Suvot learning tables

SUVOT VOCATIONAL TRAINING COURSE – EXTRA CONTENTS FOR TRAINERS

2

SUVOT COOKING COURSE

Supporting learning tables


3

SESSIONS SCHEDULE FOR THE TRAINERS

This document is a teaching tool that aims to make easier for the trainers the organization of

each of the 80 curriculum sessions within the SUVOT vocational training course.

Of course, it is only a suggestion, so each trainer can adapt it to the special needs of a

concrete training group.

The following learning tables make reference to the SUVOT manual “Cooking and Soft skills:

Vocational training to empower people with mental illness and learning disabilities.

Improving job performance and career prospects” and also to the presentations and

documents included as extra content in the SUVOT DVD and SUVOT website

http://suvot.intras.es – Didactic materials.

"This project has been funded with support from the European Commission (Lifelong Learning

Programme, Leonardo Da Vinci sub-programme) of the European Union“. This publication reflects the

views only of the author, and the Commission cannot be held responsible for any use which may be

made of the information contained therein."


4

INDEX

Teaching Unit 1: Getting to know everything!........................................................................ 6

Teaching Unit 2: Kitchen equipment…………………………………………………………………………………………. 8

Teaching Unit 3: Food shopping………………………………………………………………………………………………. 10

Teaching Unit 4: Conversion and food storage………………………………………………………………………… 12

Teaching Unit 5: Reading a recipe……………………………………………………………………………………………. 14

Teaching Unit 6: What to do before and after cooking……………………………………………………………. 16

Teaching Unit 7: Cooking in a team…………………………………………………………………………………………. 19

Teaching Unit 8: Rice, noodles and potatoes………………………………………………………………….………… 21

Teaching Unit 9: Mushrooms…………………………………………………………………………………………………… 22

Teaching Unit 10: Cooking, steaming, stewing…………………………….…………………………………………… 24

Teaching Unit 11: Express yourself………………………………………………………………………………………….. 26

Teaching Unit 12: Cleaning and storage temperature……………………………………………………….…….. 27

Teaching Unit 13: Oil……………………………………………………………………………………………………………….. 29

Teaching Unit 14: Contamination hazards……………………………………………………………………………….. 31

Teaching Unit 15: Risky food……………………………………………………………………………………………………. 33

Teaching Unit 16: All about water……………………………………………………………………………………………. 35

Teaching Unit 17: Sauces, thickeners and spices……………………………………………………………………… 37

Teaching Unit 18: Illnesses caused by pathogens……………………………………………………………….……. 39

Teaching Unit 19: Religions and food………………………………………………………………………………………. 41

Teaching Unit 20: Mustard………………………………………………………………………………………………………. 43

Teaching Unit 21: Learning how to prepare a menu………………………………………………………………… 46

Teaching Unit 22: Vinegars………………………………………………………………………………………………………. 48

Teaching Unit 23: Go shopping………………………………………………………………………………………………… 49

Teaching Unit 24: Express yourself…………………………………………………………………………………………… 51

Teaching Unit 25: The food pyramid………………………………………………………………………………………… 52

Teaching Unit 26: Herbs…………………………………………………………………………………………………………… 53

Teaching Unit 27: Eating only vegetables…………………………………………………………………………………. 55

Teaching Unit 28: Seasonal cooking…………………………………………………………………………………………. 57

Teaching Unit 29: Cheese……………………………………………………………………………………………………..…. 59

Teaching Unit 30: Food additives…………………………………………………………………………………………….. 61

Teaching Unit 31: Sports and food…………………………………………………………………………………………… 63

Teaching Unit 32: Baking…………………………………………………………………………………………………………. 65

Teaching Unit 33: Good fungus vs. bad fungus……………………………………………………………………….. 68

Teaching Unit 34: Creativity contest………………………………………………………………………………………… 70

Teaching Unit 35: Noodles………………………………………………………………………………………………………. 72

Teaching Unit 36: Soya, tofu and couscous……………………………………………………………………………… 74

Teaching Unit 37: Cooking with alcohol…………………………………………………………………………………… 75

Teaching Unit 38: Portions I…………………………………………………………………………………………………….. 76

Teaching Unit 39: Portions II……………………………………………………………………………………………………. 77


5

Teaching Unit 40: Sweet vs. Savoury……………………………………………………………………………….….……. 78

Teaching Unit 41: Slovenian dessert…………………………………………………………………………………..…….. 80

Teaching Unit 42: Creativity contest…………………………………………………………………………………..……… 81

Teaching Unit 43: Teamwork and reliability in the kitchen……………………………………….……….………. 83

Teaching Unit 44: Express yourself……………………………………………………………………………………….……. 84

Teaching Unit 45: Choosing the right menu………………………………………………………………….…..…….…. 86

Teaching Unit 46: Remembering Slovenia………………………………………………………………….……..……….. 88

Teaching Unit 47: Fast food…………………………………………………………………………………….…………………. 90

Teaching Unit 48: Remembering Spain…………………………………………………………………….………………… 92

Teaching Unit 49: Ready-made food……………………………………………………………………………….…..…….. 94

Teaching Unit 50: Remembering Germany……………………………………………………………….…………..…… 96

Teaching Unit 51: Creativity contest……………………………………………………………………….…………..…..… 98

Teaching Unit 52: On a diet…………………………………………………………………………………………….……..… 100

Teaching Unit 53: Remembering Poland……………………………………………………………………………...….. 102

Teaching Unit 54: Different eating habits of the word………………………………………………………….….. 104

Teaching Unit 55: Comparing European countries………………………………………………………..…….……. 106

Teaching Unit 56: Making jam………………………………………………………………………………………..……….. 108

Teaching Unit 57: Purchase and control of food……………………………………………………………..……….. 110

Teaching Unit 58: History of food and nutrition………………………………………………………………..……… 112

Teaching Unit 59: Food and social classes………………………………………………………………………..………. 114

Teaching Unit 60: Price calculation and portion control…………………………………………………..………. 116

Teaching Unit 61: Cooking Slovenian specialties……………………………………………………………………….. 118

Teaching Unit 62: Chinese cooking……………………………………………………………………………………………. 120

Teaching Unit 63: Visiting a small market…………………………………………………………………………..….….. 122

Teaching Unit 64: Fair trade and organic food……………………………………………………………………..…… 124

Teaching Unit 65: Creativity contest…………………………………………………………………………………….…… 126

Teaching Unit 66: Laying a table…………………………………………………………………………………….……..…. 128

Teaching Unit 67: Express yourself…………………………………………………………………………………….……… 130

Teaching Unit 68: Talking about good manners………………………………………………………………….…….. 131

Teaching Unit 69: Visiting a restaurant……………………………………………………………………………………… 133

Teaching Unit 70: Fish and seafood…………………………………………………………………………………..……… 135

Teaching Unit 71: Serving food and drinks………………………………………………………………………..……… 137

Teaching Unit 72: Different kinds of soup…………………………………………………………………………..……. 139

Teaching Unit 73: Express yourself………………………………………………………………………………………..…. 141

Teaching Unit 74: How to be the perfect waiter………………………………………………………………….…… 142

Teaching Unit 75: Creativity contest…………………………………………….……………………………………….….. 143

Teaching Unit 76: Learning about an employment contract………………………………………………..……. 145

Teaching Unit 77: Visiting a hotel…………………………………………………………………………………..…………. 147

Teaching Unit 78: Germany specialty………………………………………………………………….………....…………. 149

Teaching Unit 79: Creativity contest…………………………………………………………………….………....………… 150

Teaching Unit 80: Good bye!.......................................................................................................... 152


6

Teaching Unit 1: Getting to know everything!

MAIN TOPIC: Introduction, Personal Hygiene

ACCOMODATION: Conference room

REMARK: Documents on the DVD: Lesson 1.1, 1.2, 1.3, 1.4, please print in advance!

SPECIFIC AIM

CONTENT METHODOLOGY MATERIALS TIMELINE

MINUTE

The trainees get

to know each

other and start

bonding as a

group (knowing

names, playing

together,…)

The trainees

actively play

the games.

The trainers

participate.

1. Introduce your

partner

2. Sequence of names

3. Spiders web

- DVD for the

explanation of

games

- Textbook

- Some pens and

copies

- Chair circle

- Ball of wool

0-30

The trainees

understand the

structure of the

training (goals,

contents, …)

The trainees

listen

The trainers

introduce themselves

and show the power

point presentation

- Power point

presentation, DVD

- Beamer

30-45

The trainees

have a feeling of

co-

determination

The trainees

discuss their

expectations

Every trainee tells his

expectation. Then the

trainer asks, if the

group thinks, the

training will fulfill

their expectations.

The trainer should

encourage a

discussion while

guiding it carefully.

45 - 55

The trainees

understand how

to work with the

textbook

The trainees

listen to the

trainers

The trainer hands out

the textbook and

explains how to use

it.

- Textbook 55-75


7

The trainees

understand the

food shopping

system

The trainees

listen to

trainer. Then

they try to

arrange an

order of who

is responsible

for the

shopping.

The trainer explains

the system of buying

the ingredients. Every

session it will be one

trainee to do the

shopping with the

trainer. Then the

group arranges an

order to determine

who is in charge for

the shopping for the

next sessions.

- Pen

- Paper

75-95

The trainees

understand why

the subject is

interesting and

important

The trainees

watch the

movie and

have a brief

discussion

with their

partner. Then

the whole

group talks

about it.

The trainer shows a

movie about hygiene

and lets the trainees

talk about it in pairs

of two. Then he asks

the group to come

together and discuss

their thoughts about

the movie.

- Beamer

- Internet

- Movie Textbook

95 - 110

The trainees

learn the most

important facts

about personal

hygiene

The trainees

listen and talk

about the

contents of

the textbook

The trainer reads out

the corresponding

part in the textbook.

Then the group

discusses its

contents.

- Textbook 110 - 125

The trainees

know the

session is about

to end

Reflection of

this session

The trainer asks the

trainees if they are

content with the

lesson. Every trainee

names three

adjectives describing

their mood

- Chair circle 125 - 135


8

Teaching Unit 2: Kitchen equipment

MAIN TOPIC: Kitchen equipment, basics about Germany, sugared pancake with raisins

ACCOMODATION: Kitchen, conference room

REMARK: PowerPoint presentation on the DVD

SPECIFIC AIM


MINUTE

The trainees

reflect and

describe their

current

emotional

state

The trainees

talk about their

experiences

since the last

session

The trainer asks one

trainee after another

0-30

The trainees

get to know

the different

facilities to

encourage a

feeling of

comfort

The trainees

can see all

important

facilities

The whole group

goes through the

kitchen, and into the

room where the

simulation training

will take place. The

responsible trainers

tell something about

their tasks. Then

they’ll go back to the

conference room.

This is only supposed

to be a very brief

tour.

- Different facilities 30 - 40

The trainees

learn basic

facts about

Germany

The trainees

write down the

answers to

some

questions.

After finishing

the

presentation

they compare

the answers

The trainer refers to

the page in the

textbook. The

trainees shall write

down answers while

watching the

presentation.

- Power Point

Presentation, DVD

- Questionnaire:

Textbook

- Beamer

40-55


9

Preparing the

meal

The trainees

form two

groups and

discuss the

single tasks

and their

responsibilities.

Everybody will

write down the

single steps

they will have

to go through

during the

process

The trainer guides

the groups

- Textbook

- All ingredients

- Pen and paper

55-65

Cooking The two groups

cook the

pancakes with

raisins

The trainer guides

the groups

65-120

First feeling of

success

The trainees

eat together

The trainer is

responsible for laying

the table. The

trainees may help

when they fulfilled

their tasks. The

trainer invites the

trainees to the table

and they have the

meal together. It

would be nice if the

trainer encourages

an discussion about

the meal. This is

important for every

session.

- Table

- Cutlery

120-160

The trainees

know the

session is

about to end

Reflection of

this session



content with the


names three


their mood



10

Teaching Unit 3: Food shopping

MAIN TOPIC: Shopping, basics about Poland, Leek & egg salad



SPECIFIC AIM


MINUTE

The trainees reflect

and describe their

current emotional

state

The

trainees try

to describe

their

current

mood with

the help 3

adjectives


trainees to mention

3 adjectives

describing their

current mood.

- Chair circle 0-30

The trainees learn

basics about

shopping and

develop a table with

the responsibility for

the shopping.

The

trainees

listen,

discuss and

agree on

the tasks


the issue and asks

the trainees

questions

- Textbook 30 - 45

The trainees learn

basic facts about

Poland

The

trainees

answer

some

questions.

After

finishing

the

presentatio

n the

teacher

plays the

song, then

they

compare

the

answers


the page in the

textbook. The

trainees write down

their answers while

watching the movie.

- Power Point

Presentation, DVD

- Questions: Textbook

- Beamer

45 - 60


11

Preparing the meal The

trainees

read the

recipe and

discuss

what to do.

The group

writes

down the

tasks of

each

trainee

during

cooking

The trainer proposes

that they cook the

eggs together, but

everybody makes his

own salad.

- Textbook

- All ingredients

- Kitchen facility

60 - 100

Feeling of success The

trainees eat

together

The trainer is


the table. The

trainees may help

when they fulfilled

their tasks. The

trainer invites the


and they have the

meal together. It


trainer encourages

an discussion about

the meal. This is

important for every

session.

- Table

- Cutlery

100-140

Tidying up becomes

routine

The

trainees

tidy up the

kitchen

The trainer offers his

help when necessary

140 - 160

The trainees know

that the session

comes to an end

The

trainees

give the

proper

answers



content with this

lesson. The trainees

should describe their

current mood by

using three

adjectives.

160 - 180


12

Teaching Unit 4: Conversion and food storage

MAIN TOPIC: Conversions and measurement, food storage and stock

ACCOMODATION: Conference room, kitchen, stock room

REMARK: Please print the document on the DVD in advance

SPECIFIC AIM


MINUTE

The trainees

reflect and

describe their

current

emotional state

The trainees

describe their

current mood

using 3

adjectives

The methodology

trainer asks the

trainees to describe

their mood with the

use of 3 adjectives.

He starts with giving

an example

- Chair circle 0-30

Arousing

interest

The trainees

work together

as a team


the game, giving

more and more

support towards the

end

- Textbook

- One bowl with 5

liters

- One bowl with 3

liters

30-50

The trainees

get a feeling

for

conversions

and the

devices that

are needed

The trainees can

try out different

forms of

measurement,

scales and

measuring jugs.

The trainees

write down

their answers

into the chart.

They work in

groups of 2

using the

equipment to

answer the

questions

The trainer provides

scales, measuring

jugs, cups and

spoons. The trainees

can try out different

forms of

measurement like

cups, etc. while trying

to answer the

questions from the

book

- Textbook

- Scales

- Measurement jugs

- Spoons (small+big)

- Cups

- Water, Rice, Milk,

Flour,

Breadcrumbs

50-70


13

The trainees

learn more

about the

theory behind

their

experimental

results

The trainees

listen and read

the textbook


the content of the

textbook through

examples

- Textbook

- Scale

- Measurement jug

70-80

Knowing

basics about

storage and

keeping stock

All trainees go

into the kitchen

storage and try

to remember 3

articles which

they think

always should

be there. The

trainees discuss

the different

opinions.


trainees about their

thoughts and writes

the answers on a

board.

- Board

- Kitchen storage

80-95

Stabilizing the

knowledge

The trainees

listen to the

trainer and

work through

the textbook

The trainer guides

the trainees through

the textbook

- Textbook 95-105

Knowing

basics about

storage

The trainees go

to the fridge

and see how

food should be

stored

The trainer

accompanies them

without comments

- Good sorted fridge 105-110

Reflecting

what they

have seen

The trainess fill

answers into an

exercise sheet

in the textbook

controlling each

other when

finished

the trainer gives

instructions

- Textbook 110-130

Stabilizing the

results visually

The trainees

take pictures

and put them

onto the fridge

the group

always uses


the pictures and

some glue tape,

asking the trainees to

put them on the

fridge

- Textbook

- Printed document

of the DVD

- Tape

130-140

The trainees

know this

session comes

to an end

Reflection of

the session

1. number ray


trainees to position

themselves on the

number ray

140-170


14

Teaching Unit 5: Reading a recipe

MAIN TOPIC: Reading a recipe, basics about Spain, cream of courgette soup

ACCOMODATION: Conference room, kitchen


SPECIFIC AIM


MINUTE

The trainees

reflect and

describe their

current

emotional state

The trainees try

to describe their

current mood by

using 3

adjectives

The methodology

trainer asks the


their current mood

using 3 adjectives.

He starts by giving

an example

- Chair circle 0-30

The trainees

understand

how they work

with a recipe

1. Ingredients

2. Work steps

3. Materials

(pots, spoons,…)

The trainer refers

to the textbook.

The trainees work

on the task

- Textbook 30-60

The trainees

learn basic facts

about Spain

The trainees

write down the

answers to

some questions,

then they

compare the

answers

The trainer refers

to the page in the

textbook. The


down answers

while watching the

movie.

- Power Point

Presentation, DVD

- Questionnaire:

Textbook

- Beamer

60-80


15

Preparing the

meal

The trainees

form two groups

and discuss the

tasks and

responsibilities.

Everybody

writes down the

steps they will

have to take.

The trainees can

write their

names behind

the single steps

to point out the

responsibilities.

