AEA6 COOKING AND PREPARATION

TASK 1 - LISTENING    

FOOD PRESERVATION

a. Listen to a chef talking about different cold preservation techniques and decide if these statements are true or false.

a. Freezing completely destroys 30-70% of  bacteria.                                                    T/F

b. Freezing at sea makes crustaceans lose taste and nutritional value.                         T/F

c. Deep freezing is slow freezing to a low temperature.                                                  T/F

d. Peas and sweetcorn may have a superior flavour when individually quick-frozen.    T/F

e. IQF and cryogenic freezing both have a low environmental impact.                           T/F

f. Fruit and vegetables remain fresh for several weeks when refrigerated.                     T/F

b. Listen again and fill in the missing information in the numbered spaces.

Cold preservation techniques

Freezing deteriorates the original properties and nutritional value of (1) _____________________. Deep

freezing cools food to at least (2) _____________________, within (3) _____________________.

Individually quick-frozen (IQF) freezes individual pieces of fruit and vegetables at (4) _____________________

in only (5) _____________________ with liquid nitrogen. 

Cryogenic freezing uses (6) _____________________. This works weel for fish, meat and vegetables as

well as (7) _____________________.

C. Complete the following text with the correct word from the box. There are 2 extra words.

Food preservation is an ancient skill. The __________ liked drying fruit and in the Middle _____________ people built 'still houses' to dry fruit, vegetables and herbs in areas

that did not have enough ______________, building fires which also smoked and flavoured their food. The ________________ were using salt, spices and smoking to preserve

food as far back as 1000BC and the ancient _______________ stored their potatoes and other foods at high altitude ____________ they lived in the Andes Mountains. The food ___________

as the reduced atmospheric pressure made the water ______________  more quickly than it would have at sea level.

Ages          where          froze         became       Americans Romans     Chinese          sun          Incas        disappear

TASK 2 - READING   

COOKING TECHNIQUES

Read the text about water cooking techniques and do all the exercises. Here's the audio for the listening exercise.

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TASK 3 - GET REAL!   

A. Did you know this tool? Vocabulari de Restaurants, del Departament de Comerç, Consum i Turisme, de la Generalitat de Catalunya.

In pairs, let's see who are the fastest to get the correct translation of these 10 dishes? Ready? Steady? Go!

1. llegums =

2. Torrades amb allioli de codony =

3. Ajoblanco =

4. Paella a la marinera =

5. Coca de pebrot i llonganissa =

6. Xató =

7. Calçots =

8. Calamars a la romana =

9. Braç de gitano de nata = 

10. Sardines a la brasa =

B. Let's translate next menus for La Sitja. 

Tools:

- Collins Dictionary 

- Wordreference

- Linguee (dictionary and examples where the word has been used and published)

- DeepL (translator)

- Google Images

- Vocabulari de Restaurants

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TASK 4 -  RA3+RA5 (SPEAKING + PROFESSIONAL SKILLS) ASSESSING MARK      

FOOD PRESERVATION AND COOKING TECHNIQUES

NSTRUCTIONS:

With this project you're going to become experts on your category and are going to teach your classmates and your teacher too.

It's fundamental that you speak with a clear voice and poise, for your mates to understand you properly.

Classmates are going to take notes for next test.

1. Create a digital presentation

2. Give it a title

3. Share it with teacher

4. Start with a presentation slide introducing your general topic and explaining what it consists of. Make use of images and key words only.

5. Include a slide for every technique but only use images and key words (penalization for using text in the digital document):

- technique

- explanation

- how it affects food (positive and negative effects)

- food you can apply this technique to

- whatever other interesting information you come across

This will be your RA3+ RA5 (speaking) mark for this unit, so do your best!

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TASK 5 -  GRAMMAR   

RELATIVE SENTECES

1. Review relative clauses. 

2. Combine the sentences in this exercise with a suitable relative pronoun. 

3. Another exercise on relative clauses. 

4. Non-defining relative clauses exercise

CLAUSES OF PURPOSE

1. There's a presentation outside this document.

2. Join the sentences using the words given.

1. He went to Bristol. He wanted to visit his grandparents. (in order to)

2. She worked late. She wanted to finish the article on time. (so as to)

3. I went to the supermarket. I wanted to get some orange juice. (to)

4. He spoke loudly. He wanted everyone to hear him. (in order that)

5. He’s been training hard. He wants to win the race. (so as to)

6. Give them your address. They can send you the contract. (so that)

7. She wanted to get good marks. She didn’t want her parents to be disappointed. (so that)

8. I’ll leave him a message. He won’t wonder where I am. (so)

3. Join the sentences using in order (not) to/so as (not) to or in order that/so that.

a. They lit a fire. They wanted to keep warm.

b. I bought some more popcorn. We wanted to have enough for the party.

c. I’m going to the bank. I want to ask for a loan.

d. Myra wrote down Valerie’s address. She didn’t want to forget it.

e. We turned down the music. We didn’t want the neighbours to start complaining.

f. Close the window. I don’t want the cat to go out.

g. Frances took off his shoes. He didn’t want to make any noise.