Track 'n Trace 5 Tracking What's cooking

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WHAT’S COOKING? Els De Clercq Isabelle Vandecan

CONTENTS WHAT’S COOKING?

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Check In 4 Main Track 5 Step 1: discussing kitchen equipment and cooking terms 5 Step 2: talking about food and quantity 14 Step 3: analysing menus 17 Step 4: different positions and tasks in a restaurant 21 28 28 28 30

Check Out: pitching a recipe

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Summary Vocabulary – Word list – Measurement systems and abbreviations

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W HAT'S COOKING? check in Step 1: discussing kitchen equipment and cooking terms

Step 2: talking about food and quantity

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Step 3: analysing menus

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main track

summary

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Step 4: different positions and tasks in a restaurant

check out: pitching a recipe

CHECK IN Real recipes or not?

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READING

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.

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3 banana bread

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red velvet cupcakes

cinnamon rolls

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INGREDIENTS: 1 sheet of red velvet 1 cake

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INGREDIENTS: 1 banana 1 bread

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INSTRUCTIONS: 1 Add banana and bread in a bowl.

2 Mix well for 1 hour.

INSTRUCTIONS: 1 Slice cake and velvet.

2 Add cake to cups.

3 Drape each cup in red velvet.

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INGREDIENTS: 1 cinnamon

INSTRUCTIONS: 1 Sprinkle cinnamon on a flat surface.

2 Roll to a satisfactory swirl.

Illustrations: Lise Vanlerberghe

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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?

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SPOKEN INTERACTION

MAIN TRACK Step 1

What’s cooking in your kitchen?

Discussing kitchen equipment and cooking terms

1 / What do you need in the kitchen?

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Watch the video about a professional chef explaining what essential kitchen tools are.

Answer the questions.

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a The chef talks about three categories of essential kitchen tools. Complete the column titles. b What tool can you use for each action?

Something

Something things in

Tool

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c Give an example of a dish you can prepare using this tool and performing this action.

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things in

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Example Watch the second part of the video. The chef provides you with a whole range of kitchen appliances (= tools). Answer the questions.

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a Do you know all these tools? Do you sometimes use them?

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b Which of these items are, in your opinion, the most essential? Which ones are less essential?

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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.

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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.

WRITING

2 / How do we use these kitchen appliances?

Look at the recipe below to make a vegetarian lasagne.

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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.

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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!

Verb in the infinitive

Translation

Collocation

e.g. to boil

koken

to boil some water

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7 8 9

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Verb in the infinitive

Translation

Collocation

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VEGETARIAN LASAGNE

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Prep: 25 mins Cook: 1 hr and 10 mins Easy Serves 6

fat

saturates

carbs

sugars

fibre

protein

salt

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29g

9g

37g

14g

5g

13g

0.6g

Freezable Vegetarian Nutrition: per serving

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.

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Ingredients 3 red peppers 2 aubergines 8 tbsp olive oil 300g lasagne sheets 125g Emmental cheese handful cherry tomatoes

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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 For the white sauce 85g butter 85g plain flour 750ml milk

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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.

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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.

You can’t use every verb with all food items. This depends on the type of food you are handling.

SPOKEN INTERACTION

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.

boil the eggs

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fry the meat

mix the ingredients

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melt the butter

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roast the chicken

slice the onion

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squeeze the lemon

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dice the carrots

mash the potatoes

11 season the salad

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peel the apple

spread the butter

13 knead the dough

14 whisk the eggs

15 16 drain the pasta

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grate the cheese

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WRITING 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.

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3 / Kitchen slang terms 1

READING

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. à la minute

A

The kitchen space where the cooking is done

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fire

B

The preparation of ingredients and setting up of equipment

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pick up

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A kitchen employee who doesn’t show up to work

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A table consisting of 12 people

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a 12-top

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To start cooking a dish right away

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all day

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To fry a dish, usually a steak, well done

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on the fly

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To be in charge of letting cooks know what they will be cooking as orders come in

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a no show

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A high-temperature broiler

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kill it

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Demanding immediate action

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on deck

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To remove a dish from the menu, usually because the chef ran out of an ingredient

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mise

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A dish that must be made fresh, right at the minute

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salamander

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An order is ready to be served

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the line

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How many orders of a certain dish are needed from the kitchen at that moment

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running the pass

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The order is being prepared at that moment

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How to talk like a real-life line cook 1 In addition to swearing like a sailor, these are the essential back-of-house terms

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you need to know if you want to survive in a restaurant.

