cake pear almond tart â&#x20AC;˘ cupcakes with pistachio buttercream

197

11 Flipped classroom

Preparing a pastry recipe mise en place Sous pastry chef = SP; Commis chef = C SP Today we’re going to make Brown sugar spice cake. It’s an American recipe that I’ve just found. I’ve already converted it into metric. C What do you mean? SP Well, American recipes usually use the imperial system of measurement ‒ pounds and ounces. C Oh, that’s right. I suppose the main ingredient is brown sugar. How much do we need? SP 500g of brown sugar. And 400g of butter. C How many eggs does it say? SP Six. And 500g of flour. Next, the spices. C Should I use a measuring spoon for the spices? SP You can, but it’s more accurate to use the digital scale given that the balance of spices is very important in this recipe. We need 1g each of ground cloves and nutmeg, and double the amount of cinnamon.

Before the lesson, go to the and practise the dialogue with the karaoke. Underline the expressions used to state requirements and ask for help/information. C OK. Done that. And I’ve weighed the other dry ingredients too. SP Now, for the liquid ingredient, milk. C Where’s the measuring jug? SP The recipe indicates the milk by weight not volume, so we need 500g. And that’s it for the ingredients. Now for the equipment. The recipe calls for a loaf tin. C What size should I get? SP Why don’t we use mini loaf tins? C Good idea.

CHEF’S RECOMMENDATION You can find conversion charts online and in recipe books for metric and imperial measurements but remember not to mix different systems within a recipe. The cup system of measurements, often found in American home baking recipes, is not considered accurate enough for professional baking.

GET STARTED

2.18 Write the names of the equipment in the box under the correct photo. Then read and listen to the

conversation. Tick (✔) which item(s) the chefs use for preparing this stage of the recipe.

mini loaf tin – baker’s balance scale – measuring spoons – measuring jug – digital scale – sieve

1 • ___________

198

2 • ___________

3 • ___________

4 • ___________

5 • ___________

6 • ___________

lab / The World of Pastry READING COMPREHENSION

2 Read the conversation again. Tick (✔) which statement is true. 1 2 3 4

• This is the first time they have made Brown sugar spice cake. • The sous chef doesn’t understand the imperial system of measurement. • The original recipe was written using the metric system of measurement. • They decide to make two big round cakes.

VOCABULARY

3 Complete these sentences with the verbs in the box. convert – double – halve – increase – reduce – weigh

1 2 3 4 5 6

I suggest you ______________ the amount of honey slightly: last time it was a little too sweet. We can ______________ the usual recipe, I think, as we don’t need too many truffles today. I need to ______________ 10 ounces to grams. Where’s the conversion chart? Can you ______________ out the dry ingredients into these bowls, please? If we ______________ the recipe, we’ll have plenty for four loaf tins. I think we should ______________ the amount of chocolate. This doesn’t look enough.

SPEAKING

4 Work in pairs. Discuss these questions. • How often do you use the equipment and utensils in exercise one? • Which one do you use the most/least? • What kind of things do you use each item for?

Indicating the correct equipment to use Indicating requirements

Asking for help/confirmation

• You need/require a wire whisk/copper pan/baking sheet for this part. • You ought to/should use a smaller/bigger tin/bowl/sieve. • It’s essential/necessary/important to use the dough attachment/a metal rolling pin. • This recipe calls for a loaf tin/fluted cutters/cake rings.

• What should I use for preparing this custard/for measuring the spices? • Could/Can you tell me what type/size of baking tin/nozzle/ mould I need? • I need to use a ladle/sugar thermometer/chinois, don’t I?

Stating the purpose • I need something for whisking/cutting/dividing the eggs/dough/ mixture. • You need a knife/grater to score/grate the top/zest.

PHRASEOLOGY

5 Complete these sentences with a suitable word from the functions boxes above. 1 2 3 4 5 6 7 8

This preparation ______________ for a large pastry bag and nozzle to pipe the biscuits. I have to fold the flour in with a metal spoon, ______________ I? I need something ______________ stirring the chocolate. For this task, you ______________ to use a plastic scraper not a metal one. It’s ______________ to line the tin with some parchment paper. ______________ you tell me what size tin I should use? You need a palette knife ______________ spread the filling over the sponge. What ______________ I use for cutting the cookie dough?

199

lab

SPEAKING

6 Role play the following conversation. Then swap roles, using the other option. Sous chef

Commis chef

You are the sous chef. Give the new commis chef some instructions and answer his questions about the equipment and utensils needed for mixing a cake batter / making a bread dough.

You are a new commis chef and have just started working in the pastry kitchen. Ask the sous chef for help regarding the equipment and utensils you need to do the task assigned to you.

Sous chef You need to use the planetary mixer with the beater attachment to mix the cake batter. Commis chef I need to use a sieve for the flour, don’t I? Sous chef That’s right. And it’s important to use a scraper to scrape down the sides of the bowl.

LISTENING

2.19 Listen to a pastry chef talking about three of her favourite recipes. Tick (✔) the photos that she talks about.

• Pavlova

• Chocolate mousse • Sachertorte

• Madeleines

• St Honorè

2.19 Write the names of the three recipes in the table below. Then listen again and, for each recipe, connect the information from each column.

Recipe

Basic ingredients

Origin

Essential equipment

1 ________________

fresh fruit, cream, egg whites, sugar

created in France

grater

2 ________________

eggs, butter, chocolate, apricot jam

invented by an Austrian

whisk attachment

eggs, butter, sugar, flour

named after a Russian dancer

wire rack

3 ________________

SPEAKING

Chocolate mousse recipe, p. 233; Madeleines recipe, p. 201

9 Work in small groups. Discuss these questions. • What’s your favourite recipe? • What do you know about its origins? • In your opinion, what is the most important piece of equipment/utensil for preparing it successfully?

COMPITO DI REALTÀ – Preparing the correct mise en place MEDIATING CONCEPTS Work in groups. There is a new commis chef in the pastry kitchen/student on your course. Prepare a ‘cheat sheet’, which he/she can keep and use as a reference, with the complete equipment mise en place for three of these common preparations. crème pâtissière – crème anglaise – puff pastry – pâte sucrée – choux pastry – Italian meringue – Genoise sponge

200

ma ste rin g rec ipe s

The World of Pastry

No-bake orange cheesecake SERVES: 8-10

Ingredients ●

240g digestive biscuits

●

110g butter, melted

●

400g cream cheese

●

200 (1) ______________ mascarpone

●

Method ●

Crush the biscuits and mix in the melted butter. Spread evenly in the bottom of

●

Mix the cream cheese, mascarpone, orange zest and sugar in a (6) ______________.

a 23cm (5) ______________ tin. Put in the fridge to set.

grated zest of (2) ______________

Add a (7) ______________ milk if necessary.

oranges

Whisk the cream until thick and then carefully add to the orange mixture.

●

100g caster sugar

●

milk, as (3) ______________

●

Pour the filling over the biscuit base and spread evenly. Chill for at least 4 hours.

185 (4) ______________ double cream

●

Remove from tin and decorate with a (8) ______________ segments of orange.

●

1 Read the recipe and choose the correct option. 1 A grams 2 A one 3 A much 4 A litres

B ml B a little B needed B pounds

5 A spring form 6 A saucepan 7 A little 8 A some

C ounces C three C possible C ml

B Swiss roll B bowl B some B little

C cupcake C sieve C few C few

Madeleines Method ●

Ingredients

●

Whisk the eggs and sugar until frothy.

●

Lightly whisk in the remaining ingredients.

●

Chill the batter for 20 minutes.

●

Pipe batter into madeleine tin.

●

Bake for 8-10 minutes at 200°C until golden.

●

Cool on a wire rack.

1 Read the recipe for Madeleines and underline the utensils mentioned. What other utensils and equipment will you need to prepare the recipe? Write down the complete equipment mise en place.

2 eggs

●

Brush the madeleine tin with melted butter and dust with flour.

100g caster sugar

●

100g plain flour, plus extra for dusting

●

zest of 1 lemon

●

3/4 tsp baking powder

●

100g butter, plus extra for greasing

●

Mise en place ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________

201

11 revise vocabulary 1 Complete the definitions with the words in the box. committed – creative – passionate – precise – proud – skilled

What are the qualities of a good pastry chef? 1 2 3 4 5 6

__________ – able to work accurately and carefully __________ – able to think of original ideas __________ – have a deep love for the job __________ – feel pleased and satisfied with their work __________ – have the technical abilities to do their work well __________ – be willing to give their time and energy to the job

2 Complete the chart with the job titles of the members of the pastry brigade. 1 ____________ runs the department and decides the dessert menu 2 ____________ second in command 3 ____________ in charge of yeast products

4 ____________ in charge of frozen desserts

5 ____________ in charge of sugar-based items

6 ____________ in charge of chocolatebased products

7 ____________ in charge of showpieces and decorations

8 ____________ carries out various duties as instructed

3 Combine these words to make the names of common appliances in the pastry kitchen. 1 2 3 4 5 6 7 8

proofing double arm convection steam ice cream planetary retarder dough

a b c d e f g h

mixer maker cabinet mixer sheeter proofer kettle oven

4 Write the name of the utensil under each picture.

1 _____________

2 _____________

3 _____________

4 _____________

5 _____________

5 Complete these sentences with the verbs in the box. convert – scrape – caramelise – brush – calls – weigh

1 2 3 4 5 6

202

You use a digital scale to _____________________ ingredients. You need to _____________________ out the bowl with a spatula. Don’t forget to _____________________ the top of the pastry with egg before baking. We need to _____________________ this recipe from imperial to metric. This recipe _____________________ for tartlet tins with removable bottoms. I need to use a blowtorch to _____________________ the top of the crème brûlée, don’t I?

6 _____________

invalsi training 11 READING B2 – SHORT ANSWER QUESTIONS

1 Read the text about baker Buddy Valastro, then answer the questions (1-7) using a maximum of 4 words. The first one (0) has been done for you.

GETTING TO KNOW THE CAKE BOSS Buddy Valastro is the Cake Boss, the Italian baker who creates some of the most extravagant cakes in the USA. He took his father’s tiny New Jersey bakery and turned it into an empire – with a chain of shops and restaurants, several published books, a line of cookware, and more than one TV show – and he has made his entire family famous. His father immigrated from Sicily, with nothing, not even shoes, he started at the very bottom and saved to buy Carlo’s Bakery, the place that’s still the heart of the Cake Boss empire. Valastro was 6 years old when he first went to work with his father, a third-generation baker who insisted his son wasn’t going to follow in his footsteps. But even though he started out cleaning toilets at the bakery, he says it was his father who made him love the job. During his earliest days in the bakery his father wouldn’t let him practise on cakes that were being made for a paying customer, so he decided his first cake was going to be a special birthday surprise for his mother. ‘I was about 12 and it was an Italian rum cake,’ he said. ‘It wasn’t very straight, but she loved it.’ Valastro was 17 when his father died. He had no choice but to leave school and learn everything he needed to run a business from real experience. ‘In school, you learn to make five cakes, so now you’re a cake genius? Come to the bakery and do 1,000 fondant layers in a week, (...) You learn, you know?’ He even suggests working at a bakery or in a commercial kitchen before going to a cooking school, because that’s the only way you’re going to know if it’s a real fit for you.

Across the country, the Cake Boss is famous for his cakes, but people that visit his bakery love his lobster tails, too. Making that delicate pastry isn’t just difficult, it’s frustrating enough to make a grown man cry. Valastro wrote that it was one of the hardest things he ever had to learn. He constantly worked at it, and constantly failed. It was his father’s speciality, but when his father passed away, he still hadn’t learnt how to make the pastry. After spending an entire night struggling with them, he prayed. lobster tails That night, he says, his father appeared in his dreams and went over mixing the dough. When he woke up, he headed to the bakery and made the lobster tails just like his father had. According to a newspaper, the price of the most expensive cake he has ever made is 30 million dollars. It was so expensive because it was decorated with diamonds, emeralds, sapphires and rubies. That 30 million cake wasn’t his favourite, though. Valastro says that honour is held by his 3.6-metre-tall, 3-ton Transformers cake. Even though he is now a celebrity, Valastro keeps doing some of the same charitable giving they have been doing for years. He donates zeppole to Jersey City’s Saint Joseph’s Church and he also donates bread every 13th of June to the St Francis Church in Hoboken. The occasion is the feast day of St Anthony of Padua. His feast day is typically celebrated by sharing loaves of bread, representing generosity and community spirit. He says he wished people knew he was just a normal, hard-working guy, that he was ‘all about family, all about the American dream, believing in this country and doing the right thing’. Work hard – and work a lot – and you could achieve anything. Most importantly? ‘You’ve got to go to work every day and love it.’ Transformers cake

0 1 2 3 4 5 6 7

What are Valastro’s two nationalities? (2 answers) Was Buddy Valastro’s father the first baker of the family? Who ate his earliest cake? Why did he stop studying? When did he manage to bake lobster tails? Who did his favourite cake represent? What gifts does he make yearly? What can happen if you are not afraid to work hard?

a Italian b American __________________________ __________________________ __________________________ __________________________ __________________________ a _________ b _________ __________________________

203

12 basic ingredients *

Flour

A wheat kernel has three parts: the bran, the germ, and the endosperm. bran Bran is the hard outer endosperm covering and it is rich in minerals and fibre. The germ is the embryo, full of nutrients, which will germ grow into a new plant. The endosperm is the biggest part of the kernel and is made of starches, proteins and carbohydrates.

Wheat flour Wheat flour is the main ingredient in bread and baked pastries. There are several varieties of wheat and the kernels*, when 1milled or ground, produce different strengths of flour with different particle sizes. Wholemeal flour is made using the whole kernel, while white flour is made using only the endosperm*. The main consideration for a pastry chef when selecting the correct flour for a recipe is the percentage and quality of protein and starch in the flour. The proteins give the flour the strength, elasticity and gas-trapping properties needed for the successful outcome of the recipe. The higher the protein content, the more gluten will be developed and the more water will be absorbed. Some chefs may also consider the ash – or mineral – content of the flour. Low ash flours are much whiter and more refined than high ash flours.

milled macinati

The W index classifies the strength of wheat flour. A lower W means more friability and shorter working or kneading times. A higher W means more resistance and elasticity, as well as slow leavening times. This means that you should choose a weak flour for making biscuits and cakes and a strong flour for making bread and other yeast products. · Between 90 and 160 W – weak flour with low protein content · Between 160 and 250 W – medium strength flour · Between 250 and 310 W – strong flour with high protein content · Over 310 W – special flours

GET STARTED

1 Read the text and find the English equivalents for these words. 1 forza __________

2 proteine __________

3 amido __________

4 elasticità __________

READING COMPREHENSION

5 glutine __________

2 Read the text again and decide if these sentences are T (true) or F (false). Correct the false ones. 1 Wholemeal flour is produced using all of the wheat kernel. 2 A pastry chef is not interested in the protein content of flour. 3 The elasticity depends on the amount of protein. 4 Low protein flours absorb more water than high protein flours. 5 The W index is a way of classifying the strength of flour. 6 It is best to use 160 W flour to make bread.

204

• • • • • • • • • • • •

theory / Basic Ingredients Alternative flours Many other types of grains can be ground into flour for use in baking. These flours can be used on their own, especially in regional recipes, but more frequently they are mixed with wheat flour to produce different textures and flavours in the finished product.

Barley

Rice

Chestnut

This can be a fine or 1coarse flour and is used to make different types of bread. Barley bread, for example, is thousands of years old.

A smooth, white flour milled from white rice. It is low in protein and has no gluten so it is often used in gluten-free baking.

Chestnuts can be ground into a flour which is used for some cakes and biscuits and speciality recipes such as Italian castagnaccio.

Rye

Maize

Spelt

The most common flour, after wheat, for bread making. The wholegrain is used to produce dark rye flour while the refined inner part of the kernel is used to produce light rye flour. Rye flours are used to make solid, dark breads like 2pumpernickel or crisp 3flatbreads.

Maize is mostly used in the form of yellow cornmeal, which can vary from fine to coarse. It gives a crumbly, 4gritty texture to things like cornbreads. It is also used to produce cornstarch, a fine powder used for thickening pie fillings and similar products.

Spelt grain is considered to be the ancestor of modern wheat. It has become more popular in recent years and is used in speciality breads, as well as pasta.

Rolled oats are made by steaming oat grains to soften them and then flattening them between rollers.

Buckwheat

Oat

Technically not a grain, whole buckwheat produces a dark strong-tasting flour while the buckwheat endosperm produces a flour which is lighter and milder. It is used for pancakes, crêpes, speciality breads and multigrain products.

Rich in protein and fibre and low in gluten, whole grain oats are milled into fine flour which is used together with wheat flour in speciality breads. It is also common to use rolled oats* to give texture to multigrain breads and in some biscuits.

coarse non raffinata pumpernickel pane di segale 3 flatbreads pane azzimo 4 gritty granuloso 1

READING COMPREHENSION

1 Read the descriptions of the alternative types of flour and decide which flour(s): 1 2 3 4

does not contain gluten. is not made from a grain. produces a heavy dark bread. is often used for pasta.

SPEAKING

_____________ _____________ _____________ _____________

5 6 7 8

has a yellow colour. has dark and light versions. doesn’t have much gluten. is a very old grain.

_____________ _____________ _____________ _____________

MEDIATING COMMUNICATION

2 Work in small groups. Discuss these questions. • Which types of flour are used the most often in pastries and breads in your country? • Are there any regional specialities which use a particular type of flour? • Are wholemeal and gluten-free products popular?

205

theory

Sweeteners SUGAR , which comes from sugar cane or sugar beet, is produced in many different types. Each type is suitable for a particular use or recipe. The most common types of refined white sugar are: • Granulated sugar – small crystals, suitable for most baking and pastry uses; • Caster (or ultrafine) sugar – smaller crystals which dissolve more quickly, often preferred for cakes and biscuits as it produces a more uniform batter; • Icing (or confectioners’) sugar – a fine powder, used for dusting desserts, making icings, whipping fresh creams and other recipes such as sweet pastry biscuits; • Sanding sugar – coarse crystals, used for coating biscuits, cakes and other products; • Pearl sugar – opaque grains which do not dissolve easily in water, used for decorating sweet dough products. Cane sugar which has not been completely refined is called brown sugar. This can be light or dark brown in colour. There is also demerara sugar and muscovado sugar. These types of brown sugar add an earthy, caramel flavour and colour to the recipe, depending on the amount of molasses* they contain. Other sweeteners that are used in baking and pastry making are: HONEY : used since ancient times as a sweetener, honey varies in colour and flavour depending on the type of flower and the zone where it is produced. MAPLE SYRUP : a typical product from Canada and the USA, maple syrup is obtained from maple trees. It has a characteristic flavour and it is best known as a topping for pancakes and waffles.

Molasses are a byproduct of sugar refining. Darker grades are stronger in flavour and contain less sugar than lighter grades. One use of sugar cane molasses is to produce rum.

HAVE SOME MORE The principal reason for using these kinds of products is to add sweetness to a recipe, but sweeteners also serve other functions. They create a fine texture and tenderness; they give colour to crusts; they provide food for yeast; they help stabilise mixtures; they conserve products. Alternative types of sweeteners

GET STARTED

1 Work in pairs. How many different types of sugar and sweeteners can you think of?

Quickly read the text and check your ideas.

READING COMPREHENSION

INVALSI Read the text again and match the two parts of the sentences.

1 2 3 4 5 6

Sugar is produced... Refined white sugar is available... Icing sugar has the finest consistency... The colour in brown sugar... There are many different flavours of honey... As well as to sweeten, sugar is used...

a comes from the molasses. b depending on the flowers and location. c to add colour and to preserve products. d of all the types of refined white sugar. e in different sized crystals. f using sugar cane or sugar beet.

VOCABULARY

3 Find the English equivalents for these words in the text. 1 barbabietola 2 raffinato 3 semolato

_____________ _____________ _____________

4 cristalli 5 polvere 6 granelli

_____________ _____________ _____________

7 caramello 8 acero 9 dolcezza

_____________ _____________ _____________

SPEAKING

4 Work in pairs. Decide which type of sweetener would be best for the following recipes. Swiss meringue – lemon mousse – rum baba – American pancakes – sweet short crust pastry – apple strudel

206

Basic Ingredients

Leavening agents The leavening agents used in pastry making and baking can be divided into three categories: physical, biological and chemical. Two gases – air and steam – are PHYSICAL LEAVENING AGENTS which are present in all baked goods. Air is incorporated into doughs and batters by creaming (e.g. sponge cakes) and foaming (e.g. angel food cake, soufflés). The air expands during baking and helps the products rise. The water present in doughs and batters turns to steam and expands its original volume many times so the products leaven (e.g. puff pastry, pie crusts). Yeast, a microscopic fungus, is a BIOLOGICAL LEAVENING AGENT . It is available as fresh yeast in blocks which are kept in the fridge; as dried yeast in grains, which are mixed first with warm water and sugar; or as powdered fast-action dried yeast which is added directly to the flour. The fermentation process is when the yeast acts on the sugars in the dough and changes them into carbon dioxide and alcohol. It is the carbon dioxide gas which causes the dough to rise, while the alcohol evaporates during cooking. The main two CHEMICAL LEAVENING AGENTS are bicarbonate of soda and baking powder, and they both produce carbon dioxide through a chemical reaction. Bicarbonate of soda releases carbon dioxide in the presence of moisture and acid (e.g. buttermilk, yoghurt, honey, fruit purée). This is why products using bicarbonate of soda must be baked immediately after mixing. Baking powder is a mix of bicarbonate of soda and acids, such as cream of tartar. It is more stable and most of the chemical reaction, and therefore leavening, occurs when the product is baked.

HAVE SOME MORE Bread can be leavened using sourdough or natural starters which contain wild yeast and bacteria. Flour and water are mixed together and left to ferment. A portion is then used to make bread, while the rest is saved, mixed with more flour and water, and kept for the next day. The wild yeasts, which vary depending on where the starter is made, and the bacteria, in particular lactobacilli, are essential for the leavening of the bread and the unique taste of the final product. Word bank, p. 324

GET STARTED

1 Read the text and write the Italian equivalents for these words. 1 air 2 steam

____________ ____________

READING COMPREHENSION

3 yeast 4 carbon dioxide

____________ ____________

5 bicarbonate of soda ____________ 6 baking powder ____________

MEDIATING TEXTS

2 Read the text again and complete this mind map. LEAVENING AGENTS PHYSICAL air

____________

incorporated by __________ and __________

expands its __________ __________

BIOLOGICAL ____________

fresh, __________, __________

produces __________ and alcohol

____________

baking powder

reacts with acids and _________ to produce CO2 , must be baked __________

mix of bicarbonate and __________ , more __________

SPEAKING

3 Now work in pairs. Think of at least one recipe for each type of leavening agent. 207

theory

Cocoa and chocolate The cacao tree (Theobroma cacao) is a tropical plant which grows in the equatorial regions. The seed of the tree, the cocoa bean, is fermented, roasted and ground to produce chocolate liquor (also known as cocoa mass or solids). The products which are made from this mass are cocoa powder, cocoa butter and chocolate. Cocoa powder is mixed with cake batters to add flavour and also used for preparing drinks. Cocoa butter, a pale-yellow fat, is used, for example, as an ingredient in the fillings of truffles and chocolates. To produce different types of chocolate, chocolate liquor, cocoa butter and sugar are mixed in various proportions. It is possible to also add other ingredients such as milk or spices. Dark or plain chocolate has a characteristic bitter taste depending on the amount of sugar it contains. It is widely used in confectionery, pastry and dessert products. Milk chocolate has a paler colour and is sweeter with more delicate flavour because of the addition of milk. White chocolate is technically not chocolate as it doesn’t contain any cocoa solids, just cocoa butter, sugar and milk. It is used as a covering, for decoration or in the preparation of mousses. Pastry chefs generally use a high quality chocolate known as couverture, which has a higher percentage of cocoa butter. This can be dark, milk or white and, when tempered, provides a uniform 1finish, a good shine and a sharp 2snap to the final product.

QUICK BITES Cocoa butter is used in cosmetics because of its stability and the antioxidants it contains which mean it does not go rancid.

finish rifinitura snap s chiocco (quando viene spezzato)

GET STARTED

1 Read the text and match each product to the correct picture. A

1 • cocoa butter 2 • chocolate liquor or solids 3 • cocoa bean

READING COMPREHENSION

2 Match each picture to the products in the box. Then match each product to the correct description. white chocolate – milk chocolate – cocoa powder – couverture – dark chocolate

1 ________________

2 ________________

3 ________________

a • technically not chocolate, white colour b • sweet, delicate flavour, pale colour c • used to add flavour to cake batters and make drinks

4 ________________

5 ________________

d • bitter flavour, very dark colour e • most used by chefs, high quality

LISTENING

2.20 Listen to a chocolatier talking about tempering chocolate. Tick (✔) which items she says that she uses for this process.

• whisk • marble slab 208

• spatula • microwave

• tempering machine • stainless steel bowl

• thermometer • chocolate mould

Basic Ingredients

Milk and cream The MILK used in pastry making and baking is usually pasteurised cow’s milk. It is normally homogenised so that the fat does not separate from the rest of the liquid. Milk is generally available as whole (3.5% fat), semi-skimmed (0.5% to 2% fat) or skimmed milk (less than 0.5% fat). It must be kept refrigerated. In the case of UHT milk (ultra-high temperature), it can be kept at room temperature until opened. Whole milk is preferred in pastry making for the flavour and colour it imparts. Condensed milk, available in tins with a long shelf life, is made by evaporating about 60% of the water content of whole milk, and adding sugar to sweeten it. It is used in recipes like Banoffee pie and Key lime pie. Dried milk is cheap and convenient. In bread making, it doesn’t have to be reconstituted and can be added to the dry ingredients without affecting the quality or the final product.

CREAM has a rich taste and is used as an ingredient in fillings, sauces, mousses, custards and Bavarian creams, as well as to decorate cakes and desserts. There are three main types of cream available in the UK, which are used for different purposes depending on the percentage of fat they contain. • Single cream with 18% fat cannot be whipped and is used for pouring and in sauces; • Whipping cream has 35% fat and can be whipped and piped for decorations. This is the most versatile type of cream for pastry chefs; • Double cream, with 48% fat, has the thickest consistency and whips very easily to be used in puddings and desserts or for piping decorations. Fermented cream products, such as buttermilk, sour cream and crème fraiche, have been acidified with bacteria. They are often used in chemicallyleavened products such as scones, muffins and cakes to provide a tangy taste.

HAVE SOME MORE There are plant milks and creams which are made from plant origins, such as almond, soy, oat or rice. These are suitable for vegans and those with dairy allergies and are popular with people looking for a healthier alternative.

QUICK BITES A speciality of Devon and Cornwall is clotted cream. This is a dense yellow cream with 55% fat content, and it is traditionally served with scones and jam as part of an afternoon tea.

READING COMPREHENSION

1 Read the texts and complete these sentences with the name of the milk or cream product. 1 Pastry chefs prefer to use ________________ in baking. 2 You use _________________ to make Banoffee pie and Key lime pie. 3 _________________ can be used to make bread dough.

4 You cannot whip __________________ as it doesn’t contain enough fat. 5 __________________ and __________________ can be whipped and used for piping.

VOCABULARY

2 Match these verbs to their definition. 1 2 3 4 5

reconstitute a make a liquid flow from a container decorate b squeeze a substance through a nozzle whip c add something to make it pretty and attractive pour d add water to change dried food back to liquid form pipe e whisk or beat to make thick and firm

COMPITO DI REALTÀ – Selecting a recipe for a special occasion MEDIATING CONCEPTS Work in small groups. Choose one ingredient from each category (flour, sweeteners, leavening agents, chocolate and milk products) and decide a recipe for one of these situations. Use the Internet and recipe books to help you. • a birthday party

• a summer picnic in the countryside

• a signature dessert for a renowned restaurant

209

Understanding common mistakes in the kitchen

Common problems and their causes

A __________________ DARK CRUST • too much sugar or milk • oven temperature too high • baking time too long

B __________________ TOUGH • over mixed or handled too much • flour too strong • too much water

C __________________ DENSE OR HEAVY • too much leavening agent • too much sugar • oven temperature not high enough

DENSE TEXTURE • too little yeast or liquid • too much salt • underproofed or underfermented dough

SOGGY BOTTOM • underbaked • oven temperature too low

UNEVEN SHAPE • batter spread unevenly • uneven heat in oven • not mixed properly

CHEF’S RECOMMENDATION

soggy molliccio lump massa di consistenza grumosa 1

It is possible to test the strength of flour by squeezing some in your hand. A weak flour sticks together and forms a 2lump; a strong flour doesn’t and it falls apart when you open your hand.

GET STARTED

1 Read the page above from a recipe book describing common problems when baking and their possible causes. Then write the correct title for each section. 1 Pastry

2 Cakes

3 Bread

READING COMPREHENSION

2 Read the page again and answer these questions. 1 What can cause bread to have a dark crust? 2 What can happen if you use too much salt in your bread dough? 3 If you choose a strong flour for pastry, what could the result be?

4 If the oven temperature is not high enough, what could happen to your pastry? 5 What can happen if you use too much sugar in a cake batter? 6 What can cause a cake to have an uneven shape?

VOCABULARY

3 Write the adjectives in the box in the correct category. Use a dictionary to help you. acidic – bitter – burnt – grainy – lumpy – overbaked – overpowering – runny – sickly – soggy – underbaked – uneven – bland

Appearance

Texture

Taste

4 Now use a suitable adjective from exercise 3 to complete these sentences. 1 2 3 4 5 6

210

I didn’t blind bake the pastry case and now the bottom of the pie is _______________. The crème anglaise is too _______________ – it should coat the back of a spoon, not drip straight off. The sponge cake has sunk in the middle and the edges are _______________. It’s not level at all. There is too much mint in the sorbet and it is _______________. I can’t taste the other flavours. I’m sorry but the biscuit base is completely _______________ – it’s almost raw. The sauce should be smooth not _______________. Did you stir it continuously?

lab / Basic Ingredients READING COMPREHENSION

CHEF’S RECOMMENDATION

SP = Sous pastry chef; C1 = Commis chef one; C2 = Commis chef two SP OK. Let’s have a look. Did you find this recipe difficult? C1 Yes, the recipe looked easy but it was harder than I thought. And I don’t think the result is very good. SP I see. The cake looks very appealing and attractive, but the sponge is very thin and the top is uneven. What did you use to spread the batter? C1 Just a spoon. SP I think a palette knife or a plastic scraper is better. If you don’t spread the batter evenly, it won’t rise evenly. C1 Thanks. I’ll do that next time. SP And I think you chose a tin that was too big. That’s why the cake is very thin. Now, let me look at this one. Lovely presentation, but you can see now I’ve cut it that the sponge is too dense. Did you weigh the bicarbonate of soda carefully? C2 Yes. I followed the recipe exactly. SP Perhaps the oven temperature wasn’t high enough. The taste is quite bland. Did you forget to add the vanilla to the cream? C2 I did add the vanilla, yes, but maybe I used too little. SP Well, good efforts from both of you, but let’s learn from the mistakes.

Make sure you carefully measure the correct amount of leavening agent for your recipe. Even small differences can change the texture and taste of the finished product.

2.21 INVALSI Read and listen to the conversation. Answer these questions in no more than 4 words.

1 How did the commis chefs find the recipe? 2 What is wrong with the first cake? 3 What mistake did the first commis chef make regarding the tin?

4 What is positive about the second cake? 5 What is the texture of the second cake like? 6 Which ingredient didn’t the second chef use enough of?

Talking about mistakes Saying what the problem is

Speculating about the causes

• It doesn’t taste right/very nice. • It doesn’t look appetising/attractive. • The crust is not very brown/too hard. • The taste of the cinnamon/ginger is overpowering/covers the other flavours. • The bottom of the pie is soggy and underbaked. • It isn’t sweet/crunchy/shiny enough.

• Maybe the oven was the wrong temperature. • Perhaps you didn’t use enough cream/chocolate. • I think you probably heated the milk too much. • Did you forget to add the baking powder/sieve the flour? • Did you use a weak flour? • Were the eggs fresh?

SPEAKING

6 Work in pairs. Practise mini dialogues for the following problems or mistakes, saying what the causes could be. Problem 1 A very dark crust on a loaf of bread Problem 2 A heavy texture for a sponge cake

Problem 3 Bread rolls which are uneven shapes Problem 4 Pastry which is tough and not flaky

A The crust of my bread is very dark. What did I do wrong?

B Maybe you used too much sugar. Or perhaps...

COMPITO DI REALTÀ – Identifying and resolving mistakes MEDIATING CONCEPTS Work in groups. Choose one of the recipes below. Prepare a factsheet to present common problems and mistakes and how they can be avoided or resolved. The problems can be regarding the ingredients, method, baking, appearance, texture and taste. Share your factsheet with the rest of the class. crème pâtissière – puff pastry – Genoise sponge – savarin – cannoli – crêpe – vanilla ice cream – fruit pie

211

ma ste rin g rec ipe s

Swedish Limpa rye bread YIELD: 4 loaves

Ingredients 40g fresh yeast 360ml warm water ● 225g medium rye flour ● 6g fennel seeds ● 6g 1caraway seeds ● 8g anise seeds ● 360ml warm milk ● 120ml molasses ● 180ml vegetable oil ● 115g light brown sugar ● 15g salt ● grated zest of 2 oranges ● 910g strong flour ● water ● rye flour ● ●

Method Dissolve the yeast in the warm water. Add the rye flour and mix to make a smooth, sticky paste. Cover and let stand in a warm place until doubled in size. 1 E ● Place the flour and yeast mixture into the mixer bowl and, using the dough hook attachment at low speed, blend in the warm milk, molasses, vegetable oil, brown sugar, salt and grated orange zest. Next add the spices and enough of the bread flour to form a dough. 2 The dough should be smooth and elastic, but fairly 2stiff. ● Once the dough is the correct consistency, place in a lightly oiled bowl. 3 ● Turn the dough onto the work table and divide into 4 equal pieces, approximately 570g each. Form each piece into an oval loaf, slightly 3tapered on both ends. Place the loaves on a baking tray lined with baking paper and proof further until they have slightly less than doubled in volume. 4 Then dust heavily with rye flour. Use a sharp knife or blade to score the tops of the loaves. ● Bake at 190°C for approximately 35 minutes. 5 Cool on wire racks.

●

caraway seeds semi di cumino tedesco stiff consistente 3 tapered affusolato, allungato 1

INVALSI Read the recipe. Five sentences have been removed. Choose from sentences (A-H) the one to fit the gaps (1-5). There are three extra sentences.

A The loaves should sound hollow when tapped on the bottom. B Meanwhile grate the orange zest and squeeze the juice of two oranges. C Proof in a warm place until doubled in size. D Sprinkle the top of the loaves with rolled oats.

E Meanwhile use a pestle and mortar to crush the fennel caraway and anise seeds. F Knead for 8 to 10 minutes, adding the remaining flour if necessary. G Sieve the two flours together into a bowl. H Brush or spray the loaves with a little water.

2 Choose one of the following countries and do some research online to find a typical recipe for a bread.

Prepare a short written presentation, including a photograph, the recipe and any cultural or historical information. Brazil – Egypt – France – Ireland – Pakistan – Poland – Portugal – Russia – Turkey – Wales

Mille -feuille cake VIDEO RECIPE

Watch the video and answer these questions. 1 2 3 4 5 6

212

What is the filling for the mille-feuille? What other ingredient is added between the layers? How many disks of puff pastry do they use? How is the edge of the cake decorated? What decorations are used for the top of the cake? What other ways would you fill and decorate a mille-feuille?

Basic Ingredients

Devonshire honey cake Perfect served as part of an afternoon tea.

Ingredients

Method • B ake at 180°C for 40-45 minutes until the cake is springy to the touch and 1shrinking slightly from the sides of the tin. • 1 Grease and line the bottom of a 18cm spring form cake tin. • Cool slightly in the tin before turning out onto a wire rack. • When it is melted, increase the heat and boil for one minute. • Sieve the flour and baking powder into a large bowl and pour in the mixture. Beat until smooth. The batter will be quite runny. • Mix in the beaten eggs with a wooden spoon. • Put the butter, sugar and honey into a large pan. Add a tablespoon of water and melt slowly over a low heat. • Allow the mixture to cool for about 15-20 minutes otherwise the eggs will cook when added. • Make the icing by mixing the sugar and honey together with 2-3 teaspoons of hot water. Drizzle over the cake while it is still warm. • Pour the batter into the cake tin.

For the cake ●

140g butter

●

85g light muscovado sugar

●

170g clear honey

●

2 eggs, beaten

●

200g weak flour, sieved

●

10g baking powder

●

water

For the icing ●

50g icing sugar

●

1 tbsp clear honey

●

hot water

shrinking si restringe

1 Read the list of ingredients and then put the 10 steps for preparing the cake into the correct order. 2

INVALSI Now answer these questions in no more than 4 words.

1 On what occasion could you serve this cake? 2 How should you prepare the cake tin? 3 Why is it important to cool the mixture before adding the eggs?

4 Which two ingredients should be sieved together? 5 How can you tell when the cake is cooked? (two answers) 6 When should you put the icing on the cake?

Honeycomb (or cinder toffee) Ingredients ●

vegetable oil

●

80g golden syrup

●

80g butter

●

2 tsp bicarbonate

●

160g caster sugar

of soda

CHEF’S RECOMMENDATION To stop the mixture from burning, use a wet pastry brush to brush the sides of the pan and remove any sugar.

1 Read the recipe and write a list of all the

equipment you need to prepare honeycomb.

2 Work in pairs. Say what mistakes you could

Method Grease a 20cm square tin with vegetable oil. Put the butter, sugar and golden syrup into a deep, heavy-based pan and gently heat until the sugar has dissolved. Turn up the heat and boil rapidly, without stirring, until it reaches 145°C. It should be golden brown. Gently 1swirl the pan if the mixture gets dark on one side. Add the bicarbonate of soda and quickly whisk it in for a few seconds. Be extremely careful because the mixture 2froths up and expands a lot. Quickly pour into the tin and allow to cool and set.

make when preparing honeycomb and the things that could go wrong. It is easy to heat the mixture too much. You could burn yourself when adding the bicarbonate of soda.

swirl scuoti froths up forma della schiuma

213

lab

Chocolate lava cake PREPARATION TIME: 20 minutes COOKING TIME: 15 minutes SERVES : 6

Method ●

Grease 6 mono-portion (1) _______ and place on a baking tray.

●

Melt the butter and chopped dark chocolate in a bowl over a (2) _______ of hot

●

Using the beater attachment, add the sugar and then the eggs (5) _______ at a time.

Ingredients

water and stir until (3) _______. Set aside to (4) _______ for about 15 minutes. Finally add the vanilla extract and the flour and mix briefly.

●

100g butter

●

100g dark chocolate

●

150g light brown soft sugar

●

3 large eggs

The tops should be firm but the inside should feel soft.

●

½ tsp vanilla extract

●

50g flour

●

icing sugar and single cream

(6) _______ the mixture between the moulds and bake for 10-12 minutes at 200°C. Carefully run a knife around each mould and (7) _______ out each pudding onto a

●

serving plate. (8) _______ lightly with icing sugar and serve with single cream.

for serving

●

1 Read the recipe and choose the correct option to complete it. 1 A pans 2 A bowl 3 A smooth 4 A heat

B moulds B tin B set B dissolve

C C C C

paper cases ladle grainy cool

D rings D pan D solid D freeze

5 A each 6 A Fill 7 A put 8 A Dust

B one B Empty B cut B Brush

C C C C

all Divide work Sieve

D every D Break D turn D Glaze

Passion fruit Bavarian Ingredients 200g ___________

●

100g ___________

●

_________________

●

100g ___________

Method Put the milk and the first amount of sugar in a (1) pan/bowl and heat.

●

Meanwhile, whisk together the (2) egg yolks/cream and the second amount of sugar.

●

When the milk mixture comes to a boil, add about a (3) third/quarter of it to the egg yolk mixture.

●

14g ____________

●

200g ___________

●

400g ___________

Stir and return all to the pan. Cook to (4) 75°C/85°C, being careful not to exceed this temperature. Strain through a fine chinois. Soften the gelatine in (5) cold/hot water. Bring the passion fruit pulp to a boil and then add the

●

gelatine, stirring until it is dissolved. Then cool the fruit mixture (6) over cold water/in a blast chiller until about 25°-28°C. Combine the passion fruit with the custard. Whip the cream into (7) stiff/soft peaks. Carefully fold in the whipped cream, working quickly

●

before the gelatine sets. Pour into moulds and (8) chill/freeze.

2.22 Listen to a chef explaining this Passion fruit Bavarian recipe and complete the list of ingredients.

2.23 Listen to the second part of the explanation and choose the correct option to complete the method.

214

Nigella Lawson’s Dark and Sumptuous Chocolate Cake Ingredients For the cake ● 225g plain flour ● 1 ½ tps bicarbonate of soda ● ½ tps fine sea salt ● 1 ½ tps instant espresso powder ● 75g cocoa ● 300g soft dark brown sugar ● 375ml hot water ● 75g coconut oil ● 1 ½ tps cider vinegar or white wine vinegar ● 1 tbsps edible rose petals ● 1 tbsps chopped pistachios

Name Born Occupation Training Style

Nigella Lawson London, 1960 food writer and TV presenter self-taught a casual, fun approach to cooking, with a passionate and descriptive presentation style Awards her books and TV shows have won various awards Achievements She has hosted more than ten TV cookery shows, written 12 books and been a judge on MasterChef Australia and other shows.

In her first book, How to Eat (1998), Nigella Lawson describes herself as follows: ‘I am not a chef. I am not even a trained or professional cook. My qualification is as an eater.’ And it is her love of food which has distinguished her very successful career as a culinary writer and TV presenter ever since. She has a down-to-earth approach to cooking and is well known for her passionate, lyrical descriptions. About this recipe, from her 2015 book Simply Nigella, she says ‘This cake. It confounds me. It delights me. I never ever thought I would be in raptures about the joyfulness of a – yes – vegan chocolate cake.’

Basic Ingredients

Celebrit y Chef R E CIP E S For the icing ● 60ml cold water ● 75g coconut butter ● 50g soft dark sugar ● 1 ½ tbsps instant espresso powder ● 1 ½ tbsps cocoa ● 150g dark chocolate (min. 70% cocoa solids), finely chopped

Method • Put all of the icing ingredients except the chopped chocolate into a heavybased saucepan and bring to the boil, making sure everything’s dissolved. Then turn off the heat. Quickly add the finely chopped chocolate and swirl the pan to mix. Leave for a minute, then whisk until you have a glossy icing. Leave to cool, stirring every now and again. • Line the bottom of a 20cm spring form cake tin with baking parchment. • Put the flour, bicarbonate, salt, instant espresso and cocoa in a bowl and mix with a fork. • Mix together the sugar, water, coconut oil and vinegar until the coconut oil has melted. Then stir into the dry ingredients. • Pour the batter into the prepared tin and bake for 30-35 minutes at 180°C/160°C Fan/350°F/Gas mark 4. • When it’s ready, the cake will be coming away from the edges of the tin and a cake tester will come out clean, apart from a few crumbs. This is a fudgy cake and you don’t want to overdo it. • Transfer the tin to a wire rack and let the cake cool in its tin. Once cool, remove the cake from the tin. Pour the icing over the cake – it should be runny enough to cover the cake, but thick enough to stay (mostly) on the top. Use a spatula to ease the icing to the edges, if needed. • Sprinkle joyously with rose petals and chopped pistachios or anything else that your heart desires. Leave to stand for 30 minutes for the icing to set before slicing.

1 Read the text and the recipe and answer these questions. 1 What kind of professional background does Nigella Lawson have? 2 What typical ingredients for a cake are missing from this recipe? What have they been replaced with? Why?

3 How long do you think this recipe takes? How does this time compare to a traditional sponge cake recipe? 4 How does Nigella suggest decorating the cake? What decorations would you use?

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12 revise vocabulary 1 Which word can complete the collocations? Add other words to each group. 1 strong wholemeal weak/refined/rye/rice 2 clotted double ________ 3 condensed full-fat ________ 4 white dark ________

} } } }

5 icing demerera ________ 6 wild fresh ________ 7 ________

flour ________ ________

} } }

________ ________ powder butter ________

________

2 Match the ingredients to their definition. 1 2 3 4 5 6

molasses maple syrup spelt flour baking powder rice flour buttermilk

a b c d e f

a white, gluten-free flour made from an ancient variety of grain a fermented cream product a popular North American product for pancakes a byproduct of the sugar refining process a stable, chemical leavening agent

3 Complete these collocations with the verbs in the box. beat – melt – pipe – pour – sieve – whisk

1 2 3 4 5 6

________ cream, egg whites ________ chocolate, butter ________ milk, liquid, batter ________ the sugar and eggs, mixture ________ chocolate, cream, a decoration ________ the flour, dry ingredients, icing sugar

4 Find the odd one out and say what the others have in common. 1 2 3 4

burnt overbaked lumpy underbaked ____________________________________________________ bland acidic sickly soggy ____________________________________________________ grainy bitter lumpy runny ____________________________________________________ shiny overpowering bitter delicate ____________________________________________________

5 Complete these sentences with the words in the box. flavours – forget – hot – lovely – use – wrong

1 2 3 4 5 6

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My sponge is completely flat. What did I do __________________? The taste is __________________, but it doesn’t look attractive at all. Did you __________________ to add the baking powder to the batter? There is too much amaretto and it covers the other __________________. The edges are burnt so maybe the oven was too __________________. Perhaps you didn’t __________________ enough lemon – you can hardly taste it.

invalsi training 12 LISTENING B2 − MULTIPLE MATCHING

2.24 Listen to these four conversations. Select the correct conversation (1-4) to match the descriptions (A-I).

You can match the same conversation more than once. There is an extra sentence. The first one (0) has been done for you. You will hear the recording twice. 0 The customer doesn’t feel very hungry. A The customer is taking some food away. B The customer is not alone. C The customer asks for a variation to the menu. D The customer is a regular client. E The customer is worried about the quantity of food he/she is ordering. F The customer likes fruit juices. G The customer buys food for a colleague. H The customer doesn’t know what to have for breakfast. I The customer is buying cakes at a baker’s.

1 ____ ____ ____ ____ ____ ____ ____ ____ ____

LISTENING B2 − SHORT ANSWER QUESTIONS

2.25 Listen to a pastry chef talking about problems in his job and how to

face them. Answer the questions (1-5) using a maximum of 4 words. The first one (0) has been done for you. You will hear the recording twice. 0 What kind of chef has the most difficult job, according to the first speaker? a pastry chef 1 What company commissioned baked products from the hotel? ______________________________________ 2 What are the two things that you need to have for a successful business? a ______________________________________ b ______________________________________ 3 When did the staff turn off the oven? ______________________________________ 4 Where were the spare parts for the broken oven? ______________________________________ 5 What is the first thing that people usually notice in a cake? ______________________________________ 6 Do all pastry chefs use artificial food colouring? ______________________________________ 7 What is the most important thing to maintain in your products? ______________________________________

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13 basic techniques Bread

HAVE SOME MORE

In its simplest form, bread is made up of three or four ingredients: water, yeast, flour and sometimes salt. Rich yeast doughs, for products like brioche, sweet breakfast rolls, Danish pastries and croissants, also contain fat, sugar, eggs or milk. But while the ingredients are simple, bread and other yeast dough products can be very difficult to get right. Let’s look, then, at the main stages of basic bread production.

EIGHT BASIC STAGES OF BREAD MAKING

1 _______________________________ This must be done carefully, especially with ingredients like salt, to ensure a good finish and flavour.

4 _______________________________

When the dough has doubled in size, it is folded and pressed down. This expels CO2 and helps the development of the gluten structure, important for the texture and crumb of the bread.

7 _______________________________

The dough is normally placed in proofing chambers for this period of continued fermentation in order to control the time and temperature exactly.

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2 _______________________________ This is usually done using a mixer to combine all the ingredients into a smooth dough and to develop the gluten. The times and speed of mixing depend on the individual recipe.

5 _______________________________ The dough is cut and divided into pieces of the same weight so that the final products are all the same size. The dough is roughly shaped depending on the final product, for example loaves, baguettes or rolls.

8 _______________________________

You can make up yeast products in many different shapes depending on the type of dough and the desired effect. For individual portions, as well as the classic round or oval roll, you can choose a double knot, figure of eight, plait or a crescent. Croissants for example are usually a crescent shape.

3 _______________________________

This process is when the yeast acts on the sugars in the dough to produce carbon dioxide (C02) and alcohol. The time needed depends on how long the dough is mixed for in the previous step and the type of product.

6 _______________________________

After a short period of proofing to relax the dough, it is given its final shape and placed in tins or on baking sheets.

To help with the formation and colour of the crust, you can apply a wash, often water or egg. You can also score the top of the product before baking. The oven temperature and baking time depend on the type of product. Once baked, the bread should be cooled on wire racks.

theory / Basic Techniques HAVE SOME MORE Breadsticks are made with a yeast-based dough, but they are shaped into long thin sticks so the finished product is much drier and crunchier. Crackers can be made with yeast or a natural starter, but often don’t contain any leavening agent so that they remain thin and crispy.

GET STARTED

1 Read the texts on page 218 and match them to the names of the different stages of bread production in the box. Folding – Dividing and shaping – Mixing – Proofing – Fermentation – Baking – Weighing ingredients – Make up

READING COMPREHENSION

2 Read the texts again and decide if these sentences are T (true) or F (false). Correct the false ones. 1 It is easy to get excellent results when making bread because it is a simple process. 2 Gluten develops during the mixing stage of bread production. 3 Fermentation takes the same length of time for all yeast doughs. 4 Folding is carried out when the dough has become twice as big. 5 Proofing chambers allow you to control the time and temperature for the proofing stage. 6 Bread is left to cool in the tins or on baking sheets.

T F

• • • • • • • • • • • •

VOCABULARY

3 Find the English equivalents for these words in the texts. 1 2 3 4

sapore raddoppiato mollica pagnotte

SPEAKING

___________________ ___________________ ___________________ ___________________

5 6 7 8

panini crosta spennellata incidere

___________________ ___________________ ___________________ ___________________

MEDIATING CONCEPTS

4 Discuss this question in pairs and then compare your answers with the rest of the class. Use the expressions in the box to help you.

mixing time and speed – longer/shorter fermentation/proofing time – adding extra ingredients ways of shaping the dough – using steam/no steam during baking – baking or frying the dough

What changes or adaptations do you need to make to the above stages for the following products? • crusty bread • nut and raisin bread • croissants • wholemeal bread • sourdough bread • yeast doughnuts

WRITING

5 Choose one of the products in exercise 4 and write down the necessary steps in the process.

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theory

Pastry The different types of pastry vary in texture and taste according to the proportion of fat that is used, the way it is mixed with the flour and the method used to shape the dough. Shortcrust pastry is a very simple type of 1flaky, tender pastry made with fat, flour, salt and water. Butter gives excellent flavour but it melts easily during handling; other 2shortenings are easier to work with and less expensive. It is possible to add a small amount of sugar and eggs for a richer pastry. It is used for baked fruit pies and custard pies.

Sweet shortcrust pastry or pâte sucrée is a sweet pastry similar to shortcrust pastry but with a higher sugar content and egg yolks for richness. It is used as the basis for many recipes such as fruit tartlets, petits fours and biscuits.

Puff pastry is a laminated pastry made of layers of fat 3sandwiched between layers of dough. The special folding technique 4traps air between the layers and, on baking, the pastry 5puffs up, creating delicious leaves with a light texture and rich flavour. The butter gives it a melt-in-the-mouth quality. It is used for pinwheels, cream horns and palmiers. Flaky pastry, or blitz puff pastry, is quicker and easier to make. It does not rise as much and the texture is not as fine, but it is perfect for napoleons and other desserts which are layered with cream fillings. Filo pastry is paper-thin translucent sheets of pastry commonly used in Greek, Eastern European and Middle Eastern cuisines. Several sheets can be used together and it can be fried or oven baked. It is used to make baklava, a Turkish dessert filled with nuts and soaked with a honey syrup, and it can also replace strudel dough.

Choux pastry is a light, twice-cooked pastry made with flour, salt, butter, eggs, milk and a little sugar. It is used to make profiteroles, éclairs, choux puffs and Paris-Brest. Éclairs recipe, p. 234

GET STARTED

1 Read the texts and match the names of the different types of pastry to their Italian equivalent. 1 2 3 4 5

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shortcrust pastry pâte sucrée puff pastry filo pastry choux pastry

flaky friabile shortenings grassi 3 sandwiched schiacciati a sandwich 4 traps intrappola 5 puffs up si gonfia 1

a b c d e

pasta bignè pasta frolla pasta fillo pasta sfoglia pasta brisée

Basic Techniques

READING COMPREHENSION

2 Read the texts on page 220 again and answer these questions. 1 What is shortcrust pastry used for? 2 What is the difference between shortcrust pastry and pâte sucrée? 3 What is special about the technique for making puff pastry?

4 What effect does this technique have on the final product? 5 What is filo pastry like? 6 What kind of products can you prepare with choux pastry?

VOCABULARY

3 Match these adjectives to their opposite meanings. Then choose which ones describe what pastry should be like. 1 2 3 4 5 6

heavy sweet thin chewy tender dense

a b c d e f

savoury tough light melt-in-the-mouth flaky thick

Pastry should be __________________________________.

4 Find the names of these products in the texts on page 220.

1 _____________

2 _____________

3 _____________

4 _____________

5 _____________

6 _____________

7 _____________

8 _____________

9 _____________

10 _____________

LISTENING

2.26 Listen to a pastry chef explaining the rubbing-in method

for making pastry and complete these sentences. 1 2 3 4 5

This method produces a very _________________________. It is important that the fat is _________________________. It is possible to _________________________ for this process. The fat and flour are rubbed together to make a _________________________. When combining the liquid, you should _________________________ for a short time.

SPEAKING

ALTERNANZA SCUOLA-LAVORO

6 Work in small groups. Talk together about your experience of making pastry. Use these questions to help you. • • • •

What do you find easy or difficult about making pastry? Have you prepared all the types of pastry mentioned here? Which did you prefer making? Why? Did you make the pastry by hand or with a mixer? What appliances and utensils did you use? What did you use the pastry for and what were the results?

221

theory

Cakes and biscuits Cakes The ingredients needed for a basic cake are eggs, sugar, flour with a low W index and, depending on the recipe, fat and a chemical leavening agent. It is also possible to add ingredients like lemon zest, cocoa powder, vanilla, spices, nuts and so on for flavour and texture. The temperature of the ingredients and the mixing speed, necessary to incorporate air into the mixture, are essential to create a light and fluffy sponge. We can divide cakes into two basic categories, those made with fat and those made with little or no fat at all. HIGH-FAT CAKES This type of cake has a high proportion of fat, usually butter. Air is incorporated by creaming the butter and sugar while a chemical leavening agent helps the cake rise too. These sponges can be filled and decorated with jam, whipped cream, buttercream, ganache and so on. Classic recipes are Victoria sponge, Red velvet and Sachertorte.

LOW OR NO-FAT CAKES This type of cake has little or no fat and relies mostly or totally on air as a leavening agent. Air is incorporated by whisking whole eggs or yolks with sugar and adding whisked egg whites. These sponges have a 1springy texture and are suitable for making cakes or desserts that need assembling or rolling as they do not 2crack. Probably the most well-known recipe is Genoise sponge. It is usually 3 moistened with sugar syrup or a liqueur and layered with mousses, creams and fruit.

HAVE SOME MORE Cupcakes are individual sized cakes, baked in cupcake or muffin tins, usually with paper cases. The variety of flavours and decorations are endless. Sometimes the middle of the cupcake is removed with a corer and is filled with pastry cream or other fillings. Toppings include icing, chocolate and buttercream, with sprinkles, sugar paste flowers and other elaborate decorations on top. springy elastica crack si spacchino 3 moistened bagnata 1

Dessert menus

GET STARTED

1 Read the texts quickly and underline the different names of cakes that are mentioned. READING COMPREHENSION

2 Read the texts again and complete these sentences. 1 2 3 4 5 6

The basic ingredients for a sponge cake are: ______________________________. The texture of a sponge cake should be ______________________________. For a high-fat content cake, you cream the ______________________________ together. This type of cake uses _____________________________ and _____________________________ to make the sponge rise. For low or no-fat cakes, you ______________________________ eggs, egg yolks or whites to incorporate air. ______________________________ is an example of a no-fat sponge.

LISTENING

2.27 Listen to a pastry chef explaining the creaming method for making cakes and put the steps in the correct order.

• The mixture should be light and fluffy. • Place the butter in the mixer bowl and beat slowly until smooth and creamy.

• Do not overmix the batter at this final stage. • Add the sifted dry ingredients, alternating with any liquids.

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• Add the caster sugar or granulated sugar. • Bring all the ingredients to room temperature. • Continue to mix at a moderate speed for 8 to 10 minutes.

• Add the eggs gradually, incorporating them well.

Basic Techniques

Biscuits VARIETY There are countless shapes, flavours and sizes of biscuits, or cookies as they are also known in American English. Some are soft, some are crisp; some are thick, some are thin; some keep their shape while others spread out during baking. They can be eaten on their own, used as a decoration for ice cream, mousses and Bavarian creams, or as a component of another dessert. PREPARATION AND SHAPING Generally speaking, biscuit doughs are 1stiffer than cake batter, as they contain less liquid, but the preparation methods are similar. Biscuits are shaped individually, which makes them more labour intensive as it is very important to make them all the same size and thickness to ensure even baking. Soft biscuit doughs, for example langue du chat, can be shaped using a pastry bag. This gives good control over the size and shape. Alternatively, you can use a spoon or scoop to drop the dough onto the baking sheet. It is less accurate, but perfect for biscuits with pieces of fruit, nuts or chocolate, such as chocolate chip cookies, and gives a more homemade appearance. Stiffer doughs, such as shortbread, can be rolled out and cut with biscuit cutters, available in all sorts of shapes, or rolled into balls and 2flattened with a weight. However, the dough can become tough with too much handling and rerolling. 1 stiffer più duri 2 flattened appiattiti GET STARTED

1 Read the text and then tick (✔) which of these terms are mentioned. • dough • crisp

• batter • soft

• thick • quick

• thin • industrial

• labour intensive • homemade

READING COMPREHENSION MEDIATING TEXTS

2 Read the text again and complete this table. Method Pastry bag

Advantage

Disadvantage

good control over size and shape

Spoon or scoop

Rolled and cut/shaped

VOCABULARY

3 Use the words in the box to complete these comments from the sous pastry chef to a group of commis chefs. fluffy – moisten – smooth – spread out – stiff – tough

1 2 3 4 5 6

This biscuit dough is too ________________ to use a pastry bag. You could use a flavoured syrup to ________________ the Genoise sponge. The dough will become ________________ if you keep rolling it out. The sponge is very light and ________________. Well done! You need to mix the cake batter until it is ________________. Remember to leave enough space for the biscuits to ________________ during baking.

INTERNET RESEARCH & WRITING

4 Use recipe books and the Internet to find two cake and biscuit recipes suitable for one of the following occasions. Prepare a short report, including the reasons for your choice and the appliances and utensils needed. • afternoon tea in an English tea room • a child’s 10th-birthday party in America

• a family get-together in Italy How to write a report, p. 298

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theory

Custards and creams The following are some of the most common creams used in pastry making. Whipped cream Prepared using cream with a fat content of over 35%. It can be used to fill cakes and pastries on its own or added to custards. To make Chantilly cream, add icing sugar and vanilla.

Crème anglaise This vanilla custard sauce is made from milk, sugar and egg yolks which are stirred over a low heat until lightly thickened and then flavoured with vanilla. It is also possible to make coffee and chocolate flavoured versions.

Chiboust This is a creamy and light mixture of crème patissière and Italian meringue which is stabilised with gelatine. It can also be flavoured with fruit and liqueurs. It is the filling used in the original St Honorè recipe.

Crème mousseline This is a glossy, 1decadent mix of butter and crème patissière used to fill pastries and cakes. As well as vanilla, common variations are hazelnut and praline.

Crème patissière Also known as pastry cream, it is made with egg yolks, milk, sugar, vanilla and a starch thickener. It is denser than crème anglaise. It should have a shiny finish, with a smooth texture and it should not taste floury. It is a versatile custard and used for many cakes and pastries. You can make a lighter cream by mixing whipped cream and crème patissière in varying proportions.

