Sample chapter Early Start French Pack 2

Early Start French Pack 2

10. Qu’est-ce que tu aimes?

What do you like (to eat)?

* “False

frien

ds” Les chips are British cri (US -”chip ped potato sps es”).

Chips (US -“French fries”) are les frit es.

This is the first of three sections about food.

This section introduces the names of snack foods and drinks that are popular with French children; and shows an ordinary French family having breakfast.

It also shows how to say whether you like particular food items.

If you are linked with a French school, or planning a visit to France, children will be curious about French food, and keen to be able to express their preferences.

Section 11 will introduce more foods, show a family lunch, and help children say what they would like at meals or in a shop.

Later sections will use the language for likes and dislikes in more contexts - talking about sports, pastimes and school subjects.

NEW WORDS AND PHRASES

les frites* (f) or les pommes frites les chips* (f) les bonbons (m) le fromage le jambon un sandwich un sandwich au jambon la limonade le coca le jus d’orange le chocolat le chocolat chaud

- chips - crisps - sweets - cheese - ham - a sandwich - a ham sandwich - lemonade - Coke ® - orange juice - chocolate - hot chocolate

Qu’est-ce que tu aimes?

What do you like?

Qu’est-ce que tu aimes manger?

What do you like to eat?

Scene from video section 10: the chip van in Hesdin’s market square -“Les pommes frites”.

VIDEO

j’aime ... (les frites) I like ... (chips)

Introducing the names of foodstuffs: Chips: We see chips being sliced, cooked and sold in the chip van in Hesdin town square: les pommes frites.

Crisps: We see crisps on the supermarket shelves: les chips.

Sweets: Jars of sweets on a stall at the fairground are shown: les bonbons.

Cheese: We look at different cheeses on the market stall: le fromage.

Ham: We see ham being sliced on a market stall, then more ham arranged on a plate in a restaurant: le jambon.

je n’aime pas ... (le fromage) I don’t like ... (cheese) moi aussi me too.

REMINDER

(Un coca) ... s’il vous plaît (A Coke) ... please CD Track 22

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2.10 Qu’est-ce que tu aimes?

A sandwich: Some children are eating sandwiches as a picnic lunch: un sandwich.

We see that one of the girls is eating is a ham sandwich: un sandwich au jambon.

Lemonade: We see lemonade being poured into a glass: la limonade.

Ordering in the café: A group of children and their mothers are in the café in Hesdin. One mother asks the waiter for four Cokes: “Quatre cocas, s’il vous plaît”.

Coke: The Cokes arrive and the children start drinking: le coca.

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

“ ” as in jambon bonbons Heard before in:

bonjour crayon

“ ” as in jambon jus d’orange fromage Heard before in: rouge bonjour

“ ” as in frites chips limonade Heard before in:

piscine lundi

“ ” as in chocolat

chips Heard before in: chaud chien

“ ” as in jambon

en France temps boulangerie

Heard before in:

Listen to the native speakers - try to copy their typically French sounds.

Scene from video section 10: Arnaud presses fresh orange juice for breakfast -“Le jus d’orange”.

CD Track 22

Breakfast at Arnaud’s house: Arnaud, Marion and 4-year-old Arthur are having breakfast.

Orange juice: Arnaud presses fresh orange juice: le jus d’orange. The children drink it.

Hot chocolate: Marion puts instant chocolate powder into a bowl of milk: le chocolat. The milk was heated up in the microwave: le chocolat chaud.

Claude, their mother, asks Marion if she would like more orange juice: “Marion, tu reveux* du jus d’orange?” ( *colloquial usage) She then offers some to Arnaud: “Arnaud?”

Likes and dislikes: Graphics representing “I like...” - J’aime and “I don’t like...” - Je n’aime pas.

Children say that they like some foods and that they don’t like others: “J’aime les chips”.

“J’aime les frites”.

“J’aime les sandwichs”.

“Je n’aime pas le fromage”.

“J’aime le coca”.

“Je n’aime pas le chocolat chaud”.

“J’aime les bonbons”.

“J’aime le jus d’orange”.

“Je n’aime pas le jambon”.

“J’aime la limonade”.

Question and answer: What do you like to eat?

Children respond to the question, “Qu’est-ce que tu aimes manger?”

