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PAGE 2:1
Temperature danger zone
A good understanding of temperature and
temperature monitoring equipment is essential to
effective food hygiene. This page is a first look at
food related temperatures, how they are measured
and what the temperature danger zone is. The
following two pages deal with cooling and cooking
times and temperatures below zero.
Materials
Different kinds of temperature gauge, including
analogue and digital instruments, foods to measure
where available, OHT of learner page
Learning outcomes (objectives)
1 To read and compare temperatures related to
food, using analogue and digital thermometers.
2 To introduce the concept of the temperature
danger zone.
Suggestions for how to use this page
This page would best be approached in a kitchen,
with actual temperature gauges and frozen,chilled, room temperature and heated foods to
compare. However it can be approached in a
classroom environment, with or without food
realia.
Look at the learner page together, using the OHT
and focusing first on the analogue (scale)
thermometer. Ask questions to establish learners
knowledge and understanding of measuring
temperature, for instance: what is a thermometer
used for (measuring how hot or cold things are),
what is the range of temperatures used in a
kitchen (cooker and freezer)?
Look at the scale used on the thermometer and
note that it is labelled every 5 degrees but marked
for every single degree. Confirm that Celsius is
the measure used here. Older learners may
understand Fahrenheit better value their
knowledge but confirm that Celsius is the
industry standard. Ask learners for freezing point
and boiling point of water (0C and 100C)
check their understanding of this. Ask learners to
read particular temperatures from the scale start
with labelled temperatures, then unlabelled. Read and discuss the different temperatures on
the scale.
Look at the digital thermometer on the page (and
ideally one or two different types from the
workplace). Discuss how these work and the
difference in the way temperatures are displayed
(the digital thermometer gives a reading accurate
to two decimal places). How important is this
level of accuracy? Note: you may need to discuss
what is meant by two decimal places.
Discuss what is meant by the danger zone. Why is
it called this? What is the danger? What actions
might be needed? This is a good opportunity to
discuss recommendations and practice from theworkplace.
Look at the temperature gauges on the learner
page and establish whether the readings they
show are within the danger zone or not. Show or
describe other kinds of temperature gauges to the
group.
Discuss what is meant by perishable food and
ask learners to complete the task. This could be
done as a group activity, using realia, if possible.
If available, use actual temperature gauges to
measure different items in the room, for example,the air in the room, water in a water cooler, water
from the hot tap in the bathroom, foods, etc.
Suggestions for learners who are having
difficulties
Learners who are used to measuring in Fahrenheit
may need an explanation and a comparison
between the two different measures.
Learners who have difficulty reading the
temperature gauges (especially the analogue
scales, which are very small) due to visualimpairment could be encouraged to use a
magnifier. Others may struggle due to a more
general difficulty with reading measures, and
could benefit from creating a diagram of the
gauge in order to establish how it is constructed
and which order the numbers go in.
Learners may need support with digital readouts
and the decimal place issue. Confirm that it is
rare to require accuracy to this level in the food
industry.
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Suggestions for advanced learners
Learners who are already familiar with the
temperatures covered and methods of measuring
them could draw up a chart which covers a wide
range of foodstuffs and the temperatures they
need to be stored at during different stages (e.g.
frozen, defrosting, cooking, waiting to be served).
Curr ref Standards Key Skills
MSS1/L1.4 2GEN3.4; N1.1; C1.2
2GEN3.3
2:1 Temperature danger zoneModule 2 Food storage and treatmentFHy
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47
FHy FHy
FRIDGE
0
C
5 5
10
Temperature danger zone
Perishable food must be kept out of the temperature
danger zone as much as possible. Bacteria and othermicro-organisms grow best between 5C and 63C.
How does a
temperature
gauge work?
A law of nature: if
two things are in
contact with eachother for a long
time they will
come to have the
same temperature.
This is how a
thermometer is
used to measure
the temperature of
food. Put the
thermometer into
contact with the
food and the
thermometer will
come to the same
temperature as the
food.
Perishable food
Perishable means likely to go bad. All food perishes in
time, but some food does so more quickly, especially if
it is untreated.
