The sequence of dishes on the menu. The sequence of serving cold appetizers, types of utensils used, rules for serving appetizers
Compliance with the rules for serving dishes is an indicator of a high service culture. It is also important to maintain consistency when serving dishes. I. Cold dishes and snacks:
1. Granular sturgeon caviar, pressed, salmon fish; butter; fresh vegetables; lightly salted fish, boiled, jellied, with mayonnaise, with marinade; fish gastronomy and canned food in oil; natural herring and with garnish; non-fish seafood; fish salads.
2. Boiled meat, jellied meat, smoked meat, meat gastronomy, fried meat, cold cuts, meat salads.
3. Boiled poultry, poultry and game aspic, stuffed, fried, assorted poultry and game salads.
3. Vegetable salads, vinaigrettes, pickles and marinades, mushroom snacks, cheese. P. Hot snacks:
3. From poultry and game
4. From vegetables, mushrooms
6. Flour Sh. Soups:
1. Transparent
4. Dairy
5. Cold
6. Sweet
IV. Second hot dishes:
1. Boiled, poached, stuffed, fried, baked fish.
2. Boiled meat, purified meat, fried in sauce, natural fried, stewed, baked.
3. Poultry and game: boiled, poached, stuffed poultry, fried, stewed poultry and game.
4. Boiled, poached, fried, stewed, baked vegetables.
5. Dishes from cereals, legumes, pasta, flour, eggs and cheese.
V. Sweet dishes:
1. Hot
2. Cold
VI. Fruits
VII. Hot drinks
Rules for working with a tray
To carry dishes, dishes and drinks, metal trays of round, rectangular or oval shapes are used. To prevent the dishes from sliding on the tray, it is covered with a napkin (sometimes recommended damp), the hanging ends of which are folded inward. When installing dishes, follow a certain order:
o the dish is placed only in one row, because it is not allowed to place them on top of each other;
o heavier dishes are placed closer to the waiter;
o tall objects (bottles, decanters) are placed in the center;
o light and low objects are placed at the edges of the tray. Having placed all the items on the tray, the waiter lifts it with both hands, taking it by the sides. Then he changes the position of his left hand, moving it to the middle of the tray, while supporting it with his thumb, and then, in turn, raising it with the remaining fingers to the level of the shoulder or bent elbow. A very heavy or overloaded tray is carried with both hands, holding it just below the chest. In this case, the waiter must use the handbrake. If the tray is carried at shoulder level, the folded handbrake is placed on the palm of the left hand and the tray is placed on it. If the tray is carried at elbow level, then the handbrake is placed on the palm of the left hand in an unfolded form.
Rice. 50. Position of the waiter’s fingers when carrying a tray
The waiter must firmly understand how not to use the tray:
o you cannot place kitchen and buffet products on the same tray;
o you cannot place a tray on the table; there are sideboards and utility tables for this;
o you cannot carry an empty tray with your lowered hand;
o you cannot carry a tray with used dishes in front of visitors; for this you should use the side aisles.
Rice. 51. Technique for a waiter to carry a tray: A - at shoulder level; b - at the level of the bent elbow; V - at chest level
Serving service bar (buffet) products
From the service bar, the waiter receives wine and vodka products, beer, mineral and fruit waters, juices, tobacco products, bread (now the bread is usually in production).
Guest service begins with serving the service bar products in a certain sequence: soft drinks(or aperitif), bread, tobacco products (except cigars).
Serving drinks has its own characteristics. The waiter brings mineral water and carbonated drinks into the hall and uncorks them in the presence of the visitor. Bottles are brought in your hand (one or two) or on a small tray (if there are more than two). The waiter puts two bottles on the palm of his left hand so that one of them occupies part of the palm, the ring finger and little finger, and presses it to the palm, on the second part of the palm and the index finger moved away, places a second bottle next to the first, both labels facing to the right. This bottle is held by the thumb and forefinger, which press it against the base of the thumb of the palm. The middle finger secures the bottles.
The waiter shows the bottles to the guest to his left. This way you can offer a drink of choice (for example: “Would you like sparkling or still water?”). Then he uncorks the bottles on the utility table and pours the drink into the guest's glass, approaching from the right side. The waiter places the bottle of drink that is left on the table for the customer behind the wine glass.
Juices and cold drinks own production served for one visitor in highball glasses, for a group of guests - in jugs. The waiter carries the glasses on a tray and places them on the table with his right hand on the right side of the guest.
The jug can be carried on a tray or in the palm of your left hand, on a folded napkin, holding its handle with your right hand.
The drink is also poured from the jug from the right side with the right hand.
Wine and vodka products on tap are served in decanters (if several servings of the drink are ordered) or in appropriate glasses, glasses, glasses (if one serving is ordered).
The bread can be served in a wicker basket, on a shallow table or pie plate. As a rule, it is served butter- in a socket or on a pie plate.
When starting to serve an order, the waiter must remember the general rules of service technique and strictly adhere to the accepted sequence of serving cold and hot appetizers, various dishes and drinks. First of all, you should adhere to the rule: bring all ordered dishes and drinks into the hall on a tray covered with a napkin, carrying it on your left hand, and, if necessary, hold it with your right. Carrying a tray on the left hand is due to the fact that the waiter approaches the guest from the left.
There are several techniques for carrying trays: on the area of the entire palm and with straight fingers wide apart, on the tips of five fingers (light tray). A tray with dishes cannot be raised above the shoulder (an exception can be made only in the utility room). It is not recommended to carry anything on a tray without first covering it with a napkin; The napkin reduces the sliding of objects and prevents possible breakage of dishes.
Dishes and drinks are placed on a tray in only one row; Heavier items should be placed closer to the waiter, and taller items should be in the center of the tray. Buffet and kitchen products should be brought separately.
You should not carry an empty tray down to knee level.
Brought from the kitchen on dishes culinary products in bowls and rams should be shown to visiting customers, and then, having received their permission, placed on plates.
When placing food on plates directly at the dining table, the waiter should approach the diners with the dish from the left side. The dish with food is held in the left hand. Food should be served on plates, as well as clean plates should be placed on the right side of the visitor sitting at the table, with the right hand.
If the dish is laid out on plates on a utility table, this table is moved towards the dining table. The dish is placed on the side or behind the plate, onto which the dishes are transferred using utensils for laying out.
When serving a glass of water, cigarettes, matches, bills (on a plate or small tray), it is customary to approach from the left side. You can remove used dishes from both the right and left sides.
It is very important that the table is kept clean and tidy during service: used dishes, glasses, glasses must be removed in a timely manner; sweep crumbs into a dustpan with a brush; cover stains on the tablecloth with a napkin; Take special care to ensure the cleanliness of your utensils, changing them after each dish.
If a visitor drops a fork or napkin on the floor, you must immediately serve him clean ones on a small tray or plate, and then pick up and remove the dropped item.
