UNIT 3
Accepting orders from the waiter
communicate effectively with the staff and accept orders

communicate effectively with the staff and accept orders
Good communication is essential when it comes to every aspect of our lives. That is especially true when it is necessary to exchange information with a colleague to ensure that the work is done properly and without any problems. Therefore, students must develop skills to communicate effectively with the people around them, which will be an important aspect of their professional success.
In regards to the job of the cook, most of the work is concentrated in the kitchen and, as we have discussed in the previous lessons, we can’t overlook the importance of communicating effectively with other cooks and chefs. However, the staff outside the kitchen, such as waiters and shop assistants, also play an important role during the process of food preparation and customer service. Most importantly, for the cook to do his or her job properly, they must frequently accept the clients’ orders from the waiter.
Different food establishments have different ways of informing the cooks of a new order. In some, the waiter simply goes to the kitchen and verbally passes the information along to the chef. In other restaurants and fast-food places, the order is written down on a notepad or a check and given to the kitchen staff. More recently with the development of technologies, many establishments have integrated computer systems which allow the waiter to enter the order from their phone or computer and send it to the kitchen. Depending on which method the food service establishment is using, the cook who accepts the orders must know how to react to different scenarios – be it verbal communication, online order or a written note (also called a ticket). Once the order has been received, the kitchen staff begins preparing the meal.
Exercise 1: Reading Comprehension
Read the introductory text at the beginning of the unit and answer the questions:
- What is the topic of the text?
- In your opinion, how much importance should we place on the communication between cooks and waiters? Why? Give at least 3 reasons for your answer.
DIALOGUE 1:

ACCEPTING ORDERS
A: Order for table 4. Two Caesar salads, two sweet corn soups with some garlic bread and vegetable platter for starters. No anchovies on the salads and extra garlic.
B: And for the main course?
A: Two Chicken Casseroles, one with a side of mashed potatoes and the other with Garlic Mashed Cauliflower.
B: The mashed potatoes are prepared with milk, however. Are there any dietary restrictions we need to be aware of?
A: Yes, the madam is allergic to eggs and the child has a mild allergy to milk. His mother specified that it’s not a serious issue but asked us to use a smaller amount of it in the dish.
B: Anything else?
A: For dessert – two servings of chocolate pancakes with a sweet syrup dressing. They asked if we could serve it half an hour after the main course.
B: Of course.
DOS AND DON’TS TIPS
If the waiter does not specify any allergies or food preferences for the customers, then the cook should ask for more details before preparing the meal. It is vital to have a clear and detailed order from the waiter so that accidents can be prevented (such situations will be examined in later units). Asking questions and waiting for more clarification is a big part of effective communication with the rest of the staff in the restaurant.
Exercise 2: Listening
Listen to the conversation between a cook and a waiter in Dialogue 1 and write down the following information:
- Who is the cook and who is the waiter – A or B?
- How many dishes are there in the order?
- What allergies do the customers have?
- How does the cook check for allergies? Write down the exact phrase.
- Which ingredient should not be included in the meal? Why?
- How many customers is this order for?
ANSWER KEY:
1. A - waiter; B – cook;
2. 3 dishes - the caesar salad, the sweet corn soup and the chicken casserole;
3. an allergy to eggs and milk;
4. “Are there any dietary restrictions we need to be aware of?”;
5. eggs because the mother is allergic to them;
6. 2 customers

Language at work 1 – useful words and phrases

● are there any special requests? – use this phrase to ask for more details concerning the order
● …. to be aware of [something] – to know that something exists
● The [madam] has an allergy to [eggs]… - use this phrase to explain which customer is allergic to what; of course, the words in brackets will be changed when applying to different situations
● A mild vs a severe allergy/allergic reaction - mild allergic reactions cause discomfort but can be easily handled with the right medication while severe allergies can be life-threatening and need immediate medical attention
● To be left out/ to leave something out – to remove something
● dietary restrictions – this phrase expresses the limit of what someone can eat; this restriction can be caused by health problems such as allergies or by choice due to religious beliefs and other social conventions the person believes in
Exercise 3: Gap-filling
discuss a customer’s food preferences