Which of these are perishable foods that must be kept
out of the danger zone?
Temperature gauges come in different shapes and
sizes and work in different
ways. Make sure you
understand how to use each
one beforeyou use it.
On this temperature gauge
you must push the spike into
the food and press the button.
Read the temperature when
the figures stop flashing.
Is this temperature in the
danger zone?
This thermometer stays in the
fridge unit. You can read the
temperature by counting the
number of marks past the closest
number that the needle is
pointing to.
Is this temperature in the dangerzone?
Fridge
30C
35C
40C
Water boils
Re-heat food
Hot tap water
Body temperature
Room temperature
Ice melts Water freezes
Ice tray
Freezer
45C
50C
55C
60C
65C
70C
75C
80C
85C
90C
95C
100C
105C
110C
25C
20C
15C
10C
5C
0C
5C
10C
15C
20C
D
A
N
G
E
R
Z
O
N
E
PLAINFLOUR
MILKDried
Pasta
Bake
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PAGE 2:2
Time and temperature
This page looks at the time calculations that are vital
to good food hygiene planning. Learners need to be
able to tell the time using analogue and digital
clocks and to calculate start and finish times. The
page links well with the work on temperature:
cooking and storing temperatures.
Materials
Range of analogue and digital clocks and watches
An analogue clock with moveable hands would be
useful
Learning outcomes (objectives)
1 To calculate periods of time.
2 To reinforce the concept of the temperature
danger zone.
3 To plan ahead of time to assure safe food
handling.
Suggestions for how to use this page
Go over the temperature danger zone with the
group, and ask learners what planning methodsare used in their place of work to ensure food is
kept out of this zone.
Check that learners can tell the time using
analogue and digital clocks. You may need to do
this using a range of clocks and watches. Also
check that learners know how to calculate time,
e.g. if the clock says 2:30, what time will it show
in 45 minutes? Learners may also need to work
on 24-hour time.
Go through the examples on the learner page,
discussing any issues which arise. This is a good
opportunity to discuss issues around defrosting,
storing and cooling foods.
Work through the time calculations on the
analogue clock faces on the page. You may need
to use an actual clock and make the hands go
around to the correct times.
Establish what methods learners use to calculate
time. Explain the counting on method as one way
to calculate when food should be withdrawn from
display. It can be displayed below 63 for up to 2
hours. Its 6.30 now, so it must be removed from
display by 6.307.308.30. It can be kept outof chill temperature for up to 4 hours. Its 20 past
8 now, so thats 20 past 9, 20 past 10, 20 past 11,
20 past 12.
You will also need to work on counting back time,
to calculate start times from a given finish time.
Count back in chunks of one hour, then half an
hour, quarter of an hour, five minutes, then single
minutes if necessary. Learners should be
encouraged to check their calculation by counting
on from their answer, to reach the finish time.
In some work places it may be necessary to record
time. Discuss how and where times are written.
Discuss and explain the different ways of writing
time using the 12- and 24-hour clocks.
In some work places it may be necessary to record
temperature at specific times or at particular
stages of processes. Discuss how and where the
temperature is written and what the learner
should do if the recorded temperature does not
meet the required standard.
Ask learners to work out the times in the Have a
go activity. Talk about the meaning of
approximately, and the importance of allowing
for leeway in case of delays.
Suggestions for learners who are havingdifficulties
Check that the learner knows the basic time facts
(e.g. 60 minutes in an hour) and can read the
time from analogue and digital clocks. If
necessary, give additional support for time at
Entry 3 or Level 1, using Skills for Life materials.
Encourage the use of the analogue clock as it is
easier to calculate time using it than using a
digital display (digital clocks/watches/displays are
really good for telling the time as it is happening,
but are not so easy to use to calculate time). Practise counting forwards and backwards in time
by moving the hands of an analogue clock.
Explain some clues you can use to make time
calculations easier. For example, the day is divided
into two twelve-hour sections, so twelve hours
before (or after) one in the afternoon is one in the
morning; to work out nine hours ahead of time
you could add on twelve hours and take away
three. The hour is divided into four 15-minute
quarters, so an hour and a half is the same as six
15-minute quarters. 8:15 is already one quarterpast the hour; if you add three quarters, you get
to the next hour (9:00), then add another three
quarters to get to 9:45.
