PROGRAMACIÓN PROGRAMAZIOA DEPARTAMENTO …de... · Trabajo en proyectos 10 TESTING & ASSESSMENT / EVALUACIÓN Y EXÁMENES 9 Total 165 Block 1: Oral messages comprehension. Block

Management In Catering Services no. 1 code 0179

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PROGRAMACIÓN

PROGRAMACIÓN

PROGRAMAZIOA

DEPARTAMENTO IDIOMAS DEPARTAMENTUA

CICLO Técnico Superior en Dirección de Servicios ZIKLOA

MODULO nº 1 Inglés

MODULUA

CURSO 2016-2017 IKASURTEA

ELABORADA POR Itziar Díez (-K) EGINDA

CODIGO DE LA PROGRAMACIÓN

0179

PROGRAMAZIOAREN KODEA


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CONTENT BLOCKS, DIDACTIC UNITS AND TIME SEQUENCING

TRAINING CYCLE: Dirección de Servicios Management in the Catering Services

MODULE: No. 1 Inglés-English- Ingelesa -

SCHOOL / COLLEGE: Escuela de Hostelería de Leioa

TEACHERS: Itziar Díez/ Itziar Garcia

B1 B2 B3 B4 B5 SEQUENCED DIDACTIC UNITS SE OC

NO

DI EN FE MA

AB MY

JU HORAS

DU0: Course introduction. Introducción al curso ✓

1

DU1: The world of Hospitality. Accommodation & Catering. 19

DU1A: Culinary geography .Food in different countries. 4

DU2: In the Kitchen. The Staff. The Kitchen and the equipment. 17

DU2A: Culinary habits.British and American Cuisine.Tradition & Festivities. 4

DU3: Foods and Preparation. Food stores and supplies. Food preparation. 14

DU4: Cooking. Food preservation. Cooking Techniques. 14

DU5: What’s in a menu? Special menus. 14

DU5A: Food Blogs. British & American food blogs. 4

DU6: Health and Safety. Diet & Nutrition. 16

DU7: Service. Bar and Drinks 16

DU8: Applying for a job.. 10


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DU9: Recipe section.Translation. Traducción de recetas 10

DU10: Culture & Etiquette 3

DU11: Project work. Trabajo en proyectos 10

TESTING & ASSESSMENT / EVALUACIÓN Y EXÁMENES 9

Total

165

Block 1: Oral messages comprehension. Block 2: Written messages interpretation. Block 3: Oral messages production. Block 4: Written messages delivery. Block 5: Identifying & interpreting the most outstanding cultural elements related to the English language.

Didactic Unit no: 0 Course Introduction. Time Length: 1 hour

Learning aims:

1. To introduce the people in the classroom 2. To establish a global understanding of the goals to achieve in FL classroom and their connection with their future career 3. To raise awareness on previous knowledge and establish some of the needs to achieve those set goals. 4. To adjust expectations, stating rights and duties, in order to understand the assessment criteria to be implemented. 5. To diminish negative attitudes dragged from previous learning experiences.

CONTENTS

Blocks

1 2 3 4 5

PROCEDURAL ● Reading ● Listening

CONCEPTUAL ● Overall view of the course objectives and steps. ● Knowledge of the various ways to find help throughout the learning process. ● Rules and regulations within the school, the professional cycle and the subject.

ATTITUDINAL ● Appreciate the importance of proper behaviour in the classroom to create the adequate teaching/learning

atmosphere for the individuals and the group. ● Develop an open-minded approach to language learning.


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ACTIVITY METHODOLOGY RESOURCES

WHAT will be done Goals involve

d

T WHO HOW will be done WHAT will be done FOR WHAT will be done WITH

T S

A1. Oral presentation of the school year

and the subject https://potluckenglish.wikispaces.com/Kitchen+Management

1, 19

35’

Lecture

-Break the ice and clarify rules to avoid future conflicts. -To motivate students through the “Yes, I can” attitude -To make students aware of the aims of the course and the steps to reach the goal

N/b,board, OHP…

A2. Answering open questions 1, 19 10’ In turns -To check general comprehension Board / OHP

A3. Introducing oneself and call the roll 1, 19 15’ At the beginning or at the end of the session

-To check attendance List with students’ names

Comments: From now on n/b will refer to the notebook the department creates for this cycle During this session there will be no constraints with reference to the use of students’ mother tongue in order to avoid misunderstandings and save time for the future.

3 Didactic Unit no: DU1: The world of Hospitality. Accommodation & Catering. 4 Time Length: 19

hours

Learning outcomes: the student… 1. Understands professional and everyday information produced in the standard language oral discourse, analyzing the global content of the message and relating it to the

corresponding linguistic resources. 2. Interprets professional information involved in simple written messages analyzing the contents in a comprehensive way. 3. Produces clear and well structured oral messages, taking an active role in professional conversations. 4. Produces simple (written) texts in standard language, relating the aim of them with the grammar rules. 5. Implements professional attitudes and behaviour in communicative situations describing the typical relations of the target language country.

https://potluckenglish.wikispaces.com/Kitchen+Management




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Learning aims: 1. To read autonomously different text types adapting style and speed using reference sources selectively.

2. To identify the main idea of the message. 3. To identify the points of view and attitudes of the speaker 4. To identify the main idea and message from concrete and abstract issues, in the standard language and at a normal pace. 5. To become aware of the importance of understanding global messages without understanding each individual item included in it. 6. To organize information ensuring correctness, accuracy, coherence and cohesion requiring and providing general and detailed information. 7. To use protocol rules in formal and informal presentations. 8. To use lexis appropriately. 9. To fill in specific information regarding his/her field area. 10. To use formulas and specific vocabulary in order to fill out certain documents. 11. To extract information from recordings in the standard language related to social, professional and academic life. 12. To understand in detail whatever it is said in the standard language, even though there is background noise. 13. To communicate spontaneously, taking an appropriate level of formality depending on the circumstances. 14. To ask for whole or part discourse rephrasing when needed.

CONTENTS

Blocks

1 2 3 4 5

PROCEDURAL

Reading: Gathering information from different texts dealing with different kinds of accommodation and catering to obtain specific and general information.

Identifying vocabulary in and out of context within the field.

Listening to reproduce sounds and words in a correct way.

Listening for specific information about accommodation, services and facilities. Listening to different conversations using requests and offers; dates and belongings; gap-filling exercises on the topic (e.g. reviews, check-in forms, surveys…)

Speaking: Classroom interaction, identifying oneself, the hotel, the restaurant, saying where the hotel/restaurant is, describing types of accommodation and facilities. Receiving guests. Asking for personal data. Talking about likes/dislikes on accommodation.

Writing: matching and blank-filling exercises, form filling, reordering sentences, reordering conversations, sentence writing from given prompts vocabulary, table completion, matching, listing.

Learning vocabulary as an essential stage to understanding and producing technical texts

CONCEPTUAL

Present simple vs Present Continuous

Zero and First Conditional. Time clauses.

Vocabulary: The world of hospitality and compound nouns dealing with accommodation and catering. Services and facilities in the hospitality industry. Food outlets vocabulary. Registration forms, surveys, reviews on the topic dealt with.

How words work in language: synonyms, polysemy, ambiguity semantic fields, etc

The use of dictionaries and dictionary concepts: entries, abbreviations, etc.


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ATTITUDINAL

Breaking cultural assumptions and valuing language learning.

Enjoying the sounds in a different language and different countries.

Developing respect and understanding towards other cultures.

Showing respect for the individuals and the difference.

Implementing positive and active attendance as a professional duty.

Implementing promptness and diligence doing classroom activities.

Use of adequate language and register when talking to other people in the classroom.

Bringing all the materials to the classroom.

Completing homework adequately

Implementing proper use of supplied tools (notes, dictionaries and/or computers) at work.


WHAT will be done Aims involved


Each of these activities will be repeated several times in the school year

T S

A1 Accommodation. The hospitality

industry. Introduction to the topic. Reading Comprehension. Working on the topic vocabulary. Review completion.

1,2,4,5,9,10

1h.

Individual/pair work, after the teacher’s instructions. Whole class check up depending on detected needs and the time of year Whole class

To introduce the topics and find out how much students know. To develop autonomous life-learning skills.

Course book and board, if possible computers, OHP

A2 Listening for specific information

on the topic Writing: Accommodation review Follow-up: Asking/answering questions about the place reviewed.

2,3,4,6,8,9,11,12

, 13

1h Individual/pair work, after the teacher’s instructions. Whole class check up depending on detected needs and the time of year Whole class

To develop autonomous life-learning skills To listen to language models, analyze them and imitate them in a very controlled way. To reinforce the lexis and structures already learnt.

Course book and board, if possible computers, OHP Online worksheet

A3 Types of accommodation. .

Reading Comprehension. Working on the topic vocabulary. Matching words and pictures.

1,2,4.5,9,10

1h

Individual/pair work, after the teacher’s instructions.

To develop learner’s autonomy To ease & strengthen vocabulary learning for later communicative skills development within the professional field


A4 Writing short descriptions about

people’s preferences for accommodation. Opposites, synonyms, definitions and words. Speaking on different kind of accommodation.

6,7,8,9,13,14

1h

Individual work, followed by whole class check up.

To ease & strengthen vocabulary learning for later communicative skills development within the professional field To improve communication skills


A5 Accommodation: services and Individual/pair work, followed by To ease & strengthen vocabulary Course book and board, if


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facilities. Reading Comprehension. Working on the topic vocabulary. Identifying words, semantic fields Matching words and pictures.

