F3.01 Healthy eating Feb 2023

1. Bonne santé

Healthy eating

This section builds on earlier work on food; it looks at finding a healthy balance of foods in children’s diets. From their work in Early Start French 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.

Films to see

Part A: Healthy eating

A1. Is this food healthy?

A2. Picnic at Lac Joly sailing school

A3. Picnic at Lille Zoo

A4. Q & A - talking about healthy eating

Part B: What I have eaten...

B1. ...in a fast food restaurant

B2. ...for school lunch

B3. Jokes about food

Part C: Making pancakes

C1. Making pancakes

C2. Eating pancakes

C3. Magic trick (disappearing crêpe)

C4. In a crêperie

Find transcripts online

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 Early Start French 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

Part A: Healthy eating Activities

Warm up

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

e-flashcards showing familiar foods

You can use the e-flashcards - select ‘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”.

3.1 Bonne santé 1.1

Respond with understanding

❑ Play “True or false?”

Show the pictures again, with sound and text OFF. You say what it is, e.g. “les fruits”; if you are correct, children echo, otherwise stay silent.

Watch film A1: Is this food healthy?

1. Some foods familiar from French 2; are they healthy or unhealthy?

❑ Watch film A1 to introduce the new phrases for healthy and unhealthy foods.

Get used to the sounds (healthy

❑ Echoing: Use the e-flashcards A1 ‘Healthy/ unhealthy with sound and text ON. 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’.

Watch film A2

❑ 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.

A1: NEW WORDS

Is it healthy?

la santé - health

(le jus d’orange) ...est bon pour la santé (orange juice) ...is healthy (le café) ...est mauvais pour la santé (coffee) ...is unhealthy

Familiar foods (from French 2)

la salade

les légumes (m)

les fruits (m)

les frites (f)

les chips (f)

les bonbons (m)

les gâteaux (m)

le jus d’orange l’eau (f)

le café le coca

- salad

- vegetables

- fruit

- chips

- crisps

- sweets

- cakes NEW

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

pay particular attention to the “key sounds” . Try switching sound and/or text OFF to see if they can say the words on their own.

Watch film A3

❑ 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.

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

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.

Get used to the sounds

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

Film

Early Start French 3 1.2

Film A3: “Qu’est-ce que tu as dans ton pique-nique, James?” A3 is intended principally for ‘gisting’. Familiar drinks (from French 2)

1

Picnic foods

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

...au fromage

...au jambon

- picnic

- pasta

- sausage (sliced)

- sweetcorn

- tomatoes

- a sandwich...

- cheese sandwich

- ham sandwich

une salade de pâtes avec jambon, tomates et maïs

pasta salad with ham, tomatoes and sweetcorn

Qualifiers avec - with

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

Pupils should be able to work out what is being said without necessarily understanding every word.

Respond with understanding

Show the e-flashcards,‘Is it healthy? You decide’

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”

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

consuming healthy and unhealthy foods.

❑ Play “True or false?”

Turn attention to which foods are considered “healthy” and why that might be so. You could discuss reasons in your own language, with possible links to work on food groups. Why

might some foods, like a cheese sandwich for example, be “quite” healthy and others, such as salad, “very” healthy?

Show a statement and 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.

❑ Play “What’s in your sandwich?”

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

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

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

3.1 Bonne santé 1.3

1

A2, A3: NEW WORDS

2

Click here to switch between healthy/unhealthy Click here to correct the false statement

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...”

- see ‘How French works 2’.

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

❑ 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 Early Start French 2 (but see ‘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.

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 Early Start French 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 French 3.

KEY SOUNDS in part A

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

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

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

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

HOW FRENCH WORKS:

2

Different varieties

Children already know different varieties of ice-cream, from French 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’

Early Start French 3 1.4

NEW

NEW NEW 2

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 French 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?”

Spread out a set of food and drink picture cards from Fench 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. What do they like that is ‘very’ healthy or unealthy?

