Confectionery and Baking

Teacher’s Guide

Confectionery and baking Teacher’s Guide

Contents

Introductory notes 3 Course goals 3 Dealing with receptive skills 3 The role of lexis 4 Teaching functional language 5 Dealing with pronunciation 6 The role of grammar 7 Recycling and revision 7 Teacher’s book modules 8 Lesson plans 9 TG.03.1. Storage of bakery ingredients 9 TG.03.2. Making of dough and shaping of bakery products 23 TG.04.2 Manufacture of confectionary 41 TG.04.3 Decoration of confectionery and preparation for distribution 56 TRANSCRIPTS 71 END OF COURSE TEST 86 Answer key 93

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The aim of this Teacher’s Guide is to provide a guide to teachers using the related e- resources for vocational education classes. The first section of the guide contains introductory notes on methodology and the role of different aspects of language within the course, plus some comments as to the teacher’s different roles during the lesson and the implications of these. Later sections deal with individual lessons and include full scripts of all listening and reading texts, keys for each task and suggestions for further work with the learners.

Introductory notes

Course goals

The material provided has specific and limited goals. The main focus is lexis related to specific technical areas and fields of professional competence. The lexis is presented in a range of communicative contexts. These are mainly transactional dialogues to provide listening practice of real-world language use, but also include reading texts from technical manuals and the like. These texts - both aural and written - contain many highly valuable examples of functional language. For anyone undertaking a career in these fields familiarity with a range of technical lexis is necessary but not by itself sufficient: as well as understanding the technical terms a worker must interact and cooperate with other workers, managers and clients. Therefore the notes provided for each lesson will include ideas on how to exploit the texts and examples for communicative as well as linguistic purposes.

Dealing with receptive skills

Pre-text work: activating schemata Outside the classroom it is very rare for us to listen to or read a text without any kind of preparation. Generally, we know quite a lot about what we are going to hear or read: we know where it comes from, why it was written, what style to expect and how much information will be included, for example. We also have a purpose for our listening or reading. Perhaps we are looking for some particular information or perhaps we want to check if something we believe is actually correct. All of this helps us to read efficiently. Therefore it is important to set texts up in a similar way in class, using visual or other stimuli and allowing students time to build expectations and reflect on what answers they expect. The better we can generate interest in the topic and encourage the students to form expectations with regard to the text, the more effective our receptive skills work is likely to be.

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Work on the text: task-types and sequencing

Tasks move from the very global or very specific to the more detailed. Initial comprehension tasks do not require the students to understand everything in the text, but rather serve to introduce the students to it. They do, however, still represent real-world practice, as the tasks reflect the way that we approach texts outside the classroom: getting a general impression, for example, or searching for a particular piece of information.

Post-text work: follow-ups and extensions

This can be linguistic (grammar or vocabulary) or skills (especially productive skills - speaking or writing). Not all texts offer potential for fluency, of course, but those that do can be usefully exploited through performance (acting out dialogues with a partner, for example).

The role of lexis

Lexis forms the main focus of the material. Each lesson introduces a range of technical terms, from individual items of vocabulary to fixed phrases of varying length and complexity. It is important to consider how these items will be used by the learners. Some items may be intended only for passive knowledge, which is to say the learners will need only to recognise and understand them when encountered in technical instruction manuals or parts catalogues, or when given instructions referencing them. Other items may be worth teaching for active use - i.e. the learners will need not only to recognise and understand them, but also to use them in communicative interactions and, therefore, to some degree manipulate them. Our awareness of this will determine how we teach the items and how much detail the learners should include in their notes. Items of vocabulary and lexical phrases do not exist in isolation. Where there are common collocational patterns these should be highlighted to the learners, especially in the case of items for active use. In the learner’s material these patterns are not explicitly identified but they will be listed in this guide. Very often this will not require the learning of any additional language items by the learner, as many collocating verbs and adjective are very simple (‘do’, ‘make’, ‘have’, ‘big’, ‘major’ etc). Highlighting the existence of these patterns, including them in the practice activities in the lessons and encouraging learners to record them in their notes are very valuable habits and this guide will include reminders and suggestions as to when and how to incorporate such work. When teaching lexis it is also important to distinguish between specific and general terms. Learners need to be aware of how widely a given term is used. A term may

Page 4 of 99 have a limited technical meaning and be used only in a narrow range of contexts, such as in conversations between specialists, or it may be a term which can be used in communication with non-specialists in more everyday situations. Some terms, of course, may have multiple meanings so that they have one meaning in a technical conversation and another meaning outside of this. An example would be the term ‘aggregate’ which to a specialist may have one meaning (a tractor connected to another piece of agricultural equipment) but which to a layman may mean something entirely different (the total score of a player or team in a fixture comprising more than one game or round). Ensuring that learners are aware of these differences in usage is important to avoid potential problems outside the classroom later on. One way to highlight collocations in a student-centred and engaging way, while still maintaining a clear focus on the items you wish to deal with, is to write up part of the collocation on the board and ask the students to find the collocating parts. For example, if the phrase is ‘it was pouring with rain’ then you might write up ‘rain’ on the board and ask the students to find the phrase with ‘rain’ in the text. Once they have done this you can establish if the phrase is a fixed expression or allows for some manipulation.

Teaching functional language

Functional language by its nature derives much of its meaning from the context in which it is used and therefore it is crucial to exploit the context when introducing such language, and to ensure that the intentions of the speakers are clearly identified. While some functional expressions can usefully be analysed in terms of generative grammatical structures, most are best considered fixed or semi-fixed expressions and dealt with and recorded accordingly. This guide will list the most useful functional exponents occurring in each lesson, allowing the teacher to select according to the particular needs of the particular group. When dealing with functional language the bare meaning is important but not always sufficient. Appropriacy is also an important aspect. Remember to establish whether a particular exponent is formal, informal or neutral, and in what contexts it may be used. As with collocations, make sure the students recognise which parts of the item are fixed or semi-fixed and which can be manipulated or changed. For example: ‘How do you do?’ is a fixed expression which is rarely changed. ‘How are you doing?’ is an expression which can be manipulated to a degree. For example, we can say ‘How are we/they doing?’, ‘How is he/she doing?’, ‘How are you coping?’ and ‘How are you managing?’ and so on.

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Dealing with pronunciation

Broadly speaking, we can identify three aspects of pronunciation teaching:

● during language introduction and clarification

● prior to speaking tasks to facilitate production

● during feedback for remedial or corrective purposes

These will, obviously, affect the way we go about pronunciation work. During language introduction we may highlight aspects of the target language which we predict will be challenging, but we provide a model of the whole item or structure, with an emphasis on accuracy. Fluency is much more the focus when dealing with pronunciation before speaking tasks. For this reason it is important to model and drill the language in context - putting the phrase in a short sentence, for example, rather than dealing with it in isolation. With remedial pronunciation work the aim is to raise awareness of the error and demonstrate the correct form so it is helpful to isolate and highlight the specific problem, exaggerating it for clarity’s sake.

Drilling is quite a mechanical activity, having its roots in behaviourist habit formation. To avoid losing the students’ focus it is important to keep the energy level and the pace high, and having a clear drilling routine at your fingertips, so to speak, is the simplest way to achieve this. Here is one such pattern:

1. THE TEACHER MODELS THE TARGET LANGUAGE THREE TIMES 2. THE STUDENTS REPEAT CHORALLY 3. THE STUDENTS REPEAT CHORALLY AGAIN 4. THE TEACHER HIGHLIGHTS KEY ASPECTS OF THE TARGET LANGUAGE 5. THE STUDENTS REPEAT CHORALLY 6. THE TEACHER NOMINATES INDIVIDUAL STUDENTS TO REPEAT INDIVIDUALLY WITH CORRECTION AS APPROPRIATE 7. THE STUDENTS REPEAT CHORALLY TO FINISH

The entire drill should be conducted at pace without allowing the energy levels to fall, which means that we move from stage to stage without hesitation. Effectively it can become something akin to a rap with the only pauses when correction is required. The students may repeat the target language five or six times in total in the space of less that two minutes, giving them intense practice without boredom and loss of motivation. Within the drill the teacher may use various techniques - highlighting with gestures, showing contractions with fingers, asking students to identify particular

Page 6 of 99 words in the phrase and so on - and after the drill the teacher may choose to follow up with some repetition in pairs to allow monitoring. It is important to remember that no drill can guarantee perfect pronunciation; it is a process which takes time and which tends towards gradual incremental improvement rather than leaps forward.

The role of grammar

Grammatical structures are not the main focus of the material. That is not to say that they have no place, but rather that they should be introduced where a focus on the structure is likely to be of communicative value to the learner. Though, as said above, functional exponents are generally most usefully taught as expressions, it can sometimes be beneficial to highlight generative grammar patterns and this guide will highlight where this is the case.

Recycling and revision

The material includes recycling and revision tasks at the end of each module and this guide contains quizzes after each second module and an end-of-course test. Of course, more recycling can be incorporated, particularly of vocabulary, collocations and functional language. One way to do this is with a revision activity at the start of each lesson. Some possibilities requiring little preparation:

1. Back to the board – The students work in pairs or groups. One person sits so that they cannot see the board. The teacher writes a word or phrase on the board and each group tries to make their colleague say the word by defining it or providing examples. This can be done as a competitive game.

2. Pairs word race – Put the students into two groups. Each group chooses five words from the last lesson(s). The students pair up with a partner from the other group and take turns trying to make their partner say each word on their list using definitions or examples. Again, this can be a competitive task.

3. Hangman – This can be played with the group as a whole. If the students guess the word then they win; if they do not then the teacher wins.

4. Wordsearch – A wordsearch is easy to make and can be a useful way to revise items taught previously.

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5. Spoken gapped texts – You can use a text from the previous lesson or use one from the beginning of the lesson at the end of it. Simply read the text out replacing certain words with ‘something’ and ask the students to provide the missing word each time you do.

6. Anagram – Write items of vocabulary from the previous lesson on the board with the letters jumbled up and ask the students to write them out correctly.

Teacher’s book modules

The book refers to the following modules:

TG.03. 1. Storage of bakery ingredients

TG.03. 2. Making of dough and shaping of bakery products

TG.03. 3. Preparation of dough pieces and pastry baking

TG.03. 4. Preparing baker's goods for distribution

TG.04. 1. Storage of confectionery raw materials

TG.04. 2. Manufacture of confectionery

TG.04. 3. Decoration of confectionery and preparation for distribution

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Lesson plans

This chapter presents examples of four lesson plans.

TG.03.1. Storage of bakery ingredients

SCREEN 1

Dialogue video

Tell the students that they are going to watch a video film presenting a conversation between a vocational teacher and a bakery manager about storing bakery ingredients. It provides listening practice as well as establishes a context for lexis introduced later in the lesson.

Pre-listening

Ask the students to work in pairs and describe what they can see in the picture (slide 1). Tell them to make a list of all words related to storing bakery ingredients they can think of. Elicit some vocabulary, e.g. flour, cold room.

First listening

Play the video once and tell the students to tick off any of their words, which they hear in the recording. The pair who has ticked off the most words has ‘bingo’ and is the ‘winner’.

Activity 1

Second listening

Focus the students on activity 1. Inform them that they will watch the video once again, and they should complete the sentences with the correct word from the list (drag & drop). Give them a minute to read the statements. Encourage the students to make and check predictions based on what they remember as well as their own background knowledge.

Play the video again. Tell the students to check their answers in pairs before conducting feedback in open class.

Answer key:

Source list: uses, kept, consumed, oscillates, shown around, stored, hygroscopic, digestive

1. Wheat flour is kept/stored in silos.

2. Temperature in the cold room oscillates between 3 and 6 ⁰C.

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3. The types of flour that the bakery uses most is wheat flour type 550 and 750, and rye flour type 720.

4. Rye flour type 1400 is used to make white bread, which is probably the most widely consumed type of bread, but not the healthiest.

5. Sugar is hygroscopic, which means that it absorbs water molecules from the environment.

6. Visitors who are shown around the factory have to wear protective clothes so as not to contaminate any of the produced products.

7. All products used for baking bread and pastry have to be stored/kept in adequate conditions.

8. Bread and other products containing gluten may cause digestive problems to people with wheat allergy.

Activity 2

Focus the students on activity 2. Give them a minute to read the statements and encourage them to make predictions based on what they remember. Before checking on a whole-class basis, give students a minute or two to check and discuss their answers in pairs.

Answer key:

1. Bran/Yeast is kept in cold stores.

Feedback: Bran should be stored in dry places, not cold.

2. Hygroscopic articles should be stored in dry / humid places.

Feedback: Hygroscopic materials absorb moisture.

3. The most / least used flour is stored in silos.

Feedback: A silo can contain much more flour than a bag.

4. Temperature in the freezers ranges from 3 to 6 ⁰C / -18 to - 22 ⁰C.

Feedback: Temperature in a freezer should remain below zero.

5. Wholemeal dark rye flour type 1400 is used for the production of Vilnius bread / graham bread.

Feedback: This type of flour is very popular in the Lithuanian cuisine.

6. 550 type flour is used for making wheat / rye bread.

Feedback: Most rolls and baguettes are made from this kind of flour.

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7. 720 type flour is used for making wheat / rye bread.

Feedback: The seeds of this grain are not only used to make flour, but also alcoholic drinks such as whisky or vodka.

8. Dairy products are stored in freezers / cold stores.

Feedback: Yoghurt, cheese and milk should be stored in places with temperature below 0⁰C.

Post-listening – speaking

Tell the students to put down five questions about the video film they’ve watched. First, the students should ask and answer the questions in pairs, and then have them stand up and go around the class, asking one question to one person before asking the question to someone else. If possible, get the students to practise each question twice. Monitor and help students if necessary.

TRANSCRIPT

(T): Good afternoon, I’m a baking technology teacher and I’d like to know how the flour is stored. Could you find some time to show me the bakery? (M): Good afternoon, I’m glad you’ve come. I’ll show you around with pleasure. First, we’ll go to the raw materials storeroom, then to the cold store, and finally to the place where hygroscopic items are kept. (T): Great, I’m really excited to see what it all looks like. (M): The most important ingredient for us is, of course, flour. (T): It’s stored in silos, isn’t it? (M): Yes, but not all flour types. Only the ones we use most frequently. These are: wheat flour, types 550 and 750, and rye flour, type 720. We also have a traditional storeroom at the back where we keep flour in bags. (T): What kind of flour is kept there? (M): It’s the flour that is consumed in smaller quantities, so wholemeal rye flour type 2000 or wholemeal dark rye flour type 1400. (M): It’s flour that is consumed in smaller quantities, so wholemeal rye flour, type 2000 and 1400. (T): What do you make from the 1400 type flour? (M): Vilnius bread, but right now let’s go to the storerooms with other products. (M): There’re 3 cold stores in the bakery. There’re also freezers. (T): What’s the temperature in the cold stores? (M): It oscillates between 3 and 6⁰C, and in the freezers between -18 and -22⁰C. Fats, dairy and yeast are kept in the cold store and frozen fruits in the freezer. (M): There is also a room for storing hygroscopic products which should be kept in places that are dry. (T): So is it sugar, concentrates, bran and dried fruit that you store there? (M): Exactly.