discuss a customer’s food preferences
Apart from the issue of allergies, another key component of the communication between cooks and waiters is the topic of the customers’ food preferences. Food preferences include things such as the example given in Dialogue 1 where the customer asked for extra garlic on their salad. Asking for less or more of certain spices, condiments or ingredients falls under the category of preferences. Most often this happens with salads or side dishes where it’s easier to omit one or two elements of the meal without changing the taste or the cooking method significantly.
Other food preferences include how the meat should be done – depending on their taste, the customer may ask for their steak or other meat dish to be done rare, medium rare, medium, medium well or well-done. It’s important for the waiter to specify which type of meat the customer prefers when giving the other so that the cook knows how to prepare the dish.
DIALOGUE 2:

A: Order in. The couple at table 3 wants a grilled cheese sandwich and two steaks with a side of vegetables and mashed potatoes.
B: How well-done?
A: One medium rare steak and the other well-done. They also requested no tomatoes on both side dishes and one with extra olives.
B: The vegetable side dish includes sweet potatoes. Do they prefer the sweet potatoes baked or fried?
A: Baked, with a lot of olive oil.
B: That will take longer to prepare. Please let the customers know.
A: Yes, I’ve done it already. They said it’s not a problem to wait. They asked if the cheese sandwich could be cut into small pieces for the little girl.
B: Yes, certainly.
Exercise 4: True or False
Listen DIALOGUE 2 and mark the sentences as True or False:
Vocabulary box 1 – Levels of steak cooking
LEVEL OF COOKING |
CHARACTERISTICS |
RARE |
Seared on the outside showing a bright red color center. Center is slightly cool. |
MEDIUM RARE |
Seared on the outside with the center showing a red color, slightly firmer than rare. |
MEDIUM |
Firm with pink center. |
MEDIUM WELL |
Small amount of pink in the center |
WELL DONE |
No pink, firmer meat |
Vocabulary box 2 – types of food allergies
Here are some of the most common food allergies and those which must be listed on food packaging and menus of every food service establishment as per the laws of the healthcare institutions:
Exercise 5: Writing
Look at the given menu and find 3 dishes which may cause allergic reactions. Be prepared to explain your choice.
Exercise 6: Working in pairs
Read Dialogue 2 again and with your partner create a new dialogue about a cook accepting an order where the customer prefers more meat and fewer vegetables. You can choose another dietary restriction.
Exercise 7: Role Play
Pair up with a classmate. One of you will play the role of a waiter and the other will be the cook. Create a dialogue where the waiter takes an order from a customer, including details about allergies and food preferences. Practice effective communication and clear information exchange.
Exercise 8: Menu Analysis
Examine a menu from a restaurant or fast-food place and identify dishes that could potentially have allergens or specific dietary restrictions. Write down the dishes and list the possible allergens or restrictions associated with them. For example, if a dish contains nuts, note that it might be a concern for people with nut allergies.
Exercise 9: Scenario Analysis
Read a scenario where a waiter takes an order and provides incomplete information. Your task is to identify what important details are missing in terms of allergies, dietary preferences, or specific cooking instructions. Discuss with a partner what questions the waiter should ask to gather the missing information.
Exercise 10: Customer Feedback
Imagine you're a customer who had an experience at a restaurant where your dietary preferences were not considered. Write a polite email to the restaurant manager explaining the situation and suggesting ways they could improve their communication between the front and back of the house to avoid such issues in the future.
Exercise 11: Communication Challenges
In groups, discuss potential challenges that can arise from miscommunication between waiters and cooks. Come up with examples of scenarios where unclear communication could lead to mistakes in food preparation, service, or customer satisfaction. Then, propose strategies to overcome these challenges.
Exercise 12: Menu Modification
Choose a dish from a menu and modify it to accommodate a specific dietary preference or allergy. Write down the changes you would make and explain the rationale behind each modification. This exercise will help students understand how to adapt dishes while considering communication between staff and customer needs.
Remember, these exercises aim to reinforce the key concepts covered in the unit and promote critical thinking and problem-solving skills related to effective communication in a food service setting.