WHAT’S COOKING?
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Els De Clercq Isabelle Vandecan
WHAT'S COOKING?
check in
main track
Step 1: discussing kitchen equipment and cooking terms
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Step 3: analysing menus
Step 2: talking about food and quantity
summary
Step 4: different positions and tasks in a restaurant
check out: pitching a recipe
CHECK IN
Real recipes or not?
1 Read the recipes below and answer the questions.
a Are these real recipes? How can you tell?
b The title of each recipe is missing. Match the titles in the box to the correct recipe.
INGREDIENTS:
1 banana 1 bread
INSTRUCTIONS:
1 Add banana and bread in a bowl.
2 Mix well for 1 hour.
INGREDIENTS: 1 cinnamon
INGREDIENTS:
1 sheet of red velvet 1 cake
INSTRUCTIONS:
1 Slice cake and velvet. 2 Add cake to cups.
3 Drape each cup in red velvet.
INSTRUCTIONS: 1 Sprinkle cinnamon on a flat surface. 2 Roll to a satisfactory swirl.
Illustrations: Lise Vanlerberghe
2 Discuss these questions with a partner.
a Have you ever made the ‘real’ dishes? If so, were they hard to make? What did it taste like?
b If not, look up the real recipes. Would you like to make them? What do you think they taste like?
MAIN TRACK
Step 1
What’s cooking in your kitchen? Discussing kitchen equipment and cooking terms
1 / What do you need in the kitchen?
1 Watch the video about a professional chef explaining what essential kitchen tools are. Answer the questions.
a The chef talks about three categories of essential kitchen tools. Complete the column titles.
b What tool can you use for each action?
c Give an example of a dish you can prepare using this tool and performing this action.
2 Watch the second part of the video. The chef provides you with a whole range of kitchen appliances (= tools). Answer the questions.
a Do you know all these tools? Do you sometimes use them?
b Which of these items are, in your opinion, the most essential? Which ones are less essential? watching
3 Look at the kitchen tools below and answer the questions.
a First try to pronounce the words in the box correctly.
b Write the correct word below the tool. Choose from the box below. Don’t forget the article if appropriate.
a blender – a can/tin opener – a food processor – a mallet – mixing bowls –a pastry brush – a rolling pin – a scale / scales – a spatula – a strainer – tongs – a whisk
c Afterwards highlight the electrical items in one colour and the hand tools in another.
d Choose six items and write a sentence for each explaining the use of the tool. e.g. You can use a strainer to separate liquid from food.
2 / How do we use these kitchen appliances?
1 Look at the recipe below to make a vegetarian lasagne.
a Highlight all the verbs that tell us what to do.
b Write these verbs in the grid (use the infinitive of the verb!).
c Complete the grid with the translation. If you don’t know it, look it up online.
d Visit an online collocation dictionary and add a commonly used collocation in the right column, e.g. ‘to cook through’, ‘to chop finely’. Make sure the collocation is used in a food context!
Ingredients
3 red peppers
2 aubergines
8 tbsp olive oil
300g lasagne sheets
125g Emmental cheese
handful cherry tomatoes
For the tomato sauce
1 tbsp olive oil
2 onions
2 garlic cloves
1 carrot
2 tbsp tomato purée
200ml white wine
3 x 400g cans chopped
tomatoes
1 bunch of basil
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For the white sauce
85g butter
85g plain flour
750ml milk
VEGETARIAN LASAGNE
Prep: 25 mins
Cook: 1 hr and 10 mins Easy Serves 6
Freezable Vegetarian
Nutrition:
Method
STEP 1
To make the tomato sauce, heat the olive oil in a saucepan. Chop the onions, garlic and carrot and glaze them in the pan. Cook for 5-7 mins over a medium heat until softened. Turn up the heat a little and stir in the tomato purée. Cook for 1 min, pour in the white wine, then cook for 5 mins until this has reduced by two-thirds. Pour over the chopped tomatoes and add the basil leaves. Simmer for 20 mins. Mix in a food processor.