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It might be useful to develop a crib-sheet of 12-
and 24-hour time equivalents.
Use sticky notes to help time planning: a note for
the start time, a note for the finish time, then
notes showing the time divisions in between.
Suggestions for advanced learners
Learners who are already skilled at planning times
for food hygiene could reinforce this skill by writing
a plan for a days food preparation at their place of
work, including times for food to be defrosted,
chilled, cooled, cooked, etc.
Curr ref Standards Key Skills
MSS1/L1.2 2GEN3.4; N1.1; C1.2
MSS1/L1.3 2GEN3.3
2:2 Time and temperature
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FHy FHy 2:2
Time and temperature
Good food hygiene involves careful planning of time. You must be
able to work out times for defrosting food, keeping a hot dish waitingand how long to cool a dish before you can put it into the fridge.
This joint will take 12 hours todefrost thoroughly in a fridge. It
will take 2 hours to cook. It is
needed for a meal at 1 oclock. It
must come out of the freezerat
least 14 hours before 1 oclock.12
12
This lasagne can safely be kept
warm at 63C for two hours. Food
serving time is from 1:45 to 2:30.It is safe to put the lasagne in the
food warmer at 12:30.
Its easier to count
forwards and backwards
in time using an
analogue clock.
A digital clock makes it
easy to tell what the
time is and whether it is
morning or afternoon.
Have a go
1 You are serving a meal to guests
at 8:15 pm. Individual chicken pies
will take four hours to defrost and
45 minutes to bake. What timeshould they come out of the
freezer, and what time should they
go into the oven?
2 You are serving steamed puddings
at approximately 9:00 pm. You have
a warming area that can safely keep
them warm for 30 minutes. What is
the best time to have the puddingsready by?
30C
35C
40C
45C
50C
55C
60C
65C
70C
75C
80C
85C
90C
95C
100C
105C
110C
25C
20C
15C
10C
5C
0C
5C
10C
15C
20C
D
A
N
G
E
R
Z
O
N
E
14:00
Try to cool freshly cooked food
within 90 minutes. Thats an hour
and a half. This chicken will be
ready for the fridge at 2 oclock.
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PAGE 2:3
Frozen food
Reading and calculating negative temperatures can
be confusing. This page looks at ways of simplifying
and clarifying negative temperatures, as well as the
necessity of storing frozen food safely.
Materials
Dice, OHT version of the learner page
Learning outcomes (objectives)
1 To learn and follow good practice in frozen food
handling.
2 To recognise, read and understand negative
temperatures.
Suggestions for how to use this page
Ask learners about how frozen food is stored in
their own place of work.
Look at the thermometer on the learner page.
Make sure that learners understand that the little
circle is a short way of writing degrees and that
the C is the abbreviation for Celsius, the name
given to the scale used.
Make sure learners understand how temperatures
are recorded.
Make sure learners know how the scale is marked
and labelled and that each mark represents one
degree.
Look at the Celsius scale and the information
about how to read negative numbers. Observe
how the numbers for the minus temperatures get
bigger as the temperature gets lower. Compare
this with the plus temperatures.
Using dice, learners should take turns to roll the
dice and starting from zero, count the number of
marks shown back from zero on the scale and
read the number; alternate throws go backwards
and forwards. Follow the movement on the scale
on the OHT.
Make the game harder by turning off the OHT
and turning over the learner pages. Learners have
to follow the numbers in their heads and work
out the temperatures.
Ask learners to do the activity Have a go which
is about a new freezer on the page, individually orin pairs. Discuss any issues which arise.
Go through the tips to remember about handling
frozen food, and discuss why they are important.
Relate this to learners workplace situations. Add
further tips.
Suggestions for learners who are having
difficulties
Many learners will have difficulty adding and
subtracting with and from negative numbers. This
may be because addition implies larger whereas
18 + 6 gives 12, and subtract implies smallerwhereas 12 to 18 implies larger. Learners will
need extensive practice.
