Presentazione - Simone per la Scuola · 2017-04-18 · Presentazione IL TESTO Hello Chef! è il nuovo testo di inglese rivolto agli Istituti Professionali con indirizzo “Servizi

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Presentazione

IL TESTOHello Chef! è il nuovo testo di inglese rivolto agli Istituti Professionali con indirizzo “Servizi per

l’enogastronomia e l’ospitalità alberghiera” settore Enogastronomia. Il volume tratta gli argomenti previsti

dalle linee guida ministeriali con un approccio coinvolgente che, attraverso immagini ed esercizi da svolgere

legati alla realtà operativa, integra i temi specifici della professione con gli aspetti della cultura e della civiltà.

Il linguaggio e le strutture comunicative utili per interagire in inglese nel mondo della ristorazione vengono

introdotti in modo graduale e regolare, nel contesto di situazioni comunicative e lavorative simulate.

L’impostazione metodologica è fortemente partecipativa: si tende al massimo coinvolgimento e alla

comunicazione tra pari al fine di favorire la motivazione degli studenti all’apprendimento. Inoltre, ampio

spazio è dato all’utilizzo del multimediale grazie all’espansione web facilmente accessibile sia a docenti che

a studenti.

Il filo conduttore del testo è David Rossi, un cuoco inglese che insegna al Black Goose Culinary Institute a

Londra e che illustra all’allegra brigata di alunni italiani le meraviglie del mondo culinario. Grazie al cuoco e

alla sua brigata il linguaggio formale della microlingua viene calato in un contesto reale, quello di una scuola

di cucina, le cui attività accompagneranno gli studenti per tutto il libro. In tal modo, la lingua settoriale viene

presentata in una varietà di testi di tipo espositivo, narrativo, dialogico, materiale autentico o semi-autentico,

in aggiunta ad applicazioni pratiche, quali ricette, menu, tabelle, formulari e documenti tipici dell’attività

quotidiana di un ristorante, il tutto teso a richiamare nozioni ed elementi noti, già studiati in lingua madre

nelle materie d’indirizzo.

OBIETTIVI DIDATTICIIl testo fornisce strumenti per conseguire i seguenti obiettivi didattici:

• acquisire conoscenze specifiche per l’esercizio della professione;

• acquisire competenze comunicative e operative in lingua inglese richieste dal mondo del lavoro, con

l’utilizzo dei diversi linguaggi settoriali per interagire in diversi ambiti e contesti formativi e professionali;

• acquisire la capacità di leggere e produrre documenti autentici in lingua inglese (ricette, menu e altro);

• acquisire consapevolezza culturale insieme alla capacità di stabilire collegamenti tra le tradizioni culturali

locali, nazionali e internazionali principalmente ai fini della mobilità di studio e di lavoro e nell’ottica

dell’imprenditorialità e dell’apprendimento permanente.

LA STRUTTURAIl volume si articola su 4 moduli dal contenuto tecnico e settoriale, che permettono al docente di operare

scelte didattiche con possibilità di percorsi personalizzati. Ogni modulo è suddiviso in unità, graduate per

contenuto e difficoltà, che presentano temi chiave di cucina e analizzano la lingua tecnica in tutte le sue

componenti, dall’ambito teorico al pratico.

Chiude il volume una sezione di cultura di estrema attualità e di notevole interesse, seguita da un’appendice

contenente informazioni di carattere tecnico (tagli di carne e tabelle di conversione).

L’opera è completata da:

• un mini-dizionario illustrato comodo da consultare nel corso degli studi ma anche per la professione

• una teacher’s card che raccoglie le soluzioni di tutti gli esercizi a risposta chiusa, suggerimenti per la

correzione di quelli a risposta aperta, prove di verifica per la classe al termine di ogni unità con le relative

soluzioni e una sezione dedicata agli alunni con BES (usando anche caratteri ad alta leggibilità:

OpenDyslexic).

• un CD audio contenente una selezione di brani, alcuni dei quali utili per la soluzione degli esercizi

presentati

• un’espansione web sul portale http://www.simonescuola.it/ con un’ampia selezione di risorse didattiche

interattive, infografica ed esempi di lavori digitali già sviluppati da altri studenti. Ogni unità del testo ha la

sua sezione online, completa di video autentici (con attività di comprensione) dal web, esercizi interattivi

con i quali praticare la lingua del settore e svolgere un’utile attività di autoverifica segnalati sul testo

dall’icona . Si tratta di un supporto didattico ricchissimo di risorse e strumenti da utilizzare in classe con

la LIM (per coinvolgere gli studenti e rendere la lezione più interessante ed efficace) oppure a casa in modo

autonomo e semplice come esercitazione da parte dello studente. Il tutto disponibile in un unico ambiente.

P

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Module 1

unit 1I’M A CHEFFocus on:• The chef: motivations and ambitions• The chef’s uniform • The chef’s uniform history

unit 2A HAPPY BRIGADEFocus on:• The kitchen brigade system• The kitchen brigade duties and skills• The Head Chef: a job profile• Advertisements on the Internet

I’M A CHEFPeople and PlacesIn this module, you will meet David Rossi, an English

cook who teaches at the Black Goose Culinary

Institute in London. David will introduce you to the

kitchen brigade of his class, and to the different

types of activities that each student performs. He

will also talk about personal relationships and hierarchy in the different roles needed in the

kitchen. You will explore the chef’s working

environment and working relationships in the

kitchen, and see the clothes the chef usually wears

at work. You will learn new vocabulary relative to

cooking and kitchens including the names of the

most important appliances and utensils used in the

professional kitchen. You will also learn about the dress code, personal hygiene and safety rules in

the kitchen.