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(T): Thanks for showing me around. Goodbye. (M): Not at all, please, bring your students next time. Goodbye.

SCREEN 2

Instructional video

Pre-listening and first listening

Ask the students to think of some words related to food quality control. Write the best ideas on the board.

Play the video once. After listening, elicit how many of the students’ own ideas where mentioned in the recording and tick them off.

Activity 3

Second listening

Focus the students on activity 3. Give them a minute to read the sentences and predict the answers. Play the recording again. Give students a few minutes to check the answers in pairs before facilitating whole-class feedback.

Answer key:

1. In a fresh egg, the yolk should be flat / convex / runny. Feedback: After cracking the egg, the yolk should be glossy and convex. 2. Yeast should be white / creamy / yellow in colour. Feedback: The colour of fresh yeast is beige. 3. Rancid fat has a pleasant / an unpleasant / no smell. Feedback: Rancid fat should be quickly disposed of because of its unpleasant smell. 4. Ingredient quality control performed with the use of organoleptic / laboratory / chemical method involves the use of senses. Feedback: To do a basic evaluation of food quality you don’t need any equipment. 5. The humidity of flour should be 15% / 30% / 75%. Feedback: Flour is a loose product and should not be too moist. 6. The smell of flour should be specific / sour / intense. Feedback: Flour is characterised by its specific smell. 7. The conchoidal fracture of yeast is evaluated by means of sight / smell / touch. Feedback: You look at the fracture to evaluate it. 8. A cloudy white means that the egg is fresh / bad /tasty. Feedback: Fresh white is odourless and transparent.

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ACTIVITY 4

For activity 4, students should work in pairs to match the products with their possible storage locations.

Elicit answers from groups of students during whole-class feedback and for an additional level of challenge, ask students to justify their decisions.

Answer key:

Source list: margarine, milk, concentrates, sugar, butter, seasonings, ripening cheese, cottage cheese

Group I - products that need to be stored in dry, odourless, ventilated places sugar, seasonings, concentrates Feedback: Think if this product could be stored in a cold place. Group II - products that need to be stored in cool (around +8 ⁰C), obscured and odourless places margarine, butter, ripening cheese, cottage cheese Feedback: This product doesn’t necessarily have to be stored in a cold place.

Post-listening – drill & practice (vocabulary)

Write on the board the key vocabulary from Activity 4. If possible use pictures instead of writing the words down. 1. Make students read out the words aloud with pace and rhythm. Do it at least twice. 2. Clear out 1 word from the board or take away a picture. 3. Students read out the words again together with the removed picture words. 4. Repeat the step 2 and 3 with the next word, and so on.

Continue the activity until there are no words / pictures on the board and students are able to recall all the phrases in order from the memory.

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TRANSCRIPT

Ingredient quality control can be done in two ways, by laboratory or organoleptic method. Most bakeries apply the second method and that one uses taste, sight, smell, touch and hearing to determine whether a food product is safe for consumption.

Fats are products that are relatively short-lived, perishable. They go bad under the influence of physico-chemical or biological compounds and produce a strong, unpleasant odour. The process is called rancidification. In the food industry it is an undesirable phenomenon. Rancid fats not only smell bad, they are also dangerous to your health.

When checking whether an egg is fresh, we must take several factors into account. After cracking, the egg must not smell odd. The yolk should remain in the middle of the white, it should be convex and glossy. The white must be colourless and odourless. If an egg went bad, the yolk is flat and runny and the white is cloudy. Such an egg gives off an unpleasant smell.

One of the factors that determine the usefulness of flour for production is its humidity. The amount of water in flour should be around 15%. To check if the humidity is not too high, you can do a simple test. Close flour in your hand and squeeze it. Then open your hand. If the flour spills, it means it’s dry. But if it has formed the shape of your fist, the flour is humid.

Compressed yeast should have a cream colour. Its consistency must be tight, i.e. such that it is easy to break. It should have a conchoidal, inductile fracture and keep its particular taste with no trace of bitterness. It should smell pleasant of the yeast itself. Any unpleasant odours, especially these of mould, are not acceptable. The level of moisture cannot exceed 75%.

SCREEN 3

Listening

Students are going to listen to the telephone conversation between a warehouse clerk and a wholesaler.

First listening

Ask the students to listen to the recording and choose the correct topic of the conversation (written on board):

1. A warehouse clerk is calling a wholesaler to confirm his order. 2. A wholesaler is calling the bakery to make an order. 3. A wholesaler wants to make a complaint on his previous order.

Play the recording and elicit the correct answer from the whole class.

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Answer key:

2. A wholesaler is calling the bakery to make an order.

SCREEN 4

Activity 6

Second listening

Pair students and focus them on the questions in Activity 6. Ask them to predict what the correct answers may be, using their background knowledge and what they already remember from their first listening. After about two minutes, play the recording for students to check their predictions and select the correct answers. After playing, students discuss their answers again and you lead whole-class feedback.

Answer key:

1. The bakery warehouse clerk ordered a. honey, fats and yeast. b. just natural honey and fats. c. just fats. Feedback: When flour is added to these products, one may bake bread.

2. The amount of yeast in the order was increased by a. 10 kg. b. 20 kg. c. 30 kg. Feedback: The warehouse clerk increased the amount of yeast ordered by 50%.

3. The bakery warehouse clerk ordered honey in the amount of a. 25 litres. b. 10 litres. c. 20 litres. Feedback: The warehouse clerk asked for 5 containers of honey, each of which holds 5 litres.

4. Margarine stocked in the warehouse is packed in 20 kg boxes. How many boxes will the storeman receive? a. 5 boxes. b. 3 boxes. c. 4 boxes. Feedback: The warehouse clerk ordered 100 kilos of margarine.

5. Yeast is

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a. a natural raising agent. b. a sweetener. c. an enriching agent. Feedback: Yeast is a type of single-celled fungi. 6. The warehouse clerk ordered the following fats: a. oil and margarine. b. frying oil. c. butter and margarine. Feedback: The bakery warehouse clerk ordered fats of vegetable origin.

7. The flour bought by the bakery warehouse clerk is a. rye flour type 1400. b. wheat flour type 550. c. rye flour type 720. Feedback: The flour ordered is used for making Vilnius bread, among others.

8. The order included: a. 2 kg raisins, 4 kg cranberries, 1 kg sunflower seeds. b. 1 kg raisins, 4 kg cranberries, 0.5 kg pumpkin seeds. c. 1 kg sunflower seeds, 2 kg cranberries, 2 kg raisins. Feedback: The amount of raisins was half the amount of cranberries.

Post-listening - Speaking

After the listening tasks the students could act out the dialogue, taking turns with each role. Less confident students can read directly from the text but try to encourage them to do this without looking at the text. Don’t overcorrect but encourage students to communicate.

Language feedback

Put some good, as well as some incorrect examples of students' language on the board. First, ask them to decide which ones are correct and mark them with a tick. Now, tell them to improve or correct the rest in pairs. Conduct thorough feedback in class, upgrading their language and correcting any mistakes.

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Homework – Activity 5

In Activity 5 students are to match halves of the idioms to make them whole. Ask students to do this task at home and use feedback hints to help them solve the idioms. In addition, tell the students to write one sentence with each idiom.

Answer key:

1. Easy as pie. Feedback: Very easy. 2. The icing on the cake. Feedback: An additional improvement to something that is already good. 3. To take the biscuit. Feedback: Used to say that something is the most silly, ridiculous or annoying thing out of a whole group of things. 4. To have a finger in every pie. Feedback: To do or be involved in too many things to do them right. 5. To have your cake and eat it too. Feedback: To have all the benefits of two situations when it should be impossible to enjoy them both at the same time. 6. Cookie cutter. Feedback: Something or someone who lacks any distinguishing and/or original qualities or features. 7. To sell like hot cakes. Feedback: To sell quickly and in large quantities. To be in high demand. 8. That’s the way the cookie crumbles. Feedback: Used to say that one must accept a situation even if they don’t like it because they can’t do anything to make things different.

TRANSCRIPT

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(S): There are some more things we need, please add 2 kilos of raisins, 4 kilos of dried cranberries, 1 kilo of hulled sunflower seeds and half a kilo of pumpkin seeds. (W): Raisins, cranberry, sunflower seeds, pumpkin seeds… Ok I wrote it down, is there anything else you need? (S): Hmm… No, thank you, that would be all. When can we expect the delivery? (W): At the beginning of next week, I think. (S): That’s great, thank you, bye! (W): No worries, bye!

SCREEN 5

Game

Write the Polish phrases only from exercise 5 below on the board. Ask the students to work alone to try to remember the English versions. Students can ask others if they are not sure.

Ask the students to play the memo game together in pairs.

Answer key: jełczenie tłuszczu - fat rancidification dojrzewanie sera - cheese ripening wilgotność mąki - flour humidity magazynowanie surowców - storage of raw materials termin przydatności do spożycia - expiry date ocena jakości surowców - quality control mąka z pełnego ziarna - wholemeal flour chleb wileński - Vilnius bread

SCREEN 6

Reading

First reading

Prior to this task prepare six pieces of paper, one set for each pair of students. Three of them should include the text headings:

1. Processes associated with life manifestations of living organisms

2. Biological and biochemical processes

3. Chemical processes

Other three should contain the content of each paragraph. Pair the students and ask them to match the headings to the content.

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Elicit feedback from a few pairs of students and check the correct answers with the whole class.

SCREEN 7

Activity 7

Second reading

Focus the students on the statements in activity 7. Encourage them to predict the answers based on what they remember and their own background knowledge. Next, give students about 2-3 minutes to read the text and decide on the correct answers. For added challenge, encourage them to underline/highlight the justification for their answers within the text and elicit this during whole-class feedback.

Answer key:

1. During respiration, carbon monoxide / energy is released, which causes an increase in pressure / temperature. Feedback: 1. Respiration is connected with combustion of sugars, think of what the consequences of that are. (energy) Feedback: 2. During this process, there is an increase of a physical quantity which is commonly measured using the Celsius scale. (temperature)

2. Proteins under the influence of bacteria can rot / go rancid, i.e. decompose into carbon dioxide / hydrogen sulfide. Feedback: 1. This is the process of oxygen-free decomposition of dead organic remains under the action of microorganisms. (rot) Feedback: 2. Under the influence of bacteria, proteins decompose into ammonia as well as sulphur and hydrogen compounds. (hydrogen sulfide)

3. Fat is oxidised in apples / nuts in a chemical process. Feedback: Which of these products contains more fat?

4. The loss of water in plants is called transpiration / ripening. Feedback: The answer is a term that is associated exclusively with plants.

5. Storage of fruit and vegetables increases / decreases their firmness. Feedback: When stored for a long time, the quality of food products becomes worse.

6. Microorganisms decompose fats / sugars into free fatty acids, causing them to go rancid. Feedback: This food group comprises butter for example.

Activity 8

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Students work through activity 8 individually and match the name of the product with the process it may be subject to. Then they check their answers in pairs.

Answer key:

Rotting : (proteins) yoghurt, egg, cheese Feedback: Proteins belong to this group. Bittering: (fats) butter, margarine, oil Feedback: Fats belong to this group. Fermentation: (sugars) orange juice, jam, marmalade Feedback: Sugars belong to this group.

Post-reading – speaking

Group students to threes: A, B, C. Tell them that As should read only the first part of the text: Processes associated with life manifestations of living organisms, Bs: Biological and biochemical processes and Cs: Chemical processes. Ask them to take it in turns to retell the information from their part of the text to two other students in their group. Monitor closely and note errors. Write the errors on the board and encourage students to self-correct.

Revision activities: Crossword, Activity 10, Activity 11, Hangman

These activities recycle information from the previous listening and reading tasks. Students should work through them in pairs. If all the words have been already defined in the previous stage, it is best set as homework.

SCREEN 8

Activity 9

Crossword

If this activity is done in class, you may use two versions of the crossword. One of them contains all the even number words, and the other odd number words. Ask students to do this exercise in pairs and define their words to a partner (without using the clues from the original exercise).

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Answer key:

1. silo - a special tank for storing flour 2. rancidification - the rotting of fat 3. transpiration - loss of water by plants 4. hygroscopic - easily absorbing moisture from the air 5. yeast - a natural raising agent 6. lard - fat of animal origin 7. oil - liquid vegetable fat 8. oxidation - chemical reaction consisting in the connection of a substance with oxygen

SCREEN 9

Activity 10

Students categorise the products and assign them to the appropriate group.

Answer key:

I - products of animal origin: milk, egg, butter

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II - products of vegetable origin: oil, margarine, sugar

Feedback: Think what is needed for the production of this product.

SCREEN 10

Activity 11

Students select the products which have to be kept in cold stores. You should also take the opportunity to model pronunciation, elicit word stress, highlight it on the board and drill.

Answer key: honey, oil, margarine, yeast, milk, eggs, butter, sugar, nuts, cottage cheese, cold cuts, cheese

Feedback: Think carefully, is it necessary to keep this product in a cold place?

SCREEN 11

Activity 12

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Hangman

You may introduce Activity 12 as a competitive game for the whole class. Display this slide on IWB if possible and divide students into two teams.

Show the first example. Each team calls out a letter in turn. The first team to guess the word or sentence is awarded a point. Then move on to the next example, and so on. The winner is the team with the most points. Pay attention to the right pronunciation and correct if necessary.

Answer key:

1. rotting The process of anaerobic decomposition of dead organic remains caused by microorganisms. Feedback: This process involves the decomposition of proteins into ammonia and hydrogen sulfide. 2. flour Product obtained from the strong crushing of grains. Feedback: It is used for baking bread. 3. Vilnius bread Bread baked from a special mixture of wholemeal rye flour and wheat flour. Feedback: Bread made in Lithuania. 4. silo A special tank for storing flour. Feedback: A building or a container where loose products are kept. 5. dry matter Substance left after removal of water from a product. Feedback: Used to describe product that has no water. 6. oxidation Chemical process in which a substance reacts with oxygen. Feedback: This reaction is caused by own enzymes which are present in most food products, e.g. sesame grain, milk and butter.

7. bittering A process that occurs during the decomposition of fats by microorganisms. Feedback: This process occurs when microorganism breaks down fat into free fatty acids. 8. freezer A device used for freezing food products and storing them for a long period of time at low temperatures. Feedback: Used to store frozen fruit for example.