Make sure learners understand the purpose of
learning about negative numbers, and allow
learners some time to assimilate the information.
It might help to relate the information to their
own experience of summer and winter
temperatures.
Give learners a small counter to move backwards
and forwards along the temperature scale to help
hold the place physically. Use two counters when
trying to work out the difference between two
temperatures. Use a blue counter to represent
colder temperatures.
Suggestions for advanced learners
Learners who are comfortable with negative
temperatures and handling frozen food could devise
a checking sheet for use in their place of work to
record fridge and freezer temperatures over a period
of time.
Curr ref Standards Key Skills
N1/L1.2; 2GEN3.4; N1.1; C1.2
MSS1/E3.9 2GEN3.3;
2GEN4.3
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52
FHy FHy 2:3
Frozen food
Frozen food has to be kept very cold, at minus 18 degrees Celsius or
below. Minus temperatures are shown by a minus sign, like this: 18C.The little circle is a shorthand way of writing degrees and the C is the
abbreviation for Celsius, the name given to the scale used.
Remember!
Never place hot or
warm food in a
freezer or fridge unit
because it will make
the temperature rise
and cause
condensation thatcould contaminate
other food. Defrost food
completely before
cooking it. Cooking
partially frozen food
is a common source
of food poisoning. Never refreeze food
which has beendefrosted.
Have a go
The kitchen receives a new freezer unit, which is needed as
urgently as possible. Your job is to keep checking the
temperature gauge. As soon as it is cold enough minus
18C you must inform the kitchen manager. Follow the
temperature drops and circle the step number when the
freezer reaches 18C or below.
1 When you receive the freezer, the temperature measures+10C.
2 In half an hour, it has dropped by eleven degrees.
3 In the next ten minutes the temperature drops by three
degrees.
4 Twenty minutes later, it has dropped again by six degrees.
5 The next time you measure the temperature it has
dropped another four degrees.
6 Thirty minutes later it has dropped by six degrees.
7 Five minutes later the temperature has dropped again byone degree.
Negative or minus numbers count backwards from zero. The colder the temperature, the bigger the number. 1C is colder than zero. 2C is colder than 1C. 5C is 10 degrees colder than +5C. To make it six degrees colder, take away six degrees from 12C to get to 18C. To make it six degrees warmer, add six degrees to 18C to get to 12C.
20C
Minus or negative temperatures Plus or positive temperatures
15C 10C 5C 0C 5C 10C
The air temperature
of a freezer mustmeasure 18C or
below.
The air temperature
of an ice creamfreezer must measure
12C or below.
The air temperature of a
fridge must be between0C and 4C.
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FHy Module 2 Food storage and treatment
53
before or use by dates. Discuss particular stock
control methods learners use in their place of
work, and talk about food manufacturers
responsibilities and the law relating to dating
food products.
Suggestions for learners who are having
difficulties
Check that learners who are struggling to read
dates are reading them in the correct order. In
some countries the usual layout of a date isdifferent to that used in the UK.
Those learners with difficulty remembering and
sequencing months of the year should be
encouraged to make a cue card with months and
their number in order.
Some learners may struggle to count forwards
over different units of time (weeks, months with
different numbers of days in them, and years).
These learners may benefit from using a one page
yearly planner or monthly calendar (depending
on the task) to calculate how long an item of food
can be kept fresh. Using a pencil to mark the
days, weeks and months gives a clear visual
picture that might suit their learning style better.
It might help dyslexic learners to write each date
in the task on a separate sticky note, and then
arrange them physically in order before arranging
them into piles of those that need to be used
before and after the date shown.
Suggestions for advanced learners
Learners who are comfortable with reading and
using food dates could benefit from planning a
store-cupboard replenishment. Give learners a
variety of items with different best before dates on
them and quarterly dates on which they can order
more stock. Tell learners to assume that the
quantities of food are sufficient to last until the best
before dates have expired. Ask them to plan ahead
and write orders for foods that will go past their
best before date before the end of each quarter.