STEP 2
To make the white sauce, melt the butter in a saucepan, stir in the plain flour, then cook for 2 mins. Slowly whisk in the milk, then bring to the boil while stirring. Turn down the heat, then cook until the sauce starts to thicken and coats the back of a wooden spoon.
STEP 3
Heat the oven to 200°C. Lightly oil two large baking trays and add the peppers and aubergines. Toss with the olive oil, season well, then roast for 25 mins until lightly browned.
STEP 4
Reduce the oven to 180°C. Lightly oil an ovenproof dish. Arrange a layer of the vegetables on the bottom, then pour over a third of the tomato sauce. Top with a layer of lasagne sheets, then drizzle over a quarter of the white sauce. Repeat until you have three layers of pasta.
STEP 5
Spoon the remaining white sauce over the pasta, making sure the whole surface is covered, then smother with the cherry tomatoes and grated cheese. Bake for 45 mins until bubbling and golden.
2 You can’t use every verb with all food items. This depends on the type of food you are handling.
a Pair up. You will get some flash cards with ingredients. Think about what you can do with this ingredient to use it in the kitchen. Explain to your partner.
b Study the pictures and match the correct phrase.
c Choose five verbs mentioned above and use them in a sentence explaining the meaning of the verb. Use the food utensils on p. 6 in your sentences as well. If necessary, you can use an online dictionary.
e.g. To whisk means you beat rapidly with a whisk to incorporate air and to increase the volume.
3 / Kitchen slang terms
1 Read the text ‘How to talk like a real-life line cook’.
a Highlight words you don’t understand. First ask a classmate if they know the word. If not, consult a(n online) dictionary.
b Look at the kitchen slang mentioned in the text. Match the expressions with the correct description. Look it up if necessary.
1à la minute
2fire
3pick up
486
5a 12-top
6all day
7on the fly
8a no show
9kill it
10on deck
11mise
12salamander
13the line
AThe kitchen space where the cooking is done
BThe preparation of ingredients and setting up of equipment
CA kitchen employee who doesn’t show up to work
DA table consisting of 12 people
ETo start cooking a dish right away
FTo fry a dish, usually a steak, well done
GTo be in charge of letting cooks know what they will be cooking as orders come in
HA high-temperature broiler
IDemanding immediate action
JTo remove a dish from the menu, usually because the chef ran out of an ingredient
KA dish that must be made fresh, right at the minute
LAn order is ready to be served
MHow many orders of a certain dish are needed from the kitchen at that moment
14 running the passNThe order is being prepared at that moment
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How to talk like a real-life line cook
In addition to swearing like a sailor, these are the essential back-of-house terms you need to know if you want to survive in a restaurant.
So, how was last night’s service?
Oh man, we had over 90 covers, two 12-tops, a bunch of four-tops, tons of VIP’s. By nine, we were really cruising, totally slammed, had already 86’d striper and tatin. I was running the pass when this huge pick-up was happening, we were doing that really soigne risotto with chanterelles – à la minute you know? The pick-up time is like 20 minutes. I got this really green cook on sauté, fired her a 4 by 4 by 3, half a dozen more on order, but when we go to plate she’s short two orders, so had to order fire two more on the fly. We were so stressed! Food’s dying on the pass. The rail is jammed up with dupes. The salamander stopped working. My porter no-showed. I really thought we might go down.
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If you’ve never worked in a restaurant, this paragraph might as well be written in Sanskrit. Like all occupations, the professional kitchen had developed its own vernacular – one that is at once clever, efficient, and sometimes a little crude. Kitchen slang strengthens workplace solidarity, confuses the uninitiated, and is often peppered with a shocking amount of expletives. Each kitchen will have its own unique patois, but many terms are widespread in the industry.
crude: simple expletive: a word that is considered offensive
Sanskrit: an ancient language of India uninitiated: not having knowledge or experience of a particular subject vernacular: the form of a language that a particular group of speakers use naturally
2 What would you say in the following circumstances using kitchen slang?
a Guests could no longer order the lobster.
b The sabayon was prepared fresh.
c The steak was fried too hard.
d The sous-chef didn’t show without any notice.
