COOK_SB_COVER.

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CAREER PATHS Cooking

Student’s Book
Virginia Evans - Jenny Dooley - Ryan Hayley
Career Paths English: Cooking is a new educational resource for culinary professionals
who want to improve their English communication in a work environment. Incorporating
career-specific vocabulary and contexts, each unit offers step-by-step instruction that
immerses students in the four key language components: reading, listening, speaking, and
writing. Career Paths English: Cooking addresses topics including the parts of a kitchen,
spices, cooking methods, nutrition, and career options.

The series is organized into three levels of difficulty and offers a minimum of 400 vocabulary
terms and phrases. Every unit includes a test of reading comprehension, vocabulary, and
listening skills, and leads students through written and oral production.

Included Features:
• A variety of realistic reading passages
• Career-specific dialogues
• 45 reading and listening comprehension checks
• Over 400 vocabulary terms and phrases
• Guided speaking and writing exercises
• Complete glossary of terms and phrases

The Teacher’s Guide contains detailed lesson plans, a full answer key and audio scripts.

The audio CDs contain all recorded material.

ISBN 978-1-4715-1360-2
ESP_Cooking_B1.qxp_ESP_Cooking_B1 9/5/16 12:06 PM Page 1

Book

Virginia Evans
Jenny Dooley
Ryan Hayley
ESP_Cooking_B1.qxp_ESP_Cooking_B1 2/2/17 11:18 AM Page 2

Scope and Sequence

Reading
Unit Topic Vocabulary Function
context
1 The Kitchen Kitchen appliance, cook, countertop, dishwasher, freezer, Apologizing for
checklist kitchen, oven, refrigerator, sink, stove an error
2 People in the Restaurant baker, broiler cook, chef de cuisine, chef, cook’s Correcting an
Kitchen webpage helper, dishwasher, first cook, fry cook, pastry chef, error
sous-chef, vegetable cook
3 People in Job listings on bartender, bus, busser, cashier, food runner, front-of- Asking about
a Restaurant a webpage house, host, manager, seat, server, waitstaff length of time
4 Tools 1 Memo bench knife, boning knife, butcher knife, cleaver, fork, Asking for advice
French knife, knife, paring knife, steel, utensil
5 Tools 2 Webpage on colander, cutting board, tongs, grater, ladle, measuring Asking for an item
kitchen tools cup, measuring spoon, scoop, spatula, spoon, whisk

6 Tools 3 Poster bake pan, double boiler, frying pan, pan, pot, sauce pan, Giving a warning
sheet pan, skillet, stock pot, strainer
7 Appliances Email blender, deep fryer, food processor, heat lamp, ice Asking for
maker, microwave, mixer, pressure cooker, scale, confirmation
toaster
8 Basic Actions 1 Employee blend, chop, dice, drain, grate, irregular, mince, pour, Describing order
handbook sift, toss of events
9 Basic Actions 2 Recipe aside, bake, beat, combine, cool, dissolve, drop, Giving advice
grease, heat, stir
10 Flavors Training guide aftertaste, bitter, flavor, minty, salty, savory, sour, spicy, Describing degree
sweet, taste bud, taste
11 Measurements 1 Chart Celsius, Fahrenheit, fluid ounce, gallon, gram, imperial, Expressing
liter, metric, ounce, pound, milliliter, kilogram confusion
12 Measurements 2 Cookbook cup, dash, drop, equal, pinch, pint, smidgen, spoonful, Asking for
chapter tablespoon, teaspoon, recipe help
13 Food Safety Food safety bacteria, contaminate, expiration date, food poisoning, Describing
report inspection, label, pest, room temperature, soiled, consequences
thermometer
14 Kitchen Safety Poster burn, disposal, dull, fire hazard, sharp, slippery, spill, Asking for
store, strain, trained more information
15 Nutrition Menu calorie, carbohydrate, diet, fat, food pyramid, nutrition, Asking for a
portion, protein, sodium, vitamin recommendation
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Table of Contents