Always do this

when you cook a

recipe!

The trainer guides

the groups

- Recipe cream of

courgette soup,

Textbooks

- All ingredients

80-90


cook a cream of

courgette soup

each

The trainer guides

the groups

90-125

The trainees

taste what they

prepared

Every group eats

their own

prepared meal

The trainer invites

the trainees to the

table

- Cutlery 125-145

Tidying up

becomes a

routine

The trainees tidy

up the kitchen

The trainer helps if

necessary

145-175

The trainees

know this

session comes

to an end

Reflection of the

session

Game: Number

ray


trainees to play the

game

- Chair circle

- Textbook

175 - 185


16

Teaching Unit 6: What to do before and after cooking

MAIN TOPIC: Jobs before and after cooking, basic facts about Slovenia, pork tongue



SPECIFIC AIM


MINUTE

The trainees

reflect and

describe their

current

emotional state

The trainees

try to describe

their current

mood by using

3 adjectives

The methodology

trainer asks the


their current mood

using 3 adjectives.

He starts by giving an

example

- Chair circle 0-30

Preparing the

meal

The trainees

form two

groups and

discuss the

tasks and

responsibilities.

Everybody

writes down

the single steps

they have to

do. The trainer

makes sure

that the groups

are not always

the same. To

randomly form

the groups he

can let them

count 1,2,1,2

or he can deal

out cards,

meaning all red

cardholders

and all black

cardholders

form a group.

The trainer guides

the groups

- Recipe pork

tongue: Textbook

- All ingredients

30-40


17

Cooking The trainees

cook the meat

The trainers let the

groups start the

cooking.

40-50

While the meat

is cooking:

Gathering ideas

The trainees

give answers

The trainer draws to

rows onto a board.

One has the headline

“before” and one has

the headline “after”.

He writes down the

given answers into

the right row. When

there are no more

ideas, but there are

still things missing,

the trainer tries to

give tips. This idea is

borrowed from the

game “Outburst”

- Board

- Pen

50-70

Fill the

textbook with

answers

The trainees

open the page

in the textbook

The trainees fill in

the answers in their

textbook

- Textbook 70-80

The trainees

learn basic facts

about Slovenia

The trainees

write down the

answers to

some

questions.

After finishing

the

presentation

they compare

their answers


the page in the

textbook. The


down answers while

watching the movie.

- Power Point

Presentation on

the DVD

- Questionnaire:

Textbook

- Beamer

80-100

Cooking The trainees go

back into their

groups and

finish their

meals

The trainer guides

the groups

100-120

Experiencing

success

The trainees

eat together

The trainer invites

the trainees to the

table

- Cutlery 120-140


18

Tidying up

becomes a

routine

The trainees

tidy up the

kitchen


necessary

140-150

The trainees

know this

session comes

to an end

Reflection of

the session

1. packing my

bag



game

- Chair circle

- Textbook

150-170


19

Teaching Unit 7: Cooking in a team

MAIN TOPIC: Team work, cutting exercises, cooking vegetable pan and making fruit salad


REMARK: You can use the document for lesson 7 on the DVD, please print it in advance!

SPECIFIC AIM


MINUTE

The trainees

reflect and

describe their

current emotional

state

The trainees

understand

that they have

to work as a

team

The trainer joins the

trainees for the

teamwork. The goal

for everybody is to

feel comfortable in the

group. As warm up

they play a game.

0-40

Creating relaxed

mood

The trainees

play the game

1. Fruit salad


the game

- Chair circle

- Textbook

40-55

Playfully

experience

teamwork and

communication

The trainees

play the game

1. Gordian

knot


the game

- Textbook 55-80

Preparing the

meal

Each trainee

fulfills the task

on their note

The trainer deals out

the prepared notes

- Textbook

- DVD

- All ingredients

80-110

Putting things

together

The trainees

mix the

ingredients for

the fruit salad

The trainer gives

advice if needed

110-115

Cooking Every trainee

adds his

vegetable to

the pan


numbers to the

trainees

- Numbers 115-130


20

Eating together The trainees

eat together

The trainer invites the


- Cutlery 130-150

Tidying up

becomes a

routine

The trainees

tidy up the

kitchen

The trainer helps 150-160

The trainees

know this session

comes to an end

Every trainee

says what was

difficult for

him and what

was easy

The trainer asks two

questions and then

lets the trainees speak

- Chair circle 160-180


21

Teaching Unit 8: Rice, noodles and potatoes

MAIN TOPIC: Noodles, potatoes, rice – basic cooking


REMARK: Check if you have all ingredients on stock. If you have a rice cooker please use that one

SPECIFIC AIM


MINUTE

The trainees

reflect and

describe their

current emotional

state

The trainees

calm down

and

concentrate

on the session



current mood

- Chair circle 0-30

Finding out what

the group knows

The trainees

gather their

knowledge

about the

three basic

ingredients in

a

brainstorming

The teacher writes

down the answers on

a board. He can give

help if necessary

- Board & pen

- Teachers

textbook p.

30-50

Having cooked all

basics

The trainees

form three

groups. Each

group cooks

one of these

basics in little

portions

The teacher gives

advice if needed. The

trainer cooks a sauce.

50-80

Tasting the basics The trainees

shall try the

taste of every

basic and

describe it

The teacher writes the

describing adjectives

on a board

- Board & pen 80-100

The trainees

know this session

comes to an end

The trainees

give feedback

about the

session

The trainer asks every

trainee to tell his high

and low point of the

session

100-120


22

Teaching Unit 9: Mushrooms

MAIN TOPIC: Mushrooms, wild mushroom soup


REMARK: If there is season or time please organize an outing if possible to collect mushrooms! Use

the PowerPoint presentation on the DVD.

SPECIFIC AIM


MINUTE

The trainees

reflect and

describe their

current emotional

state

The trainees

explain their

mood by

mentioning 3

fitting

adjectives

The methodology

trainer asks the

trainees to mention 3

adjectives which fit

their mood. He will

start as an example

- Chair circle 0-30

Basic knowledge

about mushrooms

The trainees

acquire

knowledge by

talking about

the pictures in

the

PowerPoint

and finding

the missing

names by

looking

through some

books the

teacher brings

along


trainees to look at the

PowerPoint

presentation and to

describe what they

can see

- Textbook

- DVD, ppp

- Books about

mushrooms

with pictures

30-60

Knowing the most

popular

mushroom

The trainees

gather the

names of

some

mushrooms

they have

heard of.


trainees to name the

mushrooms they

know.

- Textbook 60-70


cook the soup

together

The trainer guides the

groups

- All ingredients 70-150


23


eat the soup


group to the table

- Cutlery 150-170

Tidying up

becomes a

routine

The trainees

tidy up the

kitchen


The trainees

know this session

comes to an end

The trainees

remember the

three

adjectives

they used at

the beginning

of the lesson

and compare

them with

their mood

now

The trainer explains - Chair circle 180-190


24

Teaching Unit 10: Cooking, steaming, stewing

MAIN TOPIC: Meat and vegetables, beef with pumpkin seeds


REMARK: Put one seasonal vegetable onto the shopping list. If you have a pressure cooker please

use this one too for cooking the vegetable. Please explain how to use it.

SPECIFIC AIM


MINUTE

The trainees

reflect and

describe their

current emotional

state

The trainees

explain their

mood by

mentioning 3

fitting

adjectives

The methodology

trainer asks the



their mood. He will

start as an example

- Chair circle 0-30

Cooking the meat The trainees

put the meat

into the water

Reading the recipe

and cooking


Basic knowledge

about different

cooking

techniques

The trainees

try to attach

the right

descriptions

to the

different

techniques


trainees to open the

textbook and to assign

the correct numbers.

When they’ve finished

the groups compare

their results and give

explanations for their

choices

- Textbook 40-70

Stewing The trainees

listen to the

trainer and do

what he said


how to stew the

vegetable. They will

eat it later with the

meat

- Seasonal

vegetable (i.e.

carrot)

70-100


finish cooking

their meal


group

100-130


25

Experiencing

success

The trainees

eat their meal

together


trainees

- Cutlery 130.150

Tidying up

becomes a

routine

The trainees

tidy up the

kitchen


The trainees

know this session

comes to an end

The group

describes their

feelings using

3 adjectives


group



26

Teaching Unit 11: Express yourself

MAIN TOPIC: Reviewing the course


REMARK: On the DVD we suggest three games for this session. If you have further ideas of games

you can switch them. Please copy the questionnaire (DVD) for all trainees before the session starts.

SPECIFIC AIM


MINUTE

3 - Adjectives The trainees

try to

remember

which

adjectives

they mostly

used during

the last

sessions

The trainer asks - Chair circle 0-30

Reflection of the

first quarter

The trainees

reflect the

sessions, they

play the

games the

trainer

introduces

The trainees

fill in the

questionnaire


the first game. After it

is played, he explains

the second

The teacher hands

out the

questionnaires and

collects them

afterwards

- Teachers

textbook p.

- Green, yellow,

red cards for each

trainee and some

papers and pens

- Questionnaire

DVD

30-90

90-110


27

Teaching Unit 12: Cleaning and storage temperature

MAIN TOPIC: Temperatures and cleaning


REMARK: Care for numbers for the number ray in advance!

SPECIFIC AIM


MINUTE

The trainees

reflect and

describe their

current emotional

state

The trainees

visualize their

mood by

positioning

themselves on

a number

1. number ray,

see lesson No.

5



themselves on a

number. Everyone

should say something

about his choice.

0-30

Knowing basics

about different

temperatures

The trainees

talk about the

“Germometer”

in the

textbook


the “Germometer”

and encourages a

discussion

- Textbook 30-60

Temperature

Control

The trainees

read the

information in

the textbook

out loud


trainees to read

- Textbook 60-80

Knowing

theoretical basics

about cleaning

The trainees

go through the

cleaning

methods in

the textbook.

After each key

sentence they

stop and

discuss it


notes with keywords

on it. Each trainee gets

one note. As soon as

the trainee hears his

key sentence in the

text, he says “stop”.

Then the group talks

about the important

facts belonging to this

key sentence. Please

write down all

important facts on a

board

- Textbook

- Board & Pen

80-110


28

Putting the

theoretical

knowledge to

practice by

cleaning the

kitchen

The trainees

develop a

cleaning

schedule.

Then they

have to divide

the different

responsibilities

and start

cleaning

The trainer gives

advices on how to

write the cleaning

schedule

- Textbook 110-170

The trainees

know this session

comes to an end

The trainees

position

themselves in

the number

ray



themselves in the

number ray a second

time

170-180


29

Teaching Unit 13: Oil

MAIN TOPIC: All about oil, self-made oil, deep fry, potato fritter


REMARK: Organize empty bottles for each trainee and the ingredients for the oil

SPECIFIC AIM


MINUTE

The trainees

explain their

mood using 3

fitting adjectives

The trainees

reflect and

describe their

current

emotional

state

The methodology

trainer asks the



their mood. He will

start as an example

- Chair circle 0-20

Basics about oil The trainees

listen to the

trainer


the production

process of oil

- Textbook 20-35

What goes with

salad?

Preparation for

the next session

The trainees

think about

salad and

what to have

in it. For

example nuts,

chicken,

pepper, ham,

etc.

The trainer writes

everything down and

puts it on the

shopping list for the

next session.

- Pen and paper

The trainees

produce their

own oil

The trainees

make their

decision which

oil they want

to make.

Every trainee

makes his own

oil

The trainer gives the

choices and asks every

trainee to make a

decision. Then he

guides the trainees.

Optional, if there is

more time, the

trainees can prepare

oil for the kitchen

- Textbook

Ingredients

- Empty oil

bottles

- Stickers for

nametags

35-90


30

The trainees start

cooking

The trainees

read the

recipe and

share their

working steps

The trainer guides - Recipe potato

fritter:

Textbooks

- All ingredients

90 - 150


eat their meal

The trainer invites

them to the table

- Cutlery 150-180

Cleaning up

becomes a

routine

The trainees

clean the

kitchen


The trainees

know this session

comes to an end

The trainees

reflect on

their

highlights and

take their oil


reflection and gives

the oils to the trainees

200 - 210


31

Teaching Unit 14: Contamination hazards

MAIN TOPIC: Contamination hazards and vinegar, salad with different dressings


REMARK: Check if all ingredients are available and buy the missing ones

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

reflect and

describe their

current

emotional

state

The methodology

trainer asks the



their mood. He will

start as an example

- Chair circle 0-30

Knowledge about

contamination

hazards

The trainees

understand

the meaning

of the word.

The trainees

know the

different

contamination

hazards.

The trainer writes

down the definition of

the word and tries to

clarify its meaning


the different types of

hazards. The trainees

try to find examples

for each.

- Textbook

- Board & pen

30-70

Making salad

dressings (with

the self-made oil)

The trainees

form 3 groups

and prepare

different

dressings.

They use the

ingredients for

salad they

talked about

in the last

session.

The trainer tells the

group to use the

dressing recipes of

TEACHING UNIT 22

and helps if necessary.

- Ingredients 70 - 130

Tidying up

becomes a

routine

The trainees

tidy up



32

The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives



mood

150-160


33

Teaching Unit 15: Risky food

MAIN TOPIC: High risk food, potato soup


REMARK:

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

reflect and

describe their

current

emotional

state

The methodology

trainer asks the



their mood. He will

start as an example

- Chair circle 0-30

Knowledge

about high risk

food

The trainees

listen to the

trainer

The trainer writes

down the information

on a board

- Textbook

- Board & Pen

30-45

Preparing the

meal

The trainees

form three

groups and

read through

the recipe. By

looking at the

ingredients

the group

tries to think

of three ways

to vary the

soup

The trainer helps the

trainees

- All

ingredients

45 - 70

cooking The groups

cook the soup


needed

70-130


34

Feeling of

success

The trainees

share out

their variation

and everyone

tries the

soups



- Cutlery 130-160

Tiding up has

become a

routine

Everybody

tidies up


Homework The trainees

shall write

down

everything

they drink

unto the next

session

The trainer tells what

the trainees

homework is

- Textbook 180-185

The trainees

know this

session comes to

an end

The trainees

say 1

describing

word to each

soup


trainees

175-185


35

Teaching Unit 16: All about water

MAIN TOPIC: Drinks and water, apple – plum drink


REMARK: If it is summer time and you like you can have a little water hose fight as introduction to

the topic ☺☺☺☺

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

reflect and

describe their

current

emotional

state

Further explanation in

the textbook. The

methodology trainer

asks the trainees to

mention 3 adjectives

which fit their mood.

He will start as an

example

- Chair circle 0-30

Talking about the

homework

The trainees

calculate how

much they

have drunken

each day


trainees to count how

much liquid they drink

each day. He helps if

needed

- Textbook

- Homework

30-50

They discuss

which drink is

healthy and which

not

The trainees

read the kind

of drinks they

had out loud

and discuss

one after

another if it’s

healthy or not

The trainer writes

down a list on a board:

healthy – unhealthy

- Board & pen 50-70

Knowledge about

the human

balance

The trainees

read through

the textbook

The trainer explains if

there are any

questions

- Textbook 70-120


36

Preparing the

drink

The trainees

divide into

three groups,

each group

will prepare

one drink. The

trainees can

decorate the

drinks or

glasses nicely


the trainees what

they’ll do now

- All ingredients

- Textbook

120-160

Tidying up The trainees

tidy up, the

drinks can

cool down a

little


Drinking The trainees

try all

prepared

drinks


trainees to the “bar”

170-180

The trainees

know this session

comes to an end

The trainees

mention 3

adjectives


trainees to mention

the adjective

180-190


37

Teaching Unit 17: Sauces, thickeners and spices

MAIN TOPIC: Spices, sauces and dips


REMARK: Check if you have enough spices and get raw vegetables; prepare the course before!

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

reflect and

describe their

current

emotional

state

The methodology

trainer asks the



their mood. He will

start as an example

- Chair circle 0-30

Taste the

different kinds of

spices

The trainees

form groups

of two people.

Then one of

them gets

blindfolded

and they go

through the

sense-

parcours

The trainer sets up the

parcours. He has

different spices in

open cans. He asks the

trainees to go through

the parcours and smell

and taste the spices.

The trainee without

blindfolded eyes

always tells the color.

Then they change

roles

- Spices in open

cans

- Pepper, salt,

curry,

cinnamon,

sugar, red

pepper

powder, chili,

curcuma,

cardamom,

nutmeg,…

30-50

Stabilizing the

experience

The trainees

go through

the parcours

without the

blindfold so

they can read

the names of

the spices

The trainer puts cards

with expressions next

to each can and asks

the trainees again to

go through the

parcours.

- Name tags of

the spices

50-60

Knowing which

spices can be

combined

The trainees

read through

the textbook



textbook

- Textbook 60-80


38

The trainees

know basics

about making

sauces

The trainees

learn about

the different

sauce

thickeners by

listening to

the trainer

The trainer shows the

different sauce

thickeners and tells

facts about them

- Flour, starches

(cornstarch,…)

, cereal grains

(oatmeal,…),

cream

- Textbook

80-90

The trainees put

together sauces

they know

The trainees

talk about the

different

sauces they

know

the trainer writes the

answers down on a

board

- Board & pen 90 - 105

The trainees

make different

dips

The trainees

form two

groups each

making a dip

from the

textbook (chili

or cucumber).

They cut some

vegetables to

eat them with

the dips.