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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 5 nine, we were really cruising, totally slammed, had already 86’d striper and tatin. I was

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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 10 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.

15 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 20 a shocking amount of expletives. Each kitchen will have its own unique patois, but many terms are widespread in the industry.

Source: firstwefeast.com

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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

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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.

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Present a favourite yet simple recipe.

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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 so

No

1 Content and structure • I used at least 3 food utensils.

• I used about 5 cooking terms.

• I talked in a logical order.

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2 Language use • I used the correct words.

• I minded my pronunciation.

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Step 2 1

Add a pinch of salt

Talking about food and quantity

Read the ingredients you need to prepare pesto tagliatelle and highlight the measurements.

Sunflower-Basil Pesto Tagliatelle for Two Ingredients

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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

Prep Time: 25 mins

Cook Time: 15 mins

Servings: 2

Yield: 2 servings

Total Time: 40 mins

• 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

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• 3 cloves garlic

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.

Dry ingredients

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Product

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Measurement

Product

Liquid ingredients Measurement

READING

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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.

US (imperial) measurement system

Abbreviation

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teaspoon tablespoon

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cup

b To use an American recipe, we need to convert this to the metric system. Again, do some research and complete the grid.

Metric system

Abbreviation

Conversion to US system

millilitre litre

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gram

kilogram

c You don’t need to know these equivalents by heart. Consult an online conversion calculator and fill in correct answer. ml

1 pt. =

l

1 oz. =

kg

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1 tsp. =

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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.

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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.

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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What?

Used for?

b List 3 ingredients you would measure using a measuring cup.

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c List 3 ingredients you would measure using measuring spoons.

d List 3 ingredients you would measure using a measuring jug.

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Step 3

What’s today’s special?

Analysing menus

1 / Reading a recipe 1

READING

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.

Meaning

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Part of the recipe

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c What is missing from the recipe?

Banana bread

Ingredients • 2 cups self-raising flour • 1 teaspoon baking soda • ¼ teaspoon salt • ¾ cup brown sugar • ½ cup butter

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• 2 eggs, beaten

Prep Time: 15 mins

• 2 ⅓ cups mashed overripe bananas

Cook Time: 1 hr

Total Time: 1 hr 15 mins

Servings: 12

Yield: 1 9x5-inch loaf

Directions

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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.

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Watch Jamie Oliver preparing a classic Carbonara and complete the recipe.

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Part 1 Guanciale (cheek of pork) Pecorino cheese egg pasta black pepper clove Cooking equipment

Part 3 minutes to cook the pasta

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Part 2

(Complete with the correct cooking verb.)

Part 4

the pasta.

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the fat from the bacon and

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the bacon in the pan.

the garlic.

the pepper and add to the bacon.

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it.

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the egg with the

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the garlic and turn the heat off.

Pecorino in the mixing bowl.

• Add the pasta to the bacon.

• Afterwards

the egg/Pecorino mixture.

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Part 5

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?

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SPOKEN INTERACTION

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There are different types of menus. Analyse the menus you will get by answering these questions.

READING

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.

Each item is listed and priced separately.

B

A great variety of choices.

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A short description is given under each dish.

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The offer varies according to what is available for the day.

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A list of food items that are repeated throughout a certain period.

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There can be a combination of other types of menus.

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Few items are listed and indicated with a fixed price.

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Standardised recipes.

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Encourage participation through planning of popular meals.

c Add the title to each column. Choose from:

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A

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Menu 2 =

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Menu 1 =

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À la carte menu – Cycle menu – Du jour menu – Fixed menu Menu 3 =

Menu 4 =

What are the advantages and disadvantages of each type of menu?

Advantages

Disadvantages

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À la carte

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Du jour

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Advantages

Disadvantages

Fixed menu

Cycle menu

Besides choosing the type of menu, it is also very important to determine the style of your menu.

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Categories of dishes

Symbols used

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Description of the dish

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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.

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.

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speaking

c Reflection: check your task by filling in the checklist.

Checklist: my favourite menu

Yes

I think so

No

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.

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What’s your job in the restaurant?

Different positions and tasks in a restaurant

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Step 4

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Feedback

READING

Read the text below. Afterwards, answer the questions.

a Are the following statements true or false? Correct the false statements.

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Statement

False

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.

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4 The front of the house also serves as a place for employees and managers to do administrative work.

