Part C: Making pancakes

from F3.01 Healthy eating Feb 2023

Part B extra: Jokes

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!”

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.

CROSS-CURRICULAR ACTIVITIES

❑ Food Technology/ICT: Survey & Taste-Test n Can children follow what’s going on?

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!

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: 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?

Talk with the children about what they have seen and make comparisons with the sequence showing the fast food restaurant.

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: 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?

“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.

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.

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 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) ajouter la farine - NOT -ajoutez la farine n To add to the drama element of the roleplaying, suggest that the children choose a context for the restaurant meal.

4 responding to spoken instructions in the imperative form, e.g.

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.

NOTE: both sound the same when read aloud!

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 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).

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.