Unit 1 – The Kitchen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Unit 2 – People in the Kitchen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Unit 3 – People in a Restaurant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Unit 4 – Tools 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Unit 5 – Tools 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Unit 6 – Tools 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Unit 7 – Appliances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Unit 8 – Basic Actions 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Unit 9 – Basic Actions 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Unit 10 – Flavors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Unit 11 – Measurements 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Unit 12 – Measurements 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Unit 13 – Food Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Unit 14 – Kitchen Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Unit 15 – Nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
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Book

Virginia Evans
Jenny Dooley
Ryan Hayley
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Scope and Sequence

Reading
Unit Topic Vocabulary Function
context
1 Meats Website beef, breast, burger, butcher, ham, lamb, meat, pork, Expressing
poultry, sirloin, steak, veal a preference
2 Seafood Cookbook clam, dressed, fillet, fish, lobster, oyster, roe, seafood, Expressing
introduction shellfish, shrimp, shuck, whole confusion
3 Dairy Memo butter, cheese, cream, cream cheese, cultured, dairy, Describing
evaporated milk, milk, pasteurized, skim, spoil, yogurt consequences
4 Fruits Magazine berry, citrus, fiber, fruit, juice, melon, peel, raw, Asking for a
article smoothie, squeeze, tree fruit, tropical, vitamin C recommendation
5 Vegetables Cookbook blanch, bulb vegetable, canned, fresh, frozen, Correcting
guide inflorescent vegetable, leaf vegetable, overcook, root an error
vegetable, stalk vegetable, thaw, tuber vegetable,
vegetable
6 Spices and Newspaper aroma, complement, dried, garlic, ground, herb, hot, Giving
Herbs article leaf, pepper, salt, season, spice a warning
7 Pastas Menu baked pasta, lasagna, long pasta, macaroni, minute Asking for
pasta, noodle, pasta salad, pasta, shape, short pasta, advice
spaghetti, stuffed pasta
8 Grains and Website beans, bran, brown rice, corn, grain, green beans, Estimating time
Legumes legumes, rice, white rice, wheat, whole grain, wild rice
9 Pastry Newspaper choux pastry, crisp, croissant, custard, Danish, delicate, Describing
article dough, doughnut, flaky, pastry, phyllo pastry, puff degree
pastry, shortcrust pastry
10 Bread Website bread, crust, flatbread, leavened, loaf, sourdough, stale, Suggesting
staple, toast, white bread, whole wheat bread a solution
11 Breakfast Menu bacon, breakfast, cereal, coffee, egg, fried, hash Asking for more
browns, menu, muffin, omelet, pancake, poached, information
sausage, scrambled
12 Lunch Email box lunch, deli, informal, lunch break, lunch menu, Agreeing with
lunch, noon, sandwich, snack, to go an opinion
13 Dinner Training guide appetizer, comes with, course, dinner menu, dinner, Apologizing for
dish, entrée, formal, side, special, wine an error
14 Desserts 1 Advertisement caramel, chocolate, cone, dessert, hot fudge, ice Enquiring about
cream, ingredient, marshmallow, sprinkles, sugar-free, wants/desires
sugar, syrup, topping, vanilla
15 Desserts 2 Website brownie, cake, cobbler, cupcake, decorate, frosting, Expressing
frozen yogurt, milkshake, parfait, pie, pudding, sorbet intentions
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Table of Contents

Unit 1 – Meats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Unit 2 – Seafood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Unit 3 – Dairy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Unit 4 – Fruits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Unit 5 – Vegetables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Unit 6 – Spices and Herbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Unit 7 – Pastas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Unit 8 – Grains and Legumes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Unit 9 – Pastry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Unit 10 – Bread . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Unit 11 – Breakfast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Unit 12 – Lunch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Unit 13 – Dinner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Unit 14 – Desserts 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Unit 15 – Desserts 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
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Book