When laying out cutlery, placing plates and dishes, the waiter must remember the following rules:
do not touch the edge of the plate with your thumb (it should be behind the edge);
do not touch the edges of cups or glasses; make sure that the saucer under the glass is always dry;
hold instruments only by the handles;
silently, carefully arrange glasses, glasses, cups, put down cutlery;
When cleaning the table, do not brush crumbs onto the floor;
serve the next dish only after the used utensils from the one previously served have been removed from the table; When serving, take the dish or plate with a handbrake, after wiping the bottom.
A certain sequence of serving drinks, snacks, and dishes has been established. First, as a rule, mineral and fruit water, bread, snacks, and wines obtained from the buffet are placed on the table, and then hot dishes are served. Alcoholic drinks are only served with appetizers.
Plates for hot dishes are heated (up to 40-50°C), for cold dishes they are slightly cooled (to room temperature).
You need to work rhythmically, giving yourself rest during pauses in service.
When completing an order and leaving the hall, you need to grab extra or used dishes and cutlery, and bring ready-made dishes on your way back.
The waiter must remember that before placing used dishes from the table on a tray, they are cleared of food debris, removing up to 10 plates at a time. Heavy stacks of plates are placed in the middle of the tray.
SERVING SNACKS
As a rule, lunch in a restaurant begins with an appetizer. The selection of snacks is extremely varied. Snacks can be divided into cold and hot. Both serve good remedy stimulate appetite, add variety to the table. Among the cold appetizers that enjoy worldwide fame as a delicacy are granular caviar (from beluga, sturgeon, stellate sturgeon), pressed caviar, chum salmon, popular assorted fish, jellied and marinated fish, assorted meats; Various vegetable, meat, etc. salads are widespread.
Hot appetizers are often served at banquets, holiday lunches and dinners. IN common days In the restaurant, hot snacks are prepared to order. Feature hot appetizers - the fact that the food for them is cut small pieces so that the visitor does not need to use a knife. The most common hot appetizers that visitors order are mushrooms (champignons or porcini), game julienne, etc.
It is recommended to serve cold appetizers in porcelain dishes, hot appetizers in nickel silver. The temperature of cold appetizers served should be no higher than 14°C. Some snack foods must be refrigerated (for example, butter).
Snacks served on the table should be aesthetically attractive appearance. For this purpose, greens are widely used - parsley sprigs, beautifully arranged on a dish with an appetizer, curly cutting vegetables, thoughtful color combination of products included in the snacks.
When receiving appetizers at the service, the waiter should pay attention to their external design: check whether the butter has melted, whether there is enough edible ice in the caviar bowl, etc.
Cold appetizers are brought on a tray along with the utensils to be used and placed on the utility table. If fish is ordered, a snack knife and fork is required, not a fish knife and fork. The waiter places cutlery in the appetizer dishes for arranging. Then, with the permission of the guests, he serves snacks on the dining table. It should be remembered that snacks in tall dishes are placed closer to the center of the table, and in lower dishes (for example, on trays) - closer to the edges of the table. Appetizers with side dishes are placed on the table on the left side, without side dishes - on the right.
Salad bowls, caviar bowls, gravy boats are placed on a pie plate.
If several types of appetizers are ordered, they are placed on the table in the same container in which they were brought. When ordering large quantity Two or three types of various snacks are placed on the table, and the rest are laid out on snack plates and served to visitors during the service process.
Before serving snacks in restaurants, bread is placed on the table in bread bins, or more often in plates, and butter, if it has been ordered, on pie plates; when serving foreign tourists - freshly toasted toast on a special plate or wrapped in a napkin to keep it warm, as well as crispbread.
There is an established order in the sequence of serving appetizers. First, caviar is served and fish snacks(lightly salted fish, boiled, jellied, marinated, etc.). Then fish salads and finally meat snacks- ham, tongue, pate, poultry, meat, vegetable salads, etc.
SERVING COLD APPETIZERS
Granular caviar (from beluga, sturgeon, stellate sturgeon). The best beluga caviar is gray, coarse-grained, lightly salted. Served in caviar bowls containing a glass rosette and food ice. Caviar is stored in the refrigerator at a temperature not lower than 0°C.
Pressed caviar. Pressed caviar is also obtained from sturgeon fish. During production in fisheries, after salting, it is pressed, and chefs in restaurants form it into a roll. When released, pieces are cut from it, shaped like an ellipse or a rectangle, and placed on a fish tray, garnished with a slice of lemon or parsley. Just like grainy pressed caviar has high taste qualities.
Chum salmon caviar. Like granular, it should have whole grains of light orange color. Caviar is served in caviar bowls with edible ice, chilled.
All three types of caviar can be served with butter, pies with fish or viziga (according to Russian custom), lemon, hot rolls or white bread toast.
Lightly salted salmon, salted salmon, chum salmon. This fish appetizer is served in porcelain trays or on dishes at the rate of two pieces per serving. A portion of fish is complemented with a slice of lemon and a sprig of parsley.
Fish under marinade. Fried pieces of sturgeon, pike perch, cod or perch are poured with marinade, sprinkled with chopped parsley on top. Serve in salad bowls, on trays or porcelain dishes.
Boiled fish. Served with a side dish. Sturgeon and stellate sturgeon are cut into pieces and, after cooling, placed on trays or a dish. As a side dish, you can serve fresh red tomatoes and fresh or pickled cucumbers (in winter, add jelly in pieces). Decorate the dish with green salad leaves. Sauces are served separately - horseradish with vinegar or mayonnaise.
Jellied fish. Pieces of boiled and then chilled fish - pike perch, sturgeon,
stellate sturgeon, sterlet, perch or cod - put on a dish, garnish with lemon slices, parsley and pour jelly. Served on oval porcelain dishes
or patches. Horseradish sauce with vinegar is served separately.
Canned gourmet snacks.
Before serving, they are removed from the jars and placed on trays. The remaining amount is transferred to porcelain or glassware and stored in the refrigerator.
Sprats in oil. Served on trays. Garnish with a slice of lemon and a sprig of parsley.
Sardines. Served on trays. I decorate* with lemon slices and finely chopped parsley. If parsley is not available, it can be replaced with green lettuce leaves.
Sprat. Clean the entrails, cut off the heads, and place them on a tray. It is recommended to serve the sprat with fresh cucumbers and a hard-boiled egg, cut into slices. Egg circles can be decorated (from an envelope) with mayonnaise (in the form of a grid).
Crabs. Can be served squeezed, placed in a salad bowl or on a vase. Decorate with bouquets of boiled vegetables, slices of fresh cucumber or apple. Mayonnaise is served separately in a gravy boat.
Assorted meats. This dish contains at least three types meat products, cut into pieces: veal, ham, roast beef or boiled tongue. Served on porcelain oval or round dishes. Garnish: gherkins, pickled fruits, sliced horseradish, fresh tomatoes. Sometimes they add pieces of meat jelly. Mayonnaise sauce with finely chopped pickles and capers is served separately.