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TG.03.2. Making of dough and shaping of bakery products

SCREEN 1

Dialogue video

Tell students that they are going to watch a video presenting a recipe for making wheat rolls.

Pre-listening

Ask students to draw a grid similar to the one below. Pair them and tell them to put down six words that they would expect to hear in a conversation about making wheat rolls. Elicit one or two examples (e.g. flour, eggs etc.) and give the students about a minute to think up words.

First listening

Play the recording once and tell students to tick off any of their words which they hear. The pair who has ticked off the most words has ‘bingo’ and is the ‘winner’.

Activity 1 and 2

Second Listening

Focus on Activity 1. Inform students that they will watch the video once again, and they should decide which answer is true or false. Next, ask them to look at Activity 2 and tell them to choose the names of regular wheat rolls ingredients. Give them a minute to read the questions and vocabulary. Encourage students to make and check predictions based on what they remember as well as their own background knowledge.

Play the recording again. Direct students to check their answers in pairs before facilitating whole class feedback.

Answer key (Activity 1):

1. Preparing flour for the production of dough involves sifting it through the sieve. (T)

2. Water for the production of wheat dough should have the temperature of 20oC. (F)

3. Yeast should be organoleptically evaluated before use. (T)

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4. Yeast should be dissolved in a small amount of water. (T)

5. Salt is added directly into the dough. (F)

6. Only three ingredients are needed to prepare a basic recipe for regular wheat rolls: flour, salt and water. (F)

7. Sifting flour makes it aerated and fluffy. (T)

8. Bakers don’t need to wear proper clothing when preparing products for dough production. (F)

Answer key (Activity 2):

Source list: water, sugar, wheat flour, rye flour, salt, yeast, fat, eggs

Post-listening – grammar (speaking)

The dialogue contains examples of various grammatical forms that could be practised further if necessary, depending on what you perceive as an area students might need to improve.

Examples of grammatical structures Present Perfect Simple, Past Simple, Present Perfect (Continuous), Future Simple, modal verbs, passive voice Example grammar practice

Elicit different expressions typical for Present Perfect and Simple Past tenses, e.g. last night, already, yesterday, just, etc. and put these on the board. In pairs, students ask each other what they did or have done using the given expressions. Monitor and correct if necessary.

TRANSCRIPT

Sieve is used for sifting flour. During sifting, dirt and lumps are separated from the flour, so it becomes aerated. Rolling pin is used for flattening and shaping dough, often on the pastry board. Traditionally, rolling pins consist of two wooden parts, one of which was cylindrical with a hole drilled over, in which a handle was placed. Currently, rolling pins can also be made of materials such as stainless steel, plastic, glass. We use them, for example, for the production of croissants. Mixer is used for mixing dough ingredients. The most common type is a spiral stand mixer that is used for mixing all kinds of dough. The structural solutions and the spiral shape of the hook ensure intensive and efficient kneading of the dough as well as enable to obtain the best technological parameters through aeration with thorough mixing of ingredients, however limited they may be. Mixers also let you measure the temperature of the dough. Dough dividers and rounders are used for fair division and rounding of dough pieces.

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They portion the rolled dough to the desired weight or length. A dough dividing system gives you the ability to operate on one or two bands, which allow using a wider portioning range - from larger products in one band, to smaller products through two-band cutting. Moulder processes dough pieces very gently, which makes it suitable for use in every bakery. The secret to the gentle processing lies in the multi-stage rolling of the dough, thanks to which the structure and elasticity of the dough remain intact. The typical look of a kaiser roll is due to the special stamp. Such stamps give the rolls their desired shape. They can have a spring mechanism connecting a wooden handle with a stamp, or be just stamps themselves without a handle.

SCREEN 2

Instructional video

Activity 3

Pre-listening

Focus on Activity 3. In pairs, encourage students to match the pictures to the correct phrases relying on their own background knowledge.

First listening

Play the recording. Ask students to check their answers in pairs before whole class feedback.

Answer key:

dough roller

sieve

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rolling pin

dough divider and rounder

kaiser stamp

stand mixer

Feedback: 1. It speeds up the process of rolling dough. 2. This device makes the flour aerated and fluffed. 3. It is used for flattening the dough out manually. 4. This device is designed to divide the dough into equal pieces. 5. This device is useful in the production of kaiser rolls. 6. This machine is designed to mix the ingredients needed to produce bread. Second listening – speaking

Play the recording once again. Ask students to make notes while listening.

Hand out a set of pictures to each pair. Ask students to take it in turns to take a picture and tell his/her partner what the picture presents and what the device/piece

Page 27 of 99 of equipment is used for. Monitor closely and correct students’ errors. Offer help if necessary.

Post-listening – drill & practice (vocabulary)

Write on the board the key vocabulary from the instructional video. Use pictures instead of writing the words down. 1. Make students read out the words aloud with pace and rhythm. Do it at least twice. 2. Clear out 1 word from the board or take away a picture. 3. Students read out the words again together with the removed picture words. 4. Repeat the step 2 and 3 with the next word, and so on.

Continue the activity until there are no words / pictures on the board and students are able to recall all the phrases in order from the memory.

SCREEN 3

Activity 4

Hangman

You may introduce Activity 4 as a competitive game for the whole class. Display slide 3 on IWB if possible and divide students in two teams.

Answer key:

1. Used for mixing dough ingredients. - stand mixer Feedback: This device thoroughly mixes all dough components.

2. Used for marking kaiser rolls before baking. - stamp Feedback: This device is very useful in the production of kaiser rolls.

3. Used for sifting flour. - sieve Feedback: Basic piece of equipment used for preparing flour for dough production.

4. Used for moulding and lengthening dough pieces. - dough moulder Feedback: This machine prepares the dough by gentle processing and multi-stage rolling.

5. Used for dividing and rounding dough pieces. - dough divider and rounder Feedback: This machine portions and pre-processes the dough.

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6. It spreads the dough out. - rolling pin Feedback: Basic piece of equipment for making dough in a bakery.

7. A device for measuring the temperature, e.g. of water. - thermometer Feedback: It’s the device that allows checking whether a liquid is warm or cool.

8. A container for water and other liquids, used for measuring the right amount of products. - measuring cup Feedback: Basic piece of equipment which accurately measures the amount of liquid.

SCREEN 4

Listening

Activity 5

Pre-listening

In pairs, encourage students to match the words from source list to the correct sentences relying on their own background knowledge. Tell students that they are going to listen to a conversation and ask them what they think it is going to be about based on the Activity they’ve just completed. Elicit “dough production”.

First listening

Play the recording. Ask students to check their answers in pairs before whole class feedback.

Answer key:

Source list: straight, wheat, direct, bread starter, mixer, dissolved, sifted, ethanol fermentation

1. Straight dough method consists in mixing all ingredients together. Feedback: Also known as the direct dough production method.

2. Flour for the bread production should be sifted. Feedback: A sieve is used for this purpose.

3. Salt and sugar should be dissolved in water. Feedback: One should make a solution using these products.

4. All the ingredients should be mixed in a spiral stand mixer. Feedback: The device used for kneading heavy dough.

5. After it was mixed up, the dough undergoes ethanol fermentation. Page 29 of 99

Feedback: Before shaping any products, the dough should undergo this process.

6. Apart from the direct dough production method, there is also the indirect dough production method, in which bread starter is made. Feedback: In other words: pre-ferment.

7. Wheat bread can be prepared with the use of the direct dough production method (also known as the straight dough method). Feedback: This method involves mixing all dough ingredients together.

8. Water, flour, yeast, salt and sugar are the ingredients for making wheat bread. Feedback: This bread is made from the most popular crop grown on every continent.

SCREEN 5

Activity 6

Second listening

Focus on Activity 6. Inform students that they will listen to the conversation once again, and they should try and complete the flow chart presenting the straight dough production. Encourage students to make and check predictions based on what they remember as well as their own background knowledge.

Play the recording again. Direct students to check their answers in pairs before facilitating whole class feedback. Use the IWB if possible.

Answer key:

ingredient

flour water yeast SALT

process

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sifting HEATING UP dissolving dissolving

process

mixing

process

fermentation

Feedback:

1. This ingredient is crucial for making bread. (flour) 2. This ingredient must have the temperature of about 35°C. (water) 3. Without this component, no fermentation will occur. (yeast) 4. This food product used in the kitchen is almost pure sodium chloride. (salt) 5. It is the basic thing to do with flour. (sifting) 6. As a result of this action, water reaches the right temperature. (heating up) 7. Obtaining a solution of sugar and water. (dissolving) 8. In other words: to make a solution. (dissolving) 9. Combining all ingredients. (mixing) 10. The enzymatic process of changing organic compounds by microorganisms. (fermentation)

Post-listening – speaking

Pair students and ask them to take it in turns and tell each other the process of straight dough production. Monitor closely and encourage students to self correct. Focus on proper pronunciation of the new vocabulary

TRANSCRIPT

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B: Today you’ll prepare dough for the production of wheat bread with the use of the direct method. S: What does it entail? B: Let me explain. The direct method of dough production involves mixing all the ingredients together. You could also come across a different name for this method: straight dough method. S: What ingredients should I prepare? B: Water, flour, yeast, salt, sugar. The quantity of all ingredients must be consistent with the recipe. S: What’s the first step? B: Heat the water to a temperature of about 35°C. S: And then? B: Dissolve the yeast into a small amount of water. S: What about the flour? B: Sift it. S: And what do I do with salt and sugar? B: Also dissolve them in a small amount of water. S: Should all ingredients be mixed then? B: Yes, with the use of a stand mixer, if possible, for best results. S: How long should I mix the dough? B: There is no exact time calculated. You need to check if the cake pours out from the bowl. S: Can you shape products from the dough immediately after mixing the ingredients? B: No, the dough should undergo fermentation at first. S: What kind of fermentation? B: Ethanol fermentation. S: Is there any other method of dough making? B: Yes, the indirect method, where you prepare the bread starter, but we will deal with that another time. SCREEN 6

Game

This game is a good revision exercise of the previously learned vocabulary. Players are supposed to “shoot” the correct bakery products.

Ask students to play the game and note their score. The student with the highest score is the winner.

Answer key:

1. a small, round bun with five characteristic radial furrows on top: [roll, challah, jumbal]

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2. a dough piece made into loaves of various shapes and sizes: [bread, challah, baguette]

3. a long and thin piece of bread that is popular in France: [baguette, challah, wheat roll]

4. a sweet, fluffy, yeast wheat bread in the form of a braided plait: [challah, croissant, French bread]

5. a dark, wholemeal bread baked in the form, on sourdough, from coarse rye flour, often with the addition of honey, molasses or apple extract and malt: [pumpernickel, graham bread, mixed grain bread]

6. a variety of delicate bread, usually wheat, having the curled triangular shape similar to the horns of a cow: [croissant, jumbal, baguette]

7. a dry bread with a diameter of a few centimeters, sprinkled with poppy seeds, salt, sesame or other toppings: [jumbal, croissant, challah]

8. a type of bread baked from wheat, rye or mixed wholemeal flour, i.e. from flour produced by way of single and coarse milling of the grains: [wholemeal bread, wheat bread, toast]

SCREEN 7

Reading

Pre-reading

Test what students already know or remember by putting the following words on the board (or any others that you consider suitable): bread starter mother dough to ferment mature brine docked kneaded

Page 33 of 99 plump spongy

Ask students to put the words into 3 columns:

1. I know what it means 2. Not sure 3. No idea Students compare their answers and help each other define or translate the words. Monitor closely and teach the ones students struggle with open class.

First reading – jigsaw

Cut the text in half. Divide the students into pairs – student A and B. Distribute slips of paper with the text and allow a few minutes to read. Each student A will need to tell student B what he or she read about. Monitor closely and note down some good examples of the language they use as well as some sample sentences to correct or upgrade.

Post-reading – Grammar

Passive voice – presentation

Write the sentence on the board: Dough is made from water, flour, yeast, salt and sugar. Ask students what grammar form is used here and elicit Passive voice.

Tell students to find all examples of passive voice in the text they have just read and elicit them during whole class feedback. Ask students when we usually use passive voice instead of active voice. Elicit: when we want to emphasize the action and the object of a sentence rather than subject. Explain students that it happens in situations when the subject is less important than the action itself or we don’t know who or what the subject is.

SCREEN 8

Activity 7

Passive voice – controlled practice

Focus on Activity 7. Inform students that they will have to fill in the gaps and form the passive voice so that the second sentence means the same as the first one. Direct students to check their answers in pairs before facilitating whole class feedback.

Answer key:

1. We need to weigh out all the products according to the recipe All the products [need to be weighed out] according to the recipe.

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Feedback: In order to rewrite this sentence in passive voice, we need to use the modal verb ‘need’ followed by a preposition, the bare infinitive of the verb ‘to be’ and the past participle form of the regular verb ‘to weigh out’.

2. When we make dough from well-sifted flour, it is much better. When dough [is made/’s made] from well-sifted flour, it is much better. Feedback: Mind that the tense needed is the Present Simple and that the verb ‘to make’ is an irregular one.

3. We store ingredients in a warehouse. Ingredients [are stored] in a warehouse Feedback: You need the Present Simple plural form of the verb ‘to be’ followed by a past participle of the regular verb ‘to store’.

4. You haven’t sifted the flour yet. The flour [hasn’t been sifted] yet. Feedback: Mind that the sentence is in Present Perfect so this is the tense you need to form ‘to be’ in. ‘To sift’ is a regular verb.

5. You should have prepared the ingredients earlier. The ingredients [should have been prepared/should’ve been prepared] earlier. Feedback: To form the passive use the modal verb ‘should’ followed by the Present Perfect form of the verb ‘to be’. ‘To prepare’ is a regular verb.

6. We’re going to leaven the yeast. The yeast [‘s going to be leavened/is going to be leavened] Feedback: You need to start with the ‘to be going to’ form of the verb ‘to be’. ‘To leaven’ is a regular verb.

7. We had prepared some water before we started on the recipe. Some water [had been prepared] before we started on the recipe Feedback: Mind that this part of the sentence needs to be formed in the Past Perfect tense, so this is the tense you need to form ‘to be’ in. ‘To prepare’ is a regular verb.

8. I’ll dissolve the salt in water. The salt [will be dissolved] in water Feedback: You need to start with the Future Simple form of the verb ‘to be’. ‘To dissolve’ is a regular verb.

Passive voice – free practice (speaking)

Prepare a passive/active list of sentences and distribute a copy of it to each student in class. In each pair of sentences students underline the one that fits their personal

Page 35 of 99 story best. Ask them to feel free to change any verbs that don’t fit, e.g. loved might become ignored. One or two sentences may not connect with them at all – tell them to omit these.

Group the students in threes or fours to explain their choices. Monitor closely and help students if necessary. Don’t overcorrect but encourage students to communicate.