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.

❑ 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?

OPTIONAL

At this point you could introduce FOOD GROUPS using the e-flashcards.

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.

The results can be presented as a graph. If you have a French partner school, you could compare results. See pages 1.7 - 1.9 for

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.

Talking Point: Balanced Diet

3.1 Bonne santé 1.5

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

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

Bonne

Talking point: Balanced diet

Planning your lessons

Use the e-flashcards ‘Food groups’ 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 French 2, Ch.2.13).

Activities

Warm up

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

Get used to the sounds (food groups)

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

NEW

KEY SOUNDS in food groups

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

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

as in... fruit, gras, gâteaux, produits, lait heard before in salut, frites

A-EXTRA: NEW WORDS

Food groups

les féculents

starch (carbohydrates)

les fruits et les légumes

fruit and vegetables

les produits laitiers

dairy products

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

❑ Echoing: Go through the e-flashcards again; click on each food item in the illustration to hear it named. You will also see the name.

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

les produits sucrés

sweet / sugary products

le gras et l’huile

fats and oils

les produits salés

salty products

3.1 Bonne santé 1.7

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 féculents”, or name an item, e.g. “le pain”. If you are correct, children echo, otherwise stay silent.

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;

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

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. 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’. (Page 1.7)

TALKING ABOUT: food groups and healthy eating advice

Eating and diet advice for each food group:

féculents : à chaque repas et selon son appétit.

starchy foods: at each meal and according to appetite.

fruits et légumes : au moins 5 par jour!

fruit and vegetables: at least 5 a day!

produits laitiers : 3 ou 4 par jour.

dairy products: 3 or 4 a day.

viande, oeuf ou poisson : 1 à 2 fois par jour.

meat, egg or fish: 1 to 2 times a day.

poisson: au moins 2 fois par semaine. fish: at least 2 times a week.

gras et huile : à consommer avec modération. fats and oils: eat in moderation.

produits sucrés : à consommer avec modération.

sugary products: eat in moderation.

produits salés : à limiter.

salty products: cut down / reduce.

boissons : de l’eau à volonté!

drinks: as much water as you want!

EXTRA WORDS AND PHRASES

au moins moins de plus de

3 ou 4 |1 à 2 par jour

par semaine à limiter à volonté une fois bouger un végétarien une végétarienne il faut...

- at least

- less than

- more than

- 3 or 4 |1 to 2

- a day/daily

- a week/weekly

- reduce/cut down

- as much you want

- one time (once)

- move

- a vegetarian

- you (one) must

Activité physique : 30 mn à 1 heure par jour.

Exercise: 30 mins to 1 hour a day.

Early Start French 3 1.8

Click on picture to name that item This advice is shown on the e-flashcards

Respond with understanding

❑ 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 or vegans in your class (or children with other dietary requirements), you could look at what options they have to create a balanced diet.

(NOTE: The proteins e-flashcard includes a green box showing vegan sources of protein)

❑ Make a food groups display

Take a set of all the food flashcards you have (from Early Start French 2 and 3), and sort them into which food group they belong in. Make a display labelled in French.

❑ 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.

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?”

Click on ‘Activité physique’ 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 French 2, Ch.2.13.

3.1 Bonne santé 1.9

Part B: What I have eaten...

Planning your lessons

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.

Activities

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-’?

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 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. Pupils will see full plates of food and hear the present tense phrase, e.g. “Je mange des frites” (I am eating chips).

Part B: NEW WORDS

Fast food

les nuggets

un hamburger

- (chicken) nuggets

- a hamburger

Lunch

le déjeuner les carottes

les petits pois

un steak-hâché

- lunch - carrots - peas - burger

la macédoine de légumes

salad of cooked, diced vegetables

Dessert - dessert

le dessert un yaourt

yaourt à la fraise

yaourt à l’abricot

la clementine

le kiwi

- yogurt

- strawberry yogurt

- apricot yogurt

- clementine

- kiwi fruit

Present and past

Je mange...

