- •Учебное пособие
- •Contents
- •Предисловие
- •Inroduction / Введение
- •Topic units Part I The main course / Основной курс Unit 1. Food / Пища
- •I. Master words and word combinations:
- •II. Read and translate the following text into Russian:
- •V. Translate the following sentences into English using the active vocabulary of the unit:
- •III. Answer the following questions:
- •IV. Use the following words and word combinations in the sentences of your own:
- •VI. Prepare a report on one of the following topics:
- •VII. Retell the text. Unit 2. Genetically modified food / Генетически модифицированный продукт
- •I. Master words and word combinations:
- •II. Read and translate the following text into Russian:
- •III. Answer the following questions:
- •IV. Use the following words and word combinations in the sentences of your own:
- •V. Translate the following sentences into English using your active vocabulary:
- •VI. Retell the text. Unit 3. Food processing / Обработка пищи
- •I. Master words and word combinations:
- •II. Read and translate the following text into Russian:
- •Benefits and drawbacks
- •Food presentation
- •III. Answer the following questions:
- •IV. Use the following words and word combinations in the sentences of your own:
- •V. Say if the following sentences true or false. Correct the false ones:
- •VII. Retell the text. Unit 4. Food safety / Безопасность пищи Text 1.
- •1. Master the active vocabulary.
- •2. Answer the following questions.
- •4. Translate from Russian into English.
- •5. Express the main idea of the text in two-three sentences. Text 2. Regulatory agencies
- •1. Master the active vocabulary.
- •2. Answer the following questions.
- •4. Translate and memorize the following word combinations.
- •5. Translate from Russian into English.
- •6. Ask questions to underlined words.
- •7. Make up a plan of the text, retell the text according to the plan. Text 3. Consumer labeling
- •1. Master the active vocabulary.
- •2. Answer the following questions.
- •3. Find Russian equivalents to the given English terms.
- •4. Say whether the statements are true or false?
- •5. Be ready to tell about consumer labeling. Text 4. Consumer tips: How to keep food safe
- •1. Master the active vocabulary.
- •2. Answer the following questions.
- •4. Translate from Russian into English.
- •5. Agree or disagree with the following sentences.
- •Text 5.
- •Unit 5. Food storage / Хранение продуктов питания Text 1.
- •1. Master the active vocabulary.
- •2. Answer the following questions.
- •3. Translate from Russian into English.
- •4. Make up a plan and be ready to retell the text according to this plan. Text 2. Storage of meat
- •1. Master the active vocabulary.
- •2. Answer the following questions.
- •3. Translate from Russian into English.
- •4. Retell the text. Text 3. Commercial food storage
- •Answer the following questions.
- •2. Translate from Russian into English.
- •3. Agree or disagree with the following statements. Prove your opinion.
- •4. Retell the text. Unit 6. Food spoilage / Порча пищи Text 1.
- •1. Master the active vocabulary.
- •Exotoxins
- •Preventing bacterial food poisoning
- •Viruses
- •Natural toxins
- •2. Answer the following questions.
- •4. Translate and memorize the following word combinations.
- •5. Say whether the statements are true or false.
- •6. Retell the text using as many words from active vocabulary as possible. Text 2.
- •Infectious dose
- •Outbreaks
- •Society and culture
- •Organizations
- •2. Answer the following questions.
- •3. Find Russian equivalents to the given English terms.
- •4. Translate from Russian into English.
- •5. Retell the text. Text 2a. Food contaminant
- •Text 2b. Hair in food
- •Unit 7. Food packaging / Упаковка продуктов питания
- •1. Master the active vocabulary.
- •Food packaging types
- •Packaging machines
- •2. Answer the following questions.
- •3. Translate from Russian into English.
- •4. Ask questions to the underlined words.
- •5. Retell the text using as many words from active vocabulary as possible. Unit 8. Junk food / «Мусорная еда» Text 1.
- •1. Master the active vocabulary.
- •Snack food
- •2. Answer the following questions.
- •3. Be ready to retell the text. Text 2. Whole foods
- •1. Master the active vocabulary.
- •Comfort food
- •2. Answer the following questions.
- •3. Retell the text using as many new words as possible. Text 3. Take-out
- •Text 4 Menu engineering
- •1. Master the active vocabulary.
- •Answer the following questions.
- •3. Find Russian equivalents to the given English terms.