Virginia Evans
Jenny Dooley
Ryan Hayley
ESP_Cooking_B3.qxp_ESP_Cooking_B3 9/5/16 11:42 AM Page 82

Scope and Sequence

Unit Topic Reading Vocabulary Function

1 Stock Textbook base, bone, brown stock, chicken stock, extract, fish Giving
chapter stock, home-made, leftovers, liquid, manufactured, advice
stock, stockpot, vegetable stock
2 Soups Newspaper bisque, bouillon, broth, chowder, clarification, clear Describing
article soup, consommé, cream soup, puree, soup, stew, degree
thick soup
3 Sauces Website consistency, cornstarch, cream sauce, espagnole, Disagreeing with
gravy, hollandaise, mother sauce, reduce, roux, sauce, an opinion
small sauce, thickening agent, tomato sauce, velouté
4 Salads Menu body, crouton, dressing, garnish, greens, house, lettuce, Asking for more
mayonnaise, olive oil, salad, spinach, substitute, tossed, information
vegetarian, vinaigrette
5 Grilling and Memo broil, broiler pan, charbroiled, charcoal, flame broiler, Describing
Broiling flattop, grill pan, grill, salamander, stove top, two-sided consequences
grilling
6 Roasting Advertisement baste, caramelization, dry heat, evenly, indirect, open Asking for
roasting, roast, roasting pan, rotisserie, slow-roasting, confirmation
spit, tender
7 Braising Newspaper barbecue braising, braise, braising liquid, braising pot, Expressing
column juicy, marinate, pressure cooking, sear, slow cooker, a preference
stew, tough
8 Baking Cookbook baked goods, baking soda, convection oven, flour, high Giving
chapter altitude cooking, knead, leavening, parbake, preheat, a reminder
rack, rise, yeast
9 Frying Cookbook batter, brown, deep fry, fry, lard, oil, pan fry, sauté, Giving
guide shallow, stir fry, submerge, wok instructions
10 Steaming Magazine agitation, boil, circulate, compartment steaming, en Suggesting
article Papillote, leaching, moist heat, simmer, soggy, steam, a solution
steamer
11 Buffet Brochure all-you-can-eat, arrangement, buffet, chafing dish, Describing order
condiment, congestion, decorative, dessert table, display, of events
edible, platter, salad bar, self-serve, staffed buffet
12 Sanitization Poster bleach, build-up, designated, disposable glove, hair Delivering
and Hygiene net, hygiene, pathogenic, plastic, practice, sanitize, bad news
solution, three-compartment sink
13 Inventory Magazine excess, inventory, overportioning, perishable, profitable, Agreeing with
Management article quantity discount, raw inventory, safety factor, shelf life, an opinion
spoilage, storage, theft
14 Training Website accredited, associate’s degree, Bachelor’s degree, Discussing pros
certificate, cuisine, culinarian, culinary, demonstrate, and cons
externship, hands-on, licensed, specialization, technique
15 Career Job listings apprentice, banquet, catering, culinary arts, culinary Asking for
Options management, executive chef, hospitality, nutritionist, details
patisserie, personal chef, restaurant management
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Table of Contents

Unit 1 – Stock . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Unit 2 – Soups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Unit 3 – Sauces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Unit 4 – Salads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Unit 5 – Grilling and Broiling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Unit 6 – Roasting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Unit 7 – Braising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Unit 8 – Baking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Unit 9 – Frying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Unit 10 – Steaming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Unit 11 – Buffet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Unit 12 – Sanitization and Hygiene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Unit 13 – Inventory Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Unit 14 – Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Unit 15 – Career Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
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2 Soups

