F3.08 seasons v22

Early Start French Pack 3

8. Les quatre saisons The four seasons

This section brings together many aspects of the work pupils have done in this and previous Early Start French packs when they learnt to talk about months of the year, birthdays, weather, hobbies and clothes.

With only FOUR new words (and some connecting words), children will discover that they can now talk at considerable length and some subtlety about the seasons in the context of all the other topics they have explored.

Pupils will see French children learning a simple poem about spring which they can easily join in with.

They will find out about creative responses to the seasons in northern France - a village scarecrow festival and how fresh seasonal vegetables like cauliflowers once excited the aristocrats of the French king’s Court.

Films to see Part A: Introducing the seasons A1. The four seasons A2. Seasons and weather A3. JOKE Part B: Talk about the seasons B1. Describe a season B2. Birthdays and seasons B3. Q&A: What is your favourite season?

Part C: Creative responses to seasons C1. French class introduced to poem: ‘Le retour du printemps’ C2. Film illustrating the poem C3. Scarecrow festival C4. Cauliflowers in Saint-Omer

Find transcripts on the disc

Part A: Introducing the seasons

Planning your lessons

Watch film A1: Naming the seasons

❑ Watch film A1 to introduce typical French sights and activities for spring, summer, autumn and winter - in that order.

Section A names the seasons in French, and links this with previous work on weather.

With some additional vocabulary and phrases, children can explore describing seasonal weather variations in French.

Activities Warm up

Before showing film A1, introduce children to the music of “The Four Seasons” concertos by Vivaldi (see “Talking Point 1”). Use the menu on the e-flashcards which links to the short versions also heard in film A1 - or you could use your own resources from CDs or the web.

Play each piece of music and ask pupils to write down in English which season they think it represents - but do not tell them the answer!

Talk in English about their choices and make a note with the class of how many people thought piece (i) represented “spring” etc.

Film 8: A1 - ”C’est quelle saison?” Summer in Wimereux.

The background music for presenting each season is the appropriate Vivaldi concerto.

3. Get used to the sounds

❑ Echoing: Show the e-flashcards, or use enlarged copies of the activity sheet.

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NEW WORDS AND PHRASES

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

A1: The seasons C’est quelle saison?

What season is it? le printemps - spring l’été (m) - summer l’automne (m) - autumn l’hiver (m) - winter

été heard before in vélo, pied, légumes, marché as in...

as in... printemps

devant, jambe, antennes, santé

e-flashcards A1

heard before in

printemps heard before in train, main, lapin, moins as in...

Show each picture, initially with sound ON and text OFF. Pupils echo the words, e.g. “l’hiver” - pay careful attention to “key sounds” and silent letters as these words all have elements of pronunciation and spelling which are strange for English speakers. n Use the e-flashcards, to play “true or false” and “jigsaw puzzle” to further practise the new words until children say them well and remember them. ❑ Play “ listen to the sounds” 1 Identify a physical response for pupils to make to each of the “key sounds” listed in the box.

As you call out a selection of words, the children perform the appropriate action when they hear the sound in a particular word. ❑ Play “ listen and clap” Pupils can clap the names of the seasons. Ask them to focus on the key sounds as they clap each syllable, e.g. l’é-té (2 syllables);

l’au-tomne (2 syllables);

l’hi-ver (2 syllables);

le prin-temps (3 syllables).

Respond with understanding

❑ Decide a physical action for each season - e.g. shiver for winter; dig the garden for spring; eat an icecream for summer; pick apples for autumn. They perform the action as you call out the seasons. Make it funny by speaking fast, whispering etc.

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as in... printemps,

seen before in

hiver

escargot, huit

e-flashcards A1

❑ Vivaldi music: spot the season?

Use the e-flashcards to play Vivaldi’s music again. Talk with pupils about their responses.

Each musical note button plays one of the seasons concertos at random; pupils say which season they think it represents by clicking on the picture, e.g. 2=summer...

How many identified the “correct” piece of music for each season?

Warm up

Before showing film A2, warm up by playing some of the games from Pack 2 Ch 2.7 to remind pupils about describing the weather.

Use the e-flashcards, ‘Seasons and weather’, and select ‘Weather revision’, e.g. “il neige”(it’s snowing); and then introduce some new phrases by also selecting ‘Weather new’, e.g. “il y a des averses” (there are showers).

Early Start French Pack 3 NEW WORDS AND PHRASES A2: In a season Quel temps fait-il... (en hiver)?

What’s the weather like... (in winter)?