The trainer helps - Recipe dips:

Textbooks

- Vegetables

105-130

Eating dips with

raw vegetables

The trainees

taste the dips

with the raw

vegetables,

rice, noodles,

etc.


trainees to sit on the

table and eat together

130 - 140

Tidying up the

kitchen

The trainees

tidy up


The trainees

know this session

comes to an end

The trainees

tell three

adjectives

about the

session today


trainees

170-180


39

Teaching Unit 18: Illnesses caused by pathogens

MAIN TOPIC: Food related illnesses and allergies, Spanish omelet


REMARK:

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

reflect and

describe their

current

emotional

state


the textbook. The

methodology trainer




He will start as an

example

- Chair circle 0-30

Food related

illnesses

The trainees

understand

the different

types of

pathogens

The trainer goes

through the textbook

with the trainees

- Textbook 30-70

Allergies The trainees

understand

important

facts about

allergies

The trainer works


with the trainees

- Textbook 70-80

Preparing the

meal

The trainees

cook the

omelette


needed

- Recipe

- All

ingredient

s

80-125


eat together


trainees to come to

the table

- Cutlery 125-155

Tidying up the

kitchen

The trainees

tidy up



40

The trainees

know this session

comes to an end

The trainees

tell three

adjectives

about the

session today


trainees

175-180


41

Teaching Unit 19: Religions and food

MAIN TOPIC: Religions &food


REMARK:

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting

adjectives

The trainees

reflect and

describe their

current

emotional

state

The methodology

trainer asks the



their mood. He will

start as an example

- Chair circle 0-30

The trainees

learn facts

about religious

food rules

Each trainee

writes down

his 5

favourite

meal and all

ingredients


trainees to write

down their 5

favourite meals

- Sheets and

pens

60-70

The trainees

work through

the

information

about

different

religions in

their

textbook.

The trainer writes

down the keypoints

of each religion on a

board and explains

them

- Board and pen

- Textbook

70-100

Then they

check their

favourite

meals and

categorizing

them into

allowed or

not allowed

for each

religion


what the trainees

shall do

- Textbook

100-130


42

Presenting the

results

Every trainee

presents his

result

The trainer controls

the answers

130-160

The trainees

know this

session comes

to an end

The trainees

tell 3

adjectives

about their

mood or

about this

session


trainees

160-170


43

Teaching Unit 20: Mustard

MAIN TOPIC: Self-made mustard and potato salad


REMARK: Check if you have a glass for each trainee

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

reflect and

describe their

current

emotional

state

The methodology

trainer asks the



their mood. He will

start as an example

- Chair circle 0-30

Boil potatoes The trainees

put the

potatoes to a

boil. During

the time they

go on with

making

mustard


trainees to boil the

potatoes which takes

a while

30 - 40

Mustard self-

made

The trainees

read through

textbook and

the recipe to

prepare their

own mustard.

Everyone can

take one

glass of

mustard

home

the trainer asks the

trainees to read and

understand the

recipe and to make it

- Jars for the

mustard

- Stickers for

nametags

40-60

Preparing the

meal

The trainees

prepare the

potato salad


needed

- Recipe

- All ingredients

60-100


44


eat together


trainees to come to

the table

- Cutlery 100-130

Tidying up the

kitchen

The trainees

tidy up

The trainer helps 130 - 160

The trainees

know what

they’ll do in the

next session

The trainees

listen and

make up their

mind what

starter, main

dish, dessert

they will

propose to

cook. Each

group will

cook one

course.


that they need to

figure out a menu,

they will cook during

the next session.

They can cook things

they’ve learned

during the last weeks

or they can try out

something new out

of a cookbook. The

trainer makes clear

that the groups they

build now will stay

the same until the

end of the year. The

groups will rotate

with starter, main

dish and dessert and

the trainees for

shopping will rotate

in the group.


Preparing the

session step by

step

Every trainee

gives one

proposal

(ideas or

book):

First for the

starter, then

for the main

dish, then for

the dessert

The trainer writes

down the proposals

- Cookbooks

- Textbook

- Board & pen

165 - 180

The trainees

make the

decision

Each trainee

gives one

vote for each

course

The trainer counts

the votes. The ones

with the most votes

win

180 - 190


45

The trainees

know this

session comes

to an end

The trainees

tell 3

adjectives

about their

mood or

about this

session


trainees

190 - 200


46

Teaching Unit 21: Learning how to prepare a menu

MAIN TOPIC: Cooking a menu

ACCOMODATION: Kitchen

REMARK: Strong guidance, prepare working places

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

reflect and

describe their

current

emotional

state

The methodology

trainer asks the



their mood. He will

start as an example

- Chair circle 0-20

Preparing the

kitchen

The trainees

start to

prepare the

kitchen

The trainer guides. He

assigns every group a

working place

20-30

Cooking the

menu

Each group

cooks their

meal

The trainer gives a lot

of help if necessary

- All

ingredients

- All recipes

30-120

Laying the table - One trainer lays the

table

- Cutlery meanwhile


eat all

together their

menu

The trainer invites to

the table

120 - 150

Tidying up Everybody

tidyies up



47

Homework Every trainee

is supposed

to do his or

her personal

shopping for

the next

session.

The trainer explains,

that every trainee is

supposed to buy the

ingredients for his or

her personal favourit

salad and dressing.

The trainer can give a

special budget to

every trainee.

- Money 180 - 190

The trainees

know this

session comes to

an end

The trainees

tell 3

adjectives

about their

mood or

about this

session


trainees

190-200


48

Teaching Unit 22: Vinegars

MAIN TOPIC: Vinegars


REMARK:

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

reflect and

describe their

current

emotional

state


the textbook. The

methodology trainer




He will start as an

example

In the following this

will be named as “3-

Adjectives”

- Chair cirle 0-30

The trainees

prepare their

salads

Every trainee

prepares a

portion of his

or her favourit

salad.


necessary

30 – 90

Feeling of

success. The

trainees exchange

ideas and inspire

each other.

The trainees

try a little of

everybodys

salad

The trainer tries as

well

90 - 120


tidy up


The trainees

know this session

comes to an end

Each group

thinks of 3

compliments

they want to

tell the others

in the group


what the trainees have

to do

150 - 170


49

Teaching Unit 23: Go shopping

MAIN TOPIC: Market, super market and bio food store

ACCOMODATION: Excursion

REMARK: Make sure that there is the opportunity to visit different supermarkets

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

reflect and

describe their

current

emotional

state

The methodology

trainer asks the



their mood. He will

start as an example

- Chair circle 0-20

The trainees

understand what

is going to

happen in the

session

The trainees

listen


that they’ll go out this

session in order to

learn about the

different possibilities

of food purchase. The

trainer explains that

the trainess form

three groups. Each

group has one thing to

buy.

- Paper to make

notes

- Teachers

textbook p.

30-50

The group visits

different shops

The trainees

fullfill their

task


Comparing the

results

One group

after another

shows their

results and in

the end they

try to find a

conclusion

what this

means for

their

purchasing

The trainer helps

explaining

140-170


50

The trainees

know this session

comes to an end

3 - Adjectives The trainer asks - Chair circle 170-180


51






SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

try to

remember

which

adjectives

they mostly

used during

the last

sessions


Reflection of the

first quarter

The trainees

reflect the

sessions, they

play the

games the

trainer

introduces

The trainees

fill in the

questionnaire


the first game. After

it is played, he

explains the second

The teacher hands

out the

questionnaires and

collects them

afterwards

- Textbook

- Green, yellow,

red cards for each

trainee and some

papers and pens

- Questionnaire

DVD

30-90

90-110


52

Teaching Unit 25: The food pyramid

MAIN TOPIC: Food pyramid, smoked pork


REMARK: You can get a food pyramide in your local language and hang it in the kitchen.

SPECIFIC AIM


MINUTE

The trainees

explain their mood

by mentioning 3

fitting adjectives

The trainees

talk about

what they are

looking

forward in the

next time


trainees what they

remember of the

content to come

- Chair circle 0-30

Food pyramid

The trainees

look into the

textbook


the use of the

pyramid

- Textbook 30-50


read the recipe

assign the

different tasks

The trainer helps

organizing the

cooking

- All ingredients

50-140

Eating The trainees

eat together

The trainer invites - Cutlery 140-160


tidy up


The trainees know

this session comes

to an end

The trainees

reflect this

session

together

The trainer asks

them about their

current mood

190-200


53

Teaching Unit 26: Herbs

MAIN TOPIC: Own herb garden

ACCOMODATION: Either in the garden or in the kitchen

REMARK: Organize some herbseeds and pots with grown plants beforehand. Easy to handle: Basil,

Parsley, chive, Thyme, savory,…

Print the list on the DVD to place it in the kitchen visible for everybody.

Because the topic fits well information about household remidies is included in this session, you will

have some time in session 30 to talk about this.

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Outlining the

contents of the

session

The trainees

listen


that they will plant

their own little

herbgarden, which

they can always use

for cooking

ingredients

- Herb seeds 30-40

Planting seeds

and plants

The trainees

work together

in groups. The

number of

groups depend

on the amount

of herbtypes.

They start

planting the

seeds into pots

or in the

garden

The trainer gives

advice and helps

- Pots or garden

- Potting soil

- Seeds

40-90


54

Assignging

responsibilities

The trainees

make a plan of

who is

responsible for

what tasks.

Every trainee

writes down

his or her

personal tasks.


any difficulties

arouse, he fills in the

table for the kitchen

- Textbook 90-110

Tidying up

The trainees

tidy up


Experience

different herbs

with the senses

The trainees

form groups of

two people.

Then one of

them gets

blindfolded.

They go

through the

herb garden.


trainees to pass all

the herbs and smell

them. The trainee

without the blindfold


The trainess take

turns.

- Blindfolds 120 - 150

Stabilizing the

experience

The trainees

go through the

garden with

open eyes so

they can read

the names

next to the

herbs


with explanations

next to each can and


again go through the

garden

- Name tags of

the herbs

150 - 160

Which herb fits to

which dish?

The trainees

read the table

in the

textbook

The trainer supports

and reads it out


The trainees

know this session

comes to an end

The trainees

try to point

out why it is

important to

have you’re

your own

herbs using 3

Adjectives


trainees



55

Teaching Unit 27: Eating only vegetables

MAIN TOPIC: Vegetarian and Vegan, Spanish vegetable ratatouille


REMARK:

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Acquiring

knowledge about

vegetarianism

and veganism

The trainees

gather their

ideas about

this topic in

the way of a

brainstorming

The trainer writes

down all thoughts on a

board. He gives a

structure to the

brainstorming by

asking for different

headwords:

1.which products are

not allowed

2.reasons to choose

this kind of nutrition

After the

brainstorming the

trainer gives a

structure to all

thoughts and connects

the ideas to the

specific terms and

definitions.

- Pen

- Board

- Teachers

textbook p.

30-70


56


start cooking

using the

trained

scheme:

They read the

recipe, share

responsibilities

and start

cooking

The trainer guides if

needed

- All ingredients

- Recipe

Textbooks

70-130


eat together

The teacher invites the


- Cutlery 130-150

Tydying up The trainees

tidy up the

working area


The trainees

know this session

comes to an end

3 - Adjectives The trainer asks the

trainees

160-170


57

Teaching Unit 28: Seasonal cooking

MAIN TOPIC: Seasonal cooking, Slovenian mushroom soup with buckwheat mush


REMARK: If season you could include an extra session to collect mushrooms. Get a seasonal

calender in your local language and hang it on the wall.

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Acquiring basic

knowledge about

seasonal food

The trainees

gather what

they think the

different

conditions the

foods are

exposed to

during the

seasons

The trainer writes

down the four seasons

on the board. He asks

the trainees what

typical

weatherconditions

they relate to each

season

- Board & pen 30-50

Discussing the

seasonal table

The trainees

discuss the

different

vegetables of

the different

seasons


seasonal table and

explains the different

conditions. He also

indicates when

mushrooms grow best

- Beamer

- Teachers

textbook p.

- Posters of

seasonal

calenders in

local

languages

50-65


58


cook the

mushroom

soup. They

share out

responsibilities

and then start

cooking


needed

- Textbooks

- All ingredients

65-120

Eating The trainees

eat together



- Cutlery 120-140


tidy up the

kitchen


The trainees

know this session

comes to an end


trainees

150-160


59

Teaching Unit 29: Cheese

MAIN TOPIC: Cheese, Swiss raclette


REMARK: Maybe it is possible to have this session in the evening?

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Arousing interest

The trainees

talk about

their favourite

kinds of

cheese

The trainer starts by

telling his favourite

kind of cheese


Knowledge about

the different kind

of cheeses

The trainees

try to assign

the named

cheeses to

differrent

categories.

Then the

trainees read

the definitions

of the groups

out loud

The trainer writes

down the five

categories and asks

the trainees to assign

the cheeses to the

different groups

- Textbook 45-65


60

Cutting all

ingredients

The trainees

take

responsibility

for every

ingredient,

making them

ready for the

raclette


group


Eating raclette The trainees

come together

in a relaxed

setting and

eat raclette



- Raclette 80-160

tidying up the trainees

tidy up


The trainees

know this session

comes to an end

The trainees

describe the

food or their

current mood

using 3 -

Adjectives

The trainer asks 190 - 200


61

Teaching Unit 30: Food additives

MAIN TOPIC: Food additives and household remedies


REMARK: Check if you have a little choice of the herbs, named in the currciulum. All herbs you do

not have, please organize pictures. Copy the herb cards before the session

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Basic knowledge

about food

additives

The trainees

work through

the textbook


if anything is unclear

- Textbook 30-50

Stabilizing the

knowledge

Each trainee

takes one

item out of

the fridge or

the storage

room. Each

trainee goes

into the front

of the class

and writes

down all the

“E’s” their

item contains

on the board.


what to do.

- Fridge

- Food storage

room

- Board & pen

50-80


62

Knowledge about

household

remedies

(information in

session 26)

The trainees

tell what

healing herbs

they know.

Every trainee

gets a card

with

informations

about one

herb. Every

trainee

presents one

herb in front

of the class.

The trainer asks to

do a brain storming.

The trainer hands

out the cards. He

asks one trainee

after another to

present a different

herb. The trainees

make notes about

the other herbs in

their textbook.

- Bord & pen

- Cards

- Textbook

80-90

90-120

The trainees

know this session

comes to an end

3 - Adjectives The trainers asks 120-130


63

Teaching Unit 31: Sports and food

MAIN TOPIC: Food and sports, cooking Slovenian pork stomach

ACCOMODATION: Conference room and kitchen

REMARK:

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Cooking the pork The trainees

start to cook

the pork with

the vegetables

because it

needs to cook

1 hour

The trainer guides - Ingredients 30-100

Knowledge about

the connection

between sports

and food

The trainees

go through

the textbook

one chapter

after another

and talk about

it

The trainer goes

through the chapters

with the trainees and

checks if they

understood what

they’ve read by

calling back

- Textbook 30-100


cook the meal



64


eat together

The trainer guides - Cutlery 130-160


tidy up


The trainees

know this session

comes to an end

3 - Adjectives The trainer asks 190 - 200


65

Teaching Unit 32: Baking

MAIN TOPIC: Baking in general, baking Polish apple cake


REMARK: You can get coffee or hot chocolate that goes with the cake.

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Baking The trainees

prepare the

dough and put

it in the oven

The trainer guides - Ingredients Preparing

30-60

Baking

60-140

Basic knowledge

about baking

The trainees

form three

groups. Each

group thinks

through the

process of

preparing one

dough . The

groups write

down specific

attributes of

each dough

and answers

the questions.

The trainer divides the

group and helps if

necessary.

- Textbook 60-90


66

Presenting the

results

The trainees

present their

results in front

of the class

The trainer lets the

groups do the

presentation one after

another. He checks if

their anwers are

correct and complete

90-110


get the task of

buying

cheese they

have never

eaten before,

either one day

before the

next session

or on the day

of the next

session


task and money to the

trainees. They are

supposed to bring the

cheese and the receipt

to the next session.

- Money 110-120

Making coffee or

hot chocolate.

The trainees

make coffee

to drink with

the cake


Laying the table The trainees

lay the table

together

The trainer helps - Cutlery 130-140

Eating The trainees

have coffee

and cake

togther.



140-160


tidy up



67

The trainees

know this session

comes to an end

3 - Adjectives The trainer asks 170-180


68

Teaching Unit 33: Good fungus vs. bad fungus

MAIN TOPIC: Fungus: good or bad, food arrangement and decoration, making a cheese platter,

Slovenian Jota


REMARK: Please organize grapes and some kind of toothpicks for decoration.

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Arranging the

cheese

The trainees

form three

groups. Each

group has at

least three

different kinds

of cheese.

Then they

start to

arrange a

cheese

platter.


the task. He explains

that they shall keep

the arrangement and

that they need to

work efficient.

- Cheeses

- Platters

- Toothpicks

- Grapes

- Salad for

decoration

30-60


cookl the meal



eat together



69


tidy up


The trainees

know this session

comes to an end



70

Teaching Unit 34: Creativity contest

MAIN TOPIC: Creativity contest, suggestion: Spanish San Jacobo


REMARK: Check that you have many different ingredients

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Choice in a group

process

The trainees

have a look on

all ingredients

and decide

what they

want to do

with them.

The group can

vote or agree

in another

way. It makes

sense to

divide into

groups for

starter, main

dish and

dessert and to

write the tasks

down.