1,2,4,5,9,10

1h whole class check up. learning for later communicative skills development within the professional field

possible computers


about service and facilities in a hotel. Listening for specific information when checking-in. Form completion.

2,3,4,6,8,9,11,12

,

20’

Individual/pair work, followed by whole class check up

To listen to language models, analyze them and imitate them in a very controlled way. To ease & strengthen vocabulary learning for later communicative skills development within the professional field


A7Commercial versus non-profit

catering. Introduction to the topic. Reading Comprehension. Working on the topic vocabulary. Identifying words, semantic fields.

1,2,4,5,9,10

1h


To ease & strengthen vocabulary learning for later communicative skills development within the professional field



about different staff and venues (canteen, pub and the like). Listening to a telephone conversation to book a table in a restaurant. Role-playing: booking a table

2,3,4,6,8,9,11,12

, 13

40’

Individual/pair/group work To ease & strengthen vocabulary learning for later communicative skills development within the professional field To listen to language models, analyze them and imitate them in a very controlled way. To improve communication skills


A9 Commercial catering. Introduction

to the topic. Reading Comprehension. Working on the topic vocabulary. Survey completion

1,2,4,5,9,10

1h Individual/pair/group work To ease & strengthen vocabulary learning for later communicative skills development within the professional field To improve communication skills


A10 Famous food outlets.

Introduction to the topic. Reading Comprehension. Working on the topic vocabulary.

1,2,4,5,9,10

1h Individual/pair/group work To ease & strengthen vocabulary learning for later communicative skills development within the professional


A11 Matching advertisements and

types of restaurants. Role-playing : Eating-out

1,2,5,6,13

1h Individual/pair/group work To ease & strengthen vocabulary learning for later communicative skills development within the professional To improve communication skills

Course book and, board, if possible computers, OHP

A12 Working on the unit vocabulary.

Compounds. Classification, multiple choice and gap-filling exercises

1,2,4,5,9,10

1h Individual/pair/group work To ease & strengthen vocabulary learning for later communicative skills development within the professional


A13 Grammar

Revision of the unit. Present Simple vs Present Continuous Zero Conditional

1,2,5,6,8

5h Individual/pair/group work

Basic grammar review Consolidation of vocabulary and grammar structures seen in the unit

Course book and , board, if possible computers, OHP


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Prepositions of place and time. Dates and time

A14Pop-ups.Reading

Comprehension exercises. Identifying words, semantic fields

1,2,4,5,9,10

1h Individual/pair/group work Consolidation of vocabulary and grammar structures seen in the unit



about a new pop-up restaurant Role-playing: hosting a supper club together

2,3,4,6,8,9,11,12,

13

1h Individual/pair/group work To develop learner’s autonomy To improve communication skills To listen to language models, analyze them and imitate them in a very controlled way.


A16 Working with recipes. Bubba

Gump Shrimp Mac and Cheese Recipe. Reading Comprehension exercises. Preparation method vocabulary.

1,2,5,6,8,9 1h Individual/pair/group work To develop learner autonomy Consolidation of vocabulary and grammar structures seen in the unit


Activities will be done along the school year depending on students needs and speed at work

Emphasis on learning how to spell and the use of the international spelling code will be made across all the activities.

Formal exams will contain similar activities to the ones done in the classroom

DU1A: Culinary geography .Food in different countries.




All skills T S

A1 Food in the UK and USA.

Gathering information from different texts dealing with food in the UK and in the USA. Speaking: Classroom interaction, giving opinions about different dishes from abroad and students’ own places. .

1,2,4,5,9,10,13,1

4

2 h.


To introduce the topics and find out how much students know. To develop autonomous life-learning skills. To ease & strengthen vocabulary learning for later communicative skills development within the professional field


A2 Going deeper. A gastronomic tour

of Wales. Reading and listening for specific information about some typical Welsh dishes.

1,2,4,8,9,11,12

2 h Individual/pair work, after the teacher’s instructions. Whole class check up depending on detected needs and the time of year Whole class

To develop autonomous life-learning skills To ease & strengthen vocabulary learning for later communicative skills development within the professional field



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Didactic Unit no: 2. DU2: In the Kitchen. The Staff. The Kitchen and the equipment. Time Length: 17 hours


corresponding linguistic resources. 2. Interprets professional information involved in simple written messages analyzing the contents in a comprehensive way. 3. Produces clear and well structured oral messages, taking an active role in professional conversations. 4. Produces simple (written) texts in standard language, relating the aim of them with the grammar rules. 5. Implements professional attitudes and behaviour in communicative situations describing the typical relations of the target language country. Learning aims: 1. To read autonomously different text types adapting style and speed using reference sources selectively.


CONTENTS

Blocks

1 2 3 4 5


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PROCEDURAL

● Reading : Gathering information from different texts dealing with the different people who work in a restaurant and kitchen equipment and uses.

● Identifying vocabulary in and out of context within the field


Listening for specific information about the staff, and the kitchen equipment. Listening to different conversations among the staff and different suppliers; gap-filling exercises on the topic (e.g. reviews, check-in forms, surveys…)

Speaking: Classroom interaction, identifying jobs, roles of each member of the kitchen brigade. Working together. Talking about likes/dislikes on material qualities.

Writing: matching and blank-filling exercises, form filling, reordering sentences, reordering conversations, sentence writing from given prompts vocabulary, table completion, matching, listing.Writing an email.

● Learning vocabulary as an essential stage to understanding and producing technical texts

CONCEPTUAL

● Lexis: Meals. Restaurant spaces: different areas in the kitchen and the dining room. Kitchen equipment and crockery. Weights and measures. Techniques and verbs related to field activities. Bartenders’ crockery and utensils, Formal letter writing, e-mails, etc

● Grammar : Imperative, Linkers ● Questions of the type: What’s…in English? What’s the Spanish for…? How do you say …in English? Can you say that again? Will

you please repeat that? ● How words work in language: synonyms, polysemy, ambiguity semantic fields, etc ● The use of dictionaries and dictionary concepts: entries, abbreviations, etc.

ATTITUDINAL

● Breaking cultural assumptions and valuing language learning. ● Enjoying the sounds in a different language and different countries. ● Developing respect and understanding towards other cultures.

● Showing respect for the individuals and the difference. ● Implementing positive and active attendance as a professional duty. ● Implementing promptness and diligence doing classroom activities. ● Use of adequate language and register when talking to other people in the classroom. ● Bringing all the materials to the classroom. ● Completing homework adequately ● Implementing proper use of supplied tools (notes, dictionaries and/or computers) at work.





T S

A1 Brainstorming 3,4,6

10’.

whole class To introduce the topic and find out how much the students know

digital board,

A2 Reading. Meet the restaurant staff.

Comprehension exercises. Matching words and image, words in different

1,2,3,4,5,

8,9,10

50’

Individual/pair work, after the teacher’s instructions. Whole class check up

To develop learner’s autonomy. To ease & strengthen vocabulary learning for later communicative skills development

Course book, n/b, digital board,, OHP


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languages, opposites, synonyms, definitions and words

within the professional field

A3 Listen to different restaurant staff

.Exercises on the listening 2,3,4,6,8,9,11,12,

20’


To listen to language models, analyze them and imitate them in a very controlled way.


A4 Writing a short job description and

then take it in turns to read the descriptions.

6,7,8,9,10

25’

Individual/pair/group work To reinforce the lexis and structures already learnt. To develop learner’s autonomy. To improve communication skills


A5 Reading on the Kitchen brigade

Comprehension exercises. Matching words and image, words in different languages, opposites, synonyms, definitions and words

1,2,3,4,5,

8,9,10

60’


To ease & strengthen vocabulary learning for later communicative skills development within the professional field To develop learner’s autonomy


A6 A Chef’s uniform.

Reading and Comprehension exercises. Matching words and image, words in different languages, opposites, synonyms, definitions and words Fill in the gaps.

1,2,3,4,5,8,9,10

60’


To ease & strengthen vocabulary learning for later communicative skills development within the professional field To develop learner’s autonomy


A7 Hygiene.

Reading and Comprehension exercises. Matching words and image, words in different languages, opposites, synonyms, definitions and wordsFill in the gaps. Listen to a conversation

1,2,3,4,5,6,8,9,11,

12

90’


To ease & strengthen vocabulary learning for later communicative skills development within the professional field To listen to language models, analyze them and imitate them in a very controlled way.


A8 The kitchen and the equipment.

Reading and Comprehension exercises. Matching words and image, words in different languages, opposites, synonyms, definitions and words Fill in the gaps. Listen to a conversation related to the reading

1,2,3,4,5,6,8,9,11,

12

90’




A9 Role play a conversation between

the food and beverage manager and a head chef.

3,4,6,7,8,13,14

20’


To reinforce and improve oral performance, as well as raise awareness of oral work for future situations To improve communication skills


A10 Equipment

Reading and Comprehension exercises. Complete the table with missing information.

1,2,3,4,5,6,8,9,11,

12

60’


To ease & strengthen vocabulary learning for later communicative skills development within the professional field To listen to language models, analyze them



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Listen to a conversation and then produce a similar conversation to the listening

and imitate them in a very controlled way.

