UNIT 1 - TREND IN RESTAURANT INDUSTRY

EXERCISE 1 – Group Discussion

1. Work in group. Select one type of restaurant from the reading passage below and discuss it.
Gather some more information you can find from your gadget about :
a. Sample of one type of restaurant
b. Location of the restaurant
c. The atmosphere of the restaurant
d. The menu ( F and B)
e. Range of Price
f. Type of service
g. Additional information
2. Present the information in front of the class.

EXERCISE 2 – Reading

Types of Restaurants
By Gabe DaSilva on July 28th, 2014

Choosing a concept for your restaurant is one of the most important decisions you’ll make as a new
restaurateur. It can however, be difficult to determine which will be the right fit for your dream.
Understanding the different types of restaurants can help. Below are the main types of restaurant concepts,
from fast food to fine dining, as well as some more unique concepts that may fit your style.

Fine Dining

Fine dining restaurants are full-service establishments with specific meal courses. The food, service and
ambience are all top-notch. The décor is unique and often linked to the menu. The staff is highly trained
and often wear uniforms or formal attire. The restaurant offers patrons a unique experience they will
appreciate and, in turn, pay high price for. There are
examples of fine dining restaurants in cities all across the
world.

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Family Style or Casual Dining

Casual or family-style dining offers moderately

priced entrees and menus featuring a mix of classic
cuisines. Anything from Mexican to barbecue falls
into this category. The restaurants offer table service
but in a laid-back environment. The atmosphere is
often loud and fun. Some examples include TGI
Friday’s and Outback Steakhouse.

Fast Casual

Fast casual is a relatively new concept positioned

between fast food and casual dining. Fast casual
restaurants often offer disposable dishes and
flatware, but their food is higher quality than typical
fast food restaurants. The ingredients often will be
locally sourced or organic, and the kitchens are open
so customers can see their food prepared fresh in
front of them. Chipotle Mexican Grill is a good
example of fast casual.

Fast Food or Quick Serve Restaurants (QSRs)

Fast food is likely the most recognizable restaurant

concept. These restaurants emphasize low prices and
speed of service. Operations range from small-scale
vendors with food carts to massive corporations like
McDonald’s and Burger King. These restaurants are
typically chains with individual locations operated by
independent franchisees. Ordering is usually done at a
counter or a drive-thru, and the food is either taken to
go or eaten quickly on site.

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Café

Cafés originated in Europe and are strongly associated

with France. They’re informal restaurants offering a range
of small meals and made-to-order sandwiches. They’re
known for their intimate and relaxed atmosphere. They
often do not offer table service but sometimes will have
staff clearing tables as patrons leave. In places where
weather and local law permit, they may have outdoor
seating.

Bistro

A bistro is similar to a café, in that the food is simple,

basic fare served in a casual setting. However, where a
café may only serve coffee, breads and pastries, a
bistro may offer entire meals. Bistros in the U.S. usually
have more refined decor, fewer tables, finer foods and
higher prices.

Buffet

Buffets offer patrons a selection of food at a fixed price.

Guests serve themselves from a variety of dishes set out
on a table or bar. The selection can be modest or
extensive. The range of cuisines is often eclectic. The
role of the waiter in this setting is relegated to removing
finished plates and sometimes ordering drinks.

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Food Truck

A relatively new and growing trend in

foodservice is the food truck. A food truck is
essentially a mobile restaurant with no
seating. Food trucks have low overhead, so
they’re one of the easier ways to open a new
restaurant. They also require far less staff to
operate. You can learn more about starting a
food truck business over at
www.foodtruckr.com.

Pop-up Restaurant

Pop-up restaurants, like food trucks, are

another growing trend in the foodservice
industry. They began as supper clubs decades
ago and are basically temporary restaurants.
Pop-ups tend to appear in unlikely places, such
as old warehouses or on rooftops. They’re
often used by relatively unknown chefs to gain
exposure for themselves and their food in
places where they otherwise wouldn’t be able
to establish a presence. Pop-ups are attractive
concepts because of their low capital investment.

Your particular concept doesn’t have to fit neatly into one of the above categories. In fact, you’ll stand out
more in the marketplace if it doesn’t. However, starting with a basic concept will help provide a framework
for your restaurant’s success.

DISCUSSION
If you have a chance to own and manage a new restaurant, what type of restaurant would you like? Why?

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UNIT 2 - TABLE RESERVATION

2A. Taking Reservations by Telephone

EXERCISE 1 – Speaking. Practice the dialog below with your friends

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 KEY VOCABULARY FOR SPECIAL ATTENTION MORE EXPRESSIONS

VERBS NOUNS * make a reservation = the caller Picture

accept agreement makes a reservation.
* take a reservation = the waiter
address alternative 3 “How can I help you, sir?”
takes a reservation
answer caller
*A floor chart is a plan showing all
apologize contact the tables and parts of the 5 “For which day, would that
ask [for] number restaurant. be?”
assist date *details =small items of
care for details information 7 “What time is the
[something] floor chart *A reservation record is a book reservation for?”
check head waiter that contains all the details of “At what time?”
copy information reservations.
*a booking = a reservation
end notepad 8 “Could I have your name,
*booked out/fully booked = the
find [out] number please?”
restaurant is full and can’t take
get out party any more reservations. “Under what name?”
[something] record *a special request = the caller asks
greet request for something more, e.g. a 9 “For how many people?”
identify reservation window table, or a birthday cake
make section etc. 11 “I’ll check if we have a
[a reservation] title *identify yourself = say who you table.”
offer window are
*a party = a group
reserve waiter 16 “Could you give me a
*offered her an alternative = gave
spell her another choice or possibility
contact number, please?”
take OTHERS
[a reservation] booked out 18 “We look forward to
NB:
write instead seeing you on the
Some women prefer to use the title
non-smoking MS, instead of MRS or MISS. fourteenth.”
smoking 6
special
EXERCISE 1 – Vocabulary

1. Choose a word from the box to match each picture below.

notepad floor chart caller window table

reservation record waiter non-smoking sign date

2. Fred asked the caller for the details of the reservation. What information did
Fred ask for?

date of reservation
________________________ _______________________
________________________ _______________________
________________________ _______________________

3. Match the words in column A with their meanings in column B.

A B
1. Assist…………..………[ e ] a. give your name
2. Reserve……………….[ ] b. no more seats/tables
3. A group…………..…..[ ] c. say sorry
4. A request………..…..[ ] d. say yes to an offer
5. Fully booked……..…[ ] e. help
6. Apologize……..……..[ ] f. book
7. Accept………………...[ ] g. a party
8. Identify yourself…..[ ] h. something a person asks for

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4. Write out some ways of saying the time shown on the clocks below.

5. Write down a spoken form of these dates.

April 5 23 May 12th Dec 2.6.2012 31/12

the fifth of April ___________ ___________ ___________ ____________

6. Match the terms on the left with the statements on the right.

1. Identifying yourself [c] a. “a round table near the door”

2. Greeting [ ] b. “I’m afraid we’re fully booked tonight.”
3. A special request [ ] c. “Jenny speaking.”
4. Apologizing [ ] d. “Good afternoon, sir.”
5. Spelling out something [ ] e. “Can I help you, madam?”
6. Making a reservation [ ] f. “I’ll check the floor chart for you.”
7. Assisting a caller [ ] g. “That’s H-U-D-S-O-N.”
8. Offering to do something h. “I’d like to book a table for dinner, please.”
for someone [ ]

7. What is the head waiter saying to the callers below? Fill in the speech bubbles

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8. Discuss the following questions with your partner.
1. Why do some women prefer to use the title MS instead of MISS or MRS?
2. Why did Fred ask the caller for a contact number?
3. Why does Fred write down details on a notepad while he talks to the caller?

2B. In the restaurant

Skill Focus: welcoming guests, taking orders for the starter, main course, and drinks

Do you have a reservation?

1.1 PRESENTATION

What do you say to guests when they arrive at the hotel restaurant?
Now look at these situations. What would you say in each situation?

Read these dialogues. Match each one to an illustration.

