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.

❑ 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?”