F3.01 food v34

Early Start French Pack 3

1. Bonne santé Healthy eating

Films to see

This section builds on earlier work on food; it looks at finding a healthy balance of foods in children’s diets. From Pack 2, children can already name some food and drink items; say what they like, and ask for what they want.

In part A, they see French children’s packed lunches, and learn to talk about foods being healthy or unhealthy - possibly qualified with ‘quite’ or ‘very’. They can learn about food groups and the advice given to French children about a balanced diet - which you can develop as a cross-curricular project.

In part B, they hear children talk in the past tense about “what I have eaten” - in a fast food restaurant and a school canteen.

In part C, they see French children follow a recipe for pancakes, then sit down to a family meal where each chooses fillings, and comments on the result.

This is an opportunity to get used to hearing French spoken at a natural pace.

Part A: Healthy eating A1. Is this food healthy?

A2. Picnic at Lac Joly sailing school A3. Picnic at Lille Zoo A4. Q and A -talking about healthy eating Part B: What I have eaten...

B1. ...in a fast food restaurant B2. ...for school lunch EXTRA: use the title song, “Ici et là”, on B3. Jokes about food film OR karaoke

e-flashcards

Part C: Making pancakes C1. Making pancakes C2. Eating pancakes C3. Magic trick (disappearing crêpe) C4. In a crêperie

Find transcripts on the disc

Part A: Healthy eating

Planning your lessons Use the films to introduce the class to possible foods for a picnic, and remind them of snack foods they know from Pack 2.

The main focus is on planning a healthy picnic. They learn to say whether a food is healthy, also using qualifiers (‘quite’, ‘very’).

This can be extended to look at food groups, with cross-curricular links to healthy eating and balanced diets.

These lessons should have a strong cultural element; talk with the class about what they like to take to eat and drink on a picnic, and compare with what they see in the films.

Film A1: Unhealthy eating - “Mauvais pour la santé.”

You can use the e-flashcards - select ‘A1: foods revision’, with sound and text OFF. Show the pictures and ask, e.g. “Qu’est-ce que c’est? Les frites?... Qui aime les frites?” ❑ Anticipation: Display some of the familiar food words; ask children to read them aloud, emphasizing “key sounds”, especially silent letters. Make sure children are aware it is useful to know each noun’s gender, “le” or “la”.

Activities Warm up

Talk in French with the children and the class puppet about some of the foods pupils already know.

14

3.1 Bonne santé A1: NEW WORDS Is it healthy?

Watch film A1: Is this food healthy?

1. Some foods familiar from Pack 2; are they healthy or unhealthy? ❑ Watch film A1 to introduce the new phrases for healthy and unhealthy foods.

la santé - health

(le jus d’orange) ...est bon pour la santé (orange juice) ...is healthy 1 (le café) ...est mauvais pour la santé (coffee) ...is unhealthy Familiar foods (from Pack 2)

Get used to the sounds (names)

❑ Echoing: Use the e-flashcards,with both ‘A1: Foods revision’ and ‘A2: Picnic foods’ selected.

Make sure children are comfortable naming the range of food and drink referred to in part A1 -most are from Pack 2.

la salade les légumes (m) les fruits (m) les frites (f) les chips (f) les bonbons (m) les gâteaux (m)

- salad - vegetables - fruit - chips - crisps - sweets - cakes NEW

Familiar drinks (from Pack 2)

le jus d’orange l’eau (f) le café le coca

Children echo the words; pay particular attention to the “key sounds” (see box).

Try switching sound and/or text OFF to see if they can say the words on their own.

Respond with understanding

- orange juice - water - coffee - cola/Coke ®

e-flashcards A1

❑ Play “True or false?”

Show the pictures again, with sound and text OFF. You say what it is, e.g. “les fruits”; if you’re correct, children echo, otherwise stay silent. ❑ Puzzle (Guess what it is): Start the Puzzle; ask children which numbered segments to reveal, and when to guess.

Pupils echo the phrase presented, e.g. “Les fruits sont bons pour la santé”.

Pay special attention to pronouncing the adjectives, which ‘agree’ with the noun; ‘bon(s)’/‘bonne(s)’; ‘mauvais’/‘mauvaise(s)’ - see ‘How French Works 1, Adjectives’.

1

Click here to switch between healthy/unhealthy Click here to start puzzle

With text ON, children can match what they say to how it is written. Note the on-screen icon changes to highlight ‘healthy’ or not.

You could use your French-speaking puppet to demonstrate with exaggerated gestures for consuming healthy and unhealthy foods.

At this point they hear two alternative answers, and have to choose one.

Get used to the sounds (healthy)

❑ Echoing: Show the e-flashcards,with ‘Healthy and unhealthy’ selected and sound and text ON.