HAVE SOME MORE As well as gelatine, which is derived from the bones and connective tissue of animals, there are other thickeners and gelling agents used in the pastry kitchen. 2Arrowroot is a tasteless plant used to thicken syrups and sauces; agar-agar is derived from seaweed and is often used as a vegetarian alternative to gelatine; pectin is used in jams and jellies and gum arabica is used in icing and sweets.

decadent ricco, voluttuoso arrowroot maranta

GET STARTED

1 Read the texts and decide which custard(s) or cream(s) contains: 1 egg yolks 2 butter 3 sugar

____________________________________ ____________________________________ ____________________________________

4 vanilla 5 gelatine 6 cream

READING COMPREHENSION

2 Read the texts again and answer these questions. 1 2 3 4 5 6

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What is the difference between whipped cream and Chantilly cream? What is the difference between crème anglaise and crème patissière? What should crème patissière look and taste like? What different flavours can chiboust have? Where does gelatine come from? What alternatives are there to gelatine in the pastry kitchen?

____________________________________ ____________________________________ ____________________________________

Basic Techniques

Meringues, mousses and Bavarian creams

Meringues are prepared using two simple products, egg whites and sugar, which are whisked together until they form soft or stiff but moist peaks. There are different methods of preparation. Italian meringue is used to make soufflés, creamy desserts like semifreddi and mousses, and as a decoration. Classic and Swiss method meringues can be used as a topping, for example in a Baked Alaska, or they can be baked in the oven at a low temperature to dry them out so they are light and crisp for a pavlova or vacherin.

Mousses have a light, fluffy consistency due to the whipped cream, whisked egg whites or Italian meringue they contain. These are mixed with puréed fruit, melted chocolate, hazelnut creams and so on to create many different flavours. Mousses can be served in individual glasses or turned out from moulds. Gelatine can be added for a firmer consistency, especially useful when making layers in cake rings with biscuit and sponge bases. Bavarian creams are made from crème anglaise, gelatine and whipped cream. It is essential to use the correct amount of gelatine to ensure the finished product remains light, but firm and not 1rubbery. The custard base is often flavoured with chocolate, vanilla, dried fruit or fresh fruit purées. Bavarian creams can be made in individual moulds or cake rings and decorated to make elegant and elaborate desserts. rubbery gommoso

READING COMPREHENSION

1 Read the texts and decide if these sentences are T (true) or F (false). Correct the false ones. 1 Whole eggs and sugar are used to make meringues. 2 Meringues are always baked in the oven to dry them out. 3 Mousses and Bavarian creams both have a light consistency. 4 A common way to serve a mousse is in a mono-portion glass. 5 Mousses always contain gelatine. 6 There are many different flavours of Bavarian creams.

T F

• • • • • • • • • • • •

LISTENING

2.28 Listen to these tips and complete the sentences. Then decide if they refer to whipping cream (WC),

whisking egg whites (WE) or both (B).

1 All the equipment and ingredients should be ________________. 2 The bowl and whisk must be completely free of ________________. 3 Whip at ________________ speed. 4 Add ________________ sugar gradually. 5 Add cream of tartar or ________________ to give more stability. 6 Do not ________________ too much: the mixture should be shiny and moist.

WC WE B

• • • • • • • • • • • • • • • • • •

SPEAKING

3 Work in pairs. Think of some tips for preparing crème patissière and Italian meringue. Then share your ideas with the rest of the class. Use the ideas in the box to help you.

ingredients – temperature – heating method – mixing speed – utensils

225

theory

Ice cream THE ART OF ICE CREAM MAKING 1

________________________ Ice cream is a semi-frozen dessert made from cream, milk, sugar and aromas. Frozen custard and French-style ice cream also contain eggs. Some people use the term ‘ice cream’ to refer to other iced desserts such as sorbet or granita, which do not contain milk fat.

________________________ The concept of ice cream was probably introduced to Europe by Marco Polo, who returned from China with recipes for fruit ices. These were gradually transformed into Italian milk-based gelato, which became popular all over Europe.

________________________ Ice cream is made by heating liquids (milk, cream and syrups) and combining them with solids (sugar, stabilisers, dried eggs or milk) to form a mixture that is heated to a temperature that kills bacteria (pasteurised) and homogenised, a process of distributing fat to prevent cream from separating and rising to the top. To freeze the mixture and turn liquids to solids, temperatures are reduced (lower temperatures produce harder ice cream). At the same time it is agitated to introduce air and ensure crystallisation, the formation of ice crystals. Other ingredients such as fruit and nuts are added later.

________________________ Ice cream is a favourite summertime dessert, as it is refreshing, creamy, nutritious and easy to eat in a cone, cup or bowl. Vanilla, chocolate and strawberry are still amongst the most popular ice creams worldwide, but new flavours are constantly emerging, like 1cherry blossom, earl grey and blueberry pie. Internationally renowned, Italian gelato is soft ice cream with at least 3.5% butterfat. Fresh fruit, nuts and other aromas give texture, vibrant colours and a delicious taste.

________________________ Ice cream can be served alone, as a sundae*, or put into frappés and milkshakes. It can accompany pies or be at the heart of desserts such as Baked Alaska or semifreddo.

HAVE SOME MORE Two classic ice cream desserts are Peach Melba and Pear Belle Hélène, both invented by French chef Auguste Escoffier in the late nineteenth century but still popular today. Peach Melba is vanilla ice cream, topped with a poached peach half and raspberry sauce. Pear Belle Hélène is vanilla ice cream, topped with a poached pear half, chocolate sauce and toasted almonds.

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A sundae /ˈsʌndeɪ/ is scoops of different flavoured ice cream topped with sauces, syrups, whipped creams, pieces of fruit, nuts, granola, sprinkles and so on, usually served in a tulipshaped glass. The name of each particular sundae comes from the main sauce or fruit, such as raspberry sundae, chocolate sundae or hot fudge sundae.

cherry blossom fior di ciliegio

Basic Techniques

GET STARTED

INVALSI Read the text on page 226 and match these titles to each paragraph.

Use

PROCESS

C POPULARITY

Origins

E Definition

READING COMPREHENSION

INVALSI Read the text again and choose the correct option (A, B, C or D).

1 2 3 4

Ice cream is... A always made with eggs. B frozen. C semi-frozen. D the same as sorbet. Marco Polo ________ China. A ate ice cream in B got the idea of ice cream from C made ice cream in D took ice cream to Ice-cream making combines… A air and liquids. B air and solids. C liquids and solids. D liquids, solids and air. People like ice cream because it is… A all of the following. B easy to eat. C nutritious. D refreshing.

5 Cherry blossom ice cream is one of the ________ flavours. A least popular B most popular C newest D original 6 Italian gelato has ________ 3.5% butterfat. A less than B exactly C a minimum of D more than 7 Baked Alaska is a type of… A ice cream. B dessert. C milkshake. D semifreddo. 8 Peach Melba and Pear Belle Hélène are ________ ice cream desserts. A classic C modern B old-fashioned D unpopular

VOCABULARY

3 Match these words from the text to their definition. 1 2 3 4 5 6

heat pasteurise homogenise freeze agitate crystallise

a b c d e f

allow crystals to form heat something to sterilise it mix together uniformly shake something energetically turn liquids to solids by cooling them raise the temperature of something

INTERNET RESEARCH & WRITING

4 Research or invent two recipes for ice cream – one a traditional flavour and one a new innovative flavour

that can be sweet or savoury. Write a short presentation, including the list of ingredients, the method, the uses and serving suggestions.

INTERNET RESEARCH & SPEAKING

MEDIATING CONCEPTS

5 Work in small groups. Choose one of the recipes or dishes made with ice cream that are mentioned on page 226.

Research the classic recipe, and then decide how you would reinvent it while still maintaining the essence of the original recipe. Present your idea to the rest of the class.

227

theory

Decorations Decorations are where pastry chefs can express all their imagination and artistic flair to make their cakes, pastries and desserts appealing to the eye as well as the palate. ICINGS AND FROSTINGS Flat or water icing is made with icing sugar and water. It is mostly used for coffee cakes, Danish pastries and sweet rolls.

Buttercream is a light, smooth mixture of fat and sugar, with sometimes the addition of eggs or Italian meringue. Unsalted butter is the best fat to use because of its taste. Buttercream can be flavoured easily with things like coffee, chocolate or liqueur, and coloured to make bright toppings or fillings for cupcakes.

Royal icing is made with egg whites and icing sugar which sets hard when it is dry. It is used for delicate, decorative work with a piping bag and nozzles, for example on wedding cakes. White is traditional, although it can be coloured. Rolled fondant is made with icing sugar, glucose, gelatine and water. Available in many colours, it can be rolled out into thin sheets to cover cakes or cut and modelled into different shapes, such as flowers.

CHOCOLATE

Piped decorations – Tempered chocolate can be piped using a paper piping bag directly onto a finished cake or onto parchment paper in small designs (free hand or on a template) and left to harden. Popular designs are hearts, flowers, spirals and lattices.

Spray – Chocolate, thinned with melted cocoa butter, can be sprayed using a paint sprayer to create a velvet-like coating.

228

Curls and shavings – These are made by spreading a thin layer of chocolate on a marble surface and then using a knife to push the chocolate into curls. Shavings can also be made using a melon baller.

Cutouts – To make chocolate cutouts of different sizes and shapes, spread a thin layer of tempered chocolate onto an acetate sheet with a palette knife. When it is firm but not hard, you can cut the desired shapes with a small, sharp knife or cutters. 1Marbling, 2 splatters and 3ribbon effects can be obtained by using a mix of dark, milk and white chocolate. marbling marmorizzati splatters a schizzi 3 ribbon a nastro 1

Basic Techniques SUGAR

Sugar cages – These are delicate sugar 4domes which can cover a whole cake or an individual portion. Drizzle caramelised sugar syrup from a spoon in a 5lace-like pattern over a ladle or mould depending on the size you want the cage to be. Dessert presentation

Spun sugar – This is a mass of very thin strands of sugar used to decorate cakes like St Honorè. Using a fork or a wire whisk with the ends cut off, 6flick sugar syrup over a rolling pin to create the thin hair-like strands. It can be shaped as needed, for example into nests, and should be made just before it is needed otherwise it absorbs moisture from the air and becomes sticky. Pulled and 7blown sugar – A difficult technique which requires a lot of practice. Coloured sugar syrup is pulled and folded as it gradually cools. Working under a sugar lamp, pieces can be shaped by hand into leaves and flowers or blown into hollow spheres and other shapes using a sugar pump.

GET STARTED

1 Read the texts on pages 228-229 quickly and underline all the utensils and

equipment. What are the names of the utensils and equipment in the photos?

1 _____________

domes cupole lace-like pattern motivo a merletto 6 flick picchiettare 7 blown soffiato 4

2 _____________

3 _____________

4 _____________

5 _____________

READING COMPREHENSION

INVALSI Read the texts again and match the two parts of the sentences.

1 2 3 4 5 6

Buttercream and rolled fondant can... Royal icing is used for... Chocolate decorations are... Chocolate used in a paint sprayer... Spun sugar should not... Pulled and blown sugar are...

a be made in advance. b is thinned with cocoa butter. c complicated to learn how to do well. d be coloured for different effects. e piped on the dessert or on parchment paper. f piping delicate patterns.

VOCABULARY

3 Complete these instructions with the verbs in the box. drizzle – pipe – shape – spread – thin

1 2 3 4 5

_______________ the chocolate into a thin layer using a palette knife. Carefully _______________ the melted chocolate into spirals. _______________ the flat icing over the tops of the sweet rolls. _______________ the buttercream with a little milk if it is too stiff. _______________ the spun sugar into a small nest to top each profiterole.

SPEAKING

MEDIATING CONCEPTS

4 Work in pairs. You have to decide the decorations for today’s dessert menu. Decide

which you think would be best and why. Share your ideas with another pair.

DESSERT MENU TIRAMISÙ

PANNA COTTA WITH RASPBERRY SAUCE CHOCOLATE FONDANT PUDDING 229

13 Flipped classroom

Presenting a pastry recipe PO = Patisserie owner; PC = Pastry chef PO So, what new recipes have you got? PC I’ve come up with a few ideas. Here’s my favourite so far. PO Tell me about it. PC Well, it’s a creamy dessert. On the base there’s a coconut dacquoise disk – to give a nutty taste and crunchy texture – and then layers of lime chiboust and Genoise sponge moistened with lime syrup, with a coconut and white chocolate mousse centre. PO It sounds very rich. PC It is, but there is a layer of lime preserve which gives a tangy note and contrasts with the rich chiboust and mousse. This size dessert that I’ve made gives 6-8 servings. PO OK. And is it vegetarian?

Before the lesson, go to the and practise the dialogue with the karaoke. Underline the expressions and adjectives used to describe taste and appearance. PC No, because of the gelatine, but I can substitute that and make a vegetarian option. PO Fine. How are you going to decorate it? Mirror glazes are popular at the moment and look very refined. What about a green one to match the lime flavour? PC You have to be careful with the colour green – you don’t want it too bright or too dark as it looks very artificial. For now, I’m trying a more delicate white and pale green glaze. PO I see. Yes, good idea. PC And to decorate, a white chocolate flower. PO I think it sounds great. Can we go and try it now? PC Sure!

GET STARTED

2.29 Read and listen to the conversation. Tick (✔) the best name for the pastry chef’s creation.

• Chocolate and lime sponge cake • Creamy lime and coconut dessert • Crunchy coconut and chocolate surprise

READING COMPREHENSION

2 Read the conversation again and complete this information card for the display cabinet in the patisserie. This creamy dessert has (1) _______________ of sponge and lime chiboust, a coconut and white chocolate mousse (2) _______________ on top of a coconut dacquoise disk. It is decorated with a white and pale green (3) ________________ and a white chocolate flower. Serves: (4) _______________ Allergen information: Contains (5) ______________, egg, dairy (6) ______________ option available

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lab / Basic Techniques VOCABULARY

3 Complete these sentences with the adjectives in the box. creamy – delicate – nutty – refined – rich – tangy

1 2 3 4

Try a scoop of our _______________ and decadent cream and double chocolate cookie ice cream. The _______________ flavour comes from the citrus juice and zest, as well as the yoghurt. We’ve added just a few drops of orange flower water to give a _______________ hint of the Middle East. A crunchy and _______________ cookie, with a homemade appearance thanks to the chunks of pecan, brazil and macadamia nuts. 5 These chocolates have a soft, _______________ centre, made with double cream flavoured with whisky. 6 This _______________dessert would be perfect for an elegant dinner party or to celebrate a special occasion.

Describing a pastry recipe The composition

The decoration

• This is a vegetarian/vegan/gluten-free recipe. • Here we have panna cotta with crushed amaretti biscuits and a cherry and almond compote. • It is composed of layers of mango mousse and Genoise sponge. • This is based on a classic sponge cake recipe but with the surprising addition of courgette, lemon and thyme for a fragrant treat. • These vegan brownies made with soya milk have a soft, sticky centre. • These are choux puffs filled with a vanilla custard and served with a salted peanut butter ice cream.

• This round/square/hexagonal dessert/cake is decorated with a spun sugar cage and physalis fruit. • These bite-sized morsels are sprinkled with pale pink sugar stars. • The rum truffles are sprayed with gold paint while the mocha truffles are dusted with cocoa powder. • The cupcakes are topped with a colourful cream cheese frosting piped into large swirls. • This dessert has a perfect mirror glaze, with a delicate fresh fruit and blown sugar decoration.

4 Complete these sentences with a suitable expression from the functions boxes above. 1 2 3 4 5

These cookies ________________ coconut flour have a wonderful texture and flavour. It is ________________ of layers of chocolate, raspberry and coconut mousse. This dessert is ________________ on the classic Floating island but with an original, unexpected twist. The pastries have been ________________ with flaked almonds and demerera sugar. Here we ________________ a chocolate cupcake filled with a rich, hazelnut cream.

SPEAKING

5 Work in pairs. Take it in turns to describe the composition, decoration and taste of these desserts and cakes. Use the

expressions in the functions language boxes above to help you. You can invent the flavours and ingredients as necessary.

LISTENING

2.30 Listen to this conversation in a patisserie. Tick (✔) which dessert the customer orders.

A •

B •

C •

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lab

2.30 Listen again and choose the correct option (A, B or C).

1 2 3

What is the customer looking for? A a chocolate dessert B a dessert for eight people C a cake for afternoon tea Why is the pastry chef’s first suggestion no good? A The customer doesn’t like coffee. B A guest is allergic to one of the ingredients. C It is too small for eight people. The pastry chef suggests serving the fruit tart with… A extra fruit. B vanilla custard. C ice cream.

4 Which one is the best description of the signature dessert? A a sponge cake with mousse and chocolate B a layer cake with mousse and berries C a meringue and biscuit chocolate dessert 5 How will the customer get the cake? A She will collect it herself. B She will have the cake delivered. C She will ask somebody to pick it up.

Recommending a product Making suggestions and recommendations

Giving advice

• Why don’t you choose the chocolate and pear tart? • What/How about a fruit tart/serving it with vanilla custard? • I highly recommend the rum baba/trying the pecan pie. • May I suggest/recommend our signature dessert/trying the blueberry ice cream? • I suggest (that) you try the hazelnut and coffee cake.

• If I were you, I’d get a larger cake. • You ought to/should keep it in the fridge until serving. • Remember that this contains animal gelatine so it is not suitable for vegetarians/vegans.

PHRASEOLOGY

8 Match the two parts of the sentences. 1 2 3 4 5 6

What about... You ought to... If I were you, ... I suggest... Why don’t you... I recommend...

a b c d e f

the tiramisu. trying the peanut butter cookies? have the crème brûlée? you order it in advance. take it out of the fridge 1 hour before serving. I’d serve it with crème anglaise.

SPEAKING

9 Work in pairs. Role play a conversation in a patisserie or bakery for one of the following situations.

Use the conversation in exercises 6-7 and the functions language boxes to help you. Remember to swap roles.

• a selection of pastries for a book club meeting • a surprise for a grandparent’s birthday

• artisan bread and rolls for a buffet lunch • a vegan dessert for a dinner party among friends

COMPITO DI REALTÀ – Proposing a dessert recipe MEDIATING CONCEPTS Work in small groups. The pastry chef has asked you to come up with a dessert to be served at a lunch hosted by the local mayor for a group of visiting dignitaries. The request is for a modern layer dessert with: • at least one sponge/biscuit/pastry/meringue layer • at least one custard/cream layer

• at least one mousse/Bavarian cream layer

You can decide the flavours, shape, number and order of the layers and the decorations. Prepare a short written proposal for your dessert, including a sketch and description of the finished product showing the different layers and the decorations. Have a class vote to decide the winning proposal.

232

ma ste rin g rec ipe s

Basic Techniques

Walnut and sultana rolls PREPARATION TIME: (1) _________________ hours COOKING TIME: approx. 40 minutes SERVINGS: makes one loaf or (2) _________________ rolls

Ingredients ●

400g strong (3) _________________ flour

●

110g strong white flour

●

30g fresh yeast

●

15g salt

●

(4) _________________ warm water

●

85g sultanas

●

85g walnuts

Method Mix the two flours and salt in the mixer bowl.

●

(5) _________________ the yeast in the warm water and add to the flour.

Mix until the dough is formed.

●

Knead (6) _________________ on a lightly floured surface for five minutes until

●

the dough is smooth and elastic, or alternatively use the mixer. Cover the dough and leave to proof for an hour.

●

By hand, mix the sultanas and walnuts evenly into the dough.

●

2.31 Listen to a chef explaining

how to make Walnut and sultana rolls and complete the recipe.

Divide the dough into 16 portions and shape into rolls. If you prefer a loaf,

●

shape the dough and place in a loaf tin. Leave the dough to proof for a further 30 minutes before baking,

●

(7) _________________ the top of the loaf. This is not necessary for the rolls. Bake for 30 minutes, or until (8) _________________, at 200°C and then cool on a wire rack.

Chocolate mousse Ingredients 400g dark chocolate couverture

●

30g unsweetened chocolate

●

600g cream (minimum 33% fat)

●

175g egg yolk

●

75g whole egg

This recipe follows the classic pâté à bombe method to produce

●

a velvety and rich mousse, which can be served in individual

●

glasses or bowls.

●

75g water 150g granulated sugar

1 Read the description of the recipe and the list of ingredients. What do you think the method is?

Work in pairs and write down the steps for preparing the recipe. Then compare your answers with another pair. Did you include the same steps and in the same order?

2.32 Now listen to the explanation of how to prepare this chocolate mousse and check your answer.

3 Challenge your classmates. Find a selection of recipes with photographs in recipe books or online. Make a copy to give to a pair of classmates, but don’t give them the method. Can they work out how to prepare the recipe?

233

lab

Éclairs Ingredients For the choux pastry ●

4 tbsp water

●

4 tbsp whole milk

●

50g unsalted butter, at room temperature

●

1 tsp caster sugar

●

pinch sea salt

●

100g flour

●

4 medium eggs, beaten

For the filling ●

450g pastry cream

For the glaze ●

220g white fondant icing

●

melted unsweetened chocolate, as needed

●

sugar syrup, as needed

Method For the pastry, bring the water, milk, butter, sugar and salt to the (1) _________________ in a pan over a high heat. Remove the pan from the (2) _________________ and quickly beat in the flour until the mixture is smooth. Return the pan to a low heat and cook for about a minute, mixing all the (3) _________________. Remove from the heat and beat in the eggs until smooth. Transfer the paste to a large (4) _________________ bag and allow to cool for about 5 minutes. Prepare a baking tray with (5) _________________ paper and pipe the pastry into strips about 2cm wide and 8-10cm (6) _________________. Bake at 170°C for 30-35 minutes and then leave to cool. Pierce the bottom of the éclairs and, using a pastry bag, fill them (7) _________________ the pastry cream. For the glaze, gently warm the fondant over a low heat and stir in the melted chocolate until the desired colour. 1Thin with a little sugar syrup if (8) _________________. Dip the tops of the éclairs in the chocolate fondant and allow to set. Keep refrigerated until serving.

thin diluisci

1 Complete the recipe with a suitable word for each gap. 2 Éclairs, although of French origin, are commonly found in British bakeries and patisseries. Find and write out

a recipe for using either choux pastry or pastry cream which is commonly found in Italy.

3 Think of a small variation or change you could make to the recipe you found and then present your idea

to the class, describing the composition, appearance and taste.

Fior di latte ice cream VIDEO RECIPE

Watch this video and tick (✔) which ingredients are used.

• cream • milk • egg yolks • sugar • salt

234

• stabiliser • dextrose • powdered milk • glucose syrup • vanilla

Now watch again and decide if these sentences are T (true) or F (false). Correct the false ones. T F 1 You add all the sugar at once to the milk and cream. • • 2 The powdered milk and dextrose are added after the sugar. • • 3 The stabiliser is added before you heat the liquid. • • 4 The first temperature the liquid should reach is 58°C. • • 5 When the liquid reaches 85°C, it should be chilled rapidly in a blast chiller. • • 6 Once the liquid is cold, you can put it straight into the ice cream maker. • •

Basic Techniques

Fresh fruit tart Ingredients ●

25cm sweet shortcrust pastry case, cooked

●

50g approx. melted

●

400g pastry (1) ________

●

750g approx. fresh fruit

●

apricot (2) ________,

chocolate

as needed

Method Select the fruit for the tart, choosing just one type of fruit or a colourful combination of different kinds. (3) ________ and trim or peel the fruit and cut large fruit, such as pineapples and peaches, into even slices or pieces. Spread a thin layer of melted chocolate on the base of the pasty case using a pastry brush. Allow to set. Pipe or spread a layer of pastry cream to (4) ________ the case about two-thirds full. Carefully arrange the fruit on top, either randomly or making a symmetrical pattern with the different colours and types of fruit. Slightly (5) ________ the apricot glaze and, if necessary, (6) ________ it with a little water or simple syrup. Brush the glaze onto the fruit to (7) ________ it completely. This gives a shiny finish and helps maintain the freshness of the fruit. Refrigerate until (8)________. Fruit tarts are best eaten on the day they are prepared.

1 Choose the correct option to complete the recipe. 1 A bag 2 A pulp 3 A Divide 4 A fill

B B B B

brush glaze Serve be

C cream C compote C Wash C divide

D cutter D frosting D Cook D shape

5 A warm B 6 A thicken B 7 A soak B 8 A cooking B

boil C freeze add C thin layer C spread serving C baking

D chill D cover D coat D freezing

INVALSI Now answer these questions in no more than 4 words.

1 What sort of pastry do you need for the tart? 2 What do you need to do to prepare large fruit after washing and peeling? 3 How much chocolate should you put on the bottom of the pastry case?

4 How full should the pastry case be when you have added the pastry cream? 5 In what ways can you put the fruit on top? 6 Where should the tart be kept until serving?

Decorating desserts with fruit VIDEO RECIPE

Tick (✔) the sentences that are true for you. Watch the video and check your answers.

• There are precise rules when arranging fruit on desserts. • You can play with the colour of the fruit. • You shouldn’t use different geometric shapes.

• You can’t arrange fruit just on a layer of custard. • There is a lot of creative scope in arranging fruit.

Watch the video again and complete these sentences. 1 Let’s learn now how to __________ two fruit desserts. 2 There are no precise __________ for combining fruit. 3 Most of the work is left to the creative interpretation of the __________. 4 Sometimes there is a play with the __________ of the selected fruit.

5 Other times it is possible to create geometric contrast between bunches, slices and __________. 6 Our second dessert is a classic __________. 7 We arrange the fruit on a simple layer of __________. 8 The arrangement of slices and __________ allows creative scope to the chef.

235

lab

Pistachio macarons PREPARATION TIME: 50 minutes COOKING TIME: 20 minutes MAKES: 36 macarons

Method Put the icing sugar and ground almonds in a food processor and pulse until fully combined. 1 Add the first amount of egg whites and mix to form a smooth paste. Add a few drops of green food colouring. Put the water and granulated sugar into a small saucepan and heat until the sugar has dissolved. Bring to the boil. Cook until the syrup reaches 110°C.

2 Whisk until they form soft peaks. When the syrup reaches 118°C, add it slowly to the whisked egg whites while the mixer is running. Continue to whisk at a high speed until the mixture has cooled slightly. 3 Gently fold the meringue into the almond mixture. It is important not to overmix at this stage. The batter should fall in a thick ribbon from the spatula. Put the batter into a pastry bag fitted with a plain nozzle. Pipe rounds of about 2.5cm in diameter onto baking sheets lined with baking parchment. Allow to rest for about 20 minutes so a skin forms on the top. Bake for 15-20 minutes at 170°C. To see if the macarons are ready, lightly touch the top of one with your fingertip. It should move slightly from side to side. 4 To make the pistachio cream, put the cream, butter and glucose in a pan and bring to the boil. Remove from the heat and allow to cool. 5 Soften the marzipan in the mixer and then gradually add the pistachio mixture to make a smooth paste. Using a pastry bag with a small tip, pipe the pistachio cream onto half of the macarons and then sandwich together.

INVALSI Five sentences have been removed from the recipe.

Choose from sentences (A-H) the one to fit the gaps (1-5). There are three extra sentences. A Immediately add the cream and mix vigorously. B Sieve the mixture into a large bowl. C Put the meringue into a pastry bag. D Once cool, mix in the pistachio paste and vanilla extract. E You should have a shiny mixture which forms stiff peaks. F Cool completely before removing the macarons from the baking parchment. G Remove from the heat and cool the syrup. H While the syrup is cooking, place the second amount of egg whites into a spotlessly clean mixer bowl.

Ingredients For the almond mixture ● 125g ground almonds ● 125g icing sugar ● 60g egg whites ● green food colouring For the Italian meringue ● 50g water ● 125g granulated sugar ● 50g egg whites For the pistachio cream ● 75g cream ● 25g butter ● 25g glucose ● 75g pistachio paste ● 1g vanilla extract ● 200g marzipan

HAVE SOME MORE Macarons are French confections, made with ground almonds, sugar and egg whites, which have become very popular in recent years. They are known as being exceptionally difficult to get the perfect result every time as the slightest change in the consistency of the batter can mean a large difference in the final product. There are several methods of preparation; the one presented here uses Italian meringue.

2 Work in pairs. You are sous pastry chefs in a large patisserie. Think of lots of different fillings for sandwiching

together macarons and a suitable colour for the macaron batter. Then choose your favourite version and write down your recipe.

3 Now present your recipe to the rest of the class as your recommendation for a new item on the patisserie menu. Have a class vote to choose the best recipe.

236

Basic Techniques

Nadiya Hussain’s Spiced Biscotti with an Orange Syllabub Dip

Celebrit y Chef R E CIP E S

Ingredients For the biscotti ● 350g plain flour, plus extra for dusting ● 2 tsp baking powder ● 2 tsp mixed spice ● 250g golden caster sugar ● zest of 1 orange ● 85g currants ● 85g dried cranberries ● 50g macadamia nuts, roughly chopped

Name Born Occupation Training Style

Nadiya Hussain Luton, 1984 author, TV chef and presenter self-taught often combines British and Bangladeshi ingredients, recipes and methods Awards 2017 ‘Presenter Award’ at the Women in Film and Television awards; 2018 ‘Personality of the Year’ at the Fortnum & Mason Food and Drink awards. Achievements Winner of The Great British Bake Off in 2015, baked a cake for Queen Elizabeth’s 90th birthday celebrations

Nadiya Hussain became famous after winning the sixth edition of the TV show Great British Bake Off in 2015. Since then, she has written five cookbooks, two of which for children, and two fiction novels. She has been a judge on Junior Bake Off, made three cookery shows and filmed a culinary adventure documentary in Bangladesh, where her parents were born, to explore the recipes that shaped her love of cooking. She also writes a weekly column for The Times newspaper. This recipe comes from her book Nadiya’s Kitchen (2016), her first cookbook after winning Great British Bake Off.

● ●

50g pistachios, roughly chopped 3 large eggs, beaten

For the syllabub dip ● 300ml whipping cream ● 50g caster sugar ● zest of 2 oranges ● juice of ½ orange ● 4 tsp whole milk

Method • Put the flour, baking powder, mixed spice and sugar into a bowl, and mix. Now add the orange zest, currants, cranberries, macadamia nuts and pistachios and give everything a quick mix. Add the beaten eggs and bring the dough together by hand. • Turn the dough out on to a floured surface and divide it into two equal pieces. Roll them out to about 10cm wide and put each on a lined baking sheet. • Bake for 35-40 minutes at 180°C/Fan 160°C, until the dough has risen and is firm, though it should still look very pale. Take out of the oven and leave on the baking sheets. Turn the oven down to 140°C/Fan 120°C. • Using a bread knife, cut diagonal slices about 1cm wide. Lay the slices out on the baking sheets, and bake for a further 25-30 minutes until dry and golden. This may take longer – just keep testing until the biscuits are very dry. • Leave the biscotti to cool on a wire rack. • To make the syllabub dip, whisk the cream and sugar until you have soft peaks. Add the orange zest and juice, and mix through. • Add the milk to 1slacken the mixture so it has the consistency of a dip. • Serve in a dipping bowl alongside the biscotti.

slacken allentare

1 Read the text and the recipe and answer these questions. 1 2 3 4 5

How did Nadiya Hussain become famous? What type of books has she written? Why did she go to Bangladesh? Which flavours do you think would be predominant in the biscotti? Is the recipe for biscotti similar to other recipes that you know? If it isn’t, what are the differences?

237

13 revise vocabulary 1 Write the Italian equivalents for these words. 1 crust 2 crumb 3 loaf

_____________ _____________ _____________

4 roll 5 to score 6 to double

_____________ _____________ _____________

2 Match the types of pastry to their definition. 1 2 3 4 5 6

flaky pastry choux pastry shortcrust pastry puff pastry filo pastry pâte sucrée

a b c d e f

a light, twice-cooked pastry usually used for sweets and buns paper-thin translucent sheets of pastry a type of pastry that consists of a lot of thin layers a French sweet pastry with high sugar content and egg yolks for richness a type of pastry that is very light and has a lot of air in it a type of sweet or savoury pastry made from flour, butter

3 Cross out the adjective which is not suitable in these sentences. 1 2 3 4 5 6

Pastry should be flaky/hard/melt-in-the-mouth. Whisk the egg whites to soft/stiff/tender peaks. The perfect sponge should have a dense/fluffy/light texture. Mousses should be light/rubbery/firm to the touch. The whipped cream should be glossy/grainy/velvety. Cook the biscuits until they are stiff/golden brown/crisp.

4 Write the names of these types of decorations.

1 _______________________________

2 _______________________________

3 _______________________________

4 _______________________________

5 _______________________________

6 _______________________________

5 Complete these instructions with the verbs in the box. spread out – serve – moisten – flatten – smooth – stir

1 2 3 4 5 6

238

Carefully ________________________ the top layer of Chantilly cream using a spatula or palette knife. Shape the biscuit dough into small balls and then ________________________ them with the palm of your hand. ________________________ the sponge with an orange-flavoured syrup before piping on the filling. Allow plenty of room for the biscuits to ________________________ during baking. ________________________ the mixture continuously with a wooden spoon until it reaches 65°C. ________________________ the fruit crumble in individual bowls with vanilla custard or ice cream.

invalsi training 13 READING B2 – MULTIPLE MATCHING

1 Read the texts about what birthday cakes meant to these people. Parts of the texts have been removed.

Choose the correct part (A-I) for each gap (1-7). There is one extra part that you should not use. The first one (0) has been done for you.

BIRTHDAY CAKES AND WHAT THEY MEAN TO PEOPLE NINO

JOSH

My parents, who were children in Italy during the Great Depression and WWII, came to America in the early 1950s with no money. When they started working, they saved their money and didn’t spend a lot because they didn’t want to be poor ever again. I didn’t get a lot of those things that were normal for other children: clothes, medical check-ups, pencils and paper, heat in winter... But, what 0 . It was an Italian rum cake and I could invite one friend to share it with us.

Growing up in a family with six other siblings, the only thing that I could claim as my own was my birthday cake. 4 . Nothing fancy: however, the icing was special. In my own adult life, I started baking cakes for my wife as soon as we met. The first one was a Chocolate Raspberry Romance cake. After that, it just felt natural that I should bake her a birthday cake each year. As each of our sons were born, I continued baking birthday cakes. There were rocket men, moons, ghosts, school buses, race cars, monster cars, Angry Birds, you name it, I made it. Now they prefer a simple chocolate cake with some chocolate icing. 5 , but they were made with a lot of love.

CAROL My birthday is close to Easter most years, and we used to visit my aunt at Easter. She always made me a coconut frosted cake. The problem was ... I hate coconut! 1 , but she thought I liked it, and I felt too embarrassed to tell her I didn’t. So for about 12 years, I always got a coconut cake that I hated. We laugh about it now, but I had to find ways of not eating it and getting rid of it without anyone seeing that I had thrown my piece into the trash.

MICHELLE My mother made the cakes. 2 . Truth be told, she wasn’t the best baker. I usually found a lump or two of flour in my piece. But she was always so proud of her cakes that I didn’t dare tell her I would have preferred one from the bakery. The thing is, my mother grew up in a really, really poor family. And she never had a cake in her entire life. 3 , I always thought they were also my mum’s way of rewriting a very hard childhood.

A Not all of them have been great ____ B Each person has a favourite ____ C I loved the birthday cakes that my grandma made ____ D I always had was a cake on my birthday 0 E She was a phenomenal cook and baker ____

ZOEY Birthday cakes are big in my family, homemade, always. 6 : key lime mousse cake, German chocolate, flourless chocolate cake, carrot cake and also apple pie. I have two brothers and mum had a special birthday dessert for each of us. I think it’s a nice way of honouring the person and their special day. 7 . I always chose her wonderful creamy lemon merengue pie. My older brother loved her legendary angel food cake, tall and light, always topped with icing and toasted coconut flakes. My younger brother always had a yellow cake with white frosting. She did a good job of making each of us feel really special on our birthday!

F So since her cakes were for me or my brother G It was the best H I’m not sure how the confusion started I Every single one of them

____ ____ ____ ____

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test your competences

SAN FRANCISCO SOURDOUGH

Naturally leavened bread made with wild yeast has been around since a distracted Egyptian left a mix of ground grains and water sitting around too long before cooking it and inadvertently invented leavened bread. This was the only form of leavening until Louis Pasteur discovered how yeast works in 1859 and then commercial yeast became available. With the California mining rush in the mid-nineteenth century, thousands of people rushed to San Francisco bringing their starter doughs with them. A ‘starter’ is a mix of flour and water which is left to ferment to create a mixture of wild yeast and bacteria; warmth is essential for its development. As bread was such an important food source for the miners, it is claimed that they hugged their yeast starters at night to keep them alive.

But the miners soon found out the bread they baked in San Francisco had a different taste compared to what they were used to – it was sour and tangy – but they liked it. The particular climate of the city, quite humid and foggy, meant that a different strain of wild yeast developed which produced this distinctive taste. San Francisco sourdough was born. Bakers at that time claimed that this bread could only be made within a fifty-mile radius of the city. Later, the strain of yeast was identified – and named ‘lactobacillus Sanfranciscensis’ in honour of the city – and it was proved that this was not actually true. However, the city remains the home of the sourdough loaf, with around 3.5 million loaves baked every week in the Bay area.

In addition, they don’t want to change location within the city as this would alter the flavour of their bread. It could be said that these yeast cultures are the oldest inhabitants of the city. For sure, they certainly attract a lot of customers, both locals and tourists, eager to sample this speciality.

Sourdough bread is crusty on the outside and chewy on the inside. It has a distinctive yeasty and earthy aroma that wafts out from the city bakeries, where queues of people often stretch out around the block. Bakeries, like Boudin which was set up in 1849, are still using the same recipe and mother dough as when they first started, perpetually renewing it.

READING COMPREHENSION

INVALSI Read the article and choose the correct option (A, B, C or D).

1 2 3

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Naturally leavened bread was discovered... A in San Francisco. B by accident. C by Louis Pasteur. D by gold-rush miners. What did the miners do with their starters? A They left them behind when they moved to California. B They used them as a source of warmth at night. C They slept with them close to their bodies. D They exchanged them for baked loaves of bread. What did miners notice when they made their bread? A The humid climate had made the bread soft. B They didn’t like the taste. C They had used too much yeast. D The flavour had changed.

4 5 6

How can you describe sourdough? A Tangy with an earthy smell. B Sour with a soft crust. C Crusty with a bland flavour. D Chewy with little smell. San Francisco sourdough bakeries… A move regularly to new premises. B experiment often with new recipes. C continue to use the same mother dough. D are the oldest businesses in the city. Where would you be likely to find this article? A on a history website B in a technical manual for bakers C in a culinary magazine D on a business website

Pastry & Bakery

LISTENING

2.33

INVALSI Listen to a pastry chef talking about his career.

Match the beginning of the sentences (1-6) with the sentence endings (A-H). There are two sentence endings that you do not need. 1 2 3 4 5 6

He has been working for the same hotel... His career changed when... The biggest challenge was to... Young chefs should... His family was surprised that... In the future he wants to...

a b c d e f g h

• he got a phone call. • for fifteen years. • his uncle died. • travel and work around the world. • he won an award. • work and study at the same time. • since he was fifteen. • be more adventurous.

WRITING

3 Write a short text to present and explain these two traditional Italian cakes – Panettone and Pandoro – and the difference between them. Your text should include: • • • • • •

their origins their popularity and when they are eaten the main ingredients the basic preparation method the time and skills needed any variations to the classic recipes

VIDEO ROLE PLAY & SPEAKING

Talking about a wedding cake in a bake shop

Watch this video in a bake shop of a client and a pastry chef talking about a wedding cake. Read the prompts on the screen and take the role of the pastry chef.

Now watch the full version of the video and compare your answers.

6 Work in pairs. Role play the conversation between a client and a pastry chef in a bakery or patisserie. Remember to swap roles. Ask and answer questions about: • what the client wants • when the occasion is

• the number of people it is for • the flavours and ingredients to use/avoid

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career paths The chef

KEY WORDS FOR A GOOD CHEF FOOD PRODUCTS A chef must have extensive

knowledge of the food products he or she employs in the kitchen, including their organoleptic characteristics, their use and above all their seasonality.

TECHNIQUES Without culinary techniques a chef

cannot create new recipes. Therefore they must know all the main preparation, cooking and preservation techniques, together with the equipment needed.

NUTRITION A chef must understand modern nutrition and how to successfully apply it without sacrificing culinary norms and traditions. Cooking should be good not bad for your health.

SENSORY EVALUATION A chef should be able to carry In the field of catering, a chef works in a restaurant or a hotel kitchen, in banqueting, in commercial or private catering. He or she is responsible for preparing and cooking food for customers and for managing kitchen staff as they carry out their duties. A chef shouldn’t just be able to cook. He or she should have many different areas of expertise.

out sensory evaluation of food products. This means using the senses of taste, sight, smell, touch and sound to check the flavour, freshness and doneness of food.

HYGIENE Hygiene, order and precision at a personal level, for equipment and work stations, are vital for professional chefs.

WORKPLACE SAFETY A chef should respect and follow rules of workplace safety to avoid accidents or illness in a professional kitchen.

Top tips for chefs • Always be creative and passionate about food – try out new dishes, products and techniques. • Pay attention to detail. • Develop good business sense so you can give quality to your customers and make a profit. • Become a team player, willing to pull together under the constant pressures of a busy kitchen.

ORGANISATION Organisation of workload and staff is

key to running a successful professional kitchen. This involves recognising people’s strengths and weaknesses and building on them.

BUDGETING Budgeting is central to any restaurant,

• Problem-solve and be constructive and polite with other staff and customers at all times.

from the ingredients used, to the portion size of every dish on the menu. A chef should try to offer the best quality at the best possible price.

• Work hard and make sure you are physically and mentally fit for the job.

COMMUNICATION Effective communication is

• Always remember that to become a good chef, it is essential to embark on lifelong learning to ensure you continue to perfect and improve your skills throughout your catering career.

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vital to a restaurant’s success. It communicates with customers who evaluate it, and with traditional (TV, radio, newspapers) and new media (internet, social media etc.), who promote it.

Career Paths

GET STARTED

1 Read the texts on page 242 and tick (✔) all the areas of expertise a chef should have. • budgeting • hygiene • sensory evaluation

• communication • information technology • social media

• cooking techniques • nutrition • table service

• food products • organisation • workplace safety

READING COMPREHENSION

INVALSI Read the texts on page 242 again and choose the correct option (A, B, C or D).

1 2 3

What is a chef responsible for? A a banquet C a kitchen B a hotel D a restaurant What is the most important thing for a chef to know about food products? A the best recipes C their dieting benefits B their cost D their seasonality What does a chef’s senses tell them about food? A all of the following C If it’s cooked. B How it tastes. D If it’s fresh.

4 5 6

How do you avoid accidents in the kitchen? A By cleaning it. C By organising staff. B By following rules. D By talking to the staff. What should a chef always consider when budgeting? A competition C profit B customers D quality Which of the following is not essential for a chef? A Being properly trained. C precision and detail B Defending your position. D Working together.

3 Read this article about celebrity chef Yotam Ottolenghi and answer the questions below. Israeli-born chef Yotam Ottolenghi is changing the way London eats. According to the American magazine The New Yorker, the food he serves in his London restaurants and delis, the recipes he provides in his cookery books and weekly online Guardian food blog are full of the colours, textures and tastes of the Middle East. But his food is not ethnic food based on only one tradition, nor fusion cooking, where you can’t quite decide what you’re eating. Yotam Ottolenghi’s cuisine is new, vibrant and exciting. He uses fresh British ingredients and borrows ideas for what to do with it from around the world. The explanation for this might be his rich background. His mother is from a German Jewish academic family, his

1 2 3 4 5 6

Where was chef Yotam Ottolenghi born and where does he work? Where can you find his recipes? What kind of food does Ottolenghi cook? What elements of his background have informed his international cooking style? What kind of chef did he train to be and where? Who is his business partner and what is the significance of this?

www.ottolenghi.co.uk

SPEAKING

4 Work in pairs. Discuss the tips on page 242 for becoming a chef. Which ones are more or less important? Which qualities do you think you have and which qualities don’t you have?

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The pastry chef

KEY WORDS FOR A GOOD PASTRY CHEF SCIENTIFIC PRINCIPLES Pastry chefs need an

understanding of the scientific principles behind their craft. They use perishable and fragile foods, so must understand the biology and chemistry behind food safety and combining certain ingredients.

DESIGN They also require the basics of design in order to create visually appealing desserts.

COOKING SKILLS A pastry chef should also acquire a range of specialist preparation and cooking skills, such as: measuring, mixing, blending, kneading, proofing, baking, temperating and decorating.

BUSINESS SKILLS And like all station chefs, pastry

chefs must have the right personal and business skills to deal with staff, customers and suppliers, and to undertake marketing and budgeting tasks.

MANAGEMENT SKILLS In larger kitchens the pastry

A pastry chef is generally a member of the kitchen brigade and the patisserie station chef. He or she develops, prepares and cooks cakes, breads, biscuits, pies, tarts and baked desserts. Pastry chefs can work in a wide range of settings including: restaurants, hotels, banqueting halls, bakeries, retail stores and other food distributors.

chef can manage a team consisting of a baker, an ice cream maker, a confectioner, a chocolatier and a decorator.

Top tips for pastry chefs • Be organised and detail-orientated – desserts are often complex and layered. • Learn patience – desserts often require extensive preparation and development times.

GET STARTED

• Show flair and creativity – your creations will often be the centrepiece of the dining experience.

1 Read the introductory text. What’s a pastry chef?

• Always remember to update your skills regularly as patisserie is one of the fastest evolving areas of catering.

READING COMPREHENSION

2 Read the texts and complete these sentences with the missing information. 1 2 3 4 5 6

Pastry chefs make cakes, breads, biscuits, pies, tarts _____________________. Apart from restaurants, they work in bakeries, _____________________. Pastry chefs must understand the _____________________ behind food safety and ingredients. They require a good understanding _____________________ to create visually appealing desserts. A pastry chef needs good _____________________ skills. Pastry chefs deal with people and undertake _____________________ tasks.

VOCABULARY

3 Match the patisserie roles to their responsibilities. 1 2 3 4

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A baker is responsible for... A confectioner is responsible for... A decorator is responsible for... An ice cream maker is responsible for...

a b c d

sweets and chocolates. the finishing touches on cakes and centrepieces. cold or frozen desserts. breads, cakes and breakfast pastries.

Career Paths

READING COMPREHENSION

4 Read this article about the World’s Best Pastry Chef and answer the questions below. The World’s Best Pastry Chef 2018 Cédric Grolet won the title of The World’s Best Pastry Chef 2018 and is one of the hottest pastry chefs in the world right now. But what are the secrets behind his unique desserts?

Always passionate about sweets and desserts, Grolet took an apprenticeship as a pastry chef at just 13 years old. He went on to study at the renowned Ecole Nationale Supérieure de la Pâtisserie in Yssingeaux. Then in 2006 he got a job at Fauchon, an iconic patisserie company in Paris. Five years later, he became sous chef at the historical Parisian hotel, Le Meurice, where he designed the dessert menu, creating patisserie based on natural flavours that are not excessively sweet. Grolet also led the opening of

1 2 3 4 5 6

Le Meurice’s first pastry boutique in March 2018, where he showcases not only his sculpted fruits, but also light and refreshing takes on classic French desserts and other creative pastries. There is the Rubik’s Cake, made of 27 individual pastries, each created from one of Grolet’s cake recipes. The geometrical dessert features different textures, flavours and colours, allowing the guest to savour many different aromas in one eye-catching dessert. He also makes a tarte aux pommes, a complex creation, topped with a sculpture of very thin apple slices in the shape of a beautiful rose. Grolet’s iconic sculpted fruits, from strawberries to lemons and hazelnuts, have become his signature dishes, as well as the subject of his first book, Fruits, published in autumn 2017. His creations were inspired by the colourful and flavoursome fruit his mother used to give him as a healthy snack, often straight from the tree. And he is as dedicated to paying homage to these wonders of nature

as he is to giving them an eye-catching presentation and a delicious taste. A dessert such as Lemon, for instance, is created with homemade lemon curd, poached lemons, white chocolate, yuzu ganache and yellow lemon coating. A realistic imitation of the lemon’s rough skin is achieved using a lemon and sugar spray and by finishing the dessert with a golden airbrush. Despite his Old World origins, Grolet is an extremely modern and global pastry chef. He has his own Instagram hashtag (#cgfruits) where you can see his creations and those of his fans, professional and amateur. Since winning the prestigious reward of World’s Best Pastry Chef, he has started work on a new book and he is still only 32 years old, so we can expect a lot more from him.

How old was Cédric Grolet when he started his apprenticeship as a pastry chef? What can you buy at the pastry boutique? Apart from the sculpted fruit, what other shape cakes does he create? Who or what inspired his sculpted fruits? How does he create the lemon’s rough skin? Why does the writer describe him as modern and global?

INTERNET RESEARCH & WRITING

5 Research a pastry chef from your country and write a short article. Find out: • where he or she comes from • when and where he or she started training/working as a pastry chef

• what inspires him/her • what kind of creations he or she makes • what awards he or she has won How to write an article, p. 298

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The food and beverage manager KEY WORDS FOR A GOOD F&B MANAGER PRODUCT A food and beverage manager must have excellent product knowledge and be able to plan and design menus for the bar and restaurant areas.

BUSINESS SKILLS He or she must also have business

know-how, including marketing, budgeting, accounting, stocktaking and pricing and be able to apply it to the running of the restaurant in order to be commercially successful.

MANAGEMENT SKILLS He or she should also have

good management skills, training, recruiting, 1appraising, overseeing and liaising with staff in the bar, restaurants and kitchen areas.

ORGANISATION He or she needs organisation

to coordinate customer bookings, drafting daily rotas and special cover for absent staff. A food and beverage manager is responsible for making sure that a restaurant runs smoothly at all times and for providing food and drink to guests at a hotel or restaurant.

Top tips for food and beverage managers and catering managers • Always demonstrate good leadership skills – don’t expect your staff to do things you wouldn’t. • Study consumer trends and patterns as it will give your business a competitive advantage. • Develop problem-solving skills, by looking at a problem from a different perspective.

WORKPLACE SAFETY It should be a priority for a food and beverage manager, as they must ensure that all staff and working areas are safe and comply with health and safety regulations at all times.

COMMUNICATION He or she should have excellent communication and interpersonal skills and be able to motivate staff and gain the trust of customers.

CUSTOMER CARE It is also a major part of a food and

beverage manager’s job. They should be able to deal with customer complaints, calmly and efficiently, and find creative solutions when necessary.

• Learn to delegate – this will help staff work independently, using their own initiative and growing in their roles, and your job will be easier!

appraising valutando

READING COMPREHENSION

INVALSI Read the text and choose the correct option (A, B, C or D).

1 2 3

A food and beverage manager creates… A dishes. B drinks. C kitchens. D menus. Which of the following is part of staff management? A appraisal B hygiene C pricing D stocktaking Which of the following does a food and beverage manager not have to do? A accounts B budgets C cooking D marketing

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4 5 6

What does a food and beverage manager draft? A beer B holidays C letters D rotas What do customers have to feel towards him/her? A understanding C suspicion B trust D motivation How should he/she deal with customers? A competitively B creatively C quickly D slowly

Career Paths

The catering manager

KEY WORDS FOR A GOOD CATERING MANAGER MANAGEMENT SKILLS Responsibilities can vary

according to the environment in which they work, but they should have excellent management skills, as they frequently recruit, train and supervise permanent and causal kitchen and front-of-house staff at big functions, in large institutions or where staff may be located on more than one site.

BUSINESS SKILLS They should also have excellent

business know-how as they must liaise with suppliers and clients, negotiate contracts with customers, assess their requirements and ensure they are satisfied with the service delivered.

ORGANISATION They also need good organisation

skills as they must timetable bookings, keep financial and administrative records, maintain stock levels and order new supplies as required.

PRODUCT Product knowledge is another vital skill as Catering managers work in-house for a variety of organisations, including hospitals, schools, factories, prisons, cruise ships, hotel chains, universities and visitor attractions; or they can work for a contract catering company providing food and drink to a range of customers.

they have to plan menus in consultation with chefs, and be able to monitor the quality of the product and service provided to customers.

WORKPLACE SAFETY Workplace safety of all staff

in all working environments is extremely important, including compliance with fire, licensing and employment regulations to ensure a healthy and happy workforce.

GET STARTED

1 Tick (✔) all the places where catering managers might work. Then read the introductory text and check your answers.

• cruise ships • offices

• factories • prisons

• hospitals • schools

• hostels • universities

• hotel chains • visitor attractions

READING COMPREHENSION

INVALSI Read the texts and answer these questions in no more than 4 words.

1 2 3 4 5 6

Apart from institutions, who else can catering managers work for? Where can their staff be located? What do they negotiate with customers? When do they order new stock? Who do they consult with about what? What aspects of workplace safety regulations are they particularly engaged with?

SPEAKING

3 Work in pairs. Compare and contrast the two roles: food and beverage manager and catering manager. What’s similar about them? What’s different about them?

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Writing a CV and a personal profile A curriculum vitae, or CV for short (‘résumé’ in American English), is a brief description of a person’s education, qualifications, work history and skills, typically sent with a job application. Having a good CV is vital when looking for work, especially when there are many candidates applying for the same job. However, some companies ask you to fill in an application form instead of sending a CV.

Example of a CV

Mario Rossi A personal profile at the beginning of your CV, sells your strengths and qualities and sets out your career objectives. Use positive words and expressions (competent, adaptable, lead, responsible for, in charge of, etc.)

A list of work history, starting with your most recent job first, and including dates, organisation, duties and achievements, and the type of job (traineeship, temporary, holiday, internship, work experience, voluntary etc.).

Address Via Roma 132, 20143 Milan, Italy Telephone +39021222 Mobile: +393331234 Email m.rossi@tin.it

Personal profile A highly-motivated and capable professional chef, with a passion for preparing traditional and innovative Italian cuisine. Excellent organisational skills, a good team player and a quick learner, looking for a challenge in a busy, modern kitchen. Qualifications 2012-2017 – Diploma in catering, a five-year vocational course in G. Rosso Hotel and Catering Institute, Milan.

A list of qualifications and training courses (the most recent first), with the date, organisation and level achieved.

Work history • 2018-present: commis chef at Four Season Hotel, Milan. Responsible for assisting kitchen brigade in all aspects of kitchen preparation and cooking. Staff Member of the month award (October 2018). • 2017-2018: trainee chef at Sapori Restaurant, Milan. Trained in all aspects of restaurant preparation and cooking under various station chefs. • 2016-2017: assistant at Homeless Soup Kitchen, Milan. Helped prepare and distribute food to homeless people. Created and tested new budget recipes. Skills and competences Basic food hygiene and health and safety certificates. Good ICT skills, B2 English and French language skills.

Hobbies and interests, especially ones relevant to the job or showing leadership/teamwork qualities.

Personal details, including: name, address, phone number, email address and any professional social media presence. You no longer need to include your date of birth, owing to age discrimination rules.

Additional information about special skills or abilities relevant or complementary to the job, as well as language and ICT skills.

Hobbies and interests International cuisine and coaching football. Referee coaching certificate. References Available on request.

References, ideally including a recent employer and/or a tutor. You can name them if you want.

Top tips for writing a good CV

GET STARTED

• A CV should be neat and word-processed.

1 Where would you find the following information in a CV? Read Mario’s CV and check your answers. 1 abilities ________________ 2 activities ________________ 3 address ________________

4 aims ________________ 5 diplomas ________________ 6 jobs ________________

• It should be short, no more than two sides of A4 paper. • Grammar, punctuation and spelling should be correct. • It should be formal without contracted forms.

READING COMPREHENSION

2 Read the introduction and tips and answer these questions. 1 What is a CV? 2 What don’t you have to include and why? 3 What is the purpose of a personal profile?

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4 What should you include in the work history? 5 Who should write the references? 6 How long should a CV be?

Career Paths

Europass CV The Europass CV is a standardised curriculum vitae recognised throughout the European Union, which aims to simplify recruitment between EU member states. It can be downloaded and filled in, or completed online in digital form.

Europass Curriculum Vitae

Personal information First name/Surname Laura Poletti Address Via Santa Chiara, 159, 80134 Napoli (Italy) Phone number/mobile +39 0812345 / +39 3123456 Email(s) laurapoletti@gmail.com Nationality Italian Gender Female Desired employment

Food and beverage manager

Work experience Dates August 2017 – Present Occupation or position held Assistant restaurant manager Main activities Responsible for the day-to-day running of a busy, city-centre restaurant; managing and recruiting staff, as well as covering absences; ordering new stock and assisting in the development of menus Name and address of employer La Taverna dell’Arte, Rampe San Giovanni Maggiore 1/A, Naples, Italy / Phone: 081-55275

Education and training Dates 2013-2017 Title of qualification Diploma in catering Name and type of organisation Istituto Professionale Alberghiero Elena di Savoia, Naples, Italy providing education and training

Personal skills and competences Mother tongue(s) Other language(s)

Italian UNDERSTANDING SPEAKING Listening Reading Spoken interaction Spoken production French C1 C1 B2 B2 English B2 C1 B2 B2 Levels: A1/A2: Basic user – B1/B2: Independent user – C1/C2: Proficient user Common European Framework of Reference for Languages

WRITING B2 B2

Communication skills Experience of all types of different team-work at school, work and in sports (member of competitive swimming team for past 10 years) Organisational skills Work well under stress; good leadership qualities; enjoy interacting with members of the public, front-of-house and kitchen staff, as well as other professional figures Computer skills Competent in most Microsoft Office programmes and HTML experience Other skills Play bass guitar in a rock band and hold diving certification Driving licence(s) A, B

CRITICAL THINKING & SPEAKING

3 Work in pairs. Read the Europass CV and answer these questions. 1 What is the aim of the Europass CV? 2 Does it follow the same tips as an ordinary CV?

3 Why/Why not? 4 Do you think it is better or worse? Why?

4 Read the statement below. Do you agree? Why/Why not? Most students are probably familiar with using Facebook and Instagram to document all aspects of their personal life, with funny photos, comments, memes and so on. However, as you embark on a professional career, it is important to be aware of the risks of oversharing personal information on social media and the damage it can potentially do.

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Writing a covering letter

HAVE SOME MORE

There is a lot of competition when you apply for a job so, in addition to a well presented CV, you need a cover letter that makes you stand out from other candidates. It is usually your earliest written contact with a potential employer and creates a critical first impression, so it makes good sense to make the time and effort to write an effective covering letter. It should complement, not duplicate your CV and it should add information and a personal touch to your application.

Example of an application letter

Openings are generally Dear Mr/Ms and the person’s surname, or Dear Sir/Madam (if you don’t know who you are writing to). The main body of the letter should explain why you are the ideal candidate for the job and highlight your relevant skills and experience. But don’t repeat the information in the CV.

In general your address should be on the right and the address of the company on the left.

Mr John Smith Personnel Manager Old Mill Restaurant Mile End • London • E12 5DW

There are three general types of covering letter: • the application letter, which responds to a known job opening; • the prospecting letter, which inquires about possible positions; • the networking letter, which requests information and assistance in your job search.

Mary Stuart 4 Clare Road Birmingham • B1 1AA Mobile: 07288888888 Email: mary.s@gmail.co.uk

24th January 20...

Dear Mr Smith, I am writing to you to apply for the position of a kitchen assistant in your restaurant, as advertised in Catering World Magazine on 20th January 20... This letter and the attached CV will provide you with a brief history of my educational background and my professional achievements. I am currently working as a kitchen assistant at the Thistle Hotel in Central London. My responsibilities include: ensuring the highest standards of food hygiene; assisting the chef in food preparation; ensuring kitchen hygiene and that health and safety procedures are carried out correctly. I firmly believe that, with my catering skills, experience and enthusiasm, I can bring a valuable resource to your business and I am excited about this prospect and potential. I hope that in reading my CV you will be confident in my abilities to perform well as a kitchen assistant in your restaurant. In the meantime, I would be happy to come for an informal conversation.

The date should go under your address in line with the last line of the company’s address. You can put a reference or simply add a subject line which identifies the purpose of the letter, the position and where and when it was advertised. Make reference to attachments or enclosures (CV, references, certificates) in the final paragraph.

Yours sincerely,

Mary Stuart Enc.

Closing expressions such as ‘I look forward to hearing from you’ or ‘I am happy to come for an informal discussion’ etc. signal the end of the letter. These are usually followed by ‘Yours faithfully’ (if you don’t know the person) or ‘Yours sincerely’ (if you do). But ‘Best wishes’ and ‘Kind regards’ are also increasingly used.