- •4. Translate from Russian into English.
- •5. Ask questions to the underlined words.
- •6. Retell the text. Unit 9. Restaurant. Restaurant guides. Michelin Guide / Ресторан. Гиды ресторанов. Мишлен гид.
- •I. Master words and word combinations:
- •II. Read and translate the following text into Russian: Restaurant
- •Restaurant guides
- •Michelin Guide
- •III. Answer the following questions:
- •IV. Use the following words and word combinations in the sentences of your own:
- •V. Translate the following sentences into English using your active vocabulary:
- •VI. Retell the text. Unit 10. Methods of cooking / Методы приготовления
- •I. Master words and word combinations:
- •II. Read and translate the following text into Russian:
- •Roasting
- •Dry roasting
- •Braising
- •Jugging
- •Shallow frying
- •Deep frying
- •Pan frying
- •Sautйing
- •Stir frying
- •Chao technique
- •Bao technique
- •Steaming
- •Grilling
- •Boiling
- •Barbecue
- •III. Answer the following questions:
- •IV. Use the following words and word combinations in the sentences of your own:
- •V. Translate the following sentences into English using the active vocabulary of the unit:
- •VI. Tell about different methods of cooking.
- •Comunication units
- •Part II Catering industry
- •Unit 1. An introduction to the Catering industry / Введение в ресторанное дело
- •Decide if these sentences about catering are true (t) or false (f).
- •Read the text about catering and check your answers.
- •Complete the sentences with the correct form of these words from the text.
- •Read the conversation in a cafe between a waiter and a customer and complete it with the expressions from the box. Then listen and check your answers.
- •Work in pairs. Role play similar conversations in a fast food outlet and on an aeroplane. Use the conversation in exercise 4 to help you.
- •Read the text and answer the questions.
- •Unit 2. The Restaurant: meet the staff / Ресторан: штат сотрудников
- •1 Do you know who is who in the kitchen? Put these restaurant kitchen staff jobs in order from the most senior to the most junior position.
- •2 Who do you think the chef de cuisine reports to? Read the text about kitchen staff and check your answer.
- •4. Read the text about front-of-house staff and decide if the sentences below are true (t) or false (f).
- •5. Work in pairs. Look at the information below and role play similar conversations in a restaurant.
- •Unit 3. Clothes and personal hygiene / Форма одежды и личная гигиена
- •1 Decide if these sentences are true (t) or false (f).
- •2 Read the introduction to kitchen staff clothes and check your answers.
- •3 Read the rest of the text about kitchen staff uniforms and label the clothes with the words in bold in the text.
- •4 Match these words and expressions from the text with their definitions.
- •5 Complete the conversation with the missing information.
- •6 Draw the personal hygiene symbols you see in a kitchen with the expressions below.
- •7. How much do you know about personal hygiene in the kitchen? Do this quiz and find out!
- •8. Read this hygiene manual and check your answers.
- •Unit 4. In the kitchen / На кухне
- •1 Match the kitchen areas with their uses.
- •2 Read the text and check your answers.
- •3 Read the text again and answer the questions.
- •4 Match the words to their definitions.
- •7. Match the pictures, names and uses of some basic kitchen food preparation appliances.
- •8 Read the text about kitchen cooking appliances and answer the questions.
- •Unit 5. Different foods, different cooking methods / Различные продукты питания, различные методы приготовления пищи
- •1 Label the food categories with the different eatwell food plates. (use pictures and photos)
- •2 Read the text about the quantities of different types of food we need to eat and check your answers.
- •3. Read the text again and put the foods in the correct column according to their principal nutrient. Can you add any more of your own?
- •4. Read the text again and complete these sentences.
- •5. Work in pairs. Write down what you usually eat every day, then ask your partner about what he/she usually eats and make notes. Use the information in the text to help you.
- •6. Report back to the class. Do you think your partner has a healthy balanced diet? What do you think he/she should eat more or less of?
- •7. Match the cooking techniques with their pictures and definitions.
- •Ingredients
- •9. Reorder the recipe for cheesy grilled mushrooms. Then listen and check.
- •10. Write a list of the ingredients you need to make the recipe. Ingredients
- •Look at the ingredients of this typical British rhubarb crumble and cream recipe and complete the preparation method with the right ones.
- •Write the recipe of a typical dish from your country. Use the vocabulary from this unit and the recipes in exercises 8, 9 and 11 to help you.