1. Waitress : Here is the menu. Would you like an aperitif?

Guest : Yes, please.

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 2. Guest : Could I have another martini, please?
Waitress : Certainly. I’ll bring it at once.
3. Waitress : Good evening. Do you have a reservation?
Guest : Yes, a table for two…
Waitress : And your name, please?
4. Guest : No, we don’t have a reservation.
Waitress : I’m sorry, we’re fully booked tonight.
5. Waitress : Shall I take your coat?
Guest : Yes, thank you.

1.2 LISTENING AND PRONUNCIATION

 1. Listen to five conversations between a waitress and guests and check your answers with
activity in 1.1.
 2.

Being clear and polite. Listen to these sentences and repeat them.

Do you have a reservation?

And your name, please?
Shall I take your coat, madam?
Here is the menu.
Would you like an aperitif?
Certainly, I’ll bring it at once.
I’m sorry, we’re fully booked tonight.

1.3 LANGUAGE FOCUS AND PRACTICE

1. Greeting the guest

What do you say when you greet a guest at the hotel restaurant?
Correct these sentences. There is one mistake in each.

a. Do you have reservation? d. There is the menu and wine list.

b. How is your name, please? e. Do you like an aperitif?
c. Shall I have your coats? f. I’m sorry, we’re all booked this evening

2. Building the conversation. Study these sentences.

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 o O’Connor, yes, Mr O’Connor.
o The name’s O’Connor.
o This way, please.
o A non-smoking, by the window.
o Here’s your table by the window.
o Yes, we have, a table for four.

Build a conversation using these sentences. Begin like this:

Waiter : Do you have a reservation?

Guest : …………………………………………………………………………
Waiter : …………………………………………………………………………

Study these sentences.

o So that’s a fruit cocktail and a dry martini.
o Yes, a dry martini….
o Not for the moment.
o Would you like anything else?
o Thank you.
o … and a fruit cocktail, please.

Build a conversation using these sentences. Begin like this:

Waitress : Can I get you an aperitif?

Guest : …………………………………………………………………
Waitress : …………………………………………………………………
Guest : …………………………………………………………………
Waitress : …………………………………………………………………

3. Find sentences that mean the same as:

Have you got a reservation? ………………………………………………………………………………

Follow me, please. ………………………………………………………………………………………..

1.4 SPEAKING PRACTICE In pairs

1. Practice the conversations with and without the tape script. Change roles.
2. In the same way, practice the conversations you completed in 1.3 exercise 2.

UNIT 3- SEATING THE GUESTS

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3A. Receiving and Seating Guests
EXERCISE 1 – Speaking. Practice the dialog below with your friends

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 FOR SPECIAL MORE EXPRESSIONS
KEY VOCABULARY
ATTENTION

VERBS NOUNS *details = small items of Picture

allow arm information
arrive chair *seating herself = the action of 1 “Have you got a
attend cloakroom sitting down
ATTENTION reservation, sir?”
check coat *two paces = two steps [about 1
focus desk meter] 3 “Let me show you to your
fold details *ahead = in front of table.”
get [something direction *satisfied with = pleased with “Could you follow me,
ready] eye-contact *a table for four = a table which please?”
greet floor chart can seat four people
make [eye lap A table of four = there are four 5 “Let me help you, madam.”
contact] napkin people at the table Allow me madam
pick [up] palm *cloakroom = a place where coats,
place party/group hats, umbrellas, parcels, etc. can 13 “Yes. There is a table
point position be left for a time. available.”
prepare shape *stand to the right of someone =
pull [out] stand on the right hand side of 14 “Would you like to leave
push [in] OTHERS that person your coats here?”
receive ahead/ in *make eye contact with someone
advance = to look directly into the eyes of 15 “I hope you don’t mind
return clearly someone waiting a few minutes.”
seat closest *focus only on one guest = look
show extended only at one person “Could you please wait a
smile reserved *triangular = in the shape few minutes?”
wait satisfied of a triangle
welcome
shortly/soon NB:The smoking and non-smoking
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sections of a restaurant are
usually referred to as ‘smoking’
or ‘non-smoking’
Exercises
EXERCISE – Vocabulary

1. What is the waiter doing in the pictures below?

Choose an action word from the box to fill in the blanks.

pulling out picking up showing

seating folding welcoming

2. Solve the word puzzle with the help of the clues below. Choose from the words
on the right. Be careful! You only need eight of the fifteen words.
1. You sit on this party
direction
2. A shape with three sides. number
fingers
time
3. A distance of about half a meter. lap
napkin
4. Small item of information. table
chair
pace
5. The inside surface of your hand. palm
triangle
6. A group of people. date
leg
details
7. A piece of cloth or paper used while eating.

8. A mother often holds her baby on this while sitting.

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3. Choose words from the Key Vocabulary list that can replace the underlined
words in the sentences.

1. He missed the bus because there were too many people in front of him.
[ Eg. Ahead ]

2. The customers were very pleased with the good service in that restaurant.
[ ________ ]

3. He is easy to understand because he speaks slowly and carefully.

[ ________ ]

4. The waiter took their drinks order a few minutes after they sat down.
[ ________ ]

5. He smiled and looked directly at the pretty girl in the room.

[ ________ ]

6. The old lady asked the man, who was next to her, to help her with her bag.
[ ________ ]

4. What is the waiter saying to the guests in the pictures below?

Put the correct picture number next to the waiter’s statements.

a. “Could you follow me, please.”

b. “Your waiter will be with you shortly.”
c. “Allow me.”
d. “Is this all right for you?”

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5. Complete the dialogue below between the waiter and the guests.

[ two ladies enter the restaurant. They come to the reception desk. ]

Waiter : [Greet and welcome the guest] ……………………………………………………………………

Guest : Good evening. A table for two, please.
Waiter : [Ask if they have a reservation] ……………………………………………………………………
Guest : No, we don’t.
Waiter : [Find out where they would like to sit.] …….…………………………………………………
Guest : Non-smoking, please.
Waiter : [Tell them that a table is available. Ask them politely to wait a few minutes.]
………………………………………………..……………………………………………………………………
Guest : Yes, that’s fine. We’ll wait over there.
Waiter : [Ask about their coats.] ……………….………………………………………………………………
Guest : Oh yes. Thank you.
Waiter : [10 minutes later: Tell them the table is ready and you will take them to it.]
…………………………………………………………….…….…………………………………………………

6. Role-play the above dialogue with your partner. Don’t forget to exchange roles.

7. Discuss the questions below with your trainer or partner.

1. Why is it important to make eye-contact when you speak to someone?

2. Why do most restaurants have separate smoking and non-smoking areas?

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3B. Serving Bread and Butter
EXERCISE 1 – Group Discussion

Discuss in a group about your experience in table manner.

EXERCISE 2 – Reading

Manner Matters: Bread and Butter Basics

By Molly Watson

[Image: Robyn Lee]

Dear Molly,

I have heard conflicting advice about this subject and would appreciate your opinion.

When served bread or rolls or biscuits, what is the proper way to butter and then eat the item? If
given a bread plate, do you put a pat of butter on the plate, then spread on the whole item, or just
break or tear off a bite-sized piece and butter that only before eating it? What if you aren't given
a bread plate and there is little room on your dinner plate?

Thanks for your help.

Sincerely,

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Dear …

Maybe I Should Just Give Up Carbs,

Like many aspects of table manners, the answer to this varies by culture and country. When
I first lived in France, I found it terribly difficult to just put my bread on the table next to my plate.
Every bone in my Midwestern-raised body that had been drilled to never put food on the table
rebelled. Then I got used to it. The human spirit is an amazing thing.

In the U.S., traditional table manners have a very clear way for dealing with bread and
butter that I'm happy to explain. Warning: it's going to sound fussy, but stick with me, there is a
logic to it.

First, if there is a butter knife paired with the butter dish, use that to transfer a pat or knob
of butter to the bread plate, if you have one, or the side of the dinner plate if there isn't a separate
bread plate. (By the way, your bread plate is the small one to the left of your dinner plate.) If you
have a butter knife with your bread plate, use that to transfer the butter. No butter knife? Use your
table knife.