15

Early Start French Pack 3 A2, A3: NEW WORDS Picnic foods

le pique-nique les pâtes (f) le saucisson le maïs les tomates (f) un sandwich... ...au fromage ...au jambon

1

- picnic - pasta - sausage (sliced) - sweetcorn - tomatoes - a sandwich... 2 - cheese sandwich - ham sandwich

HOW FRENCH WORKS: Adjectives - M / F / plural Ask children to spot the patterns in how ‘bon’ and ‘mauvais’ change to agree with the noun in gender and number:

“Le jus d’orange est bon pour la santé” “La salade est bonne pour la santé” “Les légumes sont bons pour la santé” “Les bananes sont bonnes pour la santé” “Le café est mauvais pour la santé” “La limonade est mauvaise pour la santé” “Les bonbons sont mauvais pour la santé” “Les frites sont mauvaises pour la santé”

une salade de pâtes avec jambon, tomates et maïs

Children may know ‘est’ and ‘sont’ - ‘it is’, ‘they are’.

pasta salad with ham, tomatoes and sweetcorn

avec - with

You could ask the class if this is true, by repeating the statement as a question: “L’eau est mauvaise pour la santé?”; the children respond, “Non, l’eau est bonne pour la santé” or just, “Non” or“Oui”.

Clicking on the icon changes the display to the ‘true’ statement, which children can echo.

You could discuss reasons in your own language, with possible links to work on food groups.

Qualifiers

assez bon(ne) - quite healthy très bon(ne) - very healthy

Un sandwich au fromage est assez bon pour la santé A cheese sandwich is quite healthy La salade est très bon pour la santé Salad is very healthy

Watch film A2

e-flashcards A2,A3

❑ Watch film A2 which shows children from Sars Poteries primary school on a summer outing to Lac Joly in northern France; they learn to sail.

They describe what is in their picnic lunch and say whether they think it is healthy.

A few new foods are introduced, and children should try to work out what they are.

Respond with understanding

❑ Play “True or false?”

Turn attention to which foods are considered “healthy” and why that might be so. For young beginners, we suggest a “black-and-white” view: foods are either healthy” or not.

Show the e-flashcards, with ‘True or false?’ selected; this shows random statements about each food, some correct, some false, e.g. “L’eau est mauvaise pour la santé”.

Click here to correct the false statement

Film A2: Healthy eating - “Le midi, je mange de la salade.”

16

The main language and discussion focus is on what would make a ‘healthy’ picnic - linking with what children already know about food groups and the need for a balanced diet.

3.1 Bonne santé Get used to the sounds

KEY SOUNDS in part A

Listen and enjoy copying these typical sounds: where have you heard them before?

❑ Echoing: Show the e-flashcards,with ‘Healthy and unhealthy’ ticked and sound ON. Pupils echo, e.g. “Les pâtes sont bonnes pour la santé”.

Respond with understanding

❑ Play “Healthy or unhealthy?” and “True or false?” as before. This time you can select both sets of food and drink in ‘jumbled’ order.

Try making statements that include a qualifier: “assez...” (quite) and “très...” (very).

NEW

as in... santé,

café, légumes heard before in marché, écoutez

[as in the English: may without the final y]

as in... végétarien,

mange heard before in jambon, orange

Watch film A3

as in... santé,

orange, sandwich heard before in jambon, viande

❑ Watch film A3 which shows pupils from l’École Léon Jouhaux having a picnic as part of their class trip, to Lille Zoo. Their teacher asks them what they are eating; he has ‘taboulé’ , an Arab salad mix of bulgar wheat and herbs.

as in... bon,

saucisson heard before in jambon, poisson as in... mauvais, saucisson heard before in chaud as in... moins,

poisson, fois heard before in oiseau, huit [as in the English: wet]

as in... saucisson,

sandwich, heard before in frites, chips as in... fruit,

frites, gâteaux seen before in salut, habite

Film A3: “Qu’est-ce que tu as dans ton pique-nique, James?”

This sequence is intended principally for ‘gisting’. Pupils should be able to work out what is being said without necessarily understanding every word.

e-flashcards, part A

2

Respond with understanding

❑ Play “What’s in your sandwich?”

Pupils will already be familiar with the phrase “un sandwich au (jambon/fromage)” from their work on food in Pack 2.

Pupils stand in a circle. Ask them to decide beforehand what type of sandwich they are imagining they have in their picnic.

You throw a soft ball to different children; as you do so, ask, “Qu’est-ce que tu as dans ton pique-nique?”

The children reply “Un sandwich au fromage” or “un sandwich au jambon” as they throw the ball back to you. If you invite other responses, note that it isn’t always “un sandwich au...”

2 - see ‘How French works 2’.

You and the class puppet could demonstrate with some question-and-answer examples.

HOW FRENCH WORKS: Different varieties

Children already know different varieties of ice-cream, from pack 2 (Ch.2.12): ‘une glace à la fraise’ - strawberry ice ‘une glace au chocolat’ - chocolate ice NB you say ‘au’ instead of ‘à le’ Varieties of sandwiches are described in the same way, as are pancakes (later in this chapter). The phrase varies with the gender and number of the filling: ‘un sandwich... au fromage’ - cheese (m) ‘... à la salade’ - salad (f) ‘... à l’oeuf’ - egg (beg.w/vowel) ‘... aux frites’ - chip butty (plural) An easy way to name multiple fillings is eg: ‘un sandwich au thon, tomates et maïs’

17

Early Start French Pack 3 ❑ Play “Silly sandwich!”