Top tips for writing a covering letter • It should not be longer than a page of A4 if you want an employer to read it. • It should be word-processed in black ink. • It should use formal language, without short forms. • It must not have typos, spelling errors, inaccurate information or poor grammar. • It should follow the standard business letter layout, with the appropriate opening and closing expressions.

250

Career Paths

GET STARTED

1 Read the introduction on page 250. What is a covering letter? READING COMPREHENSION

2 Read the letter and tips on page 250 and decide if these sentences are T (true) or F (false). Correct the false ones. 1 A covering letter should complement, not duplicate your CV. 2 The reference or subject line should identify the purpose of the letter. 3 The main body of the letter should explain why you are the best person for the job. 4 You must always end a letter with ‘Yours sincerely’. 5 It can be quite long, up to 5 pages. 6 It can be an informal letter.

• • • • • • • • • • • •

WRITING

3 Choose one of these job adverts and write your covering letter. Use the points below to help you.

• hai visto l’annuncio sul sito dell’azienda • sei diplomato con il massimo dei voti • hai fatto due mesi di volontariato presso un campo estivo per ragazzi con difficoltà • hai fatto un tirocinio presso il ristorante La Torre della tua città

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Preparing for an interview VIDEO

Watch the video and give examples for each sentence. 1 I nitial greetings: Good morning, ___________________ 2 Asking about past experience: ____________________ _________________________________________________ 3 Providing information about past experience: ______ _________________________________________________ 4 Talking about personal qualities: __________________ _________________________________________________ 5 Saying why you should get a job: __________________ _________________________________________________ 6 Explaining what happens next: ____________________ _________________________________________________

Top tips for a successful interview BEFORE • Do your research on the business to find out about its values, structure, areas of operation and so on. • Use this information, and the recruitment ad, to prepare some questions to ask during the interview. Don’t ask about the salary, unless they mention it first. • Think about examples you can use to answer the typical questions you can expect at an interview. • Organise what you are going to wear – something fairly formal is best. You should be smart and neat. • Get together anything you need to take with you, e.g. certificates, a copy of your CV, notes to use during the interview. DURING • When you arrive at the location, switch off your mobile. • Smile and shake hands firmly with the interviewer. • Maintain eye contact. • Sit down when you are invited to and then sit up straight. • Answer questions as fully as you can, providing relevant examples of your skills and achievements, but do not exaggerate or lie. • Do not interrupt, swear or criticise your past employers. • Be positive, confident and show you are interested in the job. • When you leave, thank the interviewer(s) for their time. AFTER • If you are not successful, you can call and ask for feedback and you should use this to help prepare for the next interview.

Preparing for an interview Interviewer • Good morning. Come in and take a seat. • Tell me about yourself. / What are your positive/negative qualities? • What type of restaurant… ? / What kind of… ? • Could you briefly outline your training and relevant past experience? • What did you learn during your work experience that can help you with this job? • What extra-curricular activities did you do that you consider useful experience? • Tell me in a few words why I should employ you. / Why do you want to work here? • Where do you see yourself in five years’ time? • We’ll phone you to let you know…

Interviewee • I’m very… / I can… / I don’t find it difficult… / I’m very interested in… • I like working… / I love the idea of… • My main strength is how I deal with the public. / I have excellent interpersonal skills and can develop a rapport with the people I meet. • As for my negative qualities, I can be… / I think my main weakness is… but I’ve made improvements in this area by … • I gained my catering diploma in… • While I was training, I worked as … in … and this helped me learn about collaborating with others. • I was part of… so I am used to hard, physical work. • Now I’m looking for a permanent position. • My current goal is to work for a business where I can grow.

SPEAKING

2 Role play an interview for the position advertised below. If you are interviewers, prepare your interview questions. If you are interviewees, prepare your answers. There are some notes below to help you.

CATERING ASSISTANT FOR FIFE COUNCIL Duties include preparation, cooking and serving of food to children and young people. Requirements: catering diploma; experience of serving meals and general kitchen and dining room duties; able to relate to children and young people; able to work in a team and on own initiative.

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Interview notes • • • •

Reason for applying for job Relevant past experience and training Positive and negative qualities of candidates Reason why best candidate for the job

culture Dossier 1

the united kingdom Dossier 2

the united states of america Dossier 3

english-speaking world Dossier 4

enogastronomic tour of italy

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Dossier

the united kingdom Quick facts

The United Kingdom of Great Britain and Northern Ireland, commonly called the United Kingdom or the UK, includes the countries of England*, Scotland, Wales and Northern Ireland. Great Britain (or sometimes just Britain) refers to the largest island which includes the countries of England, Scotland and Wales while the expression British Isles refers to this entire group of islands off the north west coast of mainland Europe, including Great Britain, Ireland, the Channel Islands, the Isle of Man, the Orkney Islands and many others. The UK covers an area of just under 244,000 km2 and has a population of approximately 66.04 million, with 55.6 million people living in England, 5.4 million in Scotland, 3.1 million in Wales and 1.9 million in Northern Ireland. England is the most densely populated with 413 people per square kilometre and Scotland the least densely populated with 68 people per square kilometre.

The capital city of England and the UK is London, situated in the south east of the country on the River Thames. A famous tourist destination, as well as one of the most important business and financial centres in the world, London has a population of 8.7 million. Cardiff, located on the Bristol Channel, is the capital of Wales and with a population of 363,000, it is the largest city in the country. Edinburgh, with a population of 503,000, is the capital of Scotland while the capital of Northern Ireland is Belfast (population 339,500). Wales

England 55.6 million

Scotland

Edinburgh

GET STARTED

1 Work in pairs and answer these questions. Then read the text and check your answers.

1 What is the capital city of the UK? 2 What other cities or landmarks/places can you name? 3 What do you know about the geography of the country? Can you think of any mountains or rivers?

READING COMPREHENSION

MEDIATING TEXTS

2 Read the text again and complete the fact files above. 254

149 per sq km

Northern Ireland

135 per sq km

The national flag of the UK is the Union Flag (often called the Union Jack) and it is made up of the flags of Scotland, England and Northern Ireland.

UK political system

The United Kingdom is a parliamentary democracy with a constitutional monarch, which means that the king or queen is the Head of State and a prime minister is the Head of the Government, which is voted into power by the people. The monarch, who must remain politically impartial, has ceremonial duties but very limited powers. The business of the UK parliament takes place in the House of Commons and the House of Lords, and decisions made in one House have to be approved by the other. There is also a national Parliament in Scotland, a national Assembly in Wales and a national Assembly in Northern Ireland. The process of devolution, which happened in 1999, transferred varying levels of power from the UK parliament to these countries, while keeping the authority over the devolved institutions in the UK parliament itself. The devolved powers include matters such as education, environment, culture, transport, justice and health. EU institutions

READING COMPREHENSION

1 Read the text and answer these questions. 1 What political system is there in the UK? 2 What role does the monarch have? 3 How is the UK parliament divided?

4 What is devolution and when did it happen in the UK? 5 What powers do the devolved national parliaments have?

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1 A brief history of the UK Prehistoric history The first people to inhabit the British Isles were hunters and gatherers. Around 4,500 BC the introduction of farming marked the beginning of the Neolithic period, when people started to have more settled lives and introduced rituals and ceremonies. Famous monuments, like Stonehenge, were built in this period. Through the Bronze and the Iron Ages the population increased and defensive forts were built.

The Romans (43-410 AD)

The Romans first arrived under Julius Caesar in 55 and 54 BC but the first conquest was carried out by Claudius and his troops in 43 AD. They gradually conquered all of what is now England and Wales but never managed to conquer Scotland. In fact, they built Hadrianâ&#x20AC;&#x2122;s Wall across the north of the country to protect them from the Scottish tribes. The Romans founded many important settlements, such as London, Bath, Manchester and York. They also built roads and introduced sanitation and sewage systems.

The Anglo-Saxons (410-800)

With the departure of the Romans, Britain was vulnerable to attacks from the Anglo-Saxons, from northwest Europe. They invaded and eventually settled in most of England, parts of Scotland, but not Wales or Ireland. The country was divided into several kingdoms.

High and Late Middle Ages (1154-1485) This part of the Middle Ages was marked by war (the Hundred Years War between England and France), natural disasters (such as the plague of 1348 which killed between 30% and 45% of the population) and public rebellion. The monarchy was starting to become less dominant and in 1215 King John was forced by his feudal barons to sign the Magna Carta, the oldest constitutional charter in Europe, which imposed limits on the monarchâ&#x20AC;&#x2122;s power.

The Vikings (800-1066) The next invasions came from the Vikings from Scandinavia. They settled in many areas and dominated a large part of the country, taking over political control. Yorvik (now York) was their capital. Their legacy was the formation of the independent kingdoms of Scotland and England.

The Normans (1066-1154)

Bath

256

In 1066, William, the Duke of Normandy, defeated the Saxons at the Battle of Hastings. He became King William I of England and ruled the country under the feudal system, where the king had complete control and owned all the land. The Normans built many stone churches and cathedrals, as well as castles to protect the land.

The Tudors (1485-1603)

The Stuarts

The Georgians

This period had perhaps two of the country’s strongest monarchs: Henry VIII and his daughter Elizabeth I. Henry, who had six wives in his attempt to have a male heir, separated from the Catholic Church as the Pope would not allow him to divorce and remarry. He appointed himself head of the Protestant Church of England. Queen Elizabeth I reigned over a period of great discovery and exploration as well as cultural renewal. On her death, the crown passed to her cousin James Stuart, King of Scotland.

With James I now King of Ireland and England, as well as Scotland, it started to be difficult to maintain peace between the Catholics and Protestants. Civil War broke out in 1642 between Royalists, who supported the monarch, and Parliamentarians, led by Oliver Cromwell, who were against the absolute power held by the king and in favour of a more powerful parliament. King Charles I, who succeeded James, was executed in 1649 and later Cromwell became Lord Protector of England, Scotland and Ireland. The monarchy was restored in 1660.

After Queen Anne, the last of the Stuarts, the crown passed to George, from the House of Hanover. The Georgian period (there were four kings of the same name) saw social change, for example the abolition of slavery, and the increase in the power of Parliament. It was also a period of wars, notably the American War of Independence and the Napoleonic Wars, with Nelson beating Napoleon at the Battle of Trafalgar and Wellington’s victory at Waterloo.

(1603 -1714)

(1714-1837)

The Victorian period (1837-1901) The period of Queen Victoria’s reign saw dramatic changes: the Industrial Revolution, with the invention of the steam engine, railways and telegraph; increased urbanisation and a move away from rural life; the expanding power of Britain and its empire; increased wealth for the upper and middle classes. The values of the Church and the patriarchal family were fundamental, but this morality and respectability was not reflected in the reality of society: the working classes faced terrible poverty, deprivation and injustice.

GET STARTED

1 Read the texts on pages 256-257 quickly and complete these sentences with the names of the historic figures. 1 Claudius was the first Roman Emperor to conquer Britain. 2 ______________ ruled under the feudal system. 3 ______________ signed the Magna Carta.

4 ______________ formed the Church of England. 5 ______________ was an important figure in the Civil War. 6 ______________ won the Battle of Waterloo.

READING COMPREHENSION

2 Read the texts more carefully and decide if these sentences are T (true) or F (false). Correct the false ones. 1 The Romans invaded Britain before the Anglo-Saxons. 2 The Anglo-Saxons settled in Wales. 3 The kingdoms of England and Scotland were formed under the Vikings. 4 The building of stone churches and castles was common under the Normans. 5 During the Middle Ages the figure of the king became even more important. 6 Queen Elizabeth I was one of Henry VIII’s wives. 7 The Civil War was between supporters of the king and supporters of Parliament. 8 During the Stuart Age, the country became a republic for a short period of time. 9 Slavery became illegal during the Georgian period. 10 The working classes in the Victorian period became richer.

• • • • • • • • • •

• • • • • • • • • • 257

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1 Key moments in the 20th and 21st centuries WAR AND CONFLICT • Britain fought in World War I (1914-1918) and World War II (1939-1945), both of which left the country in serious economic difficulties. • The Northern Ireland ‘Troubles’ were three decades of violence and killing (between 1969 and 1998) regarding the status of Northern Ireland within the UK. The unionist community (mainly Protestant) was in support of remaining part of the UK and the nationalist community (mainly Catholic) was in favour of a united Ireland. • British troops were part of the coalition force involved in the Gulf War (1990-1991), after Iraq invaded Kuwait, and in the Iraq War (2003-2011), which toppled Saddam Hussein’s government. British forces were also involved in military action in Afghanistan against al-Qaeda and Osama Bin Laden after the 2001 terrorist attacks in the USA. • On 7th July 2005, four suicide bombers attacked central London tube stations and buses, killing 52 people. • In 2017 there were several terrorist attacks in London and one in Manchester, causing many deaths and injuries. POLITICS AND ECONOMICS • In 1979, Margaret Thatcher, the leader of the Conservative Party, became the country’s first female Prime Minister. • The global financial crisis which began in 2007-2008 had severe effects on the British banking system and economy, and led to a recession. • Scotland held a referendum in 2014 about becoming an independent country but 55% of the voters said ‘no’ and, for now, the country remains part of the UK. • In 2016, the UK held a referendum on the country’s membership of the EU. Those in favour of Brexit won, with 52.5% of the vote, and official notification to leave was given to the EU on 29th March 2017.

READING COMPREHENSION

SOCIETY AND CULTURE • In 1918 women over the age of 30 won the right to vote, but it was not until 1928 that all women over 21 were able to vote. • The ‘Swinging Sixties’ are often considered a liberal and permissive decade. The laws regarding divorce, abortion and homosexuality were liberalised. Fashion had a new look with Mary Quant and the mini-skirt. Groups like The Beatles and The Rolling Stones changed the music scene. • Tragedy struck the royal family in 1997 with the death of Diana, the Princess of Wales, in a car crash. Prince William and Kate Middleton got married in 2011 and, in 2018, Prince Harry and Meghan Markle tied the knot at Windsor Castle. • Queen Elizabeth II celebrated her Diamond Jubilee in 2012. That was also the year that the summer Olympics The Olympic Stadium were held in London.

1 Read the texts and answer these questions. 1 What international wars or conflicts has the UK been involved in since the start of the 20th century? 2 What were the ‘Troubles’ in Northern Ireland? 3 Who was Margaret Thatcher?

INTERNET RESEARCH & WRITING

4 What two referendums were held in the last few years and why were they important? 5 What were the 1960s like in the UK? 6 What events have the Royal family been involved in over the last 25 years?

MEDIATING COMMUNICATION

2 Work in pairs. Prepare a timeline of significant events and situations (political, economic, cultural) that have affected Italy in the 21st century. Then write a short report.

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How to write a report, p. 298

UK population and identity The population of the UK is getting older, mainly due to increased life expectancy, and 18.2% of the population is over 65. Of the people living in the UK, 9.4 million were born outside the UK. This is largely accounted for by immigrants arriving from the EU, in particular Romania and Poland. This, as well as earlier immigration from ex colonies such as Jamaica and India, means that a large variety of ethnic groups make up the population. This ethnic diversity has enriched and UK population data – 2017 influenced many aspects Total population 66.04 million of British society although, Number of births 762,000 unfortunately, integration and acceptance still raise Number of deaths 602,000 many issues.

Influenced by factors such as increases in divorce, married couples without children, co-habiting couples and one person households, the family unit has changed from the traditional nuclear family of a married couple with children. The average household size is 2.4 people.

The official religion is the Anglican Church, with the Monarch as its head, but many other religious faiths are practised from Judaism to Buddhism. Christians (Protestants and Catholics) total 35 million, while the second religion is Islam with 2.7 million Muslims. Around a quarter of the population state they follow no religion.

HAVE SOME MORE The period of the British Empire brought about many changes to the food available in the UK and immigration has continued to affect the way the country eats. Chicken tikka masala, an adapted Indian dish, is probably more popular than the traditional plate of fish and chips nowadays. Curry, spices, rice, couscous, pasta and pizza are eaten in homes and restaurants across the nation, both in authentic versions and also modified to suit local tastes and ingredients. Think, for example, of the horror an Italian would feel when presented with a ham and pineapple pizza!

READING COMPREHENSION

1 Read the texts and decide if these sentences are T (true) or F (false). Correct the false ones. 1 In the UK, a quarter of the population is older than 65. 2 More than 9 million people who live in the UK were not born there. 3 The UK no longer has problems related to integration. 4 The family unit has remained unchanged. 5 The UK does not have an official religion. 6 The type of food popular in the UK has been affected by immigration.

T • • • • • •

• • • • • •

SPEAKING

2 Work in pairs. Look at the images on this page. Which ones represent ‘Britishness’ to you? Why? 259

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1British cuisine: traditions and festivities

BURNS NIGHT is celebrated in Scotland on January 25th to commemorate the life of the Scottish poet Robert Burns. Many people hold a Burns Night supper, which can be a very formal event. The evening centres on the entrance of the traditional Scottish food haggis, made of sheep’s 1offal, served on a large platter to the sound of a piper playing 2bagpipes, the traditional Scottish instrument. When the haggis is on the table, the host reads the ‘Address to a Haggis’, a special poem that Robert Burns wrote in honour of the Scottish national dish. At the end of the reading, the haggis is ceremonially sliced into two pieces and the meal begins. Before the haggis there is usually a traditional cock-a-leekie soup, made of leeks and chicken, and then the haggis is eaten with neeps and tatties (turnips and potatoes). The traditional dessert is a Clootie Dumpling, a pudding served in a linen cloth, and of course you drink whisky!

haggis

SHROVE TUESDAY is the last day before Lent in the Christian calendar, the forty days before Easter, traditionally a period of abstinence from sugary or fatty foods. Originally the word ‘Shrove’ came from the ‘shriving bells’ calling people to church to confess their 3sins. Shrove Tuesday is also known as Mardi Gras or, in the UK, Pancake Day. This is because it is a final chance to indulge in the foods you should not eat during Lent, like pancakes, which are made of eggs, flour, butter and milk and served with lemon and sugar. Apart from making and eating pancakes, people also hold pancake races, a tradition dating back to 1445, where you have to run while 4tossing a pancake, making sure you do not drop it. Another Shrove Tuesday tradition is ‘mob football’, where two teams are formed by anyone who wants to play football between a pair of goals up to three miles apart. 1 offal interiora This tradition dates back to 2 bagpipes cornamuse the 12th century. 3 sins peccati 4 tossing facendo saltare

pancake race

GET STARTED

1 Look at the pictures on pages 260-261 and write the British festivity in which you eat each food. Then read the texts and check your answers. 1 mince pies ___________________

2 Simnel Cake ___________________

READING COMPREHENSION

3 haggis ___________________

4 pancakes ___________________

MEDIATING TEXTS

2 Read the texts again and complete these fact files. Burns Night When Why Food and drink Other traditions

260

___________ ___________ ___________ ___________

Shrove Tuesday

Easter

When Why Food and drink Other traditions

___________ ___________ ___________ ___________

Christmas Day ___________ ___________ ___________ ___________

When Why Food and drink Other traditions

___________ ___________ ___________ ___________

Easter comes forty days after the 5hardship of Lent and is the Christian celebration of the resurrection of Jesus Christ. On the Friday before Easter, known as Good Friday, people traditionally eat fish and cakes called hot cross buns, marked with a cross. The Saxons ate these in honour of the goddess of spring and rebirth, Eoestre. For Christians, the cross symbolises the crucifixion of Christ. Simnel Cake is another British tradition to mark the end of Lent, as the cake is rich with fruit, spices and marzipan. Eggs are also associated with Easter, a symbol of life and fertility, and people have painted them in bright colours since the Middle Ages. Nowadays children give and receive chocolate Easter eggs and often have an Easter egg hunt in the garden. Easter day lunch is traditionally roast lamb served with mint sauce and vegetables, although some people also eat turkey.

Simnel Cake

hot cross buns

Christmas Day is probably the most important food festival in the United Kingdom and it is the mince pies Christian festival to celebrate the birth of Jesus. People usually eat roast turkey or goose, with stuffing, roast potatoes, vegetables, gravy and cranberry sauce. After dinner, if you are not too full, you can eat Christmas pudding. It is a very rich, steamed pudding made with fruit and nuts, flambĂŠed in brandy and served with custard or brandy sauce. Traditionally an old sixpence was hidden in it, supposed to bring good luck to whoever found it. Other typical Christmas foods are Christmas cake, made with fruit and nuts and covered with marzipan and 6 icing, and mince pies, small tartlets filled with fruit, which date back to Tudor times. Children often leave these near the fireplace with a glass of sherry to warm Father Christmas when he comes down the chimney.

hardship privazioni icing glassa

QUICK BITES In 1647, the English Parliament passed a law banning Christmas under the leadership of the Puritan Oliver Cromwell because he considered the celebrations immoral!

Christmas cake

SPEAKING

3 Work in pairs. Discuss which festivity you would prefer to cook for and why. A I like the idea of Burns Night because itâ&#x20AC;&#x2122;s... B I would prefer Easter because I like...

WRITING

MEDIATING COMMUNICATION

4 Choose a national or regional Italian festivity and complete a fact file for it like those in exercise 2. Then write a short paragraph, using the texts on these pages to help you. Festivity __________________________________ When __________________________________ Why __________________________________ Carnival is an important Italian celebration...

Food and drink __________________________________ Other traditions __________________________________ Italian cuisine: traditions and festivities

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ma ste rin g rec ipe s

1Traditional British recipes Yorkshire pudding Ingredients

Method

●

225g (1) ____________ flour

●

8 free-range eggs

●

600ml milk

●

salt and freshly ground black pepper

●

55g olive oil

(2) ____________ the flour and a little salt and freshly ground black pepper into a (3) ____________. Add the eggs, mixing in with a (4) ____________, then gradually (5) ____________ in the milk, mixing slowly to (6) ____________ lumps forming. Cover the bowl with clingfilm and chill in the fridge overnight.

The idea behind Yorkshire pudding was to provide a cheap yet filling meal for people who couldn’t afford to buy a lot of meat because of the poor economic conditions in North East England. Traditionally it was served up first, with gravy, to fill up the family members before a smaller meat course. Today, Yorkshire puddings are an essential part of a traditional Sunday roast lunch.

Preheat the oven to 220°C/gas mark 7. Put oil in four non-stick Yorkshire Pudding tins. Place the tins in the (7) ____________ until smoking hot. Remove from the oven and quickly fill the moulds with the batter. Return to the oven and cook for 20-25 minutes. (8) ____________ the oven (9) ____________ to 190°C/Gas mark 5 and cook for a further 10 minutes to set the bottom of the puddings. Remove from the oven and (10) ____________.

1 Complete the recipe for Yorkshire pudding with the words in the box. whisk – down – place – oven – plain – serve – bowl – turn – pour – prevent

Cullen skink Ingredients For the stock

Scotland is famous for the excellent quality of its fish, in particular smoked salmon. Haddock, caught in the North Sea, is also common and smoked haddock is the main ingredient in Cullen skink, a traditional Scottish fish soup perfect for cold winter days.

For the soup 75g ________

●

75g ________

●

1 tbsp ________

●

2 ________, chopped

●

2 ________, chopped

●

2 ________ bulbs,

●

1 tbsp ________ 2 ________, finely chopped 2 ________, finely chopped 2 ________ cloves, peeled, crushed

chopped

300g ______, peeled, chopped

●

250ml ________

●

500g ________

●

750ml ________

●

500ml ________ 1 tbsp finely chopped fresh ________ freshly grated ________

●

2 Read the preparation method for the Cullen

skink recipe and complete the ingredients list.

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Method To make the stock, in a large pan gently fry the leeks, onions and fennel in the butter and oil until softened. Add the white wine and bring to the boil. Then add the smoked haddock and the water and bring back to the boil. Simmer for about 30 minutes until the haddock is cooked through. ● Strain the haddock and chop into small pieces. Keep the stock. ● For the soup, heat the butter with the oil and fry the leeks, shallots and garlic until softened. Add the potatoes and the chopped smoked haddock to the pan. ● Add the stock and bring to the boil. Simmer for 10-15 minutes. Stir in the cream and then blend briefly with a stick blender but leaving some pieces of fish and vegetables intact. ● Sprinkle with chopped parsley and a pinch of freshly grated nutmeg. ●

Serve with warm crusty bread.

A Cornish pasty is a thick savoury pastry filled with beef and vegetables. Its origins date back to the period of tin mining in the 19th century in Cornwall, South West England. The miners needed to be able to eat a hearty, complete meal while staying deep down in the mines, so any food needed to be easy to transport, hold and eat. Beef skirt is the traditional cut of meat used as it has little fat and cooks in the same time as the vegetables.

Cornish pasty Ingredients

For the shortcrust pastry ● 500g strong flour ● 120g lard ● 125g Cornish butter ● 1 tsp salt ● 175ml cold water

Method Make the pastry by rubbing the two types of fat into the flour, then add the water and knead to make an elastic dough. Cover and rest in the fridge for at least three hours. ● Divide the pastry into six equal portions and roll each one out into a circle of about 20cm diameter. ● Place the diced vegetables and meat in the centre of each circle and season well. Fold the pastry over and crimp the edges together. Glaze each pasty with beaten egg or milk. ● Bake at 165°C for about 50-55 minutes until golden. ●

For the filling ● 450g beef skirt, cut into cubes ● 450g potato, diced ● 250g 1swede, diced ● 200g onion, sliced ● salt and pepper to taste ● beaten egg or milk to glaze

swede cavolo navone

Soda bread

Commonly associated with Northern Ireland, Soda Bread is a quick and simple bread to make at home. It is often served as part of an Ulster Fry – an Irish breakfast. It can also accompany a meat and vegetable stew, or simply be eaten warm with butter.

Method Mix the flours, salt and bicarbonate of soda into a large mixing bowl. Make a well in the centre and pour in the buttermilk. Mix quickly with a large fork to form a soft dough. If necessary, add a little more milk if the dough is too stiff. Knead very briefly on a floured surface and then shape into a round. Place on a lightly floured baking sheet and slightly flatten the top. Cut a cross on the top. Bake for about 30 minutes at 200°C or until the loaf sounds hollow when tapped. Cool on a wire rack.

Bara Brith Ingredients 400g mixed dried fruit ● 300ml strong hot tea ● 100g dark brown muscovado sugar ● 250g self-raising flour ● 1 tsp mixed spice ● 1 egg, beaten ● honey to glaze ●

Method

Ingredients 170g self-raising wholemeal flour ● 170g plain flour ● ½ tsp salt ●

½ tsp bicarbonate of soda ● 290ml buttermilk ●

Bara Brith – which means ‘speckled bread’ – is a Welsh fruit bread. Traditionally made with yeast, the recipe presented here is easier as it uses a chemical leavening agent.

Put the dried fruit in a bowl and cover with the hot tea. Add the sugar and stir well until it has dissolved. Leave to soak for at least 6 hours or overnight. Sift the flour and spice together and add to the soaked fruit and tea mixture. Add the beaten egg and blend well together. Pour the mixture into a lined loaf tin and bake at 180°C for about an hour. Test with a cocktail stick to check the cake is cooked in the middle. Drizzle with warm honey to make a glazed topping and then leave to cool on a wire rack. This cake is best kept for one or two days before eating. Serve sliced and spread with butter.

3 Read the three recipes on this page and decide which recipe(s): 1 is sweet. 2 is the quickest to make.

3 is a complete meal. 4 uses a chemical leavening agent.

5 requires resting time. 6 is served with butter.

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1Typical bars and restaurants in the UK • Established in Roman Britain, inns were places where officials stayed during their imperial journeys. Generally in remote places, they offered travellers food, drink and accommodation, as well as stables and feed for their horses. In Mediaeval times inns were used by merchants, court officials and religious pilgrims. • As the Romans were winelovers, they also opened taverns serving food and wine. • Britons preferred to open alehouses, producing and serving ale in their own homes.

• By the 16th century alehouses, inns and taverns all became known as public houses and then simply as pubs, and the distinction between them was lost. • Today pubs are an important British institution, not just somewhere to drink beer. They are vital meeting places for urban and rural communities; a focal point for social activities; and often symbolic of a place’s past, present and future. Unlike Italian pubs, most British pubs are popular places to eat typical local food.

The Jamaica Wine House, considered the first coffee house in London.

With the arrival of coffee in England in the 17th century, coffee houses started to appear in London and other cities. These soon became a kind of cultural centre, reserved only for men but from any social class, where debates on topics such as politics and art took place and business deals were made. Like-minded people often gathered together in the same coffee house so that each one soon became associated with a particular political viewpoint or field of business. In fact, the London Stock Exchange and other businesses started life in coffee houses.

READING COMPREHENSION

1 Read the texts and write I (inn), P (pub) or C (coffee house). 1 2 3 4 5 6

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They are an important place to meet in towns and in the country. Business deals were often made here. They offered somewhere to eat, drink, sleep and rest horses. Only men were allowed in these places. They serve typical local food. They were used by merchants, court, officials and religious pilgrims.

___ ___ ___ ___ ___ ___

HAVE SOME MORE London is full of historic inns like Southwark’s Tabard Inn, established in about 1300 on the route from London to Canterbury, and it is the backdrop to writer Geoffrey Chaucer’s Canterbury Tales. The Dickens Inn, an original warehouse building near Tower Bridge, opened first in the 18th century and then reopened by Cedric Charles Dickens, great-grandson of the famous author, in 1976. Britain’s smallest pub, The Nutshell, 5 metres by 2 metres, is in Bury St Edmunds in Suffolk. And The Eagle in Cambridge is historically important as its ceiling and walls are covered with the graffiti of WWII airmen. It was also where scientists Francis Crick and James Watson first announced their discovery of how DNA carries genetic information.

FROM TAKEAWAYS TO FOOD DELIVERY APPS Takeaways have been a common feature on Britain’s high streets for decades. They offer the possibility to buy something tasty, and usually fairly cheap, to take home to eat when time is short or we don’t fancy cooking. The popular choices are Indian, Chinese, pizza, burgers, and fish and chips. Some restaurants have a takeaway service in addition to a sit-down restaurant. Others only offer food to take away with just a counter and a small space for customers to wait, with the kitchens behind. It is also possible to call some restaurants and ask for your food to be delivered to your door. There is normally a charge for this, although there are special discounts and offers especially for large orders. Over the last few years, with the development of smartphones and apps, getting ready-to-eat meals delivered to your home has become even easier. A large chain restaurant may have their own app for customers to download and to use to order their takeaway.

But the most common option is that of a food delivery app, like JustEat and Deliveroo, which acts as an intermediary between the restaurant and the customer. The customer chooses from a wide selection of restaurants and food choices on the app, pays by credit card or Paypal and sits comfortably at home waiting for the food to be delivered. The restaurant gets notification about what dishes to prepare and then the delivery company is in charge of taking the food from the restaurant to the customer’s home. In busy cities, JustEat and Deliveroo moped or bike riders whizzing through the traffic have become a familiar sight. The advantage of the apps over traditional takeaway delivery services is that the orders are tracked to avoid any mistakes and delays. There are also options for customers to leave feedback and reviews. And it is not just pizza and burgers which are available: you can get just about any cuisine possible and even fine dining restaurants are signing up to these apps. This means you are able to get a top quality meal at a much lower price than what you would pay if you went to the actual restaurant.

READING COMPREHENSION

INVALSI Read the article above and answer these questions in no more than 4 words.

1 2 3 4

Why do people get takeaways? (2 answers) What do some takeaway restaurants charge for? What are JustEat and Deliveroo? How do you pay for food on one of these apps?

SPEAKING

5 What means of transport do they often use to deliver the meals? 6 How do the apps ensure good customer service?

MEDIATING COMMUNICATION

3 Work in small groups. Discuss these questions. 1 Are takeaways popular in your country? 2 What kind of food do people usually get? 3 Do food delivery apps operate where you live?

4 What about in other parts of the country? 5 Do you think they are a good idea for customers? And for restaurants? Why/Why not?

INTERNET RESEARCH & SPEAKING

4 Choose one of the capital cities of the UK and one of the following places to eat. Do some research online, select an example in the capital city and prepare a short oral report on the location, menu, prices and guest reviews. Italian restaurant – tea room – traditional pub – takeaway

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the united states of america Quick facts

The United States of America is situated between the Pacific and (1) __________________ Oceans and it has borders to the north with (2) ________________ and to the south with (3) __________________. It is formed of (4) __________________ states and a federal district*. Two of these states are actually separate from the rest: Alaska is located to the north west of Canada and (5) __________________ is an archipelago in the middle of the Pacific Ocean. The US also has overseas territories, such as the United States Virgin Islands and Puerto Rico in the Caribbean and American Samoa in the South Pacific, which are controlled to various degrees by the US government.

This is the District of Columbia where the capital city Washington DC is located. It is land which was donated by the State of Maryland specifically to build the nationâ&#x20AC;&#x2122;s capital and is not part of any state.

Monument Valley, Arizona

READING COMPREHENSION

1 Use the information in this fact file

to complete the presentation of the USA.

SPEAKING

2 Work in pairs. Have you ever been to the USA? What places did you visit or would you like to visit?

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Capital city: Washington DC Population: 330,073,471 State with highest population: California State with lowest population density: Alaska Flag: Stars and Stripes

US political system

The USA is a constitutional federal republic. The US Constitution, which entered into force in 1789, is the framework for the American system of government. It defines the three separate branches of government â&#x20AC;&#x201C; legislative, executive and judicial â&#x20AC;&#x201C; and their powers. Each of the branches of government has a form of power over the other two in order to ensure that no single branch can become dominant. The legislative branch, Congress, is separated into the House of Representatives and the Senate, with some shared and some unique powers. The executive branch is led by the President, who is elected every four years and can serve for a maximum of two terms. The judicial branch is led by the Supreme Court, which has the responsibility to ensure government actions and laws do not violate the Constitution. Amendments to the Constitution are possible, but so far only 27 amendments have been made. The first ten amendments, called the Bill of Rights, guarantee important freedoms to every American, including the freedom of speech, press and religion. The other amendments concern the expansion of political and civil liberties such as voting rights and the abolition of slavery. US Capital Building Washington DC

READING COMPREHENSION

1 Read the text and answer these questions. 1 What type of government is there in the USA and how is it structured? 2 Who is the leader of the executive branch?

3 What is the role of the Supreme Court? 4 What is the Bill of Rights?

INTERNET RESEARCH & WRITING

2 Find out more about one of the three branches of the US government. Write a short report on its structure, role, responsibilities and the people currently in positions of power within the branch.

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2 A brief history of the USA NATIVE AMERICANS There are several theories regarding the arrival of the first inhabitants, which is estimated to be around 20,000 to 60,000 years ago. They probably arrived by crossing the bridge of land that once linked Asia to Alaska and then gradually moved south and settled along the Pacific Ocean, in the mountains and deserts of the south-west, and along the Mississippi River. Each tribe of Native Americans adapted to their environment and lived by gathering or hunting their food, farming and fishing. Their lives were, and often still are, closely linked to the land. ARRIVAL OF THE EUROPEANS

After Columbus arrived in America in 1492, the next century was dominated by explorers and settlers. Following their conquest of Mexico, the Spanish moved into the south (New Mexico, California, Texas) as well as Florida. The French colonised parts of Canada and Louisiana in the south, while the English founded settlements along the Atlantic Coast. Their first successful colony was Jamestown in Virginia in 1607. The Pilgrim Fathers arrived on the ship The Mayflower in 1620 and established a colony in Plymouth, Massachusetts. There were also German and Dutch colonies. This period saw the drastic reduction in the number of Native Americans, killed by fighting or by the diseases brought by the European explorers and settlers. WAR OF INDEPENDENCE During the 18th century, the thirteen Colonies grew in terms of population and economic strength. However, Britain imposed more and more oppressive restrictions and taxes on them so resentment grew. In 1773 there was the famous Boston Tea Party, where a group of protesters attacked British ships and threw their cargo of tea into Boston Harbour. On 4th July 1776 the Declaration of Independence was signed, but fighting continued until a peace treaty was signed with Britain in 1783. A new Constitution was formed and George Washington became the first President of the United States of America in 1789. MOVING TO THE WEST The USA grew dramatically in size when, in 1803, a massive area of land around the Mississippi and the Great Plains was bought from the French (the â&#x20AC;&#x2DC;Louisiana Purchaseâ&#x20AC;&#x2122;). Then Florida was purchased from the Spanish in 1819 and, by 1848, Mexico had been forced to hand over Texas, New Mexico and California. People had started to move westwards across the continent to settle in the Great Plains, the Rocky Mountains and California, where gold had been discovered. To make settlements, they fought the Native Americans and forced them to move from their land.

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CIVIL WAR By now the USA was an enormous country but with some fundamental differences between the states. The northern states were the main centres of finance, commerce and manufacturing. Here, slavery was illegal. The southern states were mainly agricultural and used slave labour to produce tobacco, sugar and cotton. Tension increased between North and South, and when Lincoln was elected President the southern states left the Union and formed the Confederate States of America. The Civil War between the Union (the northern states) and the Confederacy (the southern states) lasted from 1861 to 1865 and was eventually won by the north but with the loss of hundreds of thousands of lives on both sides. ECONOMIC GROWTH AND INDUSTRIALISATION The last twenty years of the 19th century were a time of great change for the country and one of exceptional economic growth. A period of depression followed the Civil War, but then the USA began to change from a rural nation to an urban one. The railroads were expanded, linking the Midwest with the Pacific Coast. Industrialisation led to the construction of more factories and mills, especially in the steel, iron and textiles industries, and the demand for labour grew. There was an enormous population growth, mostly due to the millions of immigrants who arrived on the West Coast from Asia and on the East Coast from Europe. Immigrants arriving at Ellis Island, New York, late 19th century.

GET STARTED

1 Work in pairs. Why are the dates in the box important in American history? Then read the text on pages 268-269 and check your answers.

1492 – 1776 – 1861

READING COMPREHENSION

2 Read the texts and answer these questions. 1 2 3 4 5 6 7 8

When and how did the first inhabitants of North America probably arrive? In which part of the country did the English form their first colonies? What happened to the Native Americans during the period of colonisation? What were the protestors at the Boston Tea Party protesting against? Who was the first President of the United States? What was the ‘Louisiana Purchase’? What were the main differences between the northern and southern states before the Civil War? How did the country change after the Civil War?

CRITICAL THINKING & SPEAKING

MEDIATING CONCEPTS

3 Read the information below and discuss this topic with the class. The late 19th and early 20th centuries saw millions of immigrants arrive in the USA, among them many Italians. What was the situation in Italy at that time? What led so many Italians to face this journey? At the beginning of the 21st century, are there many Italians that decide to migrate? Where to and why? 269

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2 Key moments in the 20th and 21st centuries PEARL HARBOR On the 7th December 1941 the Japanese attacked the American naval base in Pearl Harbor, Hawaii. In the surprise attack, hundreds of Japanese fighter planes destroyed or damaged American naval ships and planes. More than 2,000 American Army and Navy personnel died, and many more were injured. There were also many civilian casualties. The following day, US Congress declared war on Japan. After the USA dropped nuclear bombs on Hiroshima and Nagasaki in August 1945, the Japanese surrendered and the war ended. MARTIN LUTHER KING JR In 1955, Martin Luther King Jr, a Baptist Church minister, was chosen as the head of a new group to support the Montgomery bus boycott – a protest where the town’s black citizens boycotted the bus system for 13 months. This protest ended with the US Supreme Court deciding that segregation on the city’s public buses was unconstitutional. King quickly became a national civil rights leader against racial discrimination and segregation, organising non-violent protests and marches. He was assassinated on 4th April 1968. THE COLD WAR Much of the second half of the 20th century was marked by the Cold War between the USA and the USSR. Although there was no direct military conflict, there was extremely strong political and military tension, and both countries developed an arsenal of nuclear weapons. The end of the Cold War can be said to be at the Malta Summit in 1989, with an agreement between President George Bush and Gorbachev a few weeks after the fall of the Berlin Wall, a symbol of this East-West divide. Firefighters after the 9/11 attacks

Bush and Gorbachev, 1989

THE 9/11 ATTACK In the early morning of 11th September 2001, al-Qaeda terrorists hijacked four passenger airlines to carry out terrorist attacks on the USA. Two planes hit the north and south towers of the World Trade Center in New York, one hit the Pentagon in Washington DC and the last plane crashed into a field in Pennsylvania. There were almost 3,000 victims and thousands more injured. These attacks prompted the USA and other nations to strengthen their anti-terrorism legislation and declare a global War on Terror.

BARACK OBAMA Barack Obama, born on 4th August 1961 in Honolulu, Hawaii, was the first African-American President of the USA (2009-2017). His first presidential campaign used the slogan ‘Yes, we can’ in order to send a message of hope and change to the nation and in particular to new voters, many of them young and black. In 2009 he was awarded the Nobel Peace Prize.

READING COMPREHENSION

1 Read the texts and answer these questions. 1 What happened at Pearl Harbor? 2 What was the Montgomery bus boycott? 3 What methods of protest did King use to fight racial discrimination and segregation? 4 Which two countries were involved in the Cold War?

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5 Why do you think the word ‘war’ was used even if there was no fighting? 6 What happened on 11th September 2001? 7 What was the response of the USA and other countries? 8 What message did Barack Obama want to give to voters during his first presidential campaign?

US population and identity The USA, with its long history of immigrants, used to be referred to with the term melting pot to indicate that immigrants of different nationalities and backgrounds would ‘melt’ and merge into the American culture and way of life. For many, this theory of assimilation has been overtaken by the more politically correct theory of multiculturalism, where each ethnic and national group maintains its separate identity, traditions and heritage while being a part of American society. This idea of a cultural mosaic is often referred to as a salad bowl, as each individual ‘ingredient’ keeps its own identity but does not merge into a homogeneous culture. Estimated figures for 2017 show 18.1% of the US population is of Hispanic or Latino origin (a person of Cuban, Mexican, Puerto Rican, South American, Central American or other Spanish culture). The Hispanic population is the principal driver behind demographic growth in the country, together with the Asian community. The languages spoken in US households reflect the diversity of the population, with nearly 21% speaking a language that is not English at home. Unsurprisingly, given the large percentage of people of Hispanic origin, Spanish is the most common language spoken at home after English. Regarding levels of education, nearly 30% of the total population have a university degree or higher, while 86.3% have graduated from high school. There are about 2.3 million children who are homeschooled, that is they do not attend school but are taught at home, usually by parents. Students attending graduation typically wear a gown and mortarboard, often with different colours to indicate the faculty.

There is no official church in the USA and the US Constitution guarantees the right to practise any form of religion. There are no US Census statistics regarding religious beliefs as questions about religion cannot be asked on the national census. However, other surveys show that there are a wide variety of religious beliefs and practices with Christianity being the largest, although in decline.

READING COMPREHENSION

1 Read the texts and decide if these sentences are T (true) or F (false). Correct the false ones. 1 The term ‘melting pot’ is not so popular today as it once was. 2 The term ‘salad bowl’ is used to indicate a homogeneous culture. 3 More than a quarter of the population of the USA is of Hispanic or Latino origin. 4 Spanish is the most spoken language at home. 5 It is possible for American children to be educated at home and not at school. 6 The right to practise any religion is protected by the US Constitution.

CRITICAL THINKING & SPEAKING

T F

• • • • • • • • • • • •

MEDIATING CONCEPTS

2 Work in small groups and discuss these questions.

1 Is it possible for people to hold onto their cultural traditions over several generations? 2 How much should an immigrant try to blend into his/her new country?

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2American cuisine: traditions and festivities ST PATRICK’S DAY is celebrated on March 17th and is the anniversary of the saint’s death in the 5th century AD. The Irish have observed this day as a religious holiday for over a thousand years. Families would traditionally attend church in the morning and celebrate in the afternoon, dancing, drinking and eating, although St Patrick’s Day falls within Lent. The first St Patrick’s Day parade took place in New York, not in Ireland, when Irish soldiers serving in the English army marched through New York City on March 17th, 1762. Today, that parade is the world’s oldest civilian parade and the largest in the US, with over 150,000 participants. Chicago is famous for 1dyeing the Chicago River green, a tradition started in 1962, and many people wear green for the day. Traditional foods are 2 corned beef, Irish lamb stew, soda bread and of course a pint of Guinness!

corned beef

THANKSGIVING DAY falls on the fourth Thursday in November, and many Americans take a long weekend to travel home to visit family and friends. Thanksgiving dates back to 1621, the year after the Pilgrims arrived in Massachusetts from England. After a difficult winter, when about half of them died, they 3turned for help to the Native Americans, who taught them how to plant corn and other crops. The following abundant 4harvest inspired the Pilgrims to give thanks by holding a feast with their Native Americans neighbours. Thanksgiving dinner is still celebrated today and almost always includes some of the pecan pie foods served at the first feast: roast turkey, cranberry sauce, potatoes, 5corn on the cob and pumpkin pie. Macaroni cheese and pecan pie are more recent 1 dyeing tingere additions to the menu. Before eating, people usually pause to give thanks 2 corned beef manzo sotto sale for what they have, including the chance of being united for the occasion. 3 turned… to si rivolsero a 4 harvest raccolta 5 GET STARTED corn on the cob pannocchia di granoturco 1 Match these American festivities to the people who first celebrated them. Then read the texts on pages 272-273 and check your answers. 1 2 3 4

St Patrick’s Day Thanksgiving Day Halloween Kwanzaa

a b c d

African-Americans Celts English pilgrims Irish immigrants

5 6 7 8

What did the Celts do to frighten away evil spirits? What games are played at Halloween? What does the Swahili word kwanzaa mean? What are the seven symbols of Kwanzaa?

READING COMPREHENSION

2 Read the texts again and answer these questions. 1 2 3 4

What happened in New York on March 17th, 1762? Which tradition started in Chicago in 1962? Where did the Pilgrims arrive in 1621? Who helped them plant corn and other crops?

VOCABULARY

3 Write the foods eaten at each different festivity in the table below.

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St Patrick’s Day

Thanksgiving

Halloween

Kwanzaa

corned beef, ____________ _______________________

roast turkey, ___________ _______________________

candy apples, __________ _______________________

koki, __________________ _______________________

Originally a Celtic harvest festival to mark the end of summer, HALLOWEEN is celebrated on 31st October. Also considered a time for dead souls to return home, people used to set 6bonfires and wore masks and 7disguises to frighten away evil spirits. An attempt to supplant the pagan feast with a Christian one only succeeded in merging the two. Immigration to the USA established Halloween as a major holiday, particularly popular with children who dress up in scary costumes, play trick or treat and carve out Halloween cocktail giant pumpkins, called * Jack-o’-lanterns , with faces and candles inside. Apple bobbing* or biting toffee apples, candy apples in the US, are popular party games. Other traditional American Halloween foods are candy pumpkins, small pumpkin-shaped cakes; candy corns, giant brightly coloured corn-kernel sweets; roasted pumpkin seed and pumpkin pies. More recently, drinks coloured to look like witches potions have been added to the candy pumpkins and candy corns menu.

Legend has it that a man named Jack was so mean with his money that when he died he was not allowed into heaven, nor was he admitted to hell because he played jokes on the devil. So he had to walk the earth forever with his lantern, hence the name ‘Jack-o’-lantern’! Apple bobbing is a game played by putting apples in a bucket full of water and trying to bite one with your teeth. Players are not allowed to use hands which are often tied behind their backs to prevent cheating. bonfires falò disguises travestimenti 8 straw place mats tovagliette all’americana di paglia 6 7

KWANZAA , which means ‘first fruits’ in Swahili, is not a religious festival, but a celebration of African heritage and culture in the USA, from December 25th to January 1st. There are seven principles to Kwanzaa: unity, self-determination, community, cooperation, purpose, creativity and faith. Kwanzaa has many different symbols too: fruit, vegetables and nuts; 8straw place mats; a jollof rice candleholder; maize; gifts; a communal cup and seven candles in the African colours of red, green and black. Each day people come together to light a candle and discuss the principle for the day. At the end of the celebration, families join in a community feast called a karamu, often wearing traditional African clothing. Typical food at the feast includes koki, a dish of black-eyed peas; peanut soup; jollof rice, spicy rice often served with peanut soup vegetables, meat and fish; okra and greens or sweet potato and ginger beer or green tea with mint to drink.

SPEAKING

MEDIATING COMMUNICATION

4 Work in pairs. Your restaurant manager has asked you to take one of these traditional American menus (St Patrick’s Day, Thanksgiving, Halloween or Kwanzaa) and italianise it, so that you can serve it at your restaurant. Look at the dishes you listed in exercise 3 and decide: • which ingredients you are going to keep • how you are going to adapt the dishes for an Italian palate

• how you are going to stay faithful to the original theme

5 Present your menu to the class. So we’re doing a Thanksgiving Day menu and we’re going to keep the turkey because that’s the traditional Thanksgiving dish, but…

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ma ste rin g rec ipe s

2Traditional American recipes Buffalo wings Ingredients

Method

●

2lb chicken wings

●

2 tbsp olive oil

●

salt and freshly (1) ___

●

1 tsp garlic powder

●

¼ cup chili sauce

●

2 tbsp honey

●

4 tbsp butter

Put the oil, salt, pepper and garlic powder in a large (2) ___ with the chicken wings and (3) ___ together. Place the seasoned wings on a baking sheet and cook for around 50-60 minutes at 400°F, turning once, until golden with crispy skin.

black pepper

Whisk together the chili sauce and honey in a small pan and bring to a simmer. Stir in the butter until (4) ___ and then cook for a couple of minutes to (5) ___ the sauce slightly. Put the cooked chicken wings in a bowl with the sauce and toss until completely (6) ___. Grill under a low flame until the sauce caramelises, but be careful it doesn’t burn.

1 Choose the correct option to complete the recipe for Buffalo wings.

1 A made 2 A tin 3 A toss 4 A thawed 5 A increase 6 A sprinkled

B B B B B B

ground saucepan cook dissolved separate coated

C C C C C C

opened sieve whisk melted reduce dusted

D picked D bowl D blend D evaporated D liquefy D brushed

Jambalaya is a spicy, flavoursome dish from Louisiana that has its origins in French, African and Spanish cuisine. The exact recipe and ingredients vary from cook to cook. There is a Creole version made with tomatoes and a Cajun version made without.

Jambalaya MAKES: 4 servings

Method

Ingredients 1 tbsp extra virgin olive oil ● 1 onion, chopped ● 2 bell peppers, chopped ● 1lb boneless skinless chicken breasts, cut into 1’’ pieces ● salt and freshly ground black pepper ● 6 oz andouille sausage, sliced ● 2 cloves of garlic, minced ●

A relative newcomer to American food, Buffalo wings originated in the town of Buffalo, New York, in the mid-1960s. The most common story for their origin is that they were first made at the Anchor Bar by owner Teresa Bellissimo, perhaps as a midnight snack for her son or to use up the large number of chicken wings that were part of an incorrect delivery. What is sure, is that they have become a popular snack in bars and restaurants across the country, and the town of Buffalo has an annual National Buffalo Wing Festival.

1 tsp dried oregano 2 tbsp tomato paste ● 2 cups chicken stock ● 1 (15-oz) can chopped tomatoes ● 1 cup long grain rice ● cayenne pepper, chilli powder to taste ● 1lb shrimp, peeled and deveined ● 2 spring onions, thinly sliced ● ●

Heat the oil in a large pot. Add the chopped onions and peppers and gently cook until soft. Add the chicken pieces and season with salt and pepper. Cook until golden. Then stir in the sausage, garlic, oregano and tomato paste and cook for about 1 minute until fragrant. Add the chicken stock, chopped tomatoes and rice. Add cayenne pepper and chili powder to taste, depending on how spicy you like it. Cover with a tight-fitting lid, reduce the heat and cook until the liquid is almost absorbed and the rice tender (about 20 minutes). Add the shrimp and cook for a further 3-5 minutes. Stir in the thinly sliced spring onions just before serving.

2 Work in pairs. Read the recipe for Jambalaya and answer these questions. 1 2 3 4

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Which preparation and cooking methods are used? What utensils and equipment do you need? What do you think the predominant flavours are? Do you think it is an easy dish to prepare? Why/Why not?

5 Would you prefer this version with tomatoes or one without? 6 Can you think of any other changes to the recipe that would work well?

Clam chowder Method a • Add 180ml wine; bring to the boil and add 1kg fresh, live, cleaned clams, cover and cook until the clams open.

b • Add 2 large potatoes peeled and roughly diced and simmer gently until cooked. c • Add 250ml water, fish stock, or light chicken stock and bring to a simmer. d • Blend half the potato mixture into a thick, creamy soup consistency.

e • Combine the two potato mixtures, the clams, broth and 200ml cream and simmer.

f • Drain them into a colander, catching the cooking liquid in a bowl for the chowder.

Clam chowders are popular across the USA, and many states have their own version, for example with tomatoes and bacon. New England Clam Chowder originated on the East Coast in the 18th century and has a thick, creamy consistency.

g • Sauté 1 medium onion finely chopped in butter until soft and transparent. h • Set the liquid aside and pull the clams from their shells and discard shells, parsley and thyme.

• Place clams and chopped vegetables into the reserved broth. j • 1 Simmer chopped onion, leek and carrot with sprigs of parsley and thyme i

in 400ml water for 10 minutes.

k • 11 Taste for seasoning and serve garnished with chopped parsley and whipped cream.

2.34 Work in pairs. Read the recipe for Clam chowder and put the steps in the correct order.

The first and last are done for you. Then listen and check your answers.

Chocolate chip cookies Method

MAKES: 24 cookies

Put the butter, brown sugar and granulated sugar in a bowl and beat with an electric mixer until light and fluffy. Then slowly beat in the vanilla extract and the eggs, one at a time.

Ingredients 2 ½ sticks __________

●

1 cup __________

●

Mix together the flour, baking soda and salt, and then slowly beat into the mixture. Fold in the chocolate chips by hand. Drop spoonfuls onto the lined baking sheet, keeping them about 2 inches apart to allow for spreading. Bake at 375ºF for about 10-12 minutes until lightly golden. Cool on the baking sheet for a couple of minutes and then remove to a wire rack to cool completely.

4 Read the recipe for Chocolate chip cookies

and complete the ingredient list. Then write a list of the equipment and utensils you need to prepare the recipe.

●

½ cup __________

●

2 tsp __________

●

2 __________

●

2 ¾ cups __________

●

1 tsp __________

●

¾ tsp __________

●

2 cups __________

Chocolate chip cookies are an American classic – perfect as a snack with a glass of cold milk. There are many variations of the recipe, for example with or without nuts, but what is important is to have the right ratio of brown to white sugar to give a chewy texture and caramel flavour, and never to skimp on the amount of chocolate chips you add – the more the better!

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2Typical bars and restaurants in the USA American diners were originally prefabricated structures used to prepare and serve food to the public. The word ‘diner’ comes from the dining car of a train, which was the style of the decor. There is a counter, stools and a food preparation or service area along the back wall. Walter Scott opened the first diner in the 19th century. Their popularity quickly grew as they were a convenient, and cheap way to eat out day or night. To attract more customers, diners became more comfortable and more modern with materials like Formica and new technology like air conditioning, ventilation and coffee-makers. Fast-food chains like McDonald’s and Kentucky Fried Chicken evolved from diners. In contrast, saloon bars symbolise America’s past. In our imagination we see the 1swing doors and long 2polished bars like in the Western movies. But the early saloons were less sophisticated, often in temporary buildings, serving a rough drink called firewater because of the high alcohol content. Inspired by Mexican cantinas, saloons opened as the American pioneers went West. The earliest saloon was established for traders in 1822 near the border of Wyoming, Colorado and Utah. Later, saloons opened in towns to serve soldiers, cowboys or mine prospectors. Some specialised in entertainment with dance halls, billiard tables, restaurants; others simply served drinks.

QUICK BITES In the USA, portion sizes are typically quite large. If you can’t finish your meal and you want to avoid wasting food, it is perfectly normal and acceptable to ask for the remainder ‘to go’. This means your server will put the extra food in a box or a bag for you to take home.

swing doors porte a vento polished lucidati

READING COMPREHENSION

1 Read the texts and decide if these sentences are T (true) or F (false). Correct the false ones. 1 The decorative style of a diner was modelled on a train’s restaurant car. 2 The first diner opened in the 1900s. 3 Diners were quite an expensive option for eating out. 4 They evolved into popular fast-food chains. 5 Saloons remind people of Western movies. 6 All saloons offered entertainment to the guests.

T F

• • • • • • • • • • • •

VOCABULARY

2 Complete the table with the words in the box. Use the text and a dictionary to help you. check – dining car – full – board – lift – reservation – restroom – vacation – waiter

UK cloakroom bill (3) _______________ booking

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US (1) _______________ (2) _______________ server (4) _______________

UK (5) _______________ holiday (7) _______________ dining wagon

US American plan (6) _______________ elevator (8) _______________

LISTENING

2.35 Listen to a man talking about a famous diner and saloon and decide if these sentences are T (true) or

F (false). 1 The Palace in Arizona is an authentic Wild West saloon. 2 Local people saved the saloon doors from a fire. 3 You can see live entertainment there. 4 Zip’s Diner was first opened in 1964. 5 Stephen King wrote one of his books in the diner. 6 Zip’s Diner serves breakfast all day.

T F

• • • • • • • • • • • •

READING COMPREHENSION

TIPPING IN AMERICA 1 Tipping in the USA is a very serious issue because although there is a set minimum wage in the USA of around $8 per hour, it is much lower for service employees like waiters and bartenders as they’re expected to make up the rest in tips. 2 In reality there is no obligatory service charge in the US, tipping is at the customer’s discretion, but people working in this sector often depend on their tips to be able to live comfortably and are therefore upset if they do not receive them. 3 So if you want to follow the norms on tipping waiting staff in America, you should add 15-20% to your total bill, or even 25% if you are eating in a fine dining establishment. You don’t need to leave a tip if the bill states ‘gratuity included’, but be aware that large tables are still expected to tip and some places will try and add a service HAVE SOME MORE charge even after you tip, especially in more touristy areas. 4 In bars the situation is a little different, where a minimum of 10% is expected on top of the final bill where there is table service, and people generally leave a dollar per drink when ordering at the bar. 5 If you decide not to tip despite all counter indications, be prepared to justify your decision by explaining that you weren’t happy with the service, or that there is already a service charge included in the bill. American waiting staff are very open in their disapproval if you don’t tip and it could be quite embarrassing!

4 Read the article above and decide which paragraph (1-5) tells you: A how much you are expected to leave bar staff. B how much you are expected to tip waiters. C service staff earn very little in the USA. D the possible consequences of not tipping. E you don’t have to leave a tip.

CRITICAL THINKING & SPEAKING

__ __ __ __ __

MEDIATING COMMUNICATION

5 Work in pairs. Answer the following questions.

• Do people leave tips in your country? • Who do they leave them to and how much is normal? • Do you think people should pay extra for service or should it be included in the bill?

Tipping in the UK In the UK tipping is optional and not an expected part of the pay for waiting or bar staff. However, it is a way in which customers can show their appreciation for good or outstanding service and financially reward people who work in an essentially low-paid sector. But British people don’t feel very comfortable about tipping service personnel and it is not uncommon to leave no tip to bar staff and no more than 10% to waiting staff. Recently it has emerged that many chain restaurants in the UK keep tips destined for serving staff if the customer pays by credit or debit card. So it is advisable to check the bill carefully to see if service is included and if you want to leave a tip, pay the waiter directly in cash and not by card.

• What do you think about the way tips work in the USA? • What do you think of British people’s attitude to tips?

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english-speaking world Canada

Canadian food has many similarities with that of the USA and Europe, but there are also some specialities and particular dishes, often linked to the indigenous people, such as First Nations, and to French Canadians. 22% of the population, concentrated mainly in Quebec, are French speakers and descendants of the FRENCH COLONISTS who settled there in the 17th and 18th centuries.

Area

9,984,670 km2

Capital

Ottawa

Population

35,881,659 (estimated July 2018)

Government

federal parliamentary democracy, under a constitutional monarchy (member of the Commonwealth)

Languages

English, French

Tourtiere, a pie made with minced meat and spices, and tarte au sucre, a pastry base filled with a mix of brown sugar, vanilla and cream, are both French inspired dishes. Another dish which has its origins in Frenchspeaking Quebec is poutine. Often considered Canada’s unofficial national dish, it is a rather unhealthy plate of French fries, covered with gravy and lumps of white cheese curds. One story about its origins recounts that, in the late 1950s, a customer asked for cheese curds on fries, to which the restaurateur exclaimed ‘ça va faire une maudite poutine’, translated as ‘it will make a damn mess’. Thus the dish was born.

Other dishes have their origins with the INDIGENOUS PEOPLE of Canada. Pemmican is a concentrated mix of fat and protein, made from the meat of bison, moose or other animals. Dried berries can also be added. It was the perfect survival food for when provisions were scarce during long journeys and extreme winters.