The trainer prepares

all ingredients on a

table, he or she can

decide, how much

variaty to offer and

support the process. A

suggestion in case the

trainees cannot agree

could be Spanish San

Jacobo.

- Textbook

- Board and pen

30-60


71

Cooking

Afterwards

the trainees

prepare and

cook.

The trainer guides

- All ingredients

60-120


eat together


the table

- Cutlery 120-150


tidy up


The trainees

know this session

comes to an end



72

Teaching Unit 35: Noodles

MAIN TOPIC: Noodles, cooking German lentils with self-made noodles (Spätzle)


REMARK: Special thing: Spätzle-maker.

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Knowledge about

noodles

The trainees

gather the

different kind

of noodles

they know.

Then they

read through

the textbook.

The trainer writes the

results on a board

- board & pen

- Textbook

30-60

Cooking

The trainees

cook the

recipe in the

usual way

The trainer guides

- All ingredients

60-130


eat together



- Cutlery 130-160


73


tidy up


The trainees

know this session

comes to an end



74

Teaching Unit 36: Soya, tofu and couscous

MAIN TOPIC: Alternatives: Couscous, soya, tofu; cooking vegetable ratatouille and couscous with

soy sauce


REMARK: Get high quality tofu!

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

The trainees

acquire

knowledge about

some unusual

ingredients

The trainees

listen and

follow in the

textbook.


some rather unusual

ingredients

- Textbook

- Board & pen

30-60


cook the meal

The trainer guides. - All ingredients 60-120


eat together


the table

- Cutlery 120-150


tidy up


The trainees

know this session

comes to an end

3 – Adjectives The trainer asks 170-180


75

Teaching Unit 37: Cooking with alcohol

MAIN TOPIC: Wines: all about alcohol in food; cooking Spanish chicken stew

ACCOMODATION: Confernece room and kitchen

REMARK: Check that you organize all ingredients

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Knowledge about

the use of wine in

meals

The trainees

read through

the textbook


trainees to read

- Textbook 30-50


cook the food

The trainer guides - All ingredients 50-110

Eating The trainees

eat together



- Cutlery 110-130


tidy up


The trainees

know this session

comes to an end



76

Teaching Unit 38: Portions I

MAIN TOPIC: Portions, Polish baked potato


REMARK:

SPECIFIC AIM


MINUTE

Request the

mood


Knowledge about

calculating the

size of portion

The trainees

listen

The trainer writes

down some

information on the

board

- Textbook

- Board & pen

30-60


cook the meal


Eating The trainees

eat together


the table

- Cutlery 140-160


tidy up


The trainees

know this session

comes to an end



77

Teaching Unit 39: Portions II

MAIN TOPIC: Recipes in the internet; cooking Slovenian styrian

ACCOMODATION: Conference room, computer room and kitchen

REMARK: Check to organize all ingredients

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Get to know an

internet

homepage with

recipes

The trainees

listen and try

out in the

computer

room.


how they can use the

internet to convert

recipes. In germany

for example they

could use the internet

page www.food.com

- Board & Pen

- Internet

30-60


cook the meal



eat the meal


the table

- Cutlery 140-160


tidy up


The trainees

know this session

comes to an end



78

Teaching Unit 40: Sweet vs. Savoury

MAIN TOPIC: Sweet vs. solid; cooking waffles vs. Polish potato pancake


REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30


form two

groups. One

group

prepares the

pancakes and

one group

prepares the

waffels.



eat together


the table

- Cutlery 70-100


tidy up


Plan the main

dish for the next

session

The trainees

decide which

main dish we

will have in

the next

session.

The trainer supports if

necessary.

- Pen and paper 130 - 150


79

The trainees

know this session

comes to an end



80

Teaching Unit 41: Slovenian dessert

MAIN TOPIC: Preparing session no 41; cooking a main dish and Slovenian pohorje


REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Prepare for

cooking

The trainees

asign the tasks


necessary


Preparing the

meal

The trainees

cook the main

dish and

slovenian

pohorje

The trainer guides - All

ingredient

s

50 - 120

Eating The trainees

eat together


the table

- Cutlery 120-140


tidy up


The trainees

know this session

comes to an end



81


MAIN TOPIC: Creativity contest


REMARK: check that you have many different ingredients

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Choice in a group

process

The trainees

have a look on

all ingredients

and decide

what they

want to do

with them.

The group can

vote or agree

in another

way. It makes

sense to

divide into

groups for

starter, main

dish and

dessert and to

write the tasks

down.




decide, how much


support the process.

- Textbook

Board and pen

30-60


82

Cooking

Afterwards

the trainees

prepare and

cook.

The trainer guides

- All ingredients

60-120


eat together


the table

- Cutlery 120-150


tidy up


The trainees

know this session

comes to an end



83

Teaching Unit 43: Teamwork and reliability in the kitchen

MAIN TOPIC: Teamwork


REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Cooking

Afterwards

the trainees

cook Lentils

with chorizo.

The trainer helps.

- All ingredients

70-120


eat together


the table

- Cutlery 120-150


tidy up


The trainees

know this session

comes to an end



84


MAIN TOPIC: Reviewing the course, having German meatballs with fried potatoes and salad




SPECIFIC AIM


MINUTE

Request the

mood

The trainees

try to

remember

which

adjectives

they mostly

used during

the last

sessions


Reflection of the

first quarter

The trainees

reflect the

sessions, they

play the

games the

trainer

introduces

The trainees

fill in the

questionnaire




the second

The teacher hands

out the

questionnaires and

collects them

afterwards

- Textbook

- Green, yellow,

red cards for each

trainee and some

papers and pens

- Questionnaire

DVD

30-90

90-110

Cooking

Afterwards

the trainees

cook

meatbals with

fried potatoes

and salad.

The trainer helps.

- All ingredients

110 - 160


85


eat together


the table

- Cutlery 160 - 190


tidy up


The trainees

know this

session comes

to an end



86

Teaching Unit 45: Choosing the right menu

MAIN TOPIC: Choosing the right menu for cold and hot weather


REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

try to

remember

which

adjectives

they mostly

used during

the last

sessions


Discussion about

bodily

circumstances on

cold and hot days.

Transfer to food.

The trainees

think about

how they

personally feel

on hot and

cold days.

They reflect

on their

needs.

The trainer asks and

writes down the

answers on a board.

- Board & Pen

30-50

Cooking, the

second trainee is

responsible as a

chef

The trainees

form two

groups. One

group cooks

the flank steak

theother the

cranberry

turkey salad.


necessary.



87


eat together.

Every trainee

trys both

foods.


the table.

- Cutlery 110-140


tidy up


The trainees

know this session

comes to an end



88

Teaching Unit 46: Remembering Slovenia

MAIN TOPIC: Remembering Slovenia, cooking roasted pork and potatoes

ACCOMODATION: Conference and computer room, Computers for all participants, kitchen

REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Preparing the

pork

The trainees

prepare the

pork as the

recipe say

The trainer guides

30-50

Knowledge about

Slovenia

The trainees

gather

together what

they

remember

from slovenia

and do an

internet

research

about

Slovenia

The trainer writes

down the answers on

a board. Then he

completes the

knowledge with some

more facts

- Board & pen

- Textbook

- PCs and

Internet

50-90


finish the

meal

The trainer guides 90-130


89


eat together


the table

- Cutlery 130-160


tidy up


The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives

about the

food, the

learned

contents or

their mood

The trainer asks 180-190


90

Teaching Unit 47: Fast food

MAIN TOPIC: Fast food, self made burgers and fries


REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Knowledge about

fast food

The trainees

gather wich

fast food they

know

Then the

trainees make

a list with pros

and cons

The trainees

listen

The trainer writes

down the answers

The trainer writes

down the answers in

the list.

i.e. unhealthy, lost of

dining culture, no loss

of time,….

The trainer tells some

facts about fast food

- Board & pen

- Textbook

30-70


prepare the

meal

The trainer guides - All ingredients

- Deep fryer

70-120


91


eat together

their “fast

food”


the table

- Cutlery 120-150


tidy up


The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives

about the

food, the

learned

contents or

their mood



92

Teaching Unit 48: Remembering Spain

MAIN TOPIC: Remembering Spain, cooking Pasta with tomato and meat

ACCOMODATION: Conference and computer room, kitchen

REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Knowledge about

Spain

The trainees

gather

together what

they

remember

from Spain,

they can also

do internet

research.

The trainer writes

down the answers on

a board. Then he

completes the

knowledge with some

more facts

- Board & pen

- Textbook

- Computer

30-60


cook the meal



eat together


the table

- Cutlery 120-140


tidy up



93

The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives

about the

food, the

learned

contents or

their mood



94

Teaching Unit 49: Ready-made food

MAIN TOPIC: Ready-made food, self-made pizza


REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


What is ready-

made food

The trainees

discuss what

they

understand

under ready

made.

The trainees

read the

definition and

facts in the

textbook.

The trainer writes

down the answers


any questions

- Board & pen

- Textbook

30-40

40-60

Making pizza The trainees

prepare the

meal



eat together


the table

- Cutlery 130-160


95


tidy up


The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives

about the

food, the

learned

contents or

their mood



96

Teaching Unit 50: Remembering Germany

MAIN TOPIC: Remembering Germany, Currywurst


REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Knowledge about

Germany

The trainees

gather

together what

they

remember

from

Germany.

They can do

internet

research.

The trainer writes

down the answers on

a board. Then he

completes the

knowledge with some

more facts

- Board & pen

- Textbook

- Computer

30-60

Preparing the

meal

The trainees

prepare the

meal

The trainer guides - All ingridients 60-120


eat together



- Cultery 120-150


tidy up



97

The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives

about the

food, the

learned

contents or

their mood



98





SPECIFIC AIM


MINUTE

Request the

mood

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Choice in a group

process

The trainees

have a look on

all ingredients

and decide

what they

want to do

with them.

The group can

vote or agree

in another

way. It makes

sense to

divide into

groups for

starter, main

dish and

dessert and to

write the tasks

down.




decide, how much



- Textbook

- Board and pen

30-60


99

Cooking

Afterwards

the trainees

prepare and

cook.

The trainer guides

- All ingredients

60-120


eat together


the table

- Cutlery 120-150


tidy up


The trainees

know this session

comes to an end



100

Teaching Unit 52: On a diet

MAIN TOPIC: Diet, cooking a low calorie meal


REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Knowledge about

diet

The trainees

talk about

their

experiences

The trainees

read in the

textbook


trainees



textbook

- Chair circle

- Textbook

30-40

40-50

Cooking a low

calory meal

The trainees

cook



eat together


the table

- Cutlery 110-140


tidy up



101

The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives

about the

food, the

learned

contents or

their mood



102

Teaching Unit 53: Remembering Poland

MAIN TOPIC: Poland, beef roulades with gherkin, onion and mustard

ACCOMODATION: Confernece and computer room, kitchen

REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Knowledge about

Poland

The trainees

gather what

they

remember

from Poland

The trainer writes

down the answers on

a board. Then he

completes the

knowledge with some

more facts

- Board & pen

- Textbook

30-40

Deepening

knowledge about

Poland

The trainees

do an internet

research


necessary

- Computer

room

40 - 60

Presenting the

results

The trainees

add facts

about Poland

on the board


pen to the trainees

who want to

contribute

- Board and

marker

60 - 70


cook the meal



eat together


the table

- Cutlery 140-170


tidy up



103

The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives

about the

food, the

learned

contents or

their mood



104

Teaching Unit 54: Different eating habits of the word

MAIN TOPIC: Eating habits, cooking Indian curry


REMARK: Organize chop sticks, and other materials that could demonstrate contents, organize all

ingredients.

Use the quiz on the DVD!

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Knowledge about

different eating

habits around the

world

The trainees

play the quiz

and read the

text together



quiz. Then they

compare answers;

afterwards they read

the text below

- DVD with quiz

- Textbook

30-90


cook rice and

curry

The trainer guides - All ingriedents 90-140

Eating together

with hands

The trainees

eat together

the trainer invites to

the table

- Cutlery 140-160


tidy up



105

The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives

about the

food, the

learned

contents or

their mood



106

Teaching Unit 55: Comparing European countries

MAIN TOPIC: Similarities and differences between our countries, Polish pancakes with curd


REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


The trainees

compare the

countries

The trainees

fill in the chart

in the

textbook in

pairs of two

people



textbooks

- Textbook 30-50


cook the meal

together


Eating The trainees

eat togther


the table

- Cutlery 110-140


tidy up



107

The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives

about the

food, the

learned

contents or

their mood



108

Teaching Unit 56: Making jam

MAIN TOPIC: Stabilizing food, making jam and bread


REMARK: Make sure that there is a jar for each trainee

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Repetition of food

additives

The trainees

tell what they

can

remember

about food

additives and

stabilzisers.

The trainer writes

down the answers.

- Board & Pen

- Textbooks as

support

30-50

Making jam and

bread

The trainees

divide into

two groups.

One group

makes the

jam, the

others make

the bread


- Recipes in the

textbooks

50-150


109

Sharing the self-

made products

The trainees

share the

products that

everyone can

take some of

both



tidy up


The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives

about the

food, the

learned

contents or

their mood



110

Teaching Unit 57: Purchase and control of food

MAIN TOPIC: Purchase and control of food, Slovenian struklji


REMARK: You can add coffee or ot chocolate

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Knowledge about

purchase and

control

The trainees

read through

the textbook



textbook

- Textbook 30-40

Baking The trainees

prepare the

cake


Eating The trainees

eat together


the table, he can also

make coffee or hot

chocolate

- Cutlery 100 - 130


tidy up



111

The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives

about the

food, the

learned

contents or

their mood



112

Teaching Unit 58: History of food and nutrition

MAIN TOPIC: Evolution and nutrition, Polish ginger bread cake

ACCOMODATION: Cofernece room, kitchen

REMARK: You can add coffee or hot chocolate if you want

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Baking The trainees

prepare the

cake



tidy up


Meanwhile:

Knowledge about

nutrition in the

past

The trainees

tell what they

think people

ate in former

times

The trainees

read the

article and

mark

important

passages


writes down the

answers on a board


trainees to read

- Board & pen

- Textbook

70-90

90-120

Eating togther The trainees

eat togther


the table

- Cutlery 120-140


113

The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives

about the

food, the

learned

contents or

their mood



114

Teaching Unit 59: Food and social classes

MAIN TOPIC: Society classes and food, German “Maultaschen”


REMARK: This session is a little longer than the others!

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Knowledge about

food on different

society classes

The trainees

discuss if they

think that

there are

differneces in

the nutrition

of rich or poor

people and if

yes, which

one.

Then they

read the

article in the

textbook


trainees and writes

down the answers



textbook and to back

up their opinion or to

disprove others

opinions

- Board & pen

- Textbook

30 - 60


cook the meal



115


eat their meal


the table

- Cutlery 180 - 210


tidy up


The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives

about the

food, the

learned

contents or

their mood



116

Teaching Unit 60: Price calculation and portion control

MAIN TOPIC: Price calculation, Spanish garlic soup


REMARK: Organize all ingredients before and keep the bill

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


How to calculate

prices

The trainees

read the

article in the

textbook

Then the

trainees shall

agree on a

price for

todays garlic

soup


trainees to read


bill to the group. He

will help with the

calculation. Think of

the amount of

portions you’ll get out

of your shopping and

which ingredients you

add, without having

bought them today

- Textbook

- Bill of the food

shopping

30-50

50-70


cook the meal



117


eat togther


the table

- Cutlery 120-150


tidy up


The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives

about the

food, the

learned

contents or

their mood



118

Teaching Unit 61: Cooking Slovenian specialties

MAIN TOPIC: Slovenian tarragon potica


REMARK: You can have coffee or hot chocolate along

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Baking

The trainees

prepare the

potica

The trainer helps - All ingredients 30-60

Meanwhile the

dough is rising

Repetition of the

knowledge about

baking powder

and yeast

The trainees

gather

together what

they can

remember

The trainer writes

down the answers

- Board & pen 60-80

Preparing the

dough

The trainees

go on with the

preparation of

the potica

The trainees

start with the

filling


100-120


119

Tidying up the trainees

tidy up


Preparing the

table

The trainees

lay the table

- Cutlery 130-140

Eating The trainees

eat togther


the table

140-170

The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives

about the

food, the

learned

contents or

their mood



120

Teaching Unit 62: Chinese cooking

MAIN TOPIC: Cooking with a wok

ACCOMODATION: Conference romm, kitchen

REMARK: Organize a wok

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Knowledge about

the wok

The trainees

read the

article in the

textbook


trainees to read

- Textbook 30-50


cook



eat together


the table

- Cutlery 120-150


tidy up



121

The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives

about the

food, the

learned

contents or

their mood



122

Teaching Unit 63: Visiting a small market

MAIN TOPIC: Visiting a small market

ACCOMODATION: Outside!

REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Making a plan The trainees

know what

they are going

to do

The trainer explins

that the whole group

goes to a small market

and talks about

interesting things to

check out

- Textbook 30 - 40

Visiting the

market

The group

visits the

market

The trainer

accompanies

40 - 160

Reflection The trainees

tell what they

saw and

learned

Tha trainer asks and

listens

160 - 180


123

The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives

about the

food, the

learned

contents or

their mood



124

Teaching Unit 64: Fair trade and organic food

MAIN TOPIC: Organic and Fair-trade


REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Knowledge

about Fair trade

and organic

food

The trainees

read in the

textbook

The trainer asks to

open the textbooks.