Roast beef. Fried half-raw tenderloin of reddish color. Serve two or three pieces per serving on an elliptical tray, garnish with gherkins and red tomatoes. Mayonnaise sauce is served separately.
Assorted poultry. This appetizer includes two pieces each of chicken (white and dark meat), turkey, duck, and goose. Garnished with pickled fruits, red cabbage, gherkins, lettuce or parsley and served on an ellipse-shaped dish. You can serve mayonnaise sauce with chopped gherkins.
Assorted game. This snack includes pieces of black grouse, partridge, and hazel grouse. Served on an ellipse-shaped dish. Garnish with pickled fruits. Garnish with parsley.
Roasted poultry and game. Serve cut into pieces. Poultry should be cut into two parts, and then each into several pieces depending on the size of the goose, turkey, chicken; hazel grouse and partridge are cut into two parts. Pieces of poultry or game are placed on dishes and decorated with sprigs of parsley or lettuce leaves. Garnished with pickled plums, grapes, cherries, lingonberries, soaked apples, white and red cabbage, which can be served separately in a salad bowl.
Mayonnaise sauce is served separately with poultry, and fruit and berry sauce is served with game.
Jellied meat. For this appetizer, veal, ham, and tongue are used. They are prepared in portioned molds, served in oval dishes, and eaten on snack plates.
Game pate. This layered cake with minced game. The gaps between the minced meat and the dough are filled with jelly. Served on an ellipse-shaped dish or tray. Before serving, cut into slices.
Fish, meat, vegetable salads. Serve in salad bowls placed on small plates on which a spoon or fork is placed. Refueling for foreign tourists vegetable salads often served separately in a gravy boat. If the salad serves as an addition to the ordered dish ( green salad lettuce), it is placed to the left of the plate with this dish.
SERVING HOT SNACKS Hot snacks are served in special dishes, usually in the same container in which they were prepared (portioned pans, cocotte makers, chillers, etc.). For example, baked fish is served in portioned frying pans, with the frying pan placed on a plate covered with a paper napkin.
Cocotte makers and chillers are also placed on a pie plate.
Mushrooms (champignons or porcini). Fried mushrooms are seasoned with sour cream and placed in a cocotte maker, sprinkled with grated cheese. Before serving, the cocotte makers are placed in an oven or combi oven for baking. The appetizer is served in the same cocotte. There are two cocotte makers per serving, you can offer half a serving.
Game julienne. Game fillet, as well as ham, tongue, and champignons are cut into strips, seasoned with sour cream sauce, sprinkled with cheese and baked in cocotte makers. Serve two cocotte bowls per serving.
Meatballs in tomato. Can be served in round lambs or on a cupronickel frying pan.
Crabs. They are cooked in tomato sauce. Serve two cocotte bowls per serving.
Vol-au-vents, baskets (filled with mushrooms, pike perch, chicken, pate, etc.) are served on a pie plate or on a round dish covered with a paper napkin.
Oysters, mussels, pike perch with sauce, baked in white wine with onions or milk sauce, served in a chill bowl (sink), which is placed on a pie plate or on a round dish covered with a napkin.
Cancers. Among the gourmet hot appetizers, they are in greatest demand. Foreign restaurants believe that it is best to use them as delicacies from May to August, i.e., in months whose names do not have the letter “r”. A variety of snacks are prepared from crayfish. Boiled crayfish are in particular demand.
If crayfish (as well as crabs and shrimp) are cooked in broth, they are served in soup bowls, a deep half-portioned plate is placed on the table and special device. Boiled crayfish are served on round dishes. A snack plate and a special device are placed on the table. On the right side, place a slightly damp napkin on a small plate to wipe your fingers.
Having placed the appetizers, the waiter takes bottles of alcoholic drinks, sweet or mineral water and asks permission to fill glasses or wine glasses.
After this, he can move away from the table, for example, to a work stand and from there observe all the tables in his service area so that, if necessary, he can immediately come to the guest’s aid - for example, put a snack from a common dish on a plate, etc. The waiter should not be intrusive, but must be attentive.
Before serving the first courses, you must remove used dishes and cutlery. First, they take the cutlery from the table, and then the plates. They are stacked on a tray, on which a napkin is previously laid to avoid unnecessary noise. The tray should not be overloaded to prevent the dishes from breaking.
SERVING SOUPS
Soups come in hot and cold varieties. Based on the method of preparation, there are clear soups (broths), dressing soups (cabbage soup, borscht, etc.) and puree soups (puree soup from cauliflower, asparagus, chicken, game, etc.). A separate group consists of fruit and berry soups.
Transparent soups are prepared with meat, chicken, fish broth. Broths for clear soups are prepared stronger than those for dressing soups.
Seasoned soups are characterized by a wide variety of products used for their preparation. These soups are made from vegetables, legumes and pasta. For dressing soups, roots and onions are sautéed.
Puree soups are prepared using meat broth, milk or a decoction of products included in soups, which are pureed after cooking.
Soups are usually served in cupronickel bowls with lids placed on chalk plates. Deep plates and broth bowls for serving soups must be heated. To do this, prepare them for service in time. During the working day, the waiter on duty replenishes the stock from the service table as they are used up.
The waiter, receiving the first dishes from serving bowls, places them on a tray, deep plates should already be placed and pouring spoons should be placed. Having brought the tray into the hall, he places it on a sideboard or utility table and pours the soup into deep plates placed on shallow ones. This is kept as close to the plate as possible so as not to spill the soup. The filled plate is held with the left hand at the level of the soup bowl. When pouring the sous, do not shake it, but evenly distribute the fat and sour cream if the first course is seasoned with it, then add the thick part of the soup and then pour the broth. When serving during the day, a spoon, if it is not placed on the table in advance, is served on a substitute plate.
There is another way to serve soups to visitors. The soup bowl is placed on a shallow plate on the dining table. A pouring spoon is placed on the right side of a deep plate. In this case, sometimes a little soup is poured into the visitor’s plate, and he can top it up himself.
Broths and clear soups served in broth cups, which are filled in production. The cup should be placed on the saucer with the handle to the left. The spoon is placed on a saucer or on the table to the right of the guest. The broth is usually served with croutons, pie or profiteroles on a pie plate, which is placed to the left of the cup of broth. You can offer an egg (hard-boiled or “in a bag”) or an omelet.
Side dishes such as eggs, baked rice, meatballs, cauliflower or Brussels sprouts, omelet, noodles, dumplings, etc., are placed in clear soups before serving.
Dressing milk and cold soups are served in bowls. There are some special features when serving seasoned soups. So, sour cream is served separately in a gravy boat with daily cabbage soup. According to Russian custom, you can serve buckwheat porridge on a plate or in a clay pot. Moscow borscht is served with cheesecake or a piece of krupenik, Ukrainian borscht- donuts with garlic sauce. Meat in dressing soups is placed only cut into strips.
Some cold soups, such as botvinya and okroshka, are served in a salad bowl with edible ice, chopped into small pieces or in small shapes.
