TGER’s Third Year Students at Work

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Le texte qui suit a été rédigé dans la langue de Shakespeare dans le cadre d’un cours d’anglais.

IMG_5582Since the Techniques de Gestion d’un établissement de restauration (TGER) programme started 3 years ago, we, the TGER students, have followed many courses such as English for Customer Service and English for Restaurant Management. As part of these 2 courses, we have participated in many activities to improve our English vocabulary. In the first English course, we learned to interact with customers in various situations. More specifically, we learned how to serve customers, how to act professionally with proper etiquette in English and how to resolve different problems that can arise in a restaurant.

This year, as we started the third year of our programme, we got involved in conversations with distributors and suppliers in the food business. In order to familiarise ourselves with vocabulary found in a kitchen, bar and dining room, we went to Neurones et Papilles on Monday, October 27th, 2014. The objective was to learn about kitchenware, tableware, hollowware and bar and beverage equipment vocabulary.

IMG_5585Let’s get started!
The teacher asked us to find restaurant equipment that we use in our daily activities. After we separated these categories in four teams. Then, we all started to look for different equipment depending our area in restaurant. We used catalogues, websites of suppliers and our own knowledge to translate the equipment with the correct equivalent word in English. Then we made a list of all items that we found in our section and our teacher, Stephanie Magny, corrected our list and confirmed every word and spelling.

Our next task was to write down these new words on colourful cardboard and to stick the names up on the appropriate kitchen items with blue gum. Once all the new words were up, we walked in silence through the bar, kitchen and dining room in order to learn as many words as possible from other teams. This is what we call real team work!

To conclude, this activity was a good way for us to learn about the vocabulary of the material that we can find in the kitchen and the dining room. And two weeks later we returned to try to stick the right words at the right place in order to test our memory. It was a great activity which helped us familiarise ourselves with our surroundings.

What’s great is that next year’s students will gain from our work because our teacher plans to re-use our vocabulary cards for them.