Academic Catalog

NCEL 471: INTERMEDIATE TO ADVANCED ESL FOR FOOD WORKERS

Foothill College Course Outline of Record

Foothill College Course Outline of Record
Heading Value
Units: 0
Hours: 4 lecture per week (48 total per quarter)
Degree & Credit Status: Non-Degree-Applicable Non-Credit Course
Basic Skills, 4 Levels Below Transfer
Foothill GE: Non-GE
Transferable: None
Grade Type: Non-Credit Course (Receives no Grade)
Repeatability: Unlimited Repeatability

Student Learning Outcomes

  • Demonstrate in writing an understanding of measurements and common recipes terms.
  • Listen to and respond to varied aural input related to customer interactions (requests, complaints, questions).
  • Listen to and verbally respond to varied aural input related to food preparation and safety (conversation, short talks, requests).
  • Verbally produce language needed for job advocacy (prepare short spoken conversation requesting time off, a raise, etc.).

Description

Intermediate-to-advanced level vocational English course for non-native speakers in the food service industry. Focus on improving comprehension and communication in a food service workplace.

Course Objectives

The student will be able to:
A. understand and produce intermediate-to-advanced vocabulary and engage in conversation related to safety and food handling procedures.
B. understand and produce intermediate-to-advanced vocabulary and engage in conversation related to food preparation.
C. follow recipes and read/convert units of measurement.
D. read workplace communications, such as food tickets and invoices.
E. interact with customers concerning questions, orders, and complaints.
F. use and pronounce language needed for job interactions and advocacy (ask for a raise/advancement).

Course Content

A. Understand and produce intermediate-to-advanced vocabulary and engage in conversation related to on the job safety and food handling procedures
1. Safety
a. Understand intermediate-to-advanced safety instructions (e.g., Don’t wear jewelry while operating, Bend your knees when lifting)
b. Describe injuries and ask for help
2. Food handling
a. Safe food preparation (e.g., cross contamination)
b. Safe food service (e.g., food temperature)
c. Safe food storage (e.g., rotating stock)
B. Understand and produce intermediate-to-advanced vocabulary and engage in intermediate-to-advanced conversation related to food preparation
1. Understand and use intermediate-to-advanced level grammar
a. Present tense and aspects (present simple, present continuous)
b. Past tense and aspects (past simple, past progressive, present perfect)
c. Future tense
d. Questions in various tenses/aspects (e.g., Am I late? Have you seen…?)
2. Cooking techniques and equipment
a. Recognize intermediate-to-advanced cooking verbs (e.g., julienne, dice, baste)
b. Recognize more specified cooking utensils needed for their specific restaurant (e.g., chinois, mandolines)
c. Pair correct verb with the corresponding utensil (e.g., Mandolines are used to slice)
C. Follow recipes and read/convert units of measurement
1. Read basic recipes
a. Know verbs common in recipes (e.g., dice, chop, steam)
b. Cooking terms in typical recipes (e.g., dredge, thicken, sprinkle)
2. Read and convert units of measurement
a. Basic units of measure and their abbreviations (e.g., tbsp = tablespoon)
b. Reduce and increase measurements (e.g., double the salt)
D. Read workplace communications: food tickets and invoices
1. Read food tickets
a. Understand common restaurant abbreviations (e.g., S.O.S = sauce on the side)
b. Understand common food ticket communications (e.g., Allergy! Extra sauce)
2. Read invoices (e.g., quantity, product)
E. Interact with customers concerning questions, orders, and complaints
1. Respond to food related questions (e.g., Does this have nuts? Is this vegan?)
2. Clarification strategies
3. Restate orders/requests
4. Apologize for mistakes
5. Offer to correct mistakes (e.g., Can I get you a different salad?)
F. Use and pronounce language needed for job interactions and advocacy (ask for a raise/advancement)
1. Make small talk with bosses and supervisors
2. Call in sick
3. Apology language (e.g., for being late)
4. Explain reasons for being late/absent
5. Advocacy
a. Ask for a raise
b. Ask for a promotion
c. Ask for time off/vacation
d. Report misconduct/harassment to management
e. Be aware of where/how to report misconduct/harassment at a city/state level

Lab Content

Not applicable.

Special Facilities and/or Equipment

Kitchen/cooking realia.

Method(s) of Evaluation

A. In-class assignments.
1. Individual work.
2. Pair and group work.
B. Class performance.
C. Speaking/pronunciation exercises.
D. Listening and speaking exercises.
E. Informal evaluations.

Method(s) of Instruction

Lecture, Discussion, Oral presentations, Demonstration, Role Plays.

Representative Text(s) and Other Materials

A. Grammar:

1. Elbaum, Sandra and Judi P. Pemán. Grammar in Context: Basic. 5th ed. Boston: Heinle Cengage, 2010.

B. Dictionary:

1. Longman Dictionary of American English. 5th ed. White Plains, NY: Pearson Education, Inc., 2014.

C. Other Instructional Materials:

1. Instructor will provide food service specific materials, such as vocabulary lists, food safety worksheets, work oriented readings, and workplace role-plays.

D. Suggested online sources:

1. Sunrise Basic Training: Food Service Series. http://sunrisebasictraining.com/index.html

2. ServSafe California Food Handler Guide. https://www.servsafe.com/home

3. English for My Job: http://www.englishformyjob.com/ell_foodandbeverage.html

 

Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments

A. Readings in the text.

B. Work related readings.

C. Vocabulary exercises.

 

Discipline(s)

ESL Noncredit Instruction