A11 Food preparation appliances

Reading and Comprehension exercises. Complete the table with missing information. Listen to a conversation and then produce a similar conversation to the listening

1,2,3,4,5,6,8,9,11,1

2

75




A12 Write an email confirming an order

from the cookware supplier Kitchens

6,7,8,9,10 40’ Individual work checked by the

teacher To reinforce the lexis and structures already learnt. To develop learner’s autonomy. To improve communication skills


A13 Kitchen Knives

Reading and Comprehension exercises Listen to the product description of different knives and complete the missing information

1,2,3,4,5,6,8,9,11,1

2

60’ Individual/pair work, followed by whole class check up



A14 Kitchen utensils

Reading and Comprehension exercises Listen to a pastry chef and to a head chef

1,2,3,4,5,6,8,9,11,1

2




A15 Green restaurants

Reading and Comprehension exercises Listen to information about green restaurants.

1,2,3,4,5,6,8,9,11

,12




A16 Write a letter to a friend telling him

about your experience in an eco-friendly restaurant

6,7,8,9,10 60’ Individual work checked by the teacher

To reinforce the lexis and structures already learnt. To develop learner’s autonomy. To improve communication skills


A17 Recipe Chilled Poached Salmon

Reading and Comprehension exercises

1,2,3,4,5,8,9,10




A18 Exercises on grammar

Imperative and linkers 1,2,5,6,8

2 h Individual/pair work, followed by

whole class check up Basic grammar review Consolidation of vocabulary and grammar structures seen in the unit



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DU2A: Culinary Habits. Time Length: 4 hours

Blocks

1 2 3 4 5




All skills T S

A1 Culinary Habits British cuisine traditions and festivities. Reading and comprehension exercises. Project work ,Complete a profile for a national festivity in your country.

1,2,3,4,5,6,7,8,9,10

60’ Individual/pair work, after the teacher’s instructions. Whole class check up depending on detected

needs

To develop autonomous life-learning skills. To develop learner autonomy. To ease & strengthen vocabulary learning for later communicative skills development within the professional field


A2 American cuisine: Traditions and

festivities. Reading and comprehension exercises. Project work , creating a menu.

1,2,3,4,5,6,7,8,9,10

60’.

Individual/pair work, after the teacher’s instructions. Whole class check up depending on detected needs



A3

Food and religious festivals Reading and comprehension exercises. Listening and matching festivals to people. Writing a menu for one of the festivities we have read previously about..

1,2,3,4,5,6,8,11,12

60’


To develop autonomous life-learning skills. To develop learner autonomy. To ease & strengthen vocabulary learning for later communicative skills development within the professional field To listen to language models, analyze them and imitate them in a very controlled way.


A4 The history of food in Britain.

Reading and comprehension exercises

1,2,3,4,5,

8

60’




Comments: : https://potluckenglish.wikispaces.com/ *N.B. When we mention the textbook we shall be referring to:Excellent–Catering: Cooking and Service-Catrin Elen Morrisl Eli 2015 ISBN: 978-88-536-1404-9; together with the

audio and online materials that come with it. ● Emphasis on learning how to spell and the use of the international spelling code will be made across all the activities. ● Formal exam will contain similar activities: form filling, advertisement reading comprehension, vocabulary, numbers, times, prepositions, listening and speaking role-playing ● Activities will be done along the school year depending on students needs and speed at work

https://potluckenglish.wikispaces.com/making+reservations+on+the+phone


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5 Didactic Unit no: DU3: Foods and Preparation.Food stores and supplies. 6 Time Length: 14 hours





CONTENTS

Blocks

1 2 3 4 5


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PROCEDURAL

1. Reading: Gathering information from different texts dealing with food stores and supplies and different kinds of suppliers. Obtaining general and specific information from articles dealing with food and food preparations.

2. Identifying vocabulary in and out of context within the field. 3. Listening to reproduce sounds and words in a correct way.

Listening for specific information about restaurant suppliers and kitchen storage procedures. Listening to different conversations about recipes, cooking techniques and instructions for general and specific information.

Speaking: Classroom interaction, giving advice and making suggestions about finding suppliers. Speaking about the characteristics of different foods.

4. Writing: matching and blank-filling exercises, form filling, reordering sentences, reordering conversations, sentence writing from given prompts vocabulary, table completion, matching, listing.

5. Learning vocabulary as an essential stage to understanding and producing technical texts

CONCEPTUAL

1. The future, Will, going to and Present Continuous. 2. First Conditional. 3. Vocabulary: Food (pulses, cereals, cooking fats, fruit and vegetables, meat, poultry, eggs and fish) .Food preparation

vocabulary. Cutting techniques. Cooking instructions. 4. How words work in language: synonyms, polysemy, ambiguity semantic fields, etc 5. The use of dictionaries and dictionary concepts: entries, abbreviations, etc.

ATTITUDINAL















T S

A1 Food stores and supplies.

Introduction to the topic. Reading Comprehension. Working on the topic vocabulary. Listening about a restaurant supplier.

1,2,3,4,5,6,8,9,1

1,12

1h.

Individual/pair work, after the teacher’s instructions. Whole class check up depending on detected needs. Whole class

To introduce the topics and find out how much students know. To develop autonomous life-learning skills. To listen to language models, analyze them and imitate them in a very controlled way.


A2 Different kinds of suppliers.

Reading Comprehension exercises. Speaking: giving advice and

1, 2,4,8,10,13

1h Individual /pair work, after the teacher’s instructions. Whole class check up depending on

To develop autonomous life-learning skills To improve communication skills To ease & strengthen vocabulary learning



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suggestions about finding suppliers for a restaurant.

detected needs and the time of year. Whole class

for later communicative skills development within the professional field

A3 Ordering and storing food.

Reading Comprehension and vocabulary expansion exercises. Listening and speaking about kitchen storage procedures,

1,2,3,4,5,6,8,9,

11,12,13

1h


To develop learner autonomy To listen to language models, analyze them and imitate them in a very controlled way. To ease & strengthen vocabulary learning for later communicative skills development within the professional field


A4 Food preparation. Pulses.

Introduction to the topic. Table completion with new vocabulary. Listening to a chef talking about pulse recipes.

1,2,3,4,5,6,8,9 ,11,12

1h




A5Cereals. Reading & vocabulary

exercises. Gap-filling listening about rice. Short presentation about cereals.

1,2,4,6,8,10,11,13

1h

Individual /pair work, followed by whole class check up.


Course book and board, if possible computers Online worksheet

A6 Cooking fats. Reading several

passages on the topic for vocabulary expansion. Definitions, synonyms.

1,2,3,4,5,8,9,10 1h




A7Fruit and vegetables. Introduction,

Reading Comprehension. Working on the topic vocabulary. Identifying words, semantic fields. Listening to some cutting techniques (picture-matching)

1,2,3,4,5,6,8,9,1

1,12

1h


To ease & strengthen vocabulary learning for later communicative skills development within the professional field To improve communication skills To listen to language models, analyze them and imitate them in a very controlled way.


A8 Meat and poultry. Reading

comprehension exercises. Listening to an interview with a butcher and instructions to prepare roast chicken. Speaking: taking about a recipe

1,

2,3,10,11,13,14

2h

Individual/pair/group work To ease & strengthen vocabulary learning for later communicative skills development within the professional field To improve communication skills To listen to language models, analyze them and imitate them in a very controlled way.


A9 Eggs.

Reading Comprehension. 1,2,3,4,5,6,8,9,1

1,12 1h Individual/pair/group work To ease & strengthen vocabulary learning

for later communicative skills development Course book and board, if possible computers, OHP


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Definitions. Listening for specific information about ways to prepare eggs and instructions to make an omelette.

within the professional field To listen to language models, analyze them and imitate them in a very controlled way.

A10 Fish.

Reading Comprehension. Definitions. Listening about how to prepare a fillet of fish

1,2,3,4,5,6,8,9,11,12

1h Individual/pair/group work To ease & strengthen vocabulary learning for later communicative skills development within the professional To listen to language models, analyze them and imitate them in a very controlled way.


A11 Grammar and vocabulary

revision exercises. 1,2,5,6,8 1h Individual/pair/group work Consolidation of vocabulary and grammar

structures seen in the unit Course book and, board, if possible computers, OHP

A12 Preparing a turkey.

Reading comprehension exercises. Listening (recipe completion) Writing: letter about Xmas day food

1,3,4,5,6,10,11 1h Individual/pair/group work To ease & strengthen vocabulary learning for later communicative skills development within the professional To listen to language models, analyze them and imitate them in a very controlled way. To reinforce the lexis and structures already learnt.


A13 Recipes.

Porridge. Reading Comprehension. Writing students’ own porridge recipe.