Fruit and berry soups are also served in bowls.
Some soups are served in the same container in which they were prepared: for example, piti soup, daily cabbage soup - in clay pots. A deep plate is served separately.
SERVING SECOND COURSES
Before setting the table for serving main courses, the waiter collects the used dishes on a tray, sets them according to size and type, collecting leftover food from the plates on one plate, and putting the cutlery on another. These plates are placed on top and taken away. When carrying heavy objects, they are placed closer to the board facing the waiter. Then, on a tray or in a stack with a handbrake, the waiter brings clean plates for the main courses.
The range of second courses offered to restaurant visitors is extremely diverse. These are dishes from fish, meat, game, poultry, vegetables, boiled, fried, stewed, baked and other forms.
There is an established order for serving second courses: first fish (boiled and poached fish, fried and baked), then meat and poultry and game dishes, then vegetables, legumes, cereals, flour, eggs, dairy.
To serve fish dishes, use the following dishes: for boiled fish - oval cupronickel dishes, for fried fish - cupronickel frying pans placed on small plates or oval metal dishes. Boiled fish is served in a lamb, the sauce for it, for example, for pike perch in Polish, is served separately in a metal sauce boat. When ordering fish dishes (Polish pike perch, mirror carp, etc.), the table is additionally served with fish knives and forks. The plates must also be warmed. It is advisable to place a plate for bones next to the pie plate.
If the fish is cooking whole carcass(from a live one), then it is also served whole, and on a utility table the waiter puts it on plates if he has received the visitor’s permission.
Before preparing a dish from live fish, it should be shown to the visitor.
Used for serving meat dishes next dishes: for natural - steaks, entrecotes, as well as breaded products (chops, schnitzels, etc.) - cupronickel dishes; stewed in sauce (for example, stew) - round lambs or clay pots with lid.
Poultry and game are served on platters. When arranging them into portions, the waiter must ensure that there is a piece of white and dark meat on each plate.
Shish kebab on a skewer, fish fried on a spit, whole fish, roast suckling pig and the goose is served on an oval dish. In this case, the kebab or fish fried on a spit is removed with a special two-pronged fork, holding the skewer or spit at a slight inclination in relation to the plate on a utility table in full view of the customer.
Boiled vegetables are served in round cupronickel dishes. Butter can be served separately.
Baked vegetables are served in the pans in which they were cooked. If vegetables are served as independent dish, and not as a side dish, only a large fork is used as a utensil - it is placed on the right side of the main plate or in front.
If a vegetable dish contains any product that requires cutting, a knife is added to the device.
Having received a ready-made second course from serving, it is brought to the table along with heated plates and utensils for laying out and placed on a utility table. Then the waiter shows it to the guests and, after their permission, using serving utensils, places the dish on plates and serves it to the visitors.
First, the main product is transferred to a small plate located to the left of the dish, then the side dish and sauce.
The side dish is scooped up with a spoon with your right hand and helped with a fork in your left hand. The sauce is scooped up with a spoon and poured over the main product. The plate with food is served to the guest from the right side.
Sometimes, during group service, the waiter presents the guests with a dish, which they serve for themselves (a plate should be placed in front of each guest). When serving a plate or dish to the table thumb The waiter must lie on the side of the plate. Guests are served with dishes only on the left side, holding the dish in the left hand on a napkin.
At the request of the guest, the waiter can also put the food on the plate.
To lay out the dish, the waiter uses the following techniques. The fork is placed between the thumb and index finger, the spoon - between the index and middle finger of the right hand, giving them the shape of tongs. The curve of the fork's arms should be above the recess of the spoon. The ends of the handles of the spoon and fork should rest against the palm, they are held with the ring finger and little finger. The handle of the spoon is held in the middle with a bent middle finger. The middle of the fork handle is held between the tips of the thumb and forefinger, which are used to freely move the fork relative to the spoon to the right or left, up or down.
Very often, salads or side dishes richly seasoned with sauce stick to the cavity of the spoon. To free it, just make a sliding movement with a fork, like a scraper, and the spoon will be cleaned.
To serve some products, as well as to quickly transfer large quantities of food, the spoon and fork are held in the same plane, forming a wide spatula. To lay out, for example, a steak and egg, two forks are used. They are also held in one hand at the same level, forming a spatula.
- So, while eating, it is unacceptable to part your lips while chewing food, slurp, suck in liquid from the end of a spoon, talk with your mouth full, in short, eat carelessly, hastily, and sloppily. In order not to cause discomfort to those sitting with you, you should operate the devices silently.
- At the same time, different foods are eaten in different ways. There are generally accepted rules etiquette. Let's talk about this further.
- Nature has endowed humans with five basic senses: taste, hearing, vision, smell and touch.
- All five senses are involved in the process of eating, and all of them, to one degree or another, contribute to the development of appetite. In fact, we see how beautifully a dish is prepared, from what products it is prepared thanks to vision; the sense of smell allows us to feel the smells and aromas of a dish; taste allows you to feel sweet, salty or sour food; Using touch, you can determine the degree of softness or hardness of the product. Hearing is necessary to maintain a conversation at the table.
- It is no coincidence that all culinary specialists pay attention to Special attention their design, taste, aroma.
- You need to learn to eat in such a way that you maintain your appetite throughout the entire meal and enjoy both the food and the socializing at the table. Don't be surprised, but it has been proven that it largely depends depending on the sequence of use numerous dishes and depending on the amount eaten. We do not recommend getting carried away with cold appetizers alone; you should leave room for the rest. By the number of knives, forks and spoons near your plate, you can judge the expected menu.
- Etiquette recommends the following sequence of serving dishes:
- first offer cold appetizer (or snacks),
- followed by hot snack,
- and after them - first course, such as soup,
- then - second hot dishes - fish,
- Then - second hot courses - meat,
- finally, dessert - a sweet dish,
- followed by fruit.
- If you exclude from the menu, for example, hot snack, soup and hot dishes a fish dish, the sequence of serving dishes will remain the same, those. after cold snack the second main course is served meat dish and then dessert.
- Of course, the menu itself may change, but the sequence of serving dishes should remain the same.
- Cold appetizers and dishes are recommended to be consumed in the following order.
- Fish snacks and dishes - granular caviar, pressed caviar; lightly salted fish (salmon, chum salmon, balyk), boiled, jellied, stuffed, with mayonnaise, with marinade, cold and hot smoked fish and canned snack foods; natural herring, with garnish, chopped; fish salads.
- Meat snacks and dishes - boiled meat, jellied meat, jelly, stuffed meat, stuffed meat, fried meat, cold cuts (sausages, smoked meats), cold poultry and game, meat salads.
- Vegetable and mushroom snacks -fresh and canned vegetables, stuffed peppers, eggplants.
- Dairy snacks- various cheeses.
- Fresh vegetables (tomatoes, cucumbers, radishes) and canned (gherkins, pickles, squash, etc.), pickled and salted mushrooms, as well as butter can be consumed as independent snack, and with any other snack.