3 Present a favourite yet simple recipe.
a Preparation: pair up! Think about your favourite recipe. Write down the food utensils (at least 3) and cooking terms you need (about 5). Think about the order in you which you are going to do the things.
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b Action: explain your favourite recipe to your classmate. Mind the pronunciation of the utensils and cooking terms. Then switch.
c Reflection: check your task by filling in the checklist.
Checklist: my favourite recipe Yes I think soNo
1 Content and structure
• I used at least 3 food utensils.
• I used about 5 cooking terms.
• I talked in a logical order.
2 Language use
• I used the correct words.
• I minded my pronunciation. Feedback
Step 2 Add a pinch of salt
Talking about food and quantity
1 Read the ingredients you need to prepare pesto tagliatelle and highlight the measurements. READING
Sunflower-Basil Pesto Tagliatelle for Two
Prep Time: 25 mins Cook Time: 15 mins Total Time: 40 mins
Servings: 2 Yield: 2 servings
Ingredients
Pesto
• 1 cup freshly picked fresh basil
• ½ cup fresh parsley
• 2 cloves garlic, crushed
• ¼ cup raw sunflower seeds
• 2 tablespoons grated Pecorino cheese
• ½ cup extra-virgin olive oil
• ⅓ teaspoon sea salt
Pasta
• 8 ounces tagliatelle pasta
• ½ medium yellow onion, diced
• 3 cloves garlic
• ¼ cup freshly grated Pecorino
• 1 tablespoon extra-virgin olive oil
• ¾ teaspoon red pepper flakes
• 1 tablespoon lemon juice
• sea salt and black pepper
2 Be aware of the two different categories in the ingredients. There are dry ingredients and liquid ingredients. Put them in the correct column together with the measurement mentioned in the ingredients list.
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3 What measurement systems are used in recipes?
a Read the short text below. Afterwards go online and complete the table.
MEASUREMENT SYSTEMS
There are different measurement systems. The U.S. is one of the few countries globally which still uses the imperial system of measurement, where things are measured in feet, inches, pounds, ounces, etc.
Most countries use the metric system, which uses the measuring units such as meters and grams and adds prefixes like kilo-, milli- and centi- to count orders of magnitude.
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b To use an American recipe, we need to convert this to the metric system. Again, do some research and complete the grid.
c You don’t need to know these equivalents by heart. Consult an online conversion calculator and fill in correct answer.
Did you know?
Difference between volume and weight
Volume is a measure of the amount of space something takes up. Things like cups of flour, gallons of milk … are volume measurements.
Weight is a measurement of an object’s heaviness. Grams of salt, pounds of sugar … are measurements of weight. This is the most accurate way of measuring.
Note: a cup of flour is not the same as a cup of sugar. Sugar is heavier than flour. If you need to know the actual weight of a product, the most accurate way is to weigh it.
4 Measuring tools differ whether you need dry or liquid ingredients.
a Combine the correct tool with the pictures. measuring cups – a measuring jug – measuring spoons
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b List 3 ingredients you would measure using a measuring cup.
c List 3 ingredients you would measure using measuring spoons.
d List 3 ingredients you would measure using a measuring jug.
Step 3
What’s today’s special? Analysing menus
1 / Reading a recipe
1 Read the recipe to make banana bread and answer the questions.
a Highlight the different parts of the recipe.
b Then complete the grid with what is meant by each part.
Part of the recipeMeaning
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c What is missing from the recipe?