- •Work in pairs and take turns to dictate your recipe to your partner. Do not tell him/her what your recipe is, but see if he/she can guess from the ingredients and the method.
- •My glossary
- •Part III. Business English units / курс делового английского Unit 1. Restaurant organization / Организация работы ресторана
- •Business english lesson 1 making contacts / устанавливаем контакты
- •Unit 2. Restaurant standards / Стандарты ресторанного обслуживания
- •Business english lesson 2 solving problems / решение проблем
- •Unit 3. Food quality / Качество продуктов питания
- •Business english lesson 3 making calls / телефонный разговор
- •Introducing yourself
- •Business english lesson 4 at a hotel / в гостинице
- •Don`t have don`t worry good journey invoice Thank you your bill you sign
- •Unit 5. Innovative restaurant techniques / Инновационные технологии в ресторане
- •In The Dark Restaurant in London
- •Ice Restaurant in Dubai
- •Innovative Dining In nyc: The Most High-Tech Restaurants For Modern Geeks
- •Business english lesson 5 eating out / в ресторане
- •Unit 6. Microbiology / Микробиология
- •Business english lesson 6 hiring and firing / прием на работу и увольнение
- •Unit 7. Food chemystry / Пищевая химия
- •Business english lesson 7
- •Part IV. Self-Study Units / Раздел для самостоятельного обучения Unit 1. History of Italian cuisine / История итальянской кухни
- •Magna Grecia and the Etruscans
- •Lesson 2
- •Roman Cuisine in the Republican Era
- •4. Answer the following questions:
- •5. Translate into Russian using чем … тем …:
- •Lesson 3
- •1. Read the words and put down their Russian equivalents:
- •2. Master the active vocabulary:
- •3. Read and translate the text: Roman Cuisine in the Imperial Age
- •Cuisine in the Middle Ages
- •Lesson 4
- •Gastronomical Revival in the Feudal Courts
- •2. Read the micro text and define the main idea of the text.
- •3. Give Russian equivalents for the following words and word combinations:
- •4. Give English equivalents for the following words and word combinations:
- •5. Open the brackets using the correct tense form.
- •Lesson 5
- •1. Read the words:
- •3. Word formation.
- •The Culinary Discoveries of Great Explorers
- •4. Put down the nouns. Translate the words.
- •Cuisine in the Renaissance
- •Culinary Art and Etiquette in the Renaissance
- •Lesson 7
- •1. A) Cover the right column and read the English words. Translate them into Russian and check your translation.
- •2. Read the words and put down their Russian equivalents:
- •3. Put down the adverbs. Translate the words. Continue the list.
- •5. Put down the English for:
- •6. Translate the following words and word combinations in writing.
- •7. Read and translate the text. Cuisine in the 17th, 18th, and 19th centuries
- •Foreign influence and the spread of new foods
- •Lesson 8
- •20Th Century Cuisine
- •Lesson 9
- •7. Answer the following questions:
- •Lesson 10
- •Lesson 11
- •1. Read the words:
- •2. Master the active vocabulary. Cover the left column and translate the Russian words back into English.
- •4. Put down the nouns. Translate the words.
- •6. Put down the English for:
- •Lesson 2
- •Lesson 3
- •Lesson 4
- •Lesson 5
- •5. Read the words.
- •6. Give Russian equivalents for the following words and word combinations:
- •7. Read the text. Find the corresponding translation of the sentences. Meat dishes
- •8. Pronounce correctly. Mind reading of the letter “a”.
- •9. A) Cover the right column and read the English words. Translate them into Russian and check your translation.
- •10. Think of four questions covering the text. Put them to your group-mates.Read and translate the text. Hot fish dishes
- •Unit 3. Indian cuisine / Индийская кухня Lesson 1
- •Lesson 2
- •Production
- •Lesson 3
- •Food value
- •Cereals
- •6. Word formation. Form words adding prefixes over-, un-.
- •Lesson 5
- •1. Read the text and define the meaning of new words. Translate the text. Cooking
- •2. A) Cover the right column and read the English words. Translate them into Russian and check your translation.
- •3. Read the micro text and define the main idea of the text.