They all say that they like chips! “Les frites”.

Song: “Qu’est-ce que tu aimes?”

Qu’est-ce que tu aimes?

Moi, j’aime les pommes frites.

Moi aussi, j’aime les frites, Les bonbons et les chips!

(See music and words later in the chapter.)

Scene from video section 10: Breakfast - children dunking bread in their hot chocolate, and drinking from the bowl.

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Early Start French Pack 2 Planning your lessons

3. Get used to the sounds

Before watching the video, play a game to remind pupils of whether “le” or “la” goes with some of the nouns they know.

Also talk with the class about what they like to have for breakfast, and what snacks they like when they feel hungry or thirsty.

Ask them to speculate about what French children might say to the same questions.

The video of ‘breakfast at Arnaud’s house’ is a good opportunity to practise “gisting”.

After the video, give pupils practice so they get used to hearing and saying the new words for foods. If they are confident, you can extend activities to choosing snacks, e.g. in a café; and to expressing likes and dislikes regarding food and drinks.

❑ Echoing: Make flashcards from the pictures on the activity sheet, or display on the OHP/ whiteboard. Show each of the pictures and say the corresponding food name in French.

Pupils echo the words.

Repeat this several times until the children are saying the new words confidently.

4. Respond with understanding ❑ Play “true or false?” 1 Show the pictures again. When you show the orange juice picture, say “C’est le jus d’orange?”

The children respond, “Oui, c’est le jus d’orange” or just, “Oui”. You could use your Frenchspeaking puppet to demonstrate.

Make an occasional “mistake”, e.g. show the picture of cheese but ask “Ce sont* les bonbons?”

When you do this, pupils say “Non”.

At this early stage, follow a deliberate mistake with the correct name: say “C’est le fromage?” and pupils reply, “Oui, c’est le fromage.” *NOTE: use “ce sont” instead of “c’est” with plural nouns.

Activities 1. Warm up You could warm up by asking children (and the puppet) to sort picture-cards into groups by gender, and to point out when the puppet makes a mistake, e.g. “la café?”, “le soeur?”

❑ Play “true or false?” 2 (game) Show the pictures again. When you say the correct word for each picture, pupils echo it.

Occasionally say the wrong name for one of the pictures. When you do, pupils remain silent.

2. Watch the video ❑ Watch video section 10: “Qu’est-ce que tu aimes?” to introduce the new vocabulary for foods. On first showing, you may want to stop before the breakfast at Arnaud’s house, and show that later.

❑ Play “pick-a-snack” 1 Give everyone one of the food pictures cut out from the activity sheet. When you call out a food item, all the pupils with that picture hold it up for everyone to see.

HOW FRENCH WORKS 1. Saying the negative - REMINDER Pupils already know how to make negative statements in French: “Je n’ai pas d’animal”, “Je n’ai pas de soeur”.

They add “n’(e) ... pas” around the verb.

“Je aime ...”/ “Je n’aime pas ...” follows the same pattern.

2. Saying “the” - REMINDER Pupils know that you use: “le” with a masculine noun (le chien); “la” if the noun is feminine (la piscine); but “l’” if it begins with a vowel or silent ‘h-’; and “les” if the noun is plural.

To add excitement, divide pupils into teams, each with a set of pictures. The first to hold up the correct picture wins a point for the team.

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2.10 Qu’est-ce que tu aimes? ❑ Echoing: Using the phrases from the video, start by displaying your own likes and dislikes with flashcards, or an OHP/ whiteboard.

Show each of the food pictures in turn, with either the “happy” symbol (“j’aime”) or the “sad/grumpy” one (“je n’aime pas”).

Ask children to echo each time, as you establish the pattern (see “How French works 3”): e.g you show chips and a happy face, and say, “J’aime les frites”; pupils echo. ❑ Play “pick-a-snack” 2 Draw a straight line to divide the board in half.

On one side, stick the food and drink pictures.

Place a second set of the pictures on the other half of the board, but arranged differently.

Divide the class into teams. One child from each team stands by the board.

As you call out each food item, the pupils try to be first to remove the corresponding picture from their side of the board.

❑ Play “what I like: true or false?”

When pupils are confident with the new phrases, start making occasional “mistakes”.