Curr ref Standards Key Skills
MSS1/L1.2 2GEN3.3 N1.1; C1.2
This page examines the many different ways in
which best before and use by dates are displayed
by manufacturers of food products. It will be useful
for those learners who are unfamiliar with date
format and who need practice in determining when
a product should be discarded or used by. It is also
useful as an opportunity to discuss issues around
best practice in food storage and usage.
Materials
A range of food products/labels with various date
formats on them
Learning outcomes (objectives)
1 To understand the significance of use by and
best before dates.
2 To read dates in a range of different formats.
Suggestions for how to use this page
Look at foods in a range of packaging for the
best before or use by dates, comparing
where they are found and what formats theyare found in.
Using the learner page as a focus, discuss the
meaning and purpose of the different kinds of
dates found on purchased food items. Give
learners examples of different products and ask
which kind of date use by or best before
they would be likely to find on them.
Using the learner page, look at the range of
formats that are used for dates. Discuss any
difficulties experienced with these, e.g.
remembering the numbers for months, the orderof day/month/year. Note: learners may have
experience of the US system of month/day/year.
You could design a type of bingo game, where
learners are given cards with dates written on
them in different formats and actual food
products are examined for their best before dates
and called out in front of the whole group. The
first person to match every date on his or her card
is the winner.
Ask learners to complete the activity on the
learner page, individually or in pairs, and discuss
the answers.
This is a good opportunity to talk about the
possible consequences of ignoring or losing best
PAGE 2:4
Best before and use by
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54
FHy FHy 2:4
Best before and use by
Best before and Use by dates are required by law on pre-
packaged foods. These dates are used by supermarkets andsuppliers to make sure customers can be confident that foods
are safe to eat. Dates are written in many different formats.
USE BY dates are
found on highly
perishable foods.
DAY DOTS are
placed on
refrigerated freshor defrosted
products.
Different manufacturers write dates in
different ways.
If a date contains just numbers, the
day of the month is written first, then
the month, then the year.
04/08/05
Day Month YearThefourth day ofAugust 2005
The months of the year are numbered
in the order they come in:
01 = January 07 = July
02 = February 08 = August
03 = March 09 = September
04 = April 10 = October
05 = May 11 = November
06 = June 12 = December
Day dots show the last day that a product can be
used. The shelf life is normally 3 days.
Example: This casserole was refrigerated on
Monday. It must be used by the end of Thursday
(Thu).
BEST BEFORE dates are
found on foods with a
longer shelf life.
Sometimes the month is written out in full: MARCH
Sometimes the month is shortened to the firstthree letters: MAR
Sometimes a number represents the month: 03
Activity
The kitchen will be
closed from Monday
23rd December 2006
until Monday 6th
January 2007.
Which items of stock
should be thrown outon 22nd December?
a b c
g h
d e
USE BY
07/01/07
BEST BEFORE
31-12-06
BEST BEFORE
END DEC 07
BESTBEFORE
END MAR 2006
04-08-06
BEST BEFORE Use by
BEST BEFORE
1 JUN 07
BEST BEFOREEND DECEMBER 07 BEST BEFORE5 JAN 07
Tue
Wedf
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PAGE 2:5
Preserving food
Reading about preserving food can help learners to
organise and retain the information. Understanding
how information is organised into paragraphs makes
it easier to read and absorb. This page focuses on
skills which help learners to read, understand and
absorb information about the complicated processes
involved in preserving food.
Materials
Examples of foods demonstrating different methods
of preservation, Source page 0:05, dictionaries
Learning outcomes (objectives)
1 To learn about the variety of methods used in
food preservation.
2 To understand what a paragraph is.
3 To recognise topic sentences and their purpose.
4 To use this knowledge to improve reading and
comprehension skills.
Suggestions for how to use this page
Begin by talking about the importance of foodpreservation and the purpose of it. Ask learners to
think about all the methods of food preservation
that they know. Record these on the flipchart. Use
any actual food packaging available as
reinforcement.
Try to use as many of the words that are in the
paragraphs in the Source materials as possible, so
that learners become familiar with them before
they have to read them. Value any particular
cultural methods of preserving foods not included
on the page.