Banana bread
Prep Time: 15 mins
Directions
Cook Time: 1 hr
Ingredients
• 2 cups self-raising flour
• 1 teaspoon baking soda
• ¼ teaspoon salt
• ¾ cup brown sugar
• ½ cup butter
• 2 eggs, beaten
• 2 ⅓ cups mashed overripe bananas
Total Time: 1 hr 15 mins
Servings: 12 Yield: 1 9x5-inch loaf
1 Preheat the oven to 350 degrees F (175 degrees C). Lightly grease a 9x5-inch loaf pan.
2 Combine flour, baking soda, and salt in a large bowl. Beat brown sugar and butter with an electric mixer in a separate large bowl until smooth. Stir in the eggs and mashed bananas until well blended. Stir the banana mixture into the flour mixture until just combined. Pour the batter into the prepared loaf pan.
3 Bake in the preheated oven until a toothpick inserted into the center comes out clean, about 60 minutes. Let the bread cool in the pan for 10 minutes, then turn out onto a wire rack to cool completely.
2 Watch Jamie Oliver preparing a classic Carbonara and complete the recipe.
Part 1
Guanciale (cheek of pork)
Pecorino cheese egg pasta black pepper clove
Part 2 Cooking equipment
Part 3 minutes to cook the pasta
Part 4 (Complete with the correct cooking verb.)
• the pasta.
• the fat from the bacon and it. / the bacon in the pan.
• the garlic.
• the pepper and add to the bacon.
• the egg with the Pecorino in the mixing bowl.
• the garlic and turn the heat off
• Add the pasta to the bacon.
• Afterwards the egg/Pecorino mixture.
Part 5 watching
2 / Composing a menu
1 Discuss these questions with your group.
a If you could own a restaurant, what type of food would be served?
b What would the menus look like in your restaurant?
c How does the look of a menu help to sell the food the restaurant offers?
2 There are different types of menus. Analyse the menus you will get by answering these questions.
a What are the differences in approach?
b Add the characteristics of each type of menu to the correct column. Some of them can be put in more than 1 column.
A Each item is listed and priced separately.
B A great variety of choices.
C A short description is given under each dish.
D The offer varies according to what is available for the day.
E A list of food items that are repeated throughout a certain period.
F There can be a combination of other types of menus.
G Few items are listed and indicated with a fixed price.
H Standardised recipes.
I Encourage participation through planning of popular meals.
c Add the title to each column. Choose from:
3 What are the advantages and disadvantages of each type of menu?
Advantages
Disadvantages
4 Besides choosing the type of menu, it is also very important to determine the style of your menu.
a Preparation: go online and look for some restaurant menus. Choose one menu that appeals the most to you. Examine the following items and write down what strikes you.
Categories of dishes
Symbols used
Description of the dish
Display of prices
Font
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Color scheme
Images used
b Action: pair up. Explain why you have chosen this menu to your classmate. Use the criteria mentioned above.
c Reflection: check your task by filling in the checklist.
1 Content and structure
• I explained why I chose this specific menu using the criteria mentioned.
• I highlighted the most important qualities of the menu of my choosing.
• I talked in a logical order.
2 Language use
• I used the correct words.
• I minded my pronunciation.
Feedback
Step 4 What’s your job in the restaurant? Different positions and tasks in a restaurant
1 Read the text below. Afterwards, answer the questions.
a Are the following statements true or false? Correct the false statements.
1 Each part of the restaurant should work separately in order to create the best experience possible for the customer.
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2 The front of the house only refers to the reception area.
3 The front of the house employees act as liaisons between guests and the kitchen.
4 The front of the house also serves as a place for employees and managers to do administrative work.
b Explain the difference between the GM and the KM?
c What is the importance of the server knowing every detail of the menu?
Front of House vs. Back of House
In order for a successful restaurant to flourish, there are many parts that must work together to create a positive experience and end result for the consumer. Understanding the differences between front of house and back of house functions will significantly help your restaurant flow more effortlessly and increase efficiency.