Revision activities: Crossword, Activity 9, Activity 10, Activity 11, Activity 12

Crossword

Answer key:

1. A semi-finished product obtained from dough made of flour and water as a result of natural fermentation carried out by lactic bacteria and yeasts (sourdough) 2. The process that occurs when dough is aging (fermentation)

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3. The process of further dough fermentation which takes 20-30 minutes and during which the dough is kneaded to break it through. - (aging) 4. An oblong braided wheat bun. - (challah) 5. otherwise known as pre-ferment: bread ...... (starter) 6. due to carbon dioxide, as a result of fermentation bread starter increases in _____ (volume) 7. the process of combining all ingredients (mixing) 8. one of the wheat bread ingredients (yeast)

SCREEN 10

Activity 9

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Focus the students on activity 9. Encourage them to predict the correct order based on what they remember and their own background knowledge. For added challenge, encourage them to give the justification for their answers and elicit this during whole- class feedback.

Answer key:

1. preparation of the bread starter 2. fermentation of the bread starter 3. organoleptic assessment of the bread starter 4. mixing bread starter with other ingredients 5. aging of the dough 6. docking of the dough 7. organoleptic assessment of the dough 8. shaping of the dough

Activity 10

Students read the dialogue and mark the incorrect options. If this activity is done in class, ask students to do this activity individually, and then check the answers in pairs before whole class feedback. You may also divide students into pairs (students A and B) and ask them to act out the dialogue taking the roles of a baker (student A) and a student (student B). Then ask students to swap the roles.

Answer key:

Baker: Today you’ll prepare some dough for the production of wheat bread using the direct method.

Student: [What’s up?/What is it about?/How does it work?]

B: [Let me go./Let me explain./Let me tell you in greater detail.] The direct method of dough production involves mixing all the ingredients. You [must/might/may] also come across a different name for this method: the straight dough method.

S: What ingredients [do you tell me to prepare/should I prepare/would you like me to prepare]?

B: Water, flour, yeast, salt, sugar. The quantity of all ingredients must be consistent with the recipe.

S: [Where is the start/Where should we start/Where do we begin]?

B: Heat the water to a temperature of about 35°C.

S: What should I prepare [after/next/then]?

B: Dissolve the yeast in a small amount of water.

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S: [Where about/And what do I do with/What about] the flour?

B: Sift it.

S: And the salt and sugar?

B: Dissolve them in [a little bit/a small amount of/some] water.

SCREEN 11

Activity 11

Students categorise the words from the source list into two groups. You should also take the opportunity to model pronunciation, elicit word stress, highlight it on the board and drill.

Answer key:

bakery goods bakery devices and equipment croissant dough roller kaiser roll stand mixer challah sieve bread dough divider and rounder baguette rolling pin

Activity 12

Students have to select the correct option in each sentence. This activity is a good choice for homework.

Answer key

1. Aging is the process of further fermentation, it occurs [before / after] the dough piece has been given a certain shape. Feedback: Prior to the dough reaching the right shape.

2. Rolling pin is a basic tool in every bakery. It is used for [flattening out / dividing dough] pieces, often on a pastry board. Feedback: This device is not used for cutting.

3. During sifting, dirt and lumps are separated from the flour, and the floor also becomes [aerated / lumped]. Feedback: This is achieved by means of a sieve.

4. Salt should be [dissolved in water / sifted], before adding it to the dough. Feedback: A solution needs to be prepared.

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5. Bread starter is prepared as part of the [direct / indirect] dough production method. Feedback: This way we obtain the bread starter.

6. The other name for bread starter is [pre-ferment / yeast]. Feedback: It is used in the indirect method.

7. Dough divider and rounder gives [croissants / dough pieces] certain shape. Feedback: It refers to parts or portions and not individual baked products.

8. The mixing device which is used for kneading heavy dough is called a [stand mixer / dough divider and rounder]. Feedback: This device also makes it possible to measure the dough temperature.

TG.04.2 Manufacture of confectionary

SCREEN 1

Dialogue video

Tell the students that they are going to watch a video film presenting the production of cupcakes. It provides listening practice as well as establishes a context for lexis introduced later in the lesson.

Pre-listening

Ask the students to work in pairs and describe what they can see in the picture (slide 1). Tell them to make a list of all words related to making cupcakes they can think of. Elicit some vocabulary, e.g. flour, sugar, etc.

First listening

Play the video once and tell the students to tick off any of their words, which they hear in the recording. The pair who has ticked off the most words has ‘bingo’ and is the ‘winner’.

Activity 1

Second listening

Focus the students on activity 1. Inform them that they will watch the video once again, and they should divide the elements into three groups: ingredients, semi- finished products and equipment. Encourage the students to make and check predictions based on what they remember as well as their own background knowledge.

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Play the video again. Tell the students to check their answers in pairs before conducting feedback in open class.

Answer key: source list: the words distributed in the table

INGREDIENTS SEMI-FINISHED EQUIPMENT PRODUCTS

flour shortbread dough mixer

sugar coconut mixture rolling pin

fat jam pastry bag

f: Ingredients are food f: Semi-finished products f: Equipment is all the products that we process are intermediate products tools and machines that into a finished product. intended for further used in the kitchen. processing.

Activity 2

1. (Shortbread/ Wafer/ Yeast) pastry is made from flour, fat, and 2. (egg yolks / sugar / egg whites ) in a 3. (1/2/3) : 4. (1/2/3) :1 ratio. 5. (Scales / Mixer/ Tips) is/are included among measuring and control equipment. The ingredient that determines the crispiness of the crust is 6. (sugar / fat / flour). The coconut mixture was made from 7. (eggs / egg whites / egg yolks) and sugar in a 8. (1 / 2 / 3) :1 ratio.

Feedback: 1. The correct answer is the cake that crumbles easily and is mentioned in the movie. 2. The correct answer is the product responsible for the sweetness of the cake. 3. The proportions of products are given in the same order in which the products are mentioned. Think about which ingredient features the most and which the least in dough. 4. The proportions of products are given in the same order in which the products are mentioned. Think about which ingredient features the most and which the least in dough. 5. This is the equipment that allows weighing of products.

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6. The more butter, the crunchier the pastry. 7. This is the transparent part of an egg. 8. The same quantity of both ingredients is used to make the coconut mixture.

Post-listening – speaking

TRANSCRIPT

T: Welcome. We are going to learn how to produce confectionery today. S: What exactly are we going to bake? T: We’ll prepare some cupcakes with jam and coconut mixture. T: I've prepared everything. Here is all the equipment we’ll need to make the cupcakes. Can you name all the pieces of equipment I’m going to point out? We'll see if you remember the names. S: Mixer, scales, bowls, scrapers, rolling pin, cupcake moulds, large baking tray, tips and pastry bags. T: Great, since you already know all the equipment, let's get the ingredients. Our confectionery consists of three semi-finished products: shortbread pastry, jam and coconut mixture. S: The type of jam affects the taste of cupcakes, doesn’t it? What taste will we use? T: Of course, for the best flavour we’ll use blackcurrant jam. T: Let’s move on to making the dough. Can you recall what ingredients and in what proportions are used to make shortbread dough? S: Flour, fat and sugar should be in a 3:2:1 ratio. T: Ok. Now we are going to roll the dough. Please, remember to get the cupcake moulds ready. S: Shall I use some flour to sprinkle the dough? T: Yes, but not too much. S: And how was the coconut mixture made? T: The egg whites were whipped with sugar in a 1: 1 ratio, and then the coconut flakes were added. Now we put the coconut mixture into the pastry bag with the right tip. S: I’ve prepared the mixture. Can I start to extrude it into the moulds? T: Yes, you can start. T: Once the mixture is already in the moulds, put the cupcakes on the baking tray. The final stage will be baking them in a 190℃ oven. S: And what is the baking time?

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T: About 20 minutes. S: I can’t wait for the final effect!

SCREEN 2

Instructional video

Pre-listening and first listening

Ask the students to think of some words related to choux pastry production. Write the best ideas on the board.

Play the video once. After listening, elicit how many of the students’ own ideas where mentioned in the recording and tick them off.

Activity 3

Second listening

Focus the students on activity 3. Tell them that they are going to complete the chart with the words from the source-list. Give them a minute to predict the answers. Play the recording again. Give students a few minutes to check the answers in pairs before facilitating whole-class feedback.

Answer key:

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gap 1 - fat f: Butter or oil belong to this category. gap 2 - flour f: It can be wheat or wholemeal. gap 3 - boiling f: This is the process of heating in boiling water. gap 4 - cracking f: This is the breaking of an egg into a dough mixture. gap 5 - scalding flour f: This is a key process in making choux pastry. gap 6 - boiling f: This is the process of heating in boiling water. gap 7 - cooling f: This means to reduce the heat of prepared dough. gap 8 - moulding f: This is the process of forming dough into a suitable shape.

Activity 4

For activity 4, students should work individually to choose the correct answer for each gap.

Ask students to check their answers in pairs. Elicit whole class feedback.

Answer key:

To make choux pastry you first need to bring a mixture of water, butter and some salt to a (1) [boil / pot / fry]/. Next, (2) [add / fry / chop] wheat flour to the mixture and (3) [stir / chop/ grate] it vigorously with a wooden spoon or a whisk to save time. Keep the mixture heated for another 3-6 minutes while stirring constantly to prevent it from (4) [burning / melting / scalding] until you get a smooth paste that does not stick to the sides of the pot. After that, (5) [cool / cleanse / boil] the mixture down to 70 ° C.

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Next, (6) [beat / simmer / slice] the eggs into the dough, mixing each egg in thoroughly before adding the next until you have a smooth glossy paste. Next, place the mixture on a baking tray or a baking sheet by (7) [extruding / expelling / dismissing] the dough from a pastry bag or spreading it with a scraper. (8) [Bake / Roast / Grill] in a pre-heated oven at 200 ° C for 10 minutes. After that, (9) [decrease / increase / upgrade] the heat to 180 ° C for a further 15-20 minutes and voila!

Feedback:

1. To reach a temperature at which liquid turns into gas. 2. To put something with something else to increase the amount of ingredients, for example. 3. To mix a liquid or other substance by moving it e.g. with a spoon in a circular pattern. 4. Being damaged or destroyed by too much heat or fire. 5. To make something less hot, to decrease its temperature. 6. To mix repeatedly with a spoon or whisk. 7. To squeeze out. 8. To cook inside an oven without added liquid. 9. To make something smaller.

Post-listening – drill & practice (vocabulary)

Write on the board the key vocabulary from the instructional video. If possible use pictures instead of writing the words down. 1. Make students read out the words aloud with pace and rhythm. Do it at least twice. 2. Clear out 1 word from the board or take away a picture. 3. Students read out the words again together with the removed picture words. 4. Repeat the step 2 and 3 with the next word, and so on.

Continue the activity until there are no words / pictures on the board and students are able to recall all the phrases in order from the memory.

TRANSCRIPT

One of the types of dough that each confectioner has to master is the choux pastry dough. This dough is made as a result of adding wheat flour to the boiling water and fat mixture. The dough also includes eggs that are used to regulate the consistency of the dough. The choux pastry is puffed by a physical method and the puffing factor is hot steam. Start with the preparation of the puffing factor - steam.The first step is to bring a mixture of water with some fat and salt to boil in a pot. Then, add flour to the boiling mixture. The flour should be sifted beforehand. When adding the flour to the mixture, stir it firmly to prevent the formation of lumps. This stage is called scalding the flour.

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Heat the mixture for 3-6 minutes, stirring constantly to avoid burning. Stop heating the mixture when it becomes smooth, glassy and begins to move away from the walls of the pot. The next step is cooling the boiled dough to approx. 70 ° C. It can be done at idle speed of the stirrer or whisk of the mixer or continued by mixing manually. After cooling, gradually add the eggs while still mixing to determine the right consistency of the dough and to blend it into a homogeneous mixture. After adding the eggs, stir the dough until it reaches a smooth consistency. Choux pastry dough can be formed by extruding from a pastry bag or spreading on a baking tray using a scraper. The moulding method is chosen according to which product is required. The moulded semi-finished products should be baked in an oven at an initial temperature of 200 ℃ and then finished off at 180 ℃. After cooling, the product can be served with cream as cream puffs or eclairs.

SCREEN 3

Listening

Students are going to listen to the telephone conversation in which a woman gives her male friend a recipe for puff pastry. First listening

Focus the students on Activity 5. They are going to order the stages of making puff pastry. Ask students to predict what the correct order may be using their background knowledge. After about two minutes, play the recording for students to check their predictions and order the stages. After playing, facilitate whole class feedback.

Answer key:

1. Combining ingredients. 2. Kneading the dough. 3. Making cuts on the dough. 4. Rolling the dough. 5. Wrapping fat in the dough. 6. Repeating the whole process many times. 7. Cooling the dough. 8. Baking.

Activity 6

Second listening

Pair students and focus them on the questions in Activity 6. Ask them to predict what the correct answers may be, using their background knowledge and what they Page 46 of 99 already remember from their first listening. After about two minutes, play the recording for students to check their predictions and mark the statements true or false. After playing, students discuss their answers again and you lead whole-class feedback. For a greater challenge, elicit the correct “true” answers for the false statements.

Answer key:

1. For the preparation of puff pastry, a lot of eggs are needed. (F) 2. Puff pastry should be baked right after making it. (F) 3. Puff pastry can’t be made without sugar. (F) 4. Individual folds in puff pastry are called layers. (T) 5. The most important ingredient in the production of puff pastry is fat. (T) 6. Layers in puff pastry are formed thanks to the presence of yeast. (F) 7. The process of rolling and adding fat must be repeated many times. (T) 8. Excess puff pastry can be frozen. (T)

Post-listening – Speaking

Language feedback

TRANSCRIPT

F: Hello, it’s Meg speaking.

M: Hi Meg, I need your advice because I know you’re a master of baking. I’m having guests on Saturday and would like to prepare something special.

F: Sure, I’ll be happy to help. Do you have any idea what cake you would like to make?

M: I was thinking of something made from puff pastry.

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F: Oh, puff pastry can be quite a challenge for a beginner confectioner.

M: It can’t be that difficult. I’ll give it a try!

F: Maybe not that difficult, but it's definitely work- and time-consuming. You’ll need flour, butter at room temperature, some water and salt. Making puff pastry consists in creating alternating layers of butter and dough. It is this that creates the characteristic layers after baking. At the beginning, you combine the ingredients and knead the dough. Then you make little cuts on it, roll it, put another layer of butter on and fold the corners of the dough together. In this way, an envelope is formed, which you again roll out. You need to repeat the whole process many times. Remember that the dough must cool down well. After rolling out, each layer should be cooled for about 2 hours. If some dough is left over, you can freeze it. Of course, you can buy a ready made puff pastry dough, but it certainly won’t be as tasty as the one you make yourself.