Look at the information about paragraphs and the
reading tips. Confirm that paragraphs, when
correctly used, help to put information into
manageable chunks; each chunk is a distinct set
of information and the topic sentence tells you
what it is about.
Discuss learners and your own experiences of
getting lost when reading a complicated or
unfamiliar text.
Encourage learners to keep checking their
understanding as they read. It may help to
confirm that some texts about food hygiene arevery technical and can be difficult to understand,
but that the formatting into paragraphs can help
by breaking the text into chunks.
Ask pairs, or small groups, of learners to read the
paragraphs on the learner page and answer the
questions together.
Hand out the full page of paragraphs about food
preservation from the Source materials. Explain
that the topic sentence in each paragraph is
highlighted to help understand the main idea.
Ask learners to look through the methods and
check meanings of words in the glossary or a
dictionary.
Discuss the different methods as a whole group,
filling any gaps from the groups original list andchecking understanding.
Suggestions for learners who are having
difficulties
Learners who have difficulty in reading or who
dont read in English very well need only read the
highlighted sentence in each paragraph, and then
discuss each method.
Encourage learners to circle and look up
unfamiliar or complicated words in the glossary.
Give support for the alphabet skills required, ifnecessary. Chunking the alphabet into quartiles
(AG, HM, NS, TZ, with M marking the middle)
can help to locate where words will be found.
A useful technique for slowing down readers who
tend to trip over words and lose the sense of what
they are reading is to give them a red felt tip pen
and ask them to draw a large red dot wherever
they see a comma, a full stop, a joining word, or
in long sentences, after every five words. (You
may need to start this process off, as many
learners may not know what a comma or a
joining word is and may not notice full stops.)They should then read up to each dot and stop to
check that what they have just read makes sense.
Suggestions for advanced learners
Learners who are quick to assimilate information
could look at examples of actual food packaging and
determine what techniques have been used to
preserve the food, looking out in particular for
chemical additives. They could make a list of what
they have found and present it to the rest of the
group.
Curr ref Standards Key Skills
Rt/L1.3; n/a C1.2
Rt/L2.3
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temperatures.
Drying
Drying food, or dehydration, takes out
the moisture that feeds spoilage
bacteria, so food like fish, meat,
vegetables and fruit can be kept for
long periods.
(Paragraph 4)
Smoking food adds flavour as well as
preserving it. Cheese, fish, chicken,
sausages and bacon are often smoked.
r
f
p
I
s
o
r
to
A
ng
en
T
ep
rd,
ed
ses
of
an
Chemical preservation
Chemicals can preserve food by
making it difficult for micro-organisms
to grow there. Salting, pickling, curing
and preserving with sugar are
examples of chemical preservation.
Some herbs and spices can also help to
preserve food. Artificial chemicals,
such as sorbic acid, sodium benzoate
and sulphur dioxide are found in many
foods today. Artificial chemicals are
given an E number.
Module 2 Food storage and treatment
56
FHy FHy 2:5
Questions
1 How many sentences are there in eachparagraph?
2 What is a suitable heading for paragraph 4?
3 Which of the preserving processes described
in the paragraphs are used for these products?
Preserving food
Many methods are used to slow down the
process that leads to food spoilage. Readingabout them can help you to remember and
understand the different processes. Longer pieces
of text are usually split into separate paragraphs.
This can make the text easier to read.
Paragraphs
Knowing about paragraphs helps you to read them.
Paragraphs: are groups of sentences about the same idea can have one or two, or many sentences in them are often separated by spaces.
Reading tips
You may need to read a paragraph morethan once.
Read first to get a general idea of
what it is about. Read again and try to find one
sentence that gives you the main idea.
This is called the topic sentence. Use the glossary or a dictionary to
look up technical words.
What are the topic sentences in the
three paragraphs above?
a b c
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Ask learners to find all of the examples of
negative instructions in the text.
Discuss the use of the conditional in the set of
instructions. Ask learners to think of more
examples from their work, e.g. If the eggs are
delivered late again, phone the supplier.