• Introducing yourself• Describing the chef’s uniform• Talking about the chef’s uniform history• Describing the different roles, skills and

duties of the kitchen brigade• Identifying kitchen areas and equipment• Naming and describing kitchen utensils,

cookware and knives• Discussing good personal hygiene practices

in the kitchen

• Discussing kitchen safety practices• Explaining the HACCP system and its

principles• Creating digital interactive images• Creating digital mindmaps• Creating digital crosswords• Creating digital interactive posters

COMPETENCES

unit 3THE KITCHENFocus on:• The kitchen layout • Heavy kitchen equipment• Electric equipment• Small utensils and kitchen accessories• Pastry utensils• Knives• Pots, pans and saucepans• A restaurant kitchen layout

unit 4HYGIENE AND SAFETYFocus on:• Hygiene and safety rules• HACCP• Sample Product Data Sheets

199

PRESENTATIONPRESENTUnit 1 • MEALS

A TYPICAL BRITISH BREAKFAST | Mr Rossi, Sandra and Pietro are getting ready for the next lesson about a typical British breakfast.

1. Listening and ReadingA. Listen to the dialogue and decide if the following statements are TRUE or FALSE.

1. Sandra loves preparing breakfast. T F2. British breakfast is the same as in other countries. T F3. British breakfast does not include poached eggs. T F4. Pietro prefers waffles. T F5. Sandra lists all the necessary ingredients for pancakes. T F6. Sandra needs a large mixing bowl. T F7. Pancakes should be browned on both sides. T F8. Pietro is preparing the mise en place the next day. T F

CD13B. Now read the dialogue and check your answers.

Mr Rossi OK, people. The lesson is over. But … before going away … do you like breakfast? Tomorrow morning we are preparing a typical British breakfast. What do you know about it?

Sandra Great, Mr Rossi! I adore preparing breakfast. But, admittedly, I have never prepared a British one. As far as I know, the British breakfast is much bigger than in most other countries. It may include food such as sausages, bacon, kippers, black pudding, scrambled or fried or poached eggs, mushrooms, fried tomatoes, baked beans, toasts, and pancakes.

Pietro Pancakes! Delicious! They are even better than waffl es as they can be stacked. Who stacks waf-fl es? They are also easier to prepare: we don’t need any special iron.

Mr Rossi Yes, Pietro. We are just starting with pancakes. What are the necessary ingredients, Sandra?

Sandra Flour, of course, white sugar, baking powder, salt, one beaten egg, a cup of milk, and vegetable oil.

Mr Rossi Very well, Sandra. We are using all these ingredients. And what’s the best way to prepare them?

Sandra Well, in a large bowl we are mixing fl our, sugar, baking powder and salt. We are making a well in the center, and pouring in milk, egg and oil. Then we are mixing until smooth.

Mr Rossi Remember, Sandra: the bowl should be as large as the one used for cakes. Next steps?

Sandra We are heating a lightly oiled griddle or frying pan over medium high heat. After that, we are pouring or scooping the batter onto the griddle, using approximately 1/4 cup for each pancake. Finally, we are browning on both sides and serving hot.

Pietro Shall I prepare all the necessary tools?

Mr Rossi No, Pietro! We are doing it tomorrow. Now it’s time to relax!

Vocabulary• Chef’s uniform

Grammar• Question words• Present simple /

Present continuous• Expressing interest,

preference and desire

Functions• Introducing yourself• Talking about

motivations and ambitions

• It’s up to you

Skills• Know the chef’s

uniform history• Describe yourself

warming up

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I’M A CHEFUnit 1

1. Look at the picture and answer the following questions.

1. What can you see?

2. Where is he?

3. What’s he wearing? Why?

4. What’s the building in the background in your

opinion?

2. What about you?

1. Can you introduce yourself?

2. Do you like eating?

3. Do you like cooking? Are you a beginner or are you

already a good cook?

4. Have you got a favourite dish that you like

preparing?

5. Do you ever cook for your family?

Il testo è composto da

quattro Moduli suddivisi in

Unità. Nella presentazione

del modulo sono indicate le

competenze da acquisire e gli

argomenti di ciascuna Unità.

In questo modo il docente ha

uno sguardo di insieme e ha

la possibilità di svolgere

anche percorsi calibrati sulle

competenze dei propri

studenti.

Ogni Unità è articolata in

diverse sezioni. Lo schema

riassuntivo può risultare utile

all’insegnante per valutare le

parti sulle quali focalizzare

l’attenzione in base alle

esigenze della classe.

Warming up – una serie di

immagini e domande (sia

generiche che personali)

che introducono

l’argomento e riscaldano

l’atmosfera.

Presentation - una breve

situazione informale, che

introduce il tema principale

dell’unità mediante una

conversazione in termini

quotidiani. Al dialogo fa

seguito una lettura di

maggiore approfondimento.

Completa questa sezione un

CD audio utile per lo

svolgimento degli esercizi.

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202

Module 3 • I CAN PLAN A MENU | Meals and Menus

VOCABULARYBRITISH MEALS AND MEALTIMES

1. Read about British meals and complete the passage using: Afternoon tea, black pudding, brekkie, dinner date, full English breakfast, meal deals, porridge, pudding, Sunday roast, tea break.

