Food hygiene Module 2- Food storage and treatment.doc

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

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FHy Module 2 Food storage and treatment

PAGE 2:1

Temperature danger zoneA good understanding of temperature and temperature monitoring equipment is essential to effective food hygiene.

This page is a first look at food related temperatures, how they are measured and what the temperature danger zoneis. The following two pages deal with cooling and cooking times and temperatures below zero.

MaterialsDifferent kinds of temperature gauge, including analogue and digital instruments, foods to measure where available,

OHT of learner page

Learning outcomes (objectives)1 To read and compare temperatures related to food, using analogue and digital thermometers.2 To introduce the concept of the temperature danger zone.

Suggestions for how to use this page This page would best be approached in a kitchen, with actual temperature gauges and frozen, chilled, room

temperature and heated foods to compare. However it can be approached in a classroom environment, with or

without food realia.

Look at the learner page together, using the OHT and focusing first on the analogue (scale) thermometer. Ask

questions to establish learners knowledge and understanding of measuring temperature, for instance: what is a

thermometer used for (measuring how hot or cold things are), what is the range of temperatures used in a

kitchen (cooker and freezer)?

Look at the scale used on the thermometer and note that it is labelled every 5 degrees but marked for every

single degree. Confirm that Celsius is the measure used here. Older learners may understand Fahrenheit better value their knowledge but confirm that Celsius is the industry standard. Ask learners for freezing point and

boiling point of water (0C and 100C) check their understanding of this. Ask learners to read particular

temperatures from the scale start with labelled temperatures, then unlabelled.

Read and discuss the different temperatures on the scale.

Look at the digital thermometer on the page (and ideally one or two different types from the workplace).

Discuss how these work and the difference in the way temperatures are displayed (the digital thermometer gives

a reading accurate to two decimal places). How important is this level of accuracy? Note: you may need to

discuss what is meant by two decimal places.

Discuss what is meant by the danger zone. Why is it called this? What is the danger? What actions might be

needed? This is a good opportunity to discuss recommendations and practice from the workplace.

Look at the temperature gauges on the learner page and establish whether the readings they show are within the

danger zone or not. Show or describe other kinds of temperature gauges to the group.

Discuss what is meant by perishable food and ask learners to complete the task. This could be done as a group

activity, using realia, if possible.

If available, use actual temperature gauges to measure different items in the room, for example, the air in the

room, water in a water cooler, water from the hot tap in the bathroom, foods, etc.

Suggestions for learners who are having difficulties Learners who are used to measuring in Fahrenheit may need an explanation and a comparison between the two

different measures.

Learners who have difficulty reading the temperature gauges (especially the analogue scales, which are verysmall) due to visual impairment could be encouraged to use a magnifier. Others may struggle due to a more

general difficulty with reading measures, and could benefit from creating a diagram of the gauge in order to

establish how it is constructed and which order the numbers go in.

Learners may need support with digital readouts and the decimal place issue. Confirm that it is rare to require

accuracy to this level in the food industry.

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Suggestions for advanced learners Learners who are already familiar with the temperatures covered and methods of measuring them could draw up

a chart which covers a wide range of foodstuffs and the temperatures they need to be stored at during different

stages (e.g. frozen, defrosting, cooking, waiting to be served).

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Curr ref Standards Key SkillsMSS1/L1.4 2GEN3.4;

2GEN3.3N1.1; C1.2


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Temperature danger zone 2:1

Perishable food must be kept out of the temperature danger zone as much as possible. Bacteria

and other micro-organisms grow best between 5C and 63C.

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How does atemperaturegauge work?

A law of nature: iftwo things are incontact with eachother for a longtime they willcome to have thesame temperature.

This is how athermometer isused to measurethe temperature offood. Put thethermometer intocontact with thefood and thethermometer willcome to the sametemperature as thefood.

Temperature gauges come in different shapes and sizes andwork in different ways. Make sure youunderstand how to use each onebefore you use it.

On this temperature gaugeyou must push the spike intothe food and press the button.Read the temperature whenthe figures stop flashing. Isthis temperature in the danger

zone?

This thermometer stays in thefridge unit. You can read thetemperature by counting thenumber of marks past theclosest number that the needleis pointing to.Is this temperature in thedanger zone?

Perishable food

Perishable means likely to go bad. All foodperishes in time, but some food does so morequickly, especially if it is untreated.Which of these are perishable foods that must bekept out of the danger zone?