M: It sure sounds like a lot of work, I didn’t expect it to be such a demanding task. I'll see how it goes. Thank you for the recipe!

SCREEN 4

Reading

Test what students already know or remember by putting the following words on the board (or any others that you consider suitable): puffing choux pastry sponge cake baking powder gingerbread]shortcrust yeast fermentation glucose to evaporate

Ask students to put the words into 3 columns:

1. I know what it means 2. Not sure 3. No idea Students compare their answers and help each other define or translate the words. Monitor closely and teach the ones students struggle with open class.

SCREEN 5

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Activity 7

First reading

Focus the students on the statements in activity 7. Encourage them to predict the answers based on what they remember and their own background knowledge. Next, give students about 2 minutes to read the text and decide on the correct answers. For added challenge, encourage them to underline/highlight the justification for their answers within the text and elicit this during whole-class feedback.

Answer key:

1. Sponge cake is puffed with the use of the (physical processes / additives in the form of chemical substances / biological agents) and the leavening agent is (yeast / baking powder / air).

Feedback: 1. This method involves, e.g. steam. 2. Sponge cake is a light, airy cake.

2. Shortbread pastry is leavened with the use of the (physical processes / additives in the form of chemical substances / biological agents) and the leavening agent is (yeast / steam / baking powder).

Feedback: 1. A leavening substance is added to this kind of pastry. 2. It is a substance in the form of fine particles.

3. Yeast cake is raised with the use of the (physical processes / additives in the form of chemical substances / biological agents) and the raising agent is (yeast / baking powder / air).

Feedback: 1. This method involves alcoholic fermentation. 2. The name of this cake refers to the raising agent used in it.

4. Choux pastry is puffed with the use of the (physical processes / additives in the form of chemical substances / biological agents) and the puffing agent is (yeast / steam /air).

Feedback: 1. No chemicals or microorganisms are used in the production of this cake.

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2. Choux pastry is made by scalding flour. What factor do we need for this process to take place?

Activity 8

This activity can be set as homework. Ask students to complete the sentences with the correct phrases from the source list.

Answer key:

1. There are three methods of leavening dough. f: A different word to say ’way’ (of doing something).

2. Sponge cake is raised with air. f: Other words describing this phenomenon are: puffed or leavened.

3. One of the chemical agents used for leavening is sodium bicarbonate. f: The chemical symbol for this compound is NaHCO3.

4. In the production of shortbread pastry the chemical substances are added to leaven the pastry. f: Baking powder is an example of such a substance.

5. Choux pastry is puffed with steam. f: This is the hot water vapour that is produced when water boils.

6. The use of yeast as a leavening agent is the biological method. f: This is a type of microorganisms from the kingdom of fungi.

7. During alcoholic fermentation, yeast breaks down glucose. f: This is a type of simple sugar.

8. In a yeast dough, carbon dioxide produced in the reaction puffs the dough. f: The chemical symbol of this compound is CO2.

Post-reading – speaking

Ask students to cover the text. In pairs students take it in turns to retell the text using phrases from the pre-reading task to help. Monitor closely and note errors. Write the errors on the board and encourage students to self-correct.

SCREEN 6

Game

Write the Polish phrases only on the board. Ask the students to work alone to try to remember the English versions. Students can ask others if they are not sure.

Ask the students to play the memo game together in pairs.

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Answer key:

1. mąka - flour 2. spulchnianie - puffing 3. białko - egg white 4. cukier - sugar 5. proszek do pieczenia - baking powder 6. tłuszcz - fat 7. fermentacja alkoholowa - alcoholic fermentation 8. drożdże – yeast

Revision activities: Crossword, Activity 10, Activity 11, Activity 12

SCREEN 7

Crossword

Answer key:

Down: 1. Forming products from choux pastry is done by ...... it from a pastry bag (EXTRUDING) 2. Yeast dough is raised with the use of the ……………………….... (BIOLOGICAL) method 3. The ingredients for the production of shortbread pastry are …………...... , fat and powdered sugar (FLOUR) 4. A type of single-celled fungi used in baking (YEAST) 5. Equipment used in the kitchen, shop and bathroom (SCALES)

Across: 6. Raw materials and semi products that are processed in the technological process into a finished product (INGREDIENTS) 7. Gives a sweet taste not only to tea (SUGAR) 8. The product of the alcoholic fermentation reaction is ethyl…………….. and carbon dioxide (ALCOHOL)

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Activity 10

Students mark the sentences true or false. Ask them to do this activity individually and then check the answers in pairs.

Answer key:

1. The correct ratio of ingredients for the production of crumble, i.e. sugar, fat and flour, is 2:3:1. (F) 2. Fat affects the crunchiness of shortbread pastry. (T) 3. Moulding cakes into different shapes is called extruding. (T) 4. Products from choux pastry are leavened with the use of the biological method. (F) 5. The layered structure of the puff pastry is caused by a large number of eggs. (F) 6. For the production of yeast dough, only dried yeast is used. (F)

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7. Glucose is a simple sugar that is used by yeast in the process of alcoholic fermentation. (T) 8. Sodium bicarbonate is one of the chemicals used to leaven dough. (T)

SCREEN 8

Activity 11

Students match the picture with the correct term. You should also take the opportunity to model pronunciation, elicit word stress, highlight it on the board and drill.

Answer key:

choux pastry

f: This pastry is obtained by scalding flour with a mixture of water and fat. Also known as pâte à choux.

puff pastry

f: Puff pastry is composed of multiple characteristic layers.

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yeast dough

f: Yeast dough is made by taking advantage of the leavening effect of baker’s yeast.

spit cake

f: This dough is made from eggs and sugar and deposited in layers onto a rotating spit.

shortbread pastry

f: Shortbread pastry can be savoury or sweet and crumbles easily.

gingerbread dough

f: Gingerbread dough is characterised by a large amount of spices. Most popular during the Christmas season.

Activity 12

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Students are supposed to read the dialogue between a baker and a customer and drag the missing fragments into the correct gaps. Ask students to check the answers in pairs first, and then conduct open class feedback.

Answer key:

Baker: [Good morning, how can I help you]?

Customer: Hi, I’d like to order a birthday cake and some other pastries for my husband’s birthday party.

Baker: Very well. Any particular flavour for the cake? And what [kind of pastries would you like]?

Customer: I was thinking tiramisu [and a few cream puffs and eclairs].

Baker: Good choice. We make the puffs with [whipped cream and eclairs with vanilla] custard.

Customer: Yum! Sounds delicious. How do you make the tiramisu?

Baker: [We use the traditional Italian recipe] - a few layers of sponge cake dipped in coffee and Amaretto layered with [whipped mixture of eggs, sugar] and mascarpone cheese.

Customer: Perfect. I’ll have the tiramisu then as well as six cream puffs and six eclairs.

Baker: [When do you need these ready]?

Customer: Is next Saturday still doable for you?

Baker: Sure, [we can easily handle your order by then].

Customer: Thanks so much.

Suggestion

You may ask students to act out the dialogue in pairs. Divide students into pairs A (Baker) and B (Customer) and encourage them to play their parts. Then ask them to swap roles. Monitor closely, note errors and help students where necessary.

TG.04.3 Decoration of confectionery and preparation for distribution

SCREEN 2

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Activity 2

Pre-listening

Focus on Activity 2. In pairs, encourage students to match the pictures to the correct phrases relying on their own background knowledge.

SCREEN 1

Dialogue video

First listening

Tell students that they are going to watch a video film. Ask them what they think it is about based on the exercise they’ve just done. Elicit: layer cake decoration.

Play the video. Ask students to check their answers in pairs before whole class feedback.

Answer key:

No. picture word

1. pastry bag tips

2. angled spatula

3. cake rings

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4. pastry bag

5. thermal container

6. cake marker

Feedback:

1. They are used to make shapes and patterns on the cake.

2. A device for spreading buttercream or icing on the cake.

3. It allows one to obtain an ideal shape of the cake.

4. Otherwise known as a piping bag.

5. A special box for transporting cakes.

6. It allows to slice the cake into equal pieces.

Activity 1

Second listening

Focus on Activity 1. Inform students that they will watch the video once again, and they should match the words with their definitions. Give them a minute to read the questions and vocabulary. Encourage students to make and check predictions based on what they remember as well as their own background knowledge.

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Play the recording again. Direct students to check their answers in pairs before facilitating whole class feedback.

Answer key:

word definition

1. basting brush a silicone or bristle utensil used to spread butter, oil or glaze on the cake

2. scraper a tool that helps to make clean, smooth and straight edges of the cake

3. one litre measuring cup a jar which can hold 1 litre of a liquid

4. cake leveler a tool for precise dividing of the cake into layers

5. angled spatula a utensil which helps to spread buttercream on the surfaces of the layers

6. thermal container a special box for storing and transporting the cake

7. layer cake a richly decorated buttercream or sponge cake

8. mixer with a beater a kitchen device for beating, mixing and kneading various confectionery semi- products

Feedback:

1. You can also use it to whisk crumbs from the cake. 2. One of the tools used for spreading buttercream. 3. It is a container with a scale on it. 4. It is used instead of a knife. 5. It is also called as offset spatula. 6. It has an insulating role. 7. A cake stacked of a few layers filled with buttercream. 8. A device used for blending batter ingredients.

Post-listening – drill & practice (vocabulary)

Write on the board the key vocabulary from the dialogue video. Use pictures instead of writing the words down. 1. Make students read out the words aloud with pace and rhythm. Do it at least

Page 58 of 99 twice. 2. Clear out 1 word from the board or take away a picture. 3. Students read out the words again together with the removed picture words. 4. Repeat the step 2 and 3 with the next word, and so on.

Continue the activity until there are no words / pictures on the board and students are able to recall all the phrases in order from the memory.

TRANSCRIPT

C: Welcome to our masterclass. We’ll be learning how to decorate a layer cake. S: I can’t wait. C: The good news is that it’s going to be today. S: Great! It’s my mom’s 50th birthday soon and I want to surprise her with my own cake. C: There’s little time so the cake’s already been stacked. It has three layers. They’ve been moistened with a simple syrup and held together with a whipped cream filling. S: What’s the simple syrup? C: It’s a 50% solution of sugar in water with the addition of lemon and lime juice. S: And what’s the whipped cream filling made from? C: From a 30% cream. After cooling I added powdered sugar, lime juice and gelatine and whipped it until stiff. S: What are these utensils for? C: They are: cake rings, pastry bags, tips, a mixer with a beater, angled spatula, a one litre measuring cup, scraper and basting brush. S: Could I help with decoration? C: Certainly. C: Please put the cream on the cake. Spread it with a knife and even it with the angled spatula. S: Should I put the cream into the pastry bag? C: Go ahead. Choose the proper tip and you’ll be able to squeeze out rosettes or other ornaments. S: Can I put strawberries between the rosettes? C: Yes, but no too many. The cake shouldn’t be over-decorated. S: How will we deliver it to the customer? C: In a thermal container. S: I hope the guests will like it.

SCREEN 3

Instructional video

Pre-listening

Inform students they are going to watch a video presenting a tutorial on how to decorate a layer cake. Tell them that first they should decide which statements are

Page 59 of 99 true and false. Distribute strips of paper with questions and give them a minute to read them. Encourage students to make predictions based on their background knowledge.

Questions:

1. The surface of a cake has to be properly moistened. F (successive layers of a cake should be moistened) 2. The syrup should be prepared with hot water and sugar in a 2:1 ratio. F (1:1 ratio) 3. It is a good idea to add some gelatine while preparing whipped cream. T 4. It is not a good idea to put too many ornaments on a cake. (T)

First listening

Play the video. Students decide which statements are true and false. After listening, students confer in pairs prior to whole-class feedback. Challenge students to give correct answers to questions 1 & 2.

Activity 3

Second listening

For the second listening, focus students on activity 3. Give them time to read the sentences and encourage them to provide the answers based on what they know and remember. As they listen, students should enter the correct answer for each gap. After listening, encourage students to compare / discuss their answers with a partner prior to facilitating whole-class feedback.

Answer key:

1. Simple syrup, also called as soaking syrup, is prepared with boiled water and sugar in a 1:1 ratio, and with lemon and lime juices to give it some taste. SOAK 2. Cake decorating requires some manual skills and special equipment. DECORATION 3. When it comes to ornaments on cakes, moderation is often the best way to go as over-the-top cakes might seem too much for a potential client. MODERATE 4. Smoothing the cream on every layer of the cake is important as all the layers have to adhere to one another closely to make the whole structure stable. SMOOTH 5. Successive layers of the cake should be moistened with syrup to enhance the flavour. MOIST 6. The fun part of making a cake is extruding the cream on the surface of the cake. EXTRUSION 7. In order to enrich the taste and fragrance of the cake one might use fruit or even edible flowers like cilantro, pansy or impatiens. RICH 8. The cake should never be overloaded with decorations as these might cause it to collapse. LOAD

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Feedback

1. You have to form an adjective. 2. Use the gerund form of this noun. 3. Use the noun form. 4. Use the gerund form. 5. Use the passive voice. 6. Use the gerund form. 7. Form a verb by adding a prefix. 8. Form an adjective by adding a prefix and a suffix.

TRANSCRIPT

Cake decorating requires proper equipment to give the cake a regular shape and a surface smooth enough to be decorated with various ornaments. Successive layers of a cake must be moistened and filled with buttercream, this is why they should be prepared beforehand. Simple syrup, also called soaking syrup, is prepared with boiled water and sugar in a 1:1 ratio, and with lemon and lime juices to taste. You have to remember about the appropriate proportions so that the syrup is neither too sweet nor too sour. Since it has to moisten the layers, it cannot be too thick either. To make the whipped cream filling, prepare the ingredients, remember the recipe and know the temperature they have to be stored at. First, cool the 30% cream to 2°C. Then, beat it until stiff. Add powdered sugar, lemon and lime juice and stir the mass gently. You can also fix it with some gelatine dissolved in water. An important part of decorating is extruding the cream on the surfaces of the cake. Select the right tip, e.g. a star, adjust it onto the pastry bag and squeeze rosettes on the surface of the cake layer. You can use different tips depending on the shapes you want to obtain. These can be flowers, ruffles, circles. To enrich the taste and fragrance of the cake you can put some strawberries between the rosettes. Don’t put too many as the decoration cannot be overloaded. Multiple ornaments may also cause the cake to collapse. Thus, moderation is important for both aesthetic and gustatory reasons. Too many flavours at one time may simply taste bad.

SCREEN 4

Activity 4

Hangman

You may introduce Activity 4 as a competitive game for the whole class. Display slide 3 on IWB if possible and divide students in two teams.