Set your piece of bread on the bread plate as well (obvious, but bears mentioning).Now
here is the tricky part for some people. Tear off a bite-size piece of bread. Hold the piece with your
fingers (not in the palm of your hand and not on the plate), use your knife to butter it, and eat it.
Repeat with remaining bread as you like.

Why butter and eat pieces instead of buttering the whole thing and then taking bites?
Simple: In formal dining situations you eat any food you bring to your mouth. You don't slurp some
soup out of a spoon, you eat all of the soup in the bowl of the spoon at once. You don't pick up a
big piece of lamb with a fork and then take bites of it, you cut off a bite-size piece, bring that piece
to your mouth, put the whole piece in your mouth, chew, and swallow. Same with the bread.

Plus, this way, there's no chance of cross-contamination between your mouth, the bread,
and the knife on the chance that you require more butter. Rather genius, isn't it?

http://www.seriouseats.com/2014/03/manner-matters-bread-butter-basics.html

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UNIT 4 – TAKING BEVERAGE ORDER AND SERVING
DRINKS
4A. TAKING BEVERAGE ORDER
EXERCISE 1 – Speaking.
Practice the dialog below with your friends

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EXERCISE 2 – Vocabulary

1. Give one word to describe each group of items pictured below.

2. Study these vocabulary below

KEY VOCABULARY FOR SPECIAL ATTENTION MORE EXPRESSIONS

VERBS NOUNS *beverage is the general term Picture

arrange à la carte for any type of drink.
give aperitif *aperitif = French word used in 1 “I’m your waitress this
introduce bartender English meaning an alcoholic evening.”
place beverage drink before meals
put coaster * à la carte menu = menu 2 “This is our à la carte
repeat drink where items are priced menu, sir.”
serve gin separately. The guest may pick
take [an order] host and choose any item from the 3 “May I take your drinks
menu menu. [à la carte is a French order now?”
OTHERS order term.]
anti-clockwise
clockwise
sherry
stirrer
*clockwise = move in  4 “What about you,
madam?”
on the right tonic The same direction
ready waitress As the hands of a clock. 6 “I’ll repeat your order –
*anti-clockwise – the opposite that’s one gin
direction to the above tonic…etc.”
*coaster = a small mat that is
put under a glass to protect 10 “A gin and tonic for
the table you, madam.”
*host/hostess = the person who
invites others to a function or
meal

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3. Find a word in the box that is opposite in meaning to the underlined words in
the sentences below. Take care! There are more words in the box than you
need.

take away give inform extra correct empty

picked up clockwise arrange unused serve

E.g. There were not enough chairs at that table. [ extra ]

1. They passed the notice around the table in an anti-clockwise direction. [ __________ ]
2. The waiters bring the meals to the table. [ __________ ]
3. It was hard to find the books because they were in the wrong place. [ __________ ]
4. The waitress put down the tray of cutlery before she set the table. [ __________ ]
5. On a busy night all the trays are in use by the waitress. [ __________ ]
6. During the weekend the restaurant is usually full. [ __________ ]

4. Name the object or person in the pictures below.

5. Match the terms on the left with the statements on the right.

1. Introducing yourself. [ ] a. “Would you like to order an aperitif?”

2. Repeating an order. [ ] b. “Order for table 14.”
3. Giving out the menu. [ ] c. “I’ll be back to take your order.”
4. Asking the guests if they want a drink. [ ] d. “This is our à la carte menu.”
5. Informing the guests about your action. [ ] e. “That’s one sherry and three gins.”
6. Giving the drinks order to the bar. [ ] f. “My name is Sarah.”

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6. What is the waiter saying in these pictures? Complete the dialogue below.

1. Waiter: _________________________________________________________
Guest : Good evening.
2. Waiter: _________________________________________________________
Guest : Thank you.
3. Waiter: _________________________________________________________
4. Guest : Yes. A dry sherry, please.
Waiter: _________________________________________________________
5. Waiter: _________________________________________________________
Guest : I’ll have a gin and tonic, please.
6. Waiter: _________________________________________________________
Guest : That’s right.

7. Role-play the above dialogue with a partner.

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4B. MORE ON SERVING DRINKS

EXERCISE 1 – Vocabulary
Study these list of Moctail and Cocktail on Trisakti Orange Bar and Resto Menu,
Practice taking these beverage order and give a little bit explanation on the ingredients used on the
beverage.
Exotic Trisakti
Slim and Trim
Cinderella
Tom and Jerry
Classic coffee
shake
Bloody Mary
Bells Boomer
Pina Colada
Fruit Punch

◼ Starter
Match the words with the drink groups in the table. Some words may be used more than once.

draught sweet still light single

mixer red bitter sparkling rosé
full-bodied lager soft drink double magnum
dry white medium fizzy

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 Beers Wines Spirits Non-alcoholic

Sparkling sparkling

◼ Listening A busy night in the bar

1.  Listen and answer the questions.
1. What did Stef get for the group on the terrace?
2. How did they pay for their drinks?
3. Where are the bar’s toilet?
4. Do customers order drinks from the bar?
5. Why did Mario speak to the men in the corner?
6. Why did Stef ask for the girl’s ID?

2.  Listen again. Match 1-8 with a-h to make sentences.

1.  Can we start? a. their ID?
2. Can we order? b. call security.
3. Take a seat and c. a tab behind the bar?
4. I need to ask you d. have you got?
5. I can’t serve e. drinks at the bar?
6. I don’t want to f. to calm down.
7. Will you check g. you any more drinks.
8. What other soft drinks h. I’ll send the waitress over to you.

3. Work with a partner. Use the prompts to practice expressions for situations in the bar.
• toilet  start a tab?  order from the bar
• soft drinks  calm down  no more drinks
• security  ID
◼ Language study
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Expressions to learn

o Can we start a tab behind the bar?

o Who ordered this?
o Excuse me, where are the toilets?
o Just down the stairs on the right.
o I can’t serve you any more drinks.
o You’ve got five minutes to drink up.
o So that’s . . . . Is that right?
o Do you have ID?

New words to use

aperitif half-bottle security chilled still

corked house white/red single malt draught tab
ice bucket New World wine sparkling full-bodied
flute popular room temperature

Language check

Question forms

Remember the word order in questions. Look at these examples.

➢ Yes/No questions: Did you say six glasses?

(did, etc. comes before the subject)

➢ Wh-questions: What can I get you?

(put the question word at the beginning)

➢ Subject questions: Who ordered this?

(don’t use did, etc. when the question word is the subject)

➢ Preposition in Wh- questions: Where’s it from?

(put the preposition at the end)

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 A. Check your word order in questions by correcting the mistakes in the sentences.
1. Can ask you them to calm down?
2. The under-age drinkers order what did?
3. What other soft drinks you have got?
4. Who did break the glass on the terrace?
5. Did leave the men the bar quietly?
6. For what drinks did table 3 ask?
7. Have the glass you removed from the terrace?
8. Who does want to start a tab behind the bar?

B. Use the prompts to make questions for the answers.

1. you / check / their ID? Yes, I did.
2. where / the waiter / take / the ice bucket? He took it to table 6.
3. who / Mario / work / with? He’s working with Stef.
4. the young Australian waiter/ Yes, he is.
be / good at his job?
5. what time / you / finish work? In a couple of hours – about midnight.
6. who / order / champagne? It was the group on the terrace.
7. you / would like / citrus or pineapple? Pineapple, please.
8. who / refuse / to serve you? The bar manager.

◼ Listening Drinks at the table

1.  Listen to some customers ordering drinks in a restaurant. Answer the questions.
1. Is the house white wine from Italy or Spain?
2. Is the Chilean Merlot light or full-bodied?
3. What does the customer order at room temperature?
4. What is the problem with the wine?
5. How much dessert wine do they order?

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2.  Listen again and tick (√) the drinks ordered.