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PAGE 2:2

Time and temperatureThis page looks at the time calculations that are vital to good food hygiene planning. Learners need to be able to tell

the time using analogue and digital clocks and to calculate start and finish times. The page links well with the workon temperature: cooking and storing temperatures.

MaterialsRange of analogue and digital clocks and watches; an analogue clock with moveable hands would be useful

Learning outcomes (objectives)1 To calculate periods of time.

2 To reinforce the concept of the temperature danger zone.3 To plan ahead of time to assure safe food handling.

Suggestions for how to use this page Go over the temperature danger zone with the group, and ask learners what planning methods are used in their

place of work to ensure food is kept out of this zone.

Check that learners can tell the time using analogue and digital clocks. You may need to do this using a range of

clocks and watches. Also check that learners know how to calculate time, e.g. if the clock says 2:30, what time

will it show in 45 minutes? Learners may also need to work on 24-hour time.

Go through the examples on the learner page, discussing any issues which arise. This is a good opportunity to

discuss issues around defrosting, storing and cooling foods.

Work through the time calculations on the analogue clock faces on the page. You may need to use an actualclock and make the hands go around to the correct times.

Establish what methods learners use to calculate time. Explain the counting on method as one way to calculate

when food should be withdrawn from display. It can be displayed below 63 for up to 2 hours. Its 6.30 now, so

it must be removed from display by 6.307.308.30. It can be kept out of chill temperature for up to 4

hours. Its 20 past 8 now, so thats 20 past 9, 20 past 10, 20 past 11, 20 past 12.

You will also need to work on counting back time, to calculate start times from a given finish time. Count backin chunks of one hour, then half an hour, quarter of an hour, five minutes, then single minutes if necessary.

Learners should be encouraged to check their calculation by counting on from their answer, to reach the finishtime.

In some work places it may be necessary to record time. Discuss how and where times are written. Discuss and

explain the different ways of writing time using the 12- and 24-hour clocks.

In some work places it may be necessary to record temperature at specific times or at particular stages of

processes. Discuss how and where the temperature is written and what the learner should do if the recorded

temperature does not meet the required standard.

Ask learners to work out the times in the Have a go activity. Talk about the meaning of approximately, and

the importance of allowing for leeway in case of delays.

Suggestions for learners who are having difficulties

Check that the learner knows the basic time facts (e.g. 60 minutes in an hour) and can read the time fromanalogue and digital clocks. If necessary, give additional support for time at Entry 3 or Level 1, using Skills for

Life materials.

Encourage the use of the analogue clock as it is easier to calculate time using it than using a digital display(digital clocks/watches/displays are really good for telling the time as it is happening, but are not so easy to use

to calculate time).

Practise counting forwards and backwards in time by moving the hands of an analogue clock.

Explain some clues you can use to make time calculations easier. For example, the day is divided into two

twelve-hour sections, so twelve hours before (or after) one in the afternoon is one in the morning; to work out

nine hours ahead of time you could add on twelve hours and take away three. The hour is divided into four 15-

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minute quarters, so an hour and a half is the same as six 15-minute quarters. 8:15 is already one quarter past the

hour; if you add three quarters, you get to the next hour (9:00), then add another three quarters to get to 9:45.

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It might be useful to develop a crib-sheet of 12- and 24-hour time equivalents.

Use sticky notes to help time planning: a note for the start time, a note for the finish time, then notes showing

the time divisions in between.

Suggestions for advanced learnersLearners who are already skilled at planning times for food hygiene could reinforce this skill by writing a plan for a

days food preparation at their place of work, including times for food to be defrosted, chilled, cooled, cooked, etc.

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Curr ref Standards Key Skills

MSS1/L1.2MSS1/L1.3

2GEN3.4;2GEN3.3

N1.1; C1.2


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Time and temperature 2:2

Good food hygiene involves careful planning of time. You must be able to work out times for

defrosting food, keeping a hot dish waiting and how long to cool a dish before you can put it into

the fridge.

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Its easier to countforwards andbackwards in timeusing an analogue

clock.A digital clockmakes it easy totell what the timeis and whether it ismorning orafternoon.

Try to cool freshly cooked foodwithin 90 minutes. Thats an hourand a half. This chicken will beready for the fridge at 2 oclock.