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Answer key:

1. This cream may also be used as a cake filling. (whipped cream) 2. A flower shape obtained with the use of a star tip. (rosette) 3. A dense liquid made from water and sugar. (syrup) 4. A room with low temperature intended for storage of layer cakes. (cold store) 5. A raw material used for the production of jelly or as a stabiliser for the production of whipped cream. (gelatine) 6. A fruit, its juice is used as an ingredient in simple syrup. (lemon) 7. A fruit which is sour like a lemon but smaller and green. (lime) 8. A type of sugar used to make whipped cream filling. (powdered sugar)

Feedback:

1. Cream which has been mixed with sugar and then beaten. 2. A shape of a small rose. 3. A very sweet, thick liquid. 4. A cool place for storage. 5. A natural substance, colourless, when dissolved in water it forms a gel. 6. A citrus fruit often used in creams to keep the balance between sweet and sour tastes. 7. A fruit used in the kitchen less frequently than a lemon, but is often present in soft drinks. 8. Finely ground sugar produced by milling granulated sugar into a powdered state.

SCREEN 5

Listening

Activity 6

First listening

Focus students on Activity 6 and give them some time to read the statements before playing the recording. Encourage them to provide the answers based on what they already know. Students listen and mark the statements true or false before checking in pairs. Ask students to give reasons for their choices.

Answer key:

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1. Very light beige in the company of black may seem T white.

2. If you want warm colours on a cake, use yellow and T orange. 3. If you want a cake to look cold, use the shades of red. F 4. Cake decoration may not be suitable for consumption when it becomes too hard, caramel is one of the T examples. 5. If used for decorating, fresh or candied fruit are coated with gel so that they do not lose luster. F 6. The brighter the surrounding colours, the whiter the F white seems to be. 7. Arrangement is a composition of elements which create T a harmonious entity when appropriately combined. 8. Appropriate ornaments, more than the colours, create a F sense of warmness or coldness.

Activity 5

Second listening

Ask students about the main topic of the listening they’ve just heard. Elicit: Colours.

Focus students on activity 5. This task further tests comprehension of the listening text. Students work alone and match the descriptions with the correct expressions before checking with their partners. Monitor closely to see where students might be hesitating. Once they have finished, play the recording and elicit whole class feedback.

Answer key:

description expression 1. they are three colours: yellow, red, blue primary colours

2. colours received from mixing two primary ones secondary colours 3. colours with a tint of white, gray or black broken colours 4. colours that stimulate human psyche warm colours 5. colours that are associated with calmness and cold colours rest 6. perception of a colour as different when it is in colour illusion the company of other colours 7. white or black neutral colours 8. impression perceived by our eyes visual impression

Feedback: 1. Basic colours from which you can make other ones.

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2. Also known as derivative colours. 3. Colours which stand in contrast to pure colours. 4. Lively, energetic colours. 5. Colours bringing a feeling of quietness and tranquility. 6. Situation in which black is placed near cream and the latter looks white. 7. Two colours, one of which is the lightest and the other one is the darkest. 8. A feeling different for each person, perceived by the sense of sight.

TRANSCRIPT

In the case of a layer cake, for aesthetic reasons the colour selection is very important. It’s thus worth mentioning a few words about it. According to the most important division the following colours are distinguished: ● primary - the so-called basic colours which are yellow, red and blue; you can’t obtain them from combining other colours, ● secondary - they are formed from the combination of two primary colours and their shade depends on the proportions used.

By mixing primary colours we can obtain complex colours, the so-called contrast or complementary ones. If mixed in a suitable ratio, they make gray or a similar colour. Both primary and secondary colours are pure colours. If primary and secondary colours, the latter also known as complementary, are paired, we get the so-called broken colours. This effect can also be obtained by adding pure colours to white or black, which are neutral. If we want the cake to be visually impressive we have to apply appropriate colours. Yellow and red are warm and and they have a stimulating effect on human psyche. Blue and green being cold, suppress bad emotions and thus have calming effect. We can provide all these stimuli using appropriate decorations which are additionally coated with transparent gels to intensify the colourants. When matching colours we have to keep in mind that white seems whiter if the surrounding colours are dark. When you put cream and black together, cream will look white. This phenomenon is called as the colour illusion effect. It must also be remembered that if properly arranged, cake decoration gives the impression of harmony. Unfortunately, some cakes may at first look beautiful but then, after being long in the air, harden and become completely inedible.

SCREEN 7

Activity 7

Pre-reading

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Focus students on Activity 7 and ask them to match the opposite expressions based on what they have already learned.

SCREEN 6

Reading

Reading for gist

Ask students to read the text Confectionary ornaments and their arrangement. Pre- teach some vocabulary that you think might cause problems to this particular group of students. You should also take the opportunity to model pronunciation, elicit word stress, highlight it on the board and drill.

Students check their Answers in Activity 7 in pairs prior to whole class feedback.

Answer key: expression 1 expression 2 - opposing

1. open arrangement closed arrangement

2. static arrangement dynamic arrangement

3. abstract arrangement realistic arrangement

4. central arrangement lined arrangement

5. fondant ornaments plastic ornaments

6. soft colours contrasting colours

7. aesthetics deformation

8. regularity irregularity

Feedback: 1. open = unlimited, not shut 2. static = stable, unchanging 3. abstract = non-realistic 4. central = around the centre, in circles 5. fondant is made of edible substance 6. soft colours are calm and complement each other 7. aesthetics - concerning beauty and taste 8. related to balance and harmony

SCREEN 7

Activity 8

Reading for specific information

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Ask students to do Activity 8 and fill in the gaps with the correct words from the source lists. Tell them to look for the information in the text they’ve just read. Monitor closely and help if necessary.

Students check their answers in pairs before facilitating whole class feedback.

Answer key:

1. Fondant is made from sugar and (gelatine / 30% cream). 2. An object placed against a light background seems (bigger /smaller) than the one placed against a dark background. 3. (Open/closed) arrangement is a coherent layout of ornaments. 4. (Static/dynamic) arrangement consists of elements which are motionless and have calm colours. 5. In a lined decoration, elements are arranged (in lines /radially). 6. (Symmetrical /abstract) arrangement is unfocused, does not reflect reality. 7. According to the (rhythmicity/layout) of elements we distinguish central, lined and repeated arrangement. 8. Confectionery industry (uses /does not use) decorative elements made of plastic.

Post reading – Pictionary

Prepare pictures/phrases presenting different cake ornaments. Divide students into two teams. If you have a large number of students, you can form four teams, but the game is more fun with fewer teams and more players on each team. Select one student to be your illustrator for the first phrase. The illustrator is the person who attempts to draw the word on the board. Everyone else on the team will try to guess the word that the illustrator draws. Players on the team will take turns acting as the illustrator. The team who guesses most phrases is the ‘winner’.

SCREEN 8

Game

This activity is a quiz that revises some vocabulary from this module. Ask students to play this game and note their score. The player with the highest score is the class “winner”.

1. Which of these ingredients is used for the production of natural couverture? a. Cocoa b. Cocoa butter c. Confectionery fat d. Cocoa mash Feedback: Couverture is made from butter and soft cocoa mass.

2. Which of these devices is chocolate buttercream tempered in? Page 66 of 99

a. A tempering device b. A blender c. An oven d. A microwave Feedback: The name of the device comes from the name of the process.

3. Which of the following statements applies to secondary colours? a. Combination of a pure colour with a neutral one b. Combination within primary colours c. They are not obtained from a combination of colours d. Impressions they cause depend on the neighbouring colours Feedback: Please note that only three colours form the basis. 4. It is a visual impression caused by light waves, in other words, it is reflected light. a. Taste b. Shape c. Colour d. Physical state Feedback: Red, blue, green, yellow, etc.

5. Which of the arrangements reflects reality faithfully, that is exactly reproduces the shape, colour and matter of the objects? a. Symmetrical arrangement b. Realistic arrangement c. Abstract arrangement d. Open arrangement Feedback: This arrangement reflects reality.

6. What does a central arrangement look like? a. The elements are arranged in parallel lines. b. The elements are in the shape of geometric figures. c. The elements are arranged in lines. d. The individual elements are arranged radially. Feedback: The elements are arranged according to the radius of the cake layer.

7. To what temperature is sugar glaze cooled in a paste crystalliser? a. To 20 - 30℃ b. To 80 - 90℃ c. To 50 - 60℃ d. To 10 - 20℃ Feedback: The glaze is processed at high temperatures, so cooling it will involve a significant reduction of its temperature.

8. Which device warms caramel and maintains it at a suitable temperature? a. An infrared lamp Page 67 of 99

b. An airbrush c. A burner d. A jelly sprayer Feedback: For this purpose light is needed.

Revision activities: Activity 9, Activity 10, Activity 11, Activity 12

SCREEN 9

Activity 9

Students mark the statements true or false.

Answer key:

True (T) False (F) 1. Open arrangement has definite limits. F 2. Dynamic arrangement gives the impression of T movement also by an appropriate choice of colours. 3. Natural couverture is produced on the basis of cocoa T mash and cocoa butter. 4. Sugar paste sculptures acquire their white colour F thanks to wine vinegar. 5. Angled spatula is used for mixing cake batter. F

6. Caramel buttercream is enriched by starch syrup. T 7. Caramel ornaments need to be stored in a polystyrene T container with a dessicant. 8. Water solution of titanium dioxide adds gray gloss to F caramel buttercream during cooking.

Activity 10

Students choose the right word to complete the sentences. You should also take the opportunity to model pronunciation, elicit word stress, highlight it on the board and drill.

Answer key:

Whipped cream is a popular filling/glaze. 30% cream for whipping needs to be stored in a fridge/freezer so it is cooled to the temperature of 2°C. It has to be beaten, that is aired/inflated, to make it stiff. It is also necessary to add

Page 68 of 99 refined/powdered sugar and lemon or lime juice/liqueur. You can also add gelatine to fix/dilute it.

A popular coating to cover a layer cake is caramel buttercream, made from sugar, cream and butter/ oil. To make it glossy, add a little wine vinegar/mix.

SCREEN 10

Activity 11

Students complete the gaps with the correct prepositions and form phrasal verbs.

Answer key:

1. bake off 2. boil away 3. boil down 4. chop up 5. cut off 6. eat out 7. slice off 8. peel off

Feedback:

1. To finish baking partly baked food. 2. To cause liquid to evaporate completely by boiling it for a long time. 3. To boil a liquid down to a thick sauce. 4. To cut into pieces. 5. To remove (parts or pieces) by cutting. 6. To eat away from home, e.g. in a restaurant. 7. To divide or cut something from a larger piece. 8. To remove the skin/rind/outer covering of fruit, vegetables, etc.

Activity 12

Students categorise the words from the source list into two groups.

Answer key:

Source list: pastry bag tips, angled spatula, cake ring, pastry bag, cake layer, filling, fondant, simple syrup

Confectionery utensils: pastry bag tips, angled spatula, cake ring, pastry bag Confectionery semi-products: cake layer, filling, fondant, simple syrup

Answer key:

Feedback:

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Confectionery utensils - This is a group of objects used for stacking and decorating a layer cake. Confectionery semi-products - This is a group of ingredients of a layer cake.

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TRANSCRIPTS

TG.03. 1. Storage of bakery ingredients

Dialogue video

Instructional video

Fats are products that are relatively short-lived, perishable. They go bad under the influence of physico-chemical or biological compounds and produce a strong,

Page 71 of 99 unpleasant odour. The process is called rancidification. In the food industry it is an undesirable phenomenon. Rancid fats not only smell bad, they are also dangerous to your health.

Listening

(S): Hello. (W): Hello, this is “Freshway” wholesale store. How can I help you? (S): I’m calling from the ‘Hot Bun’ bakery. I’d like to order some products. (W): What would you like to order? (S): We need artificial honey, do you have it in 5-litre containers? (W): Yes, we do, how many do you need? (S): We need 5 containers. I’d also like to order fats. (W): What sort of fats? (S): I need 30 litres of rapeseed oil and 100 kilos of margarine. (W): Rapeseed oil and margarine… Oh… I’ve just noticed you ordered 20 kilos of yeast yesterday, is that correct? (S): Yes, that’s right, add another 10 kilos to that, please. (W): Alright, noted. Would you like anything else? (S): Yes, 20 kilos of wholemeal dark rye flour type 1400, please. (W): Just a moment, I’m adding it to the order, rye flour .... (S): There are some more things we need, please add 2 kilos of raisins, 4 kilos of dried cranberries, 1 kilo of hulled sunflower seeds and half a kilo of pumpkin seeds. (W): Raisins, cranberry, sunflower seeds, pumpkin seeds… Ok I wrote it down, is there anything else you need? (S): Hmm… No, thank you, that would be all. When can we expect the delivery?

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(W): At the beginning of next week, I think. (S): That’s great, thank you, bye! (W): No worries, bye!

TG.03. 2. Making of dough and shaping of bakery products

Dialogue video

M: Today we are going to talk about preparing raw ingredients for the production of wheat rolls. Do you know the recipe? Have you prepared the right products? Where do we store them? S: Yes, I’ve prepared the products already. I went to the warehouse and to our cold store. The rest of the ingredients are stored in a warehouse intended for hygroscopic items. Here they are: flour, water, yeast and salt. All products are weighed out according to the recipe: 500g of wheat flour, 270ml of water, 27g of fresh yeast and one teaspoon of salt. M: The ingredients are very important in the process of dough production. Tell me, what’s the temperature of the water? What is the water used for? S: The temperature is 30oC. According to the recipe, we’re going to leaven the yeast and dissolve salt in it. M: I can see you’ve read about the function of this ingredient. M: Have you sifted the flour? S: I was just about to do it. M: A baker shouldn’t forget about it. Did you know that's an important activity, during which the flour becomes fluffed and aerated? S: Yes. Dough made of well-sifted flour is much better. M: What's next in the recipe? S: Yeast. M: Have you already checked the quality? What properties should be assessed? S: Yes, it has the right consistency, colour and smell. M: You can now dissolve it in the previously prepared water. S: OK. M: Great, what about the next ingredient - salt? S: I’ll dissolve it in water. M: Everything has been done according to the recipe, well done. We have all the ingredients prepared. Instructional video

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We use them, for example, for the production of croissants. Mixer is used for mixing dough ingredients. The most common type is a spiral stand mixer that is used for mixing all kinds of dough. The structural solutions and the spiral shape of the hook ensure intensive and efficient kneading of the dough as well as enable to obtain the best technological parameters through aeration with thorough mixing of ingredients, however limited they may be. Mixers also let you measure the temperature of the dough. Dough dividers and rounders are used for fair division and rounding of dough pieces. They portion the rolled dough to the desired weight or length. A dough dividing system gives you the ability to operate on one or two bands, which allow using a wider portioning range - from larger products in one band, to smaller products through two-band cutting. Moulder processes dough pieces very gently, which makes it suitable for use in every bakery. The secret to the gentle processing lies in the multi-stage rolling of the dough, thanks to which the structure and elasticity of the dough remain intact. The typical look of a kaiser roll is due to the special stamp. Such stamps give the rolls their desired shape. They can have a spring mechanism connecting a wooden handle with a stamp, or be just stamps themselves without a handle.