Get ready!
●
1 Before you read the passage, talk The Style
about these questions.
1 What kinds of soups are made
with vegetables?
Diner
with Food Critic Allison Dale
2 What kinds of soups are made
Westside Café on Bayside Drive advertises their chef as
with meat and seafood?
“The King of Soups”. I visited the restaurant last weekend
to find out what they mean. The soups weren’t all perfect,
but most of them were pretty close.
I was pleased to find that every you’re visiting Westside Café
stew
soup at Westside Café includes for the first time, I recommend
home-made broth and fresh, starting with the hearty chicken-
local ingredients. The chef told potato stew. I only tried a few
soup me that he’s always willing to pay bites, but it was clearly the most
extra for high-quality ingredients. filling meal on the menu.
Their thick soups were excellent. The clear soups were not
The broccoli cream soup was nearly as charming. I tried a
so rich that it almost seemed beef consommé that seemed
like a dessert. The tomato more like canned bouillon. The
puree was much simpler, but chef explained that this was due
still delightful. I don’t usually to the process of clarification,
enjoy shellfish, but the clam but I found it watery and
clear soup chowder and lobster bisque uninteresting. It was the only
were both nicely seasoned. If soup I would not recommend.

cream soup
thick soup

tomato puree
Reading
●
2 Read the newspaper article about a soup
Vocabulary
restaurant. Then, choose the correct
answers.
●
3 Write a word or phrase that is similar in
1 What is the main idea of the article? meaning to the underlined part.
A best soups for different occasions 1 The thick soup with pieces of meat and
B ingredients in a particular kind of soup vegetables is very filling. s _ _ _
C ways to maintain freshness of soups 2 The restaurant specializes in foods made by
D recommendations about various soups heating ingredients in liquid. _ o _ _ s
3 The last step in making a consommé is the
2 Which soup did the reviewer dislike? process for removing solids and impurities.
A tomato puree C lobster bisque _la___ic____n
B clam chowder D beef consommé 4 The chef created a new recipe for a soup
with the solids strained out.
3 Which is NOT offered by the restaurant? c___r _o__
A home-made broth 5 The restaurant makes its liquid bases for soups
B fresh, local ingredients in-house. _ _ _ t h s
C thick, rich clear soups 6 The customer prefers soups made with a
D chicken-potato stew mixture of solids. _ h _ _ k s _ _ _ s
6
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●
4 Place the words or phrases from the word bank under Speaking
the correct headings.
●
8 With a partner, act out the
roles below based on Task 7.
Then, switch roles.
chowder bouillon puree USE LANGUAGE SUCH AS:
cream soup consommé bisque
How do you like ...?
Thick soups Thick soups It’s too ... for my taste.
Clear soups
with vegetables with shellfish I’d recommend ...
___________________________ ___________________________ ___________________________
___________________________ ___________________________ ___________________________
Student A: You are a restaurant
server. Talk to Student B about:
• a problem with soup
●
5 Listen and read the newspaper article about a soup
• why he or she doesn’t like
restaurant again. What did the reviewer like about both
the chowder and the bisque? the soup
• your recommendations
Listening
Student B: You are a customer.
●
6 Listen to a conversation between a restaurant server
Talk to Student A about a
and a customer. Mark the following statements as true (T)
or false (F). problem with your soup.

1 ___ The beef consommé was not prepared correctly.

2 ___ The woman would prefer a soup made with shellfish. Writing
3 ___ The man recommends a cream soup.
●
9 Use the newspaper article
about a soup restaurant and
the conversation from Task 8
●
7 Listen again and complete the conversation.
to write a customer satisfaction
report. Include: a product that
Server: Would you prefer the chicken-potato stew a customer ordered, why the
instead? It’s 1 ____________ ____________ than this one. customer was not satisfied,
Customer: No, that sounds too heavy. I’d rather have something a and actions taken to resolve
little lighter, but still 2 ____________ ____________ ____________ . the problem.
Server: If that’s what you’re looking for, I’d recommend the
3 ____________ ____________ .
Customer: No, I 4 ____________ ____________ ____________ . Do you have
something with vegetables?
Server: Let’s see. Oh, of course. We have 5 ____________ ____________
____________ broccoli cream soup.
Customer: That 6 ____________ ____________ . Bring me that instead.