This joint will take 12 hours todefrost thoroughly in a fridge. It will

take 2 hours to cook. It is neededfor a meal at 1 oclock. It mustcome out of the freezerat least

14 hours before 1 oclock.

This lasagne can safely be keptwarm at 63C for two hours. Foodserving time is from 1:45 to 2:30. Itis safe to put the lasagne in thefood warmer at 12:30.

Have a go1 You are serving a meal to guestsat 8:15 pm. Individual chicken pieswill take four hours to defrost and45 minutes to bake. What timeshould they come out of thefreezer, and what time should theygo into the oven?

2 You are serving steamedpuddings at approximately 9:00pm. You have a warming area thatcan safely keep them warm for 30minutes. What is the best time tohave the puddings ready by?


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PAGE 2:3

Frozen foodReading and calculating negative temperatures can be confusing. This page looks at ways of simplifying and

clarifying negative temperatures, as well as the necessity of storing frozen food safely.

MaterialsDice, OHT version of the learner page

Learning outcomes (objectives)1 To learn and follow good practice in frozen food handling.2 To recognise, read and understand negative temperatures.

Suggestions for how to use this page Ask learners about how frozen food is stored in their own place of work.

Look at the thermometer on the learner page. Make sure that learners understand that the little circle is a shortway of writing degrees and that the C is the abbreviation for Celsius, the name given to the scale used.

Make sure learners understand how temperatures are recorded.

Make sure learners know how the scale is marked and labelled and that each mark represents one degree.

Look at the Celsius scale and the information about how to read negative numbers. Observe how the numbers

for the minus temperatures get bigger as the temperature gets lower. Compare this with the plus temperatures.

Using dice, learners should take turns to roll the dice and starting from zero, count the number of marks shown

back from zero on the scale and read the number; alternate throws go backwards and forwards. Follow the

movement on the scale on the OHT.

Make the game harder by turning off the OHT and turning over the learner pages. Learners have to follow thenumbers in their heads and work out the temperatures.

Ask learners to do the activity Have a go which is about a new freezer on the page, individually or in pairs.

Discuss any issues which arise.

Go through the tips to remember about handling frozen food, and discuss why they are important. Relate this to

learners workplace situations. Add further tips.

Suggestions for learners who are having difficulties Many learners will have difficulty adding and subtracting with and from negative numbers. This may be

because addition implies larger whereas 18 + 6 gives 12, and subtract implies smaller whereas 12 to 18

implies larger. Learners will need extensive practice.

Make sure learners understand the purpose of learning about negative numbers, and allow learners some time toassimilate the information. It might help to relate the information to their own experience of summer and winter

temperatures.

Give learners a small counter to move backwards and forwards along the temperature scale to help hold the

place physically. Use two counters when trying to work out the difference between two temperatures. Use a blue

counter to represent colder temperatures.

Suggestions for advanced learnersLearners who are comfortable with negative temperatures and handling frozen food could devise a checking sheet

for use in their place of work to record fridge and freezer temperatures over a period of time.

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N1/L1.2;MSS1/E3.9

2GEN3.4;2GEN3.32GEN4.3

N1.1; C1.2


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Frozen food 2:3

Frozen food has to be kept very cold, at minus 18 degrees Celsius or below. Minus temperatures

are shown by a minus sign, like this: 18C. The little circle is a shorthand way of writing

degrees and the C is the abbreviation for Celsius, the name given to the scale used.

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The air temperatureof a freezer mustmeasure 18C orbelow.

The air temperature ofan ice cream freezermust measure 12Cor below.

The air temperature ofa fridge must bebetween 0C and 4C.

Negative or minus numbers count backwards from zero.

The colder the temperature, the bigger the number.

-1C is colder than zero. -2C is colder than -1C.

5C is 10 degrees colder than +5C.

To make it six degrees colder, take away six degrees from 12C to get to 18C.

To make it six degrees warmer, add six degrees to 18C to get to 12C.

Have a goThe kitchen receives a new freezer unit, which is neededas urgently as possible. Your job is to keep checking thetemperature gauge. As soon as it is cold enough minus18C you must inform the kitchen manager. Follow thetemperature drops and circle the step number when thefreezer reaches 18C or below.1 When you receive the freezer, the temperature

measures +10C.2 In half an hour, it has dropped by eleven degrees.3 In the next ten minutes the temperature drops by

three degrees.4 Twenty minutes later, it has dropped again by sixdegrees.