What is the Front of the House?
The front of the house, also called the FOH, refers to all actions and areas that a customer will be exposed to during their stay at a restaurant, such as the lobby and dining area. Your front of house space is the perfect place to use decor to set the theme of your restaurant. Employees who work in the front of the house should have excellent hygiene and adopt a professional, welcoming demeanor at all times.
Front of House Positions
Creating repeat customers by providing an unforgettable dining experience is the main goal for front of the house employees. They act as liaisons between guests and the kitchen, and have many job titles and functions.
◊ General manager (GM): he or she oversees the entire restaurant staff, including the front and back of house, but they spend a lot of time in the dining room.
◊ Front of House manager (FOH): he or she reports to the GM and oversees all employees who work in the front of house. They are responsible for hiring new staff members, making schedules, and handling customer complains. At the end of the shift, they record the day’s takings.
◊ Headwaiter: he or she leads the staff (in the front of the house) in providing the best customer service possible. In addition to serving their own tables, they act as a supervisor and report to the FOH.
◊ Sommelier: a wine specialist who is knowledgeable in all aspects of wine.
◊ Bartender: responsible for making all drink orders taken from servers or guests.
◊ Server: servers should be personable and accommodating because they have the most interaction with guests. Using their knowledge of the menu, they take orders, answer questions and make suggestions. They interact with kitchen staff, prepare bills and collect payment.
◊ Host/hostess: stationed near the entry, and greets customers as they enter and leave. They take reservations, answer phones, show customers to their seats, and provide menus.
◊ Food runner: they make sure hot food is served to guests immediately. They wait at the kitchen window and deliver orders.
◊ Busser: bussers prepare tables for new customers by clearing away dirty dishes, and wiping the tabletop surface clean. They often assist servers by filling water glasses or serving bread.
What is the Back of the House?
The back of the house, also called the BOH, refers to all behind-the-scenes areas that customers will not see. This acts as the central command center in a restaurant because it’s where the food is prepared, cooked, and plated before making its way to the customer’s table. The back of house also serves as a place for employees and managers to do administrative work.
Back of House Positions
Roles for employees in the BOH have a strict hierarchy in which each person has a specific job to fill and chain of command to follow.
◊ Kitchen manager: he or she is responsible for managing the BOH which includes hiring new staff, ensuring food safety procedures are being met, and assisting the kitchen.
◊ Head chef: the most senior member of the kitchen staff. They supervise the kitchen staff, create menus and specials, order food, determine costs, and take care of administrative tasks.
◊ Sous chef: second in command, reporting directly to the head chef. Responsible for supervising kitchen staff, creating schedules, and training.
◊ Line cook: line cooks work at different stations along the kitchen line, and can be divided up by the type of cooking or food they do, such as a fry cook, grill cook, salad cook, pastry chef
◊ Expeditor: he or she is in charge of organising orders by table so everyone sitting at a particular table is served at the same time. They work on the server side of the window.
◊ Dishwasher: responsible for operating all dishwashing equipment. They clean dishes, flatware and glasses in a timely manner. They are also responsible for cleaning pots, pans and cooking utensils for the kitchen staff.
2 You have to hire new staff. There were many applicants so you have to decide who to invite for a job interview. Study the characteristics and combine them with the most suitable position in the restaurant.
a Andrew: “I have excellent communication, organisational and problem-solving skills.”
b Julie: “I have a culinary education and am able to work under pressure.”
c George: “Besides my solid experience, I am a very easy-going person with a professional attitude. I work in a quick and efficient manner and have an excellent memory.”
d Elisa: “I completed a traineeship in France where I perfectioned my wine knowledge.”
3 Discuss the following questions.
a What is the most important position in the FOH?
b What is the most important position in the BOH?
c What would you prefer? Working in the FOH or the BOH?
d Which position appeals the most to you? Why?