- In some countries, in France, for example, cheeses are offered before dessert.
First come fish, then meat, vegetable, and lactic acid.
Of course, at the table everyone eats only those snacks that he likes, and not all those that are displayed on the table. If you don’t want fish appetizers, start with meat ones, but don’t go back to fish ones after that. Mixed food, when, without observing the order, they eat everything in a row, first meat, then fish, then meat again, etc., inevitably leads to a dulling of the sense of taste and rapid loss appetite. And then all subsequent dishes will not be a joy, and the whole celebration will be ruined.
The fundamental point when drawing up a training program is the sequence of presentation of the material. The correct sequence facilitates the learning process and makes it more effective. And here the general “rules” for presenting educational material can be taken as a basis (transition from easy to difficult, from simple to complex, from known to new, etc.). In addition, a logical and reasonable sequence later helps students remember the material.
However, to determine the sequence most appropriate for a particular situation, the trainer may need to conduct additional observations and analysis to separate experienced performers from novices, followed by empirical testing of different sequences. The forms of analysis that can be used for this purpose are described in Chapter 5. For example, hierarchical task analysis or algorithm analysis provides the trainer with information about the sequence of execution.
tion of procedures. In the cognitive sphere (knowledge, understanding, intellectual skills), subject analysis can be used to build a hierarchy of educational material, establish the necessary prerequisites for learning, and thereby determine the sequence of presentation of educational material. An analysis of complex motor or physical skills may reveal that in order to master a complex skill, it is necessary to master some simpler skills that can or should be learned in a certain sequence that sets a “natural” and logical sequence for the presentation of educational material.
In the area of interpersonal communication, some basic skills, such as listening and asking questions and related nonverbal behavior, should be taught simultaneously. Experience in coaching, and simply common sense, suggests that teaching more subtle social skills, in particular those related to counseling, should be done only after basic skills have been formed.
Student readiness
The student’s readiness to acquire new knowledge and skills can be examined with different sides. The student must be prepared intellectually, emotionally and physically, in addition, he must have the appropriate attitude and motivation. Although we consider these components separately, in reality they are often intertwined and interact with each other to determine successful learning.
If we talk about intellectual readiness, then by now the trainer should already have a clear idea of the initial level of knowledge and skills of the students, their potential ability to learn and the special abilities necessary to master the intended content of the training. This information can be obtained by studying educational and professional experience students, as well as through diagnostic or psychological tests. For example, learning mechanical engineering skills requires mechanical and spatial-visual abilities, while for business professionals, verbal, clerical and arithmetic skills are more important.
Principles and conditions of learning
| Do's and Don'ts | Examples of behavior |
| Need to show that every student can contribute | taking into account and discussing students' ideas and points of view |
| You can't make the task easier | performing difficult tasks for the student |
| Encourage them to ask you for help only when necessary. | don't rush to help them |
| You cannot do something for a student when he asks for help; instead, encourage him to complete the task on his own | giving only a clue or hinting |
| It is necessary to encourage students to find and correct their mistakes | providing them with samples and guiding them through questions |
| Don't Make Learning Too Easy | crushing the material into small pieces. Let the student break the material into parts himself. |
| It is necessary to provide them with enough time to solve a complex problem. | Give time to think. Lack of time can be a stressor |
| Don't Give Unrealistic Feedback | showering a student with undeserved praise or reproaches |
| It is necessary to cultivate in students an interest in learning to do something well | discussing with them possible ways of learning |
| Do not belittle the efforts of students | making fun of them or comparing them to each other |
| It is necessary to develop in students the ability to independently evaluate the work done | Give them the opportunity to check their work and evaluate its quality |
| Don't give too easy or too difficult tasks | choosing tasks that do not correspond to students' past experience |
| It is necessary to bring students to the realization that practical exercises are necessary both for mastering skills and for developing skills | Encourage them to do the work several times, examining all mistakes in detail. |
Rice. 7.1. Some Do's and Don'ts of Coaching (Downs, Perry, 1984)
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However, the intellectual readiness of a student is not limited only to the presence of a general ability to learn or special abilities to master specific material. It is quite possible that in the process of previously completed training and education, a person “learned to learn,” that is, he developed certain learning strategies that facilitate the task of mastering new material and developing new skills.
There are a number of studies devoted to finding ways to improve the learning process. Downs and Perry (1982, 1984) developed short training courses aimed at teaching students how to learn. For example, one of the programs included special exercises aimed at developing the student’s general ability to remember and understand.
Another program, aimed at supervisors responsible for on-the-job training, used a specially designed checklist containing examples of behaviors that the trainer should and should not demonstrate to help the student learn. Table in Fig. Figure 7.1, which outlines some do's and don'ts, helps to understand Downs and Perry's point.
In general, we can say that students who have “learned to learn” are more active students, ready to take responsibility for their learning and have the skill to learn. They are more focused and more open to new experiences, and therefore it is easier for them to perceive and assimilate the content of the training. When it comes to management training, here, according to Mumford (1986), “training to learn” has the following positive effects.
Increased learning ability of students.
Reducing the frustration of being forced to participate in ineffective training procedures.
Increased motivation to learn.
Understanding that a student's inability to learn a particular activity does not mean that he is not ready or capable of learning in general.
Reduced dependence on the teacher.
The ability to apply and develop “formal” knowledge and skills in practice.
Downs and Perry (1985) point out another benefit associated with “learning to learn.” It co-
Principles and conditions of learning
| Leadership style | The degree of situational maturity of the student | Interpersonal style |
| Gives orders, orders, says what and how to do | Low | Remoteness, aloofness |
| Sets a task, convinces, “introduces” | Recognition, a note of approval | |
| Guides, advises, shows what and how to do | Participation, help, influence | |
| Encourages, stimulates, tunes | Moderate | Support, encouragement, warning |
| Consults: finds out and advises | Responsiveness, sensitivity to needs | |
| Helps, assists | Pushes, insists | |
| “Lets go”, provides freedom of action | Withdrawal, withdrawal, stops helping | |
| Provides the resources needed to complete a task | High | Respects, is considered, appreciates |
| Participates, has a share | Warm attitude, location, affection | |
| Collaborates, works in pairs | Interdependence, equal relationships |
Rice. 7.2. The maturity of the student and the style of leadership and interpersonal behavior of the coach (Stuart, Holmes, 1982)
The point is that in the course of such training, initially weak students can learn to effectively use the learning strategies used by strong students.
Another aspect of student readiness, closely related to learning ability, is analyzed by Stuart and Holmes (1982) in the context of a discussion of effective coaching styles. They emphasize that a coach should choose a leadership and interpersonal style depending on “the degree of maturity that the student exhibits/demonstrates in the context of a particular learning situation.” The maturity of a student is determined by three points:
The ability to set high but achievable goals
Willingness and ability to take responsibility for one's learning,
Level of education and/or past educational experience.