Bon Viveur Restaurant – Drinks list

House white 70cl bottle By the glass
House red 70cl bottle By the glass

White wines Australian Chardonnay

New Zealand Sauvignon Blanc
Chablis
Red wines Chilean Merlot
Rioja
Bordeaux
Dessert wines Moscatel De Valencia
Royal Tokaji Blue label
Champagne cocktail
Americano
Cocktails Whisky sour
Margarita
Courvoisier
Liqueurs Grand Marnier
Baileys
Drambule

Ask at the bar for our special selection of single malt whiskies

3. Work with a partner. Take turns to be a server and a customer.

Use the Drink list to practice offering and ordering drinks.
Try to make at least four lines of dialogue.

Example:
A Would you like to order wine with your meal?
B Yes, please. A dry white wine.
A The Chablis is very popular.
B Is it chilled?

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UNIT 5 – TAKING ORDER IN THE RESTAURANT
(STARTER-MAIN COURSE-DESSERT)

Food Service
In this unit you will
➢ Take customer’s orders
➢ Explain what’s in dishes
➢ Talk about cheeses and coffee.
◼ Starter
Look at the menu.
1. Arrange the items into Starters, Main courses and
Desserts. Compare your menu with a partner’s.
2. Do you have any of these dishes in your country?
3. What are the most popular dishes in your country?

◼ Listening. Are you ready to order?

1.  Listen and tick (√) the items on the menu that the guests actually order.
2.  Listen again and complete the sentences.
1. What’s the………………………………………?
2. …the seafood salad. Are there…………………………………………………in it?
3. It………………………….a selection of……………………….of seafood on a green
salad.
4. …and our steaks are………………………………. .
5. It’s………………………….onions, tomato and mango with…………………..chilies.
6. Could we have………………………………………..of the Chardonnay?
7. Have you…………………………………, madam?
8. We’d like to see the………………………………… .

3. Work with a partner. Take turns to be customer and server.

Customer : Order a Starter and a Main course from the menu below. Ask
for recommendations, what’s in the dishes and what they
are made from.
Server : Take the order and answer the customer’s questions.

28
 Menu
Chocolate cheesecake
--------------------------------------------
Soup of the day
--------------------------------------------
Ice cream
--------------------------------------------
Fillet steak
With choice of pepper on red wine sauce
-----------------------------------------------------------
Sea bass
Served with spicy mango salsa
----------------------------------------------------------
Goat’s cheese and red onion tart
--------------------------------------------
Breast of chicken
With a cream sauce
----------------------------------------------------------
A selection of cheeses
-------------------------------------------
Seasonal fruit compote
-------------------------------------------
Chicken liver pâté
-------------------------------------------
Mushroom risotto
---------------------------------------------------------------
◼ Language study
! Expressions to learn
It doesn’t contain any nuts.
It consists of a selection of different types of seafood…
What can you recommend for the main course?
The sea bass is fresh in today.
It’s made from onions,…
Is everything all right with your meal?
Could we have another bottle of…?
And a little more bread, please.
Certainly. I’ll get you some.

29
 ! New words to use
asparagus breast of chicken chili compote
selection goat’s cheese fresh frothy
mango pistachio mix salsa
sea bass stewed tart

! Language check
Talking about quantity
Look at the words used to talk about quantity
It’s made from onions, tomato and mango with some chilies.
Could we have another bottle of Chardonnay?
A little more bread, please.
Would you like more wine?
I’ve had enough.
I’ll get you one.

30
The word use can depend on whether the noun it describes is countable or uncountable.
Examples
Countable: five dishes, (a) few customers, another bottle, not many reservations
Uncountable: some bread, (a) little butter, not much time

Complete the sentences with the correct word or phrase.

few enough how many more many

a little another how much much some

1. Our supplier is very good. We don’t get………………..corked bottles of wine.

2. A: …………………..people order three courses for lunch?
B: Very……………… . Two courses are…………………….for most people.
3. The dessert is quite light—there isn’t……………………cream in it.
4. A: ………………………..bread is left?
B: Only two pieces. And we need some……………………….butter, too.
5. Can I have the fish with just……………………..of the salsa?
6. Table 5 have ordered……………………bottle of Rioja and they’d like…………………..mineral water.

◼ Listening Dessert and coffee

1.  Look at the pictures. Then listen to the dialogue. Which of the items did the
family order?

2.  Listen again. Underline the correct alternative.

1. Mango sorbet is a sort of water ice/ice cream

2. Fruit compote is a mix of fresh/stewed fruits.
3. Dolcelatte is a strong/creamy blue cheese from Italy.
4. Manchego is a creamy/strong sheep’s milk cheese from Spain.
5. An Americano is a small/regular black coffee.
6. A latte is a black/milky coffee.
7. An espresso is a small strong/milky coffee.
8. A cappuccino is a coffee with frothy/creamy.

3. Work with a partner. Take turns to ask and answer about the desserts, cheeses and
coffees in 2.

31
Activity

1. As a class, brainstorm a list of dishes for a three-course restaurant menu. With the
help of your teacher, translate the ingredients into English.
2. Work with a partner to design a three-course menu using the ideas from 1. Give a
choice of two or three dishes for each course. Make sure you know what’s in the
dishes. Take turns to be customer and server. Practice explaining the dishes to your
partner.
3. Work with a different partner. Take turns to be customer and server. Order from
each other’s menu.

32
Unit 6. Explaining dishes: Starters and main
courses

To start you off

1. In the table below are eleven types of ingredients. From the list, find one
other ingredient of each type.

turkey - mustard – beans – kidney – herbs – margarine – rice – salmon – lobster –

pheasant – lamb

vegetables fish shellfish poultry Game

cauliflower trout crab duck Venison

beans

Offal meat Cereals and cereal products fats & oils

liver beef flour Butter

condiments flavorings

Pepper garlic

How many more ingredients of each type can you name?

33
2. Which verb goes with which picture?

to chop – to fillet – to grate – to mash – to mince – to shred – to slice –

to stuff – to peel

1 2 3

4 5 6

7 8 9

34
3. Methods of cooking: find the correct name to go with each definition. For example: (a)
= (ii)

Method of cooking N a m e

(a) in water of another liquid at 100 0 C (i) to bake

(b) in water or another liquid at a little less (ii) to boil
than 1000 C (iii) to fry
(c) in water of another liquid at 1000 C, slowly (iv) to grill (Am. E = broil)
and for a long time (e.g. beef (v) to poach
(d) in steam (vi) to roast
(e) in the oven, with very little or no fat (e.g. (vii) to sauté
bread) (viii) to steam
(f) in the oven, with fat (e.g. meat) (ix) to stew
(g) under (or over) direct heat (e.g. steak)
(h) in fat or oil
(i) in a little fat, for a short time

4. Name:
(a) foods or dishes which are : cold – hot – raw – cooked – spicy – salty – sour - rich
light
(b) Soups which are : thick – clear – creamy

35
Note: The word hot can also mean very spicy, full of pepper, etc.
For example: Would you like a hot curry or a mild one?

Developing the topic

5. Work with a partner. Take turns to be A or B.
A should look at the list of verbs in Exercise 2.
B should look at the list of ingredients on page 33

A B
What can chefs grate? They can grate carrots.
shred? shred lettuce.
…..? ………….

6. Work with a partner. Take turns to be A or B.

A should look at the list of cooking methods (i – ix) in Exercise 3
B should look at the list of ingredients on page 33.

(a) A
What can chefs grill?
fry?
...
B
They can grill salmon, lobster, liver, ……
fry onions, mushrooms, cod, …..
……

(b) B
How can chefs cook salmon . . . ?
onions?

A
They can bake, grill or poach salmon.
boil, fry, or sauté onions.
etc.

36
7. When you explain a dish to customers, you need to tell them about:
- the main ingredients;
- how the chefs prepare the ingredients (e.g. chop, slice, mince);
- and how they cook the ingredients (e.g. boil, fry).