Breakfast

Also called 1. by some but not

common, it is the most important meal of the day, they say. The

classic ‘full English breakfast’ can include eggs, bacon, sausages,

baked beans, fried tomatoes and mushrooms, and sometimes a

slice of blood sausage called ‘2. ’. As if

that’s not enough, you can add toast and butter, fried bread or

hash browns (a fried potato cake) – or even, occasionally, chips

(French fries).

Of course, most people in the UK don’t eat a

‘3. ’ every day. It’s usually served

as brunch, a meal that covers breakfast and lunch together.

On a working day, most people eat cereal with milk, toast with jam or honey, or 4.

– a bowl of hot oats cooked in milk. The traditional way to eat porridge is with salt, but many people prefer

honey, brown sugar or syrup, or pieces of fruit.

Elevenses

This is an old-fashioned name for your mid-morning snack. It

generally consists of a cup of tea and a couple of biscuits. It is

known around the world as the morning coffee or

5. .

Lunch

On most days, people in the UK eat a light, quick lunch – such as a

sandwich, soup or salad – at some time between 12 and 2pm.

Lots of cafés and restaurants do special lunch deals, and you

might see ‘6. ’ in supermarkets, where

you can buy a drink, a sandwich and a bag of crisps (potato chips)

at a discount.

Sunday lunch – also called ‘7. ‘ because

the main dish is roasted – is the classic, big meal at the weekend,

and can be served as late as 5pm.

Dinner

‘Dinner’ usually means the evening meal, which most people eat

between 6pm and 9pm, with their family or friends. A

‘8. ’ is a classic way of getting to know

someone better in a romantic restaurant.

However, some people say ‘dinner’ to describe lunch – especially a

cooked lunch served in a school or work canteen.

With all the cuisines available in the UK, you could have an Indian

curry for dinner one day, a pizza the next, then a sushi platter, and

on and on around the world!

Activities - exercises 1-2 | 4-8Infographics

1. Boil 4 to 6 quarts of water for each pound of dry pasta. (You can divide this recipe depending on how much pasta you are cooking). To add flavor and reduce stickiness, add salt to boiling water.

2. Add the pasta with a stir and return the water to a boil.

3. Stir the pasta occasionally during cooking.4. Follow the package directions for cooking

times. If the pasta is to be used as part of a dish that requires further cooking, undercook the pasta by 1/3 of the cooking time specified on the package.

5. Taste the pasta to determine if it is done. Perfectly cooked pasta should be “al dente,” or firm to the bite, yet cooked through.

6. Drain pasta immediately and follow the rest of the recipe.

pro tip Cook Pasta Perfectly1

prop

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Unit 2 • COOKING AND PREPARATION METHODSVOCABULARY

17. Match the action with the correct food.

1. sift the A. beans

2. break the B. peppers

3. shell the C. fish

4. bone the D. fat

5. drain the E. tomatoes

6. skin the F. vegetables

7. sieve the G. eggs

8. discard the H. flour

9. deseed the I. pasta

PREPARING EXPRESSIONS18. Write the correct preparing expression for each picture.

break the cauliflower into florets • chop the bread into bite-sized chunks • dust in flour • halve the

vanilla pod lengthways and scrape the seeds out • slice the potatoes into coins • snap off the woody

end of the asparagus • whisk the egg whites to soft peaks • wrap in cling film and pop in the fridge

1. 2. 3. 4.

5. 6. 7. 8.

138

Module 2 • I CAN COOK | Food, Recipes and Preparation methods

GRAMMARTHE –ING FORM OF A VERBLa forma in -ing dei verbi inglesi si ottiene aggiungendo il suffisso -ing alla forma base del verbo (la forma base di un verbo è l’infinito senza to).

Esempio:

INFINITO FORMA BASE -ING FORM

to go (andare) go going

to read (leggere) read reading

Occorre tener presente i seguenti casi particolari:

REGOLA ESEMPIO ECCEZIONI

I verbi che terminano per -e perdono

la e finale

write >> writing (scrivere)

have >> having (avere)

be >> being (essere)

age >> ageing (invecchiare)

dye >> dyeing (tingere)

singe >> singeing (strinare)

I verbi che terminano per -ee: agree >> agreeing (essere d’accordo)

I verbi che terminano per una sola

consonante preceduta da una sola

vocale accentata raddoppiano la

consonante finale.

stop >> stopping (fermarsi)

admit >> admitting

(ammettere)

I verbi che terminano per -l preceduta da una sola vocale

raddoppiano sempre la l finale.

travel >> travelling

(viaggiare)

NOTA BENE:

I verbi che terminano per -y o per -i mantengono la y e la i finale prima della desinenza -ing.Esempio:To study >> studying (studiare)

To ski >> skiing (sciare)

L’uso della –ING Form

La -ing form si usa per costruire i tempi progressivi.

Esempio:

TEMPO VERBALE TEMPO PROGRESSIVO

Infinito to go Infinito progressivo to be going

Simple Present I go Present Continuous I am going

Simple past I went Past Continuous I was going

Future Simple I will go Future Continuous I will be going

La -ing form si usa per esprimere il Participio Presente.

Il participio presente non è molto usato in italiano, perché solitamente si preferisce l’uso di frasi con il

pronome relativo.