- •Lesson 6
- •2. Master the active vocabulary:
- •3. Read and translate the text:
- •Buckwheat (gluten free)
- •Corn or Maize (gluten free)
- •Millet (gluten free)
- •Quinoa (gluten free)
- •Rice (gluten-free)
- •Wild Rice
- •Lesson 7
- •8. Read and translate the text. Spelt
- •Unit 4. Nuts and Seeds / Орехи и семена Lesson 1
- •4. Put down the nouns. Translate the words. Find a word different from others.
- •Lesson 2
- •Almonds
- •9. Read the text. Write out the description of chestnuts. Chestnuts
- •Lesson 3
- •Coconuts
- •6. Read the micro text and define the main idea of the text.
- •Lesson 4
- •Lesson 5
- •Macadamia Nuts
- •Pine Nuts
- •Pistachios
- •6. Answer the questions.
- •7. Read the text. Define what the following numbers mean:
- •Walnuts
- •8. Make a project “Nuts and their history”. Lesson 6
- •1. Read the words:
- •4. Put down the English for:
- •5. Read texts about different kinds of seed. Compare them. Seeds Pumpkin
- •Sunflower
- •Unit 5. Soya & Mycoprotein / Соя и микропротеины Lesson 1
- •Lesson 2
- •4. Make a list of words according to the model. Translate the words.
- •5. Which of the following words are nouns? verbs? adjectives? adverbs? Why?
- •6. Read and translate the text. Textured Vegetable Protein
- •Lesson 3
- •6. Fill in the proper prepositions. Soya Sauces
- •Lesson 4
- •Soya Dairy Alternatives
- •Lesson 5
- •Other Soya Products
- •3. A) Cover the right column and read the English words. Translate them into Russian and check your translation.
- •4. Read the micro text and define the main idea of the text.
- •5. Give Russian equivalents for the following words and word combinations:
- •6. Read the text and define the meaning of new words. Translate the text. Mycoprotein
- •Lesson 6
- •Unit 6. Cheese & Rennet / Сыр и сычуг Lesson 1
- •Lesson 2
- •5. Which of the following words are nouns? verbs? adjectives? adverbs? Why?
- •6. Read and translate the text in written.
- •Vegetarian Cheeses
- •Lesson 3
- •5. Complete the sentences.
- •6. Choose the proper prepositions and fill them in:
- •7. Pair work. Put the questions given above to your group-mate and let him/her answer them.
- •7. Answer the following questions:
- •Victoria Falls Restaurants
- •Appendix / Приложение Клише для написания резюме
- •Фразы для краткого изложения/реферирования
- •Glossary / Словарь
- •Conclusion / Заключение
- •References / Используемая литература
Business english lesson 1 making contacts / устанавливаем контакты
1. Follow the conversations. Say what the situation is…
a an airport - checking in
b a restaurant - chance meeting
с hold conference
d an airport
e checking in
Conversation 1
B: Yes, I am. Are you from Nixdorf?
A: Yes, I`m Saskia Slater. How do you do?
B: Pleased to meet you.
A: Are you very tired after your flight?
B: A little, but I`m fine.
A: Good. Oh, here we are. Taxi!
Conversation 2
A: Hello. Are you one of the organisers?
B: No. I'm not. I`m a delegate, like you.
A: Oh. I`m sorry.
B: So you are Jacky Leclerk.
A: Yes. but how…
B: Your badge. I`m Jeff Simpson, from CMG.
A: Oh .CMG. You are big in plastics of course.
B: Yes, we are. And who are you with?
A: Morgan Friedman.
Conversation 3
A: Hello, Enrique. How are you?
B: I`m fine. I am fine. And you?
A: Yes, I`m fine too. Are you alone?
B: Yes, I am.
A: So, you're free to join me.
B: Yes. Yes. I am. Thank you.
A: Over here, the table by the window.
Conversation 4
A: Good afternoon. I`m from LPG.
B: Ah, yes, Mr Poulson.
A: No, I`m not Mr Poulson. I`m Mr Leeman.
B: Right. Sorry about that. Room 303.
A: Thank you.
B: You re welcome.
2. Complete the gaps in the conversations. Read again to check your answers.
Conversation 1
A Excuse me, (a) … Mr. Jansky?
B Yes. I am. Are you from Nixdorf?
A Yes. (b)… Saskia Slater. How do you do?
B Pleased lo meet you.
A (c) …. very tired after your flight. (d) … fine.
B A little bit, but (e) ….
A Oh, here we are. Taxi!
Conversation 2
A Hello, (f) …one of the organisers?