1,2,5,6,8,9 1h Individual/pair/group work Consolidation of vocabulary and grammar structures seen in the unit

Course book and , board, if possible computers, OHP

Activities will be done along the school year depending on students needs and speed at work 1. Emphasis on learning how to spell and the use of the international spelling code will be made across all the activities. 2. Formal exams will contain similar activities to the ones done in the classroom


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Didactic Unit no: 4. Cooking. Food preservation. Cooking Techniques. Time Length: 14 hours




2. To identify the main idea of the message. 3. To identify the points of view and attitudes of the speaker 4. To identify the main idea and message from concrete and abstract issues, in the standard language and at a normal pace. 5. To become aware of the importance of understanding global messages without understanding each individual item included in it. 6. To organize information ensuring correctness, accuracy, coherence and cohesion requiring and providing general and detailed information. 7. To use protocol rules in formal and informal presentations. 8. To use lexis appropriately. 9. To fill in specific information regarding his/her field area. 10. To use formulas and specific vocabulary in order to fill out certain documents. 11. To extract information from recordings in the standard language related to social, professional and academic life. 12. To understand in detail whatever it is said in the standard language, even though there is background noise. 13. To communicate spontaneously, taking an appropriate level of formality depending on the circumstances. 14. To ask for whole or part discourse rephrasing when needed. 15.To describe the social rules of the country/ies where the foreign language is spoken

CONTENTS

Blocks

1 2 3 4 5


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PROCEDURAL

● Reading: Gathering information from different texts on cooking techniques and food preservation to answer questions and other exercises on the text and the vocabulary.- ● Identifying vocabulary in and out of context within the field. ● Writing: matching and blank-filling exercises, form filling, blank-filling, reordering sentences, reordering conversations, sentence writing from given prompts,presentations and instructions. ● Listening to reproduce sounds and words in a correct way. ● Listening for specific information about about food preservation and cooking techniques. Listening to different people on different situations. Listening to different conversations; gap-filling exercises on the topic (e.g. reviews, check-in forms, surveys…) ● Speaking: Classroom interaction, Speaking about natural and chemical additives, advantages and disadvantages of different cooking techniques,different dishes preparation…. ● Writing: matching and blank-filling exercises, form filling, reordering sentences, reordering conversations, sentence writing from given prompts vocabulary, table completion, matching, listing. ● Learning vocabulary as an essential stage to understanding and producing technical texts

CONCEPTUAL

. ● Suffixes. ● Past Simple and Past Continuous.Modals. ● Vocabulary: preservation and cooking. Words related to the food preservation methods , physical, chemical and psyco-

chemical and biological methods. Different cooking techniques. Words related to recipes.

ATTITUDINAL

● Breaking cultural assumptions and valuing language learning. ● Enjoying the sounds in a different language and different countries. ● Developing respect and understanding towards other cultures.

● Showing respect for the individuals and the difference. ● Implementing positive and active attendance as a professional duty. ● Implementing promptness and diligence doing classroom activities. ● Use of adequate language and register when talking to other people in the classroom. ● Bringing all the materials to the classroom. ● Completing homework adequately ● Implementing proper use of supplied tools (notes, dictionaries and/or computers) at work.




T S

A1 Reading on food preservation .

Physical method. Reading and Comprehension exercises. Matching words and definitions, words in different languages. Fill in the gaps. Listen to a chef talking about different cook preservation techniques.

1,2,3,4,5,6,8,9,11,12

1 h



Course book, n/b,paper dictionaries, digital board,,


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A2. Reading on food preservation .

Chemical method and psyco-chemical and biological methods. A quiz on the readings. Prepare a short presentation comparing natural and chemical additives.

1,2,3,4,5,6,8,

13,14

1 h


To reinforce and improve oral performance, as well as raise awareness of oral work for future situations To ease & strengthen vocabulary learning for later communicative skills development within the professional field To develop learner’s autonomy.

Course book, n/b,paper dictionaries, digital board,, OHP

A3.Reading on food preservation .

Physical method. Different exercises related to the reading. Listen to some conversations

1,2,3,4,5,6,8,9,11,12

1 h Individual/pair work, after the teacher’s instructions. Whole class check up depending on detected needs



A4. Reading on fat cooking techniques.

Different exercises related to the reading. Predict some instructions and then listen to a chef on how potatoes are sauteed.and check the predictions.

1,2,3,4,5,6,

8,11,12

1 h.


To expand vocabulary and raise awareness of similarities and differences among cultures. To listen to language models, analyze them and imitate them in a very controlled way. To ease & strengthen vocabulary learning for later communicative skills development within the professional field


A5 Reading on heat cooking

techniques. Different exercises related to the reading. Listen to a cookery programme and complete the instructions for a recipe.

1,2,3,4,5,6,8,9,11,12

1 h


To introduce restaurant menus in English and the basic different parts included in a conventional one. To listen to language models, analyze them and imitate them in a very controlled way. To ease & strengthen vocabulary learning for later communicative skills development within the professional field


A6 Prepare the instructions for a dish

and then give your partner the instructions so that he takes some notes.

3,4,6,7,8,9,10,13,14

30’


To start producing a dish in a very controlled way with known vocabulary. To reinforce and improve oral performance, as well as raise awareness of oral work for future situations To develop learner’s autonomy. To improve communication skills


A7 Reading on mixed cooking

techniques. Different exercises related to the reading.

1,2,3,4,5,6,8,9,11,12

1 h

Individual/pair work, after the teacher’s instructions. Whole class check up depending on detected




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Listen to a lesson about cooking techniques

needs To listen to language models, analyze them and imitate them in a very controlled way.

A8 Speaking about the cooking

techniques and test on each other. Write a short essay about mixed cooking techniques.

6,7,8,9,13,

14

1h 30’

Individual work checked by the teacher

To reinforce and improve oral performance, as well as raise awareness of oral work for future situations To develop learner’s autonomy. To reinforce the lexis and structures already learnt. To improve communication skills


A9 Recipe

Reading and exercises. 1,2,3,4,5,8,

9,10

1h


To ease & strengthen vocabulary learning for later communicative skills development within the professional field To disclose certain rules that govern this type of language and help the students understand


A10 Listening. British Fish Pie

Work on the recipe and then write your own recipe.

2,3,4,6,7,8,9,10,11,12

1h Individual work, followed by whole class check up.

To develop learner’s autonomy. To listen to language models, analyze them and imitate them in a very controlled way.


A11Learning to cook

Reading and Comprehension exercises Listen to a radio interview.

1,2,3,4,5,6,8,9,11,12

1 h Individual work, followed by whole class check up.

To develop learner’s autonomy. To listen to language models, analyze them and imitate them in a very controlled way. To ease & strengthen vocabulary learning for later communicative skills development within the professional field


A11 Exercises on grammar..

Past Simple/Past Continuous. Modals

1,2,5,6,8

2 h Individual work, followed by whole class check up.


Photocopies,Course book, n/b,paper dictionaries, digital board,, OHP


audio and online materials that come with it. ● Emphasis on learning how to spell and the use of the international spelling code will be made across all the activities. ● Formal exam will contain similar activities: form filling, advertisement reading comprehension, vocabulary, numbers, times, prepositions, listening and speaking role-playing ● Activities will be done along the school year depending on students needs and speed at work



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7 Didactic Unit no: DU5: What’s in a menu? Special menus. 8 Time Length: 14 hours




2. To identify the main idea of the message. 3. To identify the points of view and attitudes of the speaker 4. To identify the main idea and message from concrete and abstract issues, in the standard language and at a normal pace. 5. To become aware of the importance of understanding global messages without understanding each individual item included in it. 6. To organize information ensuring correctness, accuracy, coherence and cohesion requiring and providing general and detailed information. 7. To use protocol rules in formal and informal presentations. 8. To use lexis appropriately. 9. To fill in specific information regarding his/her field area. 10. To use formulas and specific vocabulary in order to fill out certain documents. 11. To extract information from recordings in the standard language related to social, professional and academic life. 12. To understand in detail whatever it is said in the standard language, even though there is background noise. 13. To communicate spontaneously, taking an appropriate level of formality depending on the circumstances. 14. To ask for whole or part discourse rephrasing when needed. 15 To describe the social rules of the country/ies where the foreign language is spoken.

CONTENTS

Blocks

1 2 3 4 5


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PROCEDURAL

6. Reading: Gathering information from different texts dealing with different kinds of menus. Obtaining general and specific information from articles dealing with menu designing, menu formats and special menus.


Listening for specific information about menus. Listening to different conversations about menus between a restaurateur and a designer, completion listening exercises of different recipes and menus for general and specific information.

Speaking: Classroom interaction, discussing menus and preferences, describing recipes, choosing menus for different events. Asking for advice about menus.

9. Writing: matching and blank-filling exercises, form filling, reordering sentences, reordering conversations, sentence writing from given prompts vocabulary, table completion, matching, listing.

10. Learning vocabulary as an essential stage to understanding and producing technical texts

CONCEPTUAL

6. Comparatives and Superlatives. 7. Past Simple vs Present Perfect Simple. 8. Likes and dislikes. 9. Vocabulary: Mealtimes, adjectives to describe wine and cheese, religious diets. Different parts in a menu (starters, main courses,

side orders, prices…), different menu formats (digital and online menus, classic menus, flyers…), breakfast, lunch and dinner menus, wine, cheese and dessert menus. Banqueting and special events menus. Religious menus.

10. How words work in language: synonyms, polysemy, ambiguity semantic fields, etc 11. The use of dictionaries and dictionary concepts: entries, abbreviations, etc.

ATTITUDINAL















T S

A1 What’s in a menu? Designing

a menu. Introduction to the topic. Reading Comprehension. Working on the topic vocabulary. Listening to a conversation in a restaurant .Role-playing.

1,2,4,5,11,12,1

3

1 h

Individual/pair work, after the teacher’s instructions. Whole class check up depending on detected needs.

To introduce the topics and find out how much students know. To develop autonomous life-learning skills. To improve communication skills To listen to language models, analyze them and imitate them in a very controlled way. To ease & strengthen vocabulary learning for later



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Whole class communicative skills development within the professional field

A2 Menu formats

Reading Comprehension. Listening to a conversation between a restaurateur and a designer. Writing: : designing a menu

1, 2,4,6,8,11,12

1 h

Individual /pair work, after the teacher’s instructions. Whole class check up depending on detected needs and the time of year. Whole class

To develop autonomous life-learning skills To listen to language models, analyze them and imitate them in a very controlled way. To ease & strengthen vocabulary learning for later communicative skills development within the professional field To reinforce the lexis and structures already learnt. To develop learner’s autonomy.