Esempio:An ageing population >> una popolazione invecchiante >> una popolazione che invecchia - (To age =

invecchiare).

Vocabulary - focalizza l’aspetto

più prettamente semantico,

fondamentale nelle micro lingue,

ed è corredato da una serie di

esercitazioni di approfondimento

dei termini professionali. In

questa sezione gli studenti

possono sviluppare e

consolidare il lessico specifico e

tecnico già incontrato nel

modulo, così da ampliare

gradualmente la quantità di

termini pertinenti alla

microlingua settoriale del loro

corso di studi e rafforzare la

capacità di usarli attivamente nel

contesto adeguato.

Pro Tip – box di

suggerimenti utili legati

all’argomento chiave

dell’unità.

Grammar – una sezione di

consolidamento grammaticale

che rivede, conformemente alle

indicazioni ministeriali, le

principali strutture linguistiche

già affrontate nel corso del

biennio. Tali strutture

grammaticali sono corredate di

esercizi specifici con un

approccio graduale e di

contestualizzazione in cui gli

studenti ritrovano esempi che

riprendono il lessico e le

strutture incontrati nel corso del

modulo in questione.

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Module 3 • I CAN PLAN A MENU | Meals and Menus

FUNCTIONS

208

1 MAKING COMPARISONS

With your classmate compare aromatic herbs using the table below.

AROMATIC HERB ADJECTIVE

Bay – basil Spicy

Garlic – shallots Strong

Chives - onion Mild

Rosemary - bay Fragrant

Thyme - rosemary Bitter

Italian parsley – curly variety Tasty

Example – Bay is spicier than basil.

2 TALKING ABOUT ARRANGED EVENTS

Imagine that tomorrow you are preparing a typically British Cream Tea Cakes. With a classmate practice saying what you are doing.

1. Preheat oven to 350 degrees F (175 degrees C).

2. In a medium-sized mixing bowl, beat margarine and sugar until very soft. Add beaten egg, custard

powder, flour, and salt. Knead well on a floured surface.

3. Roll out and cut with a plain biscuit cutter. Bake for 10 minutes or until pale brown.

Example – I’m preheating oven to 350 degrees F.

Now in the following box write another recipe and practice again.

SKILLSUnit 2 • Cooking and Preparation methods

145

1 Pre-reading activitiesAnswer questions.• Do you always follow recipes when you cook?

• How important is salt when you cook?

• Do you ever taste food while cooking?

• What are your cooking secrets?

2 ReadingThe following passage has been adapted from the website http://www.cooksmarts.com/.Read the text and insert the paragraph titles.

Acid • Heat • Liquid • Salt • Taste

FIVE COOKING SECRETSFollowing recipes is a great way to learn to

cook, but not all recipes will be tailored to

your liking. That’s why it’s important to use

your senses in addition to following the

recipe to get the best results. Our five

cooking secrets are good cooking habits that

anyone can adopt to become a real cook and

not just a recipe follower.

These five cooking secrets are all simple and

easy.

1.

Whatever you do, don’t be afraid to use salt. Salt is used to enhance the flavour of a dish. Recipes never

explicitly state all the times you should be seasoning your dish as you cook, so here’s our tip: season as

you go. Add a small pinch of salt every time a new ingredient is added to the dish, so that flavours have

time to build. The earlier you start seasoning, the deeper and more concentrated the flavours will become

in the final product. When cooking meats, make sure to salt and tenderize with a fork the night before.

And for pasta, salt the water generously, because that’s the only time the pasta will really be able to

absorb any flavour.

2.

Heat is a critical part of cooking, and for the best results, make sure that the oil is hot when you add

ingredients to sauté, stir-fry, or fry. If you don’t, the food would just be sitting in oil rather than getting

cooked in oil. When you add the oil to the pan, tip the pan back and forth. You can tell the oil is hot when

you see striations in it (like legs in a wine glass) and it shimmers . It is best to use oils with high smoke

points, like avocado, coconut, or grapeseed, for high-heat cooking.

Answer questions.•• Do you always follow recipes when you cook?

• How important is salt when you cook?

•• Do you ever taste food while cooking?

•• What are your cooking secrets?

Functions – una sezione dal

taglio estremamente

comunicativo, che mira a

potenziare le abilità orali negli

studenti riprendendo e

consolidando le funzioni

linguistiche precedentemente

introdotte. Offre, inoltre, la

possibilità di verificare le

competenze comunicative

con un’attività finale di Role

Play.

Skills – una sezione che guida

gli studenti allo sviluppo delle

abilità linguistiche

prevalentemente di Reading e

Writing, approfondendo

maggiormente i temi chiave

dell’unità.

Fun corner – sezione di

cruciverba e/o wordsearch

che ripresenta in modo

simpatico e snello le parole

chiave dell’unità.

Module 1 • I’M A CHEF | People and Places

FUN CORNER. Wordsearch

Find the following words in the wordsearch.