The last point largely depends on the effectiveness of previously used methods and approaches and, in turn, affects the student’s attitudes and expectations regarding upcoming learning.
It is clear that learning to learn, as discussed above, can increase a student's situational maturity. Therefore, if at the beginning of the training students are given the opportunity to learn effective learning strategies, then they will begin to master the subsequent content of the training at a higher level of maturity. The coach must be aware of this possibility and adjust his behavior accordingly.
A student's readiness depends greatly on his initial level of motivation. The issue of student motivation during the training process will be discussed below.
Life experience and data numerous studies show that a lack of desire to learn or motivation to learn seriously limits the ability to learn. IN in this case Motivation can be defined as that which fuels, guides and maintains a student's behavior. Whether or not a student exhibits this “active, goal-directed behavior” depends on a number of factors. The motivation model presented in Fig. 7.3 helps to identify the most important factors and can be useful for a general discussion of the problem of motivation in training.
From this model it is clear that the coach must first think about the needs of the students. Needs can be classified as follows.
Physical- sexual, need for food.
Need for security- support, safe environment.
Emotional: individual- control, independence, achievement, self-confidence, autonomy, approval.
Emotional: social- acceptance, recognition, respect, status, belonging to a group.
Principles and conditions of learning
Rice. 7.3. Motivation model
intellectual- curiosity, variety, stimulation.
Need for self-actualization- self-development, meaningfulness, purposefulness.
It is unlikely that the coach will have to think about meeting the physical needs of the students, although sometimes the problem has to be faced poor nutrition students. Which of the other listed needs will become the subject of concern for the trainer depends on the psychological make-up of a particular student, and in the case of the need for safety, on the nature of the training. In addition, students may differ in their type of motivation. Motivation can be broadly categorized as “purely intrinsic,” “purely extrinsic,” and “partially intrinsic” (Mawhinney, 1979). McCormick and Ilgen (1985) define these types of motivation as follows.
1. Purely internal motivation. A person truly enjoys the activity and is ready to do it all the time, without feeling the need for external rewards.
2. Purely external motivation. The task itself is not of interest to the person; he will perform it only for the sake of receiving external rewards.
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3. Partially internal motivation. A person enjoys completing a task only for a while, then his interest wanes; he will continue to work only if there is external reward.
The source of intrinsic rewards is the task itself. It seems interesting and significant to the student; By performing it, the student acquires certain skills, which gives him inner satisfaction. External rewards and incentives, such as money, promotion, etc., are not related to the content of the task.
“Pure” types of motivation are extremely rare; it is unlikely that a student will be motivated solely by intrinsic or solely extrinsic incentives. Therefore, the coach most often has to use both internal and external motivation in order to stimulate the interest and performance of students. The coach should explain what internal and external rewards await them in the short and long term if they perform satisfactorily. These rewards, in turn, can become a means of meeting students' needs.
A student's introduction to training significantly influences their subsequent perceptions, attitudes, and expectations regarding the training. Often the trainer has to overcome the negative attitude towards training as such that the student has already developed as a result of his past educational or professional experience. An unrewarded educational experience can have a negative impact not only on a student's attitude, but also on their self-confidence and self-perception, which in turn reduces motivation and learning effectiveness.
To stimulate and reinforce motivation, it is necessary to explain to students at the beginning of the course the goals of the training, placing these goals in a broader context associated with factors that stimulate internal and external motives. As Gange (1977) points out, by informing the learner about the goals, we give him a clear idea of what he should achieve as a result of the training, and thereby lay the foundation for informative feedback, since the learner will have the opportunity to compare his actual performance with acceptable standard. Gane believes that in the best possible way To explain to the student what standard of performance he must achieve at the end of the training, is to demonstrate this performance at the beginning of the training.
Principles and conditions of learning
The described goal setting technique, which involves the motivation of students, also serves to increase the effectiveness of the training. Locke and other scientists, having conducted numerous laboratory and field studies of non-training situations, have proven that this technique works when following conditions/
1. Goals must be realistic, that is, they must take into account the real capabilities of the individual.
2. The individual must internally agree with the goal.
3. The individual should receive timely feedback on how well his performance is meeting the goal.
4. Goals should be specific and difficult to achieve; You cannot set easy goals that do not require effort on the part of the performer, or simply encourage the performer to “do his best.”
Locke and Latham (1984) provide the following reasons for setting goals:
1. Specific goals, in contrast to general, vague and unclear ones, direct the individual’s activities in the right direction.
2. The presence of a specific goal and, accordingly, a clear idea of the expected result have a mobilizing effect.
3. Difficult to achieve goals, if the individual agrees with them, have a great motivating effect.
4. Difficult to achieve goals encourage the performer to perseverance and perseverance.
Wexley, Nemeroff and Cosentino (Wexley, Nemeroff, 1975; Nemeroff, Cosentino, 1979) showed the possibility of successfully using goal setting techniques in management development training.
All this suggests to us that coaches can use this technique in certain situations, especially when there is an emphasis on personal achievement and learning rate or a relatively homogeneous group of students.
In any case, regardless of the approach or specific procedure chosen to motivate students, it is important not to over-prime the motivational “pump.” Excessively high levels of arousal or motivation can reduce learning productivity.
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| High |
| Moderately difficult task |
| Difficult task |
| Easy task |
| Level of motivation (excitement) |
| High |
| Low |
Rice. 7.4. The relationship between learning productivity, level of motivation and degree of task difficulty.
tion, especially if the task is objectively difficult for students. Of course, the opposite is also true when the task is too simple. Diagram in Fig. 7.4 shows the relationship between learning productivity, level of motivation and degree of task difficulty.
In the case of a difficult task, higher learning productivity is achieved with a lower level of motivation, while successful mastery of easy tasks requires a high level of student motivation. Moderately difficult tasks require an average level of motivation.
If we overdo it, stimulating the student’s motivation at the beginning of the training, if we “pump up” him too much, this can aggravate his anxiety and fears, which will become an obstacle to mastering difficult tasks. Many people before starting a training experience fears caused by negative experiences from past training. However, the trainer himself, through his demeanor, can unwittingly generate these emotions in the student in the process of preparing for the training. Therefore, the trainer must always consider the impact that his words and the past experiences of the students may have on their attitudes and feelings towards
Principles and conditions of learning
preparation for the upcoming educational event. The trainer's sensitivity, manner and style of behavior throughout the entire educational process, and even more so at the preparatory stage, are of great importance for eliminating and mitigating emotional barriers that impede learning. If the student's anxiety and anxiety are caused by external factors, such as family or marital problems, then in this case the student can be advised to consult a specialist or undergo training at a later date.