He explains any

questions

- Textbook 30 - 60

Visit in a place

that sells fair

trade and

organic food, for

example a

health food

shop

The group

visits the

place and can

ask the staff

about fair

trade if they

want

The trainer

accompanies the

group

60 - 140


share their

expressions

and what

they

personally

think about

organic food

and fair-trade

The trainer leads the

discussion

140 - 160


125

The trainees

know this

session comes

to an end

The trainees

tell three

describing

adjectives

about the

food, the

learned

contents or

their mood



126





SPECIFIC AIM


MINUTE

Request the

mood

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Choice in a group

process

The trainees

have a look on

all ingredients

and decide

what they

want to do

with them.

The group can

vote or agree

in another

way. It makes

sense to

divide into

groups for

starter, main

dish and

dessert and to

write the tasks

down.




decide, how much



- Trainees

textbook p.

- Board and pen

30-60


127

Cooking

Afterwards

the trainees

prepare and

cook.

The trainer guides

- All ingredients

60-120


eat together


the table

- Cutlery 120-150


tidy up


The trainees

know this session

comes to an end



128

Teaching Unit 66: Laying a table

MAIN TOPIC: Laying a table


REMARK: Organize high quality napkins, print out ten ways of napkin folding (From the

Websitehttp://www.napkinfoldingguide.com/). This is a very short session!

SPECIFIC

AIM


MINUTE

Request

the mood

The

trainees

tell three

describing

adjectives


The

trainees

know how

to lay a

table

They look

at the

picture

Then they

describe

what they

see

The

trainees

lay the

table. Each

trainee

one place

The trainer shows

a picture of a

layed table

- Beamer

- Cutlery

30-50

Folding

napkins

Each

trainees

folds one

napkin

The trainer

shares out the

prints.

- Internet page

http://www.napkinfoldingguide.c

om/

- Napkins

50-90


129

Tidying up The

trainees

tidy up

again


The

trainees

know this

session

comes to

an end

The

trainees

tell three

describing

adjectives

about the

food, the

learned

contents

or their

mood



130






SPECIFIC AIM


MINUTE

Request the

mood

The trainees

try to

remember

which

adjectives

they mostly

used during

the last

sessions


Reflection of the

first quarter

The trainees

reflect the

sessions, they

play the

games the

trainer

introduces

The trainees

fill in the

questionnaire




the second

The teacher hands

out the

questionnaires and

collects them

afterwards

- Teachers

textbook p.

- Green, yellow,

red cards for each

trainee and some

papers and pens

- Questionnaire

DVD

30-90

90-110

The trainees

know this

session comes

to an end



131

Teaching Unit 68: Talking about good manners

MAIN TOPIC: What does Knigge say?


REMARK: Copy the table manners before

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Who was Knigge

The trainees

tell if they

have any idea

or ever heard

that name

Then they

listen

The trainer writes

down the name on a

board and asks the

trainees for any ideas

The trainer writes

down the informations

about Knigge

- Board & pen

- Teachers

textbook p.

30-40

40-50

Repeating last

session

The trainees

lay the table

together as

good as

possible,

without

textbook


trainees to lay the

table again

- Cutlery 50-70


132

Studying Knigge Each trainee

takes one rule

about

tablemanners

and shall

explain it to

the others by

playing a role

game

One after another the

trainees explains the

rule or even better

shows it during the

game

- Textbook

70-100


tidy up again


Outlook to the

next session

The trainees

know that

they’ll go to a

restaurant in

the next

session


trainees they’ll go to a

restaurant and clarifys

questions

110-120

The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives

about the

food, the

learned

contents or

their mood



133

Teaching Unit 69: Visiting a restaurant

MAIN TOPIC: Visit a restaurant

ACCOMODATION: Conference room, Restaurant

REMARK: Order a table in advance, the session would be nice in the evening

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Knowledge

The trainees

know why

they go to the

restaurant


that the trainees shall

observe the service

and the whole

surrounding

30-40

Going to the

restaurant

The trainees

enjoy the

evening

The trainer enjoys the

evening and reminds

the trainees of

watching the service

- Money 40-200

Review The trainees

shall tell what

attracted their

attention



134

The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives

about the

food, the

learned

contents or

their mood



135

Teaching Unit 70: Fish and seafood

MAIN TOPIC: Fish and sea food, Spanish paella


REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives



lay the table

together


group to lay the table

- Cutlery 30-50

Knowledge about

the protection of

species and the

storage of fish

The trainees

open the

textbook

The trainees

read the

article in the

textbook


the problem of

overfishing

- Textbooks 50-80

Cooking paella The trainees

cook


explains how they

prepare the different

ingredients


Eating The trainees

eat together


the table

170-200


136


tidy up


The trainees

know this session

comes to an end



137

Teaching Unit 71: Serving food and drinks

MAIN TOPIC: Serving food and drinks


REMARK: Organize a tray and some objects you can put on the plates (like tennis balls)

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Knowledge about

serving food

The trainees

tell what they

remember

from their visit

in the

restaurant


group what they

remember and writes

down the answers

- Board & pen

30-50


lay the table



138

Practice the

service

The trainees

form two

groups with

each group

serving one

another. Fill

the glasses

with water

and put some

balls or other

objects on the

plates


their task

- Tray 70-110


tidy up


Planning the next

session(s)

The trainees

divide into 2

groups


that the 2 groups will

cook and serve each

other in the next two

sessions. They agree

which group is going

to prepare which

recipe (Lesson 72:

Potato soup and

Cream of courgette

soup) and which group

is going to start.

120-130

The trainees

know this session

comes to an end



139

Teaching Unit 72: Different kinds of soup

MAIN TOPIC: Cooking and serving for one half of the group, potato and cream of courgette soup


REMARK: Organize trays and napkins. This session is to be done twice with the first and second half

of the group. After the second session the group reflects together!

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Laying the table

Half of the

group lays the

table

The trainer guides

- Cutlery 20-50

Planning the

serving

The trainees

devise a plan of

who has which

responsibility.

They remind

the things they

have to keep in

mind while

serving

The trainer writes

down all the tasks on

a board

- Board & pen

1. Who serves soup

2. Who serves and

refills drinks

3. Who removes

empty plates

50-70


cook the soup



140

Serving The trainees

serve the food

and drinks for

the other half

of the group.

The ones who

are served

make notes

about the

“performance”.

After finishing

the meal they

can leave


needed

110-140


tidy up


Review The trainees

who served

and cooked try

to review each

others work

The trainer asks

questions:

What was good?

What do we have to

change or make

better?

170-190

The trainees

know this session

comes to an end



141






SPECIFIC AIM


MINUTE

Request the

mood

The trainees

try to

remember

which

adjectives

they mostly

used during

the last

sessions


Reflection of the

first quarter

The trainees

reflect the

sessions, they

play the

games the

trainer

introduces

The trainees

fill in the

questionnaire




the second

The teacher hands

out the

questionnaires and

collects them

afterwards

- Textbook

- Green, yellow,

red cards for each

trainee and some

papers and pens

- Questionnaire

DVD

30-90

90-110

The trainees

know this

session comes

to an end



142

Teaching Unit 74: How to be the perfect waiter

MAIN TOPIC: Customer care


REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Knowledge about

customer care

The trainees

read the

textbook´s

passages

about

customer

service

The group

does several

role plays



textbooks


the game

- Textbook

- Textbook

- notes

30-50

50-110

The trainees

know this session

comes to an end



143





SPECIFIC AIM


MINUTE

Request the

mood

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Choice in a group

process

The trainees

have a look on

all ingredients

and decide

what they

want to do

with them.

The group can

vote or agree

in another

way. It makes

sense to

divide into

groups for

starter, main

dish and

dessert and to

write the tasks

down.




decide, how much



- Textbook

- Board and pen

30-60


144

Cooking

Afterwards

the trainees

prepare and

cook.

The trainer guides

- All ingredients

60-120


eat together


the table

- Cutlery 120-150


tidy up


The trainees

know this session

comes to an end



145

Teaching Unit 76: Learning about an employment contract

MAIN TOPIC: Employment contract, Spanish stew

ACCOMODATION: Conference room, Kitchen

REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Employment

contract

The trainees

tell what they

think must be

in an

employment

contract and

read the text

in their

textbooks

The trainer asks

without textbook first

and writes the

answers on the board.

Then he lets the

participants check in

the textbooks and find

out what they forgot.

- Textbook 30 - 50


lay the table

together



- Cutery 50 - 60

Cooking Spanish

stew

The trainees

cook


explains how they


ingredients

- All ingredients 60 - 150

Eating The trainees

eat together


the table

150 - 180


tidy up



146

The trainees

know this session

comes to an end



147

Teaching Unit 77: Visiting a hotel

MAIN TOPIC: Visiting a hotel


REMARK: Check in advance which hotel you are going to visit and if you can talk to a hotel staff to

introduce the group and maybe answer questions.

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives



know what

they are going

to do

The trainer explins


goes to a hotel and

talks about interesting

things to check out

- Textbook 30 - 40

Visiting the

market

The group

visits the hotel

and the

trainees can

ask questions

The trainer

accompanies

40 - 160


tell what they

saw and

learned


listens

160 - 180


148

The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives

about the

learned

contents or

their mood



149

Teaching Unit 78: Germany speciality

MAIN TOPIC: Cooking German salted pork legs


REMARK: Very long session!

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Cooking

The trainees

cook the meal



lay the table

- Cutlery 20 minutes


eat together


the table

210-240


tidy up


The trainees

know this session

comes to an end



150





SPECIFIC AIM


MINUTE

Request the

mood

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Choice in a group

process

The trainees

have a look on

all ingredients

and decide

what they

want to do

with them.

The group can

vote or agree

in another

way. It makes

sense to

divide into

groups for

starter, main

dish and

dessert and to

write the tasks

down.




decide, how much



- Texbtbook

- Board and pen

30-60


151

Cooking

Afterwards

the trainees

prepare and

cook.

The trainer guides

- All ingredients

60-120


eat together


the table

- cutlery 120-150


tidy up


The trainees

know this session

comes to an end



152

Teaching Unit 80: Good bye!

MAIN TOPIC: Review


REMARK: Organize a moderation case, copy the questionnaires on the DVD, you can use the games

for the “Express yourself” sessions if you want

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Reflection of the

complete Suvot

training

The trainees

reflect the

SUVOT

sessions. They

play games

which are the

same once

used to

review the

stand.

The trainees

fill out the

questionnaire


the first game and

lets the group play it.

When finished he

goes over to the

second.

The teacher hands

out the

questionnaires and

collects them when

done.

- Green, yellow,

red cards for each

trainee and some

papers and pens

- Questionnaire on

the DVD

30-90

90-110

The trainees

know this

course comes to

an end

3 - Adjectives

about the

whole course


trainees to write

down the most

important sentences

- Paper & pen 110-130


2

SUVOT COOKING COURSE

Supporting learning tables


3

SESSIONS SCHEDULE FOR THE TRAINERS

This document is a teaching tool that aims to make easier for the trainers the organization of

each of the 80 curriculum sessions within the SUVOT vocational training course.

Of course, it is only a suggestion, so each trainer can adapt it to the special needs of a

concrete training group.

The following learning tables make reference to the SUVOT manual “Cooking and Soft skills:

Vocational training to empower people with mental illness and learning disabilities.

Improving job performance and career prospects” and also to the presentations and

documents included as extra content in the SUVOT DVD and SUVOT website

http://suvot.intras.es – Didactic materials.

"This project has been funded with support from the European Commission (Lifelong Learning

Programme, Leonardo Da Vinci sub-programme) of the European Union“. This publication reflects the

views only of the author, and the Commission cannot be held responsible for any use which may be

made of the information contained therein."


4

INDEX

Teaching Unit 1: Getting to know everything!........................................................................ 6

Teaching Unit 2: Kitchen equipment…………………………………………………………………………………………. 8

Teaching Unit 3: Food shopping………………………………………………………………………………………………. 10

Teaching Unit 4: Conversion and food storage………………………………………………………………………… 12

Teaching Unit 5: Reading a recipe……………………………………………………………………………………………. 14

Teaching Unit 6: What to do before and after cooking……………………………………………………………. 16

Teaching Unit 7: Cooking in a team…………………………………………………………………………………………. 19

Teaching Unit 8: Rice, noodles and potatoes………………………………………………………………….………… 21

Teaching Unit 9: Mushrooms…………………………………………………………………………………………………… 22

Teaching Unit 10: Cooking, steaming, stewing…………………………….…………………………………………… 24

Teaching Unit 11: Express yourself………………………………………………………………………………………….. 26

Teaching Unit 12: Cleaning and storage temperature……………………………………………………….…….. 27

Teaching Unit 13: Oil……………………………………………………………………………………………………………….. 29

Teaching Unit 14: Contamination hazards……………………………………………………………………………….. 31

Teaching Unit 15: Risky food……………………………………………………………………………………………………. 33

Teaching Unit 16: All about water……………………………………………………………………………………………. 35

Teaching Unit 17: Sauces, thickeners and spices……………………………………………………………………… 37

Teaching Unit 18: Illnesses caused by pathogens……………………………………………………………….……. 39

Teaching Unit 19: Religions and food………………………………………………………………………………………. 41

Teaching Unit 20: Mustard………………………………………………………………………………………………………. 43

Teaching Unit 21: Learning how to prepare a menu………………………………………………………………… 46

Teaching Unit 22: Vinegars………………………………………………………………………………………………………. 48

Teaching Unit 23: Go shopping………………………………………………………………………………………………… 49

Teaching Unit 24: Express yourself…………………………………………………………………………………………… 51

Teaching Unit 25: The food pyramid………………………………………………………………………………………… 52

Teaching Unit 26: Herbs…………………………………………………………………………………………………………… 53

Teaching Unit 27: Eating only vegetables…………………………………………………………………………………. 55

Teaching Unit 28: Seasonal cooking…………………………………………………………………………………………. 57

Teaching Unit 29: Cheese……………………………………………………………………………………………………..…. 59

Teaching Unit 30: Food additives…………………………………………………………………………………………….. 61

Teaching Unit 31: Sports and food…………………………………………………………………………………………… 63

Teaching Unit 32: Baking…………………………………………………………………………………………………………. 65

Teaching Unit 33: Good fungus vs. bad fungus……………………………………………………………………….. 68

Teaching Unit 34: Creativity contest………………………………………………………………………………………… 70

Teaching Unit 35: Noodles………………………………………………………………………………………………………. 72

Teaching Unit 36: Soya, tofu and couscous……………………………………………………………………………… 74

Teaching Unit 37: Cooking with alcohol…………………………………………………………………………………… 75

Teaching Unit 38: Portions I…………………………………………………………………………………………………….. 76

Teaching Unit 39: Portions II……………………………………………………………………………………………………. 77


5

Teaching Unit 40: Sweet vs. Savoury……………………………………………………………………………….….……. 78

Teaching Unit 41: Slovenian dessert…………………………………………………………………………………..…….. 80

Teaching Unit 42: Creativity contest…………………………………………………………………………………..……… 81

Teaching Unit 43: Teamwork and reliability in the kitchen……………………………………….……….………. 83

Teaching Unit 44: Express yourself……………………………………………………………………………………….……. 84

Teaching Unit 45: Choosing the right menu………………………………………………………………….…..…….…. 86

Teaching Unit 46: Remembering Slovenia………………………………………………………………….……..……….. 88

Teaching Unit 47: Fast food…………………………………………………………………………………….…………………. 90

Teaching Unit 48: Remembering Spain…………………………………………………………………….………………… 92

Teaching Unit 49: Ready-made food……………………………………………………………………………….…..…….. 94

Teaching Unit 50: Remembering Germany……………………………………………………………….…………..…… 96

Teaching Unit 51: Creativity contest……………………………………………………………………….…………..…..… 98

Teaching Unit 52: On a diet…………………………………………………………………………………………….……..… 100

Teaching Unit 53: Remembering Poland……………………………………………………………………………...….. 102

Teaching Unit 54: Different eating habits of the word………………………………………………………….….. 104

Teaching Unit 55: Comparing European countries………………………………………………………..…….……. 106

Teaching Unit 56: Making jam………………………………………………………………………………………..……….. 108

Teaching Unit 57: Purchase and control of food……………………………………………………………..……….. 110

Teaching Unit 58: History of food and nutrition………………………………………………………………..……… 112

Teaching Unit 59: Food and social classes………………………………………………………………………..………. 114

Teaching Unit 60: Price calculation and portion control…………………………………………………..………. 116

Teaching Unit 61: Cooking Slovenian specialties……………………………………………………………………….. 118

Teaching Unit 62: Chinese cooking……………………………………………………………………………………………. 120

Teaching Unit 63: Visiting a small market…………………………………………………………………………..….….. 122

Teaching Unit 64: Fair trade and organic food……………………………………………………………………..…… 124

Teaching Unit 65: Creativity contest…………………………………………………………………………………….…… 126

Teaching Unit 66: Laying a table…………………………………………………………………………………….……..…. 128

Teaching Unit 67: Express yourself…………………………………………………………………………………….……… 130

Teaching Unit 68: Talking about good manners………………………………………………………………….…….. 131

Teaching Unit 69: Visiting a restaurant……………………………………………………………………………………… 133

Teaching Unit 70: Fish and seafood…………………………………………………………………………………..……… 135

Teaching Unit 71: Serving food and drinks………………………………………………………………………..……… 137

Teaching Unit 72: Different kinds of soup…………………………………………………………………………..……. 139

Teaching Unit 73: Express yourself………………………………………………………………………………………..…. 141

Teaching Unit 74: How to be the perfect waiter………………………………………………………………….…… 142

Teaching Unit 75: Creativity contest…………………………………………….……………………………………….….. 143

Teaching Unit 76: Learning about an employment contract………………………………………………..……. 145

Teaching Unit 77: Visiting a hotel…………………………………………………………………………………..…………. 147

Teaching Unit 78: Germany specialty………………………………………………………………….………....…………. 149

Teaching Unit 79: Creativity contest…………………………………………………………………….………....………… 150

Teaching Unit 80: Good bye!.......................................................................................................... 152


6

Teaching Unit 1: Getting to know everything!