Ask the children to invent a sandwich using any food they like, the sillier the better!

Encourage them to include food they are familiar with from Pack 2 (but see 2 ‘How French works 2’).

You could use your class puppet to demonstrate, e.g. You ask, “Qu’est-ce que tu as dans ton piquenique?” The puppet replies, “Un sandwich aux bonbons!”

You can go on to ask, “Un sandwich aux bonbons!

C’est bon pour la santé?” The puppet replies, “Non, mais j’aime les bonbons”.

If some children are struggling to think of funny fillings, you can offer suggestions, e.g.

“Un sandwich au chocolat? Un sandwich aux chips?” ❑ Play “the biggest sandwich!”

Ask pupils to invent an enormous sandwich, It could be a proper sandwich, e.g. “un sandwich au fromage, jambon, tomates et maïs” or a silly sandwich, e.g. “un sandwich au saucisson, pâtes, chocolat et frites”.

Films A2, A3 offer another way of listing what is in a sandwich, using “avec”, e.g. “un sandwich avec saucisson, tomates et bonbons”.

The pupil with the longest list wins.

Spread out a set of food and drink picture cards from Pack 2 Chapters 10. 11, and 12. Have 3 trays ready to receive food cards. (If you don’t have trays, you could use shallow boxes.)

Label these ‘bon pour la santé’, ‘assez bon’ and ‘mauvais’. You could use smiley face symbols to help identify which tray is for what.

Ask individuals, “Qu’est-ce que tu aimes qui est bon pour la santé?” The child chooses an appropriate card and places it on the right tray as s/he says, for example,“J’aime la salade”.

You can also ask, what the children like which is ‘quite’ healthy and, of course, what they like that is unhealthy.

You can also ask about doing exercise (see “Talking point” on ‘Balanced diet’): “Qu’est-ce que tu fais pour être en forme?”

CROSS-CURRICULAR ACTIVITIES

❑ ICT/numeracy: Survey Pupils can conduct a survey in French to find out what healthy foods and unhealthy foods the class enjoys.

The results can be presented as a graph. If you have a French partner school, you could compare results.

INTRODUCING THE WRITTEN WORD

❑ Play “Human sentences”: Make word cards for the sentences covered so far that include “...est/sont...pour la santé” and all the variations of “bon” and “mauvais” (”bonne”,”bons”, ”bonnes”; “mauvaise”, etc.)

One child selects a food at random from the list. Children in the line-up then arrange themselves to make a sentence. ❑ Prepare healthy eating posters for classroom display. Label individual foods or food groups with their name in French, and group them under the headings “Bon pour la santé” and “Mauvais pour la santé”. ❑ Bilingual dictionary Encourage the children to look up the names of other foods in a bilingual dictionary. Can they use their knowledge of ‘key sounds’ to work out how they should be pronounced?

Watch film A4; Q and A

❑ Watch film A4, which shows different children answering questions about themselves; what healthy foods they like to eat and what unhealthy foods they enjoy.

Pupils watching this sequence will hear familiar phrases from Packs 1 and 2.

Two of the girls, Romane and Inès say that they live in “Béthune”. This is one of the towns in northern France that will be featured throughout Pack 3.

Some of the children also talk about what they do to keep fit, which is as important to health as eating well. ❑ Play “What do you like that’s healthy?”

From their work with Pack 2, children will be very familiar with the question “Qu’est-ce que tu aimes?” in relation to food, hobbies and school subjects.

It is now a simple step to ask what they like that is healthy: “Qu’est-ce que tu aimes qui est bon pour la santé?” - and what do they like that is unhealthy? “Qu’est-ce que tu aimes qui est mauvais pour la santé?”

Optional: at this point you could introduce FOOD GROUPS using the electronic-flashcards.

18

Bonne santé

Je m’appelle .............................

This page may be photocopied for classroom use

© 2012 Early Start Languages

Early Start French Pack 3

Talking point: Balanced diet The French government has a campaign to encourage healthy eating and fitness in France, aimed at children, parents - and other age-groups such as the elderly.

KEY SOUNDS in food groups

Listen and enjoy copying these typical sounds: where have you heard them before?

NEW

as in... féculent,

sucré, salé, laitiers, végétarien heard before in café, légumes as in... viande,

santé, orange, sandwich heard before in jambon as in... poisson,

boisson heard before in jambon, bon as in... moins,

boisson, fois, poisson, produits

as in... l’huile,

fruit, produits heard before in frites, chips

French government nutrition guide: “Health comes through eating and being active”

See www.earlystart.co.uk; select ‘French 3 online teacher’s guide’ for links to download advice on healthy eating for French schoolchildren.

as in... fruit,

gras, gâteaux, produits, lait heard before in salut, frites

Planning your lessons

Use the e-flashcards to introduce the main food groups. Discuss in your own language how a balanced diet for healthy living should include some items from each group.