(En été) ...il fait beau (In summer) ...it’s fine

n Use the e-flashcards, to play “true or false” and “jigsaw puzzle”.

au printemps en été en automne en hiver

Watch film A2: Seasons and weather

❑ Watch film A2 which shows a variety of seasonal images of France representing different kinds of weather in some of the towns and villages which featured in Pack 2.

- in spring - in summer - in autumn - in winter

1

A2: Weather (REVISION) il y a du soleil - it is sunny il y a du vent - it is windy il fait mauvais - it is nasty il fait beau - it is fine il fait chaud - it is hot il fait froid - it is cold il pleut - it is raining il neige - it is snowing

A2: Weather (NEW) il y a des averses - there are showers il fait gris - it is cloudy le ciel est bleu - the sky is blue tout est calme - all is calm il y a du tonnerre - there’s thunder et des éclaires and lightning il y a du brouillard - it is foggy

Film 8: A2 - ”C’est l’été... à Sars-Poteries il pleut!”

There are familiar weather phrases and also some which were previously “extra words” - all now related to seasons.

Get used to the sounds

❑ Echoing: Select ‘seasonal weather’ on the e-flashcards with sound on and text off.

e-flashcards A2

1 1

HOW FRENCH WORKS: Saying “in...” a season

Children may notice that, in French, you say: “au printemps” but “en été”, “en automne”, “en hiver” Why? It’s not gender - all the seasons are

Pupils echo the phrase describing each picture, e.g. “Au printemps il y a des averses”.

masculine nouns, unlike with countries.

A plausible explanation is to make the phrases easier to say: “en” flows naturally into the following vowel or silent-h, whereas “au” equally easily runs into the opening sound of “printemps”.

Respond with understanding

❑ Talk about the language in film 8 A2.

Children may notice in the film how the phrase “au printemps” is used to say “in spring” but

Languages are built by custom and usage rather than logical rules!

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with the other seasons you use “en...”?

“How French works 1” suggests this is 1 for ease of pronunciation.

Extra: Joke CROSS-CURRICULAR ACTIVITIES

Talk about the film A2 which shows that, during

any one season in France there can be quite diverse weather. For example, in summer, when

❑ 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.

❑ Play “Which season is this?”

Here are a variety of ways in which the children can respond to the questions, “C’est quelle saison?” and “Quel temps fait-il (en hiver)?” n Mime the season Pairs of pupils prepare a mime to represent a season. The rest of the class must guess which season they are miming. n Weather descriptions Present the class with a series of weather phrases which are appropriate to a particular season. e.g. “Il fait froid. Il neige”.

Pupils say what season you are describing, e.g. “l’hiver”. You could also invite confident children to choose the phrases. n Dressing up Provide the children with a collection of “weather” clothes and props such as sunglasses and umbrellas.

Watch film A3: seasons joke

we see children sailing on one occasion in the sea in bright sunshine, then on a lake when it’s cold and grey and it rains.

It’s similar in spring: the kite flying sequence shows lots of different kinds of weather over the course of a spring day - cold, windy, showers, and sunshine after the showers.

❑ Watch film A3 in which the joke is told, first by a French child, then repeated with a cartoon. ❑ Literacy: Help pupils work out the meaning of the French joke. This joke is a surreal flight of whimsical fancy.

The answer to “Que fait un éléphant pour déscendre d’un arbre?”- “What does an elephant do to get down from a tree?” is of course, “It sits on a leaf and waits for autumn!” (“Il se met sur une feuille et attend l’automne!”).

Joke: “Il se met sur une feuille et attend l’automne!”

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

éclair heard before in été as in... chaud, froid, pleut,

fait, vent, brouillard

seen before in printemps, hiver as in...

As you make statements about a particular season, pupils take it in turns to dress up in response to the phrases they hear, e.g. “En éte il y a du soleil”; “Au printemps, il y a des averses”.

You could also play this as a game with two teams competing to be first to dress appropriately.

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e-flashcards A2

Les quatre saisons

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

This page may be photocopied for classroom use

Š 2012 Early Start Languages

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Part B: Talk about the seasons NEW WORDS AND PHRASES B1: Describe a season

Part B re-visits lots of familiar vocabulary from a range of topics in this new context.

Children are encouraged to make simple statements about the seasons, and to describe seasonal events - including those portrayed by famous French and other artists.

Décrivez une saison Describe a season

(En été) je vais (à la plage) (In summer) I go (to the beach)

Planning your lessons

J’aime faire (de la voile) I like to (go sailing)

In describing the seasons, children will need varying degrees of help with adjectives when creating French sentences.