4 Watch the video about a day in the life of Ilya Dyagilev.
a What is Ilya’s position in the restaurant?
b What are his overall tasks at the beginning of the day?
c Why is Ilya never able to predict how his day will be?
d What are the 2 most essential skills you need to have to work in a kitchen, according to Ilya?
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e What is the advantage of working in a small restaurant? watching
5 Read the text about a day in the life of a professional chef and complete the chef’s schedule with his tasks.
Tasks
Early morning
Mid-morning
Lunch service
Afternoon to dinner
Post-service
A day in the life of a chef
The average day in the life of a chef involves more than just cooking. Many chefs play an integral role in the inventory, preparation and management of high-end restaurants. Let’s take a walk through a typical day in the life of a chef. 1
Early morning
Starting times differ according to the establishment. Former le Cordon Bleu Australia lecturer Dennis Leslie began his working day as the executive sous chef of the Adelaide Oval at around nine in the morning.
The first task of the morning is usually the inventory, with much of the day’s ingredients arriving fresh in the morning. Produce needs to be counted, checked for quality and appropriately stored and labelled.
Mid-morning
The bulk of the morning will generally be occupied by the mise en place. This French term, meaning ‘everything in its place’, refers to the extensive preparation of ingredients before service. Mise en place can include cleaning and cutting vegetables, making sauces and portioning cuts of meat.
After the mise en place is complete, many kitchen staff may eat together, and the chef has an opportunity to trial new menu items.
Lunch service
Before service, a briefing will take place to ensure the front of house and kitchen staff are fully briefed on everything. This is the perfect opportunity for chefs to talk to serving staff regarding daily specials, and particular customer enquiries.
During the service, a chef will lead, supervise, and often assist, kitchen staff.
Afternoon to dinner
Following lunch, kitchen staff will roll up their sleeves, and get stuck into post-service cleaning, and dinner preparation. The dinner service is often the busiest time of day, so there’s a great need to ensure everything is ready to go before it starts. Throughout the course of the dinner service, chefs will find their roles vary significantly as they coordinate kitchen staff, oversee quality and production speeds, and assist with cooking.
Post service
Service can end as late as 11pm for most restaurants. At this point, staff will work on deep cleaning the kitchen ahead of the next day’s service. Some preparation may be done for the next day, such as beginning slow roasts or marination. A head chef will often spend this time reviewing the next day’s menu, and placing beverage and produce orders before finishing for the night.
Source: www.cordonbleu.edu
6 Now you know how a day of a professional chef looks like, compare it with a day you spent in a restaurant during your traineeship.
a Preparation: answer the following questions.
• What was your position in the restaurant?
• Compare your experience with the things you learned in the video and the text above.
Differences
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Similarities
• Complete your personal time schedule of that particular day during your traineeship.
Tasks
Early morning
Mid-morning
Lunch service
Afternoon to dinner
Post-service
b Action: pair up. Discuss this day during your traineeship with your partner.
c Reflection: check your task by filling in the checklist. Checklist: a day during my traineeship
1 Content and structure
• I explained what my position in the restaurant was.
• I compared my day with a professional chef’s daily schedule.
• I presented the time schedule of one day during my traineeship.
2 Language use
• I used the correct words.
• I minded my pronunciation.