Ask children to identify the items shown in each group; a few are new French words.

Show the advice given to French children; use this to plan (in French) a healthy picnic with a good balance from the food groups.

Children can also talk in French about how they keep fit (see pack 2, Ch.2.13).

e-flashcards, A extra

A-EXTRA: NEW WORDS Food groups les féculents starch (carbohydrates) les fruits et les légumes fruit and vegetables les produits laitiers dairy products

Activities

la viande, les oeufs ou le poisson meat, eggs or fish (i.e. proteins)

Warm up

Discuss with children what they already know about food groups (in your own language).

les produits sucrés sweet / sugary products

❑ Echoing: use the ‘Eating to be healthy: food groups’ e-flashcards to show the French names for each food group, with sound and text ON (but don’t click to name any items, just the group).

les produits salés salty products

le gras et l’huile fats and oils

Get used to the sounds (food groups)

20

e-flashcards, A extra

3.1 Bonne santé

Click here to hear and read diet advice

Click on picture to name that item

Children echo the food group names; pay close attention to the “key sounds” (see box).

Try switching sound and/or text OFF to see if they can say the words on their own. ❑ Echoing: Go through the e-flashcards again; click on each food item in the illustration to hear it named.

You’ll also see the name, if you have switched text ON.

Talk about why some foods are not put in what might be their obvious group, eg: - butter is counted as fat, not dairy product; - potatoes as starch, not vegetables; - chips as fat, not vegetables; - crisps as salt, not vegetables; - sliced sausage as salty, not meat; - fizzy drinks are in sugar, though they are also a source of water...

- oily fish (mackerel, salmon, etc) are included in ‘fat and oil; as well as ‘meat and fish’.

Respond with understanding

❑ Play “True or false?”

Show the pictures again, with sound and text OFF. You say what group it is, e.g. “les produits laitiers”, or name an item, e.g. “le lait”.

If you’re correct, children echo, otherwise stay silent.

Get used to the sounds (diet advice)

❑ Echoing: Introduce the food groups in French, using the e-flashcards. This information has been adapted from authentic French materials designed for French schools.

TALKING ABOUT: food groups and healthy eating advice Eating and diet advice for each food group:

EXTRA WORDS AND PHRASES

au moins - at least féculents : à chaque repas et selon son appétit. starchy foods: at each meal and according to appetite. moins de - less than fruits et légumes : au moins 5 par jour! plus de - more than fruit and vegetables: at least 5 a day!

3 ou 4 |1 à 2 - 3 or 4 |1 to 2 produits laitiers : 3 ou 4 par jour. par jour - a day/daily dairy products: 3 or 4 a day. par semaine - a week/weekly viande, oeuf ou poisson : 1 à 2 fois par jour. à limiter - reduce/cut down meat, egg or fish: 1 to 2 times a day. poisson: au moins 2 fois par semaine. à volonté - as much you want fish: at least 2 times a week. une fois - one time (once) gras et huile : à consommer avec modération. bouger - move fats and oils: eat in moderation. produits sucrés : à consommer avec modération. un végétarien - a vegetarian une végétarienne sugary products: eat in moderation. il faut... - you (one) must produits salés : à limiter.

Activité physique : salty products: cut down / reduce.

30 mn à 1 heure par jour. boissons : de l’eau à volonté!

Exercise: drinks: as much water as you want!

30 mins to 1 hour a day.

This advice is shown on the e-flashcards

21

e-flashcards, A extra

Early Start French Pack 3 As you display each food group with diet advice OFF, ask the class to predict (in their own language) what advice they think will be given about that food group, e.g. will children be encouraged to consume more of it or less? How much and how frequently should these items be eaten? n Then click on the [?] bubble to show the actual diet advice given to French children. ❑ Echoing: Children echo the diet advice displayed, paying attention to the ‘key sounds’ - see also ‘A-extra: New words’.

Food sorting game (on disc)

Respond with understanding

When the image is dragged onto the right box, points are awarded and the group is repeated, “gras et huile”. ❑ Play “Healthy picnic” Look at films A2 and A3 again, and sort each child’s picnic into the appropriate groups. N.B. some items might contribute to more than one group, eg sandwich includes bread and filling(s)...

Discuss how to make a healthier picnic for that child, and describe it in French.

❑ Talk about the diet advice For each food group, ask the children to work out what the French diet advice means in English (or your own language).

Focus particularly on the very useful ‘little words’ listed in ‘extra words’, like “moins de” and “plus de”, e.g. ask children whether they should eat MORE or LESS of some foods: “il faut consommer moins de... (chocolat)?” “il faut consommer plus de... (légumes)?”

Children can reply “oui” or “non” as appropriate.

You could refer to the diet advice in the e-flashcards to amplify the discussion, e.g.

“Chocolat: il faut consommer: ...avec modération? ... 5 par jour?”