MAIN TOPIC: Introduction, Personal Hygiene


REMARK: Documents on the DVD: Lesson 1.1, 1.2, 1.3, 1.4, please print in advance!

SPECIFIC AIM


MINUTE

The trainees get

to know each

other and start

bonding as a

group (knowing

names, playing

together,…)

The trainees

actively play

the games.

The trainers

participate.

1. Introduce your

partner

2. Sequence of names

3. Spiders web

- DVD for the

explanation of

games

- Textbook

- Some pens and

copies

- Chair circle

- Ball of wool

0-30

The trainees

understand the

structure of the

training (goals,

contents, …)

The trainees

listen

The trainers

introduce themselves

and show the power

point presentation

- Power point

presentation, DVD

- Beamer

30-45

The trainees

have a feeling of

co-

determination

The trainees

discuss their

expectations

Every trainee tells his

expectation. Then the

trainer asks, if the

group thinks, the

training will fulfill

their expectations.

The trainer should

encourage a

discussion while

guiding it carefully.

45 - 55

The trainees

understand how

to work with the

textbook

The trainees

listen to the

trainers


the textbook and

explains how to use

it.

- Textbook 55-75


7

The trainees

understand the

food shopping

system

The trainees

listen to

trainer. Then

they try to

arrange an

order of who

is responsible

for the

shopping.


the system of buying

the ingredients. Every

session it will be one

trainee to do the

shopping with the

trainer. Then the

group arranges an

order to determine

who is in charge for

the shopping for the

next sessions.

- Pen

- Paper

75-95

The trainees

understand why

the subject is

interesting and

important

The trainees

watch the

movie and

have a brief

discussion

with their

partner. Then

the whole

group talks

about it.

The trainer shows a

movie about hygiene

and lets the trainees

talk about it in pairs

of two. Then he asks

the group to come

together and discuss

their thoughts about

the movie.

- Beamer

- Internet

- Movie Textbook

95 - 110

The trainees

learn the most

important facts

about personal

hygiene

The trainees

listen and talk

about the

contents of

the textbook

The trainer reads out

the corresponding

part in the textbook.

Then the group

discusses its

contents.


The trainees

know the

session is about

to end

Reflection of

this session



content with the


names three


their mood



8

Teaching Unit 2: Kitchen equipment

MAIN TOPIC: Kitchen equipment, basics about Germany, sugared pancake with raisins



SPECIFIC AIM


MINUTE

The trainees

reflect and

describe their

current

emotional

state

The trainees

talk about their

experiences

since the last

session

The trainer asks one

trainee after another

0-30

The trainees

get to know

the different

facilities to

encourage a

feeling of

comfort

The trainees

can see all

important

facilities

The whole group

goes through the

kitchen, and into the

room where the

simulation training

will take place. The

responsible trainers

tell something about

their tasks. Then

they’ll go back to the

conference room.

This is only supposed

to be a very brief

tour.

- Different facilities 30 - 40

The trainees

learn basic

facts about

Germany

The trainees

write down the

answers to

some

questions.

After finishing

the

presentation

they compare

the answers


the page in the

textbook. The


down answers while

watching the

presentation.

- Power Point

Presentation, DVD

- Questionnaire:

Textbook

- Beamer

40-55


9

Preparing the

meal

The trainees

form two

groups and

discuss the

single tasks

and their

responsibilities.

Everybody will

write down the

single steps

they will have

to go through

during the

process

The trainer guides

the groups

- Textbook

- All ingredients

- Pen and paper

55-65


cook the

pancakes with

raisins

The trainer guides

the groups

65-120

First feeling of

success

The trainees

eat together

The trainer is


the table. The

trainees may help

when they fulfilled

their tasks. The

trainer invites the


and they have the

meal together. It


trainer encourages

an discussion about

the meal. This is

important for every

session.

- Table

- Cutlery

120-160

The trainees

know the

session is

about to end

Reflection of

this session



content with the


names three


their mood



10

Teaching Unit 3: Food shopping

MAIN TOPIC: Shopping, basics about Poland, Leek & egg salad



SPECIFIC AIM


MINUTE

The trainees reflect

and describe their

current emotional

state

The

trainees try

to describe

their

current

mood with

the help 3

adjectives


trainees to mention

3 adjectives

describing their

current mood.

- Chair circle 0-30

The trainees learn

basics about

shopping and

develop a table with

the responsibility for

the shopping.

The

trainees

listen,

discuss and

agree on

the tasks


the issue and asks

the trainees

questions

- Textbook 30 - 45

The trainees learn

basic facts about

Poland

The

trainees

answer

some

questions.

After

finishing

the

presentatio

n the

teacher

plays the

song, then

they

compare

the

answers


the page in the

textbook. The

trainees write down

their answers while

watching the movie.

- Power Point

Presentation, DVD

- Questions: Textbook

- Beamer

45 - 60


11

Preparing the meal The

trainees

read the

recipe and

discuss

what to do.

The group

writes

down the

tasks of

each

trainee

during

cooking

The trainer proposes

that they cook the

eggs together, but

everybody makes his

own salad.

- Textbook

- All ingredients

- Kitchen facility

60 - 100

Feeling of success The

trainees eat

together

The trainer is


the table. The

trainees may help

when they fulfilled

their tasks. The

trainer invites the


and they have the

meal together. It


trainer encourages

an discussion about

the meal. This is

important for every

session.

- Table

- Cutlery

100-140

Tidying up becomes

routine

The

trainees

tidy up the

kitchen

The trainer offers his

help when necessary

140 - 160

The trainees know

that the session

comes to an end

The

trainees

give the

proper

answers



content with this

lesson. The trainees

should describe their

current mood by

using three

adjectives.

160 - 180


12

Teaching Unit 4: Conversion and food storage

MAIN TOPIC: Conversions and measurement, food storage and stock

ACCOMODATION: Conference room, kitchen, stock room

REMARK: Please print the document on the DVD in advance

SPECIFIC AIM


MINUTE

The trainees

reflect and

describe their

current

emotional state

The trainees

describe their

current mood

using 3

adjectives

The methodology

trainer asks the


their mood with the

use of 3 adjectives.

He starts with giving

an example

- Chair circle 0-30

Arousing

interest

The trainees

work together

as a team


the game, giving

more and more

support towards the

end

- Textbook

- One bowl with 5

liters

- One bowl with 3

liters

30-50

The trainees

get a feeling

for

conversions

and the

devices that

are needed

The trainees can

try out different

forms of

measurement,

scales and

measuring jugs.

The trainees

write down

their answers

into the chart.

They work in

groups of 2

using the

equipment to

answer the

questions

The trainer provides

scales, measuring

jugs, cups and

spoons. The trainees

can try out different

forms of

measurement like

cups, etc. while trying

to answer the

questions from the

book

- Textbook

- Scales

- Measurement jugs

- Spoons (small+big)

- Cups

- Water, Rice, Milk,

Flour,

Breadcrumbs

50-70


13

The trainees

learn more

about the

theory behind

their

experimental

results

The trainees

listen and read

the textbook


the content of the

textbook through

examples

- Textbook

- Scale

- Measurement jug

70-80

Knowing

basics about

storage and

keeping stock

All trainees go

into the kitchen

storage and try

to remember 3

articles which

they think

always should

be there. The

trainees discuss

the different

opinions.



thoughts and writes

the answers on a

board.

- Board

- Kitchen storage

80-95

Stabilizing the

knowledge

The trainees

listen to the

trainer and

work through

the textbook

The trainer guides

the trainees through

the textbook

- Textbook 95-105

Knowing

basics about

storage

The trainees go

to the fridge

and see how

food should be

stored

The trainer

accompanies them

without comments

- Good sorted fridge 105-110

Reflecting

what they

have seen

The trainess fill

answers into an

exercise sheet

in the textbook

controlling each

other when

finished

the trainer gives

instructions

- Textbook 110-130

Stabilizing the

results visually

The trainees

take pictures

and put them

onto the fridge

the group

always uses


the pictures and

some glue tape,

asking the trainees to

put them on the

fridge

- Textbook

- Printed document

of the DVD

- Tape

130-140

The trainees

know this

session comes

to an end

Reflection of

the session

1. number ray



themselves on the

number ray

140-170


14

Teaching Unit 5: Reading a recipe

MAIN TOPIC: Reading a recipe, basics about Spain, cream of courgette soup



SPECIFIC AIM


MINUTE

The trainees

reflect and

describe their

current

emotional state

The trainees try

to describe their

current mood by

using 3

adjectives

The methodology

trainer asks the


their current mood

using 3 adjectives.

He starts by giving

an example

- Chair circle 0-30

The trainees

understand

how they work

with a recipe

1. Ingredients

2. Work steps

3. Materials

(pots, spoons,…)

The trainer refers

to the textbook.

The trainees work

on the task

- Textbook 30-60

The trainees

learn basic facts

about Spain

The trainees

write down the

answers to

some questions,

then they

compare the

answers

The trainer refers

to the page in the

textbook. The


down answers

while watching the

movie.

- Power Point

Presentation, DVD

- Questionnaire:

Textbook

- Beamer

60-80


15

Preparing the

meal

The trainees

form two groups

and discuss the

tasks and

responsibilities.

Everybody

writes down the

steps they will

have to take.

The trainees can

write their

names behind

the single steps

to point out the

responsibilities.

Always do this

when you cook a

recipe!

The trainer guides

the groups

- Recipe cream of

courgette soup,

Textbooks

- All ingredients

80-90


cook a cream of

courgette soup

each

The trainer guides

the groups

90-125

The trainees

taste what they

prepared

Every group eats

their own

prepared meal

The trainer invites

the trainees to the

table

- Cutlery 125-145

Tidying up

becomes a

routine

The trainees tidy

up the kitchen


necessary

145-175

The trainees

know this

session comes

to an end

Reflection of the

session

Game: Number

ray



game

- Chair circle

- Textbook

175 - 185


16

Teaching Unit 6: What to do before and after cooking

MAIN TOPIC: Jobs before and after cooking, basic facts about Slovenia, pork tongue



SPECIFIC AIM


MINUTE

The trainees

reflect and

describe their

current

emotional state

The trainees

try to describe

their current

mood by using

3 adjectives

The methodology

trainer asks the


their current mood

using 3 adjectives.

He starts by giving an

example

- Chair circle 0-30

Preparing the

meal

The trainees

form two

groups and

discuss the

tasks and

responsibilities.

Everybody

writes down

the single steps

they have to

do. The trainer

makes sure

that the groups

are not always

the same. To

randomly form

the groups he

can let them

count 1,2,1,2

or he can deal

out cards,

meaning all red

cardholders

and all black

cardholders

form a group.

The trainer guides

the groups

- Recipe pork

tongue: Textbook

- All ingredients

30-40


17


cook the meat

The trainers let the

groups start the

cooking.

40-50

While the meat

is cooking:

Gathering ideas

The trainees

give answers

The trainer draws to

rows onto a board.

One has the headline

“before” and one has

the headline “after”.

He writes down the

given answers into

the right row. When

there are no more

ideas, but there are

still things missing,

the trainer tries to

give tips. This idea is

borrowed from the

game “Outburst”

- Board

- Pen

50-70

Fill the

textbook with

answers

The trainees

open the page

in the textbook

The trainees fill in

the answers in their

textbook

- Textbook 70-80

The trainees

learn basic facts

about Slovenia

The trainees

write down the

answers to

some

questions.

After finishing

the

presentation

they compare

their answers


the page in the

textbook. The


down answers while

watching the movie.

- Power Point

Presentation on

the DVD

- Questionnaire:

Textbook

- Beamer

80-100

Cooking The trainees go

back into their

groups and

finish their

meals

The trainer guides

the groups

100-120

Experiencing

success

The trainees

eat together

The trainer invites

the trainees to the

table

- Cutlery 120-140


18

Tidying up

becomes a

routine

The trainees

tidy up the

kitchen


necessary

140-150

The trainees

know this

session comes

to an end

Reflection of

the session

1. packing my

bag



game

- Chair circle

- Textbook

150-170


19

Teaching Unit 7: Cooking in a team

MAIN TOPIC: Team work, cutting exercises, cooking vegetable pan and making fruit salad


REMARK: You can use the document for lesson 7 on the DVD, please print it in advance!

SPECIFIC AIM


MINUTE

The trainees

reflect and

describe their

current emotional

state

The trainees

understand

that they have

to work as a

team

The trainer joins the

trainees for the

teamwork. The goal

for everybody is to

feel comfortable in the

group. As warm up

they play a game.

0-40

Creating relaxed

mood

The trainees

play the game

1. Fruit salad


the game

- Chair circle

- Textbook

40-55

Playfully

experience

teamwork and

communication

The trainees

play the game

1. Gordian

knot


the game

- Textbook 55-80

Preparing the

meal

Each trainee

fulfills the task

on their note


the prepared notes

- Textbook

- DVD

- All ingredients

80-110

Putting things

together

The trainees

mix the

ingredients for

the fruit salad

The trainer gives

advice if needed

110-115

Cooking Every trainee

adds his

vegetable to

the pan


numbers to the

trainees

- Numbers 115-130


20


eat together



- Cutlery 130-150

Tidying up

becomes a

routine

The trainees

tidy up the

kitchen


The trainees

know this session

comes to an end

Every trainee

says what was

difficult for

him and what

was easy

The trainer asks two

questions and then

lets the trainees speak



21

Teaching Unit 8: Rice, noodles and potatoes

MAIN TOPIC: Noodles, potatoes, rice – basic cooking


REMARK: Check if you have all ingredients on stock. If you have a rice cooker please use that one

SPECIFIC AIM


MINUTE

The trainees

reflect and

describe their

current emotional

state

The trainees

calm down

and

concentrate

on the session



current mood

- Chair circle 0-30

Finding out what

the group knows

The trainees

gather their

knowledge

about the

three basic

ingredients in

a

brainstorming

The teacher writes

down the answers on

a board. He can give

help if necessary

- Board & pen

- Teachers

textbook p.

30-50

Having cooked all

basics

The trainees

form three

groups. Each

group cooks

one of these

basics in little

portions

The teacher gives

advice if needed. The

trainer cooks a sauce.

50-80

Tasting the basics The trainees

shall try the

taste of every

basic and

describe it

The teacher writes the

describing adjectives

on a board

- Board & pen 80-100

The trainees

know this session

comes to an end

The trainees

give feedback

about the

session

The trainer asks every

trainee to tell his high

and low point of the

session

100-120


22

Teaching Unit 9: Mushrooms

MAIN TOPIC: Mushrooms, wild mushroom soup


REMARK: If there is season or time please organize an outing if possible to collect mushrooms! Use

the PowerPoint presentation on the DVD.

SPECIFIC AIM


MINUTE

The trainees

reflect and

describe their

current emotional

state

The trainees

explain their

mood by

mentioning 3

fitting

adjectives

The methodology

trainer asks the



their mood. He will

start as an example

- Chair circle 0-30

Basic knowledge

about mushrooms

The trainees

acquire

knowledge by

talking about

the pictures in

the

PowerPoint

and finding

the missing

names by

looking

through some

books the

teacher brings

along


trainees to look at the

PowerPoint

presentation and to

describe what they

can see

- Textbook

- DVD, ppp

- Books about

mushrooms

with pictures

30-60

Knowing the most

popular

mushroom

The trainees

gather the

names of

some

mushrooms

they have

heard of.


trainees to name the

mushrooms they

know.

- Textbook 60-70


cook the soup

together


groups



23


eat the soup


group to the table

- Cutlery 150-170

Tidying up

becomes a

routine

The trainees

tidy up the

kitchen


The trainees

know this session

comes to an end

The trainees

remember the

three

adjectives

they used at

the beginning

of the lesson

and compare

them with

their mood

now

The trainer explains - Chair circle 180-190


24

Teaching Unit 10: Cooking, steaming, stewing

MAIN TOPIC: Meat and vegetables, beef with pumpkin seeds


REMARK: Put one seasonal vegetable onto the shopping list. If you have a pressure cooker please

use this one too for cooking the vegetable. Please explain how to use it.