Some recipes rely on local produce, such as the Saskatoon berry which comes from a plant native to North America. These dark purple berries are used in scones, muffins and, most commonly, in Saskatoon berry pie. The pastry pie crust is filled with the berries, which have been cooked with a little lemon juice and sugar, and then baked. It is delicious served warm with vanilla ice cream.

GETTING STARTED

1 Read the text and write the names of the dishes mentioned in the correct group. 1 Sweet:

____________, ____________

2 Savoury: ___________, ____________, ____________,

READING COMPREHENSION

2 Read the text again and write which dish(es): 1 has French origins. __________________ 2 was eaten by indigenous people. __________________ 3 is not very healthy. __________________

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4 uses an ingredient only found in North America. 5 is made with pastry. 6 is high in protein.

__________________ __________________ __________________

ma ste rin g rec ipe s

Montreal bagels Montreal-style bagels are thinner and with a larger hole than those typically found in places like New York. Traditionally, they are baked in a wood-fired oven.

Ingredients

Method Mix together the water, sugar, oil, yeast, egg and maple syrup in a large bowl until the yeast dissolves. Then add the salt and the flour one cup at a (1) _______ until you have a soft dough. Turn the (2) _______ out onto the work surface and (3) _______ for about 10 minutes, adding more (4) _______ as necessary to prevent sticking. The dough should be soft and springy to the (5) _______. Place the dough in an oiled bowl, cover for 30 minutes. Cut the dough into 16 pieces and roll each piece into a 10” rope. Press the ends together to form a circle. Keep the pieces covered while you work. Let the bagels rest for 30 minutes. Meanwhile (6) _______ a large pan of water to the boil and add the honey. Gently place the bagels, three or four at a time, into the boiling water and boil for about 1 minute each side. Remove from the water using a slotted (7) _______ and place onto a wire rack. Generously sprinkle the bagels with the poppy or sesame seeds and (8) _______ at 450°F for about 15-20 minutes until golden brown.

1 ½ cups warm water 5 tbsp granulated sugar ● 3 tbsp vegetable oil ● 8g active dry yeast ● 1 egg ● 1 tbsp maple syrup

1 tsp salt 4-4 ½ cups all-purpose flour ● cup honey ● ¾ cup poppy seeds or sesame seeds

●

3 Complete the recipe with the words in the box.

bring – bake – knead – touch – flour spoon – time – dough

Nanaimo Bars Named after the city of Nanaimo, these delicious sweet snacks are quick and easy to make.

Ingredients For the bottom layer ● ¼ cup sugar ● 5 tbsp cocoa ● ½ cup unsalted butter ● 1 egg, beaten ● 1 ¼ cups graham cracker crumbs ● ½ cup chopped almonds ● 1 cup fine coconut

For the middle layer ● ½ cup unsalted butter ● 2 tbsp and 2 tsp cream ● 2 tbsp vanilla custard powder ● 2 cups powdered sugar For the top layer ● 4 oz dark chocolate ● 2 ½ tbsp unsalted butter

Method Put the sugar, cocoa and butter in a bowl over a pan of simmering water. Stir occasionally until melted and smooth. Whisk in the egg for a couple of minutes until the mixture has thickened. Remove the bowl from the heat and stir in the crumbs, almonds and coconut. Press firmly into a 8” square pan, lined with baking parchment. Place in the fridge to set. For the middle layer, cream together the butter, cream, custard powder and icing sugar until light. Spread over the biscuit base and refrigerate. Melt the chocolate and butter in a bowl over a pan of hot water, stirring well to combine the ingredients. Pour over the top and then chill until the chocolate has set. Cut into 16 squares.

4 Read the recipe and answer these questions. 1 How many layers does the dessert have? 2 What flavours and texture does the bottom layer have? 3 How would you describe the middle layer?

4 What preparation methods does the recipe involve? 5 Do you think it is an easy recipe to prepare? Why/Why not?

279

Dossier

South Africa

South Africa’s history of colonisation, particularly by the Dutch and later the British, their slaves from Southeast Asia and the later waves of immigration have influenced the culture and its cuisine with the flavours and ingredients of many different countries and peoples. Here are some of the things you could find on menus, in shops and in homes around the country. Rooibos or bush tea (often called redbush tea in the UK) is a herbal tea made from the leaves of the rooibos plant which grows in the area near the coastal areas of the Western and Eastern Cape provinces. It doesn’t contain caffeine and has low tannin levels. It has quite an earthy taste and it can be served hot with milk or lemon, as a cappuccino or as an iced tea. Biltong is a salty, cured meat made from different types of antelope and seasonings such as black pepper and coriander as well as salt. It is cut into strips and is very high in protein and low in fat. It is usually eaten as a snack.

Name

Republic of South Africa

Area

1,219,090 km2

Capital

Pretoria (administrative capital); Cape Town (legislative capital); Bloemfontein (judicial capital)

Population

55,380,210 (estimated July 2018)

Government

Parliamentary Republic

Languages

11 official languages including isiZulu, isiXhosa, Afrikaans and English

A typical street food or takeaway food, popular in the Durban area, is bunny chow. Despite its name, there is no rabbit in it at all. It is a spicy vegetarian or meat curry, often made with lamb, which is served in a hollowed out loaf of bread. Its origins probably lay with the Indian migrant workers who were reinventing one of their traditional meals using locally available products. Pap – or maize porridge – is a staple in many parts of the country. It is made by boiling coarsely ground maize with milk or water. The consistency can be thick or slightly thinner, and the flavour is very bland. It is served with vegetables and stews, although in some areas it is eaten with sugar and butter at breakfast.

QUICK BITES Now a common sight in many UK cities, as well as in other parts of the world, the restaurant chain Nando’s was started by two friends in Johannesburg in South Africa in 1987. It serves Portuguese-style chicken dishes with different kinds of spicy peri-peri sauces and marinades.

GET STARTED

1 Read the first paragraph of the text and say which factors have influenced South Africa’s cuisine. READING COMPREHENSION

2 Read the rest of the text

and complete this table. Rooibos Biltong Bunny chow Pap

280

MEDIATING TEXTS

What it is made of

What it tastes like

When/Where/How it is consumed

leaves of rooibos plant as a snack

ma ste rin g rec ipe s

Bobotie Often considered the national dish of South Africa, Bobotie was perhaps originally brought to the country by Asian settlers.

Ingredients

Method

2 slices white bread 2 onions, chopped ● 25g butter ● 2 garlic cloves, crushed ● 1kg minced beef ● 2 tbsp curry paste ● 1 tsp dried mixed herbs ● 5 allspice berries ● 3 cloves ● 3 tbsp sultanas ● 2 tbsp peach or mango chutney ● 2 bay leaves ● salt and pepper, as needed ●

Cover the slices of bread with cold water and leave to soak. In a large (1) pan/bowl, fry the onions in the butter until they are (2) soft/hard, then add the crushed garlic and the mince. Stir well, breaking up the mince. Once the mince is brown, add the curry paste, herbs and spices. Cook for a couple of (3) hours/minutes and then add the sultanas, chutney and bay leaves. (4) Season/Taste well with salt and freshly ground black pepper. Add a little hot water if necessary. Cover and cook gently for about 10 minutes, (5) whisking/ stirring occasionally. Squeeze the excess water (6) into/from the bread and then add it into the meat mixture. Mix well until the bread is completely combined with the meat. Press the mixture into an oval ovenproof dish, smoothing the top. (7) Cream/Beat the milk and eggs together, season well and then pour over the top of the meat mixture. Bake for 35-40 minutes at 180°C until the egg custard is (8) set/liquid and golden brown.

3 Read the recipe and choose the correct alternative.

●

For the topping ● 300ml full-fat milk ● 2 large eggs

Malva pudding This typical South African dessert is of Dutch origin.

Ingredients 500g butter ● 400g sugar ● 130g smooth apricot jam ● 4 large eggs ● 1kg self-raising flour ● 3 tsp bicarbonate of soda ● 1 tsp salt ● 1 litre milk ● 50ml white vinegar ●

For the sauce ● 250ml cream ● 125ml butter ● 125ml sugar ● 125ml water (or sherry/brandy)

4 Read the recipe and write a suitable

Method Cream together the butter and the sugar, and then beat in the apricot jam (1) _______ smooth. Add the eggs and mix well. Sift the dry (2) _______ together into a separate bowl and then add to the mixture in stages, alternating with the milk. Lastly mix in the vinegar. Pour the batter into a deep greased ovenproof dish. (3) _______ at 180°C for 45 minutes-1 hour, until the top is nicely brown and springy to the touch. If the cake browns too quickly, (4) _______ with foil. Just before the cake is baked, (5) _______ the sauce. Put the cream, butter, sugar and water (or sherry/brandy) in a small (6) _______ and heat until the butter has (7) _______ and the sugar has dissolved. Remove the cake from the oven and prick holes into the top. Immediately pour the hot sauce over the cake so it soaks into the sponge. (8) _______ warm with custard, cream or ice cream.

word for each gap.

SPEAKING

MEDIATING COMMUNICATION

5 Work in pairs. Discuss these questions. 1 Are there any similarities between these two recipes and ones in your country? 2 Do you think the recipes/flavours/textures would be appreciated in your country? Why/Why not? 3 Are all the ingredients easy to find/well known in your country?

281

Dossier

India

Indian cuisine has evolved over thousands of years, absorbing the influences of different places, people and religions to become extremely diverse. In turn, it has spread and influenced the cuisine of many other countries. It is sufficient to say that chicken tikka masala, a modified version of an Indian recipe, is basically considered a national dish in the UK. As many people in India are strict vegetarians for religious reasons, there are numerous non-meat dishes based on vegetables or pulses. One of the best known is Dhal, a lentil dish, which has several regional variations. But there are also many meat and fish specialities, like Lamb rogan josh, which gets its red colour from Kashmiri red chillies, or Kerala prawn curry, made with coconut milk and aromatic spices.

Area

3.287 million km2

Capital

New Delhi

Population

1,296,834,042 (estimated July 2018)

Government

Federal Parliamentary Republic

Languages

English, Hindi, Bengali, Telugu and others (There are 22 officially recognised languages.)

HAVE SOME MORE Spices are central to Indian cuisine: no other country in the world produces as many varieties, but not all regions like their food very hot. South Indian cuisine can have extremely spicy dishes, but dishes are often milder in the colder northern regions. The most commonly used spices are: turmeric, coriander, cumin, chilli, ginger, mustard seeds, cardamom, pepper and cinnamon.

Some regions of India traditionally accompany their food with rice, whereas others prefer bread or even noodles. The cooking oils too vary and include ghee (clarified butter) and peanut, mustard, sesame or coconut oils. Not all food is fried, however. The mild, creamy dish Korma gets its name from the Hindi word for â&#x20AC;&#x2DC;braisingâ&#x20AC;&#x2122;; Idli are steamed rice cakes, popular at breakfast; Indian roti is griddled flatbread; and in the north of India breads, like Naan, and meat dishes, like Tandoori chicken, are baked in a wood oven called a tandoor. Crispy Indian snacks are often eaten at home or as street food. Favourites include Samosa, spicy fried savoury-filled pastries, Bhaji or Pakora, spicy deep-fried vegetable fritters, and Pani puri, a round, hollow bread which is fried and filled with a watery mixture of tamarind, chilli and potato, and/or chickpeas. Indian desserts are often based on milk products, flavoured with pistachios, almonds, cardamom, cloves and nutmeg. Kaju ki barfi, for example, is made with 1cashew nuts and milk, topped with silver leaf and served on special occasions.

Keralan Prawn Curry

Samosa, Bhaji, Pakora

kaju ki barfi

cashew anacardo

READING COMPREHENSION

INVALSI Read the text and answer these questions in no more than 4 words.

1 2 3 4 5 6

282

What is the main ingredient of Dhal? What creates the special colour of Lamb rogan josh? What do some people use as an alternative to oil in their cooking? Which type of bread is baked in a tandoor? When is Kaju ki barfi eaten? Which area of India generally has the hottest and spiciest dishes?

ma ste rin g rec ipe s

Red onion and chilli bhajis This is a classic Indian starter served with raita, a yoghurt condiment which adds a fresh contrast to the heat of the spices and chilli.

Method Finely chop one onion and thinly slice the other. Sift 100g chickpea flour and ½ tsp baking powder into a bowl. Add 2 tsp curry powder, 1 chopped and deseeded chilli and a good sprinkling of salt. Add about 150ml of cold water to make a thick batter. Stir in the chopped and sliced onions until they are well coated. Mix together 150g natural yoghurt, 2 tbsp chopped mint and 1 small garlic clove, crushed. Add a little salt and pepper and then spoon the raita mix into a small bowl. Heat about 5 cm of vegetable oil in a deep pan. Test a tiny speck of batter. If it rises to the surface and starts to brown, it is hot enough. Add heaped tablespoons of onion mix to the pan a few at a time and cook for a few minutes. Turn once until they are evenly browned and crisp. Drain on kitchen paper, sprinkle with salt and serve warm with the raita.

2 Read the recipe and write a list of the ingredients and equipment you need to make it.

Gulab jamun This popular dessert is traditionally made with ‘khoya’ (milk solids prepared by heating milk over a low flame until most of the water evaporates). This recipe uses dried milk powder as a substitute.

Ingredients For the syrup ● 1 ½ cups water ● 1 ¾ cups sugar ● coarsely ground cardamom seeds For the gulab jamun ● 1 cup non-fat milk powder ● ¼ cup plain flour ● pinch of baking soda ● 3 tbsp unsalted butter (room temperature) ● ¼ cup whole milk (room temperature) ● oil for deep-frying

Method For the syrup, place the water, sugar and ground cardamom seeds in a large pan and bring them to the boil. Boil for one minute then remove from the heat. Stir the syrup until the sugar has dissolved and then 1 . For the gulab jamun, put the milk powder, flour and baking soda in a bowl. Add the butter and mix well. Now add the milk and 2 to make a dough. It should be soft and a little sticky, so add more milk or milk powder as necessary. 3 the dough too much otherwise the gulab jamun will be hard. Grease your hands with butter and divide the dough into about 20 equal portions. Roll them into balls. 4 in a deep pan over a medium flame and then fry the gulab jamun a few at a time. Remember they will double in volume, so give them enough space. It should take about 7 minutes and they should be dark golden brown. Cool for a few minutes before 5 . The gulab jamuns should sit in the hot syrup for at least 20 minutes prior to serving.

INVALSI Read the recipe and complete the text with the correct part (A-G). There are two extra parts.

A set aside B placing in the hot syrup C heat the oil

D lightly knead E other liquid ingredients F do not knead

G frying in the hot oil

283

Dossier

Australia

Area

7,741,220 km2

Capital

Canberra

Population

23,232,400

Government

Parliamentary Democracy, with a constitutional monarchy (member of the Commonwealth)

Languages

English

The culinary culture of Australia has radically changed over the last 80 or so years. The immigrants from Europe, in particular Italy, Greece and Germany, brought new recipes and flavours to replace the traditional British style meals that had been commonplace until then. The Asians followed with their explosion of flavours and colours; Vietnamese, Chinese, Thai and Japanese inspired dishes became commonplace on menus across the country. So perhaps it might seem strange that the latest trend in Australian cuisine depends on the country’s oldest ingredients. Aboriginal people have lived off the land for over 50,000 years, using kangaroo, crocodile, wild seeds and nuts, fruits, native vegetables and pungent spices for both culinary and medicinal purposes. Today these bush foods are being rediscovered. Kangaroo and crocodile meat* can be found on the ubiquitous barbecue, next to the more traditional lamb. Quandongs, or desert peaches, are used in many desserts and cakes. Seeds and leaves like aniseed myrtle and wattleseed give flavour to meat dishes, sauces or cakes. Australia has an abundance of shellfish and fish. King prawns, oysters, and Balmain bugs (butterfly fan lobster) can be found around the country’s coast. They are served in a variety of ways: with a simple wedge of lemon, or as part of an Asian-inspired dish. Fillets of John Dory are often battered, fried and served with chips, or pan-fried with herbs and served with mashed potatoes. Barrimundi is hugely popular. Its name comes from the Aboriginal language and means ‘large-scaled river fish’. It is usually grilled or pan-fried and it has a taste similar to snapper.

HAVE SOME MORE Vegemite is a product which has been around in nearly every Australian household for the last 100 years. It is a dark, salty spread, which is made from brewer’s yeast, and is full of vitamin B. It has quite a distinctive and strong taste if you are not used to it, but it is delicious spread thinly on toast.

Kangaroo meat is very healthy as it is low in fat, high in iron and zinc, and a good source of Omega-3. Kangaroo steaks cooked on a barbecue should be served rare as they can dry out if cooked for longer. Crocodile meat is also a healthy, low-fat alternative and it is also low in cholesterol.

GET STARTED

1 Read the text and tick (✔) which of these populations are mentioned as having had an influence on Australian cuisine over the years.

• Aboriginals • Greeks

• Americans • Japanese

• British • Chinese • New Zealanders • Thais

• Germans • Vietnamese

• Italians • Spanish

READING COMPREHENSION

2 Read the text again and complete these sentences. 1 2 3 4 5 6

284

A lot of Australian food was based on _________________________ until immigrants from Europe brought new recipes. Asian immigrants brought with them lots of new _______________________________. Examples of bush foods are _______________________________. These have been eaten by _______________________________ for thousands of years and are now becoming popular. There are lots of types of _______________________________ that can be found in Australia’s waters. Kangaroo and crocodile meat are both _______________________________.

ma ste rin g rec ipe s

Salt and pepper squid This Asian dish is now common throughout Australia, often served with potato wedges, steamed rice or mixed salad. This version is served with a chilli dipping sauce.

Method Mix together the marinade ingredients in a bowl. Make the dipping sauce by stirring all the ingredients together in a bowl until 1 . Leave to one side. Clean and wash the squid under running cold water. Pat dry with kitchen paper. Cross-cut the squid – this makes it curl up when fried – and then 2 . Marinade the pieces of squid for 30 minutes. Meanwhile heat the oil in a wok or a deep saucepan to 180°C. Mix the corn flour, plain flour, salt and pepper together in a bowl. 3 into the flour. Shake off the excess flour and carefully add the pieces a few at a time to the hot oil. Fry for about 1 or 2 minutes until 4 . Remove from the oil with a slotted spoon and 5 . Scatter the sliced spring onions and chilli over the squid, and serve with the dipping sauce in a small bowl on the side.

INVALSI Read the recipe and complete the text with the correct part (A-G). There are two extra parts.

A cut into squares B crisp and golden C remove the pieces of squid D the sugar has dissolved

E mix until coated completely F drain on kitchen paper G toss the squid pieces

Ingredients For the marinade ● ½ tsp salt ● juice of ½ a lemon ● ½ tsp ground white pepper ● 1 tsp rice wine For the dipping sauce ● 1 red chilli, finely chopped ● half a cucumber, finely diced ● 1 small red onion, finely chopped ● 100ml rice wine vinegar ● 1 tbsp caster sugar ● 2 tsp fish sauce For the squid ● 370g fresh squid ● 85g corn flour ● 1 tbsp flour ● 1 tsp salt ● 1 tsp coarse black pepper ● 750ml oil ● 1 spring onion, sliced ● 1 chilli, finely sliced

Lamingtons Widely recognised as the national cake of Australia, Lamingtons are squares of sponge coated in a layer of chocolate icing and desiccated coconut.

Ingredients 2 cups flour ● 2 tsp (1) ______ powder ● ¼ tsp salt ● 2 large eggs ● ½ cup butter ● ¾ cup sugar ● 1 tsp vanilla extract ● ½ cup milk ● 2 cups icing (2) ______ ● cup cocoa powder ● 3 tbsp butter ● ½ cup boiling water ● 2 cups desiccated coconut ●

Method Grease and line a 20cm x 30cm cake (3) ________. Using a mixer, cream the butter and sugar until light and fluffy. Add the vanilla extract and beat in the eggs, one at a time. Sift the flour, baking powder and salt together and stir half into the mixture. Then add half the milk and stir to combine. Repeat with the remaining flour and milk. Pour the cake (4) ________ into the tin and bake for around 30 (5) ________ at 350°F/180°C. Let the cake stand in the tin for about 10 minutes and then (6) ________ out onto a wire rack to cool. Cut the cake into squares of the desired size, place in an airtight container and refrigerate overnight. To (7) ________ the icing, sift the icing sugar and cocoa into a bowl. Add the butter and boiling water and stir until smooth. Place the coconut on a plate. Using a fork, dip each square into the icing until completely covered and then roll in the coconut. Place the squares on a (8) ________ rack until the icing has set.

4 Read the recipe and write a suitable word for each gap. 285

Dossier

4 enogastronomic tour of italy

Food and wine in north-west Italy North-west Italy has the smallest and least populated region, the Aosta Valley, semi-autonomous and strongly influenced by its French and Swiss neighbours. Its cold mountain climate means traditional cuisine is based on warming soups, filling rye breads, polenta, rice and potato gnocchi as well as cow’s milk cheeses such as its Fontina PDO. Wild game such as venison and mountain goat, and beef and pork are also on the menu, braised and flavoured with mountain herbs and spices.

HAVE SOME MORE The EU classifies foods and wines produced in specific areas, using defined methods, to agreed standards; here are some examples: PDO: Protected Designation of Origin (e.g. Grana Padano DOP); PGI: Protected Geographical Indication (e.g. Nocciola Piemonte IGP); TSG: Traditional Specialities Guaranteed (e.g. Mozzarella STG); CDO: Controlled Designation of Origin (e.g. Dolcetto d’Alba) CDOG: Controlled Designation of Origin Guaranteed (e.g. Barbera d’Asti)

286

Second in size only to Sicily, Piedmont’s landscape is extremely diverse: mountains, rivers, the fertile Padana plain, hills and lakes. So ingredients are plentiful and offer a wide variety of appetisers such as Bagna Càuda, raw vegetables with a garlic and anchovy sauce, deep fried stuffed courgette flowers, game and meat terrines and pâtés. Both wheat and rice grow well in this area, so filled pasta and risotto are popular first courses, often flavoured with abundant garlic or white truffle. There are plenty of cow’s milk DOP cheeses from the local dairy farms, such as Gorgonzola, Taleggio and Grana Padano. And even a PGI hazelnut (Nocciola Piemonte), an ingredient of the popular gianduia chocolates and Nutella spread. But above all, Piedmont is one of Italy’s top wine producing areas with many CDOG wines. These include: sparkling white Asti Spumante and red Brachetto d’Acqui; sophisticated dry white wines like Gavi; and the full-bodied but light-coloured Barolo. B

Lombardy is Italy’s most populated, industrialised and richest region. The cuisine reflects this with butter, cream, cheese and meat on every menu. Lombardy’s fertile plains grow rice, corn and buckwheat, so polenta and rice are more common than wheat pasta dishes. Risotto alla Milanese, enriched with butter, saffron and the local Parmigiano Reggiano PDO is very popular, but also pizzoccheri, a type of long flat buckwheat pasta, with savoy cabbage and cheese. The freshwater lakes make dishes with crayfish, frogs’ legs and eels common too. Meat and poultry appear in many main courses, but also as appetisers in dishes such as goose salame or foie gras. Lombardy is also the birthplace of the Christmas dessert Panettone.

Liguria is the only coastal region of north-west Italy, but it is also bordered by the Alps and Apennines, so its cuisine is a mixture of 1surf and turf. Its mild climate makes it equally D favourable for growing fruit and vegetables such as grapes and olives to produce olive oil, porcini mushrooms, and the basil and pine nuts (which go into its famous pesto together with garlic, cheese and olive oil, served with pasta). There are also plenty of fish dishes using anchovies, tuna, cod and sardines, both fresh or preserved in salt, but meat is less commonly eaten, apart from stewed or braised veal and rabbit. Liguria is also the home of focaccia, a pizza-like flat bread topped with a wide range of ingredients, and stuffed tarts with chestnuts or dried fruit.

Padua Mantua

Forlì

surf and turf mare e monti

GET STARTED

1 Work in pairs. List the regions of north-west Italy. Which foods and wines would you associate with them? Then read the texts on pages 286-287 and check your answers.

READING COMPREHENSION

2 Read the texts again and label the pictures with the names of the foods. 3 Write the name of the region to answer these questions. Where can you eat meat flavoured with mountain herbs and spices? Where can you eat surf and turf dishes? Where can you find a lot of butter, cream, cheese and meat on the menu? Where is the cuisine warming and filling? Which area is one of Italy’s top wine producers? Which area is the birthplace of a Christmas dessert? Which area is the home of focaccia? Which cuisine has lots of different appetisers?

e ng Ra

1 2 3 4 5 6 7 8

_____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________

SPEAKING

4 Work in pairs. Ask and answer questions about the specialities of north-west Italy. A What is Bagna Càuda? B It’s a dish of raw vegetables with a garlic and anchovy sauce. A Where is it from? B It’s from…

WRITING

MEDIATING TEXTS

5 Work in pairs. Choose a speciality dish from one north-west Italy region and write the recipe in Italian and English. Bagna Càuda – Carbonade – Gnocchi al Pesto – Panettone Panissa – Pansoti alla Salsa di Noci – Risotto alla Milanese – Tegole – Vitello Tonnato

287

Dossier

Food and wine in Emilia-Romagna and north-east Italy

HAVE SOME MORE Emilia-Romagna is famous for different varieties of pasta with very curious names: Gramigna are curly tubes of pasta typical in Bologna; Tortelli are large filled pasta squares found all over Emilia-Romagna; Cappellacci are big pasta hats from Ferrara filled with butternut squash; Cappelletti are little hats filled with meat, eggs, breadcrumbs and cheese in Reggio Emilia; Garganelli are small squares of egg pasta rolled into tubes, often served with duck ragout in Bologna.

Emilia-Romagna in north-east Italy is considered the food capital of Italy thanks to the richness of its speciality PDO ingredients such as Prosciutto di Parma (dry-cured ham), Parmigiano Reggiano cheese and Modena balsamic vinegar; not to mention its PGI green asparagus, Borgotaro porcini mushrooms and Romagna 1shallots. In the more coastal region of Romagna, fish and meat are cooked on terracotta 2tiles; while inland in Emilia, cold cuts, cheeses and butter are combined with fresh egg pasta. Bread is also plentiful, from piadina flatbreads to deep-fried crescentina dough. There are also many indulgent sweets and cakes made with fruit or nuts, like almond mandorlotti biscuits or fruity savĂ˛r compote. The cuisine of Friuli-Venezia Giulia, in the extreme Northeast of the country, is hardly recognisable as Italian at all. The Slavic and Austrian influences are clearly visible in the spicy pork, cabbage soups, potatoes and savoury strudel, known as strukli. A range of speciality pumpkin, rye and barley breads are served with stewed meat, game and cheese dishes, or paparot, a polenta, spinach and garlic soup. Seafood is common too in the south, served in risottos, baked or preserved in salt. Sweets also have a central European flavour like Gubana, a baked cake with cinnamon dried and candied fruit, nuts and chocolate. Excellent CDOG wines include sweet white Ramandolo and Colli Orientali del Friuli Picolit.

shallots scalogni tiles tegole

288

Trentino-Alto Adige, the most northerly region, combines Italian cuisine with its Austro-Hungarian roots in dishes like beef goulash, served with polenta, often made with potatoes or buckwheat, not cornmeal. Typical dishes include strangolapreti, literally priest stranglers, spinach, cheese and bread dumplings; spĂ¤tzli, small egg noodles usually served with beef; or canederli, bread dumplings served with speck, the regionâ&#x20AC;&#x2122;s speciality smoked ham. Desserts are sweet and aromatic like Zelten, a rye cake of nuts, candied fruit, honey, cinnamon and liquor, or Torta Fregolotta, an almond tart.

Mantua

Veneto offers everything from seafood risottos to fish soups, cured meats to mature cheeses, PGI vegetables like red radicchio or white asparagus to PDO olive oil. Specialities are Sardelle in Saor, fresh sardines and onions, fried then marinated with pine nuts, raisins and lemon zest vinegar; spider crabs with parsley, olive oil, lemon juice and pepper; Black Ink Cuttlefish Risotto and Fegato alla Veneziana, sautéd veal livers with onions. Rice or polenta are preferred, but there are some speciality pasta dishes. Beef or horse meat is stewed in red wine, served raw in carpaccio, and bird game like pigeon is popular. Desserts are plentiful, with Tiramisu and Pandoro favourites.

Padua

READING Forlì COMPREHENSION

1 Read the texts on pages 288-289 and write the speciality foods in the box in the correct column. almond tart – balsamic vinegar – barley bread – bread dumplings – cabbage soup – cuttlefish risotto dry-cured ham – green asparagus – red radicchio – savoury strudel – smoked ham – white asparagus

Emilia-Romagna

Friuli-Venezia Giulia

Trentino-Alto Adige

Veneto

_______________________ _______________________ _______________________

LISTENING

2.36 Listen to a talk about wines from the Veneto and decide if these sentences are T (true) or F (false) .

ng Ra

1 Veneto produces more wine than any other area in Italy. 2 There are two main geographical areas in Veneto. 3 Soave grows in a cool climate. 4 Bardolino and Valpolicella are produced in central Veneto. 5 Pinot Grigio is an internationally successful wine. 6 Tocai Friulano tastes of lemon, apple and blossom. 7 Prosecco wine usually stops forming bubbles not long after it is poured. 8 It is not usually used in cocktails.

WRITING

T F

• • • • • • • •

ONLINE INTERACTION

3 Write an email to an English-speaking friend about a special meal you are preparing from one of the north-eastern regions of Italy. In your email:

• say what you are going to prepare as a starter, main course and dessert; • say which wines you are going to serve and why; • invite your friend to the meal.

How to write an email, p. 296

289

Dossier

Forlì

Food and wine in Central Italy With influences during Roman times from across the Empire, Lazio is also essentially rural with lamb, beef and PDO pecorino and ricotta cheeses; an abundance of fresh PGI fruit and vegetables, like kiwis and artichokes, and speciality extra-virgin olive oils. So appetisers include fried artichokes alla Giudia; first courses range from a simple chickpea pasta with rosemary to Pasta all’Amatriciana with onions, 1pork cheeks and tomatoes; main courses include baked spring lamb and spit-roast pork; and desserts are rich and creamy doughnuts or ricotta tarts.

pork cheeks guanciale cardoons cardi

The Marches is a coastal region on the Adriatic, famous for its cold cuts like PGI Ciauscolo made of pork meat and spiced with black pepper and garlic and PDO Carpegna ham; as well as fried breaded meat-stuffed olives from Ascoli Piceno. But menus are also full of mature sheep’s milk cheeses, griddled flatbreads, pasta dishes such as Vincisgrassi, a sort of lasagna, and roast or stewed meat. Seafood is prepared in white wine, tomato, or spicy meat sauces, but the speciality is Brodetto, a fish soup seasoned with vinegar, garlic or saffron. Many desserts are infused with locally-produced aniseed liquor, Anisetta. There are many CDOG wines too, notably red Conero, white Verdicchio and Vernaccia di Serrapetrona.

QUICK BITES ∞ The pasta dish Vincisgrassi from the Marches is so-called after an Austrian General, Windisch Graetz, beat Napoleon in 1799. ∞ The Roman dish, Carciofi alla Giudea, literally means Jewish-style artichokes, because the recipe came from the Roman Jewish ghettos. ∞ The name of the Tuscan soup Cacciucco probably comes from the Turkish word for small, referring to the small bits of fish in the soup, but there are many other legends about this dish.

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As the green heart of Italy, Umbria is known for its meat, in particular pork from free-range forest pigs; served spit-roast, or cured as ham or sausages. Aromatic black and white truffles and delicious PDO olive oils flavour spaghetti dishes and omelettes. Grains and pulses like PGI lentils, as well as 2cardoons, porcini mushrooms and chestnuts play a central role in Umbrian cuisine. Speciality dishes include Strangozzi al Tartufo Nero, a type of spaghetti with black truffles and Gallina Ubriaca, literally drunken hen or chicken cooked in lots of Orvieto wine.

Tuscan food is clean, strong and simple like the landscape. Dishes are delicately flavoured with fruity olive oils, thyme, rosemary and fennel. Risottos are popular, but rice, spelt, beans and chickpeas are also added to soups. Tuscany’s saltless bread thickens Ribollita, twiceboiled vegetable soup, or appears in Panzanella, a tomato salad. Filled ravioli or tortelli, served with a sage butter, tomato or meat sauce are favourite first courses, as is the fish soup, Cacciucco, from Livorno. But Tuscany is best-known for meat, particularly thick Florentine beef steaks, grilled over juniper wood with aromatic herbs. Desserts include Castagnaccio, a chestnut flour cake and crunchy biscuits, Cantucci, served with sweet dessert wine, Vin Santo. Tuscany produces several of Italy’s most important wines, notably CDOG Chianti.

e ng

Ra GET STARTED

1 Work in pairs. Do you live in or have you visited Lazio, the Marches, Umbria or Tuscany? What food do people usually eat in these areas? Then read the texts on pages 290-291 and answer these questions.

READING COMPREHENSION

2 Read the texts again and match the words in the box to the places on the map. artichokes – lamb – lentils – olives – steak – truffle

3 Decide if these sentences are T (true) or F (false). Correct the false ones. 1 Roman cuisine has international influences. 2 The dish Pasta all’Amatriciana uses bacon. 3 Ascoli Piceno olives are baked. 4 Many desserts from the Marches contain aniseed.

T F • • • • • •

• •

T F 5 Pork is prized in Umbria because it is free-range. • • 6 Only black truffles are found and used in Umbria. • • 7 Tuscan food is rich and complex. • • 8 Chianti is one of Italy’s most important wines. • •

LISTENING

2.37 Listen and complete the Panzanella recipe with the missing words.

PANZANELLA

Ingredients • (1) _______ of stale rustic bread • 2 ripe (2) _______ • 2 red onions • 1 cucumber (3) _______ • 1 sprig of basil • extra virgin olive oil, vinegar salt and pepper (4) _______

ma ste rin g rec ipe s

Method Cut the bread into (5) _______ and soak in cold water for a couple of minutes. Then (6) _______ a little bread at a time and squeeze out excess water using your hands and (7) _______ into small, dry crumbs. Place in a (8) _______ and add tomatoes, cucumbers and sliced onion and basil leaves. Before serving (9) _______ with oil, salt and pepper and a splash of wine vinegar.

SPEAKING

5 Work in pairs. Decide in what kind of menu you would put the dish in exercise 4. Present your menu to the class. 291

Dossier

4Food and wine in Southern Italy and the islands

Basilicata’s cuisine is simple but unique, with produce such as PGI Sarconi beans or Senise peppers. Soups and pastas are flavoured with garlic, olive oil and chilli, with only small pieces of mainly lamb or pork. Acquasale is a popular soup of just water, bread, onion, tomatoes, garlic, oil and salt. And PGI Matera crusty bread and PDO Caciocavallo Silano cheese form part of many recipes. Mostaciola is a delicious sweet of almond, A cooked wine and honey.

HAVE SOME MORE The Panarda is a culinary tradition in Abruzzo. According to legend a young mother left her baby to fetch water and when she returned found it in the mouth of a wolf. In desperation she prayed to Saint Antonio Abate and the wolf released the baby. To thank Saint Antonio the women prepared a feast and generations of Abruzzesi continue the tradition ever since. Todays’s panardas have many different courses and last all night. There is a particularly good one in a town called Villavallelonga. sea urchins ricci di mare

A single region until 1970, Abruzzo and Molise have similar culinary traditions, but Abruzzo also has PDO Aquila saffron, Sulmona red garlic and CDO wines, like Montepulciano red and Trebbiano white. Favourite dishes include: maccheroni alla chitarra, egg pasta cut with a guitar-like instrument with spicy lamb ragù; crespelle, savoury filled crepes in broth or B oven-baked; ’ndocca ’ndocca, an entire pig stewed; and Ventricina Teramana, a spreadable pork sausage, completes the menu. Both regions are famous for producing artisan dried pasta. Desserts like cancelli in Molise or ferratelle in Abruzzo, lemon and aniseed flavoured galettes, are made with olive oil. Apulia’s fertile plains and beautiful coastline produce the greatest quantity of olive oil and much of Italy’s wheat and semolina. Speciality dishes include Orecchiette con Cime di Rapa, little pasta ears with bitter turnip tops; one-pot Tiella, baked rice, vegetables, potatoes and seafood; accompanied with crusty Altamura bread, twice-baked frisedda biscuits or taralli crackers. Oysters, mussels and 1sea urchins can be eaten raw with lemon, baked or served with pasta. Agnello al cartoccio, baked, foil-wrapped lamb with olives and sliced lampascioni, bitter onions; and sheep’s milk cheeses like PDO Canestrato Pugliese are popular. CDO red wines include Salice Salentino and Primitivo di Manduria.

GET STARTED

1 Match the dish to the region. Then read the text on pages 292-293 and check your answers. 1 2 3 4 5

292

Abruzzo Basilicata Calabria Campania Apulia

a b c d e

• Acquasale • Crespelle • Tiella • Ciambotta • Babà

Calabria’s spicy and sweet and sour cuisine reflects the influence of its many invaders. PDO Liquorice and Tropea red onions are specialities. Typical dishes include: Ciambotta, vegetable stew; D Mursiellu, spicy pork offal stew; and ‘Nduja, soft, cured spicy pork sausage. Olive oil is used in cooking and to preserve vegetables; fresh seafood dishes like Pesce Spada alla Bagnarese, roasted swordfish with capers, parsley and lemon are popular. Desserts are often deep-fried, like Cannariculi, fritters 2dripping in honey. E

Campania is a fertile, volcanic region, with San Marzano tomatoes and olive oils, as well as PGI Amalfi Coast lemons and Paestum artichokes. Campania produces excellent PDO Buffalo Mozzarella. Pizza Margherita, Gnocchi alla Sorrentina and Caprese salad all contain tomatoes and mozzarella. Seafood is popular in dishes like Impepata di Cozze, mussels with black pepper, lemon and parsley; Polpo Affogato, stewed octopus; or Frittura di Pesce, freshly caught deep-fried fish. Favourite sweets are Sfogliatelle, flaky pastry with ricotta and candied fruit; Babà, a rum-soaked sponge cake, or ice creams. CDO wines like white Greco di Tufo, Falanghina and Fiano are gaining popularity. 3 dripping immersi

READING COMPREHENSION

2 Read the text on pages 292-293 again and decide which region the following people should visit. 1 2 3 4 5

Julie loves eating seafood and lamb and likes bitter flavours. Dan likes to eat simple but spicy dishes without a lot of meat in them. Sonya has a passion for mozzarella cheese, desserts and likes seafood. Paul likes trying unusual flavours like saffron and aniseed and he loves crepes. Carol loves pork, chilli and sweet and sour dishes.

_____________ _____________ _____________ _____________ _____________

LISTENING

2.38 Listen to an expert talking about the cuisine of Sicily and Sardinia and choose the correct option.

1 2 3 4 5 6

The dish Couscous alla Trapanese contains… B meat and fish. C saffron and chilly. Which Sicilian dish has anchovies in it? A Pasta alla Norma B Pasta con sarde C Polpette Which of these Sicilian products have PGI status? A Etna Indian figs B Pantelleria capers C Sicilian oranges What is the literal meaning of the Sardinian flatbread called Carasau? A sheet of music B slice of cake C thin sandwich Which of the following is a hot appetiser? A Culurgiones B Fregola C Panadas Which of the following combinations are used in a popular Sardinian dessert? A cheese and honey B chocolate and chilli C saffron and bread A cheese and vegetables.

SPEAKING

4 Work in pairs. Create a dish based on some or all of the following ingredients in the box. Then present it to the class. You can use other basic ingredients like oil, pasta, rice, etc.

beans – fish roe – goat’s cheese – juniper – saffron – sea urchins – tomatoes – chilly – capers – sausage

The dish we want to present to you is a…

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Dossier

4Most famous Italian food products

With people all over the world interested in the Mediterranean diet and wanting to buy genuine Italian products in their home country, many of Italy’s most famous food products are exported around the world. A ___________ This is probably the most famous product of Italy, well-known and valued the world over. Produced exclusively by mechanical cold pressing, the organoleptic qualities and the taste of extravirgin olive oil depend on the type of olive, location, soil and weather conditions. It is a fundamental part of the Mediterranean diet and perfect for dressing salads and drizzling over bruschetta, as its fruity, sometimes spicy, aroma and flavour can be best appreciated when cold.

B ___________ The number of cheeses made in Italy is too long to list, but some of the most highly regarded are: Parmigiano Reggiano, Grana Padano, Gorgonzola, Mozzarella di Bufala and Pecorino Sardo. It is possible to find the perfect cheese – made with cow, goat or sheep’s milk, soft or hard, mild or mature – for every kind of recipe and occasion.

C ___________ Curing meat is a centuries-old tradition in Italy and one of the most recognised names is surely Prosciutto di Parma, with the PDO* label. This ham, which is cured solely using sea salt and not nitrites, is served as an antipasto with melon, on pizza and wrapped around veal in the dish saltimbocca. Other cured meats and salami include Prosciutto di San Daniele, Finocchiona, Lardo di Colonnata, ’Nduja Calabrese and Bresaola della Valtellina.

The EU has a series of quality schemes for agricultural products and foodstuffs. The labels are: PDO – Protected Designation of Origin These are products which are produced, processed and prepared in a specific geographical area. PGI – Protected Geographical Indication The quality of these products is linked to the place where it is produced, processed or prepared, but the ingredients can come from other areas. TSG – Traditional Speciality Guaranteed This is a product with a traditional character, for its composition or means of production, but there is no link to a particular geographical area.

GET STARTED

1 Match the headings below to the correct paragraph. WINES

PIZZA

CHEESE

CURED MEATS

EXTRA VIRGIN OLIVE OIL

FRUIT AND VEGETABLES

READING COMPREHENSION

2 Read the texts on pages 294-295 and decide if these sentences are T (true) or F (false). Correct the false ones. 1 The Mediterranean diet is only of interest to those living in the area. 2 Different methods can be used to produce extra-virgin olive oil. 3 You can distinguish the taste and aroma of extra-virgin olive oil more when cold. 4 Italy produces a large variety of cheeses. 5 Prosciutto di Parma may contain nitrites. 6 Citrus fruits are commonly grown in the south of Italy. 7 The first pizza was made in 1889. 8 Italian wines are only made in the north of the country.

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T F

• • • • • • • •

D ___________ In Trentino-Alto Adige we can find delicious, crunchy apples. Radicchio Rosso di Treviso has a bitter, slight spicy taste, and is served raw in salads as well as cooked in risotto. The white truffles from Alba are best finely sliced and sprinkled over a fondue, a plate of tagliolini or a fried egg. The south of Italy grows fragrant and juicy lemons along the Amalfi Coast and oranges in Sicily. The capers from Pantelleria, which are exclusively preserved in salt, are an indispensable ingredient in the Sicilian dish caponata, but go well with meat and fish too.

E ___________ This Italian classic is inextricably linked to the city of Naples. Although its origins are further back in time, it was in 1889 that a Neapolitan pizzamaker made the first Margherita in honour of Queen Margherita. Preferably baked in a wood-fired oven, and often with few, simple ingredients, pizza is a favourite in all corners of the globe.

F ___________ From familiar names like Chianti, Pinot Grigio and Prosecco to lesser known ones like Lacrima di Morro d’Alba, Aglianico del Vulture and Gambellara, from north to south the Italian peninsula produces some excellent, internationally recognised white, red, sparkling, and raisin wines. There is no problem in finding the perfect wine to pair with all kinds of starters, main courses and desserts.

HAVE SOME MORE The art of the Neapolitan pizzaiuola was added to UNESCO’s Intangible Cultural Heritage List in December 2017. It is a tradition with important links to the Neapolitan community and it is an art which is handed down from master to apprentice through observation and learning in the botteghe rather than just at a training course.

SPEAKING

3 Work in pairs. Answer these questions. 1 Which regions do the products mentioned in the text come from? 2 Do you know which ones have got the PDO, PGI or TSG labels? 3 Which of the products have you tried or would you like to try?

4 For your region, can you think of at least one product for each of the above categories? Do any of them have the EU labels? Compare your ideas with another pair.

INTERNET RESEARCH & WRITING

4 Choose a region of Italy (not your own) and carry out some research on the typical products grown or produced

there. Select two of them and prepare a written presentation to promote them. Your presentation should include: • the location(s) • details of growing or production methods

• any EU labels • their use in local and/or national recipes and dishes www.italia.it/en/travel-ideas/gastronomy.html

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writing and speaking lab Writing a letter/an email

1 You receive this email from Peter Vivian about the opening of his new business, Gracie’s Brasserie. Read the email and study its structure and layout. Sender Addressee Date

Conclusion Closing formula/greeting

From: To: Sent: Subject:

Peter Vivian, restaurant manager local businesses Monday, 1 July Opening night at Gracie’s Brasserie

Opening formula/greeting

Dear friends, colleagues and neighbours, Reason for We are writing to invite you to the forthcoming opening of our new restaurant, writing Gracie’s, on Friday July 21st at 7 p.m. There will be a special discounted tasting menu with a wide range of dishes which will Specific be available on our à la carte menu. And each course will be paired with wine and a information non-alcohol alternative. We are inviting local business owners and other prominent members of the local community, as we would really welcome their support and honest feedback on this Further details exciting new venture. Please RSVP as soon as possible, specifying the number of covers you require for your group and any special dietary requirements. We hope to welcome you to our restaurant on the 21st. Request or Best wishes offer from all the team at Gracie’s

2 Now read Emma’s model reply and notes on the left. EMMA’S NOTES

Thank the sender

Accept the invitation Request 2 places and explain about partner’s gluten intolerance

3 Now write your

own reply, using the notes on the right.

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YOUR NOTES

From: Emma Bird Sent: Wednesday, 3 July Subject: Opening night at Gracie’s Brasserie Dear Peter, Thank you for your email of 1st July, inviting me to the opening night of your new restaurant, Gracie’s. As a local business owner, I greatly appreciate the gesture and the sentiment of your email. I totally agree with you that it is important to try and get the support and feedback of the local community. So I would be happy to attend the opening evening, together with my business partner, Susie Watson. We are both really looking forward to trying your tasting menu, but please note that Susie is gluten-intolerant. Kind regards, Emma Bird

Apologise for not being able to accept the invitation Say your banqueting manager will go instead with his girlfriend Explain she is vegetarian

WRITING TIPS • Read the email/letter carefully • Write in the same formal or informal style as the sender – formal style uses full and polite forms – informal style uses abbreviations and contractions

• Cover all the points of the letter or email in your answer • Structure your reply in logical paragraphs • Always check grammar, spelling and punctuation

Writing and Speaking Lab

Writing an essay

1 Read the essay question and the model answer, and study its structure. You have recently had a class discussion about how to promote a new wine bar in class. Write an essay explaining the best type of marketing to use.

Expressing opinions

Providing examples

Introducing a contrasting opinion/idea Reinforce/Back up an idea

In my opinion the best type of marketing for a new bar is social media because it is free and reaches many young and potential customers.

Giving reasons

For example, you could promote the opening on Twitter, followed by an Instagram feed of people eating, drinking and having fun. In addition to this, you can offer voucher codes through apps, with two for the price of one drinks, or loyalty cards (a free bottle of wine after ten visits). However, it is also important to promote your business through traditional methods such as flyers and posters, to widen your customer base and increase footfall from people living in or visiting the area. The problem is that you need to print and hand out the promotional literature, which can be very expensive.

Further developing an idea

Countering an argument

You can keep costs low if staff do the leafleting before the opening night, increasing your public profile. Whichever marketing technique you choose, it must reflect the character and ethos of your business, and deliver the promises it makes in its promotion.

Conclusion

Writing an essay • Expressing opinion In my opinion…, I think/I believe that… • Giving reasons This is because/as… / Since… • Providing examples For example/For instance/In the case of… • Further developing ideas in addition to…/also/too/as well as…

2 Now read this essay question, plan and write your answer.

Your have recently had a class discussion about different styles of restaurant service. What is the best service to offer at a wedding banquet and why? Discuss.

• Contrasting ideas/opinions however/nevertheless/although/despite/on the other hand… • Countering arguments The problem (with this) is… / The difficulty comes when… • Reinforcing/Backing up an argument You can…/It is possible to…/This becomes… • Conclusion Whichever/However you… / To sum up… / In conclusion… / Last, but not least…

WRITING TIPS • Read the essay title carefully • Consider the type of answer the question requires – for/against – discursive/descriptive – explaining/exemplifying – giving opinion/advice • Decide on the target audience and choose the appropriate style • Adopt suitable language (persuasive, argumentative, technical etc.) • Plan and structure your essay carefully into logical paragraphs • Always check grammar, spelling and punctuation

297

writing and speaking lab Writing a report/an article

1 Read the report question and the model answer, and study its structure. You have recently been on a work placement at a hotel. Write a report about the hospitality services and facilities available at the hotel. Report on services and facilities at the Grand Hotel, Brighton Introduction

Use passive/ impersonal form

Give an objective evaluation

The Grand Hotel, Brighton, is a four-star luxury hotel in the centre of Brighton in the south-east of England, which is popular all-year round with high-end tourists and business customers.

Write a title

It has a wide range of hospitality facilities, including a restaurant with a mixture of à la carte and table d’hôte service, a bar and lounge, a fitness centre, a gym and swimming pool, conference and banqueting rooms, as well as free parking. Hotel services include: 24/7 room service, free high speed Wi-Fi Internet, air conditioning, front desk and concierge service.

Divide the report into sections

This hotel offers value for money, if you consider the level of facilities and services provided. There are no hidden extras that customers are not aware of at the time of booking. Despite this, some facilities urgently need updating considering the classification of the hotel, the lounge area in particular.

Conclusions

Make suggestions/ recommendations

Last, but not least, service is friendly and effective at all times, which greatly enhances the hospitality experience for hotel guests.

2 Now read this new report question and the following notes and plan your own report. You have recently completed a work experience period front of house or in the kitchen of a local gastropub. Read your notes and write a report about the services and facilities.

SEVEN STARS GASTROPUB, near Oxford Overall ✘ city centre ✔ rural ✔ family-friendly ✔ accessible ✔ dog-friendly Facilities ✔ bar ✔ restaurant ✔ beer garden ✔ car park ✔ toilets ✘ games room ✘ bedrooms Services ✔ food (9 a.m.-9 p.m.) ✔ vegan options ✔ vegetarian options ✔ food allergies ✔ private hire ✔ self-service ✘ table waiter service ✔ children’s menu ✘ local transport Additional info ✔ awards for customer service ✘ health and hygiene certificates

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WRITING TIPS • Read the question carefully and make notes about the different aspects of the report • Develop these notes, by adding a description and then an evaluation • Keep the style formal (avoid abbreviations, contractions and colloquialisms) • Give your own personal opinion, offer recommendations and suggestions for improvement • Always check grammar, spelling and punctuation

Writing and Speaking Lab

Presentations and class debates

Presentation 1 Read the useful language and the tips for giving presentations. Giving a presentation

SPEAKING TIPS

• Stating objectives I’m going/I’d like to talk to you about… / I’m here today to… / The aim/topic of my presentation is… • Outlining the talk There are three parts. / I have five main points. / The talk will last for five minutes. • Making the first point I’ll start by… / First/Firstly, I’d like to tell you about… / To begin/start… • Moving on to other points Now I want to explain… / Moving on then to… / Next, let’s consider… • Referring to pictures/diagrams (As) You can see… / Take a look at… / If you turn to the handout, … • Summarising/Concluding To conclude… / Finally… / I’d like to finish by saying… / So to recap… • Inviting questions Are there any questions? / Please feel free to ask me about the presentation.

• Plan your presentation carefully: work out what you want to say and how you’re going to say it • Don’t write out or learn whole sentences from memory, but make notes on key words and issues • Structure your talk in three parts: say what you’re going to say, say it, summarise it • Be brief, but don’t rush through the points you want to make, give your audience time to think about what you say • Give practical examples and express your own opinion – this is more engaging • Make eye-contact, be relaxed, enthusiastic and interactive – don’t just talk at your audience • Never read what is on a handout or on a screen, summarise or let the audience read it themselves • Have a clear message in your conclusion and invite questions or comments from the audience

2 Now prepare a short presentation about one the following subjects. Work in small groups or pairs and take turns to give your presentations and evaluate how well each person follows the presentation tips. • culinary habits of young people in your country • the growth of veganism/vegetarianism/non-alcoholic drinks

• slow cooking vs fast food • sport and nutrition

Class debates 1 Read the tips and the useful language for having a class debate. Having a class debate

SPEAKING TIPS

• Giving an opinion The way I/we see it is… / In my/our opinion… / As far as I’m/we’re concerned… • Agreeing You’re right. / I hadn’t thought of that. / I totally agree (with you). • Partially agreeing You’ve got a point. / I see your point, but… / That’s interesting, the problem is… • Disagreeing I (completely) disagree (with you). / That’s not the point at all. / Sorry, but I can’t agree. • Interrupting I’d just like to say… / Let me stop you there. / I’m afraid you’re just not listening. • Eliciting opinions Don’t you agree? / That’s right, isn’t it? / What do you think (about)… ?

• Plan your presentation carefully: work out what you research, or discuss the topic of the debate in pairs or small groups • Work out your point of view and prepare a very short presentation/intervention • Be prepared to back your opinion with examples, facts and figures • Question and analyse other people’s opinions and ideas • Draw your conclusions about the topic of debate and don’t be afraid to change your mind

2 Now prepare to take part in a debate on the following subject. Use the tips to help you prepare your intervention and then hold the debate in class.

In the future we won’t need to learn to cook or serve in restaurants or bars because technology will take over many of our jobs. Do you agree?

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grammar Present simple vs Present continuous Present simple

Present continuous

Si usa il Present simple: • per descrivere azioni abituali e fatti sempre veri The most popular ethnic restaurants serve Chinese or Indian cuisine.

Si usa il Present continuous: • per descrivere un’azione che si svolge nel momento in cui si parla Right now people are drinking coffee in the breakfast room.

• con always, usually, often, sometimes, never We always have lunch in the canteen.

• per parlare di situazioni temporanee Nowadays chefs are becoming very creative.

• con once, twice, three times a day/week/month/year… We wash our hands up to ten times a day!

• con le espressioni now, at the moment, at present, today/tonight, this week/month/year… The pub isn’t selling hot food this week.

• con i verbi di stato: feel, see, smell, taste, sound, believe, know, like… Do you smell smoke? Something is burning in the oven. • per parlare di orari prestabiliti (vedi pagina 78) MasterChef UK starts next Monday at 9 p.m.

• per parlare di eventi futuri programmati (vedi pagina 78) The chef is cooking a new seafood dish tomorrow evening.

Grammar map 1: Present simple Grammar map 2: Present continuous

1 Choose the correct alternative. 1 Independent tourists are often booking/often book an apartment or a villa instead of a hotel. 2 I am eating/eat out every week. 3 Takeaway restaurants are becoming/become popular because they are providing/provide a cheap and convenient alternative to restaurants. 4 Nowadays, star quality, as well as the promise of fine dining, is convincing/convinces more and more people to visit exclusive restaurants of TV celebrity chefs. 5 ‘Are you liking/Do you like your food, sir?’ ‘Yes, I’m really liking/really like it, thank you’. 6 ‘The buffet car is now open to customers. Today we are offering/offer a selection of hot snacks and drinks...’ 7 ‘Are you going / Do you go to the restaurant every day?’ ‘No, only twice a week.’ 8 ‘What are Matt and Alin doing / do Matt and Alin do at the moment?’ ‘I think they are cutting the vegetables for the stew.’

2 Write the verbs in brackets in the correct tense, Present simple or Present continuous. 1 2 3 4 5 6 7 8

The word ‘hospitality’ _______________________________ (describe) many different services. Accommodation means the place where you _______________________________ (stay). We _______________________________ (cook) all our dishes to order in this restaurant. Ugh! I _______________________________ (not want) to eat snake or buffalo! Increasingly, fast-food chains _______________________________ (dominate) the food market in Europe and America. How long _______________________________ (you / stay), Mr Hunt? This apple sauce _______________________________ (taste) good, just add a pinch of cinnamon. What _______________________________ (you / do) tomorrow evening? There’s a wine tasting at the Red Cellar.

3 Complete these sentences with the adverbs and expressions of time in the box. this morning – never – every day – tonight – usually – now – Sunday night

1 2 3 4 5 6

300

Are you having dinner at the new Sushi restaurant __________________? Mum, please, can I have some chips? We have vegetables __________________! My sister __________________ has breakfast with me, but __________________ she is still asleep. I’m sorry. I’m having lunch __________________. Can we speak later? My mother __________________ cooks on a Saturday evening. I’m working until late on __________________.

grammar Past simple vs Past continuous Past simple

Past continuous

Si usa il Past simple per parlare di azioni e situazioni accadute in un preciso momento del passato e ormai concluse.

Si usa il Past continuous per descrivere azioni in corso di svolgimento nel passato.

My boyfriend opened a new restaurant in Chicago a week ago. Did you see MasterChef Italia on TV last night? I was very young when I started working in my uncle’s bistrot in Paris.

On this day, one year ago, I was serving my first customers at the café. Were the waiters working at the restaurant at 6 p.m. yesterday evening?

Si possono usare il Past simple e il Past continuous nella stessa frase per indicare che durante lo svolgimento di un’azione, è accaduto un fatto. When the chef was promoting his new cookbook on TV, his co-author had an accident.

rammar map 3: Past simple G Grammar map 4: Past continuous

1 Complete this text with the correct tense of the verbs in brackets, Past simple or Past continuous. Last month I (1) ___________ (go) to Paris to visit my aunt. One night, we (2) ___________ (have) dinner in a fancy restaurant in Montmartre when my aunt (3) ___________ (get) a call on her mobile phone and (4) ___________ (go) outside to talk. While she (5) ___________ (speak) to her friend, I (6) ___________ (see) a man in a white chef’s uniform who (7) ___________ (sign) autographs. It (8) ___________ (be) Anthony Bourdain! ‘Excuse me, can I take a photograph with you and me together?’, I (9) ___________ (ask). He (10) ___________ (say) yes, so I (11) ___________ (stop) a waitress who (12) ___________ (pass) and (13) ___________ (give) my mobile to her. After she (14) ___________ (take) the photo, I (15) ___________ (wish) Mr Bourdain all the best and I (16) ___________ (go) back to my table. Two days later, while I (17) ___________ (wait) for my plane to go home, I (18) ___________ (hear) the news of Anthony Bourdain’s suicide. I (19) ___________ (be) so shocked that I (20) __________ (start) crying in front of all the passengers of my flight.

used to Forma

Uso

used to + forma base del verbo Nelle forme interrogativa e negativa e nelle short answers si usa l’ausiliare did.

Si usa used to per parlare di situazioni e abitudini passate che non sono più vere nel presente.

‘Did you use to bring your own food when you were in primary school?’ ‘No, I didn’t.’

We used to have live shows in our pizzeria years ago but it was too noisy for our customers, so we stopped.

2 Complete these sentences with the affirmative (✔) or negative (✘) form of used to. 1 2 3 4 5 6

I ___________________ (be) a food blogger when I was in my thirties. (✔) ___________________ your mum ___________________ (work) as a waitress in that famous restaurant on 5th Avenue? Famous chefs ___________________ (appear) on TV some years ago. (✘) My wife ___________________ (create) websites for restaurants before she had our baby. (✔) Where ___________________ you ___________________ (buy) food when you lived in Shanghai? We ___________________ (advertise) our restaurant until we hired our new chef. (✘)

3 Complete these sentences with the correct tense of the verbs in brackets, Past simple, Past continuous or used to. 1 2 3 4 5 6

When my father worked in India, he ___________ (eat) a lot of spicy food but now he just can’t stand chilli or ginger. ___________ (you / taste) the new recipe at Carlos’ yesterday? While I ___________ (cook), the phone ___________ (ring) twice. When the Internet was not so popular, I ___________ (book) hotels and restaurants weeks ahead. We ___________ (not / miss) a single episode of Hell’s Kitchen last year, I adore Gordon Ramsey! The chef ___________ (explain) the new kitchen rules but I ___________ (not / pay) attention and he was very upset!

301

grammar Modal verbs (1): can, could, must, should can / could

must / mustn’t should

abilità/capacità (can: al presente; could: al passato)

I could eat a whole cake when I was 20.

permesso (can: informale; could: formale)

Can I pay by credit card?

richieste (can: informale; could: formale)

Can I see the menu, please?

obbligo

You must be careful when using knives.

consigliare vivamente

You must try our new Chicken Tikka Masala!

proibizione

You mustn’t use your mobile in the kitchen.

suggerimento/consiglio

You should add a pinch of salt to make your risotto tastier.