5 The next time you measure the temperature it hasdropped another four degrees.

6 Thirty minutes later it has dropped by six degrees.7 Five minutes later the temperature has dropped again

by one degree.

Remember!

Never place hot orwarm food in a freezeror fridge unit becauseit will make thetemperature rise andcause condensationthat could contaminateother food.

Defrost foodcompletely before

cooking it. Cookingpartially frozen food isa common source offood poisoning.

Never refreeze foodwhich has beendefrosted.


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PAGE 2:4

Best before and use byThis page examines the many different ways in which best before and use by dates are displayed by

manufacturers of food products. It will be useful for those learners who are unfamiliar with date format and who

need practice in determining when a product should be discarded or used by. It is also useful as an opportunity to

discuss issues around best practice in food storage and usage.

MaterialsA range of food products/labels with various date formats on them

Learning outcomes (objectives)1 To understand the significance of use by and best before dates.

2 To read dates in a range of different formats.

Suggestions for how to use this page

Look at foods in a range of packaging for the best before or use by dates, comparing where they are found

and what formats they are found in. Using the learner page as a focus, discuss the meaning and purpose of the different kinds of dates found on

purchased food items. Give learners examples of different products and ask which kind of date use by or

best before they would be likely to find on them.

Using the learner page, look at the range of formats that are used for dates. Discuss any difficulties experienced

with these, e.g. remembering the numbers for months, the order of day/month/year. Note: learners may have

experience of the US system of month/day/year.

You could design a type of bingo game, where learners are given cards with dates written on them in different

formats and actual food products are examined for their best before dates and called out in front of the whole

group. The first person to match every date on his or her card is the winner.

Ask learners to complete the activity on the learner page, individually or in pairs, and discuss the answers.

This is a good opportunity to talk about the possible consequences of ignoring or losing best before or use by

dates. Discuss particular stock control methods learners use in their place of work, and talk about food

manufacturers responsibilities and the law relating to dating food products.

Suggestions for learners who are having difficulties

Check that learners who are struggling to read dates are reading them in the correct order. In some countries the

usual layout of a date is different to that used in the UK.

Those learners with difficulty remembering and sequencing months of the year should be encouraged to make a

cue card with months and their number in order.

Some learners may struggle to count forwards over different units of time (weeks, months with different

numbers of days in them, and years). These learners may benefit from using a one page yearly planner or

monthly calendar (depending on the task) to calculate how long an item of food can be kept fresh. Using apencil to mark the days, weeks and months gives a clear visual picture that might suit their learning style better.

It might help dyslexic learners to write each date in the task on a separate sticky note, and then arrange them

physically in order before arranging them into piles of those that need to be used before and after the dateshown.

Suggestions for advanced learnersLearners who are comfortable with reading and using food dates could benefit from planning a store-cupboard

replenishment. Give learners a variety of items with different best before dates on them and quarterly dates on

which they can order more stock. Tell learners to assume that the quantities of food are sufficient to last until the

best before dates have expired. Ask them to plan ahead and write orders for foods that will go past their bestbefore date before the end of each quarter.

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MSS1/L1.2 2GEN3.3 N1.1; C1.2


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Best before and use by 2:4

Best before and Use by dates are required by law on prepackaged foods. These dates are used

by supermarkets and suppliers to make sure customers can be confident that foods are safe to eat.

Dates are written in many different formats.

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BEST BEFORE

END MAR 2006

BEST BEFORE datesare found on foodswith a longer shelf life.

BEST BEFORE Use by

04-08-06

USE BY dates arefound on highlyperishable foods.

Sometimes the month is written out in full: MARCH

Sometimes the month is shortened to the first three letters: MAR

Sometimes a number represents the month: 03

Different manufacturers write dates indifferent ways.If a date contains just numbers, theday of the month is written first, thenthe month, then the year.

04/08/05

DayMonth YearThe fourth day ofAugust2005

The months of the year are numbered inthe order they come in:01 = January 07 = July02 = February 08 = August03 = March 09 = September04 = April 10 = October05 = May 11 = November06 = June 12 = December

DAY DOTS areplaced onrefrigerated fresh

or defrostedproducts.

Day dots show the last day that a productcan be used. The shelf life is normally 3days.Example: This casserole was refrigeratedon Monday. It must be used by the end ofThursday (Thu).

ActivityThe kitchen will be closed from Monday 23rd December 2006 until Monday 6th January2007. Which items of stock should be thrown out on 22nd December?a b c d

e f g h

USE BY07 / 01 / 07

BEST BEFORE31 -12 -06 Tue

BEST BEFOREEND DEC 07

BEST BEFORE5 JAN 07

BEST BEFORE ENDDECEMBER 07Wed

BEST BEFORE1 JUN 07


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PAGE 2:5

Preserving foodReading about preserving food can help learners to organise and retain the information. Understanding how

information is organised into paragraphs makes it easier to read and absorb. This page focuses on skills which help

learners to read, understand and absorb information about the complicated processes involved in preserving food.

MaterialsExamples of foods demonstrating different methods of preservation, Source page 0:05, dictionaries

Learning outcomes (objectives)1 To learn about the variety of methods used in food preservation.2 To understand what a paragraph is.

3 To recognise topic sentences and their purpose.4 To use this knowledge to improve reading and comprehension skills.

Suggestions for how to use this page

Begin by talking about the importance of food preservation and the purpose of it. Ask learners to think about allthe methods of food preservation that they know. Record these on the flipchart. Use any actual food packaging

available as reinforcement.

Try to use as many of the words that are in the paragraphs in the Source materials as possible, so that learners

become familiar with them before they have to read them. Value any particular cultural methods of preservingfoods not included on the page.

Look at the information about paragraphs and the reading tips. Confirm that paragraphs, when correctly used,

help to put information into manageable chunks; each chunk is a distinct set of information and the topic

sentence tells you what it is about.

Discuss learners and your own experiences of getting lost when reading a complicated or unfamiliar text.

Encourage learners to keep checking their understanding as they read. It may help to confirm that some texts

about food hygiene are very technical and can be difficult to understand, but that the formatting into paragraphs

can help by breaking the text into chunks.

Ask pairs, or small groups, of learners to read the paragraphs on the learner page and answer the questionstogether.

Hand out the full page of paragraphs about food preservation from the Source materials. Explain that the topic

sentence in each paragraph is highlighted to help understand the main idea.

Ask learners to look through the methods and check meanings of words in the glossary or a dictionary.

Discuss the different methods as a whole group, filling any gaps from the groups original list and checking

understanding.

Suggestions for learners who are having difficulties Learners who have difficulty in reading or who dont read in English very well need only read the highlighted

sentence in each paragraph, and then discuss each method.

Encourage learners to circle and look up unfamiliar or complicated words in the glossary. Give support for the

alphabet skills required, if necessary. Chunking the alphabet into quartiles (AG, HM, NS, TZ, with M

marking the middle) can help to locate where words will be found. A useful technique for slowing down readers who tend to trip over words and lose the sense of what they are

reading is to give them a red felt tip pen and ask them to draw a large red dot wherever they see a comma, a fullstop, a joining word, or in long sentences, after every five words. (You may need to start this process off, as

many learners may not know what a comma or a joining word is and may not notice full stops.) They should

then read up to each dot and stop to check that what they have just read makes sense.

Suggestions for advanced learnersLearners who are quick to assimilate information could look at examples of actual food packaging and determinewhat techniques have been used to preserve the food, looking out in particular for chemical additives. They could

make a list of what they have found and present it to the rest of the group.

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57


Rt/L1.3; Rt/L2.3 n/a C1.2


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Preserving food 2:5

Many methods are used to slow down the process that leads to food spoilage. Reading about

them can help you to remember and understand the different processes. Longer pieces of text are

usually split into separate paragraphs. This can make the text easier to read.

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ParagraphsKnowing about paragraphs helps you to read them.Paragraphs:

are groups of sentences about the same idea

can have one or two, or many sentences in them

are often separated by spaces.

DryingDrying food, or dehydration, takes outthe moisture that feeds spoilagebacteria, so food like fish, meat,vegetables and fruit can be kept for longperiods.

(Paragraph 4)Smoking food adds flavour as well aspreserving it. Cheese, fish, chicken,

sausages and bacon are often smoked.

Chemical preservationChemicals can preserve food by making itdifficult for micro-organisms to grow there.Salting, pickling, curing and preservingwith sugar are examples of chemicalpreservation.Some herbs and spices can also help topreserve food. Artificial chemicals, such assorbic acid, sodium benzoate and sulphurdioxide are found in many foods today.