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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 1 In order for a successful restaurant to flourish, there are many parts that must

What is the Front of the House?

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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.

5 The front of the house, also called the FOH, refers to all actions and areas that a

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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

10 Creating repeat customers by providing an unforgettable dining experience is the

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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.

15 ◊ Front of House manager (FOH): he or she reports to the GM and oversees all

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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 20 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 25 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. twenty-two

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◊ Host/hostess: stationed near the entry, and greets customers as they enter and leave. They take reservations, answer phones, show customers to their seats, 30 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 35 glasses or serving bread.

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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 40 employees and managers to do administrative work.

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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 45 the kitchen.

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◊ 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.

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◊ Sous chef: second in command, reporting directly to the head chef. Responsible for supervising kitchen staff, creating schedules, and training.

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◊ 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 55 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.

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Source: www.webstaurantstore.com

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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.”

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Discuss the following questions.

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d Elisa: “I completed a traineeship in France where I perfectioned my wine knowledge.”

a What is the most important position in the FOH?

SPOKEN INTERACTION

b What is the most important position in the BOH?

c What would you prefer? Working in the FOH or the BOH?

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d Which position appeals the most to you? Why? Watch the video about a day in the life of Ilya Dyagilev.

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a What is Ilya’s position in the restaurant?

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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?

e What is the advantage of working in a small restaurant?

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Read the text about a day in the life of a professional chef and complete the chef’s schedule with his tasks.

READING

Tasks Early morning

Mid-morning

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Post-service

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Afternoon to dinner

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Lunch service

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A day in the life of a chef

1 The average day in the life of a chef involves more than just cooking. Many chefs

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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.

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Early morning Starting times differ according to the establishment. Former le Cordon Bleu Australia 5 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 10 The bulk of the morning will generally be occupied by the mise en place. This

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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 15 has an opportunity to trial new menu items.

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Lunch service

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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

20 Following lunch, kitchen staff will roll up their sleeves, and get stuck into post-service

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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 25 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 30 orders before finishing for the night.

Source: www.cordonbleu.edu

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SPOKEN Now you know how a day of a professional chef looks like, compare it with a day you spent in INTERACTION 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

Lunch service Afternoon to dinner

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Post-service

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Mid-morning

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

Yes

I think so

No

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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.

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Feedback

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1 WORD LIST Word

Translation

My notes

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 equipment

keukengerei

a mallet

vleeshamer

a mixing bowl

mengkom

a pastry brush

patisserieborstel

a rolling pin

deegrol

N

a blender

IN

KITCHEN EQUIPMENT

VA

VOCABULARY

SUMMARY

a saucepan

steelpan

a spatula

spatel

a strainer

vergiet

a tong

tang

a whisk

klopper

COOKING VERBS

bijvoegen

©

to add 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

twenty-eight

28

TRACKING

W HAT'S COOKING?

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

VA

N

IN

Word

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

© 86

twenty-nine

KITCHEN SLANG

W HAT'S COOKING? TRACKING

29

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 droge ingrediënten

liquid ingredients

vloeibare ingrediënten

measuring cups

maatkopjes

a measuring jug

maatbeker

measuring spoons

maatlepels

RECIPE yield

porties

MENU

IN

dry ingredients

à la carte menu

a cycle menu

menu dat in regelmatige periodes terugkomt

a du jour menu

menu voor één dag

VA

N

an à la carte menu

a fixed menu

vast menu

2 MEASUREMENT SYSTEMS AND ABBREVIATIONS US (IMPERIAL) MEASUREMENT SYSTEM

METRIC SYSTEM

ABBREVIATION

teaspoon

tsp.

millilitre

ml

tablespoon

tbsp.

litre

l

fluid ounce

fl.oz.

gram

g

cup

c.

kilogram

kg

pint

pt.

quart

qt.

gallon

gal.

ounce

oz.

pound

lb.

TRACKING

W HAT'S COOKING?

©

ABBREVIATION

thirty

30

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 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!

IN

1

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!

speaking

N

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.

VA

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

Yes

I think so

No

©

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.

thirty-one

Feedback

W HAT'S COOKING? TRACKING

31

b Making a cooking video.

Checklist: making a cooking video

Yes

I think so

No

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.

IN

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

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: -

VA

-

N

6

-

What I can still improve on: -

©

-

thirty-two

32

TRACKING

W HAT'S COOKING?

listening