Feedback
SUMMARY
VOCABULARY
1 WORD LIST
Word Translation My notes
KITCHEN EQUIPMENT
a blender mixer
a can opener blikopener
a cooking pot kookpot
cooking terms kooktermen
essential essentieel
a food processor keukenrobot
a food scale voedingsweegschaal
a frying pan bakpan
kitchen equipmentkeukengerei
a mallet vleeshamer
a mixing bowl mengkom
a pastry brush patisserieborstel
a rolling pin deegrol
a saucepan steelpan
a spatula spatel
a strainer vergiet
a tong tang
a whisk klopper
COOKING VERBS
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to add bijvoegen to arrange (rang)schikken to bake bakken to boil koken to chop hakken to cook koken to dice in blokjes snijden to drain scheiden van water to drizzle druppelen to flatten afvlakken, platmaken
Word Translation My notes to glaze glazig laten worden to grate raspen to heat opwarmen to knead kneden to mash stampen to melt smelten to mix mixen to oil invetten to peel pellen to pick up opnemen to pour gieten to puree pureren to roast braden to season kruiden to simmer tot net onder het kookpunt brengen to slice snijden to spoon lepelen to squeeze persen to stir roeren to top bedekken to toss gooien to turn up hoger zetten to whisk kloppen, roeren
KITCHEN SLANG
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86 het gerecht is niet meer beschikbaar à la minute een gerecht dat vers moet worden klaargemaakt all day hoeveelheid gerechten die op dat ogenblik nodig zijn fire iets onmiddellijk maken flash het product nog iets langer bakken kill it vlees te hard bakken mise de voorbereiding van het gerecht
Word Translation My notes on deck het gerecht wordt klaargemaakt
on the fly
iets wat onmiddellijk moet gebeuren
trial een kok beoordeelt de vaardigheden van een nieuw personeelslid
FOOD WEIGHTS AND MEASURES / MEASURING EQUIPMENT
dry ingredients droge ingrediënten
liquid ingredients vloeibare ingrediënten measuring cups maatkopjes
a measuring jug maatbeker
measuring spoonsmaatlepels
RECIPE
yield porties
MENU
an à la carte menuà la carte menu
a cycle menu menu dat in regelmatige periodes terugkomt a du jour menu menu voor één dag a fixed menu vast menu
2 MEASUREMENT SYSTEMS AND ABBREVIATIONS
US
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CHECK OUT: PITCHING A RECIPE
Orientation
You are going to pitch a new recipe to your chef in the restaurant where you are working. Explain the need for the dish. Convince your boss of the value your dish will bring to the menu and restaurant.
Preparation
1 List what you will need: the ingredients needed to make the dish along with the price of each. Give a total projected cost to make the dish along with an estimate of what it might be priced at in the restaurant. Practise your one-minute pitch.
2 Give detailed directions along with kitchen appliances and measurements on how to prepare the dish. Make some notes before you start preparing the dish!
Action
3 Pitch the recipe to your chef (or teacher), either live or in a short one-minute video.
4 After you have explained the need for the dish and the details of food cost, you will prepare the actual dish.
a Film yourself!
b Explain the ingredients and how much you need of everything.
c Pay attention to the correct vocabulary and cooking verbs.
d Use the imperative to give the instructions on how to prepare the dish.
e Make sure your video is between 5 and (max) 10 minutes long. This means you will have to edit!
Reflection
5 Reflect on your tasks by filling in the checklists below.
a Pitching the recipe.
Checklist: pitching a recipe
1 Content and structure
• I pitched a dish in a short one-minute video or presentation.
• I explained the need for the dish.
• I detailed the ingredients along with their price. Afterwards I gave the food cost and the estimate of what it might be priced at.
2 Language
• I used correct words to talk about food, pricing and the need to have the dish on the menu.
• I used correct basic grammar.
• I paid attention to pronunciation.
Feedback
Yes I think soNo
b Making a cooking video.
Checklist: making a cooking video Yes I think soNo
1 Content and structure
• I listed the ingredients and their measurement.
• I gave instructions on how to prepare the dish.
• The video is 5 -10 minutes.
2 Language
• I used correct words to talk about kitchen appliances.
• I used correct cooking verbs.
• I used correct measurement terms.
• I used the imperative form to give instructions.
• I used correct basic grammar.
• I paid attention to my pronunciation.
Feedback
6 Watch your classmates’ pitches and/or videos and give them feedback.
7 Write a summary of the feedback your classmates gave you. My strong points:-What I can still improve on: