F3.06 countries v24

3.6

Bienvenue au Maroc

6. Bienvenue au Maroc Welcome to Morocco

This section looks at Morocco, where we see children who speak Arabic and French - and often a Berber language as well.

Berbers are the people who lived in Morocco before the arrival of the Arabs.

Part A shows some of the diversity of Morocco, looking at three contrasting towns; how to say your nationality and languages spoken, and looks at Moroccan schools.

Part B looks at the home-life of two families: one rural, one in the city.

Part C contrasts how people shop in the big city with everyday purchases in a rural area.

To support further work on this topic, a ‘Morocco Resource Pack” is available from Early Start, which contains cross-curricular resources and teaching ideas.

Films to see Part A: J’habite au Maroc A1. Three towns in Morocco A2. Nationality and language e title A3. My school : use th , on XTRA Part B: En famille B1. A rural family B2. A city family

E là” “Ici et oke song, a R k ra film O cards

h

e-flas

Part C: Faisons les courses C1. Rabat supermarket: modern shopping C2. Khémisset souk: traditional shopping C3. The souk at night: Khémisset

Find transcripts on the disc

Part A: J’habite au Maroc

Planning your lessons

Watch film A1: 3 towns in Morocco

❑ Watch film A1 to introduce Morocco. Can children see this is a multi-lingual country, where people speak more than one language?

Part A introduces Morocco as a rapidly changing country; some parts look modern and familiar, but older traditions are also part of everyday life. Children will see French is widely spoken as well as Arabic.

They can compare three towns: Rabat, the capital city (650,000 people), Khémisset, a provincial market town (110,00 people), and the small country village of Aït Ouahi.

Activities Warm up

Before showing film A1, ask children what they already know about Morocco, and what they think it will be like when they see it in the films. Find Morocco on a world map; use the e-flashcards (“Where is Morocco?”) to locate it in North Africa - very close to Europe. Even today, it is isolated from the rest of Africa by the Sahara Desert and the high Atlas Mountains.

Film A1: “Voici Aït Ouahi, un petit village à la campagne”

101

Most of the French heard will be familiar; there is little specific new language introduced - apart from place names (see “A1:new words”).

But the sights and culture they see may be quite different to what children are used to in their own community.

Early Start French Pack 3 A1: NEW WORDS Saying where you live Où habites-tu?

Where do you live? (to individual) J’habite au Maroc I live in Morocco J’habite à... (Rabat) I live in... (Rabat)

Get used to the sounds

❑ Echoing: on the e-flashcards, select “Where is Morocco?”; show significant places, with thumbnail illustrations (click to enlarge).

Other towns in Morocco ...Khémisset - ...Khémisset ...Aït Ouahi - ...Aït Ouahi ...Meknès - ...Meknes

Click to ENLARGE

Geography le désert du Sahara - Sahara Desert l’océan Atlantique - Atlantic Ocean

Pupils echo, e.g. “les montagnes de l’Atlas”.

NOTE: in film A1, you’ll hear some place names pronounced in a French way, but also said by children more used to the sounds of Arabic, e,g. spot variations in the first phoneme of ‘Khémisset’.

les montagnes de l’Atlas - Atlas Mountains la mer Méditerranée - Mediterranean Sea

Respond with understanding

Countries le Maroc - Morocco l’Espagne - Spain l’Algérie - Algeria en Afrique du nord - in North Africa A1: Teacher questions Sur quelle continent est... (le Maroc)?

On which continent is... (Morocco)?

Quelle est la capitale... (du Maroc)?

What is the capital of... (Morocco)?

(Khémisset,) ...c’est dans quel pays?

What country is... (Khémisset) in?

❑ Ask children to point to places on a map in response to your questions, e.g. “Où sont les montagnes de l’Atlas?” Look at the special GoogleMaps link at www.earlystart.co.uk. ❑ Ask children to reply in words to questions such as: “Sur quelle continent est le Maroc?” ...“Quelle est la capitale du Maroc?” ...“Khémisset, c’est dans quel pays?” (see “A1 Teacher questions” box).

You could continue this dialogue about your own country and other countries your class knows about, e.g. from geography or history. ❑ Writing: Select ‘A1. Changing Morocco’ on the e-flashcards to see parts of film A1 again.

e-flashcards A1

n Ask children to work in pairs. Each pair selects a picture to do with Morocco that interests them and to write a sentence about it in French, e.g. Rabat est une grande ville;

Aït Ouahi est à la campagne.

Voici la mosquée.

Le drapeau marocain est rouge.

A Rabat il y a une gare.

Qu’est-ce que c’est? C’est la kasbah.

Talk about...

This gives a brief history of Morocco, and introduces words to help children write about visible change: “la mosquée” , “le minaret” , “la kasbah” , “le drapeau marocain” .

n Ask children about what similarities and differences they noticed between your own community and what they saw of Morocco?

102

3.6

Bienvenue au Maroc

A2: NEW WORDS Your nationality Quelle est ta nationalité?

What is your nationality?

Je suis... marocain - BOY I am... (Moroccan) Je suis... marocaine - GIRL I am... (Moroccan) ...français(e) - ...French ...britannique - ...British EXTRA ...belge - ...Belgian ...suisse - ...Swiss ...tunisien(ne) - ...Tunisian ...américain(e) - ...American ...canadien(ne) - ...Canadian Where you live Où habites-tu?

Where do you live?

J’habite... au Maroc I live... in Morocco

1

In English, we are used to putting a capital letter for country names, nationalities and languages. In French, of these only country NAMES have a capital, e.g..: “J’habite au Maroc” (I live in Morocco) BUT... “Je suis marocain” (I am Moroccan) and...“Je parle français” (I speak French)

1

...en France - ...in France ...en Grande-Bretagne - ...in Great Britain EXTRA ...en Belgique - ...in Belgium ...en Suisse - ...in Switzerland ...en Tunisie - ...in Tunisia ...en Angleterre - ...in England ...en Amérique - ...in America ...au Canada - ...in Canada

French class telling their teacher who they are, where they live and what their nationality is.

It concludes with animations of children in France, Morocco and Britain giving their nationality and what languages they speak.

You can use the e-flashcards to introduce a wider range of other relevant countries.

2

Film A2: “Moi, j’habite à Khémisset - et vous?”

Get used to the sounds - ‘I am...’

Languages you speak Quelle(s) langue(s) parles-tu?

What language/s do you speak?

Je parle... (français) I speak... (French) ...arabe - ...Arabic ...anglais - ...English

❑ Echoing: Select ‘A2: Nationality & language’ then ‘I am...’on the e-flashcards - initially with sound and text ON. Can children spot that the adjective for nationality often changes 1 when it’s a male or female speaking?

2

HOW FRENCH WORKS: “I live in...” - with M and F countries

In French, ‘France’ like most country names is a feminine noun, and you say you live in that country with ‘en’ , e.g.: “J’habite en France” (I live in France) A few countries names are masculine nouns, and you say you live there with ‘au’ , e.g.: “J’habite au Maroc” (I live in Morocco)

e-flashcards A2

n Discuss with the class what you see: what differences do they see between Rabat, Khémisset and Aït Ouahi? n Are there signs that Morocco is changing? n What is Morocco’s weather is like?

HOW FRENCH WORKS: Countries and capital letters

(our filming was in October, yet it is sunny and warm).

Film A2: Nationality & language

❑ Film A2 shows Moroccan children in a

103

Early Start French Pack 3 Pupils echo each statement e.g. a girl 1 saying “Je suis marocaine”. n You may want to introduce other nationalities that are relevant to your school, community and its links, e.g. that of a partner school.

KEY SOUNDS

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

as in... Espagne, montagne,

Grande-Bretagne heard before in campagne, Boulogne as in... Algérie,

océan,

Méditerranée heard before in désert, Amérique Algérie, Afrique, Suisse heard before in piscine, diabolo as in...

Click here to change between M and F

Spot which nationality-adjectives do or don’t change when it’s a boy or girl. ❑ Remembering: When pupils are ready, show the e-flashcards ‘jumbled’, with sound and text OFF. Ask pupils to say the correct phrase for each child on a map, e.g. “Je suis britannique”.

e-flashcards A1-A3

Get used to the sounds ‘I speak...’

❑ Echoing: Select ‘A2’ and ‘I speak...’on the e-flashcards - start with sound and text ON.

Get used to the sounds ‘I come from’

❑ Echoing: Select ‘Nationality & language’ then ‘I am...’ on the e-flashcards - initially with sound and text ON. Can children spot the prepositions?

2

Can children spot how the language-names in French are written differently to those in English? (see “how French works 2”). n Switch sound and text OFF and see whether children can say what languages would be spoken by a child from that country.

Pay attention to “key sounds”.

Respond with understanding

Respond with understanding

❑ Play “Where do YOU live?”

Ask children to say where they live, “Où habitestu?”. You could give children different name badges to assume the identities of past or present famous people when replying, e.g. “Napoléon Bonaparte, où habites-tu?”

Talk about...

n Discuss where children know French is spoken. Remind children of work in Pack 2.

104

❑ Play “What do YOU speak?”

Ask children to say what languages they speak, even if only a little“Quelle(s) langue(s) parlestu?”. Some children may be able to speak other languages, e.g. from holidays, from having lived elsewhere, or speaking another language with family members at home.

Children could find out how to say the French name for each language they know. n You could repeat giving children different name badges to assume the identities of past

3.6

Bienvenue au Maroc

or present famous people when replying, e.g.

“Napoléon Bonaparte, quelle langue parles-tu?

Get used to the sounds ‘ISubjects’

❑ Echoing: Select ‘A3 School subjects’ on the e-flashcards - start with sound and text ON.

Talk about...

n Why do they think people in some North African countries speak French as well as Arabic? (see “Talking point 1”, which tells how France conquered and ruled Algeria, Tunisia and Morocco in the 19th century until the mid20th century).

Film A3: My school

❑ Film A3 shows two Moroccan primary schools (a rural school that serves all the farms around the village of Aït Ouahi, and a town school in fast-growing Khémisset).

n Can children remember how to say in French what lessons they like, and what is their favourite lesson?

Talk about...

n Discuss what it would be like to be taught in different languages - and to have one language at school and another at home. n Morocco is trying hard to icrease literacy: still only 69% of males aged 15+ can read and write, and only 44% of females - and there is a problem with more girls dropping out of school to help at home, especially in rural areas.

Why does this matter?

Film A3: the school day starts with the flag ceremony.

We see children arrive at school, mostly walking.

Each day starts with the ‘flag ceremony’; the school sings the national anthem as the flag is raised, bearing the religious symbol of the 5-pointed star, the “Seal of Solomon”.

Children may spot that the Maths lesson that follows is in Arabic, which many children also have to learn as they speak a Berber language at home.

CROSS-CURRICULAR ACTIVITIES

❑ Citizenship: Use the e-flashcards to explore the two documents the class study in the Moroccan school’s citizenship lesson in film A3.

Select ‘Citizenship: documents’ with sound and text ON.

Click to HEAR and PAUSE reading out the French

Film A3: A school citizenship lesson

They spend 6 hours a week learning French,the language of their citizenship lesson.

105

Click to HIDE / SHOW the English

You can display a large version of each documentwith optional English translation and French voice - also print out copies of the documents for your class: n Charter of a Good Citizen, with 8 rules;

Early Start French Pack 3 n Rights and Duties of a Child Citizen, which says children have both rights that should be respected, and duties that they owe to their family, school, community and country. ❑ See how much of each document the class can understand. Listen to it line-by-line; use French words you know, cognates, and ones you can guess to work out roughly what it means. Switch the English translation OFF so children have to work it out for themselves then ON to check. n These documents are studied in every school in Morocco. Personally approved by the King (whose photo is displayed on the classroom wall), they are part of his plan to prepare a new generation to be more involved in running their country and move towards democracy.

You could ask children to compare this with their own country: how is the prime minister and the government chosen?

Do they have unlimited powers? What powers does the monarch (or head of state) have? n Do children think the same ideas about citizens’ rights should apply to them in their community? ❑ History, Inter-Cultural Understanding: Why do they speak Arabic and French?

Select ‘Changing Morocco’ on the e-flashcards to see a visual summary of what brought Morocco into contact two different languages and cultures, Arabic and French. (see “talking point 1”).

Talking point 1 EVERYDAY LIFE IN MOROCCO Why they speak Arabic and French

Children can see that Morocco is the nearest part of Africa to Europe. Whilst part of North Africa, it has been cut off through most of its history by the Sahara Desert and the Atlas Mountains.

Arab conquest Over the centuries, the original inhabitants, Berbers, were invaded by the Roman Empire, then by the Arabs. Following the prophet Muhammad, 7th century Arabs rapidly conquered a vast Empire, also spreading the Muslim religion in all directions from their holy city of Mecca - west across North and West Africa, and east towards India and Asia.

This part of North Africa is called the ‘Maghreb’, which means ‘West’ in Arabic

From Morocco, the Arabs conquered much of Spain, just across the narrow Straits of Gibraltar.

The local Arab kings who ruled Morocco and southern Spain were on the western edge of the Arab Empire, and were largely independent of the distant Caliph who ruled the Empire from Baghdad, back in Arabia.

The local Berbers converted peacefully to the Muslim religion. They continued speaking their own Berber language, but might learn to read Arabic, the language of the Qur’an (the Muslim holy book).

Pirates of the Barbary Coast Over the centuries, Christian kings drove the Arabs (known as “Moors”) out of Spain. Some took over abandoned strongholds in Morocco, Algeria and Tunisia, and made a living as pirates (see “talking point 3”). Pirates from the Barbary Coast attacked ships in the Atlantic and the Mediterranean - stealing cargoes, but also

In film A3, children can see some school lessons being taught in each of these languages.

Recently the Moroccan government has allowed some schools to teach classes in Berber languages as well.

106

3.6

Bienvenue au Maroc paying taxes so he could not afford to keep a strong army. European powers agreed that France should rule most of Morocco as a “protectorate”, leaving the weakened Sultan in place, but stripping him of his powers. Other parts of Morocco would be ruled by Spain.

French colonisation In French Morocco, they built spacious new French-style cities called “villes” alongside the old Arab walled cities called “kasbahs” - along with other benefits of European civilisation like railways, mines and the telegraph. Few Moroccans went to school; those who did were taught in French, about France, French history and literature. The old religious schools which taught in Arabic were starved of resources.

Moroccan soldiers fought alongside the French in the trenches of the First World War. Second World War When Germany conquered France in 1940, Morocco came under the collaborating Vichy government. The then Sultan, Mohammed V, secretly helped Moroccan Jews escape persecution, and helped the Allies successfully invade in exchange for their help to secure Moroccan independence after the war.

Moroccan independence Eventually in 1956, after growing rebellion amongst the Moroccans, France agreed to independence. Mohammed V set the new country on a fairly slow path towards being a modern state with an elected parliament; he changed his title to “king”, and kept control of many aspects of government and of the country’s resources and mineral wealth.

The new king still had to negotiate taking over the parts ruled by Spain - this happened bitby-bit. The king led a peaceful “Green March” of Moroccan civilians into the Spanish Sahara, where there are still problems with people who would prefer it to be a separate state.

Spain still rules some towns on the north coast, “enclaves” similar to British-ruled Gibraltar on the Spanish coast, or the British Channel Islands just off the coast of France.

Changing Morocco The population has grown rapdly, from 12m in 1960 to over 32m in 2012, making Morocco a young country (27% under 14) full of contrasts: modern and traditional, rich and poor...

capturing sailors to sell as slaves or ransom back to their families. They also raided coastal villages around Europe, to bring back slaves.

Some countries tried bribing the rulers of the Maghreb to leave their ships alone. In the 19th century, France started to conquer Algeria, partly to capture some of the pirate bases and end the danger to shipping.

France weakens the Sultan of Morocco The French army fought a bloody and ruthless war to make Algeria into a French colony. Local inhabitants asked the Sultan of Morocco for help; they were being killed so French settlers could take over their land and property.

Painting by Delacroix of the Sultan of Morocco in 1832.

In 1832 the French met the Sultan (recorded in a painting by Delacroix, see “talking point 4”) They tried to persuade him to stay neutral.

Eventually in 1912 they sent French troops to occupy parts of Morocco too. By then the Sultan had lost control over the tribes, who stopped

107

Early Start French Pack 3

Part B: En famille Planning your lessons

B1: NEW WORDS

Family (revision) le père - father la mère - mother la tante - aunt le frère - brother la soeur - sister le cousin/ la cousine - cousin (M/F) le grand-père - grandfather le père de Boushaib Boushaib’s father

Part B compares two families having a meal at home: one on a country farm, the other in the capital city.

Activities Warm up

Before showing film B1, talk with children about the different sorts of arrangements their household has for eating the main meal, n do children eat with adults? n does the family eat together round a table? n does everyone eat the same, or does each choose separately from the freezer?

One point of this is to establish the diversity of customs in their own community, that households within a country will have many differences in how they behave. Be sensitive to personal circumstances that children may not wish to discuss in class.

1

What people do

il est fermier he’s a farmer elle fait... du pain she’s making... bread ...du thé à la menthe ...mint tea on mange du couscous they eat couscous se laver les mains wash your hands see Ch.3.1

Watch film B1: Rural family

❑ In film B1, Boushaib introduces his family and the farm where they live.

We see the dry arable fields, bare after the harvest, stretching into the distance - the Atlas Mountains tower on the horizon. This area (the province of Khémisset) produces much of the wheat that Moroccans then make into couscous.

Their flock of sheep come in from the fields which are surrounded by cactus hedges.

e-flashcards B1

n his brother helps to milk one of their cows, and then filters the milk; n his sister and small cousin feed the chickens that roam around the farmyard.

Finally the men sit down on padded benches to a meal, eat from a communal plate of couscous, lamb (from their farm), and vegetables; some eat with their right hand, others with a fork.

They drink bottled water with their meal.

When they have finished, Boushaib brings them 1

HOW FRENCH WORKS: Belonging - no apostrophe-’S’

In film B1 we see that the French equivalent of “Boushaib’s father” is: “le père de Boushaib” “the father of Boushaib” They say “X de Y” where in English you’d say, “Y’s X” - there’s no apostrohe-’S’ in French. “de” is used to show belonging.

Film B1: My sister and cousin feed the chickens.

We see Boushaib’s family: n his father, the farmer arrives on his tractor; n his mother makes mint tea to welcome guests; n h i s a unt k neads doug h to ma k e typical Moroccan flat bread;

108

3.6

Bienvenue au Maroc

a jug and basin to wash their hands. The women and children eat separately.

KEY SOUNDS

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

famille, fille heard before in taille, oreille, oeil as in...

as in... couscous, heard before in

genou, boule, tous

olives, tagine, fermier, famille, f‌ils, f‌ille heard before in piscine, diabolo as in...

Film B1: On the farm, men eat couscous from a central dish.

Get used to the sounds ‘Family’

❑ Echoing: Select ‘B1’ and ‘Family’ on the e-flashcards - start with sound and text ON.

as in... tante,

heard before in

menthe panda, jambe

e-flashcards B1,B2

B2: NEW WORDS Moroccan Food un tagine - stew also cooking pot un tagine au poisson - fish stew Food (revision) le pain - bread les olives - olives la salade - salad les fruits - fruit le yaourt - yoghurt Family (2) bienvenue chez nous! welcome to our house! la famille CHARYATE the Charyate family ma femme - my wife mon fils - my son ma fille - my daughter sa copine/ - her/his (girl-)friend/ son copain mate or buddy

Click here to change between family and What people do

Children will know most of the words for family members from earlier work, e.g. “la mère”. n When children can say the family members, switch to ‘What people do...’ on the e-flashcards - use these phrases as ‘templates’ to describe other pictures in French.

Talk about...

n Discuss what children notice, highlighting similarities and differences with your own community, e.g. n what things do men do with male relatives and friends (watch football?), and women do in all-female groups? n what do children notice about the meal: the food, and how it is eaten? Why does the meal end with washing hands?

e-flashcards B2

his wife Ilham, his son Adam, daughter Jasmine and her friend.

Like the rural family, they sit down on the padded benches that line their living room walls, and eat from a communal dish.

Watch film B2: City family

❑ Film B2 shows a family in the capital city, Rabat, having a family meal. Monsieur Charyate who works as a civil servant in a government ministry, introduces la famille CHARYATE:

109

Early Start French Pack 3 The children eat from their own plates. They mostly eat with their hands.They eat a tagine - a casserole or stew that is baked in the oven in a clay pot with a funnel-shaped lid - also known as a tagine.

Talking point 2 EVERYDAY LIFE IN MOROCCO Meals in Morocco

People in Morocco can make the most of local food. The country has a warm climate, and whilst the Sahara is dry, the lands facing the Atlantic and Mediterranean coasts have enough rain most years, with extra water from rivers running down from the mountains.

Film B2: In Rabat the family eat fish tagine, salad and bread.

Their tagine has a whole baked fish, tagine au poisson, which they eat with pieces of bread, salad and olives.

Dessert is yoghurt and fruit from the fruit bowl - banana, grapes, pomegranate or artichoke.

Get used to the sounds ‘Food’

❑ Echoing: Select ‘B1’ and ‘Food’ on the e-flashcards - start with sound and text ON.

Film B1: On the farm, the family make their own bread.

So the meals you see are typical Moroccan cuisine, made with local produce.

As we’ll see in Part C, the city family shops in a big supermarket, whilst the country family grows much of their food on the farm or buys it in the market.

Click here to change between food and family 2

Children will know most of the words for foods from earlier work, e.g. “le pain”. n When children can say the family members, switch to ‘family 2’ on the e-flashcards , which introduces some more French words for relationships, e.g. “le fils” (son).

Talk about...

n Discuss how this family meal compares with the mealtime scene in film B1, and with familiar mealtimes in your community. n If you had a meal from local produce in your community, what would be on the menu? (see “talking point 2”)

110

3.6

Bienvenue au Maroc

Part C: Faisons les courses Planning your lessons

C1: NEW WORDS C1: Shopping in Morocco - modern faisons les courses let’s go shopping Qu’est-ce qu’on achète?

What shall we buy?

Part C contrasts people shopping in the big city’s modern supermarket, with shopping in the traditional ‘souks’ (markets).

Activities Warm up

des céréales - some cereals de la farine - some flour du sucre - some sugar une cuisinière - cooker un ordinateur (portable) - (laptop) computer une télévision - TV set le supermarché - supermarket à la caisse - at the checkout

Before showing film C1, talk about what children know about how their households shop: - from local shops? - or a big supermarket?

Do they buy ingredients for cooking, or readymade meals in packets?

Watch film C1: Rabat supermarket

❑ Watch film C1, which shows the Charyate family arriving to shop in the giant Marjane surpermarket in Rabat (Marjane is a big chain of supermarkets in Morocco). They walk from the big car park, just by an urban motorway, into the store,where all the product labels and signs are in both French and Arabic.

e-flashcards C1

Children echo the words, and try to remember them when text is OFF.

Talk about...

Film C1: In Rabat the family buy sugar in the supermarket.

n Discuss what children notice, highlighting similarities and differences with your own community, e.g. the products and packaging.

They buy packets of breakfast cereal, flour (sold in big bags for making couscous and bread at home), sugar (for sweetening mint tea), and bread from the store bakery.

They look at TVs, gas cookers and laptop computers on sale (the keyboard shows Arabic letters as well as our alphabet, and is laid out in French “AZERWERTY” order.

At the checkout, the operator scans their purchases as they pack them and pay.

Watch film C2: Khémisset Souk

❑ Film C2 shows farmers and traders arriving in donkey carts at Khémisset souk (market) from surrounding villages and countryside.

Inside the arched entrance, see the crowds of people, and how they are dressed.