J’ai mangé...

Je bois...

J’ai bu... hier

- I eat/I am eating...

- I ate...

- I drink/Iam drinking...

- I drank...

- yesterday

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.

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”.

❑ 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.

Early Start French 3

1.10

3

Click on clock to move back or forward in time

❑ Play “What I’ve drunk”: This time ask “Qu’est-ce que tu as bu?” Children say what they have drunk. e.g. “J’ai bu du coca, de l’eau et de la limonade”.

Watch film B2

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

INTRODUCING THE WRITTEN WORD

❑ 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.

KEY SOUNDS in part B

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

as in... j’ai mangé, déjeuner, steak-haché, citron pressé heard before in santé, café, légumes

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

as in... je bois, pois, macédoine, moins heard before in oiseau, huit

HOW FRENCH WORKS: Talking about the past

as in... bu, heard before in salut, tu, pendu

as in... kiwi, ‘Quick’®, hier heard before in frites, chips as in... dessert, hâché, bois

This section shows one way of talking in French about what you have done in the past. Teachers should know that this

3 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’):

“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.

Part B: EXTRA WORDS

Teacher questions about past eating

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

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.

❑ Classroom routines

Throughout the week, ask children what they have eaten for lunch:

“Qu’est-ce que tu as mangé pour le déjeuner?”

3.1 Bonne santé 1.11

NEW

Part B extra: Jokes

You can view and discuss the jokes at any point during your work on healthy eating. There will be jokes throughout French 3 for pupils to enjoy in a variety of ways.

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!

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.

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!)

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.

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.

Early Start French 3

1.12

Part C: Making pancakes

Planning your lessons

Children may have heard and responded to instructions in French as you managed some class activities at least partly in the target language when working through Early Start French 1 and 2.

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.

Activities

1. Warm up

❑ 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 are 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.

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.

C1: NEW WORDS

PANCAKES

la crêpe - pancake

Recipe instructions

ajouter

mélanger laisser reposer

faire cuire

faire chauffer

- add

- mix

- leave to rest

- cook

- heat

Ingredients

la farine

un oeuf/les oeufs

le lait

le sucre

le sel

l’huile

le beurre

la pâte

- flour

- egg(s)

- milk

- sugar

- salt

- oil

- butter

- batter (or pastry, or dough; pasta is ‘les pâtes’)

Measures used in recipe environ une heure

une cuillère de...

une pincée de...

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

- about an hour

- 1 spoon of...

- a pinch of...

- 3/4 litre of...

- a little...

Watch films C2: eating crêpes

Watch film C2, which shows everyone eating the pancakes with different toppings. Film C3 shows Clara’s father performing a 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.

3.1 Bonne santé 1.13

4

CROSS-CURRICULAR ACTIVITIES

❑ Food Technology/ICT: Survey & Taste-Test

Set up an investigate-and-taste activity with 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.

Watch film C3: magic trick!

❑ 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?

Watch film C4: at a crêperie

❑ 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?

KEY SOUNDS in part C

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

as in... mélanger, ajouter, sucré, salé heard before in santé, café, légumes

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

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

as in... chauffer, sauter heard before in mauvais, chaud

as in... farine, huile, garniture heard before in frites, chips as in... l’huile, lait, bois, oeufs, chocolat

CROSS-CURRICULAR ACTIVITIES

❑ 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.

NOTE: pupils will know from French 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.

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.

Early Start French 3 1.14

NEW

HOW FRENCH WORKS: Written and spoken instructions

If you have used some of the simple ‘classroom management’ phrases from French 1 & 2, your class will be used to

4 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! (T hese 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!

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?

❑ 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!

C3: NEW WORDS

Crêperie

la crêperie

une crêpe au chocolat

la galette...

~ au fromage

le menu d’enfant en boisson?

Talking point 2

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).