bisque

7
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8 Basic Actions 1

Get ready!
●
1 Before you read the passage, talk about
these questions. grate

1 What are some different ways to cut up an

ingredient?
2 Why do cook’s helpers prepare ingredients?
dice

Section 4.2: Preparing

Ingredients
Reading
As a cook’s helper, you will prepare
ingredients. This allows the chef to focus on ●
2 Read the training manual chapter. Then,
cooking. But different meals require different choose the correct answers.
preparation methods. 1 What is the main idea of the chapter?
A understanding a chef’s responsibilities
Chop or mince an ingredient if you B determining proper cooking methods
just need irregular pieces. You can C identifying ingredients
grate some ingredients for small, D preparing food before cooking
irregular strips. If the chef tells you to
dice it, cut uniform pieces instead. 2 Which of the following does NOT cut food into
blend Some ingredients need excess irregular pieces?
material separated. Sift flour, sugar, A mincing C grating
and other powders to filter out
B dicing D chopping
chunks. For boiled ingredients, drain
or pour liquid out before using. 3 How are sifting and draining similar?
The chef will sometimes ask you to
A They create smooth powders.
combine ingredients. Toss them for a
loose mixture. For a smooth mixture, B They filter out unwanted chunks.
blend them instead. C They remove liquid.
D They separate excess material.

Vocabulary
drain ●
3 Write a word that is similar in meaning to
the underlined part.
1 The pieces of meat cooked unevenly because
they were not uniform. _ r r _ _ u _ _ r
chop
2 Remove by flowing out the extra water from the
pot before adding the other ingredients.
p___
3 The recipe says to finely shred the cheese first.
mince __at_
4 You must uniformly cut the vegetables, even
though it takes a little longer. _ i c _

18
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●
4 Place the words from the word bank under the correct Speaking
headings.
●
8 With a partner, act out the
roles below based on Task 7.
Then, switch roles.
chop blend mince drain sift toss
USE LANGUAGE SUCH AS:
Combining Separating First I ... and then I ...
Cutting ingredients
ingredients ingredients In this case, you want ...
___________________________ ___________________________ ___________________________ So, I’ll ... instead.
___________________________ ___________________________ ___________________________
___________________________ ___________________________ ___________________________
Student A: You are a chef. Talk
to Student B about:
• preparing ingredients
●
5 Listen and read the training manual chapter on
• how to cut the ingredients
preparing ingredients again. How are chopping and
mincing similar? • how to combine the
ingredients

Listening
Student B: You are a cook’s
●
6 Listen to a conversation between a chef and
helper. Talk to Student A about
a cook’s helper. Mark the following statements as
true (T) or false (F). preparing ingredients.

1 ___ The woman plans to toss the ingredients.

2 ___ The man cannot remember the correct order of actions. Writing
3 The man selects the wrong cutting method.
___
●
9 Use the training manual
chapter and the conversation
from Task 8 to fill out the
●
7 Listen again and complete the conversation. helper’s recipe notes.

Chef: Okay, Leon. Do you remember how to 1 _____________

_____________ _____________ - _____________ ?
Helper: I think so. First I cut up the ingredients, and then I
2 _____________ _____________ , right?
Chef: That’s right. Tell me what methods you will use.
Helper: Let’s see. First I’ll 3 _____________ _____________ _____________ .
Chef: Not quite. In this case, you want 4 _____________ _____________ .
Recipe for: _______________

________________________________________________________
Helper: Oh, so 5 _____________ _____________ _____________ instead.
Chef: Right. And then what will you do after that? Ingredients: _______________________________________

Helper: Then, I’ll 6 _____________ _____________ _____________ different ________________________________________________________

vegetables together before I give them to you.
How to cut: _______________________________________
Chef: You got it.
________________________________________________________

How to combine: ________________________________

________________________________________________________

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Glossary

aftertaste [N-COUNT-U10] An aftertaste is a flavor that remains in the mouth after a substance has been swallowed.