What are they buying? Clothes - we see stalls with traditional djellabas for men and kaftans for women (practical for keeping comfortable in hot sun or cold desert nights);

Get used to the sounds ‘Shopping’

❑ Echoing: Select ‘C1 modern shopping’ on the e-flashcards; start with sound and text ON.

111

Early Start French Pack 3 KEY SOUNDS

C2: NEW WORDS C2: Shopping in Morocco - traditional

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

le marché - market le souk - traditional market les tapis - carpets les babouches - slippers les épices - spices des légumes - some vegetables du poisson - some fish les beignets - doughnuts la menthe - mint de la viande - some meat le porteur d’eau - water carrier les vêtements - clothes le tailleur - tailor la djellaba - djellaba le hijab - hijab il fait des altérations he does alterations

as in...courses, babouches,

souk, ouvert heard before in couscous, genou as in... achète,

babouches, marché heard before in bouche, chat marché, épices, céréales, légumes, thé heard before in épaule, école as in...

vêtements, viande, menthe heard before in mange, jambon as in...

Phrases

Qu’est-ce qu’on mange?

What shall we eat?

Qu’est-ce qu’on bois?

What shall we drink?

tailleur heard before in taille, famille, fille as in...

e-flashcards C2

e-flashcards C1-3

and slippers (babouches) for wearing indoors, to keep houses and carpets clean.

The food stalls sell spices and olives, sold loose by weight from piles on display; vegetables (green peppers, ginger roots) also sold by weight on simple balancing scales.

A water seller walks past ringing his bell.

A fish stall sells heaps of sardines, straight from the Atlantic coast, where Morocco has one of the world’s richest fishing grounds.

A meat stall sells halal meat; Muslims have strict hygiene rules and must eat meat slaughtered in a certain way; they cannot eat pork.

Some stalls also sell snacks: while shopping people stop to eat a freshly-fried doughnut (un beignet), with a glass of mint tea (thé à la menthe).

You see heaps of fresh mint ready for making this traditional drink.

A tailor seated at his open-air pedal-powered sewing machine does alterations and repairs to clothes on the spot.

Film C2: Haggling over a carpet in Khémisset market.

112

Under cover, valuable locally-woven carpets (un tapis) are on display, with typical patterns - made with wool from local sheep that is also spun and dyed locally.

Customers haggle with the carpet traders until they agree a price. Moroccan carpets are worldfamous; every home is furnished with them, and tourists like to take them back as souvenirs.

3.6

Bienvenue au Maroc Talk about...

Get used to the sounds ‘ISubjects’

n What similarities and differences with your own community do children notice? n Do families go out shopping at night where you live? n Compare familar shops with those you see in the souk at Khémisset.

❑ Echoing: Select ‘C2 Traditional shopping’ on the e-flashcards with sound and text ON.

Talking point 3 EVERYDAY LIFE IN MOROCCO Barbary pirates

There were many pirates based in strongholds in Morocco, Algeria and Tunisia, which was known as the Barbary Coast. They attacked ships trading in the Mediterranean, and crossing the Atlantic from European colonies in North and South America.

Children echo the words, and try to remember them when text is OFF.

Talk about...

n Discuss what children notice, highlighting similarities and differences with your own community - for example, why do they buy slippers? (to keep their carpets clean).

Watch film C3: The souk at night

❑ Film C3 shows Khémisset souk at night At 10pm, there is no outdoor market, but the town centre’s narrow streets and alleys are well-lit and thronged with people - including families with children - mingled with cars, lorries and bikes.

After a long day at work, people are shopping in the cool of the evening; the shops are open to the street, with counters piled with what they have to sell.

The Barbary pirates siezed valuable ships and cargoes, and made big profits selling their captives as slaves. They raided coastal villages in Europe to carry people away into slavery.

Film C3: Khémisset: bread stall in the street at night.

What are people buying?

Olives, meat, fruit, vegetables, and freshlybaked traditional round flat loaves of bread.

“Faisons les courses” - “let’s go shopping!”.

What else can you see?

Film A1: Rabat-Salé; the walled town was a pirate base.

Sultans of Morocco allowed pirates to use the old walled town at Salé, now Rabat, which was then disused and empty.