B No, I'm not. I'm a delegate, like you. Oh. I'm sorry.
A So (g) …Jacques Leclerk
B Yes. I how ...
A Your badge. (h) ….
B Oh, CMS, (i) …plastics.
A Yes. we are. And who (j) with?
B Morgan Friedman.
Unit 2. Restaurant standards / Стандарты ресторанного обслуживания
1. Master words and word combinations:
Staff – штат сотрудников
a bartender– бармен
Gastromondiale – сайт «Gastromondiale» всемирной гастрономии
foie gras – фуа - гра
truffles – трюфели
milk fed lamb – молочный ягненок
benchmark – критерий
seasoning – сдабривать, заправлять
inferior quality – плохое качество
to concoct – состряпать, выдумать
2. Read and translate the following text into Russian.
High restaurant customer service standards are essential to the growth and success of an establishment. Many online city guides include customer reviews of restaurants that can attract customers if service is continually excellent or deter customers with bad reviews. Listen and Follow Up
Servers and s must always listen carefully to the requests of the guests and write them down if necessary, such as the meat temperature of a guest's steak. Be sure to note any allergies or specific diet requirements and let the expo manager and cooks know about modifications. After the meal has been presented, follow up within two minutes to see how the guests are enjoying the meal.
Courtesy
Customers should be treated "like members of a private club" according to the Amazing Service Guy website. Remembering names and favorite drinks/meals of customers encourages them to return and possibly recommend the establishment to others.
Happy Staff
Treating staff members with respect will keep them happy and motivated to perform their job well. Unhappy staffs that are continually talked down to are much less likely to be interested in maintaining a good work attitude and might even say negative things to customers about the establishment's owners/managers or the quality of the food. Incentives to perform well, such as bonuses and gift certificates, can further encourage optimal work performance.
3. Read and translate the following text into Russian.
RATING STANDARDS FOR FORMAL RESTAURANTS
An important mission of this site is to attempt to develop reliable and rigorous criteria when evaluating restaurants.
Readers of restaurant reviews, whether they are made by guides or by restaurant critics, are often in the dark as to what standards the reviewer has applied and exactly how the verdict – as this is often how the chef regards it – has been reached. Few guides or restaurant critics – if any - give any deeper explanation of their ratings or what standards they use. Also, restaurant criticism is often highly influenced by the preferred tastes of the reviewer.
Gastromondiale uses the following criteria.
1. What is the quality and rarity of ingredients? - This only targets the quality and not the price of the ingredients. A great dish can be made with inexpensive ingredients of exceptional quality and a poor dish from expensive ingredients of inferior quality. On the other hand, esp. when dining in a Michelin multi-starred restaurant one is entitled to expect at least some rare ingredients on the menu which are not readily available in supermarkets. By rare, I do not necessarily mean very luxurious ingredients like caviar, foie gras, lobster or truffles. Indeed it is better not to serve low grade foie gras or canned truffles. But one expects to find, depending on the season and the region, some rare seafood, shellfish, wild mushrooms, milk fed lamb, etc.
2. How well do preparations respect the used ingredients, how well have the appearance and true flavors of the ingredients been enhanced and with what clarity do the ingredients shine in the preparations? - a chef must not make carrots taste like tomatoes. It may sound trivial but the lack of respect for ingredients is one of the biggest flaws in the cooking even at famous restaurants. When you eat a plate with several vegetables, too often, you won’t be able to taste each of them. One benchmark-example in this respect is a plate like Michel Bras’ Gargouillou, where each vegetable is cooked on its own ensuring that every component in the dish respects the true taste on its own and where the total result is a symphony of tastes that together enhances the impression of the true tastes by offering all those clear tastes of the garden at the same time. Having said this I want to stress that the chef is by no means obliged to respect the shape or the "raw" tastes of the used ingredients. The chef will have a far-reaching discretion to modify ingredients, both with respect to taste and texture, as long as the result respects the essence of the used ingredients.
3. How much of magic touch of the chef is displayed in the preparations and how well has the chef calibrated and married tastes to achieve greatness? – The magic touch in preparations is often what separates the contenders from the pretenders. The magic touch can often be very subtle elements such as clever seasoning, presentation, temperature control etc.