“Fruit et légumes: il faut limiter?” n Ask children how they would follow the advice, e.g. can they name in French the five fruit or vegetables they would choose today? n If there are some vegetarians in your class (or children with other dietary requirements), you could look at what options they have to create a balanced diet.

(NOTE: before starting the Food groups e-flashcards, tick the ‘vegetarians’ box; this changes the display of protein sources to include nuts, pulses and eggs, but not meat or fish). ❑ Make a food groups display Take a set of all the food flashcards you have (from packs 2 and 3), and sort them into which food group they belong in.

Make a display labelled in French. ❑ Play “Food sorting game” Find this simple game on the e-flashcards disc; children sort individual food items into the appropriate food group, e.g. “l’huile” is announced (see illustration).

Watch film A4 “Q & A” again

❑ Watch film A4 to look at keeping active as part of keeping your body healthy. ❑ Talk about: “How do you keep fit?”

Eating to be healthy: food groups (on disc)

Show the ‘Eating to be healthy: food groups’ e-flashcard as a starting point.

Ask children to name possible ways to keep fit - how long should they spend being active?

Ask the question, “Qu’est-ce que tu fais pour être en forme?”

Children can respond with sports and leisure activities they know from Pack 2, Ch.2.13.

22

3.1 Bonne santé

Part B: What I have eaten...

Planning your lessons

Part B: NEW WORDS Fast food

You are now going to give children a taste of talking about the past. Up until now, almost all the French they know has been in the present tense. But first they need to know a few extra words for the foods in this part.

les nuggets - (chicken) nuggets un hamburger - a hamburger Lunch

Activities

le déjeuner les carottes les petits pois un steak-hâché

Warm up

Talk (in their own language) with the children about fast food: what are their favourites? ❑ Anticipation: ask children how they think French people pronounce ‘hamburger’?

- would they pronounce the ‘h-’?

- how would they say ‘-am-’?

- lunch - carrots - peas - burger

la macédoine de légumes salad of cooked, diced vegetables Dessert

le dessert - dessert un yaourt - yogurt

Watch film B1: Fast food

Watch film B1, which shows children ordering a meal in a ‘Quick’ fast food restaurant.

They say what they are eating and then, tell us what they have eaten for their lunch.

This is pupils’ first encounter with speaking of things that have happened in the past.

See ‘How French Works 3,’. There will 3 be more examples of this in film B2. ❑ Echoing Use the “What I’ve eaten” e-flashcards to introduce how to say what you have eaten. Select ‘fast food’ and ‘I have eaten...’. Pupils will see full plates of food and hear the present tense phrase, e.g. “Je mange des frites” (I am eating chips).

yaourt à la fraise - strawberry yogurt yaourt à l’abricot - apricot yogurt

la clementine - clementine le kiwi - kiwi fruit Present and past

Je mange... - I eat/I am eating...

J’ai mangé... - I ate...

Je bois... - I drink/Iam drinking...

J’ai bu... - I drank... hier - yesterday e-flashcards part B

Encourage children to stand and take a step backwards when they talk about what happened in the past - a physical gesture to aid kinaesthetic learners. ❑ Play “What I’ve eaten”: Ask “Qu’est-ce que tu as mangé?” Go around the class, and a child from each group repeats what has already been listed and adds a new item each time. e.g. “J’ai mangé des frites, des nuggets et un hamburger”. Remind them that they can choose any food they like, not just ‘fast’ food. ❑ Play “What I’ve drunk”: This time ask “Qu’est-ce que tu as bu?”

Click on clock to move back or forward in time

Hear and display “I am eating..” or “I ate...”

Ask children to echo. Now click on the clock symbol and the food disappears!

They now echo,“J’ai mangé des frites”.

23

Early Start French Pack 3 Children say what they have drunk. e.g.

“J’ai bu du coca, de l’eau et de la limonade”.

3

HOW FRENCH WORKS: Talking about the past

This section shows one way of talking in French about what you’ve done in the past. Teachers should know that this particular tense ( the perfect tense, passé composé) is used for ‘completed actions’, i.e. ‘I ate...’, not ‘I was eating...’.

With ‘eat’, ‘drink’ and many other verbs in French, you can say ‘J’ai...’ (‘I have...’) plus the past participle, eg ‘...mangé’ (‘...eaten’):

Click any menu board to see it in detail

“J’ai mangé...”

“J’ai bu...”

(I ate/ I drank) Children should also recognise “Qu’est-ce que tu as mangé?” as a question about the past. In Ch.3.9, “Le passé et le présent”, we’ll learn other past tense statements.

❑ Role-play: “Fast food restaurant” Show children the ‘Quick’ illustrated menu boards, using ‘fast food menu’ on the e-flashcards.

Give each child some euro “money” to buy food; each group has a cashier. Children in turn ask for what they want, by reading one or two items from the boards. The cashier gives them their choices.

❑ Role-play: “Healthy Café” Each group uses the e-flashcards menu boards, as in the previous activity. Each group makes two lists: one labelled “bon pour la santé” and the other “mauvais pour la santé”.