* Dal momento che can e could esistono solo nelle forme del presente, passato e condizionale, quando serve un altro tempo verbale si usa la struttura be able to, coniugando l’ausiliare be.

I’ll be able to finish the job next week. I haven’t been able to find a really good wine, yet.

* Must esiste solo nel tempo presente e di solito non si usa la forma interrogativa. Quando è necessario formulare una domanda o parlare di obbligo al passato e al futuro si utilizza la struttura have to (had to/will have to).

The roundsman had to cover three different stations last week. Service will have to be quicker for dinner, as the restaurant is fully booked.

* Can’t esprime la mancanza di un permesso, mentre mustn’t esprime un divieto.

I’m sorry, you can’t go into the kitchen without the chef’s permission. Waiters mustn’t argue with customers.

1 Rewrite these sentences following the prompts in brackets. 1 My grandmother can bake a cake without adding sugar. (passato) My grandmother could bake a cake without adding sugar. 2 Waiters must speak four languages. (futuro)

3 We must use only olive oil. (forma interrogativa) 4 Daisy can’t use her mother’s kitchen tools. (futuro) 5 I must clean the whole restaurant by myself. (passato)

must and have to Forma affermativa Forma negativa Forma interrogativa Passato

must

have to

obbligo (dettato da convinzione personale di chi parla) I must wear a clean uniform. divieto, proibizione You mustn’t be late. obbligo Do we have to use gluten-free flour? When I was a girl, I had to make pasta with my granny.

necessità/obbligo (imposto da altri) You have to use social networks if you want to promote your café. mancanza di obbligo o necessità You don’t have to use a lot of fat to prepare a good dish. obbligo, necessità Do we have to translate the menu to English? Did you have to go to a cooking school to work in a restaurant?

Grammar map 5: must and have to

2 Choose the correct alternative to complete these cooking safety rules. 1 2 3 4 5

You must/can make sure the knives are out of reach of children. You should/shouldn’t store knives in a wooden block or in a drawer. You can/must taste the food you are preparing. You must/should keep pot holders nearby, but be careful not to leave them near an open flame. You must/should wash your hands before handling food and after handling meat.

3 Translate these sentences into English.

MEDIATING TEXTS

1 Devi tenere i capelli lunghi legati dietro. 2 Non devi lavorare in cucina senza indossare un’uniforme pulita.

302

3 Devo usare guanti usa e getta per lavare le verdure? 4 Non è necessario che l’aiuto cuoco aiuti il cuoco pasticcere.

grammar The future Per tradurre il tempo futuro in inglese esistono tre forme:

will + forma base del verbo

be going to + forma base del verbo

Present continuous

• opinioni riguardanti il futuro

• intenzioni (di fare qualcosa)

• azioni future già programmate

In the future, appliances will have more functions than those they have now.

We’re going to refurbish the cold storage room.

• decisioni prese nel momento in cui si parla • previsioni future basate sull’osservazione dei fatti al momento presente This knife won’t work. I’ll sharpen it.. This new coffee machine is fantastic, we are going to serve the best coffee in town!

Tomorrow we are testing the new blast chiller we bought last week. NOTA BENE! Per esprimere orari e programmi prestabiliti si usa il Present simple. The World Restaurant Awards are next Friday at 8.30.

Grammar map 6: will Grammar map 7: be going to

1 Choose the correct option. 1 2 3 4 5 6

Welcome to the Food Programme! Today we’re preparing/’re going to prepare/will prepare roast chicken with… I’m signing/’m going to sign/’ll sign a service level agreement next week with a new supplier. The plan is that our restaurant is using/is going to use/will use local suppliers to support the local economy. The colour of an egg is depending/is going to depend/will depend on the colour of a hen’s feathers. A good chef is storing/is going to store/will store leftover eggs in airtight containers in the fridge. An egg’s best-before date tells you how long it is staying/is going to stay/will stay fresh after you buy it.

2 Complete the text with the correct future form of the verbs in brackets. As technology develops, more and more dreams from twenty or thirty years ago are starting to come true. Appliances of the future include smart technologies that (1) ________________ (can) tell what type of ingredient it is, providing information about nutrition and recipes. We (2) ________________ no longer only ________________ (consider) fruit and vegetables as side dishes. Some changes have already started. For example, in supermarkets we can see that small portions like tapas (3) ________________ (dominate) the table and this habit (4) ________________ (make) a real difference to how many calories we eat. We think that the quality of ingredients (5) ________________ (be) the focus rather than quantity. Perhaps people (6) ________________ (realise) that by making small changes, they can eat more healthily.

3 Read the following ‘to-do’ notes and write sentences to explain the ideas that the owner of this restaurant has in order to increase the quality of food and the number of customers. This week

•T uesday, 10.30: Talk to executive chef to plan purchases for the kitchen • Wednesday: Order appliances • Thursday: Call the architect to make an appointment

Next month

• Meet the architect to plan changes in the dining room • Look for new suppliers • Decide on new menus

In the future

• Hire a general manager for the restaurant • Open a new venue in the city centre • Invite celebrities to have dinner at the restaurant

On Tuesday at 10.30 I’m talking to the executive chef to plan purchases for the kitchen. Next month I’m going to meet the architect to plan some changes to the dining room...

4 Translate these sentences into English. 1 2 3 4 5 6

MEDIATING TEXTS

Un giorno sarò il manager di un famosissimo ristorante. Lo chef userà un nuovo tipo di padella per preparare le verdure. Penso che nel futuro non useremo alcuni elettrodomestici che abbiamo oggi in cucina. Domani conoscerai il nuovo cameriere italiano. Questo frullatore non funziona, ne userò un altro. Nel nostro hotel non avremo la solita cucina, ne voglio una ergonomica.

303

grammar Zero and first conditionals Zero conditional Proposizione principale Present simple

First conditional Proposizione subordinata if/when(ever) + Present simple

Proposizione principale will + forma base

Proposizione subordinata if + Present simple

Si usa il periodo ipotetico di tipo 0 per ipotesi generali reali o dati di fatto sempre veri.

Si usa il periodo ipotetico di primo tipo quando esiste la possibilità reale che un’azione accada nel presente o nel futuro.

If you buy food from local suppliers, you can use it immediately. When you heat water to 100°C, it boils.

Suppliers will tailor offers to your needs if you clearly state your requests. If you store eggs in cartons, they won’t absorb smells or liquids.

* Sia nella proposizione principale che nella subordinata si possono usare i modali. If you can’t speak English, you cannot get a job at that restaurant.

* Sia nella proposizione principale che nella subordinata si possono usare i modali. Can you help me with the desserts if the commis chef is sick? You should go to that restaurant if you like ethnic cuisine. If Steph can’t go to the party, I won’t go either.

* Nella proposizione principale, si usa l’imperativo per impartire un’istruzione o un divieto. Don’t use the elevator if there’s a fire.

* Nella proposizione principale, si può trovare l’imperativo per istruzioni o divieti. Call me if you have an emergency.

Grammar map 8: Zero and first conditionals

1 Match the two parts of the sentences. 1 2 3 4 5 6

If you’re the customer of a small supplier, If you pick the supplier which has a lot of competitors, If you want to open a restaurant, If you need to buy large food service equipment items, If a company doesn’t deliver the products on time, If a supplier has a good reputation,

a b c d

you’ll need to be prepared with restaurant supplies. your negotiating power is small. you will demand a complete refund of the order cost. you’ll need to find a supplier that offers a great warranty on their products. e you will have the power to negotiate. f his business will grow and expand.

2 Complete these sentences with the correct form of the verbs in the box, zero or first conditional. save – eat – replace – not spoil – keep – rise

1 2 3 4 5 6

If you put food in a freezer, it ____________________. Good suppliers ____________________ products if there are any problems. Food will last longer if you ____________________ it in its original packaging. If you ____________________ in a canteen, you don’t get waiter service. When you buy online, you ____________________ ten percent. If the weather is bad, the price of vegetables ____________________.

3 Translate this text into Italian.

MEDIATING TEXTS

If you want your restaurant to be successful, you have to serve good food and beverages. You can’t sacrifice food quality and expect customers to show up and spend their money. That’s why food quality should be on the top of your list when you are creating your menu. Also at the top of the list is minimising your inventory by using similar base ingredients for multiple dishes; this cuts down on waste and unnecessary expense. The majority of your food or ingredients will come from a local supplier. You need to make friends with these suppliers. Your food suppliers are the lifeline of your business. Without them, you have nothing to serve your customers.

304

grammar Quantifiers Affirmative sentences

Negative sentences

Interrogative sentences

some (+ countable/uncountable nouns)

I need some spices.

✘

Would you like some coffee? (nelle domande di cortesia)

any (+ countable/uncountable nouns)

You can cook any food with this equipment. (nel senso di qualunque cosa)

I don’t want any sugar.

Are there any cookies left?

no (+ countable/uncountable nouns)

✘

✘ There are no eggs/ There is no butter in this cake. (con verbo alla forma affermativa)

many/how many...? (+ countable nouns)

There are many ways we can satisfy our guests. (solo in contesti formali)

We don’t have many dishes on the menu.

How many clients are there in the restaurant?

much/how much...? (+ uncountable nouns)

Our restaurant invests much money in good-quality food. (solo in contesti formali)

She doesn’t need much time to prepare the lunch.

Have you got much food in the storeroom? How much chocolate do you need for the Sachertorte?

a lot of/lots of (+ countable/uncountable nouns)

✘ We have lots of new ideas for the menu! (lots of è più informale di a lot of)

✘

a few/few (+ countable nouns) a few = quantità limitata ma sufficiente few = quantità limitata e insufficiente

I have a few lemons in the fridge. She goes to the restaurant few times a month.

✘

Can you wait a few seconds?

a little/little (+ uncountable nouns) a little = quantità limitata ma sufficiente; little = quantità limitata e insufficiente

There is little salt on the chicken. Hurry up! We’ve got a little time before opening.

✘

Is there a little chilly pepper in the sauce?

Grammar map 9: some and any

1 Underline the correct alternative. 1 2 3 4 5

I don’t drink some/any alcohol. Are there some/any sweets? There are a lot of/much customers in the restaurant. Is there any/no milk in the fridge? How much/many fruit do you have?

6 Can I drink a few/a little water from this bottle? 7 There is no/a lot of ice cream in the freezer, I’m sorry. 8 We’ve got a lot of/a little things to do before the café opens.

2 Some of the following sentences are not correct. Find them and correct the mistakes. 1 Can we have any tea, please? 2 How much bottles of wine are there in the cellar? 3 I drink a little tea.

4 They don’t have much people in their kitchen brigade. 5 Do you need any exotic fruit for this recipe? 6 There isn’t much vinegar on the salad.

3 Complete these sentences with the correct quantifier. 1 2 3 4 5

This soup has so _______ salt in it – it’s tasteless. How _______ bread have you got in the cupboard? This vegan recipe has _______ butter. The waiter didn’t bring _______ knives or forks. We can only eat _______ quantity of fats every day.

6 You don’t need _______ time to cook poached eggs. 7 Tuna and salmon have _______ omega-3 oils. 8 When you clean vegetables, _______ damaged part should be discarded.

305

grammar Present perfect simple Forma

Uso

have / has + participio passato del verbo principale

• azioni avvenute in un tempo passato non specificato – spesso con avverbi e espressioni di frequenza, ever (in frasi interrogative) e never (in frasi negative con verbo alla forma affermativa) ‘Have you ever been to this restaurant?’ ‘Yes, I’ve been here once. / No, I’ve never been here.’

‘Have you tasted this roast pork?’ ‘Yes, I have. / No, I haven’t.

• a zioni avvenute in un tempo non ancora concluso – spesso con today, this morning/afternoon/ week/month/year, so far, lately/recently, ecc. Today the chef has cooked a new meat recipe.

My sister has never worked abroad.

• a zioni avvenute recentemente con effetti sul presente – spesso con already (“già”, in frasi affermative e interrogative), yet (“ancora”, in frasi interrogative e negative), still (“ancora”, in frasi negative), just (“appena”, in frasi affermative), almost/nearly (“quasi”, in frasi affermative). The commis has already poached the eggs, but he hasn’t steamed the vegetables yet. The head chef has just left. I have almost finished cutting the carrots. • d urata di un’azione – con for/since e How long I’ve worked in this restaurant since 2010! ‘How long have you grilled the fish?’ ‘For twenty minutes.’

Grammar map 10: Present perfect Grammar map 11: just, already, yet

1 Write the Past simple and the Past participle of these verbs. Then translate them into Italian. 1 begin began, begun, iniziare 2 break ____________ 3 buy ____________

4 5 6 7

choose ____________ come ____________ cut ____________ drink ____________

8 9 10 11

eat find freeze put

____________ ____________ ____________ ____________

12 13 14 15

see speak take tell

____________ ____________ ____________ ____________

2 Underline the correct alternative. 1 2 3 4 5

‘Have you ever/never used flowers in your recipes?’ ‘No, I haven’t used them already/yet.’ We have run our restaurant for/since many years. ‘Have you finished glazing the carrots ever/yet?’ ‘Yes, I’ve just/yet finished.’ ‘I still/yet haven’t tried sushi. Have you?’ ‘Yes, I have yet/already eaten it in a sushi bar.’ I have baked cakes since/for I was a child.

Past simple vs Present perfect simple Past simple

Present perfect simple

• a zioni avvenute in uno specifico periodo di tempo passato Yesterday I fried at least 2 kilos of fish.

• a zioni avvenute in un tempo passato non specificato I’ve used molecular gastronomy techniques many times.

• a zioni definitivamente concluse e non modificabili nel passato I didn’t like the garnish you used for your dish last week.

• a zioni o stati avvenuti in un tempo passato non ancora concluso Our pastry chef has finished an incredible 5-layer-wedding cake.

Grammar map 12: Present perfect or Past simple

3 Complete these sentences with the correct form of the verbs in brackets, Past simple or Present perfect. 1 2 3 4 5 6

306

Cooking methods _______________________ (change) greatly over the course of history. Nicholas Kurti _______________________ (establish) the principles of molecular gastronomy in 1988. What problems _______________________ you _______________________ (face) during your career as a chef? I love the way you _______________________ (drizzle) the sauce on the roast beef dish last night. The meat _______________________ (be) in the oven since 4.30 p.m. _______________________ the French restaurant _______________________ (hire) a new chef yet?

grammar Comparatives and superlatives

aggettivi di una sillaba

Comparatives

Superlatives

Il comparativo si usa per paragonare due cose o persone tra loro

Il superlativo si usa per confrontare più cose o persone all’interno di un gruppo o una categoria.

Il comparativo di maggioranza si forma:

Il superlativo si forma:

si aggiunge -er (small – smaller)

si aggiunge -est (small – the smallest) Particolarità ortografiche

*se l’aggettivo termina in -e

si aggiunge solo -r (nice – nicer)

si aggiunge solo -st (nice – the nicest)

*se l’aggettivo termina in -y

si cambia la -y in -i e si aggiunge -er (easy – easier) si cambia la -y in -i e si aggiunge -est (easy – the easiest)

* se l’aggettivo termina per cons. + voc. + cons.

spesso raddoppia la consonante finale e si aggiunge -er (hot – hotter)

aggettivi di più sillabe

si aggiunge more davanti all’aggettivo (expensive – si aggiunge the most davanti all’aggettivo more expensive) (expensive – the most expensive)

spesso raddoppia la consonante finale e si aggiunge -est (hot – the hottest)

Comparativi e superlativi irregolari

good bad far

better worse farther/further

the best the worst the farthest/the furthest

Il secondo termine di paragone è introdotto da than. Il secondo termine di paragone può essere introdotto da of/among o da in/at se si tratta di luoghi. A placemat menu is cheaper than a hand-held one. A British breakfast is more substantial than a AR menus are the trendiest among all types of menu. continental breakfast. What is the most successful restaurant in town? Il comparativo di uguaglianza si forma mettendo as sia prima che dopo l’aggettivo. Robbie is as old as Matt. Il comparativo di minoranza si forma con less prima dell’aggettivo e than subito dopo.

rammar map 13: Comparatives G Grammar map 14: Superlatives

Afternoon tea is less popular than dinner.

1 Write the comparative or superlative form of the adjectives in brackets. (Add than or as when needed.) 1 2 3 4 5 6 7 8

English food tastes _______________________ (spicy) Italian food. Slow food is known to be _______________________ (healthy) fast food. Habanero chilli from the Caribbean is probably _______________________ (hot) spice in the world. Frozen vegetables are just _______________________ (good) for you as fresh ones. The _______________________ (heavy) Christmas pudding weighed 3.28 tons. It was _______________________ (delicious) cake I’ve ever had! Deep fried food is _______________________ (fatty) stir fried food. Rice is _______________________ (easy) to digest than pasta.

2 Complete the text with the correct comparative or superlative form of the adjectives in brackets. Café Leyenda is located in one of (1) ___________________ (busy) parts of East Manhattan. It is (2) ___________________ (bright) and (3) ___________________ (modern) than a lot of Mexican restaurants. Now it seems (4) ___________________ (crowded) because the space is (5) ___________________ (big) than before but the food hasn’t changed, they have (6) ___________________ (unusual) starters I’ve ever had! The terrace outside is (7) ___________________ (spacious) and not (8) ___________________ (noisy) as the main dining room. You won’t find a (9) ___________________ (good) place than this in the whole New York City!

307

grammar Second conditional Proposizione principale

Proposizione subordinata

would + forma base del verbo

if/when + Past simple

*would può a volte essere sostituito da should, could o might a seconda del significato che si vuole dare alla frase.

*nell’inglese formale si usa la forma were di be per tutte le persone (comprese I e he/she/it).

Si usa il periodo ipotetico di secondo tipo per ipotesi che non sono reali o probabili nel momento in cui si parla.

If you ate more healthily, you would have lower blood pressure. If you cut down on fatty food, you might lose some weight.

If you passed the exam, you could ask for a pay rise. If I were you, I would ask her that question.

Grammar map 15: Second conditional

1 Match the beginnings and the endings of these second conditional sentences. 1 2 3 4 5

If she ate less fat, ... We wouldn’t have flu so often... If she didn’t have an allergy to eggs, ... We could live longer... If I lived in France, ...

a b c d e

she could eat my tiramisu. I would only eat bread and cheese. she would be slimmer. if we chose food more carefully. if we drank more orange juice.

I’d prefer and I’d rather I’d prefer

I’d rather

would prefer + infinito + rather than + forma base/forma in ing

would rather + forma base (+ than + sost./forma base)

I’d prefer to bake cakes rather than cook/cooking dinner.

I’d rather go to a sushi bar today. We’d rather use organic food than cheaper ingredients.

Si usano would prefer (’d prefer) e would rather (’d rather) per esprimere preferenze. Hanno un significato simile ma la costruzione è diversa.

2 Complete these sentences with the correct verb: ’d prefer or ’d rather. 1 2 3 4

I _______________________ borrow your knives than use mine. I _______________________ to cook than check other people’s work. I _______________________ to have strawberries with cream. I _______________________ work on Saturday than Sunday.

I wish desiderio impossibile o insoddisfazione nel presente

desiderio riferito a capacità o possibilità

I wish + sogg. + Past simple (stesso soggetto di wish e della proposizione subordinata)

I wish (that) I had my own restaurant!

*se wish è seguito dal verbo be, si usa were anche per la prima e terza persona singolari.

I wish I were a famous chef!

I wish + sogg. + could + forma base

I wish I could cook like one of those famous chefs.

desiderio o insoddisfazione che I wish + sogg. + would + forma base dipende da altri nel presente (soggetto diverso di wish e della proposizione subordinata)

I wish they would stop opening fast-food restaurants near ancient monuments.

3 Complete these sentences with the correct form of the verbs in brackets. 1 2 3 4 5

308

I wish Samantha _______________________ (stop) her diet. She doesn’t look good. I wish we _______________________ (have) nutrionists at school to teach good habits to children. I wish you _______________________ (be) vegetarian like me. I wish I _______________________ (cook) better than I normally do. I wish they _______________________ (open) a sushi restaurant in my town.

grammar The passive Forma La forma passiva inglese si costruisce con il verbo ausiliare be coniugato nello stesso tempo verbale della frase alla forma attiva e il Past participle del verbo principale.

TEMPO VERBALE

FORMA ATTIVA

FORMA PASSIVA

Present simple

Sterilisation is when they heat foods at a very high temperature but for a short time.

Sterilisation is when foods are heated at a very high temperature but for a short time.

Present continuous

The pastry chef is taking the pies out of the oven using gloves.

The pies are being taken out of the oven using gloves.

Past simple

The EU introduced the HACCP food plan in 1993.

The HACCP food plan was introduced in 1993 (by the EU).

Past continuous

We were cleaning the kitchen to keep it hygienic.

The kitchen was being cleaned to keep it hygienic.

Present perfect

The staff have cleaned the knife handles to prevent accidental cuts.

The knife handles have been cleaned to prevent accidental cuts.

will for future

Workplace safety training will involve all the staff.

All the staff will be involved in workplace safety training.

be going to

The head chef is going to check his staff’s food safety knowledge.

The staff’s food safety knowledge is going to be checked by the head chef.

Uso Si usa la forma passiva quando non si conosce chi compie l’azione o per dare enfasi alle conseguenze di un’azione o a chi la subisce. È infatti anche possibile omettere l’agente. Nel caso volessimo indicarlo, viene introdotto dalla preposizione by.

Grammar map 16: The passive

1 Transform these active sentences into passive. 1 2 3 4 5 6 7 8

Animal and vegetable foods contain good and bad microbes. Damaged packing contaminated the beans. In that restaurant they have never respected the procedures of food preservation. Social media will help people to be aware of the hazards hidden in a kitchen. Food companies dry fresh fruit to preserve it. The commis chef is cleaning and defrosting the fridges. They were cooking the meat too quickly. We’re going to refurbish the whole kitchen next year.

2 Complete this text with the correct active or passive form of the verbs in brackets. The HACCP system (1) ____________________ (introduce) by food companies for the first time at the request of the USA’s NASA in the late 1950s. The space agency (2) ____________________ (want) defectless foods for American astronauts. Then, as food poisoning due to E.coli (3) ____________________ (take) place and hazard factors in food (4) ____________________ (increase) in the USA, the HACCP system (5) ____________________ (establish) as an alternative plan for securing food sanitation and stability. Today, the HACCP food plan (6) ____________________ (carry out) by many countries around the world.

3 Translate the text in exercise 2 into Italian.

MEDIATING TEXTS

309

grammar Modal verbs (2): need, ought to, be expected to, be supposed to Oltre ai verbi indicati nella Unit 3 (can, must, should, have to), in inglese vengono usati altri verbi ed espressioni per esprimere obbligo e necessità.

need

ought to

Il verbo need è un semi-modale, cioè si può usare sia come verbo modale che come verbo regolare. • Quando si usa come verbo regolare ha il significato di “aver bisogno di/dovere/essere obbligato a”. Può essere coniugato in tutti i tempi verbali ma non ha la forma in -ing. È seguito dal verbo all’infinito o da un sostantivo. They need to find a new supplier for fruit and vegetables. I don’t need a planetary mixer when I bake cakes at home. Did you need to go to a specific school to become a pastry chef?

Si usa per esprimere un obbligo morale e per dire cosa è giusto o opportuno fare ma non è un’imposizione forte come must. È più formale e meno frequente di should. A differenza degli altri verbi modali, è seguito dall’infinito con il to. I think you ought to be more careful with the quality of ingredients you use. In my opinion, you ought not to try a new recipe for the wedding reception.

be expected to • Come verbo modale si usa principalmente nella forma negativa needn’t per esprimere una mancanza di necessità momentanea. In quanto verbo modale non ha bisogno di un altro ausiliare per le forme negative e interrogative, è seguito da un verbo alla forma base, ha un’unica forma per tutte le persone e ha solo il tempo verbale del Present simple. You needn’t decorate this cake. *Per esprimere mancanza di necessità/obbligo si può usare anche l’espressione there’s no need to oppure don’t have to (see Unit 3, p. 60). There’s no need to decorate this cake. We don’t have to use our hands to knead the dough, we have machines.

• Alla forma affermativa, be expected to esprime un obbligo imposto da altri. Decorators are expected to have good artistic skills. • Alla forma negativa esprime mancanza di necessità. In a restaurant, a pastry chef is not expected to run the whole kitchen staff.

be supposed to • Alla forma affermativa, be supposed to esprime obbligo morale (significato simile a should). The pastry brigade is supposed to know the food contamination risks. • Alla forma negativa esprime proibizione o divieto. Waiters are not supposed to use equipment or appliances

1 Read this document and choose the correct alternative. BAKING AND PASTRY CLASSROOM RULES AND PROCEDURES Teacher: Mrs Elizabeth Hesse This course will explore all aspects of the art of baking and pastry. The focus will be on techniques and presentation skills. The students (1) are expected/needn’t to plan and complete at least one major project. Attendance – Since this is a lab-based class, you (2) are not supposed/ought to be present everyday. You know that attendance is very important to your overall success. Class materials – You (3) don’t have/needn’t to buy a new book but you (4) are expected/need a folder or notebook for notes, vocabulary assignments and recipes. You (5) are expected/aren’t supposed to bring a pen to class every day. Extra help – Extra help or lab time can be obtained on Monday and Wednesday after school – you are (6) not supposed/not expected to ask the teacher any other time of the week. Classroom management – Perfect student behaviour (7) is expected/is supposed. Classroom behaviour, safety procedures and

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daily routines will be checked throughout the semester. Students (8) needn’t/are expected to be in the room before the classroom bell rings. On non-lab days you (9) needn’t/don’t need to wear the uniform. On lab days, students (10) are supposed to/ought place their personal belongings in the classroom area. Homework – Homework is given for each of the units and is expected to be handed in. At the moment you (11) needn’t/are not supposed to send it by email, but this rule may change in the second term. Additional information – Hair covering (12) need/ought to meet sanitation rules. In general, tying hair with a rubber band will be sufficient. You (13) have to/are supposed print, sign and hand this paper to Mrs Hesse before the course starts.

grammar Present perfect simple and Present perfect continuous Entrambe le forme verbali indicano un’azione accaduta nel passato che mantiene una connessione col presente. Condizione fondamentale per usare il Present perfect (simple o continuous) è che il momento del passato non sia precisato, altrimenti la forma verbale da usare è il Past simple (vedi Unit 7).

Present perfect simple

Present perfect continuous

soggetto + have/has + participio passato

soggetto + have/has + been + forma in -ing

∞ azioni avvenute in un tempo non precisato del passato o in un tempo ∞ azioni che si sono svolte lungo un lasso di tempo iniziato nel passato non ancora concluso e ancora in corso nel momento in cui si parla I have already tried the new Brazilian cocoa powder. I have been testing the new flours for two weeks. We've had a lot of orders for wedding cakes this month. ∞ azioni concluse in un tempo non specificato – l’attenzione è sul risultato dell’azione I have refurbished the kitchen. Do you like it?

∞ azioni iniziate nel passato e ancora in corso – l’attenzione è sulla durata, il prolungarsi, la continuità dell’azione I have been refurbishing the kitchen for the past weeks, I can’t open the café.

∞ situazione di lunga durata o permanente I have opened this bakery since I moved to Los Angeles.

∞ situazione temporanea I have been studying a new recipe for a while.

* Il Present perfect continuous si usa solo con i verbi d’azione e di lunga durata. Con i verbi di stato e con i verbi che indicano un’azione di breve durata (arrive, leave ecc.) si usa il Present perfect simple. In tutte e due le forme verbali possiamo usare gli avverbi di tempo for (per indicare la durata di un’azione) e since (per indicare quando è iniziata un’azione).

Grammar map 17: Present perfect continuous

1 Complete these sentences with the Present perfect continuous of the verbs in the box. There is an extra verb. offer – attend – do – beat – bake – wait – work

1 2 3 4 5 6

I __________________________________ eggs for 10 minutes. The new commis chef __________________________________ here since yesterday. How long __________________________________ (you) those chocolate chip muffins? This bakery __________________________________ vegan products since its opening. I __________________________________ this chocolatier course for six months. We __________________________________ for the new chef for too long!

2 Complete these sentences with the correct tense of the verbs in brackets, Present perfect simple or Present perfect continuous.

1 2 3 4 5 6

I ____________________ (work) in this patisserie since I left school. How long ____________________ your customers ____________________ (wait) for their order? After the pizza dough ____________________ (rise), you can freeze it to use later. Spelt ____________________(become) popular in the last ten years. Trust me, I ____________________ (use) buckwheat for cookies for years and my clients adore them. I ____________________ (be) very creative for a long time, but now I prefer traditional recipes.

3 Translate these sentences into English. Use the Present perfect simple or Present perfect continuous for the underlined verbs. MEDIATING TEXTS 1 2 3 4 5

Dovresti fermarti, stai cucinando da otto ore! Il proprietario del ristorante ha già licenziato (fire) due chef in due settimane. Voglio cucinare un pan di Spagna vegano perché l’ho assaggiato una volta ed è molto buono. Da quanto tempo offri questi cupcakes senza zucchero nella tua pasticceria? Questa è la torta di mele migliore che abbia mai mangiato in vita mia!

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grammar Past perfect Forma

Uso

ausiliare had + participio passato Il Past perfect ha la stessa forma per tutte le persone.

• per eventi completamente passati che precedono un altro evento, espresso al Past simple. In questo caso il Past perfect può essere introdotto da espressioni di tempo come as soon as, after, by the time, once e when. Corrisponde al trapassato prossimo italiano. After I had finished decorating the cake, the customer entered the shop. • con gli stessi avverbi ed espressioni di tempo (already, just, yet, ever/never, for/since ecc.) che si usano con il Present perfect. She had never thought of working abroad.

She had decided she wanted to be a pastry chef long before she went to cookery school.

Grammar map 18: Past perfect

1 Complete these sentences with the correct tense of the verbs in brackets, Past perfect or Past simple. 1 2 3 4 5 6

The restaurant ____________________________ (buy) a new ice cream mixer last week. As soon as we ____________________________ (finish) making the main courses, we started on the desserts. By the time the guests arrived, the chefs ____________________________ (prepare) everything. I ____________________________ (make) a delicious chocolate mousse last weekend. After the chef ____________________________ (take) the sponge cake out of the oven, he told me to make the cream. We ____________________________ (serve) a delicious ice cream sundae for lunch yesterday.

Past perfect continuous Forma

Uso

ausiliare had + been + forma in -ing Il Past perfect continuous ha la stessa forma per tutte le persone.

• per parlare della durata di un’azione passata (con how long, since/for) How long had you been studying at that French cookery school when you won the baking competition? • per dare maggior rilievo alla durata dell’azione, in contrasto con un’altra successiva The oven had been working non-stop for 48 hours when it broke down. • per indicare che l’azione si era appena conclusa o era ancora in corso rispetto al momento preciso del passato The commis chef had been chatting for half an hour when the chef came into the kitchen.

They had been making cakes for three hours.

2 Complete these sentences with the correct tense of the verbs in brackets, Past perfect simple or Past perfect continuous. 1 2 3 4 5

The waiter served us something that we _______________________________ (not / order). The owner told us that he _______________________________ (see) a new appliance for the bakery. He _______________________________ (beat) eggs for 10 minutes when he realised they had a machine to do it. Her chef was angry because she _______________________________ (not / use) the right flour for the dough. The chefs were exhausted because they _______________________________ (prepare) food all day.

3 Choose the correct verb to complete these sentences. 1 2 3 4 5

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When I moved into my new flat, I lost the recipe my grandmother ____ me. A gave B has given C had given She made the frosting once the cake ____. A has cooled B cooled C had been cooling The couple really liked the decorations the chef ____ for their wedding cake. A chose B has chosen C had chosen A local farmer had brought the eggs I ____ for the frozen custard yesterday. A used B have used C was used By the time the chef arrived, we ____ for an hour. A ’ve worked B ’d been working C worked

D was giving D had cooled D choosed D had used D ’d working

grammar Verb patterns: verbs + infinitive and verbs + -ing verbs + infinitive

verbs + -ing

• con i verbi: agree (essere d’accordo) arrange (organizzare) ask (chiedere) choose (scegliere) decide (decidere) deserve (meritare) expect (aspettarsi) fail (non riuscire a) help (aiutare) hope (sperare) intend (aver intenzione di)

manage (riuscire a) need (necessitare) offer (offrire) plan (programmare) learn (imparare) promise (promettere) refuse (rifiutare) seem (sembrare) teach (insegnare) want (volere) wish (desiderare)

• con le espressioni would like, would love, would prefer My customers would love to have dinner with a famous person.

• con i verbi: admit to (ammettere) appreciate (apprezzare) avoid (evitare) be busy (essere occupato) consider (considerare) deny (negare)

enjoy (piacere, godere di) feel like (sentirsi) finish (finire) give up (smettere) keep / keep on (continuare a) miss (mancare)

postpone (posticipare) practise (esercitarsi) recommend (raccomandare) risk (rischiare) suggest (suggerire)

• con i verbi di gradimento che esprimono sentimenti come like, love, hate, don’t mind Waiters don’t mind wearing casual uniforms. • con le espressioni can’t stand, can’t imagine, can’t help, can’t resist, can’t stop I can’t resist taking pictures of the dishes when I’m at a new restaurant. • con i phrasal verbs (verbo + preposizione/avverbio) We shouldn’t put off buying new glassware.

1 Complete these sentences with the correct form of the verbs in the box, infinitive or -ing form. teach – pay – use – welcome – have – wait – eat

1 2 3 4 5 6 7

We arranged ____________________ the guests in the bar. The Italian customer refused ____________________ pasta on a flat plate. Everybody really enjoyed ____________________ dinner in that fancy restaurant. Sommeliers suggest ____________________ ice buckets to chill white wine. Restaurants need ____________________ attention to the overall look of their dining hall. Customers can’t stand ____________________ to be served for more than 15 minutes. Mrs Leith offered ____________________ us how to create an elegant centrepiece.

verbs + infinitive or -ing form senza variazione di significato begin (cominciare) continue (continuare)

hate (odiare) like (piacere)

love (amare) prefer (preferire)

start (iniziare)

con variazione di significato + infinitive forget (dimenticare) regret (rimpiangere) remember (ricordare) stop (smettere) try (provare)

*hate, prefer, like e love sono seguiti dall’infinito per indicare preferenza/ gradimento rispetto a una situazione specifica e dalla forma in -ing rispetto a una situazione abituale

+ -ing form

azione futura Don’t forget to restock the cupboards during service.

azione passata I regret firing that young waiter.

interrompere un’azione per fare altro The waiter stopped to help an old lady who didn’t feel well. tentare di fare una cosa difficile The new waiter tried to be careful, but he was too clumsy.

smettere di fare qualcosa I stopped using flowers for centrepieces because of allergies. provare, fare un esperimento If you want more customers, try thinking of new dishes.

2 Complete these sentences with the correct form of the verbs in brackets, infinitive, -ing form or both. 1 2 3 4 5 6

I prefer ____________________ (use) charger plates to make my table more elegant. Waitresses should always try ____________________ (wear) comfortable shoes. In a restaurant, once you finish ____________________ (serve), you start ____________________ (clean). Oh no! I forgot ____________________ (put) napkins on the table! Our customers adore silver cutlery, so we continue ____________________ (use) it. We stopped ____________________ (use) trolleys because they take up a lot of room.

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grammar Reported speech Il discorso indiretto si usa per riportare quanto detto da altri. È introdotto da verbi quali say, tell e ask più proposizione subordinata retta da that (che può essere omesso nell’inglese informale). Nel passaggio da discorso diretto a discorso indiretto cambiano molti elementi della frase: i tempi verbali, i pronomi, gli aggettivi possessivi e dimostrativi, gli avverbi di luogo e tempo.

Direct speech Present simple

Reported speech TEMPI VERBALI ‘The head waiter is busy.’

Present continuous ‘The head waiter is coming.’

Past simple

The waiter said (that) the head waiter was busy.

Past continuous

The waiter said (that) the head waiter was coming.

Present perfect

‘The head waiter has just arrived.’

Past perfect

The waiter said (that) the head waiter had just arrived.

Past simple

‘The head waiter arrived two minutes ago.’ Past perfect

The waiter said (that) the head waiter had arrived two minutes before.

Past continuous

‘The head waiter was talking to the chef.’

be going to

‘The head waiter is going to serve the cake.’ was/were going to

The waiter said (that) the head waiter was going to serve the cake.

will

‘I’ll ask the head waiter.’

would/should

The waiter said (that) he would ask the head waiter.

imperativo

‘Call the maître d’!’

infinito

The waiter said to call the maître d’.

can / may

‘You can/may call the head waiter.’

could / might

The waiter said (that) we could/might call the head waiter.

must

‘The head waiter must come immediately!’

had to

The waiter said (that) the head waiter had to come immediately.

Past perfect continuous The waiter said (that) the head waiter had been talking to the chef.

*Il Past perfect, could, might, should, must (come divieto, obbligo continuo, deduzione logica) non subiscono mai variazioni. Anche il Past simple e il Past continuous possono rimanere invariati.

Direct speech

AVVERBI ED ESPRESSIONI DI TEMPO Reported speech Direct speech

Reported speech

now

then/at that moment

yesterday

the previous day/the day before

today

that day

(a month) ago

(a month) before

tonight

that night

last (week)

(a week) before/the previous (week)

tomorrow

the following day/the next day

next (year)

(a year) later/the following (year)

1 Turn the direct speech into reported speech. 1 2 3 4

‘We’ve been waiting for our order for an hour!’, Mr Smith said. ‘Your bill will arrive in five minutes,’ Gabrielle said to the couple. ‘I’m taking care of table number three, now,’ the waiter told the waitress. ‘She qualified as a sommelier last year,’ said Mr Cole.

2 Turn the reported speech into direct speech. 1 2 3 4

The hostess said that she would reserve a table for Mrs Connor the following day. The waiter told the head waiter that he had practised guéridon service the year before. The clients said that their bill was not correct. Christophe said that he had been carving turkey when he cut his index finger.

3 Rewrite these quotations by famous chefs in reported speech. 1 2 3 4

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‘I always say that I don’t believe I’m a chef. I try to be a storyteller.’ (José Andrés) ‘When you have made as many mistakes as I have, then you can be as good as me.’ (Wolfgang Puck) ‘If you want to become a great chef, you have to work with great chefs. And that’s exactly what I did.’ (Gordon Ramsey) ‘My philosophy from day one is that I can sleep better at night if I can improve an individual’s knowledge about food and wine on a daily basis.’ (Emeril Lagasse)

grammar Relative pronouns and adverbs Relative pronouns

Relative adverbs

who/that (soggetto)

The person who/that is responsible for an event is called the ‘banqueting manager’.

when

I can still remember the day when we hosted Lady Gaga’s birthday party.

who(m)/that (complemento)

The chef whom/that I’m calling is named Mr Legrange.

where

This is the venue where we served lunch to 560 people.

which/that (soggetto)

This is the mansion which/that was chosen for the wedding reception.

why

The large number of invitees is the reason why we can’t organise table service.

The acronym RSVP which/that you find on invitation cards means ‘please reply’.

how

I don’t understand how this machine works.

which (in riferimento a una frase intera)

The food served at your wedding was delicious, which doesn’t surprise me at all.

persone

which/that (complemento) whose (appartenenza)

cose/animali

The couple, whose wedding reception persone/cose/ was held in Marsdon Lodge, is from animali Leeds.

Quando il pronome relativo viene utilizzato insieme a una preposizione, si mette la preposizione alla fine della frase relativa (e non prima del pronome relativo come in italiano). This is the catering service that I usually work with. Questo è il servizio di catering con cui lavoro di solito.

1 Complete these sentences with the appropriate relative pronoun or adverb. 1 2 3 4 5

The banqueting manager can only leave the venue _____________________ everybody else has left. I know an enchanting place _____________________ you and your boyfriend can have your wedding reception. He is the guy _____________________ bar we visited. The woman _____________________ organised the event is a famous banqueting manager. The villa they’ve rented for a private event, _____________________ is on Isola Bella, is really expensive.

Defining and non-defining relative clauses Defining relative clauses

Non-defining relative clauses

Forniscono informazioni necessarie per l’identificazione della persona o della cosa a cui il pronome relativo si riferisce (omettendo la proposizione relativa, la proposizione principale non sarebbe completamente comprensibile). The man who is sitting at table number 11 is a food journalist.

Forniscono informazioni aggiuntive, non indispensabili, sulla persona o sulla cosa a cui il pronome relativo si riferisce. Omettendo la proposizione relativa si capirebbe comunque di chi o cosa si sta parlando. Mr Robertson, who writes for a food blog, has asked for our help.

I pronomi relativi who e which possono essere sostituiti da that. The man that is sitting at table number 11 is a food journalist.

I pronomi relativi who e which NON possono mai essere sostituiti da that.

Se il pronome relativo ha la funzione non di soggetto ma di I pronomi relativi NON possono mai essere omessi. complemento, può essere omesso. Jane, who I met at Lancaster University, is my health visitor. This is the cookery show (which/that) I was telling you about the other day.

2 Complete these sentences with who/that or which/that only when necessary. 1 2 3 4

The party _______________________ you organised was perfect, congratulations! The venue _______________________ was chosen by the couple is new. The waiting staff _______________________ the manager has hired is efficient and professional. Have you heard about the chef _______________________ started his own catering business and is now a millionaire?

3 Join each pair of sentences using the relative pronoun in brackets. 1 The banquet was a success. The entertainment was organised by my agency. (whose) 2 The party theme was the Sixties. The theme was chosen by the customers. (which) 3 Mrs Cummings took care of the banquet decor. She is an architect. (who)

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grammar Modals verbs (3): must, can’t, should, could, may, might for speculation and deduction Oltre che per veicolare l’idea di obbligo, permesso, divieto e possibilità (vedi Unit 3 e Unit 11), alcuni verbi modali servono per esprimere supposizioni e deduzioni. La scelta della forma da usare dipende dal grado di possibilità, probabilità o certezza che si verifichi l’azione.

certezza e impossibilità

must + forma base (situazione presente)

I haven’t ordered a Mojito. This must be yours.

must have + participio passato (situazione passata)

The bartender must have forgotten to put salt in this Margarita, it’s tasteless.

can’t + forma base (situazione presente)

This place can’t be a coffee bar. Look, those people are drinking cocktails.

can’t have + participio passato (situazione passata)

This Bellini has a strange taste… the bartender can’t have followed the recipe.

should + forma base (situazione presente o futura)

This sparkling red wine should be Lambrusco.

probabilità e improbabilità should have + participio passato (situazione passata)

possibilità

The girls shouldn’t have had any problems with the alcohol test, they hadn’t drunk anything.

could/may (più probabile)/might (meno probabile) This new cocktail isn’t bad… it could become our bestseller. (situazione presente) This bar might not be the most popular, but it serves the best drinks in town. could/may/might have + participio passato (situazione passata)

There’s something wrong with this cappuccino. They might have used gone-off milk.

1 Choose the correct alternative to complete these sentences. 1 2 3 4 5 6 7 8

They might/must have Czech beer in this pub but I’m not sure. They really shouldn’t/may be out of Prosecco. People love Spritz! That crazy mixologist can’t/might be great for our cocktail bar. You never know. You may not/can’t know Ramos Gin Fizz but you definitely need to try it. I can’t/might need some more glassware but I’m not sure yet. She can’t/could be the owner of this pub, she’s too young. David has been preparing cocktails all night long. He could/must be exhausted. It can’t/may be a Manhattan. It should be red.

2 Complete these sentences with must have, might have, can’t have or should have. 1 2 3 4 5 6 7

She _______________________________ impressed the manager to get a position at the new wine bar in town. The bar opening _______________________________ finished by now. It started at 7 p.m. The boss is in a terrible mood. The party _______________________________ been very successful. The new ice machine _______________________________ arrived by now. We sent the order three weeks ago. Ken _______________________________ been so happy when he found out he had won the competition for Europe’s best bartender. I think I _______________________________ ordered too many bottles of wine for the party. There are only 20 guests. He _______________________________ worked at the front bar yesterday. It was his day off.

3 Match the two parts of the sentences. There is an extra half sentence. 1 2 3 4 5 6

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I think he might be a barista, ... They must be foreigners because, ... Young people must love this bar, ... She can’t have got the pub job, ... He could be the landlord, ... He can’t have met Ariana Grande at that wine bar, ...

a b c d e f g

the music is so cool! I know the right place. come on, it’s impossible! because he knows a lot about coffee. she doesn’t look very happy. they don’t know what olive all’ascolana are. he seems to know all the bar staff.

grammar Third conditional

Grammar map 49: Third and mixed conditionals

Proposizione principale

Proposizione subordinata

would have + participio passato *si possono usare anche le forme progressive *would può essere sostituito da should, could o might

if + Past perfect simple *si possono usare anche le forme progressive

Si usa il periodo ipotetico di terzo tipo per: ∞ parlare di situazioni passate che si sarebbero potute realizzare se si fossero verificate determinate condizioni I would have helped you if you had asked me. ∞ esprimere una critica nei confronti di terzi o rimpianto/rammarico verso se stessi If you hadn’t shaken that bottle of Spumante so much, you wouldn’t have made such a mess when you opened it.

1 Complete these sentences with the correct form of the verbs in brackets. Think very carefully about the meaning of the phrase before deciding whether to use a positive or negative verb form.

1 2 3 4 5

The boss wouldn’t have been so angry if you ____________________ (spill) the Champagne. If you had smelt that wine, you ____________________ (realise) that it had gone bad. We would have visited the brewery if we ____________________ (have) the chance. If I hadn’t asked the sommeliers lots of questions, I ____________________ (become) such an expert about wine. I would have ordered a mocktail if I ____________________ (know) I had to drive you home.

2 Complete these sentences with the correct form of the verbs in brackets. Then write which type of conditional sentences they are: Zero, First, Second or Third. 1 2 3 4

You __________ (taste) coffee at its best if you __________ (heat) the cup. If we __________ (know) it was Paul’s birthday, we __________ (buy) him a bottle of Armagnac brandy. If you __________ (mix) rum, cola and lime, you __________ (get) a perfect Cuba Libre, according to the official IBA recipe. If I __________ (not / be) so tired, I __________ (make) myself a hot toddy.

(type ____) (type ____) (type ____) (type ____)

Mixed conditional

È possibile combinare il secondo e il terzo periodo ipotetico in un’unica proposizione quando la proposizione principale e la subordinata appartengono a sfere temporali diverse.

Proposizione principale

Proposizione subordinata

would + forma base (condizionale di secondo tipo)

if + Past perfect simple (condizionale di terzo tipo)

Si usa per dire che la situazione presente o futura sarebbe diversa se la condizione presente fosse diversa. We wouldn’t have such a great wine if my grandfather hadn’t decided to buy this vineyard 60 years ago.

Proposizione principale

Proposizione subordinata

would have + participio passato (condizionale di terzo tipo)

if + Past simple (condizionale di secondo tipo)

Si usa per dire che la situazione passata sarebbe stata diversa se la condizione presente fosse diversa. That winery wouldn’t have done business with China if the sales rep didn’t speak Chinese.

3 Complete these sentences with the words in the box. would be – had not bought – wasn’t – had studied – wouldn’t buy

1 2 3 4 5

If I ________________ at a cookery school, I wouldn’t have to learn so many things on my own now. We would be able to hire other staff if we ________________ new glassware and furniture for the pub. I would have been happy to buy you a drink if I ________________ in the middle of a meeting with a new supplier. I ________________ a millionaire now if I had produced wine in Italy. If Mr Wharton had spent all his money on his whisky distillery, he ________________ this brewery.

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word bank

Word Bank

Fruit Frutta Berries Bacche

blackberry mora

blackcurrant ribes nero/ redcurrant ribes rosso

blueberry mirtillo

gooseberry uva spina

MORE VOCABULARY

Citrus fruits Agrumi

grapes uva

raspberry lampone

strawberry fragola

Tropical fruit Frutta tropicale

clementine clementina grapefruit pompelmo lemon limone lime lime mandarin mandarino orange arancia satsuma mandarino satsuma tangerine tangerino

date dattero

fig fico

Indian fig fico dâ&#x20AC;&#x2122;India

mango mango

papaya papaya

passion fruit frutto della passione

pineapple ananas

pomegranate melagrana

Melons Meloni

cantaloupe melon melone di Cantalupo

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MORE VOCABULARY

honeydew melon melone dâ&#x20AC;&#x2122;inverno

watermelon anguria

apple mela apricot albicocca cherry ciliegia nectarine pescanoce/nettarina peach pesca pear pera plum prugna

Word Bank

Nuts Frutta a guscio

almond mandorla

Brasil nut noce del Brasile

cashew (nut) anacardo

chestnut castagna

coconut noce di cocco

hazelnut nocciola

macadamia noce di Macadamia

peanut arachide

pecan noce pecan

pine nut pinolo

pistachio pistacchio

walnut noce

Herbs, spices and condiments Erbe, spezie e condimenti

bay leaf alloro

basil basilico

cardamom cardamomo

cumin cumino

ginger zenzero

oregano origano

rosemary rosmarino

sage salvia

MORE VOCABULARY

thyme timo

turmeric/curcuma curcumina

black pepper pepe nero chilli (pepper) peperoncino cinnamon cannella clove chiodo di garofano coriander coriandolo dill aneto

mint menta nutmeg noce moscata parsley prezzemolo saffron zafferano vanilla vaniglia

319

Word Bank

Vegetables Ortaggi

MORE VOCABULARY

Brassicas Ortaggi a fiore

artichoke carciofo

broccoli broccolo

Bulbous vegetables Ortaggi a bulbo

cauliflower cavolfiore

chives erba cipollina garlic aglio leek porro onion cipolla shallot scalogno spring onion cipolla dâ&#x20AC;&#x2122;inverno

Stem vegetables Ortaggi da fusto

asparagus asparago

celery sedano

chard bietola

Leafy vegetables Ortaggi a foglia

Brussels chicory/endive insalata belga/indivia

cabbage (white/red) cavolo (bianco/rosso)

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Fruit vegetables Ortaggi a frutto

lettuce lattuga

MORE VOCABULARY Brussels sprouts cavolini di Bruxelles savoy cabbage verza

fennel finocchio

avocado avocado aubergine melanzana courgette zucchina cucumber cetriolo olive oliva pepper peperone pumpkin zucca tomato pomodoro

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Tubers Tuberi rocket rucola

spinach spinaci

potato patata sweet potato patata dolce/patata americana

parsnip pastinaca

radish ravanello

Root vegetables Ortaggi da radice

beetroot barbabietola

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carrot carota

Word Bank

Dairy products Prodotti caseari

blue cheese formaggio erborinato

butter burro

buttermilk latticello/siero di latte

clarified butter burro chiarificato

clotted cream panna rappresa

cottage cheese fiocchi di latte

cream panna

cream cheese formaggio cremoso

goatâ&#x20AC;&#x2122;s cheese formaggio di capra

mature/ripe cheese formaggio stagionato

melted cheese formaggio fuso

sheepâ&#x20AC;&#x2122;s milk cheese pecorino

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soft cheese formaggio fresco

sour cream panna acida

whipped cream panna montata

single cream (or pouring cream) panna fresca leggera al 18% di grassi double cream panna fresca al 45% di grassi extra thick double cream panna fresca al 48% di grassi

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Milk types VarietĂ di latte condensed milk latte condensato flavoured milk latte aromatizzato homogenised milk latte omogeneizzato long life milk latte a lunga conservazione microfiltered milk latte microfiltrato

pasteurised milk latte pastorizzato powdered milk latte in polvere raw milk latte crudo semi-skimmed milk latte parzialmente scremato

skimmed milk latte scremato UHT milk (ultra high temperature/ultra heat treated) latte sterilizzato a temperature elevate whole milk latte intero

321

Word Bank

Meat cuts Tagli di carne Beef Carne bovina rib costata

neck collo

brisket punta di petto

chuck steak fesa di spalla

loin rump lombata fesa rump steak fesa

flank pancia

shin stinco

rib-eye steak costata di manzo

fillet/tenderloin steak (bistecca di) filetto

flank steak/bavette biancostato

sirloin steak bistecca di lombo

T-bone steak bistecca con lâ&#x20AC;&#x2122;osso (fiorentina)

minced meat carne macinata

Pork Carne di maiale

shoulder/neck spalla/coppa

loin lombo

belly pancia

boneless arm roast spalla di maiale

leg/ham coscia

gammon prosciutto affumicato

trotter zampetto

tenderloin/fillet filetto

pork cutlets bistecchine (con osso)

322

knuckle stinco

sirloin chop bistecca

spare ribs costine

bacon pancetta

Word Bank

Fish, shellfish and molluscs Pesce, frutti di mare e molluschi Saltwater fish Pesce di mare

MORE VOCABULARY salmon salmone salt cod baccalà skate (fish)/ray razza sole sogliola swordfish pesce spada tuna tonno turbot rombo

anchovy acciuga

cod merluzzo

eel anguilla

Cephalopods Cefalopodi cuttlefish seppia octopus polpo squid calamaro/totano

Shellfish Frutti di mare

grey mullet cefalo/muggine

hake nasello

herring aringa

clam vongola mussel cozza oyster ostrica razor shell cannolicchio scallop capasanta

Crustaceans Crostacei crab granchio lobster aragosta prawn gamberetto king prawn mazzancolla o gambero shrimp scampo John Dory/St Peter’s fish San Pietro

mackerel sgombro

monkfish rana pescatrice

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Freshwater fish Pesce d’acqua dolce carp carpa perch persico pike luccio trout trota red mullet triglia

red snapper dentice

rockfish scorfano

sardine sardina

sea bass spigola/branzino

sea bream orata

whitebait bianchetto

323

Word Bank

Pastry ingredients Ingredienti da pasticceria Sweeteners Dolcificanti

brown sugar zucchero di canna

crystallised sugar zucchero cristallizzato

dextrose destrosio

fructose fruttosio

glucose syrup sciroppo di glucosio

honey miele

icing sugar zucchero a velo

isomalt isomalto

lactose lattosio

maltodextrin maltodestrine

mannitol mannitolo

sugar cubes zucchero in zollette

margarine margarina vegetale

olive oil olio dâ&#x20AC;&#x2122;oliva

Fats Grassi

butter burro

lard strutto

Cocoa and chocolate Cacao e cioccolato

cocoa beans semi di cacao

cocoa cake panello di cacao

cocoa powder cacao in polvere

dark chocolate cioccolato fondente

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milk chocolate cioccolato al latte

324

white chocolate cioccolato bianco

chestnut flour farina di castagne coconut flour farina di cocco cornflour farina e amido di mais oatmeal farina di avena

potato starch fecola di patate rice flour farina di riso rye flour farina di segale soy flour farina di soia wheat flour farina di frumento

Word Bank

Pastry equipment Attrezzatura da pasticceria

blast chiller abbattitore rapido di temperatura

chocolate tempering machine temperatrice

combi pastry oven forno combinato per pasticceria

convection steam pastry oven forno a convezione di vapore per pasticceria

cream whipper macchina montapanna

cutter cutter

deep fat-fryer friggitrice

enrobing machine ricopritrice (per cioccolato)

fixed proofing chamber cella ferma di lievitazione

fork mixer impastatrice a forcella

fridge or freezer unit cella frigorifera o congelatore

grinding machine raffinatrice a cilindri

ice cream gelatiera

microwave oven forno a microonde

pasta machine sfogliatrice o tirafoglia o laminatoio

pasteuriser pastorizzatore

planetary mixer mescolatrice planetaria

plunging arm mixer impastatrice a braccia tuffanti

proofing chamber armadio o cella di lievitazione

rotary rack oven forno rotativo per pasticceria

soft gelato machine macchina per gelato espresso

spiral kneading machine impastatrice a spirale

static pastry oven forno statico per pasticceria

sugar coating machine pralinatrice

325

Word Bank

Pastry utensils Utensili da pasticceria

biscuit cutters coppapasta per biscotti

blow torch bruciatore per caramellare

cake moulds stampi per torte

cake palette knife paletta per torte

cake rings with scale height cerchi per torte moderne

cake/sandwich tongs pinza per torte

candy slicer chitarra per cioccolatini

chocolate dipping forks forchette per cioccolatini

chocolate moulds stampo per cioccolatini

circle cutter coppapasta festonato

conical sieve colino cinese

copper bain-marie polsonetto di rame

crĂŞpe or pancake pan padella per crespelle

digital kitchen probe thermometer termometro a sonda

digital kitchen scales bilancia elettronica

dosing funnel imbuto dosatore

heat resistant oven gloves guanti da forno

ice cream scoop porzionatore per gelato

icing comb pettine

icing stand or rack brillantiera o griglia per glassare

lemon decorator rigalimoni

madeleine moulds stampo per madeleine

magic mixing bowl bastardella semisferica

Mallard Ferriere sugar lamp lampada per lo zucchero

326

Word Bank

melon baller scavino sferico

metal cone cono metallico

metal scraper raschia di metallo

monoportion moulds cerchi per dolci monoporzione

non-stick moulds stampi antiaderenti

pastry bag sacca da pasticcere

pastry brush pennello per dolci

pastry lattice roller cutter rullo buca sfoglia

pastry wheel rotella tagliapasta

powdered milk dispenser dosatore biberon

plum cake mould stampo per plum cake

rolling pin matterello

rubber spatula spatola di gomma

serrated or wavy knife coltello a lama ondulata

sieve setaccio

silicon moulds stampi di silicone

siphon sifone

spring form cake tin tortiera a cerniera

stainless steel nozzles bocchette in acciaio inox

stainless steel spatula spatola di acciaio inox

straight or curved knife spelucchino a lama curva o dritta

sugar pump pompetta per lo zucchero soffiato

sugar thermometer caramellometro

whisk frusta

327

word list accommodation /əˌkɒməˈdeɪʃn/ alloggio accountability /əˌkaʊntəˈbɪləti/ responsabilità accounting /əˈkaʊntɪŋ/ contabilità achieve (v.) /əˈtʃiːv/ ottenere acidify (v.) /əˈsɪdɪfaɪ/ acidificare advertise (v.) /ˈædvətaɪz/ pubblicizzare affect (v.)/əˈfekt/ influenzare affordable /əˈfɔːdəbl/ accessibile aged /ˈeɪdʒɪd/ invecchiato agreement /əˈɡriːmənt/ accordo airtight /ˈeətaɪt/ ermetico alcohol (preservation) /ˈælkəhɒl ˌprezəˈveɪʃn/ conservazione sotto spirito allow (v.) /əˈlaʊ/ permettere almond /ˈɑːmənd/ mandorla ambiance /ˈæmbiəns/ atmosfera ancestor /ˈænsestə(r)/ antenato anchor (v.) /ˈæŋkə(r)/ fissare anchovy /ˈæntʃəvi/ alice angle (v.) /ˈæŋɡl/ piegare ad angolo anise /ˈænɪs/ anice apology (v.) /əˈpɒlədʒi/ scusarsi appeal (v.) /əˈpiːl/ attrarre apple corer /ˈæpl ˈkɔːrə/ cavatorsolo appliance /əˈplaɪəns/ dispositivo apprentice /əˈprentɪs/ apprendista apprenticeship /əˈprentɪʃɪp/ apprendistato approve (v.) /əˈpruːv/ approvare apron /ˈeɪprən/ grembiule arise (v.) /əˈraɪz/ derivare arrowroot /ˈærəʊruːt/ maranta artichoke /ˈɑːtɪtʃəʊk/ carciofo artisan /ˌɑːtɪˈzæn/ artigiano attachment /əˈtætʃmənt/ accessorio attempt /əˈtempt/ tentativo attend (v.) /əˈtend/ partecipare aubergine /ˈəʊbəʒiːn/ melanzana availability /əˌveɪləˈbɪləti/ disponibilità avoid (v.) /əˈvɔɪd/ evitare backbone /ˈbækbəʊn/ lisca backdrop /ˈbækdrɒp/ sfondo/scenario baker /ˈbeɪkə(r)/ panettiere baking powder /ˈbeɪkɪŋ paʊdə(r)/ lievito in polvere banqueting chef /ˈbæŋkwɪtɪŋ ʃef/ chef che si occupa di ricevimenti/buffet/banchetti/party barista /bəˈriːstə/ barista barley /ˈbɑːli/ orzo barrel /ˈbærəl/ barile bartender /ˈbɑːtendə(r)/ barista/barman baton /ˈbætɒn/ bastone batter /ˈbætə(r)/ pastella be in charge of (v.) /bɪ ɪn tʃɑːdʒ əv/ avere il compito di/essere a capo di beat (v.) /biːt/ battere/sbattere beef /biːf/ carne di manzo beetroot /ˈbiːtruːt/ barbabietola belief /bɪˈliːf/ credenza/convinzione berry /ˈberi/ bacca best-before date /ˌbest bɪˈfɔː deɪt/ da consumarsi preferibilmente entro beverage /ˈbevərɪdʒ/ bevanda bin /bɪn/ cestino binge drinking /bɪndʒ ˈdrɪŋkɪŋ/ abuso di alcol bison /ˈbaɪsn/ bisonte bitter /ˈbɪtə(r)/ amaro