4. What is the level of originality? Is it just a copy, has the chef actually tried to take another dish to a new level or is it a completely new approach with little influence of something that has been done before? – Chefs with ambition should strive after originality in their cuisine and try to form their own style. Sometimes it is, even with dishes that at first sight may seem original, easy to find preparations in the culinary history that seem to be the obvious source for inspiration, but it is often difficult to conclude if the chef has used that source or on his own come up with the resulting dish. It is often easy after eating a number of dishes at a given restaurant to determine the level of originality and style of the cuisine.
5. Can the preparation be improved by a higher rating of the above without completely changing the concept of the dish? – Clearly, I will not give perfect scores to dishes that easily could be improved by the use of better ingredients or a better taste calibration for instance. A perfect dish in this sense is a dish from which you can not substract or add an element/ingredient without lowering the quality.
6. To what extent is the chef able to build a successful flow of the meal? - I think it is important that the chef displays talent to concoct a balanced meal which progresses without repetition and with high notes in terms of achieving, throughout the full course of the meal, a superb textural and flavor balance.
It is worth pointing out that I have no preference for certain type of food whether it is traditional or highly innovative avant-garde cuisine. I feel that regardless of style, the above criteria can be applied.
There are many guides and food critics that today place the originality of the used technique as one of the primary criteria for judging food regardless of the result. I take a different approach since the applied technique adds nothing on its own to a dish and I am not going to give any style points to chefs who use certain techniques just for the sake of it.
Gastromondiale offers a score rating coupled with a star rating. The scoring system should not be compared with the scoring chart of other guides. We feel one weakness with most guides’ rating systems is the lack of recognition of the vast difference between what is very good food and what is exceptional food.
4-stars (19-20/20) Four stars indicate exceptional food that is rare to encounter. It is food that is made with an exceptional attention to ingredient sourcing, respect for seasons, offers sensational taste calibration and magic touch of the chef, careful execution of the cuisine and a high level of originality or style.
3-stars (17-18/20) The difference between the four and three star rating is a big step. A three star restaurant is a restaurant that offers outstanding food made with exceptional to outstanding ingredients but where there is room for improvement with respect to ingredient sourcing, executions of the preparations or where the originality or style is not clear.
2-stars (15-16/20) A 2-star rating is an indication of very good to sometimes outstanding food. There is a clear step between two and three stars. It could be restaurants offering outstanding to exceptional ingredients, but where there is no enhancement or taste calibration or originality or where there is a lack of magic touch from the chef. Several restaurants rated as 3-stars by Michelin falls within this rating.
1-star (13-14/20) A 1-star rating is given to food that is worth exploring and offers culinary interest and enjoyment. Of course this rating is a very good rating for a small restaurant or for a young chef with limited resources. Obviously it is a less impressive rating for an expensive and prestigious restaurant.
__________________
No star In the non-starred scores, a score between 9-12 offers various degrees of food that is good and enjoyable to eat but where the sourcing of the ingredients or the execution leaves room for significant improvements.
A score below 9 – is given to food that to a varying degree is disagreeable to eat for the real gourmet and should be avoided.
4. Make a review of the previous article according to a plan of rendering:
1. The title of the article. |
1. a) The article is headlined .... b) The headline of the article I have read is ... |
2. The author of the article; where and when the article was published. |
2. a) The author of the article is ... b) The article is written by ... c) It is (was) published in ... d) it is (was) printed in ... |
3. The main idea of the article. |
3. a) The main idea of the article is ... b) The article is about ... c) The article is devoted to ... d) The article deals with ... e) The article touches upon ... f) The purpose of the article is to give the reader some information on ... g) The aim of the article is to provide the reader with some facts/material/data on ... |
4. The contents of the article. Some facts, names, figures. |
4. a) The author starts by telling (the reader) (about, that ...) b) The author writes (states, stresses upon, thinks, points out) that ... c) The article describes ... d) According to the text ... e) Further the author reports (says) that ... f) The article goes on to say that ... g) In conclusion ... h) The author comes to the conclusion that .... |
5. Your opinion of/on the article. |
5. a) I find/found the article topical=urgent (interesting, important, dull, of no value, too hard to understand ...) because .... b) In my opinion the article is worth reading because ....
|
5. Work in small groups. You are going to choose “Menu & bill 2015” for your favorite restaurant. Discuss the categories that you want to give awards in and agree on nominations. They can have unusual categories, e.g. the cheapest bill, best / worst chef’s menu. Report back to the group.