Complete the words in column 2

The chefs do this The water/waitress serves this

(a) mince beef minced beef

(b) mash potatoes m _ _ _ _ _ potatoes
(c ) shred cabbage _ _ _ _ dd_ _ cabbage
(d) fillet plaice _ _ _ _ _ _ _ _ plaice
(e) slice mushrooms _ _ _ _ _ _ mushrooms
(f) fry scampi _ _ ie _ scampi
(g) stew lamb _ _ _ _ _ _ lamb
(h) grill sardines _ _ _ _ _ _ _ sardines
(i) bake ham _ _ _ _ _ ham

Note:
1. Roast does not take ed. Sauté can take ed. Would you like roast
chicken and sauté /sautéd potatoes?

37
 2. These words change their spelling:
chop – chopped; shred – shredded; fry – fried

8.  Write down the four lists or words that you hear.

List 1 List 2 List 3

chopped onions boiled sole
--------------- --------------- --------------- --------------- --------------- ---------------
--------------- --------------- --------------- --------------- --------------- ---------------
--------------- --------------- --------------- --------------- List 4
--------------- --------------- --------------- --------------- --------------- ---------------
--------------- --------------- --------------- --------------- --------------- ---------------
9.  Follow the procedure for Exercise 7 on pages 23-24. Pronounce -ed like this:

in list 1 – t; in list 2 – d; in list 3 – id.

10. A waiter is describing the main ingredients in three dishes; Look at the
pictures and complete his descriptions. You will hear them in Exercise 11.

(a) Salade Breton con_ _ _ _ _ of ch_pp _ _ c _ _ _ _ _ _, French b _ _ _ _,

p _ _ _ _ _ _ _ and t _ _ _ _ _ _.

(b) Vichyssoise is m _ _ _ of _ _ _ _, o _ _ _ _ _ and p _ _ _ _ _ _ _.

38
 (c) Moussaka is m_ _ _ o _ m _ _ _ _ _ lamb, sl _ _ _ _ au_ _ _ _ _ _ _ _ ,
o _ _ _ _ _ and t _ _ _ _ _ _ _.

11.  Listen to the tape and check your answers to Exercise 10. Then listen
again and fill in this chart.

General description of the Additional ingredients Other details

dish
1. a salad With hard-boiled eggs The vegetables are not
. . . . . and . . . . raw / are cooked.

2. a cr. . . . . . . . . . With . . . . . . . . .

3. a sort of. . . . . . .

12. Play the tape again, and follow the procedure for Exercise 7 on pages 23-24.

13.
Type of Main Additional
dish ingredients ingredients
It’s a ... salad. It’s made raw ...... with black olives,
cold soup. from chopped oil and garlic,
rich stew. slices of red wine
... ..... ... ......

Work on your own or with a partner. Use the framework above, and words from
the language reference section on pages 30-33, to write an explanation of:
(a) a salad
(b) a soup
(c) an appetizer
(d) a main dish
(e) a vegetable dish

39
 Then, alone or with your partner, read each explanation to another student or group of
students. They should try to guess what dish you are explaining. Together discuss the wording
of your explanations.

The chefs fry the trout in butter. “The trout is fried in butter, Sir.”
They fry the mushrooms in oil. “The mushrooms are friend in oil, Sir.”

14. When waiters and waitresses explain a dish, they usually talk only about
the food, not about the chefs. Change these sentences in the same way.

(a) The chefs cook the beef in wine.

The beef is cooked in wine.
(b) They poach the cod in milk.
The cod is . . . .
(c) They flavor the soup with herbs.
(d) They stuff the heart with bread, onions and nuts.
(e) They flavor the chicken with lemon.
(f) They serve the smoked salmon with brown bread and butter.
(g) They garnish the soup with small pieces of fried bread.
(h) They fry the vegetables in oil.
The vegetables are . . . . . .
(i) They poach the poussins in wine.
The poussins are . . . . .
(j) They fill the pancakes with cream cheese.
(k) They flavor the dumplings with herbs.
(l) They stuff the tomatoes with fried ham and onion.
(m) They serve the shrimps on a bed of lettuce.

40
15.

Uncountable ingredients

...... has no wine in it.

contains very little butter

(just) a little garlic
quite a lot of …….
a lot of

Countable ingredients

...... has no olives in it.

contains very few prawns

(just) a few .....
quite a lot of
a lot of

Practice describing various dishes like this (using countable/uncountable

ingredients). For example: Boeuf bourguignon has quite a lot of wine in it.
It contains some herbs.

41
16. Explaining a dish: Choose phrases from B in the chart below to explain Tortilla. Here is
the information you need:

Tortilla: a sort of omelet

Main ingredients: eggs and potatoes
Additional ingredients: onion (just a little)
Preparation: slice potatoes, chop onion
Method of cooking: fry in oil
Accompaniment: serve with a green salad.

A: Customer B: Waiter or waitress

What’s………………?
What’s this dish here?
Can you tell me about this?

Tortilla, Sir/Madam?
It’s a sort of . . . .
It consists of . . . and sliced . . .
with some . . . .
It’s fried in . . . .

Is there a lot of onion in it?

How much onion is there in it?
Does it contain any garlic?
Is there any flour in it?

It contains . . . . . . onion.
It contains no . . . . .
What’s it served with?
What does it come with?
Is there anything to go with it?
Does it come with a salad?

(No,) it’s served on its own.

(No,) it comes with . . .
(No,) it’s served . . . . . .

42
17.  Work with a partner. A should read the information below. B should read the
information on page 48.

Student A
(a) You are a waiter/waitress. B, a customer, will ask you questions about Ratatouille.
Use the waiter’s words in Exercise 16 to help you explain it.

Ratatouille: a sort of vegetable stew.

Main ingredients: tomatoes, aubergines, green peppers, courgettes.
Additional ingredients: oil, butter, garlic.
Preparation: slice main ingredients
Method of cooking: sauté and then stew slowly in the oven.
Accompaniment: serve with boiled potatoes or rice.

(b) You are a customer. Use the customer’s words in Exercise 16 to help you
ask B about Wiener Schnitzel.

Follow-up

18. Work with a partner who speaks your language. Take turns to be A or B.
(a) A should say the names of ingredients in your language. B should say their names
in English.
(b) Work in the same way, but A should say how ingredients have been
prepared or cooked. For example: chopped liver, baked cod, etc.

19. Work with a partner. Take turns to be A (a customer) and B (a waiter/

waitress). A asks B to explain the items in bold type in column 1. B finds
the correct explanation in column 2 and gives it. For example:
A. What’s a chowder?
B. It’s a thick soup with large pieces of fish in it.

fish chowder a clear soup

lobster bisque a thick soup with large pieces of . . . in it
hors d’oeuvre small portions of various savory dishes
beef consommé a thick, creamy soup
croutons small pieces of fried bread

43
Then make a list of other usual items on a menu, and practice giving similar explanations.

20. The words in bold type in Column 1 refer to some classic ways of preparing
food. Work with a partner. Take turns to be A (a customer) and
B ( a waiter/waitress). A asks B to explain the preparation of the dishes.
B uses the notes in column 2 to reply. For example:

A: What does curry mean?

B. It means that the chicken in cooled in a thick, spicy sauce.

DIsh Method of preparation

chicken curry cook in thick, spicy sauce
scrambled eggs stir and cook in butter
cauliflower au gratin cover with sauce, sprinkle with breadcrumbs
and cheese, then brown in oven or under grill
fricassé of veal stew pieces, serve in thick, creamy sauce
trout meunière cook in butter, serve with lemon and parsley
beef hamburger mince beef, grill or fry, serve in a soft bun
ham omelet whisk eggs, cook in butter, add pieces of ham

Then with your partner, make a list of other usual methods of preparation. Take turns to ask
about them and to explain them. For example: What does ‘chasseur’ mean? It means
that the (chicken) is cooked with mushrooms, shallots and white wine.

21 Work with a partner. Take turns to be A (a customer) and B (a waiter/

waitress). B writes down the name of an appetizer, a soup and a main dish. A asks for
information about the dishes and B gives the information. Work as in Exercises 16 and
17.

22 A guessing game: one student starts describing a dish; the other student(s)
call out the name of the dish as soon as they have guessed it.