Listening

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S: Can you shape products from the dough immediately after mixing the ingredients? B: No, the dough should undergo fermentation at first. S: What kind of fermentation? B: Ethanol fermentation. S: Is there any other method of dough making? B: Yes, the indirect method, where you prepare the bread starter, but we will deal with that another time.

TG.03.3. Preparation of dough pieces and pastry baking

Dialogue video

(B): Good morning. (S): Hello. (B): I see you’re taking freshly baked bread out of the oven. How did it go? (S): It’s getting better. (B): OK, then. Let’s have a look. So, what do you think? Is it well-baked? (S): I think so. It’s leavened, shiny, not too bright. It’s not burnt either. Perfect, for my taste. (B): Pam, have you forgotten everything I taught you? A nice colour on the outside can be misleading. If the temperature in the oven is too low, your loaf will be under- baked... Like this one. (S): So, how do I know when to take it out of the oven? (B): Well, there are a couple of methods. One of them is to check the temperature of the crumb. You can do this using a special electronic thermometer. Come here and check the temperature inside your loaf. (S): It reads 95°C. But how is this possible?! I set the oven to 240°C. (B): A well-baked crumb should be approximately 95°C, but not higher than 100°C. If the temperature is too low, the loaf will be under-baked, and if it’s too high, it will dry out. (S): And why are you tapping the bread? (B): This way I can tell if it’s well-baked. Can you hear that? A clear sound means that this is well-baked. If the bread makes a hollow sound, this means that it’s under- baked. Here, have some. (P): It smells delicious. It’s baked well and tasty. (S): Are there any other ways of telling when to take the bread out? (B): Sure, Pam. But let’s leave it for another time. I have to go and meet a client to discuss some urgent business. See you later. (S): Thanks for today. Bye.

Instructional video

In order to obtain a high-quality product, the pieces of dough should be properly leavened. The final proving is possible thanks to intensive alcoholic fermentation. A

Page 75 of 99 piece of dough rises until it can’t get bigger anymore, and the gas produced in the fermentation process makes the dough leaven. In order to speed up the entire process, optimum temperature of 30-40°C must be provided and air humidity should be between 95% and 75%. That’s why the final proving takes place near the oven or in a proofer.

There are four phases of the final proving. The level of proving may be determined on the basis of a visual assessment and checking the springiness.

In the first phase no significant proving is observed. An unleavened piece of dough has a small contact area with the surface. The dough is very springy. The loaf of bread would most likely be round and easily cracked or deformed. Also, it tends to leak out of the baking mould.

In the second phase - moderate proving, the pieces of dough get a little bigger. The crust is formed. The pieces are almost fully in contact with the surface and are not so springy anymore. It’s best to start baking in this phase.

In the third phase - full proving, the pieces of dough reach their optimum volume. When pushed, the dough doesn’t have any resistance and the hole made does not return to its original shape. The pieces of dough baked at this stage are made of the so-called strong flour which is high in gluten. Using poor quality flour may cause the dough to overprove.

In the fourth, the pieces lose their original volume and springiness, and the surface is either flat or slightly concave. There may be minor holes or bubbles on the surface. In this phase, the pieces are distributed. A loaf of bread is usually flat.

Listening

Before they are put in the oven, pieces of dough are subjected to a number of technological processes which positively affect the quality of the final products.

One of the actions performed while preparing the dough pieces is sprinkling them with water. It prevents them from drying out on the surface and overproving or cracking while in the oven. In the first phase of baking, the products leaven more quickly and they feature toast-coloured shiny crust. Ordinary rolls are sprinkled with water or gruel made of rye flour and water, as are many other baking products. Pieces of dough intended for baking rolls, buttered croissants and challos are sprinkled with liquid egg pulp.

Cutting the surface of pieces of dough intended for baking bread or rolls prevents them from deforming, that is cracking in the course of baking. Moreover, it

Page 76 of 99 significantly improves the aesthetic appearance of the products. Cuts are made with a knife called a cutter or mechanically. Cuts are deeper in the case of tough dough.

Marking means sticking labels that contain the manufacturer’s contact details, type and weight of bread, and the production date on the product.

In order to diversify the flavour and smell as well as to enhance the aesthetics of the product, pieces of dough are sprinkled with poppy, cumin, sesame, flax, black caraway or sunflower seeds. Seeds are put on sprinkled pieces of dough or into baking baskets before the pieces are put there, too. Sprinkling is performed manually or mechanically.

TG.03. 4. Preparing baker's goods for distribution

Dialogue video

(M): Hi, I’m John Smith, the manager. I’d like to introduce you to the process of preparing bread for distribution and describe your duties. I also encourage you to ask any questions you think of. (M): I’ll start with the cooling phase. Are you familiar with this process? (K): Yes. The bread needs time to cool before slicing and packing. Hot bread should be placed in a chamber or on a trolley in an air-conditioned room. Proper air circulation allows bread to cool off quickly, shortens drying process and reduces loss-in-weight by drying. (M): Correct. If the bread crust colour in some products is too dark due to a higher baking temperature or longer baking time, mark them as seconds and reduce the price. Then put them in the appropriate basket. (K): I can see some tall and short baskets. Which ones are for the seconds? (M): The short ones. Six loaves in each basket. (K): Sure. What steps should I take when preparing a bread in a loaf pan? (M): In these cases the bread needs to be cooled after being removed from the pan, so that it doesn't steam up. Then it’s sliced and packed. We use a flow-pack wrapper which enables the packing of products with a maximum weight of 2 kg. This machine significantly reduces packing time. (K): I see. What shall I do with bread that doesn't meet the quality requirements? I mean a baking product that is very deformed or has gone stale. (M): Well, stale bread for example is further processed for rusks or breadcrumbs. During segregation, it’s stored in appropriate baskets and then taken to another part of the warehouse. (K): I understand. (M): So that’s all for today. You start tomorrow. (K): Great. Goodbye. (M): Goodbye.

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Instructional video

Faults of breadstuff can be described as negative features that make it unfit for consumption. Among the possible causes one can identify the use of wrong ingredients and incorrect technological processes. These causes can significantly affect the finished product. Faults themselves are divided into external appearance imperfections, connected with shape, volume and crust, as well as internal ones, related to crumb, taste and smell.

Loaf shape faults include excessive or insufficient volume. Excessive volume may be caused by the dough being too stiff, which means that not enough water was added while mixing it, or by too short fermentation of dough pieces.

The causes of the latter include using low quality flour, too long fermentation time or low baking temperature. To prevent these faults, one needs to assure the right fermentation and baking time and use quality flour.

Dark colour of the crust is another imperfection. It occurs when the baking time has been prolonged or the baking temperature has been too high. Prolonging the baking process at over 120oC may result in the occurrence of a harmful chemical substance, called acrylamide. When consumed in large quantities, this compound increases the risk of cancer and cardiovascular diseases, and weakens our immunity system. The reason of this defect may also be the poor quality of flour. Thus it's essential to provide the right temperature and baking time. Sometimes there might be blisters on the bread crust, caused by the use of under-fermented dough.

The next important imperfection comprises cracks of the crumb texture. They can appear if the proofing temperature was too low, the dough was under-fermented or if the pieces’ fermentation time was too short.

It’s difficult to determine the causes of bread defects as it requires a great deal of knowledge and experience. Therefore, bread-making should be performed in accordance with the strict rules.

Listening

(F) Hello, I’m calling from the bakery. I’d like to order some flour. What types do you have available for making wheat bread? (M) Hello. I can offer wheat flour type 750. It’s light and fine, perfect for baking traditional bread. (F): Alright, I’ll take 80 kilos then. I also need some flour for wheat rolls. (M): I recommend the 500 type. It’s powdery and very light. (F): Okay then. I’ll take 50 kilos. Do you have a ready mixture for rye bread? (M): Of course. I suggest the mixture consisting of rye flour 2000 and wheat flour 1850. (F): The 2000 type is very dark and coarse. Wouldn’t it be better to use the 1400 type with medium texture and the 720 type that’s lighter and fine, instead? Page 78 of 99

(M): This mixture is prepared for the Old Polish rye bread specifically. (F): Oh I see. I’ll take a hundred kilos then. (M): Anything else? (F): That would be all, thank you. When can I expect the delivery? (M): Tomorrow morning, between 5 and 6 AM. (F): Perfect. Thank you and goodbye. (M): Thanks to you too. Bye.

TG.04. 1. Storage of confectionery raw materials

Dialogue video

(S): Hello. I’ve brought the goods you’ve ordered. (W): Hello. Let's go to the lift and check if what you’ve brought meets our order. (S): I‘ve already unloaded everything. Flour and sugar are in these bags on the pallet. (W): Take them to the dry raw materials warehouse, please. What else do we have here? What’s in those buckets? (S): Confectionary fat. Where does it go? (W): Take it to the cold store. (W): I can see you’ve brought some eggs too. (S): Yes. 20 cartons. It's the amount you ordered. Should I also transport them to the cold store? (W): That’s right. Eggs also need to be stored there. Keeping them proper low storage temperature is the most important factor in preserving their freshness. (W): The order form shows that you should’ve brought some fruit. (S): Yes, the apples are in these wooden boxes, and I've also brought some strawberries packed in punnets. (W): What’s about common plums? We ordered three boxes. (S): Unfortunately, we haven’t had any plums today. I’ll bring them tomorrow. They’ll be fresh and domestic then. (W): I need to check the quality of the apples. Some fruit from the last delivery was rotten, we had to make a complaint. (S): This time they are of a very good quality. Please check them. We only buy apples and strawberries from local producers, thanks to which we can be sure that they don’t contain artificial preservatives and you get them fresh and aromatic. (W): Indeed, these are much better. And they look freshly picked. (S): Because they were. These strawberries were still growing yesterday. Should the fruit also be put in the cold store? (W): No, leave it here. It’ll be immediately passed to production.

Instructional video

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Food packaging must meet certain criteria. It should protect the product against damage and unfavourable external factors. The most common packaging materials used in confectionery are: paper, plastics and metal.

Paper packaging is widely used in confectionery. It is light, cheap and looks good, but can easily be damaged and thus needs to be protected against moisture. It’s therefore necessary to store this type of packaging in a dry place. The paper packaging of pastry products includes: roll paper, paper bags, cardboard trays, cake cartons and paper bags with handles.

Plastic packaging is visually pleasing; it’s transparent, light, durable and cheap. It doesn’t let water and fat through, but takes its toll on the environment. A plastic bag is used on average for 30 minutes, its production takes only a second, but even 400 years have to go by for such plastic products to decompose. Plastic packaging used in confectionery includes: roll film, plastic bags, trays and plastic containers.

Due to its high price, metal packaging is used for relatively expensive products. The advantage of these packages is their durability and pleasant appearance and the fact that they protect the product against external factors. Various types of decorative metal boxes are used to pack cookies and candies. Aluminium foil packaging is also used, usually for the packing of single pralines, caramels or products that could otherwise stick together in the packaging.

Transport packaging for pastry products is most often cardboard and plastic containers. Collective packaging serves a technical function which is mostly about providing the product with adequate protection during transport. Transport packaging should not only provide protection against the influence of external factors but also allow distribution, and the proper shape of the packaging should also facilitate the storage of the product.

Listening

(L) Hi Tom! (M) Hello Ann, what brings you here so early in the morning? (L): I’d like to check the quality of raw materials from today's delivery. (M): We’ve only received flour today. The rest will come later today or tomorrow. (L): In that case, I’ll only do an analysis of the flour this morning. I’ll come to take the rest of the samples later. How much flour have you got? (M): 10 bags of wheat flour type 500 and 2 bags of rye flour type 2000. (L): Can I see them? I need to take samples for testing. (M): The flour’s already in the raw materials warehouse. Do you want me to fetch a bag for you? (L): No, thanks. I want to take samples from several bags. I'll go there in a minute. (M): Alright. Tell me please, what tests will you be doing on this flour?

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(L): First, I’ll carry out the organoleptic evaluation: I’ll check the flavour, smell and colour, and then check the moisture, acidity and the content of wet gluten and ash. I’ll also check the thickness of the milling. (M): How long will it take? (L): The results should be ready by tomorrow morning. (M): Well, I hope that the flour is of good quality and fit for production. (L): The flour from this mill has always been very good. (M): I know. When I checked the delivery it looked very good, but I’ll wait for the test results.

TG.04. 2. Manufacture of confectionery

Dialogue video

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T: About 20 minutes. S: I can’t wait for the final effect!

Instructional video

Start with the preparation of the puffing factor - steam.The first step is to bring a mixture of water with some fat and salt to boil in a pot.

Then, add flour to the boiling mixture. The flour should be sifted beforehand. When adding the flour to the mixture, stir it firmly to prevent the formation of lumps. This stage is called scalding the flour.

Heat the mixture for 3-6 minutes, stirring constantly to avoid burning. Stop heating the mixture when it becomes smooth, glassy and begins to move away from the walls of the pot.

The next step is cooling the boiled dough to approx. 70 ° C. It can be done at idle speed of the stirrer or whisk of the mixer or continued by mixing manually.

After cooling, gradually add the eggs while still mixing to determine the right consistency of the dough and to blend it into a homogeneous mixture.

After adding the eggs, stir the dough until it reaches a smooth consistency.

Choux pastry dough can be formed by extruding from a pastry bag or spreading on a baking tray using a scraper. The moulding method is chosen according to which product is required.

The moulded semi-finished products should be baked in an oven at an initial temperature of 200 ℃ and then finished off at 180 ℃. After cooling, the product can be served with cream as cream puffs or eclairs.

Listening

F: Hello, it’s Meg speaking.

M: Hi Meg, I need your advice because I know you’re a master of baking. I’m having guests on Saturday and would like to prepare something special.

F: Sure, I’ll be happy to help. Do you have any idea what cake you would like to make?

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M: I was thinking of something made from puff pastry.

F: Oh, puff pastry can be quite a challenge for a beginner confectioner.

M: It can’t be that difficult. I’ll give it a try!

M: It sure sounds like a lot of work, I didn’t expect it to be such a demanding task. I'll see how it goes. Thank you for the recipe!

TG.04. 3. Decoration of confectionery and preparation for distribution

Dialogue video

C: Go ahead. Choose the proper tip and you’ll be able to squeeze out rosettes or other ornaments. S: Can I put strawberries between the rosettes? C: Yes, but no too many. The cake shouldn’t be over-decorated. S: How will we deliver it to the customer? C: In a thermal container. S: I hope the guests will like it.