So far we have discussed the intellectual, motivational, and emotional components of student readiness. But physical readiness is equally important. This issue can be partly resolved at the stage of selecting students. The Job Requirements document, which should be used to guide the selection of apprentices for training, should clearly set out what basic physical requirements individuals must meet in order to be considered fit for the job. However, physical readiness is also determined by a number of additional factors, such as health status, the presence of physical injuries, fatigue, etc. - the latter may necessitate the exclusion of the applicant from the training program. Another physical factor that must be taken into account when working with a certain group of people is the so-called “circadian rhythm of activity,” which determines daily fluctuations in physiological processes. This factor is especially important when people who are accustomed to shift work come to the training. They require time and assistance to adjust their circadian rhythm and enter a “normal” learning mode (Folkard, 1987). ABOUT possible influence We will discuss “daily effects” on learning productivity in the sections “General Conditions” and “Individual Differences.”
Ways of learning
This chapter aims to answer the questions: “Why do people learn?” and “How do they learn?” The last question is partly clarified by considering physical and mental activities that can cause relatively lasting changes in people's behavior. Continuing the line of reasoning of Bass and Vaughan (1966), we propose that there are at least five basic
Chapter 7
types of similar activities associated with the processes of seeing, listening, thinking and motor reactions. Below is a brief description of them.
Experimentation, or trial and error. This is probably the most simple form learning. The student performs certain actions or demonstrates certain behavior, wanting to achieve a certain result. Each action that brings the student closer to the goal receives reinforcement, and therefore, other things being equal, he will repeat these actions. If an action or behavior fails or produces adverse consequences, it is unlikely to be repeated - the student is more likely to try an alternative action. Thus, through active experimentation or trial and error, the student eventually “finds” correct sequence actions.
Perceptual organization. The student perceives the entire stimulus situation - signals, conditions, rewards, etc. - and then organizes it in a certain way, obtaining a “perceptual map” accessible to his understanding, which will guide his behavior.
Modeling behavior. A person learns a behavior by first observing how other people behave and how their behavior is rewarded or punished, and subsequently trying to imitate the correct or most appropriate behavior patterns in a particular situation.
Mediation. A huge proportion of human learning is mediated by language and speech, both spoken and written. Communication occurs not only through words, but also through symbols, diagrams and numbers.
Reflection. This mode of learning is closely related to perceptual organization and often follows experimentation, behavioral modeling, or language communication. As Booth and Boxer (1980) point out, it is “the process of thinking, elaborating, or making sense of past experience”; or, as others have written (Boud, Keogh, Walker, 1985), “an active process of exploration and discovery” involving “quiet reflection and reflection on experience.”
Training in industry, commerce and the public sector uses all of these forms of learning. They can interact and complement each other, contributing to the development of knowledge,
Principles and conditions of learning
understanding, skills and attitudes. However, as will be shown below, the effectiveness of different ways of learning depends on the inclinations, abilities and past experiences of the students.
General learning conditions
To bring about the necessary changes in the knowledge, skills and attitudes of students, the trainer must make the learning process as active as possible. Before we look at specific actions that the coach and student can take to enhance the learning process, it is necessary to discuss General terms, conducive to learning in a training situation.
One of these conditions, as noted above, is the creation of an optimal motivational level. However, in addition to stimulating student motivation, the trainer should think about the organization of the learning environment - the latter should help to awaken and maintain student interest. To do this, it is useful to briefly tell the students what will happen during the training, revealing to them in succinct images and specific examples feasibility and benefits of the course. The effectiveness of this Tactics is explained by the fact that it involves both the student’s motivational system and his thought processes. Throughout the training, and especially during individual training sessions, the trainer must stimulate the students' interest.
There are a number of techniques that allow you to diversify stimulation and introduce an element of novelty into it. One of the problems that the trainer will have to face is the fluctuations in group attention, illustrated in Fig. 7.5.
Experienced trainers minimize students' attention spans by using visual aids, changing intonation, tempo and pitch of voice and speech, periodically changing their posture, using humor and skillfully varying the group's activities. The same problem occurs when students study a subject on their own, for example sitting at a computer or using a learning package. In addition to interacting with the learning tool, they should be given the opportunity to periodically interact with teachers, immediate supervisors and other students to jointly solve problems, obtain necessary assistance and confirmation of progress, which helps improve attention levels.
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| 100 % |
| 75% |
| 50% |
| 25% |
| TIME |
Min 20 min 30 min 40 min
Rice. 7.5. Fluctuations in group attention (By Mills, 1967)
Reasonable variation in teaching methods and content undoubtedly has a beneficial effect on the level of interest and attention of students. However, this effect is limited by such a factor as the “time of day” phenomenon.
The traditional recommendation is that new material should be completed in the morning and reinforced in the afternoon, is called into question by the results of recent research. It has been found that the first half of the day is more favorable only for short-term memory, while long-term memory for some tasks is higher in the afternoon and evening (Folkard, 1987). There may be several reasons for this surprising discovery.
Coaches, noticing a “drop” in students’ mental activity, make more efforts to stimulate their attention and interest.
Students notice that their attention has weakened and try to concentrate on the material.
Certain groups of people, due to natural predisposition or developed habit, demonstrate a higher level of mental activity and better results in the afternoon.
Apparently, there are “morning” and “evening” types of people, the so-called “larks” and “night owls”. The first ones wake up early and quickly
Principles and conditions of learning
They regain their ability for mental work, but already in the early evening they feel tired. For the latter, everything happens the other way around: they “sway” for a long time, slowly become involved in mental activity, but remain cheerful and productive until late in the evening.
Without denying the possibility of the first two reasons, Folkard (1987) nevertheless writes that the results of studies of individual differences in the performance of various tasks make it necessary to refrain from unambiguous recommendations regarding the temporal organization of the educational process. Although we know how the nature of the task affects performance, for most tasks we cannot say with certainty what time of day is best to complete them. Apparently, this conclusion applies to training as well. However, what can a trainer do to minimize the loss of attention or fatigue of students? It seems reasonable to us to limit ourselves to the following recommendations.
Regardless of the features target audience, the trainer should try to diversify teaching methods.
The class schedule should include “natural” breaks, time for rest and relaxation.
The potential problem of “overload” must be taken into account, especially when working with low-talented students and those who have remained out of training/training for a long time.
Use a variety of reinforcement strategies.
In addition to ensuring the above conditions, the trainer must ensure that hygiene factors, both physical and psychological, do not have a negative effect on the motivation and performance of students. It is obvious that inadequate physical conditions, such as poor lighting, stuffiness, heat or cold, or an uncomfortable work environment, can distract students' attention and inhibit the learning process. Important also has an emotional climate, and the trainer should make every effort to create a positive psychological attitude among students at the very beginning of the training.
One of the indicators of the psychological atmosphere is the
stump of rivalry between students. In certain situations
an element of healthy competition can promote progress
students, but most often rivalry has the opposite effect - it
Chapter 7
not only reduces student performance, but, what is much worse, negatively affects their attitude towards the present and subsequent educational events. Although there is no denying that a fun, friendly competitive spirit can bring an element of excitement or excitement to some types of training, such as group training, which often helps to revive the attention and interest of students during periods of “slump”.