A3 Understanding menus.

Reading Comprehension and vocabulary expansion exercises. Speaking about different menus and preferences. (like, dislike, prefer…)

1,2,4,5,6,8,13,

14

1 h


To develop learner autonomy To improve communication skills To ease & strengthen vocabulary learning for later communicative skills development within the professional field


A4 Special menus. Breakfast,

lunch and dinner menus. Introduction to the topic. Table completion with new vocabulary. Speaking: ordering a menu.

1,2,4,5,8,9,13,

14

1.h




A5 Wine and dessert menu.

Reading & vocabulary exercises. Gap-filling listening of a recipe : cheesecake Writing : recipe of students’ favourite dessert

1,2,4,8,11,12,13,14

1h


To ease & strengthen vocabulary learning for later communicative skills development within the professional field To listen to language models, analyze them and imitate them in a very controlled way. To reinforce the lexis and structures already learnt. To develop learner’s autonomy. To improve communication skills

Course book and board, if possible computers.

A6 Cheese menus. Reading on

the topic for vocabulary expansion. Definitions, synonyms. Adjectives to describe textures, tastes and appearance.

1,2,3,4,5,8,9, 10

1h

Individual /pair work, followed by whole class check up



A7 Banqueting and special

events menus. Introduction. Reading Comprehension. Working on the topic vocabulary. Identifying words, semantic

1,2,3,4,5,6,8,9,

11,12

1h





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fields. Listening to a woman discussing her wedding menu (items completion)

A8 Religious menus. Reading

comprehension exercises. Listening to a conversation about food and religion. Speaking: asking for advice about menus.

1,

2,3,4,9,11,12,13,

2h

Individual/pair/group work



A9 Grammar and vocabulary

revision exercises.

1,2,5,6,8 2h




A10 How menus manipulate

diners. Reading Comprehension. Listening about historical menus Writing: opinion letter about manipulating menus

1, 2,3,6,7,8,10,11,12

2h


To ease & strengthen vocabulary learning for later communicative skills development within the professional To listen to language models, analyze them and imitate them in a very controlled way. To reinforce the lexis and structures already learnt.


A11 Recipes.

Wedding recipes. Reading comprehension. Speaking: recipe discussion

1,2,4,5,8,13,14 1 h


To improve communication skills


Activities will be done along the school year depending on students needs and speed at work 3. Emphasis on learning how to spell and the use of the international spelling code will be made across all the activities. 4. Formal exams will contain similar activities to the ones done in the classroom DU5A: Food Blogs. British & American food blogs. Time Length: 4 hours




T S

A1 British and American food blogs. Gathering

information from different blogs dealing with British and American food. Reading Comprehension activities. Working on the topic vocabulary. Speaking: Classroom interaction, asking and answering questions about the blogs.

1,2,4,5,9,10,13,1

4

2 h.


To introduce the topics and find out how much students know. To develop autonomous life-learning skills. To improve communication skills To ease & strengthen vocabulary learning for later



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communicative skills development within the professional field

A2 Going deeper. Travel food blogs. Listening for

specific information about an international food festival. Celebrity chefs. Reading an article about famous chefs and cooking shows in different countries. Speaking: talking about cooking shows

1,2,4,8,9,11,12,13

2 h Individual/pair work, after the teacher’s instructions. Whole class check up depending on detected needs and the time of year Whole class

To develop autonomous life-learning skills To improve communication skills To ease & strengthen vocabulary learning for later communicative skills development within the professional field


Didactic Unit no: 6. Safety and Nutrition Time Length: 16 hours



2. To identify the main idea of the message. 3. To identify the points of view and attitudes of the speaker 4. To identify the main idea and message from concrete and abstract issues, in the standard language and at a normal pace. 5. To become aware of the importance of understanding global messages without understanding each individual item included in it. 6. To organize information ensuring correctness, accuracy, coherence and cohesion requiring and providing general and detailed information. 7. To use protocol rules in formal and informal presentations. 8. To use lexis appropriately. 9. To fill in specific information regarding his/her field area. 10. To use formulas and specific vocabulary in order to fill out certain documents. 11. To extract information from recordings in the standard language related to social, professional and academic life. 12. To understand in detail whatever it is said in the standard language, even though there is background noise. 13. To communicate spontaneously, taking an appropriate level of formality depending on the circumstances. 14. To ask for whole or part discourse rephrasing when needed. 15.To describe the social rules of the country/ies where the foreign language is spoken


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CONTENTS

Blocks

1 2 3 4 5

PROCEDURAL

Reading: Gathering information from different texts on cooking techniques and food preservation to answer questions and other exercises on the text and the vocabulary.-.

Identifying vocabulary in and out of context within the field.

Writing: matching and blank-filling exercises, form filling, blank-filling, reordering sentences, reordering conversations, sentence writing from given prompts, presentations and instructions.

Listening to reproduce sounds and words in a correct way. Listening for specific information about food infections and poisoning. Listening to different people on different situations.

gap-filling exercises on the topic (e.g. reviews, check-in forms, surveys…)

Speaking: Classroom interaction, , short presentations, reading recipes,give instructions

Learning vocabulary as an essential stage to understanding and producing technical texts

CONCEPTUAL ● Health. nutrition & safety vocabulary ● Second and third Conditional ● Modals of deduction

ATTITUDINAL ● Contrasting health and safety protocols in the kitchen according to different countries.


WHAT will be done Aims involve

d


T S

A1 Health and safety. HACCP

Reading and Comprehension exercises. Matching words and definitions, words in different languages. Fill in the gaps.

1,2,3,4,5,8,9,10

1h.

Whole class reading followed by questions

To ease & strengthen vocabulary learning for later communicative skills development within the professional field To learn about the different levels of formality in written language and to check reading comprehension

N/b, board, computers & OHP

A2 Critical control points and critical

limits Reading and Comprehension exercises. Matching words and definitions, words in different languages. Fill in the gaps. Listen to an expert talking about critical

1,2,3,4,5,6,8,9,11

,12

1h

. Individual/pair work, after the teacher’s instructions. Whole class check up depending on detected needs


Books, computers & OHP


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control points in food processes

A3 Write and then present a short

presentation about the critical points and critical limits to check for proliferation of microorganisms in three food processes and products.

3,4,6,7,8,9,10,13,

14

30’

Individual work, To improve communication skills To reinforce the lexis and structures already learnt. To develop learner’s autonomy.

N/b, board, computers

A4 Risks and preventive measures to combat food contamination.(2) Reading and Comprehension exercises. Matching words and definitions, words in different languages. Complete a mind map. Listening to get information

1,2,3,4,5,6,8,9,11

,12

2 h


To ease & strengthen vocabulary learning for later communicative skills development within the professional field To learn about coherence and cohesion in written texts To listen to language models, analyze them and imitate them in a very controlled way.

N/b, board, computer, OHP

A5 Diet and nutrition . The eatwell plate

Reading and Comprehension exercises. Do a quiz on the reading. Listening to a boy and a girl discussing what they usually eat and complete the table. Use the same table to complete the information about you and your partner by asking and answering questions.

1,2,3,4,5,6,8,9,11

,12

1h.


To ease & strengthen vocabulary learning for later communicative skills development within the professional field To listen to language models, analyze them and imitate them in a very controlled way. To improve communication skills


A6 Write a short report about your

partner´s diet. 6,7,8,9,

10

30’



A7 Organic food and genetically

modified Organisms Reading and Comprehension exercises. Matching words and definitions, words in different languages. Fill in the gaps.

1,2,3,4,5,8,9,10

1h.



A8 Write an essay about a given topic

Organic or genetically modified food. 6,7,8,9,

10 1h.




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A9The Mediterranean diet.

Reading and Comprehension exercises. Matching words and definitions, words in different languages. Fill in the gaps. Ask and answer questions about your diet based on a pyramid you have previously drawn representing how much of each food you eat.

1,2,3,4,5,6,8,

13,14

1h.


To ease & strengthen vocabulary learning for later communicative skills development within the professional field To develop learner’s autonomy. To improve communication skills


A!0 Food intolerances and allergies.

Reading and Comprehension exercises. Matching words and definitions, words in different languages. Listen to a nutritional expert talking about coeliac disease.

1,2,3,4,5,6,8,9,11

,12

1h.




A11 Alternative diets: macrobiotics and

vegetarianism. Reading and Comprehension exercises. Matching words and definitions, words in different languages. Discuss in pairs which of these two types of diet you prefer and why.

1,2,3,4,5,6,8,

13,14

1h.


To ease & strengthen vocabulary learning for later communicative skills development within the professional field To reinforce and improve oral performance, as well as raise awareness of oral work for future situations To improve communication skills


A12 Alternative diets: raw food,

fruitarian and dissociated diets. Reading Comprehension exercises

1,2,3,4,5,8,9,10

1h.




A13 Exercises on Grammar.

Conditionals and modals. 1,2,5,6,8

2 h

Individual work. Whole class check up depending on detected needs



A14 How about some organic food?

Exercises on the text. 1,2,3,4,5,8,9,10

1h.