Offer strategies for understanding written
instructions:
1. Look for the imperatives and underline the
instructions.
2. Count the number of instructions.
3. Check the meanings of unfamiliar words or
phrases.
Suggestions for learners who are having
difficulties
Point learners to the glossary to remind them of
word meanings.
Assist learners who are having difficulty spotting
the imperatives. Help learners to identify and
underline all of the examples. Learners working in
pairs or small groups can read the text togetherand support one another. They are more likely to
achieve the learning outcomes in this way.
Suggestions for advanced learners
Give learners another piece of instructional text to
do with the area of food hygiene. Ask learners to
i) underline the imperatives, ii) circle any negative
instructions, and iii) put a square box around any
negative instructions. Point out to learners that they
are following a simple set of instructions when
completing this task itself.
Curr ref Standards Key Skills
Rt/L1.2 2GEN3.3; C1.2;
4GEN1.1; WO1.1
4GEN1.3;
2GEN4.3
This page focuses on the importance of handling
and storing food in a safe and methodical manner
in order to prevent contamination, spoilage and
ultimately food poisoning. A set of instructions on
food storage is used to demonstrate the language of
instruction.
Materials
Different colour pens, Source page 0:07
Learning outcomes (objectives)1 To recognise correct and incorrect methods of
handling food.
2 To read and understand the language of
procedures and instructions.
3 To recognise instructional language, e.g.
imperatives.
4 To know that some instructions are conditional.
Suggestions for how to use this page
Begin by asking the group about any specialprocedures they have for checking in and storing
food in their own place of work.
Give the group the learner page and the Source
page and ask them to read through the bulleted
list General rules for food storage. Discuss any
issues which arise about food storage from the
text and from learners own experiences.
Using the learner page, take learners through the
particular features of a typical piece of
instructional text.
Point out to learners that instructions often start
with a command or action word. This tells the
reader exactly what they have to do. It is up to the
teacher to decide whether to introduce learners to
the term imperative. This will depend upon the
group of learners and the stage they are at.
Ask learners to underline all of the command
words or imperatives in the text. This will be
particularly helpful to ESOL learners who need to
be aware of imperatives as markers to help them
in reading and understanding instructions.
Point out that instructions can be positive or
negative and that these can be spotted by the useof words such as always and never. Discuss the
importance of this wording. What are the
implications if such commands are not followed?
PAGE 2:6
The dos and donts of food storage
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FHy FHy 2:6
The dos and donts of food storage
Its important to store food away correctly straight after you
have checked a delivery. There are lots of guidelines to dowith the correct storage of food.
These guidelines are a set of instructions. They are clearly
written in short bulleted sentences.
General rules for food storage
Store food immediately after you have checked the
delivery.
Always deal with high risk, frozen and perishable
foods before dry and canned goods.
Keep high risk and perishable foods out of the
temperature danger zone.
Always read the storage instructions on the label
or box. Place foods in the correct storage areas.
You must protect food from contamination.
Never store food on the floor, always use shelves
or pallets.
Use clean, dry containers and wrappers if food
needs to be divided into smaller quantities or re-
wrapped.
Stack shelves carefully without overloading them
and leave enough space between goods for air to
circulate freely.
Keep storage areas clean and dry; clear up any
spills immediately.
Rotate stock. Never use food that has just arrived
when you have stock on the shelves that should be
used first.
Tell your manager about any signs of pests.
Separate any food that could be spoilt or has gone
past its date mark to ensure that it is not eaten
and tell your manager. He or she will tell you
what to do once the food has been checked.
Unacceptable food should be returned to the
supplier or destroyed.
Always store cleaning chemicals and materials in
separate, clearly labelled areas.
When you read
instructions look
out for the actionwords that tell you
exactly what to do.
Storefood
Placefoods Stackshelves
Rotatestock
Keep an eye out for
dos and donts
so that you can
follow the
guidelines correctly.
Always read
Always store
Neverstore
Look out for things
that must be done
if something else
happens.
Never storefood
on the floor.
Use clean, dry
containers and
wrappers iffood
needs to be
divided into
smaller quantities
or re-wrapped.