S E A C H

WO

DDRR

BAKINGDISH BAKINGTIN CAKESTAND

CASSEROLES CHINA CLEAVER

GRIDDLE HAMSLICER LID

MEATFORK MUFFINRINGS PANS

POTS SPATULAS STOCKPOT

TARTFORM UTILITYKNIFE WOK

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S P A T U L A S C A O S J D A

X C A U Y R H S N O X E S O H

I V E N C Z M I A N M L C U Y

F C W L S I H Z I U K O T U Z

K O B E D C S T F P Y R S T T

K T B X V D G F Q Y Q E C I R

H S I D G N I K A B R S A L J

G O M I I N K R Z L E S K I M

W T S K R N A C G I V A E T R

O Q A I P O T S C D A C S Y O

Z B N H A M S L I C E R T K F

Y G K R O F T A E M L U A N T

S T O P K C O T S V C E N I R

H K N Z J O A Y S K E J D F A

X P O R P U I Q J W F W A E T

Unit 3 • THE KITCHEN

Activitiesexercise 38

. CrosswordRead the clues and then complete the crossword.

DIGITAL MAKERSYour task is to create a crossword about kitchen equipment.An example is provided on the web section of the book.

81

ACROSS

4. Designed with standard integrated units for

easy work.

6. An instrument, apparatus, or device for a

particular purpose or use.

7. It is used to get the same cooking results as

on a grill.

9. It is used to grate parmesan.

10. Remove the internal part of food.

DOWN

1. It is an unheated element which provides

support and storage between the cooking

appliances.

2. Extract liquid under pressure.

3. It is used to remove the sticky dough from the

worktop.

5. It is used to remove the fat from the sauce.

8. The area where a certain type of food is prepared.

1

6

4

2

3

5

7

9

10

8

7

SKILLS Unit 2 • COOKING AND PREPARATION METHODS

147

4 WritingHere are some cooking secrets by top chefs. Read them and then write a short list of your own cooking secrets.

Buy the best ingredients you can afford - The quality of the result is directly related to the quality

you put in the dish.

Read your recipes in their entirety to properly understand the method. Be organised, use sharp

knives and work cleanly.

Experiment with recipes, for that is how magic is made. Sure, there will be mistakes from time to

time - that is part of the learning process - but there will also be triumphs.

Take notes on the dishes you cook - time, temperature and result - and next time use those to

improve what you cook. It’s about learning from mistakes, no matter how small or large.

Use fewer ingredients. There is a tendency, especially in Asian dishes, to throw every ingredient we

have into a pot, wok or pan. The fewer ingredients we use, the cleaner and more distinctive the final

flavours.

The main difference between professional and home cooks is seasoning. If you learn to properly

season with salt, you get food with great flavour. Don’t be afraid to use salt, spice and sugar as

specified. This is so important, and can be the difference between a ‘flat’ dish and one that really

sings. Always taste as you cook, and learn to trust your palate.

Learn how to handle high heats on the stovetop to seal, sear and caramelise properly, and make sure

you use the right pan or dish for what, and how, you’re cooking – it can mean the difference between

golden and perfectly cooked, and stewed and overcooked.

Rest (just about) everything. Most foods - including roasts, salad dressings, stir-fries, stews and

curries - will benefit from a bit of time between preparing and serving.

Focus on never overcooking seafood.

Cook with love and laughter. Put on the music you love to listen to (or dance to) when you are

preparing your meal to set the mood. Cooking should be fun.

Apple of his eye preferito

As easy as apple pie qualcosa di semplice

As hungry as a bear molto aff amato

As sour as vinegar sgradevole

Big cheese persona importante, il capo

Go bananas impazzire, agitarsi

food idioms

Module 4 • I CAN BE A CHEF AND A MANAGER | The Catering Experience

FUN CORNER

DIGITAL MAKERSYour task is to create a website for your restaurant.An example is provided on the web section of the book.

Activitiesexercise 9

. CrosswordRead the clues and then complete the crossword.

298

ACROSS

2. It serves all types of food, based on the hotel

category.

4. It is a casual restaurant without table service that

emphasizes beverages.

6. It serves top quality and elaborate dishes.

7. In this type of restaurant clients walk along a

counter where all the food available is displayed.

8. It off ers food from foreign, often exotic or distant

countries.

DOWN

1. Restaurant specialised in the preparation of a

great variety of meat dishes.

3. In this type pf restaurant the most common foods

are hamburgers, French fries, and soft drinks.

5. Full service stylish restaurant serving high quality

food with an eye towards the “atmosphere”.

1

2

4 5

3

8

6

7

299

JumpingAroundFood and Culture

Skills• Food in Art• Food in Literature• Food in Music• Food in Cinema• Food in Art• Food on TV, on the Web and

more

Digital Makers• How to create a mini-site of your

favourite Celebrity Chef

Hello Chef! Online• Activities• Infographics

Food idioms – espressioni

idiomatiche collegate

all’universo culinario .

Digital Makers - una delle

principali novità del testo,

che chiude ogni modulo.

Partendo dell’idea che il

vero apprendimento

nasce dalla rielaborazione

personale dei contenuti,

si offrono stimoli per la

produzione di contenuti

digitali da parte degli

studenti che in questo

modo diventano autori

di prodotti multimediali

peraltro condivisibili

sul web.

Le prime dodici unità

seguono la stessa struttura,

mentre l’ultima “Food and Culture” nasce con lo scopo

di alleggerire il testo e offrire

spunti di attualità, esplorando

la presenza del cibo nell’arte,

nella letteratura, nella musica,

nel cinema, in TV, sul web ed

oltre.