SPECIFIC AIM


MINUTE

The trainees

reflect and

describe their

current emotional

state

The trainees

explain their

mood by

mentioning 3

fitting

adjectives

The methodology

trainer asks the



their mood. He will

start as an example

- Chair circle 0-30

Cooking the meat The trainees

put the meat

into the water

Reading the recipe

and cooking


Basic knowledge

about different

cooking

techniques

The trainees

try to attach

the right

descriptions

to the

different

techniques



textbook and to assign

the correct numbers.

When they’ve finished

the groups compare

their results and give

explanations for their

choices

- Textbook 40-70

Stewing The trainees

listen to the

trainer and do

what he said


how to stew the

vegetable. They will

eat it later with the

meat

- Seasonal

vegetable (i.e.

carrot)

70-100


finish cooking

their meal


group

100-130


25

Experiencing

success

The trainees

eat their meal

together


trainees

- Cutlery 130.150

Tidying up

becomes a

routine

The trainees

tidy up the

kitchen


The trainees

know this session

comes to an end

The group

describes their

feelings using

3 adjectives


group



26






SPECIFIC AIM


MINUTE

3 - Adjectives The trainees

try to

remember

which

adjectives

they mostly

used during

the last

sessions


Reflection of the

first quarter

The trainees

reflect the

sessions, they

play the

games the

trainer

introduces

The trainees

fill in the

questionnaire




the second

The teacher hands

out the

questionnaires and

collects them

afterwards

- Teachers

textbook p.

- Green, yellow,

red cards for each

trainee and some

papers and pens

- Questionnaire

DVD

30-90

90-110


27

Teaching Unit 12: Cleaning and storage temperature

MAIN TOPIC: Temperatures and cleaning


REMARK: Care for numbers for the number ray in advance!

SPECIFIC AIM


MINUTE

The trainees

reflect and

describe their

current emotional

state

The trainees

visualize their

mood by

positioning

themselves on

a number

1. number ray,

see lesson No.

5



themselves on a

number. Everyone

should say something

about his choice.

0-30

Knowing basics

about different

temperatures

The trainees

talk about the

“Germometer”

in the

textbook


the “Germometer”

and encourages a

discussion

- Textbook 30-60

Temperature

Control

The trainees

read the

information in

the textbook

out loud


trainees to read

- Textbook 60-80

Knowing

theoretical basics

about cleaning

The trainees

go through the

cleaning

methods in

the textbook.

After each key

sentence they

stop and

discuss it


notes with keywords

on it. Each trainee gets

one note. As soon as

the trainee hears his

key sentence in the

text, he says “stop”.

Then the group talks

about the important

facts belonging to this

key sentence. Please

write down all

important facts on a

board

- Textbook

- Board & Pen

80-110


28

Putting the

theoretical

knowledge to

practice by

cleaning the

kitchen

The trainees

develop a

cleaning

schedule.

Then they

have to divide

the different

responsibilities

and start

cleaning

The trainer gives

advices on how to

write the cleaning

schedule

- Textbook 110-170

The trainees

know this session

comes to an end

The trainees

position

themselves in

the number

ray



themselves in the

number ray a second

time

170-180


29

Teaching Unit 13: Oil

MAIN TOPIC: All about oil, self-made oil, deep fry, potato fritter


REMARK: Organize empty bottles for each trainee and the ingredients for the oil

SPECIFIC AIM


MINUTE

The trainees

explain their

mood using 3

fitting adjectives

The trainees

reflect and

describe their

current

emotional

state

The methodology

trainer asks the



their mood. He will

start as an example

- Chair circle 0-20

Basics about oil The trainees

listen to the

trainer


the production

process of oil

- Textbook 20-35

What goes with

salad?

Preparation for

the next session

The trainees

think about

salad and

what to have

in it. For

example nuts,

chicken,

pepper, ham,

etc.

The trainer writes

everything down and

puts it on the

shopping list for the

next session.

- Pen and paper

The trainees

produce their

own oil

The trainees

make their

decision which

oil they want

to make.

Every trainee

makes his own

oil


choices and asks every

trainee to make a

decision. Then he

guides the trainees.

Optional, if there is

more time, the

trainees can prepare

oil for the kitchen

- Textbook

Ingredients

- Empty oil

bottles

- Stickers for

nametags

35-90


30

The trainees start

cooking

The trainees

read the

recipe and

share their

working steps

The trainer guides - Recipe potato

fritter:

Textbooks

- All ingredients

90 - 150


eat their meal

The trainer invites

them to the table

- Cutlery 150-180

Cleaning up

becomes a

routine

The trainees

clean the

kitchen


The trainees

know this session

comes to an end

The trainees

reflect on

their

highlights and

take their oil


reflection and gives

the oils to the trainees

200 - 210


31

Teaching Unit 14: Contamination hazards

MAIN TOPIC: Contamination hazards and vinegar, salad with different dressings


REMARK: Check if all ingredients are available and buy the missing ones

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

reflect and

describe their

current

emotional

state

The methodology

trainer asks the



their mood. He will

start as an example

- Chair circle 0-30

Knowledge about

contamination

hazards

The trainees

understand

the meaning

of the word.

The trainees

know the

different

contamination

hazards.

The trainer writes

down the definition of

the word and tries to

clarify its meaning


the different types of

hazards. The trainees

try to find examples

for each.

- Textbook

- Board & pen

30-70

Making salad

dressings (with

the self-made oil)

The trainees

form 3 groups

and prepare

different

dressings.

They use the

ingredients for

salad they

talked about

in the last

session.


group to use the

dressing recipes of

TEACHING UNIT 22

and helps if necessary.

- Ingredients 70 - 130

Tidying up

becomes a

routine

The trainees

tidy up



32

The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives



mood

150-160


33

Teaching Unit 15: Risky food

MAIN TOPIC: High risk food, potato soup


REMARK:

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

reflect and

describe their

current

emotional

state

The methodology

trainer asks the



their mood. He will

start as an example

- Chair circle 0-30

Knowledge

about high risk

food

The trainees

listen to the

trainer

The trainer writes

down the information

on a board

- Textbook

- Board & Pen

30-45

Preparing the

meal

The trainees

form three

groups and

read through

the recipe. By

looking at the

ingredients

the group

tries to think

of three ways

to vary the

soup

The trainer helps the

trainees

- All

ingredients

45 - 70

cooking The groups

cook the soup


needed

70-130


34

Feeling of

success

The trainees

share out

their variation

and everyone

tries the

soups



- Cutlery 130-160

Tiding up has

become a

routine

Everybody

tidies up



shall write

down

everything

they drink

unto the next

session

The trainer tells what

the trainees

homework is

- Textbook 180-185

The trainees

know this

session comes to

an end

The trainees

say 1

describing

word to each

soup


trainees

175-185


35

Teaching Unit 16: All about water

MAIN TOPIC: Drinks and water, apple – plum drink


REMARK: If it is summer time and you like you can have a little water hose fight as introduction to

the topic ☺☺☺☺

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

reflect and

describe their

current

emotional

state


the textbook. The

methodology trainer




He will start as an

example

- Chair circle 0-30

Talking about the

homework

The trainees

calculate how

much they

have drunken

each day


trainees to count how

much liquid they drink

each day. He helps if

needed

- Textbook

- Homework

30-50

They discuss

which drink is

healthy and which

not

The trainees

read the kind

of drinks they

had out loud

and discuss

one after

another if it’s

healthy or not

The trainer writes

down a list on a board:

healthy – unhealthy

- Board & pen 50-70

Knowledge about

the human

balance

The trainees

read through

the textbook

The trainer explains if

there are any

questions

- Textbook 70-120


36

Preparing the

drink

The trainees

divide into

three groups,

each group

will prepare

one drink. The

trainees can

decorate the

drinks or

glasses nicely


the trainees what

they’ll do now

- All ingredients

- Textbook

120-160


tidy up, the

drinks can

cool down a

little


Drinking The trainees

try all

prepared

drinks


trainees to the “bar”

170-180

The trainees

know this session

comes to an end

The trainees

mention 3

adjectives


trainees to mention

the adjective

180-190


37

Teaching Unit 17: Sauces, thickeners and spices

MAIN TOPIC: Spices, sauces and dips


REMARK: Check if you have enough spices and get raw vegetables; prepare the course before!

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

reflect and

describe their

current

emotional

state

The methodology

trainer asks the



their mood. He will

start as an example

- Chair circle 0-30

Taste the

different kinds of

spices

The trainees

form groups

of two people.

Then one of

them gets

blindfolded

and they go

through the

sense-

parcours

The trainer sets up the

parcours. He has

different spices in

open cans. He asks the

trainees to go through

the parcours and smell

and taste the spices.

The trainee without

blindfolded eyes


Then they change

roles

- Spices in open

cans

- Pepper, salt,

curry,

cinnamon,

sugar, red

pepper

powder, chili,

curcuma,

cardamom,

nutmeg,…

30-50

Stabilizing the

experience

The trainees

go through

the parcours

without the

blindfold so

they can read

the names of

the spices


with expressions next

to each can and asks

the trainees again to

go through the

parcours.

- Name tags of

the spices

50-60

Knowing which

spices can be

combined

The trainees

read through

the textbook



textbook

- Textbook 60-80


38

The trainees

know basics

about making

sauces

The trainees

learn about

the different

sauce

thickeners by

listening to

the trainer


different sauce

thickeners and tells

facts about them

- Flour, starches

(cornstarch,…)

, cereal grains

(oatmeal,…),

cream

- Textbook

80-90

The trainees put

together sauces

they know

The trainees

talk about the

different

sauces they

know

the trainer writes the

answers down on a

board

- Board & pen 90 - 105

The trainees

make different

dips

The trainees

form two

groups each

making a dip

from the

textbook (chili

or cucumber).

They cut some

vegetables to

eat them with

the dips.

The trainer helps - Recipe dips:

Textbooks

- Vegetables

105-130

Eating dips with

raw vegetables

The trainees

taste the dips

with the raw

vegetables,

rice, noodles,

etc.


trainees to sit on the

table and eat together

130 - 140

Tidying up the

kitchen

The trainees

tidy up


The trainees

know this session

comes to an end

The trainees

tell three

adjectives

about the

session today


trainees

170-180


39

Teaching Unit 18: Illnesses caused by pathogens

MAIN TOPIC: Food related illnesses and allergies, Spanish omelet


REMARK:

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

reflect and

describe their

current

emotional

state


the textbook. The

methodology trainer




He will start as an

example

- Chair circle 0-30

Food related

illnesses

The trainees

understand

the different

types of

pathogens

The trainer goes


with the trainees

- Textbook 30-70

Allergies The trainees

understand

important

facts about

allergies

The trainer works


with the trainees

- Textbook 70-80

Preparing the

meal

The trainees

cook the

omelette


needed

- Recipe

- All

ingredient

s

80-125


eat together


trainees to come to

the table

- Cutlery 125-155

Tidying up the

kitchen

The trainees

tidy up



40

The trainees

know this session

comes to an end

The trainees

tell three

adjectives

about the

session today


trainees

175-180


41

Teaching Unit 19: Religions and food

MAIN TOPIC: Religions &food


REMARK:

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting

adjectives

The trainees

reflect and

describe their

current

emotional

state

The methodology

trainer asks the



their mood. He will

start as an example

- Chair circle 0-30

The trainees

learn facts

about religious

food rules

Each trainee

writes down

his 5

favourite

meal and all

ingredients


trainees to write

down their 5

favourite meals

- Sheets and

pens

60-70

The trainees

work through

the

information

about

different

religions in

their

textbook.

The trainer writes

down the keypoints

of each religion on a

board and explains

them

- Board and pen

- Textbook

70-100

Then they

check their

favourite

meals and

categorizing

them into

allowed or

not allowed

for each

religion


what the trainees

shall do

- Textbook

100-130


42

Presenting the

results

Every trainee

presents his

result

The trainer controls

the answers

130-160

The trainees

know this

session comes

to an end

The trainees

tell 3

adjectives

about their

mood or

about this

session


trainees

160-170


43

Teaching Unit 20: Mustard

MAIN TOPIC: Self-made mustard and potato salad


REMARK: Check if you have a glass for each trainee

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

reflect and

describe their

current

emotional

state

The methodology

trainer asks the



their mood. He will

start as an example

- Chair circle 0-30

Boil potatoes The trainees

put the

potatoes to a

boil. During

the time they

go on with

making

mustard


trainees to boil the

potatoes which takes

a while

30 - 40

Mustard self-

made

The trainees

read through

textbook and

the recipe to

prepare their

own mustard.

Everyone can

take one

glass of

mustard

home

the trainer asks the

trainees to read and

understand the

recipe and to make it

- Jars for the

mustard

- Stickers for

nametags

40-60

Preparing the

meal

The trainees

prepare the

potato salad


needed

- Recipe

- All ingredients

60-100


44


eat together


trainees to come to

the table

- Cutlery 100-130

Tidying up the

kitchen

The trainees

tidy up


The trainees

know what

they’ll do in the

next session

The trainees

listen and

make up their

mind what

starter, main

dish, dessert

they will

propose to

cook. Each

group will

cook one

course.


that they need to

figure out a menu,

they will cook during

the next session.

They can cook things

they’ve learned

during the last weeks

or they can try out

something new out

of a cookbook. The

trainer makes clear

that the groups they

build now will stay

the same until the

end of the year. The

groups will rotate

with starter, main

dish and dessert and

the trainees for

shopping will rotate

in the group.


Preparing the

session step by

step

Every trainee

gives one

proposal

(ideas or

book):

First for the

starter, then

for the main

dish, then for

the dessert

The trainer writes

down the proposals

- Cookbooks

- Textbook

- Board & pen

165 - 180

The trainees

make the

decision

Each trainee

gives one

vote for each

course

The trainer counts

the votes. The ones

with the most votes

win

180 - 190


45

The trainees

know this

session comes

to an end

The trainees

tell 3

adjectives

about their

mood or

about this

session


trainees

190 - 200


46

Teaching Unit 21: Learning how to prepare a menu

MAIN TOPIC: Cooking a menu


REMARK: Strong guidance, prepare working places

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

reflect and

describe their

current

emotional

state

The methodology

trainer asks the



their mood. He will

start as an example

- Chair circle 0-20

Preparing the

kitchen

The trainees

start to

prepare the

kitchen


assigns every group a

working place

20-30

Cooking the

menu

Each group

cooks their

meal

The trainer gives a lot

of help if necessary

- All

ingredients

- All recipes

30-120

Laying the table - One trainer lays the

table

- Cutlery meanwhile


eat all

together their

menu


the table

120 - 150

Tidying up Everybody

tidyies up



47

Homework Every trainee

is supposed

to do his or

her personal

shopping for

the next

session.


that every trainee is

supposed to buy the

ingredients for his or

her personal favourit

salad and dressing.

The trainer can give a

special budget to

every trainee.

- Money 180 - 190

The trainees

know this

session comes to

an end

The trainees

tell 3

adjectives

about their

mood or

about this

session


trainees

190-200


48

Teaching Unit 22: Vinegars

MAIN TOPIC: Vinegars


REMARK:

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

reflect and

describe their

current

emotional

state


the textbook. The

methodology trainer




He will start as an

example

In the following this

will be named as “3-

Adjectives”

- Chair cirle 0-30

The trainees

prepare their

salads

Every trainee

prepares a

portion of his

or her favourit

salad.


necessary

30 – 90

Feeling of

success. The

trainees exchange

ideas and inspire

each other.

The trainees

try a little of

everybodys

salad

The trainer tries as

well

90 - 120


tidy up


The trainees

know this session

comes to an end

Each group

thinks of 3

compliments

they want to

tell the others

in the group


what the trainees have

to do

150 - 170


49

Teaching Unit 23: Go shopping

MAIN TOPIC: Market, super market and bio food store

ACCOMODATION: Excursion

REMARK: Make sure that there is the opportunity to visit different supermarkets

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

reflect and

describe their

current

emotional

state

The methodology

trainer asks the



their mood. He will

start as an example

- Chair circle 0-20

The trainees

understand what

is going to

happen in the

session

The trainees

listen


that they’ll go out this

session in order to

learn about the

different possibilities

of food purchase. The

trainer explains that

the trainess form

three groups. Each

group has one thing to

buy.

- Paper to make

notes

- Teachers

textbook p.

30-50

The group visits

different shops

The trainees

fullfill their

task


Comparing the

results

One group

after another

shows their

results and in

the end they

try to find a

conclusion

what this

means for

their

purchasing

The trainer helps

explaining

140-170


50

The trainees

know this session

comes to an end



51






SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

try to

remember

which

adjectives

they mostly

used during

the last

sessions


Reflection of the

first quarter

The trainees

reflect the

sessions, they

play the

games the

trainer

introduces

The trainees

fill in the

questionnaire


the first game. After

it is played, he

explains the second

The teacher hands

out the

questionnaires and

collects them

afterwards

- Textbook

- Green, yellow,

red cards for each

trainee and some

papers and pens

- Questionnaire

DVD

30-90

90-110


52

Teaching Unit 25: The food pyramid

MAIN TOPIC: Food pyramid, smoked pork


REMARK: You can get a food pyramide in your local language and hang it in the kitchen.