Sometimes show the “j’aime” symbol, but say “je n’aime pas”; or show one food, but say another. If what you say is correct, pupils echo the words; if it is incorrect, they remain silent. ❑ Play “do YOU like it?”

Give everyone a picture-card from the activity sheets. Ask them to put it flat on the table in front of them so that you can see it.

Move around the room, asking each child if s/he likes the food on their card, e.g. “Tu aimes le fromage?” Children reply “oui” or “non” as appropriate. As they gain confidence, they can reply “Oui, j’aime le fromage.”

❑ Play “what’s in the picnic basket?”

Place a selection of the food and drink pictures into a box which will be a “picnic basket”.

Ask children to guess what is in the basket.

When they guess one correctly, take it out and show it to the class. Invite pupils to have a turn.

It is worth checking beforehand that the person choosing what to put in the basket knows the names of the items s/he has chosen.

❑ Play “Taste-Test” If possible, use some real examples of the foods introduced in chapters 2.10: e.g. some crisps; little bits of cheese or ham; a sandwich cut into pieces; small cups of drink.

Pupils take it in turns to try a sample and announce what they think.

They say “J’aime... [les chips]” or “Je n’aime pas... [la limonade]” as they wish.

When pupils are confident with the new words, move to talking about likes and dislikes

HOW FRENCH WORKS: 3. Saying what you like - spot the extra word Pupils saw in the video French people express opinions e.g. ”I like Coke”, phrased with an extra word that’s not there in English: “J’aime le coca” - literally, ”I like the Coke”.

The extra word is always there: “J’aime les chiens”, “J’aime l’école” ...

J’aime les chips.

I like crisps.

Je n’aime pas le fromage.

I don’t like cheese.

CD Track 22

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Early Start French Pack 2 ❑ Play “listen to the sounds” or “find the sounds” as in previous chapters.

Introducing the written word When pupils are familiar with hearing and saying the new words and phrases, you could show them the final sequence of video section 10: “Qu’est-ce que tu aimes?”, which repeats each of the key phrases with on-screen text.

“Tu aimes les chips?”

Make sure children feel able to refrain from tasting any food: some may have dietary requirements (e.g. be vegetarian) or allergies.

❑ Play “word-picture match” 3 Here is a variation on “word-picture match”, from Ch.2.2. Arrange the names of food and drink items on one side of the board, and the picture-cards on the other, in a different order.

Ask a pupil to come to the front of the class.

When you call out, e.g. “les chips”, s/he draws a line to link text with picture.

Repeat this with the other pictures.

■ Make this into a fun “blind-tasting”, by concealing each food sample under a cloth, so pupils have to identify the food as well as say if they like it.

■ You can expand this into a Food Technology project; see “Cross-curricular activities”.

❑ Play “big sentences” The aim of this activity is to remember the sentence as it grows longer.

Pupils sit in a circle. The first child says, e.g.

“J’aime les pommes frites”. The next replies, “J’aime les pommes frites et ...” and adds another item, e.g. “le coca“. This continues round the group, everyone adding a new item to the list.

If you run out of foods, you can add animals.

The winner is the last pupil to correctly say the longest sentence. Note the class record-holder.

Spot the SILENT letters This game was described in Ch.2.1.

You display a word on a text-card, OHP or whiteboard, and tell the class to look for a letter, e.g.“s”. As you say the word, point to each occurrence of “s”. Ask them to touch their nose if they hear that letter (YES), but to pat their head if it’s silent (NO): e.g. “chips (YES)”; “les (NO) bonbons (NO)”; “le jus (NO) d’orange”... with “t”: “chocolat”, “frites”... with “h”: “Hesdin”, “huit”,“hamster”...

5. Working in pairs ❑ Play “tu aimes?”

Each pair of pupils has a set of food and drink pictures from the activity sheet.

They put the cards face down on the table and take it in turns to turn over a card.

For example, if player 1 reveals a picture of the crisps, s/he asks “Tu aimes les chips?”

Player 2 replies, “Oui, j’aime les chips” or “Non, je n’aime pas les chips” according to preference.

CROSS-CURRICULAR ACTIVITIES ❑ Food Technology/ICT: Survey & Taste-Test Set up an investigate-and-taste activity with different varieties of French cheeses, flavoured crisps, or French breads and pastries.