Je mange (des glaces) I eat (ice-cream)

Activities

Colours and seasons Associez une couleur à une saison Associate a colour with a season

Warm up

Before showing film B1, warm up by revising the French words for colours which can be used to describe seasonal scenes, e.g. point to different objects around the room and say, “C’est quelle couleur?”.

Tout est... bleu Everything is... blue e-flashcards B1

Ask pupils to think of any sentences they can say in French which start “in summer...”.

As each phrase is heard, draw a quick picture to represent the phrase e.g “En éte ...il y a du soleil”; “...je mange des glaces”; “...je vais à la plage”; “...je porte un short et un t-shirt”, etc. n Encourage children to extend their sentences by using joining words like “parce que” and “et”, e.g. “En éte, je porte un short et un t-shirt parce qu’il fait chaud”.

Watch film B1: describe a season

❑ Film B1 shows some things that happen in each of the four seasons, referring back to previous chapters.

❑ The seasons in Art Display the e-flashcards, “The seasons in Art” which show a series of mainly French art-works initially with no title or identification - just the question, “C’est quelle saison?”

Film 8: B1 - ”...en été je mange des glaces.”

Film B1 includes lots of familiar vocabulary including references to food, clothing, weather and hobbies. Pupils are also reminded of words and phrases encountered in Ch.3.4, “Les petites bêtes” (dead leaves etc.) .

Respond with understanding

❑ Play “What shall I draw?”

Draw a large circle on the whiteboard and divide it into four. Label each quarter, “en été’”, “au printemps”, etc.

Click on ‘i’ to find out more about the work

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Early Start French Pack 3 EXTRA WORDS B1: Antonyms Trouvez les antonymes Find the antonyms (opposites) chaud / froid - hot / cold clair / sombre - light / dark heureux / triste - happy / sad Teacher instructions Tapez les pieds quand vous entendez... un nom Tap your feet when you hear... a noun

KEY SOUNDS

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

décrivez, été heard before in vélo, pied, légumes, marché as in...

as in... printemps

lancez, jambe, antennes, santé

heard before in

Tapez les mains quand vous entendez... un adjectif Clap your hands when you hear an adjective

juin, printemps heard before in train, main, lapin as in...

as in... printemps,

e-flashcards B1

seen before in

Ask the children, “C’est quelle saison?” - and probe their reasons, “Pourquoi?”. One example shows a train in a snowy landscape; some children may be able to say, “C’est l’hiver.

En hiver il neige”. Others can say in English or your own language: ...what weather is shown? ...are trees or fields a clue to the season?

hiver escargot, c’est

e-flashcards B1

You could introduce the colour wheel.

Ask pupils to associate one or more colours with each season: “Quels sont les couleurs (d’hiver?)”. Make a table on the board, and ask: “Associez une couleur à une saison”.

Some pupils maybe able to explain their reasons in French, e.g. “parce que la neige est blanche”.

Other children will need to use English (or their own language). n Arcimboldo and the seasons On the e-flashcards, click “3” to select works

by Arcimboldo: this Italian artist created portraits made up of objects such as fruit - including a series representing each season as a person:

Click ‘3’ to show landscapes from one season*

At any point, click on the “i” button for information about the work: it reveals the title and date of the painting, the artist and interesting background information. n Associating seasons and colours On the e-flashcards , click “3” to show landscapes from one season e.g. “winter” (or you can select works by Arcimboldo, see later).

Look through the seasonal landscapes, and ask children to find images that evoke adjectives such as: chaud/froid (warm/cold), clair/sombre (light/dark).

Ask them to identify warm colours (yellows, oranges, browns, yellowish greens, warm reds) and cool colours (blues, greens, pinks, purples, blue-greens, magentas, and purple-reds).

On first showing, ask children to work out what season is represented, and why. n Make statements about art: Using the e-flashcards landscapes as inspiration, ask children to make more statements about the seasons, e.g. “en hiver, il neige; tout est blanc”.

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You write the statements on the board for all to see. Then, as a class, read out loud each statement in turn - tell half the class to tap their feet when they hear a noun; the other half to clap hands when there’s an adjective. (see “Extra words” for teacher instructions in French). . n Make statements, spot nouns, adjectives: Watch film B1 again, spotting either nouns or adjectives as they are spoken. n Say the opposite: Look through the e-flashcards landscapes to find pairs of images that evoke opposites such as: chaud/froid (warm/cold), clair/sombre (light/dark), heureux/triste (happy/sad).