appliance [N-COUNT-U1] An appliance is a machine in a kitchen, usually powered by electricity, that performs a
particular function.

aside [ADV-U9] If something is put aside, it is not being used immediately but is being kept for future use.

bacteria [N-COUNT-U13] Bacteria are tiny living things that can cause diseases.

bake [V-T-U9] To bake something is to cook something slowly with indirect heat in an oven.

bake pan [N-COUNT-U6] A bake pan is a rectangular pan with shallow walls for cooking food in the oven.

baker [N-COUNT-U2] A baker is a kitchen worker who bakes breads, muffins, and other baked goods.

bartender [N-COUNT-U3] A bartender is a restaurant worker who makes and serves alcoholic drinks.

beat [V-T-U9] To beat something is to mix something quickly and vigorously until it is smooth.

bench knife [N-COUNT-U4] A bench knife is a knife with a wide, rectangular blade that is used for dividing dough and
scraping cutting boards.

bitter [ADJ-U10] If something is bitter, it has a sharp flavor with no sweetness.

blend [V-T-U8] To blend something is to thoroughly mix two or more ingredients together so that they are no longer in
individual pieces.

blender [N-COUNT-U7] A blender is an appliance that cuts food into very small pieces and mixes it into a liquid.

boning knife [N-COUNT-U4] A boning knife is a thin knife with a pointed blade that is used for separating raw meat
from bone.

broiler cook [N-COUNT-U2] A broiler cook is a kitchen worker who prepares meat that is broiled, grilled, or roasted.

burn [V-T-U14] To burn something is to damage something with too much heat.

bus [V-T-U3] To bus a table is to clear it of used dishes and waste.

busser [N-COUNT-U3] A busser is a restaurant worker who clears tables.

butcher knife [N-COUNT-U4] A butcher knife is a knife with a heavy, curved blade that is used for cutting meat.

calorie [N-COUNT-U15] A calorie is a unit that measures the amount of energy that a particular food produces in the
body.

carbohydrate [N-COUNT-U15] A carbohydrate is a substance in food that provides the body with heat and energy.

cashier [N-COUNT-U3] A cashier is a restaurant worker who takes payments from customers before or after a meal.

Celsius [ADJ-U11] If a measurement is in Celsius, it uses the temperature scale in which water boils at 100 degrees
and freezes at 0 degrees.

chef [N-COUNT-U2] A chef is a person who cooks professionally.

chef de cuisine [N-COUNT-U2] A chef de cuisine is a chef who has authority in a kitchen and oversees all kitchen
operations.

chop [V-T-U8] To chop something is to cut something into medium to small irregular pieces.

cleaver [N-COUNT-U4] A cleaver is a knife with a wide, square-nosed blade that is used to chop through bone.

colander [N-COUNT-U5] A colander is a bowl with many small holes that is used for draining the liquid from something.

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CAREER PATHS Cooking

Student’s Book
Virginia Evans - Jenny Dooley - Ryan Hayley
Career Paths English: Cooking is a new educational resource for culinary professionals
who want to improve their English communication in a work environment. Incorporating
career-specific vocabulary and contexts, each unit offers step-by-step instruction that
immerses students in the four key language components: reading, listening, speaking, and
writing. Career Paths English: Cooking addresses topics including the parts of a kitchen,
spices, cooking methods, nutrition, and career options.

The series is organized into three levels of difficulty and offers a minimum of 400 vocabulary
terms and phrases. Every unit includes a test of reading comprehension, vocabulary, and
listening skills, and leads students through written and oral production.

Included Features:
• A variety of realistic reading passages
• Career-specific dialogues
• 45 reading and listening comprehension checks
• Over 400 vocabulary terms and phrases
• Guided speaking and writing exercises
• Complete glossary of terms and phrases

The Teacher’s Guide contains detailed lesson plans, a full answer key and audio scripts.

The audio CDs contain all recorded material.

ISBN 978-1-4715-1360-2