Click any course to have a closer look

The cashier could take money, using the prices on the menus, e.g. a “Magic Box” (that’s the menu d’enfants) costs 4,60€ for 3 courses: a hot dish, side-order and drink.

Within each group, they could further distinguish between “assez bon”, “très bon”, etc.

Ask one group to present their results, and then other groups say whether they agree. Compete to select the healthiest meal you can. ❑ Discussion: Franglais, healthier diet Using the ‘fast food menu’ on the e-flashcards, ask children to spot items with English names, e g ‘ c h e e s e b u rg e r ’ , ‘ c h i c k e n n u g g e t s ’ , ‘hamburger’... How do they think a French person would pronounce these words?

Why there are so many English words on the menu? n You could also ask them to look out for what healthier options are available.

Click on SALT to find out about added salt on fries

You’ll find that the Quick restaurant serves fries without salt, but you add some if you want.

24

3.1 Bonne santé Watch film B2

Part B: EXTRA WORDS Teacher questions about past eating

❑ Watch film B2, which shows children from the École Jacques Prévert eating their school lunch. This sequence introduces a few more new food words, and gives more examples of children using the past tense to talk about what they ate for lunch. ❑ Echoing Use the e-flashcards to introduce the new words from film B2, and then to practise speaking about what they are doing NOW (“I am eating...”) and in the PAST (“I ate...”) .

Qu’est-ce que tu as mangé...hier?

What did you eat... yesterday? ...pour le déjeuner?

What did you eat... for lunch?

Qu’est-ce que tu as bu (hier)?

What did you drink (yesterday)? ...la semaine dernière - ...last week e-flashcards, part B

KEY SOUNDS in part B Click on clock to move back or forward in time

Listen and enjoy copying these typical sounds: where have you heard them before?

mangé, déjeuner, steak-haché, citron pressé heard before in santé, café, légumes

NEW

Hear and display “I am eating..” or “I ate...”

as in... hamburger,

je mange heard before in jambon, santé

Ask children to echo, using the clock symbol as before.

INTRODUCING THE WRITTEN WORD

as in... je

bois, pois, macédoine, moins heard before in oiseau, huit

❑ Keep a snack diary in French for a week.

Pupils can use a bilingual dictionary to find out words they don’t know, then use their knowledge of French “key sounds” (phonemes) to pronounce them.

as in... kiwi,

‘Quick’®, hier heard before in frites, chips

CROSS-CURRICULAR ACTIVITIES

❑ Drama: “What have you eaten?”

Pupils work in pairs or small groups.

Give each group a picture of an item of food or drink.

Pupils think of as many different ways of expressing themselves as they say, for example, “J’ai mangé de la salade”. It could be said with great enthusiasm as if the salad was very nice; with disgust as if it was horrible; it could be whispered as if it was a secret; it could be said in a boastful manner etc.

The rest of the class have to guess how the speaker feels about the salad.

as in... j’ai

NEW

as in... bu,

heard before in salut,

tu, pendu

as in... abricot,

dessert, hâché, bois, pois, fruit e-flashcards, part B

❑ Classroom routines Throughout the week, ask children what they have eaten for lunch: “Qu’est-ce que tu as mangé pour le déjeuner?”

25

Early Start French Pack 3

Par t B extra: Jokes You can view and discuss the jokes at any point during your work on healthy eating.

There will be jokes throughout the pack for pupils to enjoy in a variety of ways.

Voice: Et maintenant... une blague!

Joke 1 Inès: Qu’est-ce qui pue la carotte?

(Q: What stinks of carrots?)

Voice: Je ne sais pas.

Qu’est-ce qui pue la carotte?

Inès: Un pet de lapin!

(A rabbit fart!)

The joke is repeated with cartoons.

Joke 2 Voice: ... Encore une blague!

Maximilien:Qu’est-ce qui est vert et qui fait MEUH?

(What’s green and goes ‘MOO’?)

Voice: Je ne sais pas.

Qu’est qui est vert et qui fait meuh?

Maximilien: Une ‘vache-kiwi’ !

A: A ‘cow-kiwi’! [this is a pun: ‘vache-kiwi’ sounds like ‘vache qui rit’ (Laughing Cow®) a brand of cheese.]

The joke is repeated with cartoons.

CROSS-CURRICULAR ACTIVITIES

❑ Literacy: Use the jokes as a starting point for discussion in English about jokes and what makes them funny. Look at examples of English jokes.

Pupils can collect simple jokes in English that they think pupils in their French partner school should understand. If you are holding a video conference, pupils can tell each other jokes in their native tongue.

Help pupils work out the meaning of the French jokes. Joke 1 is mildly rude children’s humour - chosen by pupils at l’école Jacques Prévert as their favourite for the “healthy eating” theme!

Joke 3 Voice: ... Encore une blague! (Another joke!)

Q: Comment appelle t’on un citron en retard?

(Q: What do you call a lemon that’s running late?)

Voice: Je ne sais pas.

Comment appelle t’on un citron en retard?