328

blackberry /ˈblækbəri/ mora blackcurrant /ˈblækkʌrənt/ ribes nero blade /bleɪd/ lama blast chiller /blɑːst ˈtʃɪlə(r)/ abbattitore blend (v.) /blend/ mescolare blend /blend/ miscela blown /bləʊn/ soffiato blowtorch/ˈbləʊtɔːtʃ/ cannello da cucina blueberry /ˈbluːbəri/ mirtillo blueberry pie /ˈbluːbəri paɪ/ torta di mirtilli blur (v.) /blɜː(r)/ sbavare board /bɔːd/ menu su lavagnetta/bacheca boil (v.) /bɔɪl/ bollire bone (v.) /bəʊn/ disossare bonfire /ˈbɒnfaɪə(r)/ falò boning knife / bəʊnɪŋ naɪf/ coltello per disossare booking /ˈbʊkɪŋ/ prenotazione boost (v.) /buːst/ rafforzare boring /ˈbɔːrɪŋ/ monotono bow tie /ˌbəʊˈtaɪ/ farfallino/cravattino bowl /bəʊl/ ciotola braise (v.) /breɪz/ brasare braising pan / breɪzɪŋ pæn/ tegame per gli stufati bread slicer /bred ˈslʌɪsə/ affettapane brigade /brɪˈɡeɪd/ brigata brine /braɪn/ salamoia broad bean /ˌbrɔːd ˈbiːn/ fava bruise (v.) /bruːz/ rovinarsi brunch /brʌntʃ/ pasto unico per colazione e pranzo bubble (v.) /ˈbʌbl/ fare le bollicine buckwheat /ˈbʌkwiːt/ grano saraceno burn off (v.) /bɜːn ɒf/ far consumare completamente (bruciando) busboy/busgirl /ˈbʌsbɔɪ/ /ˈbʌsɡɜːl/ aiuto cameriere business /ˈbɪznəs/ affari/impresa byproduct /ˈbaɪ prɒdʌkt/ effetto secondario cabbage /ˈkæbɪdʒ/ cavolo canapé /ˈkænəpeɪ/ tartina cancel (order) (v.) /ˈkænsl/ disdire (ordine) candleholder /ˈkand(ə)lˌhəʊldə/ candelabro candy /ˈkændi/ caramella/dolce cane sugar /ˈkeɪn ʃʊɡə(r)/ zucchero di canna canning /kænɪŋ/ inscatolamento canteen /kænˈtiːn/ mensa caramel /ˈkærəmel/ caramello carelessness /ˈkeələsnəs/ disattenzione carry out (v.) /ˈkæri aʊt/ effettuare, compiere carve (v.) /kɑːv/ tagliare carving board /ˈkɑːvɪŋ bɔːd/ tagliere carving knife /ˈkɑːvɪŋ naɪf/ coltello trinciante cashew /ˈkæʃuː/ anacardo casserole (v.) /ˈkæsərəʊl/ cuocere in casseruola casserole dish /ˈkæsərəʊl dɪʃ/ casseruola cast iron /ˌkɑːst ˈaɪən/ ghisa caster sugar /ˌkɑːstə ˈʃʊɡə(r)/ zucchero semolato catchy /ˈkætʃi/ accattivante caterer /ˈkeɪtərə(r)/ ristoratore catering /keɪtərɪŋ/ ristorazione caviar /ˈkæviɑː(r)/ caviale celery /ˈseləri/ sedano cellar technician /ˈselə(r) tekˈnɪʃn/ tecnico dei processi di cantina chandelier /ˌʃændəˈlɪə(r)/ lampadario chargrill (v.) /ˈtʃɑːɡrɪl/ cuocere alla griglia

charity night /ˈtʃærəti naɪt/ serata di beneficenza check /tʃek/ a quadretti chef /ʃef/ cuoco chef’s knife /ˌʃefs naɪf/ coltello da cuoco/cucina cherry blossom /ˈtʃeri ˈblɒsəm/ fior di ciliegio chestnut /ˈtʃesnʌt/ castagna chicken /ˈtʃɪkɪn/ pollo chickpea /ˈtʃɪkpiː/ cece china /ˈtʃaɪnə/ porcellana chives /tʃaɪvz/ erba cipollina chocolatier /ʃɔkɔlatje/ cioccolatiere chop (v.) /tʃɒp/ tagliare a pezzi chopping board /ˈtʃɒpɪŋ bɔːd/ tagliere choux pastry /ˌʃuː ˈpeɪstri/ pasta bigné churn (v.) /tʃɜːn/ sbattere citrus /ˈsɪtrəs/ agrume claim (v.) /kleɪm/ sostenere clear away (v.) /klɪə(r) əˈweɪ/ sparecchiare cloakroom /ˈkləʊkruːm/ guardaroba clove /kləʊv/ chiodo di garofano clumsy /ˈklʌmzi/ goffo coarse /kɔːs/ non raffinata coat in (v.) /kəʊt ɪn/ coprire/impanare cod /kɒd/ merluzzo coffee pot /ˈkɒfi pɒt/ caffettiera colander /ˈkʌləndə(r)/ scolapasta cold preparation section /kəʊld ˌprepəˈreɪʃn ˈsekʃn/ area per la preparazione delle materie prime cold storage room /kəʊld ˈstɔːrɪdʒ ruːm/ cella frigorifera cold-foods chef /kəʊld fuːd ʃef/ chef che si occupa delle guarnizioni dei piatti freddi colonise (v.) /ˈkɒlənaɪz/ colonizzare commercial catering /kəˌmɜːʃl ˈkeɪtərɪŋ/ ristorazione commerciale company /ˈkʌmpəni/ azienda company policy /ˈkʌmpəni ˈpɒləsi/ politica aziendale complaint /kəmˈpleɪnt/ lamentela confectioner / kənˈfekʃənə(r)/ chef che si occupa di caramelle, gelatine, confetture, ecc. confit /ˈkɒnfi/ cotto lentamente nel proprio grasso confrontational /ˌkɒnfrʌnˈteɪʃənl/ polemico/ conflittuale consult (v.) /kənˈsʌlt/ consultare consumption /kənˈsʌmpʃn/ consumo contract (v.) /ˈkɒntrækt/ stipulare un contratto convection oven /kənˈvekʃn ʌvn/ forno a convezione convert (v.) /kənˈvɜːt/ convertire cooker /ˈkʊkə(r)/ fornello cookware /ˈkʊkweə(r)/ pentolame copper /ˈkɒpə(r)/ rame core /kɔː(r)/ torsolo cork /kɔːk/ tappo di sughero corkscrew /ˈkɔːkskruː/ apribottiglie corn on the cob /ˌkɔːn ɒn ðə ˈkɒb/ pannocchia di granoturco corned beef /ˌkɔːnd ˈbiːf/ manzo sotto sale corporate /ˈkɔːpərət/ aziendale counter /ˈkaʊntə(r)/ bancone cover (v.) /ˈkʌvə(r)/ coprire cover /ˈkʌvə(r)/ coperto

Word List cover charge /ˈkʌvə tʃɑːdʒ/ costo del coperto crab /kræb/ granchio crack (v.) /kræk/ spaccare cranberry /ˈkrænbəri/ mirtillo rosso craze /kreɪz/ moda del momento creamy /ˈkriːmi/ cremoso crevice /ˈkrevɪs/ incrinatura crispbread /ˈkrɪspbred/ biscotto secco o croccante fatto di segale o grano crispy /ˈkrɪspi/ croccante crockery /ˈkrɒkəri/ vasellame crop /krɒp/ coltura cross-training /ˈkrɒs treɪnɪŋ/ formazione incrociata crumb /krʌm/ intaglio, mollica crunchy /ˈkrʌntʃi/ croccante crust /krʌst/ crosta crystal /ˈkrɪstl/ cristallo cucumber /ˈkjuːkʌmbə(r)/ cetriolo cupboard /ˈkʌbəd/ credenza/armadio curd cheese /ˈkɜːd tʃiːz/ cagliata curdle (v.) /ˈkɜːdl/ cagliare cured meat /kjʊə(r)d miːt/ salumi custard /ˈkʌstəd/ crema pasticcera customer /ˈkʌstəmə(r)/ cliente customer care /ˈkʌstəmə(r) keə(r)/ servizio clienti customer loyalty management /ˈkʌstəmə(r) ˈlɔɪəlti ˈmænɪdʒmənt/ programma di fidelizzazione della clientela customer profiling /ˈkʌstəmə(r) ˈprəʊfaɪlɪŋ/ elaborazione del profilo dei clienti customise (v.) /ˈkʌstəmʌɪz/ personalizzare cutlery /ˈkʌtləri/ posate cutlet /ˈkʌtlət/ cotoletta cutting-edge /ˌkʌtɪŋ ˈedʒ/ innovativo dairy /ˈdeəri/ latticini damp /dæmp/ umido date of purchase /deɪt əv ˈpɜːtʃəs/ data di acquisto deal with (v.) /diːl wɪð/ occuparsi di debris /ˈdebriː/ residui (di cibo) decadent /ˈdekədənt/ ricco, voluttuoso decide (v.) /dɪˈsaɪd/ decidere decorate (v.) /ˈdekəreɪt/ decorare decorator /ˈdekəreɪtə(r)/ chef che si occupa di presentazioni per eventi speciali, banchetti, matrimoni deep fryer /diːp ˈfraɪə(r)/ friggitrice a immersione deer /dɪə(r)/ cervo defeat (v.) /dɪˈfiːt/ sconfiggere delegate (v.) /ˈdelɪɡət/ delegare deli (delicatessen) /ˌdelɪkəˈtesn/ rosticceria delivery area /dɪˈlɪvəri ˈeəriə/ area di consegna delivery charge /dɪˈlɪvəri tʃɑːdʒ/ spese di spedizione delivery times /dɪˈlɪvəri taɪmz/ orari di consegna demographics /ˌdeməˈɡræfɪks/ dati demografici dent (v.) /dent/ ammaccare devolution /ˌdiːvəˈluːʃn/ decentramento digital scale/ˈdɪdʒɪtl skeɪl/ bilancia digitale dimmer switch /ˈdɪmə swɪtʃ/ regolatore dell’intensità della luce dinnerware /ˈdɪnəweə(r)/ stoviglie dip /dɪp/ salsa disguise /dɪsˈɡaɪz/ travestimento

dishwashing area /ˈdɪʃwɒʃɪŋ ˈeəriə/ area di lavaggio piatti/stoviglie/posate dismantle (v.) /dɪsˈmæntl/ smantellare disposable /dɪˈspəʊzəbl/ usa e getta disrespectful /ˌdɪsrɪˈspektfl/ irrispettoso distil (v.) /dɪˈstɪl/ distillare distressed /dɪˈstrest/ avvilito dome /dəʊm/ cupola dot (v.) /dɒt/ disporre a punti double (v.) /ˈdʌbl/ raddoppiare double arm mixer /ˈdʌbl ɑːm mɪksə(r)/ mixer doppio braccio double breasted /ˌdʌbl ˈbrestɪd/ a doppio petto double-hinged /ˈdʌbl hɪndʒd/a doppia leva dramatic /drəˈmætɪk/ teatrale, scenografico drip onto (v.) /drɪp ˈɒntə/ gocciolare su drizzle (v.) /ˈdrɪzl/ disporre a pioggia drop a line (v.) / drɒp ə laɪn/ lasciare una riga drying /draɪŋ/ essiccamento/disidratazione/ liofilizzazione duck /dʌk/ anatra dumpling /ˈdʌmplɪŋ/ raviolo dustpan /ˈdʌstpæn/ paletta duty /ˈdjuːti/ dovere dye (v.) /daɪ/ tingere earthenware /ˈɜːθnweə(r)/ ceramica, terracotta earthy /ˈɜːθi/ terroso effectiveness /ɪˈfektɪvnəs/ efficacia effervescent /ˌefəˈvesnt/ effervescente egg white /eɡ waɪt/ albume egg yolk /eɡ jəʊk/ tuorlo electric cooker /ɪˈlektrɪk ˈkʊkə(r)/ fornello a elettricità emboss (v.) /ɪmˈbɒs/ decorare a rilievo emphasise (v.) /ˈemfəsaɪz/ enfatizzare encompass (v.) /ɪnˈkʌmpəs/ comprendere entertainment /ˌentəˈteɪnmənt/ intrattenimento entice (v.) /ɪnˈtaɪs/ persuadere entrée chef /ˈɒntreɪ ʃef/ chef che si occupa della preparazione di piatti a base di uova, verdure, di farinacei e risotti entrepreneur /ˌɒntrəprəˈnɜː(r)/ imprenditore environment /ɪnˈvaɪrənmənt/ ambiente equipment /ɪˈkwɪpmənt/ attrezzatura establishment /ɪˈstæblɪʃmənt/ struttura ethos /ˈiːθɒs/ etica evaluate (v.) /ɪˈvæljueɪt/ valutare evaporate (v.) /ɪˈvæpəreɪt/ evaporare even /ˈiːvn/ regolare executive chef /ɪɡˈzekjətɪv ʃef/ chef responsabile e coordinatore delle operazioni dei capocuochi expiry date /ɪkˈspaɪəri deɪt/ data di scadenza exploitation /ˌeksplɔɪˈteɪʃn/ sfruttamento fabric /ˈfæbrɪk/ tessuto fad diet /fæd ˈdaɪət/ dieta lampo fan /fæn/ ventola fan oven /fæn ˈʌvn/ forno ventilato farmer /ˈfɑːmə(r)/ contadino fast (v.) /fɑːst/ digiunare feast (v.) /fiːst/ banchettare feed /fiːd/ collegamento fennel /ˈfenl/ finocchio ferment (v.) /fəˈment/ fermentare fermentation /ˌfɜːmenˈteɪʃn/ fermentazione

fillet (v.) /ˈfɪlɪt/ sfilettare filleting knife /ˈfɪlɪtɪŋ naɪf/ coltello per sfilettare filo pastry /ˈfiːləʊ ˌpeɪstri/ pasta fillo fin /fɪn/ pinna finish /ˈfɪnɪʃ/ rifinitura fire extinguisher /ˈfaɪər ɪkstɪŋɡwɪʃə(r)/ estintore firewater /ˈfaɪəwɔːtə(r)/ acquavite fish chef /fɪʃ ʃef/ chef pesciaiolo/ittico fish kettle /fɪʃ ˈketl/ bollitore per pesce fit for purpose /fɪt fə(r) ˈpɜːpəs/ adatto allo scopo fit with (v.) /fɪt wɪð/ dotare di fizzy /ˈfɪzi/ frizzante flaky /ˈfleɪki/ friabile flambé (v.) /ˈflɒmbeɪ/ flambare flatbread /ˈflætbred/ pane azzimo, piadina flatten (v.) /ˈflætn/ appiattire flavour /ˈfleɪvə(r)/ sapore flavoursome /ˈfleɪvəsəm/ gustoso flick (v.) /flɪk/ premere flip (v.) /flɪp/ girare float (v.) /fləʊt/ galleggiare fluffy /ˈflʌfi/ soffice fluted /ˈfluːtɪd/ festonato flyer /ˈflaɪə(r)/ volantino fold over (v.) /fəʊld ˈəʊvə(r)/ piegare su se stesso food blender /fuːd ˈblendə(r)/ frullatore food mixer /fuːd ˈmɪksə(r)/ mixer footfall /ˈfʊtfɔːl/ afflusso di clienti forage (v.) /ˈfɒrɪdʒ/ cercare e raccogliere cibo nella natura freebie /ˈfriːbi/ omaggio fridge /frɪdʒ/ frigorifero from scratch /frəm skrætʃ/ da zero/capo front-of-house /ˌfrʌnt əv ˈhaʊs/ di sala froth (v.) /frɒθ/ fare la schiuma fruity /ˈfruːti/ fruttato fry chef /fraɪ ʃef/ chef friggitore fryer /ˈfraɪə(r)/ friggitrice frying pan /ˈfraɪɪŋ pæn/ padella fry-top grill /fraɪ tɒp ɡrɪl/ griglia fulfil (v.) /fʊlˈfɪl/ soddisfare full-bodied /ˌfʊl ˈbɒdid/ corposo gain (v.) /ɡeɪn/ ottenere game meat /ɡeɪm miːt/ carne di selvaggina garnish /ˈɡɑːnɪʃ/ guarnizione/decorazione garnish (v.) /ˈɡɑːnɪʃ/ decorare/guarnire gas cooker /ɡæs ˈkʊkə(r)/ fornello a gas gastropub /ˈɡæstrəʊpʌb/ pub di qualità gill /ɡɪl/ branchia ginger /ˈdʒɪndʒə(r)/ zenzero glacier /glasje/ chef che si occupa di gelati e sorbetti glaze (v.) /ɡleɪz/ glassare glove /ɡlʌv/ guanto gluten /ˈɡluːtn/glutine goat herder /ˈɡəʊt ˈhɜːdə(r)/ mandriano di capre goose /ɡuːs/ oca go-to /ˈɡəʊ tuː/ preferito grain /ɡreɪn/ granello grant (v.) /ɡrɑːnt/ sovvenzionare grapefruit /ˈɡreɪpfruːt/ pompelmo grapes /ɡreɪps/ uva

329

Word List grasp (v.) /ɡrɑːsp/ afferrare grassy /ˈɡrɑːsi/ erboso grater /ˈɡreɪtə(r)/ grattugia gravy /ˈɡreɪvi/ sugo/salsa gravy boat /ˈɡreɪvi bəʊt/ salsiera greasy /ˈɡriːsi/ unto grill chef /ɡrɪl ʃef/ chef grigliere grinder /ˈɡraɪndə(r)/ tritacarne gritty /ˈɡrɪti/ granuloso ground /ɡraʊnd/ macinato guinea fowl /ˈɡɪni faʊl/ faraona gut health /ɡʌt helθ/ salute digestiva halve (v.) /hɑːv/ dimezzare hand-held menu /hænd held ˈmenjuː/ menu su pieghevole/cartoncino handle (v.) /ˈhændl/ gestire/maneggiare handy /ˈhændi/ utile hard-boiled /ˌhɑːd ˈbɔɪld/ sodo haricot/ˈhærɪkəʊ/ fagiolo harmful /ˈhɑːmfl/ dannoso harvest (v.) /ˈhɑːvɪst/ raccogliere harvest /ˈhɑːvɪst/ raccolta haste /heɪst/ fretta eccessiva hazard /ˈhæzəd/ pericolo head chef /hed ʃef/ capocuoco healthy /ˈhelθi/ salutare heat (v.) /hiːt/ riscaldare hedge /hedʒ/ siepe hem /hem/ bordo herbal /ˈhɜːbl/ erbaceo heritage /ˈherɪtɪdʒ/ eredità hierarchy /ˈhaɪərɑːki/ gerarchia high tide /ˌhaɪ ˈtaɪd/ alta marea highlight /ˈhaɪlaɪt/ punto di forza/aspetto saliente hold over (v.) /həʊld ˈəʊvə(r)/ rinviare hollow out (v.) /ˈhɒləʊ aʊt/ scavare, svuotare hop /hɒp/ luppolo hospitality /ˌhɒspɪˈtæləti/ ospitalità host (v.) /həʊst/ ospitare/accogliere hotplate facility /ˈhɒtpleɪt fəˈsɪləti/ scaldavivande/piastra riscaldante hunter-gatherer /ˌhʌntə ˈɡæðərə(r)/ cacciatore-raccoglitore ice bucket /ˈaɪs bʌkɪt/ cestello del ghiaccio iced /aɪst/ ghiacciato icemaker /ˈʌɪsˌmeɪkə/ macchina del ghiaccio icing sugar /ˈaɪsɪŋ ʃʊɡə(r)/ zucchero a velo illness /ˈɪlnəs/ malattia impair (v.) /ɪmˈpeə(r)/ compromettere implement /ˈɪmplɪmənt/ strumento impose (v.) /ɪmˈpəʊz/ imporre in demand /ɪn dɪˈmɑːnd/ richiesto/a income /ˈɪnkʌm/ reddito increase (v.) /ɪnˈkriːs/ aumentare induction cooker /ɪnˈdʌkʃn ˈkʊkə(r)/ fornello a induzione inedible /ɪnˈedəbl/ non commestibile insect /ˈɪnsekt/ insetto inspection /ɪnˈspekʃn/ ispezione interested in /ˈɪntrəstɪd ɪn/ interessato a intestine /ɪnˈtestɪn/ intestino inventory /ˈɪnvəntri/ inventario jacket /ˈdʒækɪt/ giacca da cuoco jelly /ˈdʒeli/ gelatina jug /dʒʌɡ/ brocca

330

juicer /ˈdʒuːsə(r)/ spremitore juicy /ˈdʒuːsi/ succoso junior chef /ˈdʒuːniə(r) ʃef/ aiutante del capopartita knead (v.)/niːd/ impastare kneading times /niːdɪŋ taɪmz/ tempi di impastatura knife /naɪf/ coltello (knife) sharpener /ˈʃɑːpnə(r)/ affilacoltelli knock out (v.) /nɒk aʊt/ eliminare (l’aria) label /ˈleɪbl/ etichetta lace /leɪs/ merletto lack /læk/ mancanza ladle /ˈleɪdl/ mestolo lamb /læm/ carne di agnello laminated /ˈlæmɪneɪtɪd/ plastificato landlord /ˈlændlɔːd/ proprietario del locale lay the table (v.) /leɪ ðə ˈteɪbl / apparecchiare la tavola leaflet /ˈliːflət/ volantino lean /liːn/ magro leek /liːk/ porro leftover /ˈleftəʊvə(r)/ avanzo di cibo leisure facility /ˈleʒə(r) fəˈsɪləti/ struttura per il tempo libero leisurely /ˈleʒəli/ senza fretta lentil /ˈlentl/ lenticchia liaise with (v.) /liˈeɪz wɪð/ tenere i rapporti con life-threatening /ˈlaɪf θretnɪŋ/ mortale/letale like-minded /ˌlaɪk ˈmaɪndɪd/ della stessa opinione line manager /laɪn ˈmænɪdʒə(r)/ diretto superiore lip /lɪp/ beccuccio liquid nitrogen /ˈlɪkwɪd ˈnaɪtrədʒən/ azoto liquido live stock update /ˈlaɪv stɒk ˌʌpˈdeɪt/ aggiornamento di magazzino in tempo reale liver /ˈlɪvə(r)/ fegato livestock /ˈlaɪvstɒk/ bestiame loan /ləʊn/ prestito location /ləʊˈkeɪʃn/ posizione loganberry /ˈləʊɡənbəri/ loganberry (incrocio mora-lampone) logistics /ləˈdʒɪstɪks/ logistica look for (v.) /lʊk fə(r) / cercare loose /luːs/ sciolto/sfuso loyalty card /ˈlɔɪəlti kɑːd/ tessera fedeltà lump /lʌmp/ grumo mackerel /ˈmækrəl/ sgombro made to order /meɪd tə ˈɔːdə(r)/ preparato su ordinazione main kitchen /meɪn ˈkɪtʃɪn/ cucina principale mains /meɪns/ secondi maize /meɪz/ granoturco/mais make a complaint (v.) /meɪk ə kəmˈpleɪnt/ presentare un reclamo make amends (v.) /meɪk əˈmendz/ fare ammenda malt /mɔːlt/ malto manage (v.) /ˈmænɪdʒ/ riuscire mandolin /ˌmændəˈlɪn/ mandolina maple /ˈmeɪpl/ acero marbled /ˈmɑːbld/ marmorizzato marinating /ˈmærɪneɪtɪŋ/ marinatura mash (v.) /mæʃ/ schiacciare

mask /mɑːsk/ mascherina meal /miːl/ pasto measuring jug /ˈmeʒərɪŋ dʒʌɡ/ brocca/ bicchiere graduata/o measuring spoon /ˈmeʒərɪŋ spuːn/ cucchiaio dosatore meat cleaver /miːt ˈkliːvə(r)/ mannaia meat slicer /miːt ˈslʌɪsə/ affettatrice di carne meaty /ˈmiːti/ carnoso mellow /ˈmeləʊ/ invecchiare/far diventare pastoso melt (v.) /melt/ sciogliere/fondere microbe /ˈmaɪkrəʊb/ microbo microfiltration /ˈmaɪkrəʊ fɪlˈtreɪʃn/ microfiltrazione microwave oven /ˈmaɪkrəweɪv ˈʌvn/ forno a microonde milk jug /mɪlk dʒʌɡ/ bricco del latte millet /ˈmɪlɪt/ miglio mince (v.) /mɪns/ macinare miner /ˈmaɪnə(r)/ minatore minimise (v.) /ˈmɪnɪmaɪz/ ridurre moist /mɔɪst/ umido moisten (v.) /ˈmɔɪsn/ inumidire/bagnare moisture /ˈmɔɪstʃə(r)/ umidità molasses /məˈlæsɪz/ melassa moose /muːs/ alce mullet /ˈmʌlɪt/ triglia mushy /ˈmʌʃi/ molliccia mussel /ˈmʌsl/ cozza nail varnish /neɪl ˈvɑːnɪʃ/ smalto per unghie napkin /ˈnæpkɪn/ tovagliolo nuance /ˈnjuːɑːns/ sfumatura nutmeg /ˈnʌtmeɡ/ noce moscata nutty /ˈnʌti/ alle noci oak barrel /əʊk ˈbærəl/ botte di quercia oats /əʊts/ avena obliged /əˈblaɪdʒd/ obbligato odd /ɒd/ dispari offal /ˈɒfl/ frattaglie off-odour /ɒf ˈəʊdə(r)/ odore non naturale dovuto a deterioramento off-premises catering /ɒf ˈpremɪsɪz keɪtərɪŋ/ catering (ristorazione fuori sede) oil (preservation) /ɔɪl ˌprezəˈveɪʃn/ conservazione sott’olio oily fish /ˈɔɪli fɪʃ/ pesce azzurro outlet /ˈaʊtlet/ punto vendita outsourced catering /ˈaʊtsɔːst keɪtərɪŋ/ catering appaltato a ditta esterna oven /ˈʌvn/ forno overload (v.) /ˌəʊvəˈləʊd/ sovraccaricare overpower (v.) /ˌəʊvəˈpaʊə(r)/ sovrastare/ coprire overripe /ˌəʊvərˈraɪp/ troppo maturo oversee (v.) /ˌəʊvəˈsiː/ controllare/ supervisionare/sorvegliare overweight /ˌəʊvəˈweɪt/ sovrappeso oyster /ˈɔɪstə(r)/ ostrica packaging /ˈpækɪdʒɪŋ/ imballaggio pan-Asian /pænˈeɪʃn/ panasiatico pan-fry /ˈpæn fraɪ/ saltare in padella parameter /pəˈræmɪtə(r)/ parametro parasite /ˈpærəsaɪt/ parassita parchment paper /ˈpɑːtʃmənt ˈpeɪpə(r)/ carta da forno

Word List parsley /ˈpɑːsli/ prezzemolo passing footfall /ˈpɑːsɪŋ ˈfʊtfɔːl/ persone di passaggio pasteurization /ˌpɑːstʃəraɪˈzeɪʃn/ pastorizzazione pastry chef /ˈpeɪstri ʃef/ capo pasticciere /chef di pasticceria payroll /ˈpeɪrəʊl/ libro paga pea /piː/ pisello pearl sugar /pɜːl ˈʃʊɡə(r)/ zucchero perlato peaty /ˈpiːti/ torboso peeling knife /ˈpiːlɪŋ naɪf/ coltello per sbucciare peppery /ˈpepəri/ pepato perishable /ˈperɪʃəbl/ deperibile pesticide /ˈpestɪsaɪd/ pesticida pheasant /ˈfeznt/ fagiano pick up (v.) /pɪk ʌp/ raccogliere pickle (v.) /ˈpɪkl/ conservare sottaceto pickle /ˈpɪkl/ sottaceto pierce (v.) /pɪəs/ perforare pincer /ˈpɪnsə(r)/ chela pineapple /ˈpaɪnæpl/ ananas place mat /ˈpleɪs mæt/ sottopiatto planetary mixer /ˈplænətri ˈmɪksə(r)/ planetaria platter /ˈplætə(r)/ vassoio poach (v.) /pəʊtʃ/ fare sobbollire poison (v.) /ˈpɔɪzn/ avvelenare pop in (v.) / pɒp ɪn/ fare un salto poppy seed /ˈpɒpi siːd/ seme di papavero pop-up restaurant /ˈpɒp ʌp ˈrestrɒnt/ ristorante temporaneo pork /pɔːk/ carne di maiale potato peeler /pəˈteɪtəʊ ˈpiːlə(r)/ pelapatate poultry /ˈpəʊltri/ pollame pour (v.) /pɔː(r)/ versare powder /ˈpaʊdə(r)/ polvere prawn /prɔːn/ gambero predominant /prɪˈdɒmɪnənt/ predominante preservation /ˌprezəˈveɪʃn/ conservazione pre-warn (v.) / priː wɔːn/ preavvisare prized /praɪzd/ pregiato processed food /prəˈsest fuːd/ cibo confezionato production phase /prəˈdʌkʃn feɪz/ fase di lavoro promote (v.) /prəˈməʊt/ promuovere prompt (v.) /prɒmpt/ sollecitare protective goggles /prəˈtektɪv ˈɡɒɡlz/ occhiali protettivi provisional /prəˈvɪʒənl/ provvisorio puff pastry /ˌpʌf ˈpeɪstri/ pasta sfoglia puff up (v.) /pʌf ʌp/ gonfiarsi pulse /pʌls/ legume pumpernickel /ˈpʌmpənɪkl/ pane di segale pumpkin /ˈpʌmpkɪn/ zucca punchy /ˈpʌntʃi/ incisivo/saporito pungent /ˈpʌndʒənt/ piccante/forte purchasing /ˈpɜːtʃəsɪŋ/ acquisti quail /kweɪl/ quaglia quantity /ˈkwɒntəti/ quantità quince /kwɪns/ mela cotogna rabbit /ˈræbɪt/ coniglio radish /ˈrædɪʃ/ radicchio raffle /ˈræfl/ lotteria rare /reə(r)/ al sangue raspberry /ˈrɑːzbəri/ lampone

rating system /ˈreɪtɪŋ ˈsɪstəm/ sistema di valutazione raw /rɔː/ crudo raw material /ˌrɑː məˈtɪəriəl/ materia prima raw meat /rɔː miːt/ carne cruda recommendation /ˌrekəmenˈdeɪʃn/ raccomandazione reconstitute (v.) /ˌriːˈkɒnstɪtjuːt/ ricostituire reduce (v.) /rɪˈdjuːs/ ridurre refresher course /rɪˈfreʃə kɔːs/ corso di aggiornamento refrigeration/freezing /rɪˌfrɪdʒəˈreɪʃn ˈfriːzɪŋ/ refrigerazione/surgelazione reliability /rɪˌlaɪəˈbɪləti/ affidabilità rely on (v.) /rɪˈlaɪ ɒn/ fare affidamento su reminder /rɪˈmaɪndə(r)/ promemoria renewal /rɪˈnjuːəl/ rinnovamento replacement /rɪˈpleɪsmənt/ sostituzione reschedule (v.) /ˌriːˈʃedjuːl/ riprogrammare responsible /rɪˈspɒnsəbl/ responsabile restore (v.) /rɪˈstɔː(r)/ ristabilire retailer /ˈriːteɪlə(r)/ commerciante al dettaglio review /rɪˈvjuː/ recensione reward (v.) /rɪˈwɔːd/ ricompensare ribbon /ˈrɪbən/ a nastro rinse (v.) /rɪns/ risciacquare ripe /raɪp/ maturo risk /rɪsk/ rischio roast (v.) /rəʊst/ arrostire roast chef /rəʊst ʃef/ chef rosticciere roaster /rəʊstə/ torrefazione roasting pan /ˈrəʊstɪŋ pæn/ teglia da forno rocket /ˈrɒkɪt/ rucola rolling pin /ˈrəʊlɪŋ pɪn/ mattarello rose hip /ˈrəʊz hɪp/ cinòrrodo rota /ˈrəʊtə/ schema dei turni roundsman /ˈraʊndzmən/ chef turnante rubbery /ˈrʌbəri/ gommoso rude /ruːd/ scortese run out (v.) /rʌn aʊt/ terminare running /ˈrʌnɪŋ/ gestione runny /ˈrʌni/ acquoso/liquido rye /raɪ/ segale sacredness /ˈseɪkrɪdnəs/ sacralità safeguard (v.) /ˈseɪfɡɑːd/ salvaguardare/ tutelare saffron /ˈsæfrən/ zafferano salad /ˈsæləd/ insalata salt curing /sɔːlt kjʊə(r)/ sotto sale/salagione salty /ˈsɔːlti/ salato sanding sugar /ˈsandɪŋ ʃʊɡə(r)/ zucchero granulato sandwiched /ˈsænwɪtʃt/ a strati sauce chef /sɔːs ʃef/ chef salsiere savoury /ˈseɪvəri/ dal sapore salato scar (v.) /skɑː(r)/ ferire/segnare/sfregiare scent /sent/ profumo score (v.) /skɔː(r)/ incidere scrape out (v.) /skreɪp aʊt/ raschiare/grattare via screw top /ˈskruː tɒp/ tappo a vite sea bass /siː beɪs/ spigola sea bream /siː briːm/ orata seal (v.) /siːl/ sigillare seal /siːl/ sigillo search engine /ˈsɜːtʃ endʒɪn/ motore di ricerca

season (v.) /ˈsiːzn/ insaporire seasonal /ˈsiːzənl/ stagionale seating capacity /ˈsiːtɪŋ kəˈpæsəti/ posti a sedere seaweed /ˈsiːwiːd/ alga sell-by date /ˈsel baɪ deɪt/ data di scadenza serrated /səˈreɪtɪd/ seghettato serve (v.) /sɜːv/ servire service assistant /ˈsɜːvɪs əˈsɪstənt/ collaboratore al servizio serviette /ˌsɜːviˈet/ tovagliolino set fire (v.) /set ˈfaɪə(r)/ dare fuoco a set menu /set ˈmenjuː/ menu a prezzo fisso set the mood (v.) /set ðə muːd/ creare l’atmosfera set up an account (v.) /set ʌp ən əˈkaʊnt/ configurare un account settle (v.) /ˈsetl/ stabilirsi sewage system /ˈsuːɪdʒ ˈsɪstəm/ rete fognaria shake (v.) /ʃeɪk/ agitare sharp /ʃɑːp/ aspro/tagliente shatter-proof /ˈʃætə pruːf/ infrangibile shave (v.) /ʃeɪv/ tagliare a scaglie shelf life/ˈʃelf laɪf/ durata shellfish /ˈʃelfɪʃ/ crostacei ship the order (v.) /ʃɪp ðə ˈɔːdə(r)/ spedire l’ordine shirt /ʃɜːt/ camicia shortage /ˈʃɔːtɪdʒ/ carenza shortcrust pastry /ˌʃɔːtkrʌst ˈpeɪstri/ pasta frolla shortenings /ˈʃɔːtnɪŋ/ grassi shower cap /ˈʃaʊə(r) kæp/ cuffia da doccia sickness/leave cover /ˈsɪknəs-liːv ˈkʌvə(r)/ sostituzione per malattia/ferie side /saɪd/ contorno sideboard /ˈsaɪdbɔːd/ credenza/armadietto/ vetrinetta sieve /sɪv/ setaccio signpost (v.) /ˈsaɪnpəʊst/ segnalare con insegna silverware /ˈsɪlvəweə(r)/ argenteria similarity /ˌsɪməˈlærəti/ analogia simmer (v.) /ˈsɪmə(r)/ sobbollire sip (v.) /sɪp/ sorseggiare skimmed milk /ˌskɪmd ˈmɪlk/ latte scremato skimmer /ˈskɪmə/ schiumaiola skirt /skɜːt/ gonna slaughter (v.) /ˈslɔːtə(r)/ macellare slice (v.) /slaɪs/ affettare/tagliare a fette slice /slaɪs/ fetta slicing knife /slaɪsɪŋ naɪf/ coltello per affettare sloppy /ˈslɒpi/ trascurato slow cooker /ˈsləʊ kʊkə(r)/ pentola elettrica per la cottura lenta slushy /ˈslʌʃi/ melmoso smoke detector /ˈsməʊk dɪˈtektə(r)/ rilevatore di fumo smoking /ˈsməʊkɪŋ/ affumicamento smoky /ˈsməʊki/ affumicato smooth /smuːð/ liscio smudge (v.) /smʌdʒ/ macchiare snap /snæp/ schiocco snapper /ˈsnæpə(r)/ dentice soft /sɒft/ morbido soil /sɔɪl/terreno/ terra

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Word List sole /səʊl/ suola soundproofing /ˈsaʊndpruːfɪŋ/ isolamento acustico soup /suːp/ zuppa soup chef /suːp ʃef/ chef minestraio sour /ˈsaʊə(r)/ aspro source (v.) /sɔːs/ procurare sous pastry chef /su ˈpeɪstri ʃef/ secondo capo pasticciere sparkling /ˈspɑːklɪŋ/ scintillante spatula /ˈspætʃələ/ spatola special deals /ˈspeʃl diːls/ offerte speciali spelt /spelt/ farro spicy /ˈspaɪsi/ speziato spin (v.) /spɪn/ girare splatter (v.) /ˈsplætə(r)/ schizzare spoil (v.) /spɔɪl/ deteriorare spoilage /ˈspɔɪlɪdʒ/ scarto spoon /spuːn/ cucchiaio spore /spɔː(r)/ spora spray drying /spreɪ draɪŋ/ essicazione a spruzzo spread (v.) /spred/ diffondere spread /spred/ crema da spalmare springy /ˈsprɪŋi/ elastico squeeze (v.) /skwiːz/ spremere stabiliser /ˈsteɪbəlaɪzə(r)/ stabilizzatore stable /ˈsteɪbl/ stalla stack /stæk/ pila stained /steɪnd/ macchiato stainless steel /ˌsteɪnləs ˈstiːl/ acciaio inossidabile stand in for (v.) /ˈstænd ɪn fə(r)/ sostituire stand up (v.) /stænd ʌp/ resistere staple /ˈsteɪpl/ principale/di base starchy food /ˈstɑːtʃi fuːd/ cibo ricco di amido start up (v.) /stɑːt ʌp/ avviare starter /ˈstɑːtə(r)/ antipasto station chef /ˈsteɪʃn ʃef/ capopartita steam (v.) /stiːm/ cuocere a vapore steam /stiːm/ vapore steam kettle /stiːm ˈketl/ bollitore steam oven /stiːm ˈʌvn/ forno a vapore steel cap /stiːl kæp/ con punta in acciaio sterilisation /ˌsterəlaɪˈzeɪʃn/ sterilizzazione stew (v.) /stjuː/ stufare stew /stjuː/ stufato stiff /stɪf/ duro stir (v.) /stɜː(r)/ mescolare stock (v.) /stɒk/ essere provvisto di stock /stɒk/ brodo stockpot /ˈstɒkpɒt/ tegame stool /stuːl/ sgabello storage space /ˈstɔːrɪdʒ speɪs/ magazzino store (v.) /stɔː(r)/ immagazzinare/conservare storeroom /ˈstɔːruːm/ dispensa/magazzino straw /strɔː/ cannuccia straw place mats /strɔː ˈpleɪs mæt/ tovagliette all’americana di paglia strengthen (v.) /ˈstreŋθn/ rafforzare stroke /strəʊk/ ictus sturdy /ˈstɜːdi/ robusto subsidise (v.) /ˈsʌbsɪdaɪz/ sovvenzionare sugar bowl /ˈʃʊɡə(r) bəʊl/ zuccheriera sugar curing /ˈʃʊɡə(r) kjʊə(r)/ conservazione con lo zucchero suitable /ˈsuːtəbl/ adatto/appropriato

332

supplier /səˈplaɪə(r)/ fornitore supply /səˈplaɪ/ derrata/fornitura/scorta supply chain /səˈplaɪ tʃeɪn/ filiera surcharge /ˈsɜːtʃɑːdʒ/ supplemento/ sovrapprezzo survey /ˈsɜːveɪ/ sondaggio sustainability /səˌsteɪnəˈbɪləti/ sostenibilità sweat /swet/sudore swede /swiːd/ cavolo navone sweetness /ˈswiːtnəs/ dolcezza swell (v.) /swel/ gonfiarsi tablecloth /ˈteɪblklɒθ/ tovaglia tableware /ˈteɪblweə(r)/ stoviglie tailor (v.) /ˈteɪlə(r)/ personalizzare tailor-made /ˌteɪlə ˈmeɪd/ su misura take apart (v.) /teɪk əˈpɑːt/ smontare tantalise (v.) /ˈtæntəlaɪz/ stuzzicare/tentare tarragon /ˈtærəɡən/ drangoncello taste bud /ˈteɪst bʌd/ papilla gustativa tasting menu /ˈteɪstɪŋ menjuː/ menu degustazione teapot /ˈtiːpɒt/ teiera tear (v.) /teə(r)/ strappare teetotal /ˌtiːˈtəʊtl/ astemio thick /θɪk/ denso thicken (v.) /ˈθɪkən/ addensare thyme /taɪm/ timo tidy (v.) /ˈtaɪdi/ mettere in ordine till /tɪl/ cassa tilt (v.) /tɪlt/ inclinare tip /tɪp/ mancia; punta (delle dita) thin (v.) /θɪn/ diluire thin /θɪn/ sottile tongs /tɒŋz/ pinze top up (v.) /tɒp ʌp/ riempire top-opening fridge /tɒp ˈəʊpnɪŋ frɪdʒ/ frigorifero con apertura dall’alto topple (v.)/ˈtɒpl/ rovesciare toque /təʊk/ tipico cappello da cuoco torchon /ˈtɔːʃ(ə)n/ torcione/canovaccio/ strofinaccio tough /tʌf/ tenace toxin /ˈtɒksɪn/ tossina traceability /treɪsəˈbɪlɪti/ tracciabilità traceable /ˈtreɪsəbl/ tracciabile trader /ˈtreɪdə(r)/ commerciante traditional static oven /trəˈdɪʃənl ˈstætɪk ˈʌvn/ forno tradizionale statico trainee /ˌtreɪˈniː/ apprendista transfer (v.) /trænsˈfɜː(r)/ trasferire transport catering /ˈtrænspɔːt keɪtərɪŋ/ ristorazione viaggiante trap (v.) /træp/ intrappolare tray /treɪ/ vassoio treat /triːt/ leccornia trolley /ˈtrɒli/ carrello trousers /ˈtraʊzəz/ pantaloni trout /traʊt/ trota tuck in (v.) /tʌk ɪn/ piegare tuna /ˈtjuːnə/ tonno turkey /ˈtɜːki/ tacchino turn to (v.) /tɜːn tə/ rivolgersi a turn up (v.) /tɜːntə ʌp/ arrivare senza preavviso ubiquitous /juːˈbɪkwɪtəs/ onnipresente under chef /ˈʌndə(r) ʃef/ sottocapo cuoco

undertake (v.) /ˌʌndəˈteɪk/ effettuare/ intraprendere unkindness /ˌʌnˈkaɪndnəs/ scortesia unpleasant /ʌnˈpleznt/ sgradevole update /ˈʌpdeɪt/ aggiornamento use-by /juːz baɪ/ scadenza utility knife /juːˈtɪləti naɪf/ coltello multiuso vacuum packaging /ˈvækjuːm ˈpækɪdʒɪŋ/ sottovuoto veal /viːl/ carne di vitello vegetable chef /ˈvedʒtəbl ʃef/ chef verduraio vegetable corer /ˈvedʒtəblˈkɔːrə/ cavatorsoli/ snocciolatore velvety /ˈvelvəti/ vellutato vending machine /ˈvendɪŋ məʃiːn/ distributore automatico venison /ˈvenɪsn/ carne di cervo ventilation /ˌventɪˈleɪʃn/ areazione venue /ˈvenjuː/ sede/luogo/posto vertical fridge /ˈvɜːtɪkl frɪdʒ/ frigorifero verticale vine /vaɪn/ vite/vigna vinegar (preservation) /ˈvɪnɪɡə(r) ˌprezəˈveɪʃn/ conservazione sott’aceto vulnerable /ˈvʌlnərəbl/ vulnerabile waist /weɪst/ vita (agg. stretto al centro) waistcoat /ˈweɪskəʊt/ gilè waste (v.) /weɪst/ sprecare waste /weɪst/ scarti/rifiuti waterproof plaster /ˈwɔːtəpruːf ˈplɑːstə(r)/ cerotto impermeabile wave (v.) /weɪv/ agitare/sventolare wear and tear /weə(r) ənd teə(r)/ logorio dovuto all’uso wedge of lemon /wedʒ əv ˈlemən/ fetta di limone weevil /ˈwiːvl/ punteruolo (insetto) weigh (v.) /weɪ/ pesare weighing scale /ˈweɪɪŋ skeɪl/ bilancia welfare /ˈwelfeə(r)/ benessere welfare catering /ˈwelfeə(r) keɪtərɪŋ/ ristorazione collettiva well-done /ˌwel ˈdʌn/ ben cotto wheat /wiːt/ frumento/grano whip (v.) /wɪp/ montare/sbattere con la frusta whipped cream /wɪpt kriːm/ panna montata white fish /ˌwaɪt ˈfɪʃ/ pesce bianco wholegrain /ˈhəʊlɡreɪn/ integrale wholesaler /ˈhəʊlseɪlə(r)/ grossista widen (v.) /ˈwaɪdn/ ampliare wild boar /ˌwaɪld ˈbɔː(r)/ cinghiale wine bucket /waɪn ˈbʌkɪt/ secchiello del vino wine chiller /waɪn ˈtʃɪlə(r)/ refrigeratore del vino wipe (v.) /waɪp/ pulire workstation /ˈwɜːksteɪʃn/ postazione di lavoro worm /wɜːm/ verme worn /wɔːn/ logoro/consunto yeast /jiːst/ lievito yield /jiːld/ produzione zest /zest/ scorza zester /ˈzestə(r)/ rigalimoni

conversion charts SOLID MEASUREMENTS Spoons

Cups

1 teaspoon 1 tablespoon

Imperial (UK)

Metric

½6 ounce (oz)

½ ounce (oz)

14g

2 tablespoons

/ cup

1 ounce (oz)

28g

8 tablespoons

½ cup

4 oz = ¼ of a pound (lb)

112g

1 cup

8 oz = ½ pound (lb)

225g

2 cups

16 oz = 1 pound (lb)

450g

4 cups

32 oz = 2 pound (lb)

900g

N.B.

1 litre (1,000 millilitres) = 1.76 pints 1kg (1,000 grams) = 2.2 pounds

LIQUID MEASUREMENTS Spoons

Cups

Imperial (UK)

Metric

1 teaspoon

5ml

1 tablespoon

15ml

2 tablespoons

1 fluid ounce (fl oz)

28ml

4 tablespoons

¼ cup

2 fluid ounces (fl oz)

59ml

8 tablespoons

½ cup

4 fl oz = ¼ pint (pt)

118ml

1 cup

8 fl oz = ½ pint (pt)

237ml

2 cups

16 fl oz = 1 pint (pt)

474ml

4 cups = 1 quart (qt)

2 pints (pt)

948ml

4 quarts (qt)

1 gallon (gal)

4,55lt

8 quarts (qt)

2 gallons (gal)

9,09lt

OVEN TEMPERATURE GUIDE Description Very cool Cool Moderate Moderately hot Hot Very hot

Electricity Celsius

Electricity Fahrenheit

Electricity (fan) Celsius

Electricity (fan) Fahrenheit

Gas mark

110°C

225°F

90°C

184°F

120°C

245°F

100°C

204°F

140°C

275°F

120°C

235°F

150°C

300°F

130°C

260°F

160°C

325°F

140°C

284°F

180°C

350°F

160°C

311°F

190°C

375°F

170°C

335°F

200°C

400°F

180°C

360°F

220°C

425°F

200°C

386°F

230°C

450°F

210°C

410°F

240°C

475°F

220°C

435°F

333

MASTERING COOKING

Acknowledgements

Managing Editor: Simona Franzoni Editorial coordination: Linda Pergolini, Sabina Cedraro Editorial dept: Linda Pergolini, Elena Rivetti Language consultant: Claire Moore Art director: Marco Mercatali Page design: Sergio Elisei Page layout: Quarta di Copertina – Ozzano dell’Emilia (BO), Enea Ciccarelli Picture editor: Giorgia D’Angelo Production manager: Francesco Capitano

Illustrated by: Laura Bresciani, Luca Poli, Michelangelo Miani, Pesciblu

Cover Cover design: Paola Lorenzetti Photos: Gettyimages (right, left), Shutterstock (middle) © 2019 ELI s.r.l. P.O. Box 6 62019 Recanati Italy Tel. +39 071 750701 Fax. +39 071 977851 info@elilaspigaedizioni.it www.elilaspigaedizioni.it Prof.ssa Chiara Sbarbada is the author of the Grammar and INVALSI Training pages. A special ‘thank you’ to Prof.ssa Belinda Giannessi who commented on the material at different stages of its development. The Publisher and Authors would also like to thank Laura Carfagna, Prof.ssa Daniela Cantatore, Prof.ssa Roberta Carriero, Prof.ssa Mirna Cormio, Prof.ssa Simona De Fabiis, Prof.ssa Giuliana Giampaoli, Prof.ssa Stella Giovannini, Prof.ssa Rossella Luzzi, Prof.ssa Roberta Marinelli, Prof.ssa Paola Matriciani, Prof.ssa Marina Narducci, Prof.ssa Chiara Paparella, Prof.ssa Angela Pozzetti, Prof.ssa Anna Rodriquez, Prof.ssa Francesca Simeoni, Prof.ssa Antonella Solari, Prof.ssa Adelia Zanella for their precious contribution. A very special and warm ‘thanks’ to E5 Bakehouse for the video ‘A day in the life of the bakehouse…’ and to Robert Suett for his help! No unauthorised photocopying All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of ELI. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior consent in any form of binding or cover than that in which it is published and without a similar condition being imposed on the subsequent purchaser. All websites referred to in Mastering Cooking & Service are in the public domain and whilst every effort has been made to check that the websites were current at the time of going to press ELI disclaims responsibility for their content and/or possible changes. While every effort has been made to trace all the copyright holders, if any have been inadvertently overlooked the publisher will be pleased to make the necessary arrangements at the first opportunity. Printed by Tecnostampa – Pigini Group Printing Division – Loreto, Trevi – Italia 19.83.177.0 ISBN 978-88-536-2764-3

Photo acknowledgements Alamy: pp. 11 (transport catering), 16 (The Seafood Restaurant), 17, 22, 28, 46 (top right), 77 (bottom left), 82, 240 (top right); Edizioni PLAN Archives: pp. 54 (1), 66, 71 (knives), 106, 120 (cutting techniques); ELI Archives: pp. 32, 33, 64 (photos ex. 1), 65, 67 (refrigerating appliances), 68, 69 (photos ex. 2), 79 (restaurants), 104 (top right), 108 (book cover), 113 (middle), 136, 139, 141, 143, 158, 169 (baked figs), 181 (ex. 3 photo: 3, 6, 7), 191 (A, B, C), 194, 195, 196 (ex. 1 photo: 1, 2, 3, 4, 6, 9, 10, 11, 12, 14, 15, 17), 197 (1, 4, 6, 7), 198 (ex. 1 photo: 1, 4, 5), 203 (lobster tails, Transformers cake), 208 (C, 1), 228 (chocolate photos: cutouts), 229 (pulled and blown sugar; photos ex. 1), 243, 245, 255, 256, 257, 258, 259, 260, 261, 262, 263, 268, 269, 270, 271, 272, 273, 276, 283, 286, 287, 288, 289, 290, 291, 292, 293, 60, 78, 202, 318-327; Gettyimages: pp. 11 (outsourced catering), 29, 48, 50 (top), 79 (G. Ramsay), 120 (top), 137 (A. Jones), 203 (B. Valastro), 215 (N. Lawson), 237 (N. Hussain); Istock: p. 10; PA Photo/Andrew Hayes-Watkins/BBC: p. 117 (T. Banks photo, courtesy of); Shutterstock: pp. 8, 9, 11 (commercial catering, welfare catering), 12, 14, 15, 16 (Yo! Sushi), 19, 20, 21 (Michelin), 23, 24 (burger), 25, 30, 31, 34, 36, 38 (middle), 42 (photos ex. 2), 43, 45, 49, 50 (photos ex. 2), 52, 53, 54 (chef), 56, 57, 58, 59, 61, 62, 64 (top right), 67 (smart fridge), 69 (top right), 70, 71 (peppers), 72, 74, 75, 76, 77, 80, 81, 83, 84, 85, 86, 87, 89, 90, 92, 95, 96, 97, 99, 100, 101, 102, 103, 104 (middle), 105, 107, 108 (food images), 109, 110, 111, 112, 113 (top left), 114, 115, 116, 119, 122, 123, 124, 125, 126, 127, 128, 130, 131, 132, 133, 134, 135, 140, 142, 144, 146, 147, 148, 149, 151, 152, 153, 156 (top photo), 159, 160, 161, 162, 164, 166, 167, 169 (mussels), 171, 172, 174, 175, 176, 177, 178, 179, 180, 181 (photos on the top; ex. 3 photo: 1, 2, 4, 5, 8), 182, 184, 185 (milk), 186, 187, 190, 191 (D, E, F), 192, 193, 196 (top right; ex. 1 photo: 5, 7, 8, 13, 16, 18), 197 (top right; ex. 1 photo: 2, 3, 5, 8, 9, 10), 198 (top photo; ex. 1 photo: 2, 3, 6), 199, 200, 201, 204, 205, 206, 207, 208 (A, B, 2, 3, 4, 5), 209, 210, 211, 212, 213, 214, 217, 218, 219, 220, 221, 222, 223, 224, 225, 226, 228 (icing and frosting photos; chocolate photos: piped decorations, curls and shavings, spray), 229 (sugar cages, spun sugar), 230, 231, 232, 233, 234, 235, 236, 239, 240 (top left and bottom right), 242, 244, 246, 247, 248, 249, 254, 260, 261, 263, 266, 267, 274, 275, 276, 277, 278, 279, 280, 281, 282, 283, 284, 285, 294, 295, 26, 238. Sitography: aaa.com/diamonds/diamond-awards: p. 21 (logo); annajones. co.uk: p. 137 (recipe); baboom.london: pp. 40-41; bbc.com/food/recipes: p. 237 (recipe); bellyovermind.com: p. 35; curiousappetitetravel.com: p. 35; dinnerinthesky.com: p. 13; food.gov.uk: pp. 156-157 (Eatwell Guide), forbestravelguide.com: p. 21 (logo); fox.com/hells-kitchen: p. 46, instagram.com/pizzapilgrims: p. 42; kitchenunnecessary.com: p. 35; koreajoongangdaily.joins.com: p. 27; nigella.com: p. 215 (cake); olivemagazine.com: p. 117 (recipe); semolinabrighton.co.uk: pp. 37-38; sharedappetite.com: p. 155; snapchat.com/add/tacobell: p. 42; tetrapak. com: p. 185 (logo); theaa.com/restaurants/rosettes: p. 21 (logo); thegreatbritishbakeoff.co.uk: p. 46; thewhitebrook.co.uk: p. 24 (logo); theworlds50best.com: p. 21 (logo), twitter.com/NandosUK/media: p. 42. Video acknowledgements Autori Multimediali (Milano) – www.autori-multimediali.it: p. 110, p. 163, p. 344; ALMA Scuola Internazionale di Cucina Italiana: p. 77, p. 114, p. 115, p. 132, p. 212, p. 234, p. 235; Studio Immagina: p. 47, p. 187, p. 241. Recipe acknowledgements p. 117 Tommy Banks’ Sea Trout with Courgettes © Tommy Banks; p. 137 Anna Jones’ Whole Roasted Squash reprinted by permission of Harper Collins Publishers Ltd © 2017 Anna Jones © HarperCollins Publishers, p. 215 Nigella Lawson’s Dark and Sumptuous Chocolate Cake © Random House; p. 237 Nadiya Hussain’s Spiced Biscotti with an Orange Syllabub Dip © Penguin Random House

Focus on

ESP

Angela Pozzetti

MASTERING COOKING

Revision for Everyone Unit 1 – The Catering Industry

p. 2

Unit 2 – Marketing and Promotion

p. 8

Unit 3 – Working in a Kitchen

p. 14

Unit 4 – Kitchen and Equipment

p. 18

Unit 5 – Food Stores and Supplies

p. 24

Unit 6 – Food Ingredients

p. 30

Unit 7 – Cooking Techniques

p. 38

Unit 8 – Menu Planning

p. 46

Unit 9 – Diet and Nutrition

p. 52

Unit 10 – Safety Procedures

p. 58

Unit 11 – The World of Pastry

p. 64

Unit 12 – Basic Ingredients

p. 70

Unit 13 – Basic Techniques

p. 76

Unit 14 – In the Restaurant

p. 82

Unit 15 – The Art of Service

p. 88

Unit 16 – Banqueting and Feasts

p. 98

Unit 17 – At the Bar

p. 104

Unit 18 – Beverages

p. 112

THEORY

the catering industry THE WORLD OF HOSPITALITY

COMPLETE the mind map with the words in the box. Then LISTEN and CHECK.

COMMERCIAL – CATERING – OFF-PREMISES – TRANSPORT – WELFARE – ACCOMMODATION

HOSPITALITY The services a customer receives from an organisation or company.

SERVICE AREAS (1) ___________________ Refers to where to stay: • when we are on holiday • when we visit a place for work or for study • when we travel on a ship or on a train

(3) _____________

catering (profit)

It provides food and services in hotels, restaurants, pubs, pizzerias, snack bars, fast-food outlets, selfservice restaurants and vending machines.

(4) _____________

catering (non-profit) It provides food and services to people in schools and colleges, hospitals, prisons and some companies (industrial catering).

(2) ___________________ Refers principally to organising food and drink services: • for social events • in our everyday lives at school, at work, in hospitals • when we travel

(5) _____________

catering

It provides food and services to passengers before, during and after they travel by train, ship, plane or bus, or by car on roads and motorways.

(6) _____________

catering

It provides food and services at a different location from the place where food is produced. This can be for public or private events such as parties.

2 TICK (✔) C (commercial) or W (welfare) depending on the type of catering outlet. 1 restaurants 2 hospitals 3 schools 4 pubs

C W

• • • • • • • •

5 pizzerias 6 prisons 7 bars 8 colleges

C W

• • • • • • • •

The Catering Industry

TYPES OF RESTAURANTS 2

LISTEN and READ. They serve food of different cultural or ethnic groups. ETHNIC rench-style restaurants similar to an Italian trattoria; they serve F a limited choice of dishes, at reasonable prices. BRASSERIES hese serve particular types of food, such as vegetarian or seafood, T or use particular cooking techniques, like barbecue. SPECIALITY

GOURMET

hese offer high-quality food and wine, served by skilled T professional waiters. They are usually expensive.

CHAIN

hey serve similar dishes in different restaurants across the T country, or even the world (example: McDonald’s fast-food restaurants). hey are pubs with restaurants, offering simple, tasty meals T prepared quickly.

GASTROPUBS C AFÉS CAFETERIAS DELIS

They usually open during the day. They serve hot and cold snacks and drinks, cakes and pastries, at cheap prices. hey open temporarily at outdoor locations such as music festivals T or sporting events, in pubs or even in people’s homes.

POP-UPS

4 CHOOSE the correct option. 1 Ethnic restaurants serve... A dishes of the local cuisine. B dishes in the culinary style of a certain country. C dishes of oriental origin.

3 Gourmet restaurants serve... A only French dishes and wine. B a small range of dishes and beer. C first-class dishes and wine.

2 Speciality restaurants offer... A high-quality food and service. B a limited variety of food of a particular kind. C food with special service.

4 A café usually serves... A breakfast or quick meals. B cold dishes. C only tea or coffee.

THEORY

THE RESTAURANT LAYOUT 3

MATCH the texts to the words in the box. Then LISTEN and CHECK.