44
Language reference:
Ingredients

1. These words are ‘uncountable’, except where ‘countable’ is indicated.

2. However, it is possible to refer to some ‘countable’ ingredients as ‘uncountable’ if
one is not thinking of them as whole items, but as portions, parts of a dish,
flavorings, etc. For example:

Countable Uncountable
boiled potatoes Would you like some mashed potato?
( = a portion)
grilled tomatoes There’s some tomato in the salad.
( = pieces of tomato as part of the dish)
boiled onions The soup is flavored with onion.
Such ‘countable’ words are indicated by the symbol ( + U)
Vegetables
avocado (countable if one is talking about the whole fruit), beetroot, cabbage, cauliflower,
lettuce.
Countable, plural: aubergines ( + U) (Am.E = egg plant), beans, carrots, leeks, mushrooms,
olives, onions ( + U), peas, green/red peppers, potatoes ( + U), tomatoes ( + U), turnips ( + U)

Sea fish
plaice, sole
Countable, plural: anchovies, sardines

Fresh water fish

carp, salmon, trout

Shellfish
crab, lobster
Countable, plural: prawns, scampi

Poultry
chicken, duck, turkey
Countable: poussin

Game
pheasant, rabbit, venison

45
Offal
liver (countable, plural for chicken livers), tongue
Countable, plural: hearts ( + U), kidneys

Meat
beef, lamb, pork, veal, ham

Dairy products
cheese, cream, milk

Cereals and cereal products

bread, rice, flour
Countable, plural: breadcrumbs

Fat and oils

butter, margarine, (olive, etc.) oil

Parts of eggs
egg yolk, egg white

Condiments
salt, pepper, mustard, vinegar

Flavorings
garlic, onion
Countable, plural: herbs, spices

Types of dishes
an hors d’oeuvre, an omelet/omelette, a pancake, a pie, a salad ( + U), a sandwich

Accompaniments
French dressing, mayonnaise, (tomato, etc.) sauce
Countable, plural: croutons, dumplings

Pieces of food (countable)

small/large pieces of meat, a slice of chicken, strips of ham; a chop, a cutlet, a fillet, a steak

46
Adjectives describing foods or dishes
cold, hot, raw, cooked, spicy, salty, sour, rich, heavy, light, creamy; clear soup,
thick soup

Adjectives describing ingredients

fresh, smoked, tinned (Am. E = canned), mixed; hard-boiled eggs

Verbs describing ways of cutting

chop, cut, fillet, grate, mince, shred, slice
Verbs describing ways of cooking
In water or other liquids: boil, braise, poach, stew
In steam: steam
In fat or oil: fry, sauté
In dry heat: bake, grill (Am. E = broil), roast

Compound nouns
wine sauce, lemon dressing, rice stuffing

Verbs with –ed for describing preparation and cooking

sliced mushrooms, stewed beef

The passive for explaining dishes

The cod is poached in milk. The tomatoes are stuffed with rice.

Expressions of quantity
For ‘uncountable’ ingredients: no, very little, (just) a little, some, quite a lot of,
a lot of butter
For ‘countable’ ingredients: no, very few, (just) a few, some, quite a lot of,
a lot of olives
Phrases describing the composition of dishes
It’s a sort of pie.
It's like an omelet.
It contains flour.
It’s made of fish and vegetables. It consists of fish and vegetables.
It’s cooked in oil.
It’s filled with cream. It’s stuffed with rice.
It’s flavored with garlic.
It’s garnished with tomatoes.

47
It’s served with potatoes /on (a bed of) rice

Questions about dishes (for comprehension)

Does it contain any garlic?
What’s it served with?
Does it come with salad?


Student B

(a) You are a customer. A is a waiter/waitress. Use the customer’s words in

Exercise 16 to ask A about Ratatouille.

(b) You are a waiter/waitress. A, a customer, will ask you questions about
Wiener Schnitzel. Use the waiter’s words in Exercise 16 to help you explain it.

Wiener Schnitzel: fried veal.

Main ingredient: veal.
Additional ingredients: flour, egg yolks, breadcrumbs.
Preparation: slice veal very thinly
Method of cooking: dip veal in flour, egg yolks and breadcrumbs; then fry in
butter.
Accompaniment: serve with sauté potatoes and a green salad.

48
UNIT 7 – LATER STAGE OF THE MEAL
(Serving Dessert)
Activity 1 – Reading Comprehension

The Origin of Pound Cake

Bundt mold Pound cake refers to a type of cake traditionally made with a pound ( 453
grams) of each of four ingredients: flour, butter, eggs, and sugar. The
traditional recipe makes a cake much larger than most families can consume,
and so the quantity is often changed to suit the size of the cake that is desired.
As long as the ratio is preserved, the resulting cake will be identical to that
using the traditional recipe. Hence, any cake made with a 1:1:1:1 ratio [by
weight] of flour, butter, eggs and sugar is also called a pound cake. Pound cakes are generally
baked in either a loaf pan or a Bundt mold, and served either dusted with powdered sugar,
lightly glazed, or sometimes with a coat of icing.

Variations

Traditional pound cake in a spring form pan.

There are numerous variations on the traditional pound cake,

with certain countries and regions having distinctive styles.
These can include the addition of flavouring agents (such as
vanilla extract or almond extract) or dried fruit (such as
currants or dried cranberries), as well as alterations to the
original recipe to change the characteristics of the resulting
pound cake.

For instance, baking soda or baking powder may be incorporated to induce leavening during
baking, resulting in a less dense pound cake. A cooking oil (typically a vegetable oil) is
sometimes substituted for some or all of the butter, which is intended to produce a more moist
cake.

"Sour cream pound cake" is a popular variation in the United States, which involves the
substitution of sour cream for some of the butter, which also is intended to produce a more moist
cake with a pleasantly tangy flavor. Some of these variations may drastically change the texture
and flavor of the pound cake, but the name pound cake is often still used. Some of the variations
are described below.

49
American - Southern style

A traditional American pound cake would contain one pound each of flour, butter, eggs, and
sugar. This recipe is quite popular in the cuisine of the Southern United States, and is usually a
staple food at picnics and pot lucks. March 4 is National Pound Cake Day in the US.

British style

'Pound cake' is more commonly known in Britain as 'Sponge cake' or 'Madeira cake'. Usually
consisting of butter, caster sugar, self-raising flour and eggs in equal parts; but one can add
vanilla extract to give a richer taste.

French style

Pound cake (named "quatre-quarts", which means four-fourths) is a traditional and popular cake
of the French region of Brittany, and as its name implies, uses the same quantity of the four
ingredients, but with no added fruit of any kind. Some variants, however, are made by adding
chocolate or lemon juice for flavour.

German style

The German Eischwerkuchen (Ei = egg, schwer = heavy, all ingredients weigh as much as the
eggs each) is a recipe very similar to the pound cake.

Mexican style

In Mexico, the pound cake is called panqué. The basic recipe of Mexican panqué is much like
the traditional U.S. recipe.[3] Most common variants are panqué con nueces (pound cake with
walnuts) and panqué con pasas (pound cake with raisins).

Exercise 1 – Answer these following questions based on the reading.

1. How does the word “pound” as the measurement explain the origin of Pound cake?
2. How do you explain what the Pound cake is?
3. What ingredients do you use to have the variation of the flavour?
4. What ingredients can you use to alter butter and what are the results?
5. How does French Style differ from the other style of pound cake?

Exercise 2 – Vocabularies Enrichment.