8

CONTENTS

UNIT PRESENTATIONPRESENTATION VOCABULARYVOCABULARY GRAMMAR FUNCTIONS SKILLS DIGITAL MAKERS

HELLO CHEF! ONLINE

Module 1 • I’M A CHEF People and Places• Competences p. 17

unit 1I’m a Chef p. 18

• Pro tip p. 22

• Fun corner p. 31

• CD AUDIO

Meeting David

Visiting the Black

Goose Culinary Institute

p. 19

Chef’s uniform

p. 21

unit 2A Happy Brigade AAA HA HaHapappppy py By BriBrigrigagadeade de p. 32p. p. 322

••• Pro tip PrPro t tip p p. 37p. . 377

••• Fun corner FFun n coornener r p. 45p.p. 4545

•• CD AUDIO CCD D AUAUDIDIO

In the kitchenInn thhe kkitctchehenn

The kitchen brigade TThe e kitkitchchenen bbriggadde

systemssyststemem

p. 33p. 3333

A modern example of AA mmododerern e exaxammpleple oof

kitchen brigadekkitctcheen n bririgaadee

p. 35p. 3 355

unit 3The Kitchen p. 46

• Pro tip p. 68


• CD AUDIO

In the kitchen

The kitchen layout

p. 47

The kitchen layout

The kitchen equipment

p. 50

unit 4Hygiene and SafetyHyHygHygiygieieneene ne a anand nd Sd SaSafeafetfetytyy p. 82p. . 822

• •• Pro tip PrPro ttip p p. 91p. . 911

••• Fun corner FFun n coornener r p. 100pp. 110000

• • CD AUDIO CCD D AUUDIDIO

A practical lesson ofA A prpraccticcal l lesessoon oof

hygiene and safety in hyhygigienne a andnd ssafefetyty inn

the kitchenththe e kittchhenn

Hygiene and safetyHHygygieenee anand d saafetety

rules in the kitchenruleles s in thehe kkitccheen

p. 83p. . 833

Hygiene and safetyHHyggienene e annd s safafetyty

rulesrrulees

p. 86p. 8866

9

PRESENTATION VOCABULARY GRAMMARGRAMMAR FUNCTIONSFUNCTIONS SKILLSSKILLS DIGITAL DIGITAL MAKERSMAKERS

HELLO CHEF! HELLO CHEF! ONLINEONLINE

Question words

Present simple/

Present continuous

Expressing interest,

preference and

desire

PRACTICE

p. 23

Introducing

yourself

Talking about

motivations and

ambitions

It’s up to you

p. 26

Reading – Chef’s

uniform history

Writing – Write a

description of

yourself

p. 28

How to create an

interactive image

of the chef’s

uniform

p. 31

An interactive

lesson

Activities

Infographics

Digital makers

pp. 21, 31

Present perfect PPreeseent t peerfefectct

Present perfect PPrereseent t peperfefectct

simple – Presentsimmpple – – PPreesenent

perfect continuouspeerfefectct cocontntinnuoouss

PRACTICEPRRAACTTICCE

p. 38p. 3388

Talking about TaTalkikingg ababoout t

dutiesddutitiess

Talking about TTalkkingng aaboboutut

skillssskillls

Asking for andAAsskinng fg foror anandd

offeringofffferringng

availabilityavvaililabbilitity

It’s up to youIt’t’s uup p to o yoyou

p. 40p. p. 4040

ReadingReReadadinngg – Kitchen– KKitctchehenn

manager (Headmmananagagerer (H(Heaeadd

Chef)CCheef))

WritingWWrritiningg – Write an – WWrritee anan

ad on the Internetad d onn ththe e Intnterrneet

p. 42p. 4422

How to create a HoHoww too ccreaeatee a a

mindmapmmindndmmapap

illustrating the ilillusustraratining g thhe

kitchen brigadekkitctchehen n bririgaadede

p. 45pp. 445

An interactiveAAn iinteeraactitivee

lessonleesssonn

ActivitiesAActtiviitiees

InfographicsIInfofogrgrapphihicss

Digital makersDDigigitatal mmaakeers

pp. 35, 37, 45pppp. 3 35,5, 3737, 4455

Prepositions of

place

Modals

PRACTICE

p. 69

Localising objects

Talking about the

use of…

Asking for

suggestions or

advice

It’s up to you

p. 74

Reading - Reader

asks: how do I set

up my restaurant

kitchen?