113

Early Start French Pack 3 The harbour in the river estuary in the shadow of the fortress walls made this a handy pirate base. From here they could sell captured sailors as slaves, or release them if someone ws prepared to pay a ransom.

Talking point 4 EVERYDAY LIFE IN MOROCCO Delacroix - working from sketches

Eugène Delacroix (1798-1863) visited Morocco in 1832, as part of a diplomatic mission to negotiate a Treaty of Friendship with the Sultan.

Moroccans were helping Arab resistance to French rule in neighbouring Algeria, and the French badly needed the Sultan to be neutral.

Film A1: The river estuary was the pirates’ harbour at Rabat.

Other countries had pirates: Sir Francis Drake was a famous English pirate. Queen Elizabeth I allowed him to attack Spanish ships in the years before the Spanish Armada. She took a share in the profits from selling the ships and cargoes and ransoming wealthier captives.

Delacroix made quick sketches of anything interesting, like the tumbledown walls of Meknès

Pirate ships escaped into their Salé stronghold in Morocco.

Previously “Talking Point 1” suggests how the problems of piracy were an important reason why European powers conquered and colonised Morocco in the late 19th and 20th centuries.

For more information, see this chapter’s page at www.earlystart.co.uk

Talk about...

n Discuss English and Moroccan pirates. What would it be like to be a Spanish sailor captured

by Sir Francis Drake? ...or an English fisherman taken from your bed in a night-time raid by Barbary pirates? n Find out about Robinson Crusoe; he started his adventures by being captured by Barbary pirates. Crusoe later escaped, only to be shipwrecked on a desert island.

Later, he used his sketches to create elaborate paintings, like this one of the Sultan made in 1845, 13 years after the event.

114

Working from sketches Select ‘2. the artist Delacroix’ on the e-flashcards, which tell how Delacroix filled several sketchbooks on his travels. He often produced different final works from the same raw materials in his sketches; we focus on one large work, the ‘Sultan of Morocco’, painted in 1845.

3.6

Bienvenue au Maroc Be an “Impressionist” Delacroix is often described as an early “Impressionist”: he was good at using quick swirls of his brush and dabs of colour to give the impression of what’s happening and the mood of a situation - rather than portraying realistic line and detail like most professional artists of his time.

When creating artworks, children could try for a deliberate effect like Delacroix: ask them to draw roughly how a scene with (say) your headteacher could emphasize their importance and power, in the same way that he did with the Sultan - or they could sketch (say) a sporting contest (a race or a netball match) in the style of ‘The Lion Hunt’.

In this he set out to emphasize the dignity and power of the Sultan, a traditional ruler who stood up to the mighty modern French army.

Delacroix made rough sketch layouts for the finished work.

Earlier rough sketches show how he planned the layout. He drew: n the walls of the Sultan’s capital city Meknès larger than life to make them more imposing (the French later made Rabat the capital); n only the Sultan is on horseback; n only he is shaded by a slave’s umbrella; n all eyes are on him, so he seems important.

Use sketches like Delacroix Ask children to start a sketchbook, in which they make quick sketches of scenes that interest them. They’ll need a subject; suggest something that has lots of action and emotion, like a football match, a performance (a circus, ballet, school play...) or an event, e.g. a parade, or ‘the first day at school’.

Delacroix portrayed the raw emotions of ‘The Lion Hunt’.

CROSS-CURRICULAR ACTIVITIES

❑ Art and Design: Use the e-flashcards to explore how sketching can capture your first impressions. Suggest subjects that children could use to experiment with sketches and rough layouts, even if they lack the technical proficiency to proceed to a more finished detailed artwork.

They could respond to the film images of Morocco, or to more immediately available scenes around them, such as suggested in this “Talking Point 4”. For more information, see this chapter’s page at www.earlystart.co.uk

Delacroix made sketches of people and places.

Fill a book with sketches, notes, collages, diagrams and thoughts about the subject.

Delacroix usually had to sketch very quickly; he drew the main shapes and wrote down what colours things were, but left lots of details blank - a face could always be added later! Children may find it helps to be given a tight timescale, say one minute, to sketch an object or person.

115