A15 Working with recipes. Vegetarian

and macrobiotic recipes. Reading Comprehension exercises. Preparation method vocabulary.

1,2,3,4,5,8,9,10

1h.


To develop learner autonomy To ease & strengthen vocabulary learning for later communicative skills development within the professional field



audio and online materials that come with it. ● Emphasis on learning how to spell and the use of the international spelling code will be made across all the activities. ● Formal exam will contain similar activities: form filling, advertisement reading comprehension, vocabulary, numbers, times, prepositions, listening and speaking role-playing



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● Activities will be done along the school year depending on students needs and speed at work

9 Didactic Unit no: DU7: Service. Bar and Drinks. 10 Time Length: 16

hours




2. To identify the main idea of the message. 3. To identify the points of view and attitudes of the speaker 4. To identify the main idea and message from concrete and abstract issues, in the standard language and at a normal pace. 5. To become aware of the importance of understanding global messages without understanding each individual item included in it. 6. To organize information ensuring correctness, accuracy, coherence and cohesion requiring and providing general and detailed information. 7. To use protocol rules in formal and informal presentations. 8. To use lexis appropriately. 9. To fill in specific information regarding his/her field area. 10. To use formulas and specific vocabulary in order to fill out certain documents. 11. To extract information from recordings in the standard language related to social, professional and academic life. 12. To understand in detail whatever it is said in the standard language, even though there is background noise. 13. To communicate spontaneously, taking an appropriate level of formality depending on the circumstances. 14. To ask for whole or part discourse rephrasing when needed. 15 To describe the social rules of the country/ies where the foreign language is spoken.

CONTENTS

Blocks

1 2 3 4 5


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PROCEDURAL

11. Reading: Gathering information from different texts dealing with service, bar and drinks and customer care. Obtaining general and specific information from articles dealing with table setting, welcoming customers, pairing food and drinks, presenting the bill and handling customers’ queries and complaints.


Listening for specific information about service in bars and restaurants, welcoming customers and handling problems and complaints. Listening to different conversations for specific purposes: customers’ orders, complaints and problem solving phrases.

Speaking: using the functions indicated in order to understand and satisfy customers’ requests. Handling queries politely. Apologising for failed orders. Recommending and suggesting alternatives.

14. Learning vocabulary as an essential stage to understanding and producing technical texts.

CONCEPTUAL

12. Present Perfect Simple vs Present Perfect Continuous 13. Past Perfect Simple vs Past Perfect Continuous

Polite offers and requests. Formal and less formal , register 14. Recommendations and suggestions 15. Requests and offers in a coffee bar, lounge bar, buffet service, restaurant etc. What can I get you? What would you like?, would you

like…?, What’ll you have?, Shall I charge this to…?, May I have your…?, I’d like…, 16. Questions using: may, can, would, shall, could

17. Vocabulary: Restaurant terms. Food and drinks. Table setting (cutlery and crockery).Types of service, buffet service and finger food terms. Different kinds of wines, beer and spirits. Cocktail recipes.

18. How words work in language: synonyms, polysemy, ambiguity semantic fields , etc 19. The use of dictionaries and dictionary concepts: entries, abbreviations, etc.

ATTITUDINAL













T WHO HOW will be

done

WHAT will be done FOR WHAT will be done WITH


T S

A1 Service. Preparing for

service. Reading

1,2,4,5,11,12,13

1h.

Individual/pair work, after the

To introduce the topics and find out how much students know.

Course book and board, if possible computers,


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Comprehension. Working on the topic vocabulary. Listening to a conversation about service preparations. Role-playing: service rules

teacher’s instructions. Whole class check up depending on detected needs. Whole class

To develop autonomous life-learning skills. To improve communication skills To ease & strengthen vocabulary learning for later communicative skills development within the professional field

OHP Online worksheet

A2 How to serve.

Reading comprehension.. Listening to a maitre d’hotel explaining how to present a bill and a conversation between a waiter and a customer Writing : a short essay about good or bad service

1, 2,4,6,8,11,12

2h Individual /pair work, after the teacher’s instructions. Whole class check up depending on detected needs and the time of year. Whole class

To develop autonomous life-learning skills To listen to language models, analyze them and imitate them in a very controlled way. To ease & strengthen vocabulary learning for later communicative skills development within the professional field To reinforce the lexis and structures already learnt. To develop learner’s autonomy.


A3 Different types of service

Reading Comprehension and vocabulary expansion exercises. Speaking about different kinds of services and their advantages and disadvantages

1,2,4,5,6,8,13,14

1h


To develop learner autonomy To improve communication skills To ease & strengthen vocabulary learning for later communicative skills development within the professional field


A4 Buffet services and finger

food. Introduction to the topic. Identifying words and expressions on a catering website. Writing: sample canapé, finger food or buffet service

1,2,4,6,8,9,

1.5h


To ease & strengthen vocabulary learning for later communicative skills development within the professional field To reinforce the lexis and structures already learnt. To develop learner’s autonomy. To improve communication skills


A5 Problems and complaints.

Reading & vocabulary exercises. Listening to customer complaints Speaking: handling customers’ complaints

1,2,4,8,11,12,13,14

1h



Course book and board, if possible computers.

A6 Bars and Drinks. Types of

bars. Introduction to the topic .Working on the vocabulary (table completion and definitions and synonyms.) Listening to different situations in different places (coffee bar, cocktail bar, pub…)

1,2,4,8,9,11,12,13

1.5





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Speaking; role-playing (customer and server)

A7 Bar service. Introduction.

Reading Comprehension. Working on the topic vocabulary. Identifying tools to run a bar successfully. Listening to a manager and a barman doing a bar inventory.

1,2,3,4,5,6,8,9,11,

12

1h




A8 Understanding and serving

wine. Reading comprehension exercises. Gap –filling listening about white wines Speaking: role-playing (sommelier and customer asking and giving wine recommendations)

1,

2,3,4,9,11,12,13,

1h




A9 Wine appellation, beer and

spirits. Reading comprehension exercises.(table completion, synonyms, identifying parts of a label) Working on the topic vocabulary. Listening to somebody talking abut pairing foods with beer. Preparing a short presentation about beer, wine or spirits.

1,2,5,6,8,9.11,12,13

2h




A10 Cocktails. Introduction to the

topic. Reading Comprehension exercises. Cocktail recipes gap-filling listening exercise. Writing: some cocktail recipes to practise the new vocabulary

1, 2,3,6,7,8,10,11,12

75’


To ease & strengthen vocabulary learning for later communicative skills development within the professional To reinforce the lexis and structures already learnt. To develop learner’s autonomy. To improve communication skills


A11Grammar and vocabulary

revision exercises. 1,2,5,6,8 90’


Consolidation of vocabulary and grammar structures seen in the unit



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A12 It’s happy hour for cocktails.

Reading Comprehension exercises. Listening about the Singapore Sling cocktail Speaking: invent a cocktail – ingredients and how to make it.

1, 2,3,6,7,8,10,11,12,13

75’


To ease & strengthen vocabulary learning for later communicative skills development within the professional To improve communication skills To listen to language models, analyze them and imitate them in a very controlled way.


A13 Recipes.

Alcohol –free cocktails Reading comprehension exercises. Speaking: recipe discussion

1,2,4,5,8,13,14 1h


To ease & strengthen vocabulary learning for later communicative skills development within the professional To improve communication skills


Activities will be done along the school year depending on students needs and speed at work 5. Emphasis on learning how to spell and the use of the international spelling code will be made across all the activities. 6. Formal exams will contain similar activities to the ones done in the classroom

Didactic Unit no: 8. Applying for a job, Time Length: 10 hours



2. To identify the main idea of the message. 3. To identify the points of view and attitudes of the speaker 4. To identify the main idea and message from concrete and abstract issues, in the standard language and at a normal pace. 5. To become aware of the importance of understanding global messages without understanding each individual item included in it. 6. To organize information ensuring correctness, accuracy, coherence and cohesion requiring and providing general and detailed information. 7. To use protocol rules in formal and informal presentations. 8. To use lexis appropriately. 9. To fill in specific information regarding his/her field area.


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10. To use formulas and specific vocabulary in order to fill out certain documents. 11. To extract information from recordings in the standard language related to social, professional and academic life. 12. To understand in detail whatever it is said in the standard language, even though there is background noise. 13. To communicate spontaneously, taking an appropriate level of formality depending on the circumstances. 14. To ask for whole or part discourse rephrasing when needed. 15.To describe the social rules of the country/ies where the foreign language is spoken

CONTENTS

Blocks

1 2 3 4 5

PROCEDURAL

● Reading : Gathering information from different texts dealing with the different jobs in a restaurant and how to become one of them, how to write a c.v., a covering letter. ● Identifying vocabulary in and out of context within the field. ● Explaining responsibilities & job related tasks & duties


Listening for specific information about how to get a job and so on; gap-filling exercises on the topic (e.g. reviews, check-in forms, surveys…)

Speaking: Classroom interaction, speaking about the role of the different jobs,

Writing: matching and blank-filling exercises, form filling, reordering sentences, reordering conversations, sentence writing from given prompts vocabulary, table completion, matching, listing.

