food hygiene module 2- food storage and treatment.pdf

7/30/2019 Food hygiene Module 2- Food storage and treatment.pdf

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FHy Module 2 Food storage and treatment

45

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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46

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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2:1Module 2 Food storage and treatment

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


4/16

Module 2 Food storage and treatmentFHy

48

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


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.


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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49

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.


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.


MSS1/L1.2 2GEN3.4; N1.1; C1.2

MSS1/L1.3 2GEN3.3

2:2 Time and temperature


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Module 2 Food storage and treatment

50

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.


7/16


51

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


1 To learn and follow good practice in frozen food

handling.

2 To recognise, read and understand negative

temperatures.


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.


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.


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.


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.


9/16


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.


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.


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.


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


1 To understand the significance of use by and

best before dates.

2 To read dates in a range of different formats.


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


10/16


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


11/16


55

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


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.


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.


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.


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.


Rt/L1.3; n/a C1.2

Rt/L2.3


12/16

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.


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


13/16


57

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.


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.


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.


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.


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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58

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.


15/16


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


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.


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.


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.


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.


Rw/L1.2; 2GEN3.3; C1.2

Rs/L1.1 4GEN1.1;

4GEN1.3;

2GEN4.3


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Module 2 Food storage and treatmentFHy FHy 2:7

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.

food hygiene module 2- food storage and treatment.pdf

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