Cloakroom – The entrance – The kitchen – Toilets – Outdoor areas – The dining room – Back room 1 ______________________________ It gives diners a first impression and encourages people to go inside. 2 The bar area It is where people order drinks; its size and position depends on the type of restaurant. 3 ______________________________ It is an area for customers’ coats, hats and other personal effects. 4 ______________________________ It is an area where staff keep their things and have meetings. 5 ______________________________ These seating areas, or patios, are ideally located near the dining room and the kitchen, so waiting staff don’t walk too far. 6 ______________________________ Good layout and location help a restaurant run efficiently. Its size depends on the type of restaurant and the number of covers, but a goods delivery area, a dry store, fridges, preparation and a cooking area are essential.

7 ______________________________ It occupies around 60% of the total restaurant area (40% is for the kitchen and preparation areas). 8 ______________________________ These should be clean and tidy and well away from the dining area and the kitchen, but easy for guests to find and use. 9 The waiting area It is where people wait for their table; it should have comfortable chairs to sit on to browse through the menus or sip drinks and chat. 10 Payment station It is where either the manager or the waiting staff input information about customers’ orders, which goes to the kitchen and in the end makes bills for payment. In some restaurants staff use mobile tablets. 11 Parking area Not all restaurants have this, especially if they are in city centres.

6 MATCH the texts in exercise 5 to the restaurant areas on the map. 4

10 1

The Catering Industry

SERVICES AND FACILITIES 4

LISTEN and READ.

SERVICE

FACILITIES

the act of serving food and drinks to customers

particular areas, equipment and resources EXAMPLES

EXAMPLES

taking orders, serving and clearing tables

taking bookings in advance

taking guests’ coats and seating them

Fine dining restaurants generally provide full service.

bringing customers their bill to the table

Casual dining or fast-food outlets provide limited services, often self-service.

a counter and payment station

a bar or serving area

toilets

car park

Fine dining restaurants generally have better quality facilities.

Casual dining or fastfood outlets offer more basic facilities.

8 TICK (✔) S (services) or F (facilities). 1 A space where you can park your car. 2 A waiter who helps you with the choice of dishes from the menu. 3 Different toilets for males, females and disabled people. 4 A restaurant with a smoking area. 5 Someone clearing away dishes.

S F

• • • • • • • • • •

lab

TALKING ABOUT A RESTAURANT

1 MATCH the English words to their Italian equivalents. 1 fine dining 2 welfare 3 full service 4 till 5 reasonable prices

a servizio completo b cassa c prezzi ragionevoli d assistenziale e cucina raffinata

2 WRITE the words in the box next to the correct category. counter – pop-up – fine dining – clear tables – cloakroom – explain dishes – gastropub – make recommendations – patio – fast-food 1 Types of restaurants _____________________________________________________________ 2 Restaurant services _____________________________________________________________ 3 Restaurant facilities _____________________________________________________________

3 Which facilities does Tom need to include in his restaurant? WRITE the correct facility next to each sentence.

bar – toilets – pay station – car park – cloakroom – waiting area – patio 1 My customers usually arrive by car. 2 My customers sometimes want to sit outside in the open air. 3 My customers never put coats on their chairs. 4 My customers like to have a drink before they go to their table.

LISTEN and REPEAT.

Ask questions about a restaurant

Give information about a restaurant

• Where is it?

• It’s in the city centre. / It’s in the countryside.

• Is it expensive or cheap?

• It’s cheap. / It’s expensive.

• Is it big or small?

• What type of food do they serve? • When is it open?

• Is there a car park? / Is there a bar? • Is it full-service? / Is it self-service? • Does the menu change frequently?

• Can I pay by cash? / Can I pay by card?

___________________________ ___________________________ ___________________________ ___________________________

• It’s big. / It’s small.

• They serve ethnic food. / They serve local cuisine. • It’s open every day from 12-3 p.m. for lunch. • Yes, there is. / No, there isn’t. • Yes, it is. / No, it isn’t.

• Yes, it does. / No, it doesn’t.

• Yes, you can. / No, you can’t.

The Catering Industry

5 MATCH each dialogue to the correct type of restaurant. There are two extra restaurants. Dialogue A A Where is the restaurant? A Is it big? A Is it cheap? A Does the menu change?

Dialogue B B It’s in the city centre. B Yes, it is. B Yes, it is. B No, it doesn’t.

1 a gourmet restaurant • 2 a chain restaurant •

A Is it expensive? A When is it open? A Is there a bar? A Can I have a cake?

B No, it’s cheap. B It’s open from 9 a.m. to 6 p.m. B No, there isn’t. B Yes, you can.

3 an ethnic restaurant 4 a café

• •

6 Now PRACTISE similar dialogues in pairs. GRAMMAR – Present simple vs Present continuous

1 UNDERLINE the correct alternative. 1 Tourists are often booking / often book their holidays through websites. 2 I usually am eating / eat out at weekends. 3 Today the school cafeteria is offering / offers a selection of hot and cold snacks and drinks. 4 Nowadays, more and more people are dining / dine in the exclusive restaurants of TV celebrity chefs. 5 Sushi restaurants are becoming / become very popular in my town because they are providing / provide the ‘all you can eat’ formula.

2 WRITE the verbs in brackets in the correct tense, PRESENT SIMPLE or PRESENT CONTINUOUS. 1 Transport catering _____________________ (provide) food and service to passengers. 2 More and more people _____________________ (choose) healthy alternatives for their meals nowadays. 3 This restaurant _____________________ (give) customers a great choice of food. 4 Oh, it’s closed! The sign says they _____________________ (renovate) it! 5 Self-service _____________________ (be) fairly common in casual dining or fast-food outlets.

3 COMPLETE these sentences with the adverbs and expressions of time in the box. this morning – never – tonight – usually – now 1 I hate fish so I _____________________ cook it. 2 I’m sorry. I can’t help you; I’m chopping the vegetables _____________________. 3 Are they having breakfast with us _____________________? 4 We _____________________ stay in a hotel when we are on holiday. 5 It’s Mum’s birthday. Dad is taking her to a really fine restaurant _____________________!

the catering industry

marketing and promotion BUSINESS IMAGE

COMPLETE the mind map with the words in the box. Then LISTEN and CHECK. KITCHEN – RESTAURANT LAYOUT – SERVICE – COMMUNICATION – SAFETY

BUSINESS IMAGE What people think of your business.

What should you pay attention to?

(1) ____________ menus, positive interaction with customers and between staff

(3) ____________ raw materials, food preparation and presentation

(2) ____________ food safety and operational safety

Why is it necessary?

(5) ____________ good furniture and lighting, space between covers

(4) ______________ style, manner, cleanliness, speed of service, mise en place, equipment

It helps customers to differentiate you from your competitors. It makes customers want to come back to your restaurant.

2 MATCH each action to its description. 1 be friendly 3 turn a bad situation around

TO MAKE YOUR CLIENTS HAPPY

2 reward them 4 use a personal touch

a • Surprise frequent diners with free starters or give discounts after a certain number of visits. b • Staff should smile at customers, then show them to their table; they should never hurry or be rude. c • Remember customers’ special requests and ask them for feedback about their experience. d • Handle complaints with patience and offer clients something as a form of apology.

THEORY / Marketing and Promotion

CUSTOMER PROFILING 7

COMPLETE the mind map with the words in the box. Then LISTEN and CHECK. PSYCHOGRAPHICS – STATUS – GEOGRAPHY – HABITS – DEMOGRAPHICS

CUSTOMER PROFILING

What is it?

Why is it important?

A profile map of your potential customers.

(1) ____________ age, gender, salary, education and job

To adapt your service to your customers’ needs and satisfy them.

(3) ____________ married/single with or without children

(2) ____________ where your customers live or work

To expand the groups your restaurant appeals to.

To ensure that customers continue to come to your restaurant.

(5) ____________ the customers’ interests, hobbies, likes, dislikes

(4) ______________ how often they eat out, who they eat with, how much they generally spend

4 UNDERLINE the correct alternative. 1 When people go to a restaurant, they generally want to have a poor service / a satisfying service. 2 If you want to satisfy customers, you should do customer profiling / ask food bloggers to help you. 3 A profile map of your customers will help you to contact them easily / adapt your service to their needs. 4 If you want to expand the groups your restaurant appeals to, you should offer a cheap menu / create a profile map of your potential customers. 5 If someone doesn’t like your restaurant, he/she will probably come and try it again / never return.

theory

MARKETING STRATEGIES 8

COMPLETE the table with the words in the box. Then LISTEN and CHECK. LOCAL NEWSPAPERS – WORD – BUSINESS CARDS – LOCAL TV – WEBSITES

(1) __________ (2) __________ LEAFLETS, (5) __________ OR RADIO OR SPECIALIST FLYERS OR OF MOUTH OR STATIONS MAGAZINES (3) __________ (4) __________ SOCIAL MEDIA Effectiveness most of us watch TV and/ or listen to the radio

not very effective because not many people read magazines or newspapers nowadays

you can easily give them to passers-by or deliver them door-to-door

Difficulty

adverts can be expensive

lots of us throw they need them away regular updating

TV advertising is expensive, radio reaches fewer people

they are very popular and the costs are limited

still the most effective way of promoting a business; it is free one bad experience can change your image

6 MATCH these expressions to their definitions. 1 online review websites and apps 2 restaurant websites a You can find: information about location, services and facilities, menus and opening hours, contact details; an online booking system; reviews and news about special events; links to popular social media.

b They are cheap and simple, but must be updated constantly. They keep customers informed about your restaurant and enlarge your target customer groups.

3 booking sites and apps 4 social media c Popular to find information about restaurants anywhere in the world. Some examples are: TripAdvisor, OpenTable, Gayot, Zomato.

d Popular to find and book a table; some offer discounts to attract customers to use their apps. Some examples are: TheFork, Quando, OpenTable, Bookable.

LAB / Marketing and Promotion

PROMOTING YOUR BUSINESS

1 COMPLETE these sentences with the words in the box.

strategies – space – app – flyer – website 1 You can find information about any restaurant in the world on an ________________________. 2 You use a ________________________ to find a restaurant and book a table. 3 In your restaurant dining area there should be sufficient ________________________. 4 You can use a variety of ________________________ to promote your business. 5 I found a ________________________ for a great new restaurant in my letter box. Shall we go?

LISTEN and REPEAT.

Welcoming customers • We can’t wait to see you. • You’ll have a great time/

an amazing experience. • Welcome to the new bistro. • Our café will be open soon.

Describing your business and stating your mission

Promoting offers

• We are passionate about

• Buy one, get one free!

food. • The atmosphere is unique. • The food is delicious. • We have an authentic menu.

for customers

• Bring this voucher for a

free dessert. • Here are some special offers…

3 CHOOSE one expression to: 1 attract customers 2 describe the restaurant 3 describe the food 4 invite customers 5 inform customers of a special offer

___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

4 Now USE the expressions in exercise 2 to COMPLETE a flyer of a new restaurant. Attracting customers

Welcome to the Three Towers restaurant! (1) You’ll have an _______________________! (2) We can’t _______________________ in our new restaurant.

Making invitations

(3) At the Three Towers we have _______________________. (4) This month there’s a great discount for you: please bring _______________________!

Describing your restaurant briefly Informing about special offers

LAB

MATCH the questions to the answers to complete a conversation about planning a marketing strategy. Then LISTEN and CHECK.

Restaurant manager A I’d like to attract more customers to my restaurant. How do I start? A OK, I can do that. I think they are quite young. Then what shall I do? A Mmm, what are my choices? A What is the alternative? A So what is a cheap and effective way? A That sounds like a great idea. Thanks for your advice.

Marketing advisor B Advertising in newspapers and magazines is cheaper, but not many people read them. B You’re welcome! B Decide how you want to promote the restaurant to attract that group. B You can advertise on TV or Radio, but it’s expensive. B First you need to make a profile of your customers. B You can use social networking sites and produce leaflets that people can pick up around town.

6 COMPLETE the promotional email with the words in the box. business – get – offer – selection – original – ingredients – waiting

Welcome to ‘The Coffeepot’, a new independent bakery and coffee shop in the city centre. We are a small family (1) ___________, passionate about making everything following the (2) ___________ recipes our grandparents taught us. We (3) ___________ home-made bread and pastries created with the finest, local (4) ___________ and an extensive (5) ___________ of teas, infusions and fruit squeezes. So what are you (6) ___________ for? Download this email, come in for a pastry and you’ll (7) ___________ a free coffee or tea and enjoy our friendly atmosphere.

ONLINE COMPLAINTS AND REVIEWS 11

LISTEN and REPEAT.

Complaining

Responding to complaints

Time • We waited … minutes for our food to be served. • The service is slow. We waited … minutes to order.

• I’m/We are very sorry for what happened.

Service • The waiters didn’t stop when we wanted something (more water/wine). • The waiters didn’t say sorry. • The manager ignored our requests/complaints.

• This is not the experience we want our clients

• I/We apologise for this bad experience/

for the staff’s behaviour. • I spoke to the staff.

to have. • Every customer is equally important to us. • We would like you to come back again. • We can offer you a free aperitif/a discount…

Marketing and Promotion

8 MATCH each complaint to the appropriate restaurant manager’s answer.

Customer 1 The waiters ignored us, this is not what we expected. 2 We waited 30 minutes for our food. 3 The music was so loud we could not talk. 4 The food was undercooked.

Restaurant manager a My apologies. Next time please ask for a quiet table. b I apologise about that, we are known for our good food. c I’m really sorry. We did not have enough staff that night. d We apologise. We usually take great care of our clients.

GRAMMAR – Past simple vs Past continuous

1 COMPLETE these sentences with the PAST SIMPLE of the verbs in brackets. 1 Last week we ______________ (go) to Milan and we ______________ (have) dinner in a sushi restaurant. 2 I ______________ (read) some cookery books last month, but I ______________ (not learn) how to cook well. 3 That chef ______________ (take) part in the 2016 Hell’s Kitchen reality show.

2 COMPLETE these sentences with the PAST CONTINUOUS of the verbs in brackets. 1 This time last year, I ______________ (work) in a cafeteria. 2 While I ______________ (update) the restaurant Facebook page, Bob ______________ (create) a new flyer. 3 At 12.00 we ______________ all ______________ (sit) around the kitchen table.

3 UNDERLINE the correct alternative. 1 I was studying / studied at university when I was deciding / decided to become a food blogger. 2 What were you cooking / did you cook when I arrived / was arriving? 3 He was thinking / thought about what to prepare for dinner when his friends were arriving / arrived with some pizza.

4 WRITE the verbs in brackets in the correct tense, PAST SIMPLE or PAST CONTINUOUS. 1 I ______________ (be) late and when I ______________ (arrive) at the restaurant, all the staff ______________ (wait) for me outside because I had the keys. 2 The chef ______________ (explain) how to prepare his special cake but I ______________ (not / pay) too much attention to his words so I can’t make it now! 3 Two days ago, while I ______________ (create) some new TV commercials for a restaurant, my wife ______________ (come back) home and told me they ______________ (close down).

3 1

working in a kitchen THE KITCHEN BRIGADE 12

COMPLETE the mind map with the words in the box. Then LISTEN and CHECK.

UNDER CHEF – JUNIOR CHEF – ROUNDSMAN – HEAD CHEF – STATION CHEF – CHEF MANAGER

(1) ____________ /EXECUTIVE CHEF He/She is responsible for all the business aspects of the kitchen (budgets and food orders).

CHEF DE CUISINE/(2) ____________ He/She supervises the organisation of the kitchen and gives the tasks to each station chef.

CHEF DE BANQUET/BANQUETING CHEF He/She organises special functions and events in collaboration with the Executive Chef.

SOUS-CHEF/(3) ____________ He/She helps the head chef in all his/her tasks and substitutes him/her when he/she is not present.

CHEF DE PARTIE/(4) ____________ He/She has the responsibility of a kitchen station and prepares specific dishes.

Chef entremetier/ Entrée chef vegetables and eggs; soups

Chef rôtisseur/ Roast chef roasted preparations

Chef poissonier/ Fish chef fish-based dishes, except for fried and grilled ones

CHEF TOURNANT/(5) ____________ He/She is competent in all kitchen sections and can substitute any absent chefs de partie.

Chef garde-manger/ Cold-foods chef cold starters; all the operations preceding

meat and fish cooking

COMMIS/(6) ____________ He/She assists the chefs de partie and helps them carry out their duties.

Chef pâtissier/ Pastry chef desserts and savoury and sweet pastries

THEORY / Working in a Kitchen

2 CHOOSE the correct option. 1 I have to roast, grill and fry food. I’m a... A cold-food chef. B roast chef. C pastry chef.

3 I cut and cook vegetables, prepare soups and other dishes. I’m a/an… A entrée chef. B vegetable chef. C cold-foods chef.

2 I’m responsible for preparing desserts and savoury pastries. I’m a… A cold-foods chef. B dessert chef. C pastry chef.

4 I substitute the various chefs when they are absent. I’m a/an… A extra chef. B junior chef. C roundsman.

A CHEF’S UNIFORM

3 MATCH the words to the parts of a chef’s uniform. A

1 • jacket 2 • trousers 3 • hat 4 • apron 5 • triangle 6 • shoes 7 • bandana

4 Now USE the words in exercise 3 to COMPLETE these sentences (there are two extra words). 1 My _____________ keeps my head cool and my hair clean. 2 My _____________ make me feel comfortable all day and protect my feet from falling things. 3 My long-sleeve _____________ protects my arms from heat and burns. 4 Some women wear a skirt instead of _____________. 5 I tie an _____________ around my waist. It helps to protect my legs from any hot liquid that might spill on me.

LAB

ORGANISING YOUR KITCHEN BRIGADE

1 MATCH the two parts of the collocations. 1 to carry out 2 to assist 3 to supervise 4 to replace 5 to plan

a the menu b the organisation of the kitchen c the head chef if necessary d the station chefs with their duties e duties/tasks

2 WRITE the Italian equivalents for these words. 1 running 2 establishments 3 trainee 4 station 5 raw materials

______________________ ______________________ ______________________ ______________________ ______________________

3 Now USE the words in exercise 2 to COMPLETE these sentences. 1 I’ll start working as a ______________________ as I have no experience. 2 This is a very busy ______________________; I have to prepare desserts and savoury and sweet pastries. 3 Delicious dishes start with good quality ______________________. 4 All ______________________ need a well-trained staff. 5 Head chefs organise the ______________________ of the kitchen.

GIVING AND RESPONDING TO ORDERS AND INSTRUCTIONS 13

LISTEN and REPEAT. SITUATION

INSTRUCTION/REQUEST

RESPONSE

Telling staff what to do

Go and get... Could you prepare... ? Please help... Work together… Your fish needs turning! Are you ready?

Yes, chef! No problem! Of course! Sure! I’m on it! Good to go!

Telling staff what not to do

You can’t... Don’t... !

Sorry, chef! I’m sorry!

Giving staff advice

If you don’t understand, ask!

Excuse me, I don’t know what to do.

Asking for things

Give me the knife, please!

Here you are! / Sure! / Of course!

Working in a Kitchen

5 PUT this dialogue IN ORDER. a • Head chef b • 1 Head chef c • Head chef

Sure, the commis will help you. You’ll need to work together. Today we have three desserts on the menu. Cheesecake, tarte tatin and sticky toffee pudding.

d • Pastry chef And what are they? e • Pastry chef Of course, he can prepare the pudding. f • Pastry chef I’ll need an assistant.

6 USE the expressions in exercise 4 to COMPLETE the dialogue. Pastry chef Commis! Commis (1) ______________________! Pastry chef Come and start on the pudding, please. Commis (2) ______________________. Pastry chef First, (3) ______________________ the ingredients. Commis I’m (4) ______________________! Pastry chef Are you ready? Commis (5) ______________________! Pastry chef Let’s start – you can watch.

GRAMMAR – Modal verbs

1 COMPLETE these sentences with CAN, COULD or SHOULD. 1 a request Mum, ______________ you show me how to prepare an apple pie? 2 an advice You ______________ peel the vegetables before you cut them. 3 a present ability I ______________ prepare the dessert. 4 a past ability She ______________ make delicious cookies but she seldom did. 5 asking for advice ______________ I wear non-slip shoes in the kitchen?

2 COMPLETE these sentences with MUST or MUSTN’T. 1 A person who works in the kitchen ______________ wear nail varnish. 2 You ______________ wash your hands often in the kitchen. 3 All work surfaces ______________ be cleaned. 4 Animals ______________ enter the kitchen. 5 You ______________ cover cuts with a coloured plaster.

3 UNDERLINE the correct alternative. 1 I must / can remember to wash my uniform. 2 You have to / should wear your toque, it’s a rule in the kitchen. 3 I don’t have to / have to prepare the menu, that’s not my job. 4 You must / mustn’t arrive three hours before we open to the public. 5 You don’t have to / can’t go to catering school, but it is a good idea.

4 1

kitchen and equipment KITCHEN CONFIGURATIONS 14

COMPLETE the mind map with the words in the box. Then LISTEN and CHECK. hygiene – zone – location – efficiency – staff – assembly

KITCHEN CONFIGURATION

It depends on: • (1) ____________ • number of covers • menu • type of service • number of (2) ____________

To be successful it should be organised to: • optimise (3) ____________ • avoid cross-contamination • guarantee (4) ____________ and safety

FOUR BASIC LAYOUTS

(5) ____________ LINE The preparation of meals is organised in a straight line. Ideal for restaurants with simple menus (fast-food restaurants or pizzerias).

ERGONOMIC KITCHEN It is designed to limit movement of kitchen staff who can produce meals in a fast way.

(6) ____________ STYLE It has well-equipped work stations (cleaning, cutting, mixing etc.) located in separate zones.

ISLAND STYLE It has one main block in the middle of the kitchen usually used for cooking and other stations along the walls of the kitchen for cleaning and cutting.

2 MATCH the two parts of these sentences. 1 A linear production line is 2 A separation of processes avoids 3 Good ventilation and lighting can

a contact between raw materials, leftovers and kitchen waste. b guarantee hygiene and safety in the kitchen areas. c a logical progression from delivery of goods to service.

THEORY / Kitchen and Equipment

KITCHEN DESIGN AND AREAS 15

LISTEN and READ.

KITCHEN AREAS

dishwashing area

it is where dishes and cookware are washed and stored; better if near the main kitchen

main kitchen or hot dish section

it is where hot food is prepared; it is directly behind the service area

service area

it is where waiting staff place orders and collect finished dishes to take to customers

storage area

it is in front of the main kitchen; it can be split into: â&#x20AC;&#x201C; c old storage rooms, where you keep anything that needs to be refrigerated or frozen (= perishable goods) â&#x20AC;&#x201C; s toreroom, where you keep equipment and non-perishable goods

cold preparation section

it is where raw materials are prepared; it must be near the cold storage rooms and the storeroom

4 MATCH the words in exercise 3 to the kitchen areas in the map. (1) dishwashing area

(2) _____________

(3) _____________ (4) _____________

(5) _____________

5 MATCH the two parts of these sentences. 1 Dishes, pots and pans 2 Equipment and non-perishable goods are stored 3 Waiting staff place orders 4 Perishable goods are stored 5 Hot food 6 Raw ingredients are prepared

a in the cold storage room. b in the cold preparation section. c are washed and stored in the dishwashing area. d is prepared in the main kitchen. e and collect food in the service area. f in the storeroom.

THEORY

EQUIPMENT LISTEN and READ. Then WRITE the Italian equivalents next to the English words for kitchen equipment. 16

pentolame/stoviglie – posate – elettrodomestici – utensili da cucina

APPLIANCES/ (1) _________________

Devices or equipment designed to perform a specific task: • food preparation appliances → to process food • cooking appliances → to cook food • refrigeration appliances → to keep things cold

COOKWARE/ (2) _________________

The range of pots, pans and dishes used to contain or cook food.

KITCHEN UTENSILS/ (3) _________________

Any tool used to prepare and serve food.

CUTLERY/ (4) _________________

Knives, forks and spoons used to eat and cook food.

FOOD PREPARATION APPLIANCES 17

LISTEN and READ.

APPLIANCE (verb + -R/ER) meat or bread slicer

NOUN slice

grater

ADJECTIVE (verb + -ED)

VERB

MEANING

sliced

to slice

to cut into flat pieces (or into slices)

grated

to grate

to rub food against a rough surface

food blender

blend

blended

to blend

to turn food into a smooth liquid substance

squeezer

squeeze

squeezed

to squeeze

to press something firmly to get liquid from it

grinded

to grind

to crush or chop a substance into small pieces or make into a powder

to juice

to get the juice out of fruit or vegetables

meat grinder juicer

juice

potato peeler

peel

peeled

to peel

to remove the skin/peel from vegetables

food mixer

mix

mixed

to mix

to whip or beat different ingredients together so they can’t be separated

Kitchen and Equipment

8 LOOK at exercise 7, then COMPLETE the sentences with the correct verb, noun or adjective. 1 Mash the potatoes and then ______________________________ in the butter and herbs. 2 Would you ______________________________ the cheese, please? 3 I need some thinner ______________________________ of ham. 4 Garnish the fish with some fresh parsley and a ______________________________ of lemon. 5 Add the ______________________________ carrots to the salad before serving. 6 Where are the ______________________________ tomatoes for the sauce?

COOKING APPLIANCES AND REFRIGERATING APPLIANCES

9 COMPLETE the table with the words in the box.

blast chillers – convection – fan – icemakers – grills – induction – microwave COOKING APPLIANCES cookers: • gas • electric • (1) ____________ deep fat fryers: • (2) ____________

REFRIGERATING APPLIANCES

ovens: • (3) ____________ • steam • (4) ____________ • (5) ____________

fridges: • (6) ____________ cold store rooms: • (7) ____________

COOKWARE AND KITCHEN UTENSILS

10 MATCH the words in the box to the pictures.

frying pan – roasting pan – braising pan – stockpot – chef’s knife

11 Now UNDERLINE the correct alternative. 1 A frying pan has one long handle / two long handles and a pointed / rounded edge. 2 A roasting pan has one handle / two handles and a cylinder / rectangular shape. 3 A braising pan is usually long / short, wide and with / without a lid. 4 A stockpot has a cylinder / rectangular shape and it is usually made of copper / steel. 5 A chef’s knife has three main parts: an ergonomic and non-slip / slippery handle, the tang / edge which reinforces the knife providing balance and a stainless / scratched blade you cut with.

LAB

DESIGNING YOUR KITCHEN

1 WRITE the Italian or English equivalents for these words. English 1 covers 2 leftovers 3 to store 4 ______________________ 5 ______________________

Italian ______________________ ______________________ ______________________ materie prime deperibile

2 MATCH each question to the correct answer. 1 What type of kitchen configuration do you suggest?

2 Why do you want the main kitchen near the serving area? 3 Which part of the kitchen can be quite small? 4 Where is the best place for the dishwashing area? 5 How can we avoid kitchen noise disturbing the diners?

a It should be far from the food preparation area. b I recommend an assembly line design. c By installing soundproofing. d The food storage area, because it does not require much space. e Because it will be easier to serve hot food to the diners.

ASKING FOR / EXPRESSING OPINIONS AND AGREEEING / DISAGREEING 18

LISTEN and REPEAT.

Asking for / Expressing opinions

Agreeing/Disagreeing

• What ideas have you got?

• That’s a good idea!

• Where do you think the … should go?

• It sounds good to me. / I have no doubts about it.

• What do you think about... ? • How do you imagine it?

• Why do/don’t you want it there?

• I’m convinced/sure you’re right!

• I agree with you but... / This is a good idea but...

• I suggest/recommend…

• I’m not convinced. / I have some doubts (about it).

• I think that…

• I (totally) disagree. / I don’t agree with you (at all).

• In my opinion... • I prefer…

• I don’t think it will work. • That’s a terrible idea!

ORDERING COOKWARE AND EQUIPMENT

4 COMPLETE these sentences with the words in the box.

stock – casserole dish – knife – pan – stockpot 1 You have to boil fish: which ______________________ do you need? 2 What would you use to prepare the vegetables for ______________________? 3 You could use a ______________________ or a ______________________ for the pasta. 4 You must not use a boning ______________________ to cut bread.

Kitchen and Equipment

5 PUT the instructions IN ORDER. a • Say if you are attaching any other documents – ‘I am attaching an order form here’. b • Conclude with the next steps – ‘Could you please deliver on any day except Monday...’ c • Explain who you are and what your job title is – ‘I am Robin James, head chef at the Bull Hotel.’ d • 1 Include the subject of your email – ‘Cookware order’. e • Close the email with an appropriate phrase – ‘Thank you’, ‘Kind regards’. f • Clearly state the purpose of your email – ‘I would like to order the following items...’

6 Now WRITE an ordering email. Use the information in this order form. Order number 19-205: Put your name here

State what you want Supply your contact details Add a phrase to close the email

1 vegetable corer

3 colanders

2 mandolins

From: ______________________ To: Kitchen Magic Store Subject: Utensils Order Dear Sir/Madam, 1 _____________________________________________________ 2 _____________________________________________________ 3 _____________________________________________________ 4 _____________________________________________________ 5 _____________________________________________________ 6 _____________________________________________________ 7 _____________________________________________________

Explain who you are and what your job is Refer to the order form Supply delivery information End with your name

GRAMMAR – The future

1 WRITE if these sentences are ARRANGEMENTS (azioni future già programmate), FUTURE INTENTIONS (intenzioni), PREDICTIONS (previsioni) or INSTANT DECISIONS (decisioni prese al momento). 1 I’m not going to buy that new appliance. 2 I’m really hungry! I’ll have two slices of that cheesecake. 3 They are opening their new restaurant next week. 4 I think we’ll learn a lot about French cuisine at that course. 5 The chef is going to prepare light dishes for tomorrow’s wedding.

_____________________ _____________________ _____________________ _____________________ _____________________

2 COMPLETE these sentences using the correct FUTURE FORM of the verbs in brackets. 1 prediction That meat is too tough; I don’t think the chef _____________________ (use) it. 2 intention We _____________________ (steam) the fish, not boil it. 3 intention Who _____________________ (write) the new menu? 4 arrangements When _____________________ (they / deliver) the vegetables? 5 instant decision The starter is ready – I _____________________ (serve) it.

5 1

food stores and supplies SOURCING SUPPLIERS 19

LISTEN and READ. What should you consider when sourcing suppliers?

your restaurant

• its location • its menu • number of covers

cost of food

reliable service

reputation

• on time delivery • precision of orders • fast replacement of goods if there is a problem

• price of ingredients (important) • quality of ingredients (more important!)

• ask existing customers • pay a visit to them

traceability of food products

locally grown products

find out about their procedures

• may be safer food (organically-grown or using fewer chemicals and fewer risks of food perishing due to excessive food miles) • have better quality to compensate higher costs • support the local economy

2 MATCH the two parts of these sentences. 1 Local food doesn’t have to travel 2 Bad quality ingredients 3 Restaurants need to rely on 4 When dealing with new suppliers, 5 If you serve cheap cuts of meat,

a your clients will probably notice it. b correct delivery times and accuracy of orders. c will make you lose clients. d so you can use it almost immediately after it leaves farms. e ask to talk to their current customers to check reputation.

THEORY / Food Stores and Supplies

DIFFERENT KINDS OF SUPPLIERS 20

LISTEN and READ.

SUPPLIERS

RETAILERS

WHOLESALERS

They buy great quantities of produce and sell to retailers.

• They buy from wholesalers and sell in smaller quantities to final consumers. • They sell what they produce.

• wide range of goods • good prices

generally more expensive

EXAMPLES

• wholesale markets • local or specialist wholesalers

• wide choice of local but also exotic products

• only in big cities

• not always locally produced goods • do not often deliver

• commercial retailers • small-scale farmers

• fresh, cheap, seasonal, local produce

• limited choice of products

4 UNDERLINE the correct alternative. 1 It is important to balance the quality and value / cost of products. 2 Local suppliers offer their customers seasonal / cyclical produce. 3 Food frequently perishes because of excessive / moderate food miles. 4 Wholesalers offer a varied / limited choice of usual but also exotic products. 5 Consumers generally buy from local farmers or retailers / wholesalers.

theory

STORING FOOD 21

COMPLETE the mind map with the sentences in the box. Then LISTEN and CHECK. AIRTIGHT IS RIGHT! – DON’T IGNORE ‘USE-BY’ AND ‘BEST BEFORE’! – SHUT THE DOOR! – HIGH-RISK FOODS STAY LOW! – FIRST IN FIRST OUT! Why is it important to store food well?

• it helps manage supplies effectively and reduces waste. • it avoids contamination and health problems.

(1) __________________________________________________ Products that FIRST go IN the storage areas must be the FIRST to come OUT and be consumed (FIFO). When new supplies arrive, label them with the delivery date and store them behind old ones. (2) __________________________________________________ Don’t leave storage doors open too long and quickly cool food left over from service. How to store food well

(3) __________________________________________________ Store food in airtight containers to maintain quality and safety. Never put open cans in the fridge. (4) __________________________________________________ Store foods (like raw meat or poultry) as low as possible in the cold store room to prevent juices dripping onto other foods. (5) __________________________________________________ Use-by dates tell you that food is a risk to health if you use it after the expiry date. Best-before dates tell you how long food is at its best quality; don’t use it when expired.

6 MATCH the words to their definitions. 1 airtight container 2 can 3 use by 4 best before

7 TICK (✔) T (true) or F (false).

a a metal container for food or drinks b less safe to eat after the date printed c the food remains fresh till that date d something that does not allow air to enter or escape

1 High-risk foods should be above other foods. 2 New supplies are stored in front of old ones. 3 You mustn’t leave fridge doors open for long. 4 You can use food after its use-by date if it looks good.

T F

• • • • • • • •

LAB / Food Stores and Supplies

ASKING FOR AND GIVING INFORMATION ABOUT SUPPLIERS 22

LISTEN and REPEAT.

Describing services • Our service is fast and

efficient. • Our service is safe and secure. • We offer 24/7 ordering/ delivery. • There are four ways to place your orders… • You can search by product/category/ offers. • You can search from your previous order template.

Providing and asking for company information

Giving instructions and explaining processes

• My name is… / I work at… /

• I’m attaching a customer

It is a… • I found your company listed online/in the … directory. • Your company was recommended to me by… • I am interested in setting up a… • Could you please email me your product and price list? • We are always looking for new business. • We would be happy to have you as...

registration form. • Please fill it in/return it to me as soon as possible so we can set up your account. • I am attaching a detailed price list/an order form for you to use… • To register your interest, fill in an online registration form / email us at…/call us on… • You will be able to order directly online or by phone as soon as your account is open/set up.

2 MATCH. 1 safe and 2 24/ 3 price 4 registration 5 order

a form b 7 c template d secure e list

3 MATCH each question to its answer. 1 When do you deliver? 2 How can I search for something? 3 What do new customers need to complete? 4 When can new customers order? 5 How can customers order?

a A customer registration form. b Online or by phone. c As soon as their account is set up. d We deliver 24/7. e You can search by product, category, offer or from your previous order template.

LAB

ORDERING FOOD FROM SUPPLIERS 23

LISTEN and REPEAT. Placing orders with suppliers

Customer

Supplier

• I’d like to place an order for…

• Would you like to/Do you want to place an order with us?

• I need to change a few items.

• So you’ve ordered… / Did you order…? /

• I’d like to add a … please?

• I/We need/would like … instead of…

• We’re OK for (meat) supplies at the

moment. • That’s it for now thank you. • When are you going to deliver? • Can you deliver any sooner?

• I just want to check/confirm a few things with you.

Then you’ve got some… • What about …? You haven’t got any ... in your order. • Do you want any …? • What do you want/would you like to change? • OK, I’ll get that order to you this afternoon/today/in 24 hours. Cancelling orders

Customer

Supplier

• I’m emailing/I’m calling to cancel

an order for… • I apologise for any inconvenience caused by this (late) cancellation. • Is there a charge for cancellation?

• Do you want to cancel the whole order or just part

of it? • There isn’t a charge for cancellation if you cancel more than 48 hours in advance of delivery. • The charge for cancellation is…

5 COMPLETE these sentences with the words in the box. late – in – now – moment – sooner 1 That’s it for ________________. 2 We’re OK at the ________________. 3 I apologise for the ________________ cancellation. 4 We’ll deliver your order ________________ 24 hours. 5 Tomorrow is too late, can you deliver ________________?

LISTEN and REPEAT. Making complaints

Customer • I want/I’d like to make a complaint.

• What’s the problem? / How can I help you?

• The order was damaged/incomplete when it

received? • There was a (two-day) delay in shipping your order due to bad weather/logistic problems. • I’m terribly sorry! • What would you like us to do about your order? • To compensate you, we would like to offer…

• There’s a problem with my order.

arrived. • My order hasn’t arrived. • If you don’t deliver the product by that date, I will cancel the agreement and will demand my money back. • It would be good/helpful if you could…

Supplier • What items are missing from the order you

Food Stores and Supplies

7 PUT the sentences IN ORDER to make a conversation between a customer and a supplier. Supplier a • I see that the order should arrive within 24 hours. b • I’m terribly sorry – there was a delay in shipping due to bad weather. c • 1 How can I help you? d • I’m sure it will arrive, but I’ll contact the delivery driver to check. Please accept our apologies again. e • What’s the problem?

Customer f • I will demand a refund if the order doesn’t arrive by tomorrow. g • My order hasn’t arrived. h • That would be helpful. i • 2 I’d like to make a complaint. j • I understand, but if you fail to deliver by tomorrow I will cancel our order.

GRAMMAR – Zero and first conditionals

1 UNDERLINE the correct alternative. ZERO CONDITIONAL 1 When you heat water to 100°C, it can boil / boils. 2 Food doesn’t deteriorate, if you will store / store it properly. FIRST CONDITIONAL 3 You won’t understand / don’t understand how to cut meat, if you don’t listen to me. 4 If you don’t like vanilla, you won’t like / don’t like this ice cream. 5 If this cake is terrible, I will throw / throw it away.

2 COMPLETE these sentences with the correct form of the verbs in brackets. ZERO CONDITIONAL 1 If you leave food at room temperature for many hours, it __________________ (be) not safe to eat. 2 If you choose efficient suppliers, you __________________ (get) fast service. FIRST CONDITIONAL 3 If you don’t serve those customers quickly, they __________________ (complain). 4 If you set up an account, we __________________ (send) you a link to the online order form. 5 If our order arrives late, we __________________ (change) today’s menu.

3 WRITE a FIRST CONDITIONAL sentence for each situation, as in the example. 1 Leave food in its original packaging. It will last longer. If you leave food in its original packaging, it will last longer. 2 Choose good suppliers. They replace food in case of problems. If you __________________________________, they ___________________________________. 3 Learn English. You get a better job. If you __________________________________________________________________________. 4 My supplier fails to deliver the product. He tries to find a solution. If my _______________________________________________________________________. 5 Store food in airtight containers. You maintain quality. If you __________________________________________________________________________.

6 1

food ingredients 25

COMPLETE the mind map with the words in the box. Then LISTEN and CHECK. vegetables – dairy – pulses – oils – cereals provides essential nourishment for the human body

(1) _____________ fruit and (2) _____________

FOOD can be classified into five groups

(3) _____________ products meat, fish, eggs and (4) _____________ fats and (5) _____________

CEREALS 26

LISTEN and READ. Plants with edible grains which can be powdered into flour

wheat / grano

to make flour for bread and pasta

barley / orzo

to make salads, stews and soups

spelt / farro

easily digestible

oats / avena

used in breakfast cereal, breads or porridge

buckwheat / grano saraceno

naturally gluten free

rye / segale

to make flour for bread with less gluten than wheat

maize / mais

to make cornmeal for polenta, sweetcorn or popcorn

quinoa / quinoa

super food, higher in protein than rice, gluten free

rice / riso

incredibly versatile, to make main or side dishes

3 FIND in the table above the English equivalents for these words. 1 farina di mais 2 senza glutine 3 contorni 4 stufati 5 proteine

___________________________ ___________________________ ___________________________ ___________________________ ___________________________

THEORY / Food Ingredients

FRUIT AND VEGETABLES

4 MATCH the two parts of these sentences. 1 A fruit is basically 2 Vegetables are 3 Vegetable fruits are fruit eaten as

a vegetables or in salads or other savoury dishes. b a part of a plant where the seeds are contained. c all the other parts of a plant: roots, leaves and stems.

COMPLETE the map with the words in the box. Then LISTEN and CHECK. pineapple – grapefruit – chard – grapes – radish – artichoke Citrus fruit are rich in vitamin C: orange, lemon, (1) _____________. Hard fruit have solid flesh with seeds in the centre: apple, pear.

FRUIT

Soft fruit have sweet, colourful berries: blackberry, blueberry, blackcurrant, strawberry, (2) _____________. Stone fruit have a stone in the middle: plum, peach, apricot, cherry. Exotic fruit grow in tropical climates: banana, coconut, papaya, melon, mango, (3) _____________.

Flower vegetables are generally braised or used in stews: cauliflower, broccoli, (4) _____________. Leafy vegetables can be eaten cooked or raw: cabbage, spinach, lettuce, rocket, (5) _____________. Shoots and stems are fibrous vegetables: asparagus, celery, fennel.

VEGETABLES

Roots are single bulbs which extend into the ground: carrot, beetroot, (6) _____________. Tubers are underground stems: potato, sweet potato. Pods and seeds are vegetables containing seeds in a pod: green pea, green bean. Bulb vegetables are aromatic vegetables: garlic, onion, leek.

THEORY

DAIRY PRODUCTS

LISTEN and READ.

MILK

YOGHURT

CHEESE

• fresh or pasteurised • whole, semi-skimmed or skimmed

• made from fermented milk • highly digestible • full-fat, low fat, plain or flavoured

• made from cow, sheep, buffalo or goat’s milk • varieties: mild, fresh, soft strong, mature, hard

used to make savoury sauces (béchamel) and sweet sauces (custard)

used to make fresh dips such as Greek tzatziki (plain yoghurt)

used in a variety of dishes, such as soufflé, gratin, quiche and as a salad ingredient

7 COMPLETE these sentences with the main ingredient. 1 Yoghurt is made from ____________. 2 Custard is made with ____________. 3 Soufflé is made with ____________.

4 Dips are made from ____________. 5 Strong cheese is made from ____________. 6 Béchamel is made with ____________ .

EGGS

WRITE the English equivalents next to the Italian words in the text. Then LISTEN and CHECK. 29

EGGS are rich in protein, tasty and versatile. Always (1) ____________ / controlla the best-before date, keep eggs refrigerated at 4°C or cooler and store them in cartons. Consider health and animal welfare when sourcing eggs. Battery hens live in (2) ____________ / gabbie, and eat feed with antibiotics and other chemicals. Free-range hens can move in a large space inside and outside. Organically-raised hens live outside in natural area and eat (3) ____________ / biologico feed.

9 WRITE the Italian equivalents next to the English word. 1 An egg has a shell / ______________, egg white / ______________ and yolk / ______________. 2 Eggs can be poached / ______________, fried / ______________ or hard-boiled /______________. 3 You peel off the shell of hard-boiled eggs in which the white is set / ______________ while the yolk is runny / ______________.

Food Ingredients

MEAT AND POULTRY 30

COMPLETE the mind map with the words in the box. Then LISTEN and CHECK. processed – uncooked – rare – red – white – poultry (1) ___________

MEAT

You can eat it

(2) ___________ as a carpaccio well-done

You can classify it into: (3) _________________: • darker and with higher levels of proteins • it includes beef, lamb, horse and pork

CHICKEN you can cook it in casseroles or stews, use it in soups, roast or grill it

(4) _________________: • is a minor source of protein, but is less fat than red meat • it includes (5) _________________ (birds used for meat or for their eggs)

TURKEY you can eat it cold in a salad, roast, stuffed and in escalopes

GOOSE its breast is served fresh or smoked

(6) _________________: • modified by curing, smoking or adding preservatives • it includes sausages, bacon, ham, salami

DUCK is best oven-cooked as it is quite fatty

PHEASANT is often roasted or stuffed or braised with wine

GUINEA FOWL is lean and healthy

11 MATCH the two parts of these sentences. Then TRANSLATE the underlined words. 1 You can serve chicken and turkey in pieces: 2 To bone means to 3 In the USA, on Thanksgiving Day 4 When I’m on a diet,

a I prefer eating lean meat. b breast, thighs and wings. c remove the bones from meat or fish. d people eat stuffed turkey.

_________ _________ _________ _________

12 MATCH the preparation to the meat. 1 stew 2 oven-baked 3 escalopes 4 braised

a pheasant b turkey c duck d chicken

THEORY

FISH 31

COMPLETE the table with the words in the box. Then LISTEN and CHECK. sardine – cod – mussels – red mullet – prawn – tuna

WHITE FISH

DESCRIPTION

WAYS OF COOKING

OILY FISH

SHELLFISH

• It has white, delicate flesh. • It is naturally low in fat, so very healthy.

It contains high levels of oil but it is healthy omega-3 oil.

• It has a protective covering or shell. • It is low in calories, high in protein and minerals.

poaching, steaming or baking in a sauce or liquid

grilling, barbecuing, roasting, baking and pan-frying

• Crustaceans taste good when cooked fresh. • Don’t use molluscs if the shells are damaged or unopen. Crustaceans

SPECIES

(1) _________________

(3) _________________

(5) _________________ Molluscs

(2) _________________

(4) _________________

(6) _________________

PULSES

14 MATCH the two parts of these sentences.

1 Pulses are very popular as they are 2 Dried pulses usually need 3 Pulses have a crisp nature and 4 Haricots, broad beans, lentils and peas 5 Soya beans can be served in soups, salads or

a a sweet, mild or nutty flavour. b are used with pasta, soups or salads. c versatile, nutritious and easy to prepare and preserve. d made into milk, soybean oil or tofu. e to be soaked before cooking.

Food Ingredients

FATS 32

COMPLETE the mind map with the words in the box. Then LISTEN and CHECK. OLIVE-DERIVED FATS – BUTTER – SEED OILS – ANIMAL FATS – VEGETABLE OILS

(1) ____________________

It is made from cream. It is used to make cakes, biscuits, pastries and sauces but also to enrich soups or risottos. It can be substituted by vegan margarine.

(2) ____________________

They are considered unhealthy as they can cause heart disease and obesity.

(3) ____________________

They are used to prepare chocolate, peanut butter, and almond butter. They are extracted from the seeds of plants so they have no animal content.

(4) ____________________

They come from pressed olives. They are used for marinades, dressings, baking and shallow frying. The quality of the oil depends on the extraction method. The first olive pressing gives pale green-yellow oil of superior quality, called extra virgin oil.

(5) ____________________

They do not burn so can be used for deep-frying. They include sunflower oil, soy oil, sesame oil and corn oil.

HERBS, SPICES AND CONDIMENTS 33

LISTEN and READ.

HERBS

SPICES

CONDIMENTS

They come from the leaves of plants and are used to season dishes. • Fresh herbs should be chopped just before use to maintain flavour and aroma and shouldn’t be cooked for too long. Use them as a garnish right at the end, or as a salad ingredient. • Soft-leaf herbs can be chopped (parsley, thyme, coriander) but it is better to tear basil or mint by hand. • Dried herbs can be cooked and kept longer. They come from the bark, fruit, roots or seeds of plants and add colour and flavour. Spices can be: hot (chillies, paprika); bitter and sour (turmeric); aromatic (saffron, ginger, cumin); anise (fennel and star anise); sweet and scented (vanilla, cinnamon, cardamom, nutmeg, cloves). They are used to add flavour to a dish. The most common are salt and pepper, mayonnaise and vinegar.

lab

PREPARING THE PERFECT MISE EN PLACE

1 READ the steps for a perfect mise en place. Then MATCH to the English equivalents. 1 pianifica 2 raggruppa 3 organizza 4 disponi 5 prepara 6 mantieni ogni cosa pulita e in ordine

a gather b organise c lay out d keep everything clean and tidy e plan ahead f prepare

TALKING ABOUT INGREDIENTS 34

LISTEN and REPEAT.

Talking about weights and measures

Describing food

• I/You need 300 grams of…/2 kilograms

• fresh/dry/aromatic herbs

of…/a litre of… • Add a spoon/a spoonful/a teaspoon/ a tablespoon of sugar. • Add a pinch of pepper. • Take/Put/Use some slices/pieces of meat/fish. • Make sure there is enough oil/water.

• good quality/extra virgin olive oil • full-bodied wine

• mature/hard/soft cheese • tender meat/fish

• a fruity/sweet/salty/smoky/bitter/sharp/strong

flavour • the mixture should be runny/firm/fluffy/light/airy • the texture is crunchy/flaky/smooth/crumbly/creamy

3 UNDERLINE the correct alternative. 1 1 litre / kilo of vegetable stock 2 400 g / ml tinned tomatoes 3 1 pinch / tablespoon olive oil 4 slices / pieces of toasted bread 5 a pinch / tablespoon of honey 6 1 slice / clove of garlic

4 COMPLETE these sentences with the words in the box. strong – soft – full-bodied – extra virgin – crunchy 1 In Italy we mostly use ____________________ olive oil instead of butter. 2 I do not use garlic very often as it has a ____________________ flavour. 3 I always suggest a ____________________ wine with Goulash. 4 In the morning I usually have scrambled eggs with ____________________ pieces of bacon. 5 ____________________ cheeses can be spread onto toast or crackers or served with a fruit plate.

GRAMMAR / Food Ingredients

Quantifiers

1 UNDERLINE the correct option. 1 Would you like some / no / any biscuits with your tea? 2 I’ve got celiac disease; I eat some / no / any food containing gluten. 3 Are there some / no / any vegetables you don’t like? 4 Can you give me some / no / any of that cheese, please? 5 If you don’t eat some / no / any meat, you should eat some / no / any cheese or pulses for proteins.

2 COMPLETE with the correct quantifier in the box. much (x 2) – a lot of (x 2) – many – how much – how many 1 ‘__________________ sugar do we need?’ ‘Not __________________, but we need __________________ flour.’ 2 I don’t know __________________ types of cereals can be used to make bread. 3 There aren’t __________________ customers today, so we don’t need __________________ soup. 4 You can use chicken in __________________ recipes.

3 UNDERLINE the correct alternative. 1 Would you like a little / little sugar in your coffee? 2 Few / Little people like that restaurant. It’s often empty. 3 I’m sorry; we have few / little bread for today’s lunch. 4 To prepare this recipe you need a few / a little simple ingredients.

4 COMPLETE with the correct quantifier in the box. how much – a lot of – how many – much – no – a few – some (x 3) 1 In my town there are __________________ restaurants but only __________________ serve vegetarian food. 2 I want to prepare __________________ sandwiches; __________________ ham and cheese is there in the fridge? 3 We had __________________ water on the table, so we asked the waiter to bring __________________. 4 __________________ people will be here for dinner? 5 We haven’t got __________________ wine; we should probably buy __________________.

7 1

cooking techniques CUTTING TECHNIQUES 35

COMPLETE the mind map with the words in the box. Then LISTEN and CHECK. implements – method – cooking – safety – contamination

WHY ARE CUTTING TECHNIQUES IMPORTANT? Learning knife skills and the correct (1) ___________________ to use

ensures (2) ______________, hygiene and zero (3) _____________

produces the best (4) _____________ results

makes vegetables and meat appropriate for each (5) _____________

LISTEN and READ. TECHNIQUES

DESCRIPTION

FOOD

chopping

cutting into small, irregular pieces

fine herbs

julienne

cutting into very thin strips/sticks

vegetables served as a side dish

brunoise

reducing a julienne cut into regular cubes

sauces or fillings

chiffonade

a very thin julienne

herbs (to aromatise) or leafy vegetables

baton

cut into little sticks

vegetables used for crudités

paysanne

cutting into quarters, or thin square items

vegetables for soups

3 WRITE. 1 Which cut produces small irregular pieces? 2 Which 3 cuts produce long shapes? 3 Which 2 cuts produce square shapes?

________________________ ________________________ ________________________

THEORY / Cooking Techniques

PRE-COOKING TECHNIQUES 37

LISTEN and READ. Then WRITE the Italian equivalents. beating / (1) _________________

blending / (2) _________________

used for eggs and flour

used for soups or sauces

kneading / (3) ________________

marinating / (4) ______________

used to make pasta or bread

used for barbecued meat, fish and vegetables

mashing / (5) ________________

melting / (6) _________________

used for potatoes

used for butter or chocolate for desserts

puréeing / (7) ________________

rolling out / (8) ______________

used for vegetables

used with pizzas, pasta or pastry

sifting / (9) __________________

tenderising / (10) ____________

used with flour

used with steak or chicken breast

tossing / (11) ________________

whipping / (12) ______________

used for salad in a dressing

used for cream or egg whites

5 COMPLETE these sentences with the verbs in the box. roll – whip – purée – knead – beat – sift – toss 1 ____________ the dough for the pizza then ____________ it out. 2 ____________ the eggs, then ____________ in the flour. 3 Peel and chop the apples then ____________ the bananas. 4 ____________ the cream and serve with the fruit dessert. 5 Squeeze the lemon over the fruit salad, then ____________ it.

THEORY

WATER COOKING TECHNIQUES COMPLETE the mind map with the words in the box and WRITE the Italian equivalents. Then LISTEN and CHECK. 38

BLANCHING – STEAMING – BOILING – POACHING

(1) _ ______________ / ________________

(2) _ ______________ / ________________

(3) _ ______________ / ________________

(4) _ ______________ / ________________

It is cooking food in a liquid until it forms bubbles. Used for rice, fresh and dried pasta, vegetables and boiled meats. Simmering is when water bubbles gently.

It is gently cooking food, in little water or broth/stock, at a constant and moderate temperature. It is used for eggs, fish and crustaceans.

It is cooking food in the vapour or steam that rises from the water boiling under it. Steaming methods include: • wet steaming; •p ressure steaming; •d ry steaming.

It precedes food preservation (of vegetables and fruit) or cooking. There are two methods: • c old blanch (washing under running water) •h ot blanch (pre-cooking).

COOKING WITH FATS 39

COMPLETE the mind map with the words in the box. Then LISTEN and CHECK. GRIDDLE or FRY TOP COOKING – FRYING – SAUTÉING – DEEP FAT FRYING

(1) ________________

(2) ________________

(3) ________________

(4) ________________

It is immersing food in very hot fat, about 200°C, in a container with a lid so it becomes very crispy. It is a fast method but too much deep fat frying is bad

It is a similar procedure, but in less fat, without a lid and at a lower temperature (160°180°C). You can fry fish, poultry and white meat, most vegetables and

It is cooking something quickly in a small amount of fat. You generally use it with poultry cut into pieces, small fish, chopped or sliced meats and hard vegetables,

It is a healthy way to cook food (vegetables, meat, cheese and meaty fish) as it requires small amounts of fat, or no fat at all, and it gives the food a lovely taste.

for your health.

some desserts.

especially potatoes.

Cooking Techniques

HEAT COOKING TECHNIQUES 40

COMPLETE the mind map with the words in the box. Then LISTEN and CHECK.

COOKING AU GRATIN – MICROWAVING – ROASTING – GRILLING – SPIT ROASTING – BAKING

cooking by radiant strong heat

The best foods for grilling are small or medium pieces of tender meats, small fish and vegetables.

food is on a rotating spit to ensure slow-cooking on all sides

It is often used with large game, poultry or whole animals.

cooking in an oven in direct heat

Typical roast dishes are meat, large fish, potatoes and other vegetables.

using a salamander, at the end of another cooking process, to brown food at very high temperatures (250°-300°C), without a lid so that food rapidly forms a crunchy golden crust

Small fish, thinly sliced meat, vegetables and pasta are all suitable for this type of cooking.

cooking by dry heat in an oven

Usually used for bread, cakes, biscuits, soufflés and oven-baked pasta.

cooking food quickly by using waves of energy

It is good for reheating, defrosting and fast cooking foods with a high water content.

(1) ________________

(2) ________________

(3) ________________

(4) ________________

(5) ________________

(6) ________________

THEORY

MIXED COOKING TECHNIQUES 41

COMPLETE the mind map with the English words. Then LISTEN and CHECK.

(1) ______________ / STUFARE

(2) ______________ / CUOCERE IN CASSERUOLA

(3) ______________ / GLASSARE

(4) ______________ / BRASARE

slow cooking in a deep, lidded pot of liquid on

similar to stewing, but using only the natural

slow cooking where water evaporates or is reabsorbed into the food so that it becomes jelly-like

roasting food in a concentrated liquid,

used to simmer stews, goulash, fricassee, fish, fruit or vegetables

ideal for tender poultry or lean game

for vegetables, white meats and poultry

for meats, poultry or fish

the top of the cooker or in the oven

food juices and no added liquids

such as a marinade or its juices

10 COMPLETE these sentences with the verbs in the box. stew – grill – braise – cooked au gratin – bake – casserole 1 You ____________ biscuits and bread in the oven. 2 You ____________ meat, fish or vegetables when you want to tenderize them and keep their juices. 3 I love the crunchy crust of pasta ____________. 4 For the main course, the chef opted for lamb ____________ with mushrooms, garlic and rosemary. 5 They decided to ____________ some burgers for lunch. 6 Let the lamb ____________ for twenty minutes in the pot, with the lid on.

Cooking Techniques

MOLECULAR GASTRONOMY

LISTEN and READ.

SOUS VIDE or VACUUM COOKING

SPHERIFICATION

FLASH-FREEZING

DECONSTRUCTION

Ingredients are closed in an airtight bag and submerged in a water bath.

It is the process by which alginates, a type of gum, causes calciumbased liquids to gel.

It uses liquid nitrogen to quickly freeze food avoiding the formation of ice crystals.

It is the separation of all the elements on your plate.

It ensures a constant cooking temperature and allows food to cook and be preserved for long periods of time.

It creates little balls of food.

The water inside fruit and vegetables freezes, so the texture of foods is still solid when defrosted.

An example of a deconstructed dish is the British dessert Eton mess.

LAB

PREPARING A DISH

1 UNDERLINE the correct alternative. 1 beat / blend the eggs 2 pour / sift the flour 3 pour / sift the milk 4 toss / squeeze the salad

5 boil / blanch the rice 6 mash the tomatoes / potatoes 7 whip the milk / cream 8 melt the cream / chocolate

PRESENTING AND EXPLAINING A RECIPE 43

LISTEN and REPEAT.

Presenting the dish

Explaining the recipe

• It’s a main course/starter/side dish/

• Add 1 tablespoon/2 teaspoons/a cup/a pinch/50g of...

a fish/meat/vegetable dish. • It serves ... people. • It takes about 30 minutes to prepare/ cook. / The preparation/cooking time is about... • The ingredients are... / You will need... • The techniques are... • Balance the dish with some... • Serve on ... with... / Garnish with...

• Preheat the oven to... / Heat some oil in a pan. • Reduce the heat.

• Finely/Roughly chop... / Cut into squares/cubes/rounds... • Continue stirring/mixing/whisking until smooth/melted. • Roast/Fry/Grill/Bake until cooked through/golden. • Cover the tray with baking paper/with foil/a lid. • Leave to rest/cool/rise/set for ... minutes.

• Drizzle/Pour the oil over the... / Squeeze the juice of... • Season well with salt and pepper.

LAB

3 COMPLETE the dialogue with the verbs in the box. garnish – drizzle – pour – preheat – prepare – rest – serving – takes – fillet Sous chef So what are you preparing, chef? Head chef It’s a main course: Lemon sole. Sous chef How long does it take to (1) ____________________? Head chef It (2) ____________________ about 10 minutes to prepare and 15 minutes to cook. Sous chef Is it difficult to make? Head chef No, first (3) ____________________ the fish with a filleting knife. Then, (4) ____________________ olive oil over the fish, season it with salt and pepper, place it in a roasting tray and put in the oven. Remember to (5) ____________________ the oven to 180˚C. Sous chef How long must it stay in the oven for? Head chef For about 12 minutes, and then you need to leave it to (6) ____________________. Sous chef How are you (7) ____________________ this dish, chef? Head chef On a large sharing plate; you can (8) ____________________ it with finely chopped baby leeks and lemon slices or we can prepare a chicken butter sauce to (9) ____________________ over it.

4 TICK (✔) which ingredients are for MINESTRONE SOUP and which for MAYONNAISE. 1 a litre of vegetable stock 2 1 tablespoon olive oil 3 1 leek, 1 onion, 1 potato, 1 courgette, 2 carrots 4 2 egg yolks 5 1 lemon 6 250ml oil 7 400g tinned tomatoes 8 a pinch of salt and pepper 9 half a teaspoon oregano

MINESTRONE MAYONNAISE

• • • • • • • • • • • • • • • • • •

5 Now COMPLETE the instructions for these recipes with the verbs in the boxes.

Mayonnaise

whisk – mix – store – put – add Squeeze a lemon and (1) ____________________ the juice in a bowl. (2) ____________________ in the salt, pepper and mustard powder. (3) ____________________ the egg yolks one at a time and (4) ____________________ vigorously. (5) ____________________ in a cool place.