● Learning vocabulary as an essential stage to understanding and producing technical texts

CONCEPTUAL

● the passive ● Modals

● Cover letters: layout, introduction, personal information, education, work experience, references. ● Curriculum Vitae or Resumes: layout, personal information, qualifications, career history, skills, hobbies and interests, referees. (Other possible models) ● Application form filling. ● Job interviews, most common utterances and register adequacy. ● Vocabulary: Job advertisements jargon, catering business relevant jobs and positions, the family, and personal qualities. ● Frequently used expressions for opening and closing cover letters: I saw your advertisement…, Please consider my application for…, I am interested in the vacancy you are advertising in…, I have read your advertisement in the… // I look forward to an interview…, I hope you will grant me an interview…, I would like to have an appointment at your earliest convenience…, hoping to hear from you soon,

ATTITUDINAL ●


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d


T S

A1

How to become a chef. Reading and comprehension exercises.

1,2,3,4,5,8,9,10

30’

Individual work, followed by whole class check


Books, n/b, board, computers

A2 Writing

Write an essay about the qualities a chef must have.

6,7,8,9,10

15’

Individual work, To reinforce the lexis and structures already learnt. To develop learner’s autonomy. To improve communication skills

Course book materials -audio- and board.

A3 How to become a bartender,

sommelier or waiting staff. Reading and comprehension exercises

1,2,3,4,5,8,9,10

30’ Individual work, followed by whole class check up.


Workbook and board

A4 Speaking

Discuss the three jobs and decide which qualities are essential to carry out the responsibilities for each role

3,4,6,7,8,13,14

15’

To reinforce and improve oral performance, as well as raise awareness of oral work for future situations To improve communication skills

Books, n/b, board, computers

A5 How to become a food and

beverage manager. Reading and comprehension exercises

1,2,3,4,5,8,9,10

30’


. To ease & strengthen vocabulary learning for later communicative skills development within the professional field

Course book materials -audio- and board.

A6 Listening about the work of a

banqueting manager and exrcises on the listening.

2,3,4,6,8,9,11,1

2,

15’




A7 Getting a job


1,2,3,4,5,8,9,10

45

Pair work, followed by classroom and T comments.



A8 How to write a covering letter


1,2,3,4,5,8,9,10

45h Pair work, followed by classroom assessment



A9 Listen to tips to write a C.V.

Comprehension exercises 2,3,4,6,11,12

15’




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A10 How to write a covering letter

Reading and comprehension exercises. Exercises related to vocabulary.

1,2,3,4,5,8,9,10

45’

Individual/pair work, followed by whole class check up.



A11 Listen to somebody explaining

what you should include in a covering letter. Multiple choice exercise

2,3,4,6,8,9,11,1

2,

15’




A12 Job advertisements and

interviews. Reading and comprehension exercises Exercises on vocabulary

1,2,3,4,5,8,9,10

45’




A13 Role play

You are the recruitment officers for one of the four positions advertised in the text. Invite some candidates to an interview. Then, play the interviews with the candidates and decide who and why you want the chosen ones

3,4,6,7,8,13,14

45’

Group work To reinforce and improve oral performance, as well as raise awareness of oral work for future situations To improve communication skills


A14 Exercises on Grammar and

vocabulary. The passive and modals

1,2,5,6,8

2 h



A15 The transformation of food.

Reading and comprehension exercises. Listening to a chef speaking about “The Chef Project”

1,2,3,4,5,6,8,9,11,12

30’’




A16 Write an article about your

favourite local or regional dish. 6,7,8,9,

10 30’



A17 Finger food recipes.


1,2,3,4,5,8,9,10

30’




Comments: : https://potluckenglish.wikispaces.com/ *N.B. When we mention the textbook we shall be referring to:Excellent–Catering: Cooking and Service-Catrin Elen Morrisl Eli 2015 ISBN: 978-88-536-1404-9; together



MD75010208 Rev. 0 15/09/25 - 38 -

with the audio and online materials that come with it. ● Emphasis on learning how to spell and the use of the international spelling code will be made across all the activities. ● Formal exam will contain similar activities: form filling, advertisement reading comprehension, vocabulary, numbers, times, prepositions, listening and speaking role-

playing ● Activities will be done along the school year depending on students needs and speed at work

.

Didactic Unit no: 9. Recipe translation. Time Length: 10 hours



Learning aims:

1. To read autonomously different text types adapting style and speed using reference sources selectively. 2. To interpret in detail longer complex texts related or not to their area, as soon as they can re-read the difficult sections again. 3. To relate the text to field areas to which it makes reference. 4. To translate complex texts, using supporting material if needed. 5. To interpret technical messages coming from computerized supports such as e-mail and fax. 6. To interpret longer and complex instructions related to their field. 7. To use formulas and specific vocabulary in order to fill out certain documents.

CONTENTS

Blocks

1 2 3 4 5

PROCEDURAL

● Understanding oral and written discourse used in recipes to find specific information to fill in blanks and complete given data.

● Translating written recipes into the students’ own language. ● Converting measures from a given recipe to the students measuring system.

CONCEPTUAL

● Standardized measuring systems: Metric vs. Imperial. British and American measuring systems. Non-standardized: grandma’s measures.

● Lexis: weights and measures. ● Functions and notions: Recipe instructions, most common clauses. Simple and complex sentences. Time, purpose,

modal, conditional clauses.

ATTITUDINAL ● Those mentioned in unit 2


MD75010208 Rev. 0 15/09/25 - 39 -




T S

A1. Measuring systems presentation and

conversions. Metric, imperial, grandma’s https://potluckenglish.wikispaces.com/file/view/Measures+and+most+common+recipe+expressions.pdf

1,3,7 2h.

Teacher presents topic, students interact and respond to questions

To understand and convert foreign measures in recipes.

Realia, dictionaries, n/b, computer, OHP

A2 Utensils and techniques

https://potluckenglish.wikispaces.com/file/view/utensils+%26+verbs.pdf

1,7

3h.

Teacher introduces with realia if possible, students carry on working with dictionaries and finally check

To become familiar with most vocabulary they’ll encounter in the recipes as well as become aware of the flexibility of the language

Realia, dictionaries, n/b, computers

A2. Recipe instructions presentation and

translation 1,2,4,5

,6

1h

Teacher presents topic, students interact and respond to questions

To understand foreign recipe processes.

N/b, dictionaries, computers, OHP

A3. Traditional Basque recipes translation:

https://potluckenglish.wikispaces.com/file/view/Marinera+style+turbot+and+baked+apples.pdf

1,2,4,5,6

2h.

Individual and pair work. Whole class check

To understand and translate well known recipes

N/b, dictionaries, computer, OHP

A4. Drinks’ recipes translation

https://potluckenglish.wikispaces.com/file/view/club+sandwiches.pdf

1,2,4,5,6

2h

Individual and pair work. Whole class check

To understand and implement drinks recipes.


A5. Finger food & snacks recipe translation

domestic & international https://potluckenglish.wikispaces.com/file/view/fudge+tart.pdf

1,2,4,5,6

3h.

Individual and pair work. Whole class check.

To understand and implement finger food & snacks recipes.


A6. Foreign recipes translation

https://potluckenglish.wikispaces.com/file/view/caesar+salad.pdf

1,2,4,5,6

2h.

Individual work. Whole class check.

To understand and implement foreign recipes.


A7. Viewing how to recipe videos

https://potluckenglish.wikispaces.com/Translations

1,2,4,5,6

2h.

Individual work. Whole class check.

To understand and implement foreign recipes. To reflect about recipe presentations


EA2 2nd

term exams: simple recipe from

English into Spanish

EA

Individual student will work in the context of a larger exam

For the student and the teacher to check how the teaching/learning process is developing

Photocopy

EA3 3rd

term exam authentic recipe

translation: from English into Spanish Final score value 5%

EA

Individual student will work in the context of a larger exam

For the student and the teacher to check how the teaching/learning process has developed

Photocopy and paper dictionaries and notebook

Comments:

https://potluckenglish.wikispaces.com/file/view/Measures+and+most+common+recipe+expressions.pdf














https://potluckenglish.wikispaces.com/file/view/fudge+tart.pdf










MD75010208 Rev. 0 15/09/25 - 40 -

● Emphasis on learning how to spell and the use of the international spelling code will be made across all the activities. ● Recipe concepts and vocabulary as well as other lexis can also be tested and assessed in term and final exams through other type of exercises other than translation. ● If it’s possible to be fitted in students will taste brownies or any other recipe such as trifle and revise lexis and measures while doing it. https://potluckenglish.wikispaces.com/file/view/Chocolate+Brownies.pdf

Didactic Unit no: 10. Culture & Etiquette. Time Length: 3 hours



Learning aims:

1. To read autonomously different text types adapting style and speed using reference sources selectively. 2. To define the most noteworthy aspects of the costumes and uses of the country/ies where the foreign language is spoken. 3. To describe the social rules of the country/ies where the foreign language is spoken 4. To identify the beliefs and values of the community where the foreign language is spoken.

CONTENTS

Blocks

1 2 3 4 5

PROCEDURAL

● Listening for gist and language boundaries ● Skimming and scanning information from given texts ● Writing answers for given questions ● Informal speaking, open questions

CONCEPTUAL ● Festivals and holidays general vocabulary ● Descriptions ● Historical facts from countries where the target language is spoken

ATTITUDINAL ● Those mentioned in unit 2



d


T S

https://potluckenglish.wikispaces.com/file/view/Chocolate+Brownies.pdf


MD75010208 Rev. 0 15/09/25 - 41 -

A1 Thanksgiving video viewing 1,2,3,4 15’ Whole class To introduce cultural facts and diversity OHP

A2 Thanksgiving reading 1,2,3,4 45’ Individual work, teacher helps when required, whole class check.