Children can use the French they know to ask others their opinion of each cheese; to say which they like or dislike. Some pupils may be ready to go further, and give each marks, and pick adjectives* to describe the food ...

Child 1: “Tu aimes le fromage A? Oui ou non?”

Child 2: “Non, je n’aime pas le fromage A.” Child 1: “... de zéro à cinq?”

Child 2: “Zéro!”

Child 1: “C’est *délicieux?...*dégoûtant?...ça va?”

Child 2: “C’est *dégoûtant!”

6. Watch the video again ❑ Show video section 10: “Qu’est-ce que tu aimes?” again for reinforcement.

7. Look again at sounds Now that the new words are familiar, remind pupils of the typical French sounds highlighted in this chapter’s “key sounds” box.

*NOTE: After “it is ...”, the adjective is always masculine, whatever “it” refers to. See also ch.2.13.

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2.10 Qu’est-ce que tu aimes?

Before pupils start, go through the vocabulary needed, including the alphabet (see ch.1.4A).

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

When you finish the food survey, tell the children about each sample. See this chapter’s “talking points” on French breakfasts and cheeses; more ideas on www.earlystart.co.uk.

Exchange results with a French partner school.

❑ ICT and Literacy: “Language Swap”.

Arrange a “language swap” with your French partner school. Talk with the class about collecting a “word-bank” to send to France.

This should include lots of different and more colourful ways of saying in English that you like or dislike something, e.g. “I loathe ham”...

Then swap by e-mail, fax or by exchanging digital sound or video files with the Frenchspeaking class. In return, they might send you phrases like: “J’adore le jambon”; “Je déteste le jambon” ... (see “extra words and phrases”). ❑ Drama - likes and dislikes: Pupils can improvise around food they like or dislike, with all spoken language in French and any additional action mimed. Some may prefer to use their puppets.

For example, while packing a picnic basket, pupils could display a variety of characteristics.

One could dislike everything that is suggested; another could be over-enthusiastic and find everything to his/her liking.

Scene from video section 10: “un sandwich”.

❑ Food technology: design sandwich-fillings Your class can design-and-make a range of fillings for les sandwichs, using French baguettes.

Decide who you are making them for: a class picnic? ...a parents’ evening? ...French visitors?

You may want to use French-style ingredients; or to reflect local produce of your own region.

Children can use their French in measuring, weighing and counting, asking for implements and ingredients, timing any cooking, etc.

They can also evaluate the results in a survey, conducted in French, as above. Parents may like to join in this activity, which could be developed as a consolidation/ bridging activity (see ch2.16).

❑ Music: write new song about food: Play pupils the song, “Qu’est-ce que tu aimes?” again - from the video or the Audio CD for teachers. The music is below.

Ask children to say the words, and clap on each syllable. Can they pick out the rhymes?

Qu’est/ -ce / que / tu / aimes?

Moi, / j’aime / ... / ... / ... .

Moi / aus-/si, / j’aime / ... / ... , ... / ... / ... / et / ... / ... .

Suggest children write their own words to a well-known tune. Discuss possible rhymes, and words with the right number of syllables to fit in with the chosen tune.

SONG: “Qu’est-ce que tu aimes?”

B

E

E

B

Qu’ est-ce que tu

A

Moi

B

auss - i,

C m

j’aime

B

les

frites,

E

F m

aimes?

E

les

Moi j’aime les pommes frites.

B

bon - bons

CD Tracks: 9-song 10-karaoke

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B

E

et

les

chips.

Early Start French Pack 2 EXTRA WORDS AND PHRASES

Talking point 1

BREAKFAST EVERYDAY LIFE IN FRANCE A typical French breakfast?

le petit déjeuner breakfast un café a (cup of) coffee un thé

As in most European countries, what French people eat for breakfast varies enormously from person to person and family to family.

[you could also say “une tasse de thé”]

a (cup of) tea un pain au chocolat a pastry with chocolate inside un croissant - a croissant les corn-flakes - cornflakes DOING A SURVEY

On fait un sondage ... (sur les fromages français) We’re doing a survey ... (on French cheeses) Le matin, qu’est-ce que tu aimes manger?

What do you like to eat in the mornings?

Breakfast at Arnaud’s house: Arnaud’s mum pours orange juice, while the children eat bread and hot chocolate.