Film B-joke 1 punchline: “un pet de lapin!” (a rabbit fart!).

The jokes about “vache kiwi” and “citron pressé” both have cultural and linguistic interest.

Film B-joke 3 punchline: “un citron pressé!”.

Réponse: Un citron pressé!

(A pressed lemon!)

To understand the joke about the “citron pressé” pupils will need to know that “pressé” has two meanings in French. A “citron pressé” is a popular drink made with water, sugar, and freshly squeezed (or “pressed”) lemon juice.

The word “pressé” also means “pressed for time/to be in a hurry”.

Note: The French word for “pun” is “un jeu de mots” - literally, a game of words.

Film B-joke 2: “Vache qui rit”/“Vache-kiwi”-a play on words

The brand-name cheese, “La vache qui rit” (Laughing cow) was launched in 1921; it is well known in France and now available world-wide - so “La vache kiwi” is a funny play on words.

26

3.1 Bonne santé

Part C: Making pancakes Planning your lessons

C1: NEW WORDS PANCAKES

In previous packs, children may have heard and responded to instructions in French as you managed some class activities at least partly in the target language.

Use part C’s films to introduce this recipe in French, to make pancakes. If you have access to simple cooking facilities, your class can try following the recipe, then conduct a “Taste Test” adding fillings that children choose for themselves.

la crêpe - pancake Recipe instructions

ajouter - add mélanger - mix laisser reposer - leave to rest faire cuire - cook faire chauffer - heat

Activities

Ingredients

1. Warm up

la farine - flour un oeuf/les oeufs - egg(s) le lait - milk le sucre - sugar le sel - salt l’huile - oil le beurre - butter la pâte - batter (or pastry, or dough; pasta is ‘les pâtes’)

❑ First briefly remind children of French instructions you have already used with the class, e.g. “asseyez-vous!”, “écoutez!”...

4 Can they spot the common ending?

Remind them of how, from their Literacy work, they know that people write and speak in different styles. Here, we’re going to look at an instructional text, a recipe.

Watch film C1: cooking crêpes

❑ Watch film C1, which shows children making batter at home, then cooking the pancakes. ❑ Play “Follow the recipe” Use the e-flashcards to introduce the recipe for crêpes: ask children to mime the actions.

Measures used in recipe

environ une heure une cuillère de... une pincée de...

3/4 de litres de... un peu de...

INTRODUCING THE WRITTEN WORD

❑ Play “Word picture match” Make copies of the recipe pictures as well as the written recipe and cut them out.

Each group has to match each written instruction to an illustration, and then place them in the correct order. ❑ Play “Jumbled recipe” Make several copies of the recipe, and cut them into strips. Divide the children into groups.

Each group has to re-order the strips to make the recipe. First to complete is the winner.

- about an hour - 1 spoon of...

- a pinch of...

- 3/4 litre of...

- a little...

e-flashcards part C

magic trick: - the disappearing pancake!

Both sequences are intended for ‘gisting’. Pupils should be able to work out what is going on by looking at the pictures and picking out key words and phrases.

Watch film C2: eating crêpes

❑ Watch film C2, which shows everyone eating the pancakes with different toppings.

Film C3 shows Clara’s father performing a

4

CROSS-CURRICULAR ACTIVITIES

❑ Food Technology/ICT: Survey & Taste-Test Set up an investigate-and-taste activity with

27

Early Start French Pack 3 KEY SOUNDS in part C

Watch film C3: magic trick!

Listen and enjoy copying these typical sounds: where have you heard them before?

NEW

as in... mélanger,

❑ Watch film C3, in which Clara’s dad, the magician, makes a pancake disappear in front of the family’s eyes! n Can children follow what’s going on?

ajouter,

Watch film C4: at a crêperie

sucré, salé heard before in santé, café, légumes

❑ Watch film C4, which shows Clara and her family visiting a ‘crêperie’ with friends. This sequence provides a cultural insight into what it is like to eat out in a restaurant in France. ❑ Intercultural understanding: Talk with the children about what they have seen and make comparisons with the sequence showing the fast food restaurant. n How the French people greet each other? n Do they think it is unusual to see such small children eating out late in the evening?

as in... mélanger,

je mange heard before in jambon, santé as in... ajouter,

mélanger heard before in mange, orange as in... farine,

huile, garniture heard before in frites, chips

CROSS-CURRICULAR ACTIVITIES

as in... chauffer,

sauter heard before in mauvais, chaud

❑ Art/ICT: design a menu In groups, pupils design a simple menu for a “Crêperie” with euro prices. ❑ Drama/numeracy - role-play: “Eating out” - Pupils use their menus to roleplay ordering and receiving food in a “crêperie”.

Encourage them to develop characters for both diners and waiting staff. One waiter could be very keen and determined to please, another might be grumpy or extremely nervous.

as in... l’huile,

lait, bois, oeufs, chocolat

e-flashcards, part C

different filled pancakes.