Instructional video

Cake decorating requires proper equipment to give the cake a regular shape and a surface smooth enough to be decorated with various ornaments.

Successive layers of a cake must be moistened and filled with buttercream, this is why they should be prepared beforehand.

Simple syrup, also called soaking syrup, is prepared with boiled water and sugar in a 1:1 ratio, and with lemon and lime juices to taste.

You have to remember about the appropriate proportions so that the syrup is neither too sweet nor too sour. Since it has to moisten the layers, it cannot be too thick either.

To make the whipped cream filling, prepare the ingredients, remember the recipe and know the temperature they have to be stored at.

First, cool the 30% cream to 2°C. Then, beat it until stiff. Add powdered sugar, lemon and lime juice and stir the mass gently. You can also fix it with some gelatine dissolved in water.

An important part of decorating is extruding the cream on the surfaces of the cake. Select the right tip, e.g. a star, adjust it onto the pastry bag and squeeze rosettes on the surface of the cake layer. You can use different tips depending on the shapes you want to obtain. These can be flowers, ruffles, circles.

To enrich the taste and fragrance of the cake you can put some strawberries between the rosettes. Don’t put too many as the decoration cannot be overloaded. Multiple ornaments may also cause the cake to collapse. Thus, moderation is important for both aesthetic and gustatory reasons. Too many flavours at one time may simply taste bad.

Listening

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In the case of a layer cake, for aesthetic reasons the colour selection is very important. It’s thus worth mentioning a few words about it.

According to the most important division the following colours are distinguished:

● primary - the so-called basic colours which are yellow, red and blue; you can’t obtain them from combining other colours, ● secondary - they are formed from the combination of two primary colours and their shade depends on the proportions used.

By mixing primary colours we can obtain complex colours, the so-called contrast or complementary ones. If mixed in a suitable ratio, they make gray or a similar colour.

Both primary and secondary colours are pure colours. If primary and secondary colours, the latter also known as complementary, are paired, we get the so-called broken colours. This effect can also be obtained by adding pure colours to white or black, which are neutral.

If we want the cake to be visually impressive we have to apply appropriate colours. Yellow and red are warm and and they have a stimulating effect on human psyche. Blue and green being cold, suppress bad emotions and thus have calming effect. We can provide all these stimuli using appropriate decorations which are additionally coated with transparent gels to intensify the colourants.

When matching colours we have to keep in mind that white seems whiter if the surrounding colours are dark. When you put cream and black together, cream will look white. This phenomenon is called as the colour illusion effect. It must also be remembered that if properly arranged, cake decoration gives the impression of harmony. Unfortunately, some cakes may at first look beautiful but then, after being long in the air, harden and become completely inedible.

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END OF COURSE TEST

Exercise 1 Complete the text with the correct words from the source list.

humidity firmness energy combustion ingredients storeroom

During respiration, combined with ______of sugars, water, carbon dioxide and ______are released. This results in a loss of dry matter in the ______and an increase in ______and temperature. Water loss by living organisms is called plant transpiration. In the case of fruit and vegetables, intense transpiration is detrimental, causing them to lose ______, and in turn to increase air humidity and lower the temperature in the ______.

Exercise 2 Paraphrase the following sentences.

1. We must take several factors into account.

Several factors ______.

2. You should have prepared the ingredient yesterday.

The ingredients ______.

3. I’m a much better cook than you.

He boasted ______.

4. Where do you keep the punnets with strawberries?

My boss asked me ______.

5. John: “I don’t think I will pass this exam.”

John said that ______.

Exercise 3 Fill in the gaps. The first letters and the number of letters are provided.

1. Basic parameter determining the quality of food is called a ______.

2. Storage of fruit and vegetables decreases their f ______.

3. An oblong braided wheat bun is called c ______.

4. Due to carbon dioxide, as a result of fermentation bread starter increases in v ______.

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5. The flour for wheat rolls is p______and very light.

Exercise 4 Match the halves of the idioms together.

1. Easy as A. the biscuit.

2. The icing on B. cutter.

3. To take C. in every pie.

4. To have a finger D. and eat it too.

5. Cookie E. pie.

6. To sell like F. the cookie crumbles.

7. To have your cake G. hot cakes.

8. That’s the way H. the cake.

Exercise 5 Match the Polish phrases to their English equivalents.

1. białko A. yeast

2. drożdże B. flavour

3. smak C. puffing

4. spulchnianie D. yolk

5. żółtko E. poppy

6. mak F. egg white

Exercise 6 Choose the correct form of the verbs.

1. You can’t / must be very proud of your son winning so many prizes.

2. Children shouldn’t / can play with fire.

3. The film has been such a huge success I guess it must / can’t be easy to get tickets to see it.

4. You can / will borrow my car if you like.

5. I hope it mustn’t / won’t rain on Saturday.

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6. It’s so hot outside you must be / can’t be thirsty after carrying these heavy suitcase.

7. I believe the new metal boxes can definitely / will definitely / certainly should serve us well.

Exercise 7 Complete the following sentences. Use the words in brackets but modify them so that they are grammatically correct.

1. Simple syrup, also called as ______syrup, is prepared with boiled water and sugar in a 1:1 ratio, and with lemon and lime juices to give it some taste. SOAK 2. Cake ______requires some manual skills and special equipment. DECORATION 3. When it comes to ornaments on cakes, ______is often the best way to go as over-the-top cakes might seem too much for a potential client. MODERATE 4. ______the cream on every layer of the cake is important as all the layers have to adhere to one another closely to make the whole structure stable. SMOOTH 5. Successive layers of the cake should be ______with syrup to enhance the flavour. MOIST 6. The fun part of making a cake is ______the cream on the surface of the cake. EXTRUSION 7. In order to ______the taste and fragrance of the cake one might use fruit or even edible flowers like cilantro, pansy or impatiens. RICH 8. The cake should never be ______with decorations as these might cause it to collapse. LOAD

Exercise 8 Select the best possible answer.

1. Have you ever worked in a bakery before?

a) Yes, I have. b) Yes, I did. c) Yes, I had.

2. Anything else for you today?

a) No, that’s all. b) Goodbye. c) So am I.

3. Excuse me, can I get some wheat bread?

a) Sure. It’s £3 a loaf.

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b) We offer different types of rolls. c) It’s made of whole wheat flour.

5. I don’t like pretzels.

a) Neither do I. b) I don’t, too. c) I neither.

6. Harry, I can’t see any bread. Did you buy it?

a) Oh no, I must’ve forgotten. b) No, it wouldn't be there. c) I don’t think it’s necessary.

Exercise 9 Match the products to the packaging they are stored in.

1. eggs a. dark plastic

2. apples b. carton

3. flour c. punnet

4. oil d. fabric bag

5. strawberries e. wooden box

Exercise 10 Write the words matching the definitions.

1. The process of anaerobic decomposition of dead organic remains caused by microorganisms. ______

2. Chemical process in which a substance reacts with oxygen. ______

3. A special tank for storing flour. ______

4. Easily absorbing moisture from the air. ______

5. This device makes the flour aerated and fluffed. ______

Exercise 11 Complete the sentences with the words from the source list.

pallets pieces dissolved sifted shape mixer

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1. Flour for the bread production should be ______. 2. All the ingredients should be mixed in a spiral stand ______. 3. Cutting ______of dough is performed manually with a knife or mechanically. 4. The insufficient volume is an imperfection of the ______. 5. Salt and sugar should be ______in water 6. A pallet truck is used to move goods on ______.

Exercise 12 Read the dialogue. Out of the three options provided only two are correct. Mark the incorrect one.

Baker: Today you’ll prepare some dough for the production of wheat bread using the direct method.

Student: What’s up? / What is it about? / How does it work?

B: Let me go. / Let me explain. / Let me tell you in greater detail. The direct method of dough production involves mixing all the ingredients. You must / might / may also come across a different name for this method: the straight dough method.

S: What ingredients do you tell me to prepare / should I prepare / would you like me to prepare?

B: Water, flour, yeast, salt, sugar. The quantity of all ingredients must be consistent with the recipe.

S: Where is the start / Where should we start / Where do we begin?

B: Heat the water to a temperature of about 35°C.

S: What should I prepare after / next / then?

B: Dissolve the yeast in a small amount of water.

S: Where about / And what do I do with / What about the flour?

B: Sift it.

S: And the salt and sugar?

B: Dissolve them in a little bit / a small amount of / some water.

Exercise 13 Match the opposite expressions.

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1. abstract A. closed 2. central B. realistic 3. static C. deformation 4. aesthetics D. lined 5. open E. dynamic

Exercise 14 Write the correct preposition (up, off, in, on, out).

1. I’ll prepare the vegetables but could you chop ______the onions please?

2. When you pick someone ______, it means you give them a lift.

3. Hurry ______and get ______the bus! It’s ready to leave.

4. Fill ______the form, please.

5. I always peel ______an apple before I eat it.

6. When you are in class, you should turn your mobile phone ______.

7. Let’s eat ______today, I don’t feel like cooking today.

Exercise 15 Choose the correct answer.

1. Which of these ingredients is used for the production of natural couverture? A. Cocoa B. Cocoa butter C. Confectionery fat D. Cocoa mash 2. A piece of dough reaches its optimum volume and leavening in the phase of A. initial proving. B. full proving. C. moderate proving. D. half-full proving. 3. It is a visual impression caused by light waves, in other words, it is reflected light. A. Taste B. Shape C. Colour

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D. Physical state 4. To achieve a shiny crust on the surface, prior to baking, bread must be A. sprinkled with water. B. cut. C. sprinkled with flour. D. sprinkled with seeds. 5. Liquid egg pulp is used to sprinkle the surface of A. buttered rolls. B. brioches. C. ordinary rolls. D. toast bread.

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Answer key

Exercise 1

During respiration, combined with combustion of sugars, water, carbon dioxide and energy are released. This results in a loss of dry matter in the ingredients and an increase in humidity and temperature. Water loss by living organisms is called plant transpiration. In the case of fruit and vegetables, intense transpiration is detrimental, causing them to lose firmness, and in turn to increase air humidity and lower the temperature in the storeroom.

Exercise 2

1. We must take several factors into account.

Several factors must be taken into account.

2. You should have prepared the ingredient yesterday.

The ingredients should have been prepared yesterday.

3. I’m a much better cook than you.

He boasted about being a much better cook than me.

4. Where do you keep the punnets with strawberries?

My boss asked me where I kept the punnets with strawberries.

5. John: “I don’t think I will pass this exam.”

John said that he didn’t think he would pass this exam.

Exercise 3

1. Basic parameter determining the quality of food is called acidity.

2. Storage of fruit and vegetables decreases their firmness.

3. An oblong braided wheat bun is called challah.

4. Due to carbon dioxide, as a result of fermentation bread starter increases in volume.

5. The flour for wheat rolls is powdery and very light.

Exercise 4

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Easy as pie.

The icing on the cake.

To take the biscuit.

To have a finger in every pie.

Cookie cutter.

To sell like hot cakes.

To have your cake and eat it too.

That’s the way the cookie crumbles.

Exercise 5 białko egg white

2drożdże yeast smak flavour spulchnianie puffing

żółtko yolk mak poppy

Exercise 6

1. You can’t / must be very proud of your son winning so many prizes.

2. Children shouldn’t / can play with fire.

3. The film has been such a huge success I guess it must / can’t be easy to get tickets to see it.

4. You can / will borrow my car if you like.

5. I hope it mustn’t / won’t rain on Saturday.

6. It’s so hot outside you must / can’t be thirsty after carrying these heavy suitcase.

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7. I believe the new metal boxes can definitely / will definitely / certainly should serve us well.

Exercise 7

Exercise 8

1. Have you ever worked in a bakery before?

d) Yes, I have. e) Yes, I did. f) Yes, I had.

2. Anything else for you today?

d) No, that’s all. e) Goodbye. f) So am I.

3. Excuse me, can I get some wheat bread?

d) Sure. It’s £3 a loaf. e) We offer different types of rolls. f) It’s made of whole wheat flour.

5. I don’t like pretzels.

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d) Neither do I. e) I don’t, too. f) I neither.

6. Harry, I can’t see any bread. Did you buy it?

d) Oh no, I must’ve forgotten. e) No, it wouldn't be there. f) I don’t think it’s necessary.

Exercise 9 eggs carton apples wooden box flour fabric bag oil dark plastic strawberries Punnet

Exercise 10

1. The process of anaerobic decomposition of dead organic remains caused by microorganisms. rotting

2. Chemical process in which a substance reacts with oxygen. oxidation

3. A special tank for storing flour. silo

4. Easily absorbing moisture from the air. hygroscopic

5. This device makes the flour aerated and fluffed. sieve

Exercise 11

1. Flour for the bread production should be sifted. 2. All the ingredients should be mixed in a spiral stand mixer 3. Cutting pieces of dough is performed manually with a knife or mechanically. 4. The insufficient volume is an imperfection of the shape. 5. Salt and sugar should be dissolved in water

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6. A pallet truck is used to move goods on pallets.

Exercise 12

Baker: Today you’ll prepare some dough for the production of wheat bread using the direct method.

Student: What’s up? / What is it about? / How does it work?

S: What ingredients do you tell me to prepare / should I prepare / would you like me to prepare?

B: Water, flour, yeast, salt, sugar. The quantity of all ingredients must be consistent with the recipe.

S: Where is the start / Where should we start / Where do we begin?

B: Heat the water to a temperature of about 35°C.

S: What should I prepare after / next / then?

B: Dissolve the yeast in a small amount of water.

S: Where about / And what do I do with / What about the flour?

B: Sift it.

S: And the salt and sugar?

B: Dissolve them in a little bit / a small amount of / some water.

Exercise 13 open closed static dynamic abstract realistic central lined aesthetics deformation

Exercise 14

1. I’ll prepare the vegetables but could you chop up the onions please?

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2. When you pick someone up, it means you give them a lift.

3. Hurry up and get on the bus! It’s ready to leave.

4. Fill in the form, please.

5. I always peel off an apple before I eat it.

6. When you are in class, you should turn your mobile phone off.

7. Let’s eat out today, I don’t feel like cooking at all.

Exercise 15

1. Which of these ingredients is used for the production of natural couverture? E. Cocoa F. Cocoa butter G. Confectionery fat H. Cocoa mash 2. A piece of dough reaches its optimum volume and leavening in the phase of E. initial proving. F. full proving. G. moderate proving. H. half-full proving. 3. It is a visual impression caused by light waves, in other words, it is reflected light. E. Taste F. Shape G. Colour H. Physical state 4. To achieve a shiny crust on the surface, prior to baking, bread must be E. sprinkled with water. F. cut. G. sprinkled with flour. H. sprinkled with seeds. 5. Liquid egg pulp is used to sprinkle the surface of E. buttered rolls. F. brioches. G. ordinary rolls. H. toast bread.

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