Writing – Write a

report to explain

the project of

your restaurant

p. 76

How to create a

crossword about

kitchen equipment

p. 81

An interactive

lesson

Activities

Infographics

Digital makers

pp. 48, 51, 57, 58,

62, 63, 65, 67, 81

Past simplePPasst ssimmplele

Past simple vs PPasast ssimmplple vvs

Present perfectPreresesentnt peperfrfectct

PRACTICEPRRACACTTICECE

p. 92pp. 992

Expressing ExExprpresssinng g

commands orcocommmmannds s orr

requestsrereqquesestss

Expressing EExpxpreessisingg

obligation andoblbligagatiotionn anandd

prohibitionprorohihibititioon

ProvidingPrProvvididingg

suggestions orsuuggggesestioionsns oor

adviceadadvvicee

It’s up to youItIt’s s upp too yoyouu

p. 95p.p. 9595

ReadingReReadadinngg - HACCP- HHACACCCP

WritingWWrititinng – Write a–– WWritite a

Sample ProductSSammplple PProroduductct

Data SheetDDatta SSheheetet

p. 97pp. 997

How to create an HoHoww too ccreaatee ann

interactive posterinnteeracactivive e poosteter

listing the mainlislistitingg thhe mmaainn

hygiene andhhygygienene e annd

safety rules in thesafafetyty rurulees iin tthee

kitchenkittchhenn

p. 100pp. 101000

An interactiveAnAn ininteeraactitivee

lessonleessosonn

ActivitiesAActtivititiees

InfographicsInInfofogrgrapphichicss

PostersPPososteerss

Digital makersDigigitatal m mamakekerss

pp. 86, 89, 97, 101ppp. p. 8686, 889,9, 9797, 11011

10

CONTENTS


HELLO CHEF! ONLINE

Module 2 • I CAN COOK Food, Recipes andPreparation methods

• Competences p. 103

unit 1Food and Nutrition p. 104

• Pro tip p. 111

• Food idioms p. 115


• CD AUDIO

Ingredients in the

kitchen

A food science class

p. 105

Food

Food quantifiers

Food adjectives

p. 108

unit 2Cooking and Preparation CCoCooookokinkinging g anandand nd P PrePrepepaparaaratratiotionion n methodsmmemetethohododsdss p. 126p. 112626