50
 A. Match the underlined words on the reading with its each definition.
1. Dried grape (________________)
2. A gathering of people where each person or group of people contributes a dish of food (____________)
prepared by the person or the group, to be shared among the larger gathered group.
3. A sharp sour taste (_______________)
4. kitchen utensil in the form of a container in which bread is baked (______________)
5. Baking powder is used for increasing the volume and lightening the texture of baked good. (____________)
6. to find how heavy (someone or something) is (_____________)
7. Slightly wet; damp or humid. (_____________)
8. The name of a very fine sugar. (______________)
9. a small seedless raisin or a small red, black, or white berry that is used in baking and cooking (__________)
10. It’s a characteristic style of cooking practices and traditions, often associated with a specific culture. (________)
11. A thin smooth shiny and glassy coating. (______________)
12. It isis a sweet, often creamy glassy topping made of sugar with a liquid, such as water or milk,
It is used to cover or decorate baked goods, such as cakes or cookies. (____________)
13. Fruits from which the majority of the original water content has been removed either naturally, through sun
drying, or through the use of specialized dryers or dehydrators. (______________)
14. Food that is eaten routinely, and in such quantities that it constitutes a dominant portion of a standard diet in a
given population. (_____________)
15. To take out a substance in concentrated form. ( ________________)

B. Match the picture with the types of Nuts

Macademia – cashew - Almond – walnut – peanut – pistachio

Activity 2– Dessert Recipes

51
 A. Read the recipe of this ganasche cake, and fill the steps of the recipe with these methods
of cooking. ( each method can be used twice)

Beat Pour Stir Remove Allow Preheat Place Simmer Set side Cut

GANASCHE CAKE
NO INGREDIENTS Step 1 - (--------) oven to 200°C. Grease with margarine
SPONGE GANACHE the base of a 20cm springform cake pan.
1 egg yolk • Step 2 – (--------) the compound chocolate, butter ,
cocoa powder and 1 tablespoon sugar in a bowl
2 icing sugar
to (---------) gently over boiling water
3 Margarine (don't let the bowl touch the water).
4 Medium Flour (segitiga) (-------) until the chocolate has melted and the
5 Sugar mixture is well combined, then remove the
6 Cocoa Powder bowl
7 Baking powder from the pan and set side to cool slightly.
8 Compound Chocolate • Step 3 – (………) the eggs yolk and sugar and
margarine and baking powder in an electric
9 white egg
mixer for 10 minutes on medium-high until
very thick and pale. Using a metal spoon,
GANACHE CREAM gently (--------) in the flour, then the chocolate
1 Dark Chocolate mixture, trying to retain as much air as
2 Butter possible.
3 Cream • Step 4 – (---------) into the prepared pan and bake in the
oven for 12 minutes (the cake won't be
completely set at this stage).
• Step 5 - (---------) the cake from the oven and run a
knife around the edge of the pan. (--------------)
to cool in the pan, then place in the freezer for
4 hours or until set.
• Step 6- (---------) the cake from the freezer 1 hour
before serving and leave at room temperature
to soften.
• Step 7 – For the ganache icing, (--------) the cream in a
small saucepan over medium heat and bring
to just below boiling point.
Place the chocolate in a bowl and (--------) the hot cream.
Stir together until melted and smooth.
(---------) to cool for 15 minutes before pouring over the cake.
• Step 8- (----------) the cake into slices

B. Explaining the dessert recipe.

52
Choose one of the dessert below – Find the pictures, ingredients and the recipes, (you can search
it on the internet) and explain how to make the dessert.

1. Cheese Cake
2. Klapetart
3. Choux Paste and éclair
4. Chiffon
5. Tiramisu
6. Brownies
7. Banana Cake
8. Black forest
9. Caramel Pudding
10. Puff Pastry

53
UNIT 8 - DEALING WITH COMPLAINTS
Speaking 1. What do guests about in restaurants?
Listening  2. Listen to five complaints and match them to the pictures.

3. Listen to the guests again and make a note of what each

complaint is about.

Complaint
Guest 1 (.e..) ordered scallops – got sole
Guest 2 (..…)
Guest 3 (…..)
Guest 4 (…..)
Guest 5 (…..)

Vocabulary Complaints about food

54
 4. Match the adjectives to the pictures. Cross out any which
don’t match.

Language tip

We can complain
about food with
the following :

too + adjective
not + adjective +
enough
under/overdone
under/overcooked

Language 5. Match the complaints to the types of food.

too spicy not warm enough undercooked stale

cutlets √ √
paella
sole
chicken
rolls

Present perfect

Look at these sentences and the information below.

We’ve already ordered.

We haven’t ordered yet.
Have you ordered yet?

• We make the present perfect of regular verbs with have/has + the –ed form.
• We make the present perfect of irregular verbs with have/has + the 3rd form
of the verb.
• We make negative sentences of regular verbs with haven’t/hasn’t + -ed form
or the 3rd form of irregular verbs.
• We make questions with have/has + the person + the –ed or 3rd form of the
verb.

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 • We use the present perfect to talk about things we have or haven’t done.

Practice 6. Karl, the commis, helps Sam in the kitchen. Look at his list of
jobs and complete the dialogue.

• boil potatoes √  slice ham √

• grate Parmesan cheese √  marinate salmon
• peel tomatoes  dice carrots
• chop onions √  give menu to Susan √

Sam Karl, have you boiled1 the potatoes?

Karl Yes, I have. And I _________________2 the Parmesan.
Sam What about the tomatoes? ____________________3 them yet?
Karl No, I ______________4 the tomatoes yet. But I _____________5 the
onions and I _________________6 the ham.
Sam Good. ____________________7 the salmon?
Karl No, I ______________8. I __________________9 the carrots yet but I
_____________10 the menu to Susan already.

Speaking  7. Work in pairs. Find out from your partner which of the
following jobs Karl has done. Then look at the picture below
and answer your partner’s questions.

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 Dealing with complaints
Listening  1. Listen to a guest complain and answer the questions.

Jan I’m very sorry sir.

Guest Look what you’ve done! My new suit is covered in cheese sauce!
Jan I do apologize sir. Let me try to clean it for you.
Guest No. This is a very expensive suit. I want to speak to the manager.
Jan Certainly sir. I’ll ask her to come as soon as possible.
Susan Good evening sir. My name’s Susan Davies. I’m the Head Waiter.
What’s the problem?
Guest The problem is your waiter has spilled sauce all over me! Look at my
new suit. It’s covered in cheese sauce.
Susan Please accept my apologies.
Guest But what about my suit?
Susan We’ll pay for it to be cleaned, of course, but could I try to clean it for
you with water first? Could we offer you a coffee while you wait? It’s
on the house.
Guest All right then. I’ll have a large cappuccino with chocolate on top and a
biscuit.

1. What does Jan spill on the guest?

2. What does Jan do first?
3. Why does the guest want to see the manager?
4. What does Susan do?
5. Who pays for the coffee?

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 2. Listen again and complete the sentences.
1. I do apologize sir.
2. Let me ________________ it for you.
3. I want to _____________ to the manager.
4. Certainly sir. I’ll ask him to come ________________ .
5. I’m the Head Waiter. What ______________ ?
6. Please accept ________________________ .
7. We’ll pay for it ________________________ , of course.
8. Could I try _________________________ it for you with water first?
9. Could we ___________________________ a coffee while you wait?
10. It’s on ________________ .

Language 3. Susan gives Jan some advice on dealing with complaints. Match
the tips to the sentences below.

1 ask what the problem is. a. Please accept my apologies. 2

2 apologize b. I do apologize sir.
3 explain the reason for c. I’ll ask the manager to come.
the problem d. What’s the problem?
4 offer a solution or e. There aren’t any more tables available.
compensation f. I’ll ask the chef to heat it up for you.
g. I’m afraid we’re very busy this evening.
h. Could we offer you a coffee on the
house?
i. I’m very sorry sir.
j. We’ll pay for it to be cleaned.

 Now listen to check your answers. Then practice saying the sentences
politely.

Practice  4. Put the following dialogue in the correct order.

 a) Guest We’d appreciate that. Thank you. And, another thing, this glass
is dirty. There’s lipstick on it!
 b) Waiter Yes, madam. How can I help you?

 c) Guest Thank you.

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  d) Waiter I’m terribly sorry, madam. I’ll bring a clean one immediately.

 e) Guest We ordered our food forty minutes ago.

 f) Waiter I apologize, madam. I’m afraid we’re very busy and we’re
short-staffed. I’ll see to it personally that you’re served as soon
as possible.
1 g) Guest Waiter, please!