To revise reading comprehension techniques for longer texts.

N/b, computer, OHP

A3 Christmas activities 1,2,3,4 1h. Whole class To enjoy and share the Xtmas spirit learning about some cultural facts

N/b, computers, OHP

A4 St. Patrick’s Day video ad viewing 1,2,3,4 15’. Whole class To ease the following task, to listen for specific information

Computers, OHP

A5 St. Patrick’s Day reading 1,2,3,4 45’ Individual work, followed by whole class check up

To scan and skim information from a text N/b, computer, OHP

Emphasis on learning how to spell and the use of the international spelling code will be made across all the activities. ● Formal exam will contain similar activities: form filling, reading comprehension, and vocabulary, identifying table settings, listening to prices and bill explanations, etc and writing

them down.

Didactic Unit no: 11. Project work Time Length: 10 hours



Learning aims:

1. To extract the main ideas in lectures, speeches, reports and other ways of academic and professional linguistically complex presentations.

2. To express fluently, precisely and efficiently on a wide range of issues; general, academic, professional and leisure noticing the link between the ideas.

3. To communicate spontaneously, taking an appropriate level of formality depending on the circumstances.

4. To use protocol rules in formal and informal presentations.

5. To use lexis appropriately.

6. To express and argue points of view clearly, giving appropriate explanations and arguments.

7. To describe and sequence a task within his/her competence.

8. To argue in detail the choice of an specific option or process of task chosen.

9. To ask for whole or part discourse rephrasing when needed.

10. To draw up clear and detailed texts about a wide range of issues regarding its field, synthesizing and evaluating information and arguments coming from different resources.

11. To organize information ensuring correctness, accuracy, coherence and cohesion requiring and providing general and detailed information.

12. To draw up reports, highlighting the noteworthy aspects and providing outstanding details to be used as an aid.


MD75010208 Rev. 0 15/09/25 - 42 -

13. To use expressions of courtesy in accordance with the document to be drawn up.

CONTENTS

Blocks

1 2 3 4 5

PROCEDURAL

● Listening and speaking within the teams discussion forum ● Written skills: reading to find information and research. ● Writing out a restaurant, bistro, café, or the like brochure, leaflet or menu including general information on it together with a

wide offer.

CONCEPTUAL ● Revision of all previously learnt structures, lexis and cultural facts. ● I agree vs. I don’t agree, I think… In my opinion…

ATTITUDINAL ● Build up accountability. ● Building team spirit to attain joint ventures ● Develop entrepreneurship skills




T S

A1. Project 1 introduction

https://potluckenglish.wikispaces.com/file/view/How+to...+Presentation+Instructions+Project+1.pdf

All of them

30’

Teacher explains, students interact

To get students involved into pursuing a common goal.

N/b, dictionaries, computers, OHP, board

A2. Modelling a presentation

https://potluckenglish.wikispaces.com/file/view/How+to...+Presentation+Model+Project+1.pdf

All of them

30’ Teacher models, students interact To show how easy it can be done N/b, computers, OHP, board, REALIA

A3. Making up teams and writing out the

introduction of the team and its members

All of them

1h Students work in teams. Teacher observes and assists

To have them produce their introduction for the presentation and enhance individual accountability.

Dictionaries, computers, OHP, board

A4. Deciding and writing out what recipe

and how to present it. All of them

1h Students work in teams. Teacher observes and assists

To start from the basics when working in a team shared responsibility.

Dictionaries, computers, board

A5. Revising presentation script

https://potluckenglish.wikispaces.com/file/view/Bartenders+project+1+assessment+criteria.pdf

All of them

1h.

Students work in teams and revise the presentation script which the teacher has previously checked. The teacher explains when required.

To ensure that all which can be controlled for the presentation has been controlled. To search for excellence in performance.

Dictionaries, computers, OHP, board

AA1. Project 1 Final presentation

All of them

1h Teams present their projects teacher assesses and ensures

To have a final product which students may include in their language passport and feel

Dictionaries, computers, OHP, board, realia














MD75010208 Rev. 0 15/09/25 - 43 -

2

nd Term and final score value 5%

availability of resources for presentation day (computers, video, ohp, etc)

proud of. To assess and evaluate students’ oral production in a prepared speech situation.

A6. Project 2 introduction explanations

and seeing previous year’s projects. https://potluckenglish.wikispaces.com/file/view/Project+2.pdf

All of them

30’

Teacher explains, students interact

To get students involved into seeking a common goal.

N/b, dictionaries, computers, OHP, board, previous years projects

A7 Making up teams and seeing

authentic materials within the teams to decide the upon the target project

All of them

1h.

Students work in teams. Teacher observes and assists

To have them see and decide final product types and layouts and plan the organization of the tasks together with who does what.

Board. Authentic material.

A8. getting started to write a draft All of them

1h. Students work individually within the team. Teacher observes and assists

To get each student doing what he/she’s supposed to do for the team and give them the opportunity to ask for help in case they need it.

Dictionaries, computers, board & their own material.

A9. Presenting the materials produced

by each student to the team, and deciding upon their validity and the cohesion and coherence of them within the project draft

All of them

1h.

Students work in teams. Teacher observes and assists

To produce a coherent piece of work. To implement shared responsibility.

Dictionaries, board & their own material.

A10. Revising checked project drafts in

the teams and deciding changes for final product https://potluckenglish.wikispaces.com/file/view/Project+2+Assessment+Criteria.pdf

All of them

1h

Students work in teams and revise the project draft which the teacher has previously checked and decide upon alterations. The teacher explains when required.

To ensure that all which can be controlled for the final product has been controlled.

Their own material, board, computer, dictionaries. OHP

AA2. Project 2 Sharing and handing

final product Final score value 10%

All of them

30’

Teams share their projects and hand them to the teacher. Teacher collects written projects, &/or cards with web references.

To have a final product which students may include in their language passport and feel proud of. To assess and evaluate students’ production.

Board, computer, OHP, paper projects

Comments: Most of the project work will have to be done at home by the individual students, task division and accountability are essential for achieving the target. The ideal thing would be for all teams to open a blog and create it including at least project one and project two, and finally link all blogs to the department wiki.

https://potluckenglish.wikispaces.com/file/view/Project+2.pdf



https://potluckenglish.wikispaces.com/file/view/Project+2+Assessment+Criteria.pdf





MD75010208 Rev. 0 15/09/25 - 44 -

* + 9 hours WRITTEN EXAMS AND ASSESSMENTS

These hours include not only the exams, but also individual & process assessment which will help us plan & implement future changes in learning materials & alter the syllabus & the assessment criteria. 1st term: attendance + attitude 10% + oral test 10% + written test: 80% * 2

nd term: attendance + attitude 10% + oral test 10% + project 10 % + written test: 70% *

1st

year 1st

final assessment: attendance + attitude 10% + oral project 10% + written project 20% + written exam ( recipe and menu translation + listening + reading

comprehension + grammar, vocabulary, multiple choice / open questions, etc) 60% *The aim of 1

st & 2

nd term tests is to check and monitor individual progress & teaching-learning strategies in order to optimize final assessment achievement. Attendance will be

dragged throughout all year.

All tests and tasks will be subject to the assessment criteria established by the department within the document MD75010207 for the CATERING SERVICES MANAGEMENT

cycle.

METHODOLOGY:

This syllabus has not been designed as a linear one, but rather like a patchwork blanket which means to cover for the basic needs of our management students. Most units are interrelated and their activities should be sensibly interwoven for the utmost benefit of student managers. The FL department will follow a communicative approach using whatever activities considers needed from different methodologies including the most traditional ones such as the grammar- translation method and the audio-lingual or the most updated including student-centred methods & activities such as project work in the classroom . The role of the teacher will be that of the facilitator and monitor creating communicative situations in the classroom linked to the professional field.

SPECIAL NEEDS:

Special needs students will be treated individually. After listening to all members included in the teaching team of the student’s reference group, the FL department will decide upon and implement individual measures. Below we describe these four different situations:

1. Students whose mother tongue is English, those with a documented level of English equivalent to B2 will have the option of attending oral and written exams and substituting some special tasks, designed by their reference teacher and approved by the department, for procedural and attitudinal contents without having to attend lessons.

2. Language gifted students and those with a poor previous knowledge or no knowledge at all will be offered some extra practise depending on individual needs and interests focussing on their cycle. Most materials having been gathered on www.potluckenglish.wikispaces.com

3. Students with a hearing impairment will be offered a syllabus with some adjustments substituting the tasks & activities together with those assessment criteria that cannot be achieved due to their impairment for other extra written activities. The FL department also counts on the fact that this type of student will be chaperoned by a sign interpreter.

4. Students with a visual impairment will have materials adjusted accordingly. The FL department assumes that these adjustments will be carried out by the CRI on demand from the Berritzegune.

5. Other type of special needs will be treated individually.

http://www.potluckenglish.wikispaces.com/

http://www.potluckenglish.wikispaces.com/


MD75010208 Rev. 0 15/09/25 - 45 -

Written by:

Itziar Díez

Head of the department

approval

Itziar Díez Falagán

Signature:

Signature:

date 15/10/2016 date 15/10/2016

Documents

PROGRAMACIÓN PROGRAMAZIOA DEPARTAMENTO …de... · Trabajo en proyectos 10 TESTING & ASSESSMENT / EVALUACIÓN Y EXÁMENES 9 Total 165 Block 1: Oral messages comprehension. Block