Cooking Techniques

Minestrone soup add (x 2) – place – chop – pour – taste – cook – simmer (1) _______________ all the vegetables and (2) _______________ in a bowl. (3) _______________ the olive oil into a pan. When the oil is hot, (4) _______________ the vegetables in the pan until the onion is golden. (5) _______________ the tomatoes, oregano and stock. (6) _______________ until the potato and carrots are soft. (7) _______________ and (8) _______________ a little salt and pepper if necessary before serving.

GRAMMAR Present perfect simple

1 COMPLETE these sentences with the PRESENT PERFECT of the verbs in the box. eat – grill – run – chop 1 The commis __________________ all the tomatoes. 2 __________________ you ever __________________ a vegetarian restaurant? 3 I __________________ a lot of exotic food in my life. 4 How many vegetables __________________ you __________________ today?

2 UNDERLINE the correct alternative. 1 Have you ever / never tried molecular cuisine? 2 ‘You haven’t finished your dessert yet / still? Isn’t it good?’ ‘No, sorry it’s that I have just / already started a diet.’ 3 Bob has barbecued meat for / since he was a child. 4 ‘How much / long have you steamed the fish?’ ‘Since / For half an hour.’

Past simple vs Present perfect simple

3 UNDERLINE the correct alternative.

1 She has already prepared / already prepared dinner. 2 I haven’t tried / didn’t try sushi at the party last weekend. 3 You haven’t made / didn’t make the butter sauce yet. 4 She hasn’t blanched / didn’t blanch the carrots before roasting them.

4 COMPLETE these sentences with the PRESENT PERFECT or PAST SIMPLE of the verbs in brackets. 1 I _______________ (learn) about molecular gastronomy when I attended school. 2 The chef is angry as they _______________ (not finish) garnishing the plates yet. 3 The sous chef _______________ already _______________ (cut) the vegetables for the casserole. 4 The fish recipe _______________ (take) 30 minutes to prepare yesterday.

8 1

menu planning WHAT’S IN A MENU? 44

COMPLETE the mind map with the words in the box. Then LISTEN and CHECK.

history – explanation – executive – offers – online – board – classic hand-held – flyer – digital – placemat

A MENU A list of dishes available in a restaurant or food outlet

provides:

• an (1) ___________________ of the dishes • details about specific ingredients • prices • pictures of the food and/or chef’s recommendations

is organised into a list of:

• starters, main dishes, side orders, desserts • beverages

may contain:

• a brief (2) ___________________ of the restaurant • details of special (3) ___________________ • additional menus (children’s menu, dessert menu...)

is planned by:

• the (4) ___________________ or head chef • the food and beverage manager • the maître d’hôtel

can be:

(5) _________________ made of paper or card

(6) _________________ it allows transmitting and changing the menu in all the chain restaurants

(7) _________________ disposable individual table mats

(8) _________________ often delivered directly to people’s homes and businesses, or left at the serving counter

(9) _________________ a display board or freestanding sign that can be also placed outside

(10) ________________ allows customers to browse and place orders using mobile devices

THEORY / Menu Planning

TYPES OF MENUS 45

LISTEN and READ.

TABLE D’HÔTE MENU • offers a complete meal at a fixed price • there is a limited choice (usually from 2 to 4 dishes) for each course

Buffet menu: a wide range of hot and cold dishes, beautifully displayed on serving tables which guests can serve themselves from, or assisted by waiters. Cyclical menu: a small selection of specific food items, usually repeated in a cycle of 7, 10, 14 or 28 days, often used in guest houses, holiday resorts, transport and welfare catering. Children’s menu: specially designed childfriendly dishes, in smaller portions, usually offered at a reduced price. Tasting menu: small portions of many different dishes, served as a single meal in several courses for a set price. Specials menu: usually offers one or more seasonal dishes, prepared and changed daily. Banquet menu: a pre-arranged selection of items for special events like weddings.

À LA CARTE MENU • offers greater choice of courses with dishes individually priced • there are often additional menus such as wine or dessert menus

Breakfast, lunchtime and dinner menus: are generally served at hotels and increasingly at gastropubs or cafés (see p. 48). Ethnic menu: offers food items representative of a particular region or country.

Speciality menu: offers specific food, for example tapas or pizza. All-day menu: offers a wide selection of breakfast, lunch and dinner items all day.

Lounge or bar menu: often associated with hotels, it is similar to an all-day menu, but usually with smaller portions and less choice.

Static menu: widely used by fast-food or chain restaurants, offers the same selection of food all year.

3 WRITE. Which menu... 1 offers small portions of many different dishes as a single meal? 2 has a variety of dishes available all day? 3 allows you to taste dishes from a foreign country? 4 offers small portions at a reduced price? 5 changes on a weekly or monthly basis?

____________________________ ____________________________ ____________________________ ____________________________ ____________________________

theory

BREAKFAST, LUNCH AND DINNER MENUS 46

WRITE the English equivalents next to the Italian words in the table. Then LISTEN and CHECK. continental breakfast – English breakfast – breakfast – dinner – lunch – Sunday DESCRIPTION It is usually served from 8 to 10 a.m.

(1) ______________ menu / menù della colazione

It consists of: • some set cold dishes (such as cereal with milk, pastries, fruit and yoghurt) sometimes referred to as a (2) _____________ / colazione continentale; • some cooked items (such as eggs, bacon, toast with jam or marmalade, and maybe pancakes), which is often referred to as a cooked or (3) _____________ / colazione inglese; • a selection of hot and cold beverages (tea, coffee and juices). It is usually served from 12 to 3 p.m.

(4) ______________ menu / menù del pranzo

• This can be either à la carte or semi à la carte offering a selection of starters, soups, salads, sandwiches, light mains and desserts, or a limited number of dishes for each course. • There can be a set price for two or three courses. • There is usually also a choice of soft and alcoholic drinks. It is usually served from 6 to 10 p.m.

(5) _______________ menu / menù della cena

• This generally offers the full range of made-to-order fish, meat or vegetable starters, mains, side orders, as well as desserts and daily specials, individually priced. • There could also be an integrated or separate wine and drinks menu. It can often be offered by gastropubs for Sunday lunch.

(6) ______________ menu / menù della domenica

In the UK this traditional meal is generally a carvery, serving different cuts of roast meat with a selection of seasonal vegetables and followed by a choice of traditional desserts.

5 UNDERLINE the correct alternative. 1 An English / A continental breakfast includes cereal with milk, pastries, fruit and yoghurt. 2 Lunch / Dinner is a light meal eaten in the middle of the day. 3 Breakfast / Dinner menus consist of a full range of made-to-order fish, meat or vegetable dishes. 4 On Sundays, families eat a light / traditional meal made of roast meat and vegetables.

LAB / Menu Planning

UNDERSTANDING AND DESIGNING MENUS

1 TICK (✔) which dishes are MAIN COURSES and which are SIDE ORDERS. 1 Barbecued pork 2 Tomato and basil salad 3 Smoked salmon 4 Grilled mushrooms 5 Mixed salad 6 Pan fried chicken

MAIN COURSES

SIDE ORDERS

• • • • • • • • • • • •

TALKING ABOUT MENUS 47

LISTEN and REPEAT.

General features

Layout

• The best/worst thing about this menu is...

• It’s easy to understand.

• It gives/doesn’t give you much information

• It’s clear/colourful/in black and white.

• The good/down side to this menu is...

about the dishes. • It lists all the ingredients. / There’s plenty of choice. • It doesn’t tell you anything about the ingredients. / There’s no allergy information.

Prices • It offers/doesn’t offer value for money. • It’s reasonably priced. / It’s expensive. • Dishes are (quite) cheap/expensive.

• It’s well organised.

• It looks (too) modern/traditional/elegant/plain.

Dishes • It’s a (very) big/small/varied/new/

old-fashioned/conventional/innovative menu. • I really like the chef’s recommendations/the specials/the wine pairings. • Dishes are complex/simple/seasonal/unusual. • It caters/doesn’t cater for children/ vegetarians/vegans/people with food allergies. • There is/isn’t a good choice of desserts/ wines/starters.

3 READ the functions boxes above and COMPLETE these expressions used when talking about menus.

1 black and... 2 reasonably... 3 well... 4 value for... 5 wine... 6 allergy...

_______________________ _______________________ _______________________ _______________________ _______________________ _______________________

lab

4 An executive chef is talking about his menu. COMPLETE the text with the verbs in the box. is – are – arrive – explain – know – states – contain – eat When customers (1) _____________, they read the menu because they want to (2) _____________ what they can (3) _____________ here. The menu (4) _____________ organised into starters, main courses, side dishes and desserts. Everything on the menu is available. The prices (5) _____________ clearly printed and it (6) _____________ at the bottom of the page that there is a service charge. We also (7) _____________ which dishes (8) _____________ ingredients that are not safe for people with food allergies.

EXPLAINING DISHES 48

LISTEN and REPEAT.

Asking for and giving explanations

Presenting dishes and making suggestions

Customer • I’d like to know... / Could you help us... ? • Does that include... ? / Do you offer a... ? • How is it cooked/prepared/served? • Can/Could you tell me/explain what ... is/ are? • What about the... ?

Waiter • We have a lunchtime menu/two- or three-course options/a fixed-price menu/a full à la carte menu/ a dessert menu with.../a wine and spirits menu. • We also have a tasting menu with ... • First we have ... paired with... / Next we have... • Then there is ... served with... / Moving on... • There’s also an optional ... served with/ accompanied by... • I would highly recommend it. • Why don’t you try... ? / How about trying... ? / You should try... • We also have a... / You could also opt for/have... • We can accommodate/cater for any food allergies or intolerances you tell us about.

Waiter • It includes... / It is available... • There is... with... • That’s not part of the... / It is a... • It is cooked/marinated/served... • They are essentially ... very common in... • This dish is paired with...

6 MATCH the questions to the answers. 1 How is it cooked? 2 Does that include vegetables? 3 Could you help us decide? 4 Do you offer a fixed-price menu? 5 What do you recommend?

a Yes, why don’t you try the spicy chicken? b No, but we have a lunchtime menu. c I recommend the lobster. It’s really fresh. d Yes, it is served with salad and chips. e It is baked in the oven.

GRAMMAR / Menu Planning

Comparatives and Superlatives

1 COMPLETE these sentences with the COMPARATIVE form of the adjectives in brackets. 1 Children’s menus are __________________ (+ colourful) than usual menus. 2 At weekends the restaurant is __________________ (+ busy) and it’s difficult to find a table. 3 Let’s sit outside, the patio is __________________ (− crowded) than the dining room. 4 Indian cuisine is __________________ (+ rich) in herbs and spices than Italian cuisine. 5 The specialities in this place are as __________________ (= good) as the ones in that other restaurant. 6 This pub has a __________________ (+ small) choice of main courses than I expected.

2 COMPLETE these sentences with the COMPARATIVE form of the adjectives in brackets. 1 Vegetables are __________________ (healthy) than fatty foods. 2 The ‘all you can eat’ formula of sushi bars is becoming __________________ (popular) in town, because it’s cheap, the quality is good and you get lots of it. 3 Let’s go to a place that is not as __________________ (crowded) as this one. 4 Which is __________________ (good) for this recipe, a casserole or a saucepan? 5 A wine should be __________________ (sweet) than the dessert it accompanies. 6 It’s much __________________ (fast) to book online rather than phoning a restaurant.

3 COMPLETE these sentences with the SUPERLATIVE form of the adjectives in brackets. 1 For nutritionists breakfast is the __________________ (important) meal of the day. 2 This food is the __________________ (tasty) I have ever had! 3 The __________________ (spectacular) view of the town is from the restaurant terrace. 4 Look at the prices on this menu! I think it’s the __________________ (expensive) restaurant in town. 5 This is the __________________ (dirty) café I’ve ever been too! 6 Who is the __________________ (successful) chef in your country?

4 UNDERLINE the correct alternative. 1 If you use fresh ingredients, the sauce will be more tasty / tastier. 2 This restaurant is as cheap as / than the other one, but the portions are bigger / biggest. 3 That Japanese restaurant has the best / the worst sushi in town; everybody loves it! 4 Pizzerias are generally more noisy / noisier then fine dining restaurants. 5 I prefer their new menu because there are fewer / less main dishes so it doesn’t take so long to read. 6 I don’t like the new décor in this bar. It makes the place look much more dark / darker than before.

9 1

Diet and nutrition HEALTHY EATING 49

COMPLETE the table with the words in the box. Then LISTEN and CHECK. FATTY AND SUGARY FOOD – DAIRY PRODUCTS – FRUIT AND VEGETABLES – MEAT, FISH, EGGS AND BEANS – STARCHY FOOD GROUPS

CONTENTS

PROPERTIES

• vitamins • minerals • fibre • low in fat and calories

• important to keep our body healthy • fibre helps digestion • recommended at least 5 portions a day

• carbohydrates • fibre • calcium • vitamin B

• give us energy • wholegrain varieties are particularly healthy

• protein • calcium • saturated fat

• necessary for body growth and repair • vital for strong bones • saturated fat can make us overweight and cause high cholesterol

(1) ___________________

(2) ___________________

(3) ___________________

(4) ___________________

• protein • white meat and fish are low in fat • vitamins • fatty acids in fish prevent heart • minerals disease • iron, vitamin B12 in red meat • fatty acids in fish • high in fat or sugar

(5) ___________________

• make us overweight • increase the risk of heart attacks and strokes

THEORY / Diet and Nutrition

THE MEDITERRANEAN DIET COMPLETE the table with the words in the box. Then LISTEN and CHECK.

poultry – wholegrain – extra virgin olive oil – activity – processed food – wine – vegetables THE BASIC PRINCIPLES OF THE MEDITERRANEAN DIET • pulses, (1) _____________ carbohydrates and a handful of nuts every day

• less than four eggs per week

• lots of fruit and (2) _____________

• a moderate intake of (5) _____________ and lots of water to drink

• low-fat varieties of dairy products and (3) _____________ instead of butter

• fresh and seasonal food and simple preparation methods instead of highly (6) _____________

• more fish and (4) _____________ than red meat • regular physical (7) _____________

ALTERNATIVE DIETS 51

LISTEN and READ. VEGETARIAN DIET

VEGAN DIET

MACROBIOTIC DIET

RAW FOOD DIET

food eaten nuts, cereals, pulses, fruit, vegetables, meat substitutes, products derived from animals like eggs, milk, cheese and yoghurt

nuts, fruit, vegetables, seeds, pulses, meat substitutes

locally-grown, organic, seasonal fruit and vegetables, organic whole grains, pulses, seaweed, soya, tofu, nuts and seeds

raw fish or meat, fruit and vegetables, germinated cereals and pulses, nuts, raw milk and honey

food not eaten

fish or meat

any products derived from animals

food that is not local or seasonal or food with toxins

anything cooked

positive aspects

a healthy diet, with plenty of iron and calcium

a healthy and low-fat diet

low in fat and cholesterol

a healthy diet, fewer digestive problems

negative aspects

lack of vitamin B12 found in animal products

possible lack of nutrients such as vitamin B12, calcium and iron

possible lack of nutrients such as calcium, protein and iron

potentially dangerous as bacteria are not killed during cooking

4 WRITE the type of diet. 1 They don’t eat meat, but can eat foods derived from animals. 2 They never cook their food. 3 They don’t drink milk, because it is derived from animals. 4 Their diet is based on local, organic and seasonal food.

______________ ______________ ______________ ______________

THEORY

RELIGIOUS DIETARY CHOICES 52

LISTEN and READ. TYPE OF DIET

FORBIDDEN INGREDIENTS

HINDUS

Most of them follow a vegetarian diet, avoiding all meat, fish or products derived from animals.

They don’t eat beef (the cow is a sacred animal). Orthodox Hindus also abstain from alcohol, caffeine and strong flavoured foods.

BUDDHISTS

They can eat fish and meat, but many are vegetarians.

Some don’t eat root vegetables and some even avoid eating beef or drinking alcohol.

They eat halal (allowed) food prepared according to Muslim law.

They don’t eat haram (not allowed) food, such as pork, alcohol and any foods from animals improperly slaughtered.

Their diet has very few restrictions.

They should not eat meat or sweets during Lent. Meat should not be eaten on Fridays.

JEWS

They eat kosher food prepared according to Jewish law: dairy and meat products and utensils used to prepare these food types should be kept separate.

They don’t eat pork, shellfish or animals slaughtered in a non-kosher way.

SIKH

They can choose whether or not to eat They cannot eat kosher or halal meat, but most prepare just vegetarian meat. dishes.

MUSLIMS

CHRISTIANS

6 COMPLETE these sentences. 1 Halal means ___________ food for Muslims. 2 Hindus believe in the sacredness of life so most are ___________. 3 ___________ have the least number of restrictions. 4 Hindus can’t eat ___________ as it comes from a sacred animal. 5 You should never mix cheese and ___________ together in a Jewish dish.

Diet and Nutrition

TEEN DIET

1 2 3 4 5 6

LISTEN and READ the TOP TEN TIPS FOR TEENAGERS.

Do not fill up your plate or go back for seconds. Eat five portions of fresh fruit and vegetables. Don’t skip breakfast: it gives you energy. Eat no more than 1 teaspoon of salt every day. Avoid sugary snacks. Drink 6-8 glasses of water a day, low-fat milk and vegetable juices.

7 Avoid taking supplements as many nutrients

you need are naturally in food. 8 Do not follow diets promising you too quick a weight loss. 9 Be active every day to maintain a healthy body. 10 Go outside: sunlight provides vitamin D to help keep your bones and teeth healthy.

8 Now READ these tips for teenagers and TICK (✔) if they are good or bad. 1 Eat a lot at every meal. 2 A good breakfast in the morning is a healthy choice. 3 Take supplements to get nutrients. 4 Do sport only if you like it.

GOOD

BAD

• • • • • • • •

SPECIAL DIETS FOR FOOD ALLERGIES AND INTOLERANCES 54

LISTEN and READ. FOOD ALLERGY

What is it?

Symptoms

Causes

FOOD INTOLERANCE

the immune system generates a bad reaction to specific proteins

a bad reaction to a sort of food or ingredient that affects the digestive system

only a very small quantity of food is needed to cause it

usually a large amount of food is needed to cause it

specific symptoms usually develop within minutes of eating the food

more general symptoms can develop several hours after eating

symptoms can be life-threatening

symptoms are not usually dangerous

any food can potentially cause an allergic reaction, but the most common are: gluten, crustaceans, eggs, fish, peanuts, soybeans, milk and tree nuts

• cow’s milk: people who don’t have enough of the enzyme lactase cannot digest the sugar lactose • gluten: it leads to coeliac disease, an inflammation of the digestive tract • c hemical preservatives or additives in food and drinks such as sulphites, caffeine or aspartame

10 MATCH the two parts of these sentences. 1 A bad reaction affecting the immune system is 2 Food allergy symptoms are visible 3 Food intolerance symptoms 4 Caterers must know about allergies and intolerances

a to provide safe eating options. b are not usually dangerous. c within minutes. d a food allergy.

lab

GETTING TO KNOW FOOD INTOLERANCES

1 WRITE the Italian equivalents. 1 intolerant 2 breadcrumbs 3 gluten 4 coeliacs 5 soy sauce

______________ ______________ ______________ ______________ ______________

2 TICK (✔) the correct option. If the customer says he/she is allergic or intolerant to…,

offer him/her something… gluten-free

lactose-free

nut-free

soya-free

wheat soy sauce milk peanut butter

TALKING ABOUT SPECIAL DIETS 55

LISTEN and REPEAT.

Giving information

Asking questions about dietary needs

• You probably don’t realise how many things

Head chef/Waiter • Does anybody have any (special) dietary needs? • I’ll tell the chef about your needs/ requirements immediately. • This dish contains two allergens: lactose and gluten. • We have lactose-/gluten-free dishes such as... • Otherwise, I can suggest you choose/opt for...

contain gluten/nuts/soya/milk... • Do you know that there’s shellfish in... ? • You also need to be careful when using ... because that can contain/come into contact with ... too. • Always choose a gluten-free/lactose-free/ soya-free version. • You should also avoid condiments such as soy sauce. / Add brewed alcohol like ... to your list. • There are some pre-prepared foods that are best avoided unless...

Talking about symptoms • He/She is having trouble breathing/has got

stomach ache/has come out in spots/has had an anaphylactic shock... • How do you feel? / Are you OK? / What’s the problem?

Diet and Nutrition

4 COMPLETE these mini-dialogues with the expressions in the box. Are all meat and fish dishes gluten-free? – What’s the problem? – I’ll tell the chef about your needs immediately. 1 Waiter ____________________________________ Customer He is having trouble breathing. 2 Customer I’m allergic to nuts and soya. Waiter ____________________________________ 3 Customer ____________________________________ Waiter Yes, except those that are dipped in flour and breadcrumbs.

GRAMMAR Second conditional

1 MATCH the two parts of these sentences. 1 If I were Muslim, 2 If he ate smaller portions, 3 What should we eat 4 If she drank more water,

a he would lose weight. b she would feel better. c I couldn’t eat pork and its by-products. d if we need calcium?

2 UNDERLINE the correct alternative. 1 If I had / have more money, I would eat in better restaurants. 2 He would be fit if he exercised / exercises more often. 3 If you ate a good breakfast, you wouldn’t / shouldn’t eat all those snacks. 4 You could eat my almond biscuits if you didn’t have / don’t have an allergy to nuts.

I’d prefer and I’d rather

3 COMPLETE these sentences with I’D PREFER or I’D RATHER. 1 ____________ cook my own meal than buy it. 2 ____________ to go to a vegan restaurant. 3 ____________ to use fresh ingredients. 4 ____________ drink water than a sugary drink.

I wish

4 UNDERLINE the correct alternative. 1 I wish I would / could have a proper meal every day. 2 I wish you didn’t / doesn’t make so many fried dishes. 3 I wish they didn’t / don’t sell so many unhealthy snacks at school. 4 I wish I am / were a famous cook.

10 1

safety procedures FOOD SAFETY AND FOOD QUALITY

COMPLETE the mind map with the words in the box. Then LISTEN and CHECK. flavour – monitoring – contamination – attributes – preservation – hazards

FOOD SAFETY

FOOD QUALITY

It refers to all (1) ________________ that can make food dangerous to public health: • inadequate food (2) ________________; • incorrect manipulation; • exposure to various types of contamination.

It can only be guaranteed by: • correct processing procedures; • appropriate, timely (3) ________________; • safeguarding measures if public health risks occur.

It refers to all (4) ________________ that influence a product’s value to the consumer: • positive attributes such as origin, colour, (5) ________________, texture and processing method of the food; • negative attributes such as spoilage, (6) ________________ with dirt, discolouration, off-odours.

In the UE they are guaranteed by the Food Hygiene Package principles: • the food production chain must be monitored at every stage, and any possible risks should be analysed; • all parties involved must be aware of their responsibilities, even consumers that should know how to conserve foods correctly; • traceability of all food products is needed to trace their sources.

2 MATCH these words to their definitions. 1 hazard 2 food safety 3 off-odours 4 spoilage

a an odour that is not natural or up to standard due to deterioration b a situation that could be dangerous or have bad results c the process of decay in foodstuffs d the protection of food from anything that can harm people’s health

3 Now PUT the words in exercise 2 in the correct sentence. 1 In the days before refrigeration, _________________ was a constant problem. 2 The butter smelled of fish and other _________________. 3 Do not use the blender with wet hands, it is a _________________. 4 Caterers should always guarantee_________________.

THEORY / Safety Procedures

HACCP 57

COMPLETE the mind map with the words in the box. Then LISTEN and CHECK. chemical – physical – safe – biological

HACCP

The Hazard Analysis and Critical Control Point refers to procedures (food processing, preparation, storage and serving) which must take place to ensure the food you produce is (1) ______________.

(2) ______________, when foods become dangerously infected by bacteria.

Hazards can be…

(3) ______________, through foreign bodies in a food item such as metal or plastic from factory machinery or natural hazards like bones in fish. (4) ______________, when cleaning fluids or pesticides contaminate food.

Before carrying out the HACCP, you have to…

• form a working group • describe the products made and their destination • set up a flow chart (a graphical representation of the work process) • check it works on site

LISTEN and READ.

The HACCP food plan is activated following these principles: • identify any hazards that must be avoided, removed or reduced; • identify the CCP (Critical Control Points) when a hazard can happen in your work process; • set critical limits for each CCP under which the risk is acceptable; • monitoring the CCPs to check they respect limits; • intervene to resolve any problems with CCPs; • implement controls to ensure your plan is functioning correctly; • keep detailed records of your plan and interventions for possible inspections.

6 Now READ these sentences and TICK (✔) T (true) or false (F).

1 The HACCP plan ensures food safety. 2 A risk can happen in a Critical Control Point of a work process. 3 The critical limits are established after the hazard identification. 4 If there is an inspection, there is no need to show records of interventions.

T F

• • • • • • • • 59

10 7

THEORY

RISKS AND PREVENTIVE MEASURES 59

LISTEN and READ. RISK

PREVENTION

cured meat and vegetables preserved in oil

bacterium botulinus, which grows in the absence of air

carefully wash vegetables and cook them in vinegar or a similar acidic solution to preserve

cooked meat

clostridia, occurring during the slaughtering process

cool meat quickly within 3 hours or maintain it at a high temperature until served

long-life canned contamination from damaged food packaging

store foods in a well-aired, dry place unaffected by temperature changes or humidity

deep-frozen food

bacterial growth caused by sudden changes in temperature

• allow food to cool properly first • don’t overload fridges or freezers • regularly clean, service and defrost units

flour, cereals, bakery products and nuts

insect infestation or contamination by mycotoxins from mould

• keep foods sealed at below 15°C • check for visible signs of mould, smells or discolouring • avoid humidity • separate potentially contaminated products and rotate food on shelves

mushrooms

dangerous and sometimes lethal toxins

purchase mushrooms in sealed packaging from regulated sellers

fruit and vegetables

residual pesticides

request documentation from all suppliers

fish products

• anisakis (a parasitic worm which can cause serious health problems) • biotoxins in shellfish

• suppliers should provide documentation that products are parasite-free • remove fish intestines before cooking and check for any strange colouring • freeze wild fish at -15°C or cook thoroughly at 70°C to destroy parasites or biotoxins

8 COMPLETE these sentences with the adjectives in the box. sudden – high – visible – dry – strange 1 To prevent contamination in cooked meat, maintain it at a _____________ temperature until you serve it. 2 Canned food must be stored in a _____________ place. 3 Bacteria can grow on deep-frozen food if there is a _____________ change in temperature. 4 Bakery products with _____________ signs of mould are dangerous for our health. 5 Fish with _____________ colouring is unsafe to eat.

Safety Procedures

FOOD PRESERVATION 60

LISTEN and READ.

PHYSICAL METHODS

low refrigeration and temperatures freezing

fish and meat, pulses, fruit and vegetables

pasteurisation high temperatures sterilisation

milk, juices, wine, beer

removing water altered environment

air drying

herbs

sun drying

fruit, meat or fish

spray drying

milk or eggs to powder

freeze drying

coffee or ice cream

microfiltration

milk, juices

vacuum-packaging cheese, fish, meat, coffee and vegetables salt curing

FOOD PRESERVATION any method which keeps food safe and edible

canned food, jam, marmalade

dry for ham or sausages wet for olives, cheese and fish in salty water

natural additives CHEMICAL METHODS

artificial additives

PHYSICO- smoking CHEMICAL AND BIOLOGICAL fermentation METHODS

sugar curing

honey to cure meat, or syrup to preserve fruit

marinating

in lemon juice, vinegar or wine, such as beef carpaccio or anchovies

alcohol

to preserve fruits like cherries, apricots or plums

preservatives, antioxidants and antimicrobial substances

to extend the shelf life of a product; in soft drinks, for example, preservatives help to inhibit the growth of microbes and bacteria

food is exposed to fish, meat, cheese or sausages smoke from wood or aromatic plants a biological method that transforms foods

turns milk into yoghurt, ethylic alcohol into vinegar, the sugar in fruit and cereal into spirits or liqueurs

10 LOOK at the pictures and WRITE the preservation method used.

1 _________________ 2 ________________ 3 _________________ 4 _________________

theory

WORKPLACE SAFETY

LISTEN and READ.

WORKPLACE SAFETY • It consists of ensuring personal safety, collective safety and a safe working environment. • It should involve all staff in all working areas at all times.

To ensure safety in food preparation, it’s necessary: • to identify risk factors (e. g. improper use of machinery); • to identify and adopt preventative measures (e. g. respect for procedures and cleanliness); • to improve these measures.

12 MATCH the two parts of these guidelines for workplace safety. 1 Always hold knives 2 Wear gloves 3 Keep pan handles 4 Never pour water 5 Don’t mix

a chemical products together. b by the handle. c to pick up broken glass. d away from heat. e into hot oil.

LAB

TESTING FOOD SAFETY KNOWLEDGE 62

LISTEN and REPEAT.

Talking about rules and procedures • It’s very important to store food correctly to avoid cross-contamination/spoilage.

• It’s important to allow food to cool properly before freezing it and never to overload fridges. • You shouldn’t store foods in metal cans, but in sealed containers.

• You mustn’t forget to/you have to/you should clean and defrost fridges and freezers. • You have to do it every day/week/month/year.

• To avoid these risks, you need to use food by the expiry date.

• The main risks are insect infestations or contamination from mould.

• There may/could/might be visible signs of discolouring/a bad smell/infiltration.

2 COMPLETE the pairs of words you can find in exercise 1. 1 insect infestation or… ________________ 2 cross-contamination or… ________________

3 discolouring and… 4 fridges and…

________________ ________________

LAB / Safety Procedures

3 Now USE the expressions in exercise 2 to COMPLETE these sentences. 1 Store food correctly to avoid _____________________________________________. 2 ______________________________ are safe when they are cleaned regularly and not overloaded. 3 Keep flour and bakery products in containers to avoid ___________________________________. 4 If food is stored incorrectly, signs of _____________________________ may be visible.

GRAMMAR − The passive

1 TICK (✔) if these sentences are ACTIVE or PASSIVE and WRITE the tense.

ACTIVE PASSIVE 1 The EU introduced the HACCP food plan in 1993. • • 2 The HACCP food plan has been created to prevent accidents. • • 3 The commis is correctly cleaning his workstation. • • 4 Fresh fruit and vegetables are dried to preserve them. • •

TENSE __________ __________ __________ __________

2 TRANSFORM these active sentences into PASSIVE. 1 The staff inspects goods on delivery. Goods ______________________________________________________________ . 2 The chef is monitoring the refrigeration temperature. The refrigeration temperature __________________________________________ . 3 They have checked all the expiry dates. All the expiry dates ___________________________________________________ . 4 They will establish appropriate measures to control the hazards. Appropriate measures _________________________________________________ .

3 TRANSFORM these passive sentences into ACTIVE. 1 Knives must not be handled by the blade. You ________________________________________________________________ . 2 The Tetra Pak company was founded by Ruben Rausing. Ruben Rausing _______________________________________________________ . 3 Pasteurisation is gradually being substituted by microfiltration. Microfiltration _______________________________________________________ . 4 The freezers were being cleaned by the staff. The staff ____________________________________________________________ .

4 COMPLETE these sentences with the correct ACTIVE or PASSIVE form of the verbs in brackets. 1 The staff ____________________ (attend) a course on HACCP systems at the moment. 2 The work ____________________ already ____________________ (do) by Jack and Jill. 3 The refurbished restaurant ____________________ (open) yesterday. 4 Food can ____________________ (contaminate) by insects or mould.

11 1

the world of pastry THE PASTRY BRIGADE

COMPLETE the mind map with the words in the box. Then LISTEN and CHECK. CONFECTIONER or CANDY MAKER – ICE CREAM MAKER – SOUS PASTRY CHEF – PASTRY CHEF – DECORATOR PATISSIER/(1) ___________________ • runs the department and assigns tasks to the rest of the team • decides the type and quantity of cakes, desserts and pastries to make • invents new creations to add to the menu

SOUS CHEF PATISSIER/(2) ___________________ • is in charge of the various stages of preparation and cooking • must check the standard and quality of the team’s work • substitutes the pastry chef when absent

CHEFS DE PARTIE

BOULANGER/ BAKER yeast goods

GLACIER/ (3) ___________ frozen desserts

CONFISEUR/ (4) ___________ sugar-based items

CHOCOLATIER chocolate-based preparations

COMMIS carries out simple duties and makes sure the workstation is clean and tidy

DÉCORATEUR/ (5) ___________ decoration of speciality cakes and showpieces for events

2 COMPLETE these sentences with the roles in the box. chocolatier – bakers – commis chef – pastry chefs – decorator 1 Besides the iced cakes, the __________________ have steamed some plum puddings. 2 The __________________ in that store prepares excellent chocolates, ganache and truffles. 3 __________________ have great experience in making desserts, especially cakes and pastries. 4 The __________________ is creating edible decorative elements for the wedding cake. 5 The __________________ is responsible for cleaning the workstation.

THEORY / The World of Pastry

LARGE EQUIPMENT AND APPLIANCES 64

COMPLETE the table with the words in the box. Then LISTEN and CHECK. retarder – pasteuriser – planetary mixer – fryer – double arm mixer – table top steam kettle – ice cream maker/freezer – proofing cabinet – oven

(1) __________

FOOD PREPARATION

(2) __________

• interchangeable bowls • three main mixing attachments: paddle for general mixing, wire whisk for cream and egg whites, dough hook or arm for kneading yeast doughs • its arms move up and down in the bowl, lifting the dough and aerating it well • spiral mixers and fork mixers make very elastic yeast dough without overheating it

i deal temperature and humidity to allow the fermentation of yeast doughs (3) ___________ r efrigerates yeast dough to slow down the fermentation so that it can be stored (4) ___________ churns and freezes ice creams and sorbets

COOLING (5) ___________

(6) ___________

BAKING AND COOKING

• static ovens • convection ovens • ovens with steam injectors (for baking bread) • c ombi ovens combine three modes of cooking into one unit • quickly heats liquids • cooks custards, creams and fillings

(7) _________ fries things like doughnuts and fritters (8) __________ asteurises (heats up to 100°C) custard, crème and p ice cream mixtures to reduce bacteria (9) ___________

11 4

THEORY

SMALL EQUIPMENT AND TOOLS 65

COMPLETE the table with the words in the box. Then LISTEN and CHECK. rolling pin – palette knife – apple corer – pastry cutter – whisk – drum sieve – pastry wheel

(1) ________________

to take the core out of apples and pears

pastry brush

to cut shapes in pastry and biscuit dough

to make long cuts in dough and pastry (5) ________________

(2) ________________ to brown and caramelise sugar blowtorch

chinois

roller docker to strain sauces and egg-based creams to sift flour and other dry ingredients

(3) ________________ ice cream scoop

(6) ________________

spatula

thermometer to make decorative patterns on icing

to scrape out bowls or spread mixtures and fillings to test the temperature of liquids, sugar and chocolate to aerate eggs and cream

(7) ________________

icing comb to scrape out bowls and to spread icing or (4) ________________ fillings on cakes to pipe pastry dough and to fill cooked pastries

to cool baked items wire rack

zester

5 GUESS the tool and COMPLETE. 1 I use a ______________ to beat egg whites or to whip cream. 2 Use a ______________ to grate a few threads of lemon skin. 3 Use a ______________ to cut shapes in pastry and biscuit dough. 4 I put cakes to cool on a ______________.

to pierce holes in rolled out dough or pastry to roll out pastry

to serve ice cream

pastry bag with tips or nozzles

to brush items with egg wash or glaze

to remove the zest from citrus fruits

The World of Pastry

BAKEWARE AND MOULDS 66

COMPLETE the table with the words in the box. Then LISTEN and CHECK. sponges – mousses – fairy cakes – cannoli for loaf cakes such as walnut cake

loaf tin for Swiss rolls, tray bakes and shortbread Swiss roll tin

cupcake tin

for smaller (1) ________________ and larger muffins for tarts or single-portion tartlets

tart and tartlet tins

sponge tins

for two (2) ________________ then sandwiched together for all-in-one cakes such as fruit cake

springform cake tin for special occasion cakes novelty tins

metal cone

silicon bakeware and moulds

metal cake or food rings

for cream horns, (3) ________________ and wafers for baked cakes and refrigerated or frozen desserts such as (4) ________________ or bombes for baked items, cold desserts and to maintain a shape when plating up

7 GUESS the tool and COMPLETE. 1 It’s not a problem with the _________________ because the cake is so deep and narrow. 2 I really like using _________________ in different shapes when I prepare sweets for children. 3 To produce great shortbread it’s important to choose a _________________. 4 Choose a big _________________ to make muffins. 5 We use _________________ for chilled desserts like mousses.

LAB

PREPARING A PASTRY RECIPE MISE EN PLACE

1 UNDERLINE the correct item to help you make a cheesecake.

1 Crush the biscuits by hand with a rolling pin / whisk. 2 Use the grater / chinois to remove the zest from the oranges. 3 Spread the filling over the biscuit base with a rolling pin / palette knife. 4 Put the cake in the retarder / fridge to allow it to cool for four hours.

INDICATING THE CORRECT EQUIPMENT TO USE 67

LISTEN and REPEAT.

Indicating requirements

Asking for help/confirmation

• You need/require a wire whisk/copper pan/

• What should I use for preparing this custard/

baking sheet for this part. • You ought to/should use a smaller/bigger tin/ bowl/sieve. • It’s essential/necessary/important to use the dough attachment/a metal rolling pin. • This recipe calls for a loaf tin/fluted cutters/ cake rings.

for measuring the spices? • Could/Can you tell me what type/size of baking tin/nozzle/mould I need? • I need to use a ladle/sugar thermometer/ chinois, don’t I? Stating the purpose • I need something for whisking/cutting/

dividing the eggs/dough/mixture. • You need a knife/grater to score/grate the top/zest.

3 MATCH the verb to the correct ingredient. 1 knead 2 pasteurise 3 slow down 4 bake 5 whisk

a dough fermentation b bread c dough d egg whites e milk

4 MATCH the two parts of these sentences. 1 I can prepare sorbets with an 2 If I want to bake bread, I use an 3 I leave the dough to rise in a 4 Artisan breads are made in 5 Large-scale production is made in

a independent bakeries. b oven with steam injectors. c proofing cabinet. d industrial bakeries. e ice cream maker.

The World of Pastry

5 The commis chef asks the sous pastry chef for advice. MATCH the questions to the answers. Commis chef 1 What do I need to bake the biscuits on? 2 Is this big enough for the cream cheese mixture? 3 Can you tell me what size nozzle I need? 4 Which attachment do I need to make pizza?

Sous pastry chef a It’s important to use the dough attachment. b You need a metal baking sheet. c No, you should use a bigger bowl. d It’s essential to use a small one for the decorations.

GRAMMAR − Modal verbs (2): need, ought to, be expected to, be supposed to

1 TICK (✔) if the verb used expresses an OBLIGATION or a LACK OF NECESSITY. 1 He needed a new freezer for his restaurant. 2 Students are not expected to pay for the ingredients. 3 Staff ought not to listen to music in the kitchen. 4 Trainees don’t need to order the ingredients. 5 Commis chefs are supposed to follow instructions.

OBLIGATION LACK OF NECESSITY

• • • • • • • • • •

2 UNDERLINE the correct alternative. 1 This cake is delicious, you should / need to try some. 2 We have already prepared everything. You don’t need / ought to prepare anything. 3 The staff is expected / need to know hygiene rules. 4 Waiters are supposed / don’t need to cook the food. 5 Students are supposed / aren’t supposed to study the recipes before the lesson.

3 COMPLETE these sentences with the words in the box. need – needn’t – ought – expected – supposed 1 He’ll ___________ to improve his English if he wants to work in a restaurant in London. 2 You are not ___________ to wear earrings in the kitchen. 3 How many hours is a sous chef ___________ to work? 4 You ___________ cut any more strawberries; we have enough now to decorate the cake. 5 She ___________ to be more careful when taking things out of the oven; she almost burnt her hand yesterday.

12 1

basic ingredients FLOUR

LISTEN and READ. WHEAT FLOUR

what is it?

it is the main ingredient in bread and baked pastries

how is it obtained?

it is obtained by grinding wheat kernels (= bran + germ + endosperm)

principal varieties

wholemeal flour is made using the whole kernel

flour strength (W index) according to the protein content

weak flour (90-160 W)

strong flour (250-310 W)

low protein content → low gluten content the flour absorbs less water and the dough rises more quickly high protein content → high gluten content the flour absorbs more water and the dough rises more slowly

friability and shorter kneading time

more resistance and elasticity

good for biscuits and cakes

good for bread and other yeast products

LISTEN and READ. Then WRITE the Italian equivalents next to the English words.

ALTERNATIVE FLOURS used on their own or mixed with wheat flour

white flour is made using only the endosperm

barley / (1) _________

different types of bread

rye / (2) _________

to make solid, dark breads or crisp flatbreads

spelt / (3) _________

speciality breads, pasta

oat / (4) _________

speciality breads, biscuits

chestnut / (5) _________

cakes and biscuits

buckwheat / (6) _______

pancakes, crêpes, speciality breads

rice / (7) _________

gluten-free baking

maize / (8) _________

cornbreads, cornstarch

THEORY / Basic Ingredients

SWEETENERS 70

LISTEN and READ.

SUGAR

HONEY

comes from sugar cane or sugar beet

Types of sugar

MAPLE SYRUP

comes in different colours and flavours depending on the type of flower and the zone where it is produced

white refined sugar is the most common sweetener and its varieties depend on the size of the sugar crystals brown sugar is partially refined cane sugar and its colour comes from molasses (e.g. demerara and muscovado sugar)

comes from maple trees and is usually used in Canada and the USA as a topping for pancakes and waffles

granulated

small

for most baking and

icing sugar

fine powder

for dusting desserts and making icings

caster sugar

ultrafine crystals

for cakes and biscuits

sanding sugar

coarse crystals

for coating biscuits or cakes

pearl sugar

opaque grains

for decorations

sugar

crystals

pastry uses

4 WRITE the English equivalents for these words. 1 zucchero a velo 2 sciroppo dâ&#x20AC;&#x2122;acero

___________________ ___________________

3 zucchero di canna 4 zucchero semolato

___________________ ___________________

LEAVENING AGENTS 71

LISTEN and READ.

PHYSICAL

BIOLOGICAL

air

incorporated into doughs by creaming and foaming expands during baking

steam

the water in doughs and batters turns to steam

yeast (a microscopic fungus; can be fresh, dried or powdered fast-action dried)

acts on the sugars in the dough and changes them into carbon dioxide and alcohol

bicarbonate of soda

reacts with acids and moisture to produce carbon dioxide

baking powder

a mix of bicarbonate of soda and acids, such as cream of tartar

CHEMICAL

THEORY

COCOA AND CHOCOLATE 72

LISTEN and READ the text. Then MATCH to the pictures.

Chocolate production begins at the cocoa tree, where cocoa pods containing cocoa beans are harvested.

The cocoa beans are fermented, roasted and ground to produce chocolate liquor or cocoa mass.

From chocolate liquor you obtain cocoa powder (used for adding flavour and for preparing drinks) and cocoa butter (a pale-yellow fat).

Chocolate liquor, cocoa butter and sugar are mixed in various proportions to produce different types of chocolate.

Dark or plain chocolate bitter flavour and a very dark colour

Milk chocolate delicate flavour because of the addition of milk

White chocolate it contains just cocoa butter, sugar and milk and no cocoa solids

Couverture high quality chocolate with a higher percentage of cocoa butter

7 UNDERLINE the correct alternative. 1 Another name for chocolate liquor is cocoa pods / cocoa mass. 2 Drinks are made using cocoa powder / cocoa butter. 3 Another name for dark chocolate is black / plain chocolate. 4 White chocolate does not contain cocoa solids / cocoa butter. 5 Milk chocolate does not have a strong taste because of the added milk / sugar.

Basic Ingredients

MILK AND CREAM 73

LISTEN and READ.

MILK in pastry making it is usually pasteurised and homogenised cow’s milk

CREAM used as an ingredient (in fillings, mousses, custards) or to decorate cakes and desserts

whole milk

3.5% fat; preferred in pastry making

semi-skimmed milk

0.5%-2% fat

skimmed milk

< 0.5% fat

condensed milk

made by evaporating about 60% of the water content of whole milk and adding sugar

dried milk

can be used to make bread dough

single cream

18% fat; cannot be whipped; it is used for pouring and in sauces

whipping cream

35% fat; can be whipped and piped for decorations; the most versatile type of cream

double cream

48% fat; has the thickest consistency and whips very well; it is used in puddings and for piping decorations

fermented cream products

buttermilk, sour cream and crème fraiche; acidified with bacteria; often used in chemically leavened products (scones, muffins and cakes)

9 TICK (✔) the correct answer. Which type of milk…

SKIMMED MILK

CONDENSED MILK

DRIED MILK

1 is not a liquid? 2 contains added sugar? 3 contains the least fat?

10 UNDERLINE the correct alternative. 1 You need single cream / double cream to make a sauce. 2 You cannot make whipped cream from single cream / double cream. 3 You can pipe decorations with whipping cream / sour cream. 4 Some cakes and muffins contain double cream / buttermilk. 5 The richest cream is crème fraiche / double cream.

lab

UNDERSTANDING COMMON MISTAKES IN THE KITCHEN

1 WRITE the Italian equivalents of these adjectives. 1 soggy 2 lumpy 3 hard 4 strong

_____________ _____________ _____________ _____________

2 Now COMPLETE these sentences with the adjectives in exercise 1. 1 An overpowering flavour is too _____________. 2 An overbaked crust is too _____________. 3 Undercooked pastry is _____________. 4 A milk sauce that is not stirred enough is _____________.

TALKING ABOUT MISTAKES 74

LISTEN and REPEAT.

Saying what the problem is

Speculating about the causes

• It doesn’t taste right/very nice.

• Maybe the oven was the wrong temperature.

• The crust is not very brown/too hard.

chocolate. • I think you probably heated the milk too much. • Did you forget to add the baking powder? • Did you use a weak flour? • Were the eggs fresh?

• It doesn’t look appetising/attractive. • The taste of the cinnamon/ginger is

overpowering/covers the other flavours. • The bottom of the pie is soggy and underbaked. • It isn’t sweet/crunchy enough.

• Perhaps you didn’t use enough cream/

4 MATCH the questions to the answers. 1 Why is the crust brown? 2 Why is the pie underbaked? 3 Why isn’t it sweet enough? 4 Why doesn’t it taste right?

a Perhaps you didn’t use enough chocolate. b Probably because the oven temperature was too high. c Maybe the oven temperature was too low. d Because you probably didn’t use enough sugar.

GRAMMAR / Basic Ingredients

Present perfect simple and Present perfect continuous

1 COMPLETE these sentences with the PRESENT PERFECT CONTINUOUS of the verbs in brackets. 1 My mum _____________________ (cook) cakes for my birthday since early this morning. 2 The commis chef _____________________ (put) everything away for the last half hour, that’s why her workstation looks so neat. 3 I _____________________ (pick) berries all day. My hands are sticky now. 4 ‘Are you crying?’ ‘No, I _____________________ (chop) onions’. 5 This term we ________________ (learn) how to use chocolate in cake recipes. 6 He __________________ (whip) the cream for 10 minutes but it still isn’t thick enough. 7 I ______________________ (eat) too much chocolate recently, I must try and stop. 8 You _________________ (stir) that sauce for ages, but it still looks lumpy to me.

2 UNDERLINE the correct alternative. 1 ‘How long have you worked / have you been working in this artisan bakery?’ ‘For five years and I’m really happy with this job.’ 2 Have you ever made / Have you ever been making a cake without using a recipe? 3 I think the waiter has forgotten / has been forgetting us. We have waited / have been waiting here for over half an hour. 4 I haven’t eaten / haven’t been eating flapjacks since I last went to London. 5 How long have you known / have you been knowing the head chef? 6 I have never tasted / have never been tasting such a delicious mousse in all my life. 7 She hasn’t eaten / hasn’t been eating any sweets since she started her diet. 8 The cake has been baking / has baked in the oven for over an hour but it’s still soggy inside.

3 COMPLETE the questions for these answers. 1 How long _________________________________________________ ? I’ve been studying at catering school for five years. 2 Have ____________________________________________________ ? No, we’ve never been to that restaurant. 3 How many times ___________________________________________ ? He has already made that cake three times this month. 4 How long _________________________________________________ ? He has been beating the egg whites for the last ten minutes. 5 Have ____________________________________________________ ? No, those customers haven’t just arrived, they came in 20 minutes ago.

13 1

basic techniques BREAD

COMPLETE the text with the words in the box. Then LISTEN and CHECK. dough – proofing – baking – fold – mix – fermentation – divide – weigh

1 2 3 4 5 6 7 8

How to make good bread ____________ the ingredients (water, yeast, flour, salt) carefully. Use a mixer to ____________ all the ingredients into a smooth dough and to develop the gluten. ____________ allows the yeast to act on the sugars in the dough to produce CO2 and alcohol. ____________ and press down the dough when it has doubled in size; this expels CO2 and helps the development of the gluten structure, important for the texture and crumb of the bread. Cut and ____________ the dough into uniform pieces of the same weight. After a short period of proofing to relax the ____________, give it the shape and place in tins. Place the dough in ____________ chambers in order to control the time and temperature. Before _____________ you can apply a wash, often water or egg, to help create and colour the crust. Once baked, let the bread cool on wire racks.

PASTRY 76

LISTEN and READ.

TYPES OF PASTRY

DESCRIPTION

USED TO MAKE…

hortcrust s pastry

flaky and tender pastry, made with fat, flour, salt and water

savoury and sweet pies, such as fruit and custard pies

weet s shortcrust pastry

made with the same ingredients as shortcrust pastry, but with a higher sugar content and egg yolks

the basis for many recipes such as fruit tartlets, petits fours and biscuits

uff/flaky p pastry

laminated pastry made of layers of dough and fat

pinwheels, cream horns, palmiers, napoleons

filo pastry

paper-thin sheets of pastry that can be fried or oven baked

baklava (a Turkish dessert with nuts and honey syrup)

c houx pastry

light, twice-cooked pastry made with profiteroles, éclairs, choux puffs and flour, salt, butter, eggs, milk and a Paris-Brest little sugar

3 WRITE. Which pastry… 1 is cooked twice? 2 is very thin?

____________ ____________

3 is tender? 4 contains a lot of sugar?

____________ ____________

THEORY / Basic Techniques

CAKES 77

LISTEN and READ.

BASIC CAKE INGREDIENTS eggs, sugar, flour with a low W index and, depending on the recipe, fat and a chemical leavening agent

HIGH-FAT CAKES

LOW or NO-FAT CAKES

• have a high proportion of fat (butter) • air is incorporated by creaming the butter and sugar and a chemical leavening agent helps the cake rise too

•h ave little or no fat content • air is incorporated by whisking whole eggs or yolks with sugar and adding whisked egg whites; air mostly acts as a leavening agent

• t hese sponges can be filled and decorated with jam, whipped cream, buttercream and ganache • c lassic recipes are Victoria sponge and Sachertorte

• t hese flexible sponges are ideal for cakes and desserts that need rolling; sugar syrup or liqueur is used to moisten and they can be layered with creams and fruit •a classical recipe is Genoise sponge

BISCUITS 78

LISTEN and READ. Biscuits are shaped individually (all the same size and thickness to ensure even baking)

soft biscuit doughs (for example langue du chat)

stiffer biscuit doughs (for example shortbread biscuits)

using a pastry bag or a spoon

using biscuit cutters or rolling the dough into balls and flattening with a weight

6 TICK (✔) T (true) or F (false). 1 A cookie is a type of cake.

2 A Victoria sponge is a high-fat cake. 3 A Genoise sponge is a high-fat cake. 4 Air can be a leavening agent. 5 Stiff biscuit dough can be cut into shapes. 6 Soft biscuit dough can be shaped by rolling and flattening.

T F

• • • • • • • • • • • • 77

13 7

THEORY

CUSTARDS AND CREAMS 79

COMPLETE the table with the words in the box. Then LISTEN and CHECK. milk – gelatine – icing sugar – cream – vanilla

CREAMS

CUSTARDS

It is prepared by whipping heavy (1) ___________ with at least 35% fat content.

CHANTILLY CREAM

It is a whipped cream flavoured with vanilla and sweetened with (2) ___________.

CRÈME ANGLAISE

It is a vanilla custard sauce made from milk, sugar and egg yolks which are stirred over a low heat until lightly thickened and then flavoured with (3) ___________.

CRÈME

It is made with (4) ___________, sugar, egg yolks,

CHIBOUST

This is a creamy and light mixture of crème patissière and Italian meringue which is stabilised with (5) ___________.

CRÈME MOUSSELINE

This is a glossy mix of butter and crème patissière.

PATISSIÈRE (or pastry cream)

vanilla and a starch thickener.

MERINGUES, MOUSSES AND BAVARIAN CREAMS 80

LISTEN and READ. They are prepared whisking together egg whites and sugar until they form soft or stiff but moist peaks.

Italian meringue used to make soufflés, creamy desserts like semifreddi and mousses, and as a decoration

MOUSSES

They contain whipped cream, whisked egg whites or Italian meringue. Gelatine can be added for a firmer consistency.

served alone or in cakes with biscuit and sponge bases

BAVARIAN CREAMS

These are made from crème anglaise, gelatine and whipped cream.

made in individual moulds or cake rings

MERINGUES

WHIPPED CREAM

Classic and Swiss method meringues used as a topping

Basic Techniques

ICE CREAM 81

COMPLETE the mind map with the words in the box. Then LISTEN and CHECK. syrups – aromas – stabilisers – milkshakes – eggs

Ice cream is a semi-frozen dessert made from cream, milk, sugar and (1) ___________. Frozen custard and French-style ice cream also contain (2) ___________.

Made by heating liquids (milk, cream and (3) _________ ) and combining them with solids (sugar, (4) _________, dried eggs or milk) to form a mixture that is then pasteurised (to kill bacteria) and homogenized.

To freeze the mixture and turn liquids to solids, temperatures are reduced. At the same time it is agitated to introduce air and ensure crystallisation.

Ice cream can be served alone (in a cone, cup or bowl) or put into frappés and (5) __________.

DECORATIONS 82

LISTEN and READ.

ICING FROSTINGS

CHOCOLATE

SUGAR

buttercream

a light, smooth mixture of fat and sugar

flat or water icing

icing sugar and water

royal icing

egg whites and icing sugar

rolled fondant

icing sugar, glucose, gelatine and water

piped decorations

by using a paper piping bag with tempered chocolate

curls and shavings by spreading a thin layer of chocolate on a marble surface and then using a knife to push the chocolate into curls cutouts

by spreading a thin layer of tempered chocolate onto an acetate sheet and cutting the desired shapes

spray

by using a paint sprayer to create a velvet-like coating

sugar cages

caramelised sugar syrup drizzled from a spoon

spun sugar

very thin strands of sugar

pulled and blown sugar

sugar can be shaped by hand or blown using a sugar pump

LAB

1 COMPLETE these sentences with the verbs in the box. add – cut – knead – pipe – pull – roll 1 If the dough sticks, _________ a little more flour until it becomes a soft round shape. 2 _________ the dough on a lightly floured board until it’s elastic, then _________ until it is quite thin. 3 Using a dough roller, _________ one sheet of puff pastry into three 2-inch circles. 4 Using your hands, _________ sugar syrup into shape. 5 _________ the chocolate onto parchment paper.

DESCRIBING A PASTRY RECIPE 83

LISTEN and REPEAT.

The composition

The decoration

• This is a vegetarian/vegan/gluten-free recipe.

• This round/square/dessert/is decorated with

• Here we have panna cotta with crushed

amaretti biscuits and a cherry compote. • It is composed of layers of mango mousse and Genoise sponge. • This is based on a classic sponge cake recipe but with the surprising addition of courgette, lemon and thyme for a fragrant treat. • These vegan brownies made with soya milk have a soft, sticky centre. • These are choux puffs filled with a vanilla custard.

a spun sugar cage and physalis fruit. • These bite-sized morsels are sprinkled with pale pink sugar stars. • The rum truffles are sprayed with gold paint while the mocha truffles are dusted with cocoa powder. • The cupcakes are topped with a colourful cream cheese frosting piped into large swirls. • This dessert has a perfect mirror glaze, with a delicate fresh fruit and blown sugar decoration.

3 CHOOSE one expression from the box above to describe: 1 a pastry dessert 2 a dessert made in layers 3 some chocolates containing a liqueur 4 some cakes decorated using a piping bag

________________________________________ ________________________________________ ________________________________________ ________________________________________

RECOMMENDING A PRODUCT 84

LISTEN and REPEAT.

Making suggestions and recommendations

Giving advice

• Why don’t you choose the chocolate and pear tart?

• If I were you, I’d get a larger cake.

• I highly recommend the rum baba/our signature dessert.

fridge until serving. • Remember that this contains animal gelatine so it is not suitable for vegetarians/vegans.

• What/How about a fruit tart served with vanilla custard? • May I suggest/recommend trying the blueberry ice

cream? • I suggest (that) you try the hazelnut and coffee cake.

• You ought to/should keep it in the

Basic Techniques

5 CHOOSE the correct response from the boxes in exercise 4. 1 Can you suggest a dessert with fruit and chocolate? 2 This cake is too small for ten people. 3 I’d like a new flavour of ice cream. 4 Can I serve this dessert to all my guests?

_____________________________________ _____________________________________ _____________________________________ _____________________________________

GRAMMAR − Past perfect and Past perfect continuous Past perfect

1 COMPLETE these sentences with the PAST PERFECT of the verbs in brackets. 1 The pastry chef checked the biscuits that Bob ________________ (make). 2 I ________________ (not eat) any of those pastries before today. 3 She ________________ never ________________ (think) of working in a bakery. 4 He ________________ (apply) to many restaurants before getting this job.

2 WRITE the verbs in brackets in the correct tense, PAST PERFECT or PAST SIMPLE. 1 It was very quiet in the kitchen because everyone _____________ (go) home. 2 _______ you __________ (create) any interesting recipe for the marriage party last week? 3 I wasn’t hungry because I _______ already _______ (have) lunch. 4 They _____________ (take) the cupcakes out of the oven to cool.

Past perfect continuous

3 COMPLETE these sentences with the PAST PERFECT CONTINUOUS of the verbs in brackets. 1 The customers ____________________ (wait) for a long time to be served when the waiter finally came to take their order. 2 How long ____________________ (work) in the pastry department before they sent him away? 3 Lara ____________________ (teach) at the catering school for two years before she left for Europe. 4 Luke _______________ (stir) the mixture for ten minutes when he realised he had forgotten to add the eggs.

4 UNDERLINE the correct alternative. 1 It was late at night when the phone rang / had rung. It was Tom, the commis chef; he was really sorry for disturbing me but he lost / had lost his keys and he couldn’t get into his flat. He thought he left / had left them at the restaurant. 2 I hadn’t eaten / ate anything since lunch; I looked around for some biscuits but the jar wasn’t there! Someone has been taking / had taken it away. 3 She was covered in flour because she had been making / made a cake.

MASTERING COOKING Revision for Everyone Managing Editor : Simona Franzoni Editorial coordination : Linda Pergolini, Sabina Cedraro Editorial dept : Sabina Cedraro, Monia Cardella Language consultant : Silvana Sardi Art director : Marco Mercatali Page design : Sergio Elisei Page layout : Quarta di Copertina – Ozzano dell’Emilia (BO) Picture editor : Giorgia D’Angelo Production manager : Francesco Capitano Cover Cover design : Paola Lorenzetti Photos: Gettyimages (right, left), Shutterstock (middle) © 2019 ELI s.r.l. P.O. Box 6 62019 Recanati Italy Tel. +39 071 750701 Fax. +39 071 977851 info@elilaspigaedizioni.it www.elilaspigaedizioni.it No unauthorised photocopying All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of ELI. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior consent in any form of binding or cover than that in which it is published and without a similar condition being imposed on the subsequent purchaser. Printed by Tecnostampa – Pigini Group Printing Division – Loreto, Trevi – Italia 19.83.177.0

Acknowledgements Illustrated by: Laura Bresciani, Luca Poli, Michelangelo Miani, Pesciblu Photo acknowledgements Edizioni PLAN Archives: pp. 21, 38, 65, 66; ELI Archives: p. 10, 46; Shutterstock: pp. 3, 15, 20, 31, 32, 34, 39, 40, 41, 42, 44, 45, 48, 52, 61, 67, 68, 72, 73, 76, 77