Now listen and check your answers. Then practice the dialogue.

Speechwork 5. Listen to the different pronunciation of these words. The

first one is UK English and the second is US English.

water can’t waiter half forty dance bottle tomato

Now listen to these sentences and write US if you hear US English and UK if
you hear UK English.

1. We ordered sparkling water, not still.

2. This tomato soup is cold.
3. We can’t dance here. The music is awful!
4. Could we have another bottle of wine? This one’s corked.
5. I’m afraid we can’t seat forty people, madam.
6. The waiter isn’t very friendly, is he?
7. We can’t talk here – the music’s too loud.
8. We ordered our food over half an hour ago.

Vocabulary Complaints
6. Complete the complaints with words in the box. Use a
dictionary to help you.

missing busy blunt dirty cracked noisy rude slow broken draughty

1. I’m very sorry about the service this evening but we’re very busy .
2. Could you close the window, please? It’s a bit _____________here.
3. I can’t cut my steak with this knife. It’s _______________.
4. They haven’t cleaned this place for years. It’s so _________________ .
5. The service in this restaurant is so ________ . We ordered over an hour ago.
6. Be careful! The glass is ______________and there are pieces everywhere!
7. Waiter, could you change my cup? It’s ___________ and I nearly cut my lip.
8. How can I eat my soup? My soup spoon is __________________ .

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 9. This restaurant is very ____________ . The music is too loud.
10. The waiter’s so ____________ . He’s not polite at all.

Speaking 7. Work in pairs. Use one word from each of the discs below to
produce a dialogue. Throw a dice or spin each disc to find out which words to use.

60
UNIT 9 The bill, please
Asking for the bill

Speaking 1. How many currencies do you know? Which are the most
common foreign currencies used by visitors to your country?
Listening  2. Listen to three guests and match them to the correct pictures.

Culture tip

How much do
restaurant guests
usually tip in your
country? Is
service usually
included in the
bill?

3. Listen again and say whether the sentences are true or false.

1 a) The guest pays by MasterCard.

b) The waiter has to sign the bill.

2 a) The guest wants to pay in Canadian dollars.

b) Service is included so the guests don’t give a tip.

3 a) The guest wants to know whether VAT is included.

b) The guest leaves a tip.

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Vocabulary. Methods of payment
4. Match the words to the pictures.

Culture tip

Cheque in UK
English is spelt
check in US
English. In the
US check also
refers to a
restaurant bill.

5. Complete the sentences with in or by.

1 Can I pay by credit card?

2 I’ll ask the cashier to prepare the bill ________ dollars.
3 That’s great. I’ll pay __________ Visa.
4 Can we pay _________ traveller’s cheque?
5 I prefer to pay _________ cash, if that’s OK.
6 How will you be paying, sir? _____cash or _____ credit card?

Currencies
6. Match the words in the box to the pictures. What are the
countries?

peso US dollar Euro cruzeiro rouble pound sterling yen Australian dollar

7. Look at the nouns in the table below. Are they countable or

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 uncountable?

countable uncountable positive negative question quantifier

1. money √ √ a lot of
2. dollar
3. work
4. waiters
5. guests

Now look at these sentences and complete the rest of the table.

1 That’s a lot of money.

2 There aren’t many dollars on the table.
3 Is there much work in the kitchen?
4 There isn’t much money in the cash desk.
5 Are there many waiters in the Casablanca?
6 There are a lot of guests in the dining-room.

Language Much / many / a lot of

Look at these sentences and complete the information below.

There are a lot of drinks on the bill. That’s a lot of VAT.

There aren’t many waiters here. We don’t have much wine left.
How many starters did we have? How much is the bill?

• We use a lot of with uncountable and ________________ nouns

in positive sentences.
• We use many with _____________nouns in _____________sentences
and ________________.
• We use much with ______________ nouns in ________________
sentences and _________________.

8. Complete the sentences with the correct options.

1 A Are there much / many new dishes on the menu?

B Yes, there are a lot of / much new starters.
2 A There’s too much / many noise in this room.
B Yes, there are a lot of / much people in here.
3 A There are too much / many desserts on this bill.
B You’re right. And there’s a lot of / much tax as well.
4 A How much / many was the wine?

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 B I’m not sure. How much /many glasses did we have?
5 A I think there are a lot of / much mistakes on this bill.
B I think you’re right. We didn’t spend that much / many money.
6 A The service is slow. There aren’t many / much waiters here.
B I know. All the waiters have a lot of / much tables to serve.

Explaining the bill

Listening  1. Three guests ask Jan for the bill. Listen and say whether the
sentences are true or false.

Culture tip 1 The guests ordered from the à la carte menu.

In US English 2 Drinks are included in the table d’hôte menu.
a bill is also 3 The guests knew that VAT was part of the bill.
a bank note.
4 The guests are from France.
A dollar bill.
5 Rosa knows the guests.

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 2. Listen again and complete the bill.

***
6 October

1
Table d’hôte menu x 3 £60……
2………..
Aperitifs x £ 10.50
3………..
Spirits x £ 9.00
4…………..
Bottle of house wine x 1

5…………..
Subtotal:
VAT & service £ 29.61

6………….
Total:

Thank you for your visit.

Vocabulary Calculating figures

3. Put the words in the box in the correct groups. Use dictionary to help
you.

plus equals multiplied by divided by take away

minus times add on makes

+ −   =
plus

Figures

Look at these sentences and the information below.

The new tableware cost $1,200. (one thousand two hundred dollars)
The bill comes to £24.80. (twenty-four pounds eighty)

• In English a comma shows thousands.

• A point shows decimals (but is not spoken).

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 • The currency is spoken after the number but before any decimals.

Practice 4. Write the following sums in numbers and calculate the answers.

1 One hundred and eight plus two point five. 108 + 2.5 = 110.5
2 One thousand six hundred minus two hundred and four. ____________
3 Four hundred and forty-seven multiplied by two. ____________
4 Five hundred and fifty plus sixty-three. ____________
5 Sixty-nine divided by three. ____________
6 Seven hundred and fifty-seven minus eighty-nine. ____________
7 Five times nineteen. ____________
8 Nine thousand nine hundred and ninety-nine plus one. ____________
9 Two and a half plus one hundred and seven. ____________
10 Seven point three five minus one point two one. ____________

 Now, listen and check your answers.

5. Use a newspaper currency table to calculate these figures in your own

currency.
your currency
Language tip
1) £50 ___________
2) $50 ___________ To ask about
3) £22,000 ___________ currency rates you
say “How many Euros
4) $460 ___________
to the dollar?”
5) £2,500 ___________
Saying goodbye

6. Two satisfied guests leave the Casablanca. Put their conversation with
Susan in the correct order.

(a) Mr. Smith : I’m not sure…

Susan : Here’s one, it’s always better to book your table in advance.
Mrs. Smith : Thank you very much.
Susan : Could I get your coats?
(b) Mr. Smith : Thank you. Goodbye.
Susan : Goodbye.
(c) Mr. Smith : Yes, please.
Mrs. Smith : It’s a light brown raincoat and a grey coat.
Susan : Here they are. Let me help you madam.
Mrs. Smith : Thank you very much.
Susan : We look forward to seeing you again.

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 (d) Susan : Was everything to your satisfaction?
Mrs. Smith : Yes, everything was perfect.
Mr. Smith : We’ll certainly come back soon.
Susan : Do you have our card?

 Now, listen and check your answers.

Speechwork 7. Susan gives Jan some advice on saying goodbye to guests. Match
the tips to phrases in the conversation above. Then practice saying
the phrases politely.

1) check the guests are satisfied

2) offer the restaurant’s card 2
3) get the guests’ coats
4) help them put their coats on
5) say we hope to see them again
6) say goodbye

8. Work in pairs. Use the information to write a dialogue. Practice your

dialogue and then read it to the class.

Guest
Waiter
Ask for the bill
Give the guest the bill

Say something is wrong

Check and explain the bill

Pay the bill

Offer a card and get coats

Say goodbye

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