Such declines are often inevitable, they are caused either by the long duration or the content of the training. However, a trainer must carefully weigh the pros and cons before introducing any form of competition into training. It is better for each student to strive to surpass himself than his fellow students.
It seems to us much more reasonable to strive to create an atmosphere of mutual assistance and cooperation in the group. This atmosphere is more consistent with the standards set for a training environment.
As a rule, lunch in a restaurant begins with an appetizer. The selection of snacks is extremely varied. Snacks can be divided into cold and hot. Both serve as a good way to stimulate appetite and add variety to the table. Cold appetizers include the following:
Granular caviar(from beluga, sturgeon, stellate sturgeon). The best beluga caviar is gray, coarse-grained, lightly salted. Served in caviar bowls containing a glass rosette and food ice. In the refrigerator, caviar is stored at a temperature not lower than 0°.
Pressed caviar. Pressed caviar is also obtained from sturgeon fish. When produced in fisheries, after salting, it is pressed and then formed into a roll. When released, pieces are cut from it, shaped like an ellipse or a rectangle, and placed on a fish tray, garnished with a slice of lemon or parsley. Just like granular caviar, pressed caviar has high taste qualities.
Chum salmon caviar. Like granular, it should have whole grains of light orange color. Caviar is served in caviar bowls with edible ice, chilled.
All three types of caviar can be served with butter, pies with fish or viziga (according to Russian custom), lemon, hot rolls or white bread toast.
Lightly salted salmon, salmon, chum salmon salted. This fish appetizer is served in porcelain trays or on dishes at the rate of two pieces per serving. A portion of fish is complemented with a slice of lemon and a sprig of parsley.
Marinated fish. Fried pieces of sturgeon, pike perch, cod or perch are poured with marinade, sprinkled with chopped parsley on top. Serve in salad bowls, on trays or porcelain dishes.
Boiled fish. Served with a side dish. Sturgeon and stellate sturgeon are cut into pieces and, cooled, placed on trays or a plate. As a side dish, you can serve fresh red tomatoes and fresh or pickled cucumbers (in winter, add jelly in pieces). Decorate the dish with green salad leaves. Horseradish sauce with vinegar or mayonnaise sauce is served separately.
Jellied fish. Pieces of boiled and then chilled fish - pike perch, sturgeon, stellate sturgeon, sterlet, perch or cod - are placed on a dish, decorated with lemon slices, parsley and filled with jelly. Served on oval porcelain dishes or trays. Horseradish sauce with vinegar is served separately.
Canned gourmet snacks. Before serving, they are removed from the jars and placed on trays. The remaining amount is transferred to porcelain or glassware and stored in the refrigerator.
Sprats in oil. Served on trays. Garnish with a slice of lemon and a sprig of parsley.
Sardines. Served on trays. Decorate with lemon slices and finely chopped parsley. If parsley is not available, it can be replaced with green lettuce leaves.
Crabs. Can be served squeezed, placed in a salad bowl or on a vase. Decorate with bouquets of boiled vegetables, slices of fresh cucumber or apple. Mayonnaise is served separately in a gravy boat.
Assorted meats. This dish includes at least three types of meat products, cut into pieces: veal, ham, roast beef or boiled tongue. Served on porcelain oval or round dishes. Garnish: gherkins, pickled fruits, sliced horseradish, fresh tomatoes. Sometimes they add pieces of meat jelly. Mayonnaise sauce with finely chopped pickles and capers is served separately.
Roast beef. Fried half-raw tenderloin of reddish color. Serve two or three pieces per serving on an elliptical tray, garnish with gherkins and red tomatoes. Mayonnaise sauce is served separately.
Assorted poultry. This appetizer includes two pieces each of chicken (white and dark meat), turkey, duck, and goose. Garnished with pickled fruits, red cabbage, gherkins, lettuce or parsley and served on an ellipse-shaped dish. You can serve mayonnaise sauce with chopped gherkins.
Assorted game. This snack includes pieces of black grouse, partridge, and hazel grouse. Served on an ellipse-shaped dish. Garnish with pickled fruits. Garnish with parsley.
Roasted poultry and game. Serve cut into pieces. Poultry should be cut into two parts, and then each into several pieces, depending on the size of the goose, turkey, chicken; hazel grouse and partridge are cut into two parts. Pieces of poultry or game are placed on dishes and decorated with parsley sprigs or lettuce leaves. The garnish is served with pickled plums, grapes, cherries, lingonberries, pickled apples, cabbage or red cabbage, which can be served separately in a salad bowl.
Mayonnaise sauce is served separately for poultry, and fruit and berry sauce for game.
Jellied meat. For this appetizer, veal, ham, and tongue are used. They are prepared in portioned molds, served in oval dishes, and eaten on snack plates.
Game pate. This is a layer pie with minced game. The gaps between the minced meat and the dough are filled with jelly. Served on an ellipse-shaped dish or tray. Before serving, cut into slices.
Fish, vegetable, meat salads. Serve in salad bowls placed on small plates on which a spoon and fork are placed. Foreign tourists often serve salad dressing separately in a gravy boat. If the salad serves as an addition to the ordered dish (green lettuce), it is placed to the left of the plate with this dish.
Among the cold appetizers that enjoy worldwide fame, granular caviar (from beluga, sturgeon, stellate sturgeon), pressed caviar, and chum caviar should be named as a delicacy; Salads from vegetables, meat and others, assorted meat and fish, marinated fish, jellied fish, etc. are widespread.
Snacks served on the table should have an aesthetically attractive appearance. For this purpose, greens are widely used - sprigs of parsley, beautifully laid on a dish with an appetizer, figured cutting of vegetables, a thoughtful color combination of products included in the appetizers. banquet buffet cocktail service
When receiving appetizers at the service, the waiter should pay attention to their external design: check whether the butter has melted, whether there is enough edible ice in the caviar bowl, etc.
Cold appetizers are brought on a tray along with the utensils to be used and placed on the utility table. If fish is ordered, a snack knife and fork is required, not a fish knife and fork. The waiter places cutlery in the appetizer dishes for arranging. Then, with the permission of the guests, he serves snacks on the dining table. It should be remembered that snacks in tall dishes are placed closer to the center of the table, and in lower ones (for example, on trays) - closer to the edges of the table. Appetizers with side dishes are placed on the table on the left side, without side dishes - on the right.
If several types of appetizers are ordered, they are placed on the table in the same container in which they were brought. When ordering a large number of different snacks, two or three types are placed on the table, and the rest are laid out on snack plates and served to visitors during the service process.
Before serving snacks in restaurants, bread is placed on the table in bread bins, or more often in plates, and butter, if it has been ordered, on pie plates; when serving foreign tourists - freshly toasted toast on a special plate or wrapped in a napkin to keep it warm, as well as crispbread.
There is an established order in the sequence of serving appetizers. First, caviar and fish snacks are served (lightly salted fish, boiled fish, jellied fish, marinated fish, etc.). Then salads - fish, meat, vegetables and, finally, meat snacks - ham, tongue, pate, poultry, etc.
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