Children saw Arnaud’s family in the video having breakfast: - freshly-squeezed orange juice; - bread dunked in hot chocolate; At weekends and on holidays, they have croissants with butter and jam. For special days, they might also buy fresh pastries like pain au chocolat or pain aux raisins.

Arnaud’s mother, Claude, goes out to work and is very busy; she finds cereals or bread are quick to serve. But their orange juice is often freshly-squeezed, not out of a packet.

Like most adults, Claude drinks coffee while the children have hot chocolate. In France, coffee is adults’ usual drink through the day, rarely tea.

Breakfast in French-speaking countries French Canadians in Québec are used to a much bigger British-style breakfast, so they call it “déjeuner”, not “petit déjeuner”.

This dates back to the language and customs of the 17th century, when settlers crossed the Atlantic from France - and needed a hearty breakfast before a hard day toiling in the fields.

Traditionally they have another big meal around midday, called “le dîner”; and just soup with bread for supper, called “le souper”.

Belgians enjoy a breakfast waffle - “une gaufre”.

Giving reasons *

C’est délicieux - It’s delicious C’est dégoûtant - It’s disgusting Ça va - It’s all right * NOTE: see chapter 2.13 for more words.

Hear the pronunciation of these phrases on the audio CD for teachers.

CD Track 22

Cultural awareness ■ You can talk with pupils about what they each have for breakfast. How many different breakfasts did your class have today?

■ What would be a “typical breakfast” in your community?

■ Ask your French partner school what THEY think is a “typical” British breakfast?

■ What did pupils notice about how the French children ate their breakfast?

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2.10 Qu’est-ce que tu aimes?

■ added ingredients - the makers of blue cheeses deliberately inject mould which spreads through the cheese; others add herbs ...

■ how it is stored - some cheeses are kept in cool, damp caves or cellars, so the taste of the cheese develops in a particular way.

The results are very varied: ❑ soft, creamy cheeses, e.g. Brie, Camembert; ❑ hard cheeses - e.g. Comte; ❑ blue cheeses - e.g. Roquefort.

Make sure your class taste-test includes examples of as many different types as possible.

Cheesy stories Many tourists come to see the places where the more famous cheeses are made, and the guides tell them interesting stories.

They tell how Roquefort originated when a shepherd-boy from the village of Roquefort left his lunchtime cheese (made from sheep milk) in the local limestone caves.

When he came back later, he found his cheese had grown mouldy. He was curious (or hungry) enough to taste it anyway, and was surprised to find it was delicious!

So the local cheese-makers left their sheepmilk cheeses to mature in the damp caves, and that is how the famous Roquefort blue cheese came to be made!

■ Ask children if they have heard other stories like that to explain the origin of something.

■ Do they think they are always true?

■ Children could write a mythical story to explain the origin of something in your area.

Find out more about French cheeses on www.earlystart.co.uk - with links to other suitable and informative sites.

Talking point 2 EVERYDAY LIFE IN FRANCE French cheeses Try a “Taste-Test” to find out which French cheeses the class likes best. Why not ask your French partner school to taste-test English cheeses, and tell you what they think.

Variety There are more than 360 different named French cheeses - one for each day of the year!

French cheeses sold by weight on a market stall.

How cheese is made You make cheese with the solids in milk: it takes about 10 volumes of milk to make one of cheese. If you leave milk to go sour, you can see how it gradually separates into curds (the solids used for cheese) and watery whey.

Cheese-makers usually start this curdling process by adding enzymes, such as rennet.

The curds are then poured into circular containers to mature, emerging as a round “cheese” shape when they are ready to eat.

Why cheeses are different The taste and appearance will depend on: ■ type of milk used, e.g. from cows, sheep, or goats; whether it is very creamy...

■ pressing, to remove more of the liquid from the curds, to make a harder cheese; ■ heating - sometimes the curds are cooked; ■ washing - some makers regularly pour a liquid, like beer or wine, over their cheeses.

This adds flavour and makes a coloured rind;

RECORDING & ASSESSMENT Children are now ready to record their achievements to date on the “can-do statements”: 7. TALKING ABOUT THE WEATHER to 10. SNACK FOODS AND DRINKS. (Find them after chapter 2.16).

Each child could add his or her completed sheets to their European Languages Portfolio.

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