••• Pro tip PrPro to tip p p. 137pp. 11377

•• Food idioms FFoood iidioomsms p. 147p. . 14747

• • Fun corner FFunun ccornrnerer p. 148p.p. 1448

• •• CD AUDIO CDCD AAUDDIO O

Preparing and cooking Prerepapariringg anand d coookokingng

foodfooodd

Buying and storingBuBuyyingg aandd ststoriringg

foodfofoodod

p. 127pp. 12127

Cooking methodsCoCoookinng g memethhodds

Cooking expressionsCCoookining g exxprressssioonss

Preparation methodsPPreepaaratationon mmetethohodsds

Preparing expressionsPPreepaarinng g exxpreressssioonss

p. 130pp. 131300

unit 3Recipes p. 150

• Pro tip pp. 155, 159, 165, 166, 167, 169, 171,

173, 174, 176, 178, 184


• CD AUDIO

Following recipes

Recipes and mise en

place

p. 151

Reading a recipe

Recipe preparation

steps

Recipes expressions

p. 154

11



Countable/

uncountable nouns

Quantifiers

PRACTICE

p. 112

Talking about

quantity

Requesting

It’s up to you

p. 116

Reading -

Nutrition and

nutrients, the

Mediterranean

Diet Pyramid, a

New Healthy

Eating Pyramid

Writing – Write a

Facts file

p. 118

How to create a

presentation

about a food

category

p. 125

Activities

Infographics

Digital makers

pp. 106, 108, 110,

118, 123, 125

-ing-in-ingg form of verbsfoormm oof vverbrbss

Will futureWWillll fuutuuree

PRACTICEPPRARACCTICICEE

p. 138p. . 13838

Asking someoneAsAskining g soomemeononee

to do somethingtoo dodo ssommetethihingg

Offering to doOOffeferinng g to o doo

somethingsosommetethiningg

It’s up to youItIt’s s upp toto yyouu

p. 144p. p. 1444

ReadingReeaddingng - Five-- FiFivee

cooking secretscoookokingng sseccretets

WritingWWrititingng – Write –– WWritite

your own list of yoyouur oownwn lilist t of f

cooking secretsccoookining g seecreretsts

p. 145p. p. 1445

How to create a Hoow w too crreaate e a

mindmapmmindndmmapp

illustrating the illlluststraatinng t thehe

different cookingddiffefererentt cocookokinng

and preparationaandd pprepepararattionon

methodsmmeethohodds

p. 149p.p. 1449

ActivitiesAcctivvitiiess

InfographicsInfnfogograraphphicscs

Digital makersDDigigitalal mmakkersrs

pp. 130, 132, pppp. 113030, 11322,

133, 1491333, , 1449

The Imperative

Intentional future

– to be going to

Verb patterns

PRACTICE

p. 187

Giving commands

Expressing

intentions

It’s up to you

p. 190

Reading - Writing

recipes

Writing – Write

your own recipe

p. 192

How to create a

presentation of

your favourite

recipe

p. 195

Activities

Infographics

Digital makers

pp. 154, 195

12

CONTENTS

Module 4 • I CAN BE A CHEF AND A MANAGER The Catering Experience

• Competences p. 235

unit 1Job search p. 236

• Pro tip p. 250


• CD AUDIO

A job interview

The application process

p. 237

Job words and

expressions

Job ads

Cover letter

Curriculum vitae

p. 240


HELLO CHEF! ONLINE


HELLO CHEF! ONLINE

Module 3 • I CAN PLAN A MENU Meals and menus• Competences p. 197

unit 1Meals p. 198

• Pro tip p. 205

• Food idioms p. 205


• CD AUDIO

A typical British

breakfast

Eating in Italy

p. 199

British meals and

mealtimes

p. 202

unit 2MenusMMeMennususs p. 214pp. 22144

••• Pro tip PrPro t tip p p. 223pp. 22233

••• Food idioms FFoood ididioomsms p. 228pp. 222828

•• Fun corner FFunun ccornrnerer p. 232p. . 2332

••• CD AUDIO CDD AAUDDIO O

A new wedding menuA A nenew w weweddddinng g memenunu

Menu planningMMennu p plaannnninng

p. 215p.p. 21215

Menu words and MMennu woordds aandd

expressionseexppreessisionns

p. 218pp. 22188

13

Question tags

Conditionals

PRACTICE

p. 251

Filling in online

job application

forms

It’s up to you

p. 254

Reading – How to

answer the top 10

chef interview

questions

Writing – Write

your own

application email

p. 256

How to create

your CV (+ cover

letter) online

p. 259

Activities

Infographics

Digital makers

pp. 240, 242, 246,

256, 259





Comparatives and

superlatives

Arranged future

PRACTICE

p. 206

Making

comparisons

Talking about

arranged events

It’s up to you

p. 208

Reading - Food

and celebrations

Writing – Write

about Christmas

dinner in Italy

p. 210

How to create a

presentation of

British meals

p. 213

Activities

Infographics

Digital makers

pp. 202, 210, 213

Passive PPasssivve

Relative pronounsRRelelatitivee prprononouounsns

PRACTICEPRRACCTITICEE

p. 224p. . 2224

Making proposalsMMakkingng ppropopoosaals

Accepting / AAccecepptinng / /

RejectingRRejejectctingng

proposalspproopoposaals

It’s up to youIIt’ss upup tto yyouou

p. 227p.p. 222277

ReadingReReadadinngg -

Restaurant menuRReststauuraant t mmennu

design tipsddessigngn titipsps

WritingWWrritiningg – Write – WWrritee

your own menuyoour r owwn n memennu

p. 229p.p. 222299

How to design aHoHoww toto ddessigngn aa

menummennu

p. 233p. 2 23333

ActivitiesAcActivivittiess

InfographicsInnfoograrapphiccs

Digital makersDDiggitaal mmakakerers

pp. 216, 218, 221, ppp.p. 21216, 6, 21218, , 2221,

222, 22322222, 2, 22223

14

CONTENTS


HELLO CHEF! ONLINE

unit 2The Catering Industry p. 260

• Pro tip p. 268


• CD AUDIO

A special birthday party

Banquet or buffet?

p. 261

Catering professional

careers (getting started

with catering, food and

beverage manager,

banquet manager,

caterer)

p. 264

unit 3Cooking and Eating AroundCCooCookookikining ng ag anand nd Ed EaEatatintingng Ag ArArourounoundundd

p. 280pp. 228080

••• Pro tip PrPro to tip p p. 289pp. 22899

•• Food idioms FFoood iidioiomms p. 297p. . 2997

•• Fun corner Fuun ccorrnerer p. 298p.p. 292988

••• CD AUDIO CDCD AAUDUDIOO

Working in a luxury WWororkining g in n a lluxxuryry

hotelhohotetel

Different types of DDiffffererentnt tytypepes s of f

restaurant conceptsrresstauauraantt coconcncepeptss

p. 281pp. 228181

Types of restaurantTTyppes s ofof rerestataururanant

Eating out in ItalyEEatatingng ooutt in n Itatalyy

Eating out in BritainEEatatinng ooutut inn BBritatainn

Street foodStrtreeet ffoood

p. 284pp. 228484

Jumping AroundSKILLSSKILLS DIGITAL MAKERS HELLO CHEF! ONLINE

Food and Culture p. 299


Food in Art, Food in Literature, Food in Music,

Food in Cinema, Food in Art, Food on TV, on the

web and more

p. 300

Appendix• Meat cuts p. 322

• Conversion Sheets p. 326

• Conversion cheat sheets p. 327

• Metric Conversion Chart p. 330

15



If sentences

Linkers

PRACTICE

p. 269

Making a request

/ Accepting it or

suggesting an

alternative

It’s up to you

p. 273

Reading - Wine

and food

matching, Cook

with wine

Writing – Create

your own menu

p. 275

How to create a

presentation

about the main

differences

between banquet

and buffet

p. 278

Activities

Infographics

Digital makers

pp. 261, 262, 264,

267, 275, 276, 279

Past continuousPPasst cconntinnuoousus

Past perfectPPasast ppererfeectt

Time prepositionsTimmee prprepposositiotionns

PRACTICEPRRACACTTICCE

p. 290p. . 2990

DescribingDeDescscribribinngg

restaurantsreesttauuranntss

It’s up to youItIt’s s upp toto yyouu

p. 293p. . 2993

ReadingReReadadinngg – 10 – 110

restaurant start-reesttauurannt sstaart-t-

up strategiesuup s strratetegigiess

WritingWWrWritiningg – Promote – PProommotete

your restaurant on yoour r resestaaurarantnt oon

the webthehe wwebeb

p. 295pp. 22955

How to create a HoHoww too ccreaeatee a a

website for yourwwebbsitite f foror yoyourur

restaurant rereststauuraant t

p. 298p. . 2998

ActivitiesAcActiivittiess

InfographicsInnfoograrapphiccs

Digital makersDDiggitaal mmakakerers

pp. 282, 284, 286, ppp. 228282, 228484, 228686,

287, 295, 29828287, 7, 2995, 5, 29298

SKILLS DIGITAL MAKERSDIGITAL MAKERS HELLO CHEF! ONLINEHELLO CHEF! ONLINE

How to create a mini-site of your favourite

celebrity chef

p. 321

Activities

Infographics

Digital makers

pp. 300, 302, 305, 306, 309, 314, 317, 321

Documents

Presentazione - Simone per la Scuola · 2017-04-18 · Presentazione IL TESTO Hello Chef! è il nuovo testo di inglese rivolto agli Istituti Professionali con indirizzo “Servizi