Artificial chemicals are given an Enumber.

Questions1 How many sentences are there in each paragraph?2 What is a suitable heading for paragraph 4?3 Which food type is referred to in which paragraph?

Reading tipsYou may need to read aparagraph more than once.

Read first to get ageneral idea of what it isabout.

Read again and try to

find one sentence thatgives you the main idea.This is called the topicsentence.

Use the glossary or adictionary to look uptechnical words.

What are the topicsentences in the threeparagraphs above?


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PAGE 2:6

The dos and donts of food storageThis page focuses on the importance of handling and storing food in a safe and methodical manner in order to

prevent contamination, spoilage and ultimately food poisoning. A set of instructions on food storage is used todemonstrate the language of instruction.

MaterialsDifferent colour pens, Source page 0:01

Learning outcomes (objectives)1 To recognise correct and incorrect methods of handling food.2 To read and understand the language of procedures and instructions.3 To recognise instructional language, e.g. imperatives.

4 To know that some instructions are conditional.

Suggestions for how to use this page Begin by asking the group about any special procedures they have for checking in and storing food in their own

place of work.

Give the group the learner page and the Source page and ask them to read through the bulleted list Generalrules for food storage. Discuss any issues which arise about food storage from the text and from learners own

experiences.

Using the learner page, take learners through the particular features of a typical piece of instructional text.

Point out to learners that instructions often start with a command or action word. This tells the reader exactly

what they have to do. It is up to the teacher to decide whether to introduce learners to the term imperative.

This will depend upon the group of learners and the stage they are at.

Ask learners to underline all of the command words or imperatives in the text. This will be particularly helpful

to ESOL learners who need to be aware of imperatives as markers to help them in reading and understanding

instructions.

Point out that instructions can be positive or negative and that these can be spotted by the use of words such asalways and never. Discuss the importance of this wording. What are the implications if such commands are

not followed?

Ask learners to find all of the examples of negative instructions in the text.

Discuss the use of the conditional in the set of instructions. Ask learners to think of more examples from their

work, e.g. If the eggs are delivered late again, phone the supplier.

Offer strategies for understanding written instructions:

1. Look for the imperatives and underline the instructions.2. Count the number of instructions.

3. Check the meanings of unfamiliar words or phrases.

Suggestions for learners who are having difficulties Point learners to the glossary to remind them of word meanings.

Assist learners who are having difficulty spotting the imperatives. Help learners to identify and underline all ofthe examples. Learners working in pairs or small groups can read the text together and support one another.

They are more likely to achieve the learning outcomes in this way.

Suggestions for advanced learnersGive learners another piece of instructional text to do with the area of food hygiene. Ask learners to i) underline the

imperatives, ii) circle any negative instructions, and iii) put a square box around any negative instructions. Point out

to learners that they are following a simple set of instructions when completing this task itself.

59


Rt/L1.2 2GEN3.3;4GEN1.1;4GEN1.3;

2GEN4.3

C1.2;WO1.1


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The dos and donts of food storage 2:6

Its important to store food away correctly straight after you have checked a delivery. There are

lots of guidelines to do with the correct storage of food.

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These guidelines are a set of instructions. They areclearly written in short bulleted sentences.

General rules for food storage

Store food immediately after you havechecked the delivery.

Always deal with high risk, frozen andperishable foods before dry and cannedgoods.

Keep high risk and perishable foods out

of the temperature danger zone. Always read the storage instructions on

the label or box. Place foods in thecorrect storage areas. You must protectfood from contamination.

Never store food on the floor, always useshelves or pallets.

Use clean, dry containers and wrappersif food needs to be divided into smallerquantities or rewrapped.

Stack shelves carefully withoutoverloading them and leave enoughspace between goods for air to circulatefreely.

Keep storage areas clean and dry; clearup any spills immediately.

Rotate stock. Never use food that hasjust arrived when you have stock on theshelves that should be used first.

Tell your manager about any signs ofpests.

Separate any food that could be spoilt orhas gone past its date mark to ensure

that it is not eaten and tell yourmanager. He or she will tell you what todo once the food has been checked.Unacceptable food should be returned tothe supplier or destroyed.

Always store cleaning chemicals andmaterials in separate, clearly labelledareas.

When you readinstructions lookout for the actionwords that tell youexactly what to do.

Look out fornegativeinstructions -things you shouldnot do.