SPECIFIC AIM


MINUTE

The trainees

explain their mood

by mentioning 3

fitting adjectives

The trainees

talk about

what they are

looking

forward in the

next time


trainees what they

remember of the

content to come

- Chair circle 0-30

Food pyramid

The trainees

look into the

textbook


the use of the

pyramid

- Textbook 30-50


read the recipe

assign the

different tasks

The trainer helps

organizing the

cooking

- All ingredients

50-140

Eating The trainees

eat together

The trainer invites - Cutlery 140-160


tidy up


The trainees know

this session comes

to an end

The trainees

reflect this

session

together

The trainer asks

them about their

current mood

190-200


53

Teaching Unit 26: Herbs

MAIN TOPIC: Own herb garden

ACCOMODATION: Either in the garden or in the kitchen

REMARK: Organize some herbseeds and pots with grown plants beforehand. Easy to handle: Basil,

Parsley, chive, Thyme, savory,…

Print the list on the DVD to place it in the kitchen visible for everybody.

Because the topic fits well information about household remidies is included in this session, you will

have some time in session 30 to talk about this.

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Outlining the

contents of the

session

The trainees

listen


that they will plant

their own little

herbgarden, which

they can always use

for cooking

ingredients

- Herb seeds 30-40

Planting seeds

and plants

The trainees

work together

in groups. The

number of

groups depend

on the amount

of herbtypes.

They start

planting the

seeds into pots

or in the

garden

The trainer gives

advice and helps

- Pots or garden

- Potting soil

- Seeds

40-90


54

Assignging

responsibilities

The trainees

make a plan of

who is

responsible for

what tasks.

Every trainee

writes down

his or her

personal tasks.


any difficulties

arouse, he fills in the

table for the kitchen

- Textbook 90-110

Tidying up

The trainees

tidy up


Experience

different herbs

with the senses

The trainees

form groups of

two people.

Then one of

them gets

blindfolded.

They go

through the

herb garden.


trainees to pass all

the herbs and smell

them. The trainee

without the blindfold


The trainess take

turns.

- Blindfolds 120 - 150

Stabilizing the

experience

The trainees

go through the

garden with

open eyes so

they can read

the names

next to the

herbs


with explanations

next to each can and


again go through the

garden

- Name tags of

the herbs

150 - 160

Which herb fits to

which dish?

The trainees

read the table

in the

textbook

The trainer supports

and reads it out


The trainees

know this session

comes to an end

The trainees

try to point

out why it is

important to

have you’re

your own

herbs using 3

Adjectives


trainees



55

Teaching Unit 27: Eating only vegetables

MAIN TOPIC: Vegetarian and Vegan, Spanish vegetable ratatouille


REMARK:

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Acquiring

knowledge about

vegetarianism

and veganism

The trainees

gather their

ideas about

this topic in

the way of a

brainstorming

The trainer writes

down all thoughts on a

board. He gives a

structure to the

brainstorming by

asking for different

headwords:

1.which products are

not allowed

2.reasons to choose

this kind of nutrition

After the

brainstorming the

trainer gives a

structure to all

thoughts and connects

the ideas to the

specific terms and

definitions.

- Pen

- Board

- Teachers

textbook p.

30-70


56


start cooking

using the

trained

scheme:

They read the

recipe, share

responsibilities

and start

cooking


needed

- All ingredients

- Recipe

Textbooks

70-130


eat together

The teacher invites the


- Cutlery 130-150

Tydying up The trainees

tidy up the

working area


The trainees

know this session

comes to an end


trainees

160-170


57

Teaching Unit 28: Seasonal cooking

MAIN TOPIC: Seasonal cooking, Slovenian mushroom soup with buckwheat mush


REMARK: If season you could include an extra session to collect mushrooms. Get a seasonal

calender in your local language and hang it on the wall.

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Acquiring basic

knowledge about

seasonal food

The trainees

gather what

they think the

different

conditions the

foods are

exposed to

during the

seasons

The trainer writes

down the four seasons

on the board. He asks

the trainees what

typical

weatherconditions

they relate to each

season

- Board & pen 30-50

Discussing the

seasonal table

The trainees

discuss the

different

vegetables of

the different

seasons


seasonal table and

explains the different

conditions. He also

indicates when

mushrooms grow best

- Beamer

- Teachers

textbook p.

- Posters of

seasonal

calenders in

local

languages

50-65


58


cook the

mushroom

soup. They

share out

responsibilities

and then start

cooking


needed

- Textbooks

- All ingredients

65-120

Eating The trainees

eat together



- Cutlery 120-140


tidy up the

kitchen


The trainees

know this session

comes to an end


trainees

150-160


59

Teaching Unit 29: Cheese

MAIN TOPIC: Cheese, Swiss raclette


REMARK: Maybe it is possible to have this session in the evening?

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Arousing interest

The trainees

talk about

their favourite

kinds of

cheese

The trainer starts by

telling his favourite

kind of cheese


Knowledge about

the different kind

of cheeses

The trainees

try to assign

the named

cheeses to

differrent

categories.

Then the

trainees read

the definitions

of the groups

out loud

The trainer writes

down the five

categories and asks

the trainees to assign

the cheeses to the

different groups

- Textbook 45-65


60

Cutting all

ingredients

The trainees

take

responsibility

for every

ingredient,

making them

ready for the

raclette


group


Eating raclette The trainees

come together

in a relaxed

setting and

eat raclette



- Raclette 80-160

tidying up the trainees

tidy up


The trainees

know this session

comes to an end

The trainees

describe the

food or their

current mood

using 3 -

Adjectives



61

Teaching Unit 30: Food additives

MAIN TOPIC: Food additives and household remedies


REMARK: Check if you have a little choice of the herbs, named in the currciulum. All herbs you do

not have, please organize pictures. Copy the herb cards before the session

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Basic knowledge

about food

additives

The trainees

work through

the textbook


if anything is unclear

- Textbook 30-50

Stabilizing the

knowledge

Each trainee

takes one

item out of

the fridge or

the storage

room. Each

trainee goes

into the front

of the class

and writes

down all the

“E’s” their

item contains

on the board.


what to do.

- Fridge

- Food storage

room

- Board & pen

50-80


62

Knowledge about

household

remedies

(information in

session 26)

The trainees

tell what

healing herbs

they know.

Every trainee

gets a card

with

informations

about one

herb. Every

trainee

presents one

herb in front

of the class.

The trainer asks to

do a brain storming.

The trainer hands

out the cards. He

asks one trainee

after another to

present a different

herb. The trainees

make notes about

the other herbs in

their textbook.

- Bord & pen

- Cards

- Textbook

80-90

90-120

The trainees

know this session

comes to an end

3 - Adjectives The trainers asks 120-130


63

Teaching Unit 31: Sports and food

MAIN TOPIC: Food and sports, cooking Slovenian pork stomach


REMARK:

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Cooking the pork The trainees

start to cook

the pork with

the vegetables

because it

needs to cook

1 hour


Knowledge about

the connection

between sports

and food

The trainees

go through

the textbook

one chapter

after another

and talk about

it

The trainer goes

through the chapters

with the trainees and

checks if they

understood what

they’ve read by

calling back

- Textbook 30-100


cook the meal



64


eat together



tidy up


The trainees

know this session

comes to an end



65

Teaching Unit 32: Baking

MAIN TOPIC: Baking in general, baking Polish apple cake


REMARK: You can get coffee or hot chocolate that goes with the cake.

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Baking The trainees

prepare the

dough and put

it in the oven

The trainer guides - Ingredients Preparing

30-60

Baking

60-140

Basic knowledge

about baking

The trainees

form three

groups. Each

group thinks

through the

process of

preparing one

dough . The

groups write

down specific

attributes of

each dough

and answers

the questions.

The trainer divides the

group and helps if

necessary.

- Textbook 60-90


66

Presenting the

results

The trainees

present their

results in front

of the class

The trainer lets the

groups do the

presentation one after

another. He checks if

their anwers are

correct and complete

90-110


get the task of

buying

cheese they

have never

eaten before,

either one day

before the

next session

or on the day

of the next

session


task and money to the

trainees. They are

supposed to bring the

cheese and the receipt

to the next session.

- Money 110-120

Making coffee or

hot chocolate.

The trainees

make coffee

to drink with

the cake



lay the table

together


Eating The trainees

have coffee

and cake

togther.



140-160


tidy up



67

The trainees

know this session

comes to an end



68

Teaching Unit 33: Good fungus vs. bad fungus

MAIN TOPIC: Fungus: good or bad, food arrangement and decoration, making a cheese platter,

Slovenian Jota


REMARK: Please organize grapes and some kind of toothpicks for decoration.

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Arranging the

cheese

The trainees

form three

groups. Each

group has at

least three

different kinds

of cheese.

Then they

start to

arrange a

cheese

platter.


the task. He explains

that they shall keep

the arrangement and

that they need to

work efficient.

- Cheeses

- Platters

- Toothpicks

- Grapes

- Salad for

decoration

30-60


cookl the meal



eat together



69


tidy up


The trainees

know this session

comes to an end



70


MAIN TOPIC: Creativity contest, suggestion: Spanish San Jacobo



SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Choice in a group

process

The trainees

have a look on

all ingredients

and decide

what they

want to do

with them.

The group can

vote or agree

in another

way. It makes

sense to

divide into

groups for

starter, main

dish and

dessert and to

write the tasks

down.




decide, how much


support the process. A

suggestion in case the

trainees cannot agree

could be Spanish San

Jacobo.

- Textbook

- Board and pen

30-60


71

Cooking

Afterwards

the trainees

prepare and

cook.

The trainer guides

- All ingredients

60-120


eat together


the table

- Cutlery 120-150


tidy up


The trainees

know this session

comes to an end



72

Teaching Unit 35: Noodles

MAIN TOPIC: Noodles, cooking German lentils with self-made noodles (Spätzle)


REMARK: Special thing: Spätzle-maker.

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Knowledge about

noodles

The trainees

gather the

different kind

of noodles

they know.

Then they

read through

the textbook.

The trainer writes the

results on a board

- board & pen

- Textbook

30-60

Cooking

The trainees

cook the

recipe in the

usual way

The trainer guides

- All ingredients

60-130


eat together



- Cutlery 130-160


73


tidy up


The trainees

know this session

comes to an end



74

Teaching Unit 36: Soya, tofu and couscous

MAIN TOPIC: Alternatives: Couscous, soya, tofu; cooking vegetable ratatouille and couscous with

soy sauce


REMARK: Get high quality tofu!

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

The trainees

acquire

knowledge about

some unusual

ingredients

The trainees

listen and

follow in the

textbook.


some rather unusual

ingredients

- Textbook

- Board & pen

30-60


cook the meal

The trainer guides. - All ingredients 60-120


eat together


the table

- Cutlery 120-150


tidy up


The trainees

know this session

comes to an end



75

Teaching Unit 37: Cooking with alcohol

MAIN TOPIC: Wines: all about alcohol in food; cooking Spanish chicken stew


REMARK: Check that you organize all ingredients

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Knowledge about

the use of wine in

meals

The trainees

read through

the textbook


trainees to read

- Textbook 30-50


cook the food


Eating The trainees

eat together



- Cutlery 110-130


tidy up


The trainees

know this session

comes to an end



76

Teaching Unit 38: Portions I

MAIN TOPIC: Portions, Polish baked potato


REMARK:

SPECIFIC AIM


MINUTE

Request the

mood


Knowledge about

calculating the

size of portion

The trainees

listen

The trainer writes

down some

information on the

board

- Textbook

- Board & pen

30-60


cook the meal


Eating The trainees

eat together


the table

- Cutlery 140-160


tidy up


The trainees

know this session

comes to an end



77

Teaching Unit 39: Portions II

MAIN TOPIC: Recipes in the internet; cooking Slovenian styrian

ACCOMODATION: Conference room, computer room and kitchen

REMARK: Check to organize all ingredients

SPECIFIC AIM


MINUTE

The trainees

explain their

mood by

mentioning 3

fitting adjectives

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Get to know an

internet

homepage with

recipes

The trainees

listen and try

out in the

computer

room.


how they can use the

internet to convert

recipes. In germany

for example they

could use the internet

page www.food.com

- Board & Pen

- Internet

30-60


cook the meal



eat the meal


the table

- Cutlery 140-160


tidy up


The trainees

know this session

comes to an end



78

Teaching Unit 40: Sweet vs. Savoury

MAIN TOPIC: Sweet vs. solid; cooking waffles vs. Polish potato pancake


REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30


form two

groups. One

group

prepares the

pancakes and

one group

prepares the

waffels.



eat together


the table

- Cutlery 70-100


tidy up


Plan the main

dish for the next

session

The trainees

decide which

main dish we

will have in

the next

session.


necessary.

- Pen and paper 130 - 150


79

The trainees

know this session

comes to an end



80

Teaching Unit 41: Slovenian dessert

MAIN TOPIC: Preparing session no 41; cooking a main dish and Slovenian pohorje


REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Prepare for

cooking

The trainees

asign the tasks


necessary


Preparing the

meal

The trainees

cook the main

dish and

slovenian

pohorje

The trainer guides - All

ingredient

s

50 - 120

Eating The trainees

eat together


the table

- Cutlery 120-140


tidy up


The trainees

know this session

comes to an end



81




REMARK: check that you have many different ingredients

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Choice in a group

process

The trainees

have a look on

all ingredients

and decide

what they

want to do

with them.

The group can

vote or agree

in another

way. It makes

sense to

divide into

groups for

starter, main

dish and

dessert and to

write the tasks

down.




decide, how much



- Textbook

Board and pen

30-60


82

Cooking

Afterwards

the trainees

prepare and

cook.

The trainer guides

- All ingredients

60-120


eat together


the table

- Cutlery 120-150


tidy up


The trainees

know this session

comes to an end



83

Teaching Unit 43: Teamwork and reliability in the kitchen

MAIN TOPIC: Teamwork


REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

describe their

thoughts

about garden

work using 3

adjectives


trainees

- Chair circle 0-30

Cooking

Afterwards

the trainees

cook Lentils

with chorizo.

The trainer helps.

- All ingredients

70-120


eat together


the table

- Cutlery 120-150


tidy up


The trainees

know this session

comes to an end



84


MAIN TOPIC: Reviewing the course, having German meatballs with fried potatoes and salad




SPECIFIC AIM


MINUTE

Request the

mood

The trainees

try to

remember

which

adjectives

they mostly

used during

the last

sessions


Reflection of the

first quarter

The trainees

reflect the

sessions, they

play the

games the

trainer

introduces

The trainees

fill in the

questionnaire




the second

The teacher hands

out the

questionnaires and

collects them

afterwards

- Textbook

- Green, yellow,

red cards for each

trainee and some

papers and pens

- Questionnaire

DVD

30-90

90-110

Cooking

Afterwards

the trainees

cook

meatbals with

fried potatoes

and salad.

The trainer helps.

- All ingredients

110 - 160


85


eat together


the table

- Cutlery 160 - 190


tidy up


The trainees

know this

session comes

to an end



86

Teaching Unit 45: Choosing the right menu

MAIN TOPIC: Choosing the right menu for cold and hot weather


REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

try to

remember

which

adjectives

they mostly

used during

the last

sessions


Discussion about

bodily

circumstances on

cold and hot days.

Transfer to food.

The trainees

think about

how they

personally feel

on hot and

cold days.

They reflect

on their

needs.


writes down the

answers on a board.

- Board & Pen

30-50

Cooking, the

second trainee is

responsible as a

chef

The trainees

form two

groups. One

group cooks

the flank steak

theother the

cranberry

turkey salad.


necessary.



87


eat together.

Every trainee

trys both

foods.


the table.

- Cutlery 110-140


tidy up


The trainees

know this session

comes to an end



88

Teaching Unit 46: Remembering Slovenia

MAIN TOPIC: Remembering Slovenia, cooking roasted pork and potatoes

ACCOMODATION: Conference and computer room, Computers for all participants, kitchen

REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Preparing the

pork

The trainees

prepare the

pork as the

recipe say

The trainer guides

30-50

Knowledge about

Slovenia

The trainees

gather

together what

they

remember

from slovenia

and do an

internet

research

about

Slovenia

The trainer writes

down the answers on

a board. Then he

completes the

knowledge with some

more facts

- Board & pen

- Textbook

- PCs and

Internet

50-90


finish the

meal



89


eat together


the table

- Cutlery 130-160


tidy up


The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives

about the

food, the

learned

contents or

their mood



90

Teaching Unit 47: Fast food

MAIN TOPIC: Fast food, self made burgers and fries


REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Knowledge about

fast food

The trainees

gather wich

fast food they

know

Then the

trainees make

a list with pros

and cons

The trainees

listen

The trainer writes

down the answers

The trainer writes

down the answers in

the list.

i.e. unhealthy, lost of

dining culture, no loss

of time,….

The trainer tells some

facts about fast food

- Board & pen

- Textbook

30-70


prepare the

meal


- Deep fryer

70-120


91


eat together

their “fast

food”


the table

- Cutlery 120-150


tidy up


The trainees

know this session

comes to an end

The trainees

tell three

describing

adjectives

about the

food, the

learned

contents or

their mood



92

Teaching Unit 48: Remembering Spain

MAIN TOPIC: Remembering Spain, cooking Pasta with tomato and meat


REMARK:

SPECIFIC AIM


MINUTE

Request the

mood

The trainees

tell three

describing

adjectives


Knowledge about

Spain

The trainees

gather

together what

they

remember

from Spain,

they can also

do internet

research.

The trainer writes

down the answers on

a board. Then he

completes the

knowledge with some

more facts

- Board & pen

- Textbook

- Computer

30-60


cook the meal



eat together


the table

- Cutlery 120-140


tidy up