Look out for
negative
instructions
things you
should not do.
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59
PAGE 2:7
Food storage
Correct food handling includes food storage, and
learners need to be aware of the potential hazards
caused by incorrect and inappropriate food storage.
This page combines reading a memo from the
Source materials about inappropriate food storage
with some work on developing skills in using
context to work out some of the technical
vocabulary used in connection with food handling.
Materials
Source page 0:08
Learning outcomes (objectives)
1 To explore and understand appropriate and
inappropriate methods of storing food.
2 To recognise and understand a range of food
hygiene-related vocabulary, using context clues.
Suggestions for how to use this page
Begin by asking learners what they know about
good food storage techniques. Discuss the
different areas of food storage dry goods stores,cold stores and refrigerator units for highly
perishable goods, frozen foods stores and chiller
cabinets/vending machines for short-term display.
Confirm that information about food storage is
often written using very technical vocabulary and
that this can make it difficult to read. This is a
problem for most people reading this type of text.
Ask learners about any existing strategies they
have for working out the meaning of unfamiliar
words. Expect: dictionary, glossary, asking
someone, working it out from the words aroundit or guessing.
Acknowledge that there are many valid strategies
to understand unfamiliar words.
Explain that this page and the activity practises
using the context to work out the meaning of
unfamiliar words.
Confirm that using the context is a way of
working out the meaning of unfamiliar words by
using the surrounding words or text. For example
vehicle is likely to have a different meaning
depending on whether you are talking about carsor contamination.
Read the in-company memo from the Source
materials together as a group. Check whether
there are any other words that are difficult other
than those underlined.
Learners complete the activity on the page in
pairs or small groups.
Discuss the problems identified in the memo and
ask learners what the consequences of each
problem could be. Use the technical words used
in the memo as well as other, more colloquial
terms so that learners become familiar with them
and their meanings.
Talk about any other possible storage failures as a
whole group. When learners use long,
complicated or less familiar words in their
discussion, write these words up on the flipchart
or whiteboard, with alternative meanings. This
will help to extend learners vocabulary related to
food storage and food hygiene, as well as helping
to extend reading and spelling skills.
Confirm that the underlined words are all in the
glossary and that this and a dictionary are useful
tools to use when reading technical information.
Suggestions for learners who are having
difficulties
Assist learners who have problems with the
alphabetic skills needed for looking up words in
the glossary.
It is a good idea for all learners, but particularly
those with dyslexia or ESOL needs, to develop
their own personal glossary of terms used. It
might be a good idea to add sentences with the
words used correctly as well as meanings.
Suggestions for advanced learners
Learners who have no difficulty with the vocabulary
used could benefit from listing the kinds of foods
stored in their place of work, and making a note of
potential hazards caused by inappropriate storage of
these items.
Curr ref Standards Key Skills
Rw/L1.2; 2GEN3.3; C1.2
Rs/L1.1 4GEN1.1;
4GEN1.3;
2GEN4.3
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Food storage
Its important to handle and store food in the best possible
conditions, at the right temperature and for a safe period oftime. Some of the words used to describe these conditions
can be difficult to read or understand, but you can sometimes
work out their meanings from the context.
Activity
Read the memo from the Source materials and choose the best
meaning for the underlined words below. Use the context to
help you do this.
Handle everything with
care: rough handling
can accelerate spoilage.
The best meaning of
accelerate in this
context is:
1 speed up
2 drive3 slow down
Inappropriate storage
in the fridge may allow
raw meat to drip onto
cooked food.
The best meaning of
inappropriate in thiscontext is:
1 shelf
2 inside
3 incorrect
Storing rubbish for too long
caused an infestation of
flies.
The best meaning ofinfestation in this context is:
1 a small number
2 an overwhelming number
3 a home for
You cant always work out the exact
meaning of words from the sentence
you find them in but you can make agood guess.
Freezer burn is caused by
dehydration damage when
food is frozen without
proper wrapping and
moisture evaporates.
The best meaning of
dehydration in this context
is:1 water penetration
2 drying out
3 burning
Tip
Use the other words around
the word or words like it towork out the meaning.