Keep an eye outfor dos anddonts so that youcan follow theguidelinescorrectly.

Look out for thingsthat must be done

if something elsehappens.

Store food Place foods Stackshelves Rotate stock

Never storefood on thefloor.

Always read Always store Neverstore

Use clean, drycontainers andwrappers if

food needs tobe divided intosmallerquantities or re-wrapped.


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PAGE 2:7

Food storageCorrect food handling includes food storage, and learners need to be aware of the potential hazards caused by

incorrect and inappropriate food storage. This page combines reading a memo from the Source materials about

inappropriate food storage with some work on developing skills in using context to work out some of the technical

vocabulary used in connection with food handling.

MaterialsSource page 0:08

Learning outcomes (objectives)1 To explore and understand appropriate and inappropriate methods of storing food.

2 To recognise and understand a range of food hygiene-related vocabulary, using context clues.

Suggestions for how to use this page Begin by asking learners what they know about good food storage techniques. Discuss the different areas of

food storage dry goods stores, cold stores and refrigerator units for highly perishable goods, frozen foodsstores and chiller cabinets/vending machines for short-term display.

Confirm that information about food storage is often written using very technical vocabulary and that this can

make it difficult to read. This is a problem for most people reading this type of text.

Ask learners about any existing strategies they have for working out the meaning of unfamiliar words. Expect:

dictionary, glossary, asking someone, working it out from the words around it or guessing.

Acknowledge that there are many valid strategies to understand unfamiliar words.

Explain that this page and the activity practises using the context to work out the meaning of unfamiliar words.

Confirm that using the context is a way of working out the meaning of unfamiliar words by using the

surrounding words or text. For example vehicle is likely to have a different meaning depending on whether

you are talking about cars or contamination.

Read the in-company memo from the Source materials together as a group. Check whether there are any other

words that are difficult other than those underlined.

Learners complete the activity on the page in pairs or small groups. Discuss the problems identified in the memo and ask learners what the consequences of each problem could be.

Use the technical words used in the memo as well as other, more colloquial terms so that learners become

familiar with them and their meanings.

Talk about any other possible storage failures as a whole group. When learners use long, complicated or less

familiar words in their discussion, write these words up on the flipchart or whiteboard, with alternative

meanings. This will help to extend learners vocabulary related to food storage and food hygiene, as well as

helping to extend reading and spelling skills.

Confirm that the underlined words are all in the glossary and that this and a dictionary are useful tools to usewhen reading technical information.

Suggestions for learners who are having difficulties Assist learners who have problems with the alphabetic skills needed for looking up words in the glossary.

It is a good idea for all learners, but particularly those with dyslexia or ESOL needs, to develop their ownpersonal glossary of terms used. It might be a good idea to add sentences with the words used correctly as well

as meanings.

Suggestions for advanced learnersLearners who have no difficulty with the vocabulary used could benefit from listing the kinds of foods stored in

their place of work, and making a note of potential hazards caused by inappropriate storage of these items.

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Rw/L1.2;Rs/L1.1

2GEN3.3; 4GEN1.1;4GEN1.3; 2GEN4.3

C1.2


18/18


Food storage 2:7

Its important to handle and store food in the best possible conditions, at the right temperature

and for a safe period of time. Some of the words used to describe these conditions can be

difficult to read or understand, but you can sometimes work out their meanings from the context.

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ActivityRead the memo from the Source materials and choose the best meaning forthe underlined words below. Use the context to help you do this.

Handle everything withcare: rough handling canaccelerate spoilage. Thebest meaning ofaccelerate in this contextis:1 speed up2 drive3 slow down

Freezer burn is caused bydehydration damagewhen food is frozenwithout proper wrappingand moisture evaporates.The best meaning ofdehydration in this contextis:1 water penetration2 drying out3 burning

Inappropriate storage inthe fridge may allow raw

meat to drip onto cookedfood.The best meaning ofinappropriate in thiscontext is:1 shelf2 inside3 incorrect

Storing rubbish for toolong caused an infestation

of flies.The best meaning ofinfestation in this contextis:1 a small number2 an overwhelming

number3 a home for

TipUse the other words aroundthe word or words like it towork out the meaning.

You cant always work out the exactmeaning of words from the sentenceyou find them in but you can make agood guess.

Food hygiene Module 2- Food storage and treatment.doc

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