If possible, plan a cookery session with the children in which they follow the instructions (in French) to make their own pancakes, starting with “Wash your hands!” (“Se laver les mains”).

Pupils then design and make their own fillings (sweet or savoury), followed by a tasting session; they take turns to try a sample from one of the pancakes and say what they think.

Make sure children feel able to refrain from tasting any food: some may have dietary requirements or allergies.

Children can use the French they know to ask others their opinion of each pancake; to say if they like it, and whether it is healthy or unhealthy.

Pupils could give each marks in French, and some may be ready to go further, and pick adjectives to describe the pancake and filling.

Before pupils start, go through the vocabulary needed.

Children can record the results of their survey on a spreadsheet and display it as a graph of the popularity of each filling.

4

HOW FRENCH WORKS: Written and spoken instructions

If you’ve used some of the simple ‘classroom management’ phrases from previous packs, your class will be used to responding to spoken instructions in the imperative form, e.g.

asseyez-vous! - sit (down)! levez la main! - put up your hand! écoutez! - listen! prenez tous un crayon! - everyone take a pencil! (these orders are to the class rather than one child)

In French, instructions are often written on notices and in instructional texts (like recipes) using an infinitive (“to run is forbidden”) rather than an imperative order (“do not run!”).

You’ll find authentic recipes written both ways, but more commonly with the infinitive, e.g. ajouter la farine - NOT -ajoutez la farine NOTE: both sound the same when read aloud!

28

3.1 Bonne santé NOTE: pupils will know from Pack 2 the phrases “s’il vous plaît” (polite form) and “s’il te plaît” (familiar form). Both literally mean “if you please” and can be used by a diner placing an order and also by a waiter as the menus or food are being distributed.

C3: NEW WORDS Crêperie

la crêperie - pancake restaurant une crêpe au chocolat - chocolate pancake la galette... - (thicker, savoury pancake) ~ au fromage - cheese pancake le menu d’enfant - children’s menu en boisson? -for drinks?

n Watch film C4 again. Ask pupils to count how many times they hear “s’il vous plaît”. Who says it most, the waitress or the diners?

Encourage your waiters to say “s’il vous plaît” as they distribute the menus and serve the pancakes. Pupils can also use euro play money to pay for their meals. The waiters can work out the change required. n To add to the drama element of the roleplaying, suggest that the children choose a context for the restaurant meal.

Is it someone’s birthday? Who is attending the meal? Family? Friends? Adults? Children?

e-flashcards part C

C4: EXTRA WORDS Fillings

la garniture une crêpe nature la confiture le caramel la cassonade la banane

❑ Drama: play the “s’il vous plaît” game Pupils work in pairs. They have to think of a situation and say either “s’il vous plaît” or “s’il te plaît” in a way which makes it obvious what is happening.

For example, go down on one knee and say “s’il te plaît” as if proposing marriage; say it as a small child would who is pleading for something; say it sulkily as if that is the only way to get what you want.

Occasional extra words are allowed, e.g.

“Maintenant s’il te plaît!” as a parent would who is asking a child to something NOW and getting a bit cross!

- filling - plain pancake - jam - caramel/toffee

- soft brown sugar

- banana

Teacher questions: pancakes tasting

goûter - to taste Tu veux goûter?

Would you like to taste?

Tu veux goûter la crêpe au chocolat?/ à la confiture?

Would you like to taste the chocolate/ jam pancake?

Talking point 2

Qu’est-ce que tu aimes comme garniture?

What fillings do you like?

Qui préfère... les crêpes salées?

Who prefers... savoury pancakes? ~ les crêpes sucrées? ~ sweet pancakes?

Quelle garniture est bonne / mauvaise pour la santé?

Which filling is healthy / unhealthy?

EVERYDAY LIFE IN FRANCE Pancakes and Pancake day

Pancake day in France and other Frenchspeaking countries is 2 février, la Chandeleur (Candlemas) rather than Shrove Tuesday, which is celebrated in Britain, USA and other Englishspeaking countries. n If you have a French partner school, swap information about your Pancake Day customs; what are your favourite pancakes, and whether you have any other customs in your community (e.g. pancake races are held in some English towns).

e-flashcards part C

29

Les crêpes

Je m’appelle .............................

This page may be photocopied for classroom use

© 2012 Early Start Languages

Les crêpes

Je m’appelle .............................

This page may be photocopied for classroom use

© 2012 Early Start Languages

Les crêpes

Je m’appelle .............................

This page may be photocopied for classroom use

© 2012 Early Start Languages

Les crêpes

Je m’appelle .............................

Ajouter la farine et le sel.

Faire un puits.

Ajouter le beurre fondu.

Mélanger un petit peu.

Ajouter le lait petit à petit.

Puis ajouter les oeufs.

Bien mélanger.

Ajouter le sucre.

Laisser reposer la pâte environ une heure.

Faire cuire les crêpes.

Faire sauter les crêpes.

Préparer la garniture.

Ajouter la garniture, plier la crêpe.Bon appétit!

This page may be photocopied for classroom use

© 2012 Early Start Languages