NEW WORDS AND PHRASES B2: Birthdays and seasons Les mois de printemps - mars, avril, mai Spring months - March, April, May Les mois d’été - juin, juillet, août Summer months - June, July, August Les mois d’automne: septembre, octobre, novembre Autumn months: September, October, November Les mois d’hiver - décembre, janvier, février Winter months - December, January, February Mon anniversaire est... (au printemps) My birthday is... (in spring) B3: Preferences Quelle est ta saison préférée?

Which is your favourite season?

CROSS-CURRICULAR ACTIVITIES

❑ Art and design - “My favourite season”: Ask pupils to paint their favourite season, using some of what they have learned. They can then show their pictures to the class and describe what the pictures show.

Alternatively, while the artist holds up the picture, the class describes what they can see and guesses what season is represented. ❑ Drama: Mime the season Prepare a mime in groups, the rest of the class guess the season and describe what is happening e.g. “C’est l’hiver. Il neige; je porte un chapeau et des gants; je bois du chocolat chaud; il fait froid...”

e-flashcards B2

Respond with understanding

❑ Play the ‘Months and seasons’ game: Play the game on the e-flashcards to group months into seasons with the whole class:

Warm up

Before showing film B2, warm up by revising months and birthdays.

Watch film B2: birthdays & seasons

❑ Film B2 shows ways to say when children’s birthdays are; which month and season.

Match each month to a season, e.g. drag “février” into the box for “l’hiver”. ❑ You say, “Mon anniversaire est en automne”.

Move round the class asking individuals, “Quelle est la saison de ton anniversaire?”

Children reply “Mon anniversaire est... (en hiver)”. ❑ Birthday circle game 1: Children sit in circle, and go round saying the season of their birthday (or throw a ball); “Mon anniversaire est... (au printemps)”.

Remind pupils of the phrase used in film B2 to say which season someone else’s birthday is in. e.g. “L’anniversaire de (Justine) est en été”.

Film 8: B2 -Zélie-”Mon anniversaire est au printemps.!”

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Early Start French Pack 3 CROSS-CURRICULAR ACTIVITIES

❑ Birthday circle game 2: Each child writes his name and birthday month on a piece of paper. Put the papers in a box and mix them up.

The first child takes a paper and says which season the person’s birthday is in, e.g. ‘Daniel/ octobre’ - “l’anniversaire de Daniel est en automne”.

❑ ICT: Do a survey Pupils could do a survey using the phrases introduced in the previous section 3.7.

Questions could be: “Quelle est la saison de ton anniversaire?” or “Quelle est ta saison préférée?”

They can show the results as a graph.

❑ Birthday circle game 3: You start by saying your birthday just as the children do in the second part of film B2 e.g. “mon anniversaire est le 12 janvier”.

The child sitting next to you in the circle says; “l’anniversaire de Mme Smith est en hiver. Mon anniversaire est le 7 mai”.

The next child says; “l’anniversaire de (Sammy) est au printemps”; and so on round the circle.

You may need to have a list of the seasons and corresponding months on the board.

Watch film B3: my favourite season

❑ Children in film B3 give reasons for their preferred season.

Film 8: B3 - ”Quelle est ta saison preférée?” “Le printemps”.

“Pourquoi?” “C’est la fête des épouvantails.”

Respond with understanding

❑ Ask children “Quelle est ta saison préférée?”

If the child answers “l’été”, you ask “Porquoi l’été?”.

The child might answer along these lines, e.g., ”...parce qu’il fait chaud” or “...parce que c’est la saison de mon anniversaire” - or anything else they want to add.

Another useful phrase is “pour” (for) which one child uses in her answer in film B3, e.g. “pour la neige et pour noêl”. For example, “Ma saison préférée est l’été - pour le soleil; pour la plage; pour la natation; “pour” would normally be used in conjunction with nouns in this context.

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Part C: Creative responses to seasons This section looks at how you can respond creatively to the feelings and sensations evoked by the changing seasons.

You can write poetry: we look at a French poem, “C’est le printemps qui revient”, which celebrates the arrival of one season but can be adapted to be about another.

You can create ‘pop-up’ figures like scarecrows to represent the spirit of the season; and you can cook with the best of what the season offers.

NEW WORDS AND PHRASES C1: The poem - animals and habitats une hirondelle la prairie un écureuil la forêt une grenouille l’étang près de l’étang

Planning your lessons

- a swallow - the meadow - a squirrel - the forest - a frog - the pond - near the pond

C2: Adapting the poem (a) change the season L’été est sur le chemin Summer is on its way

Children will be particularly motivated if they know they are creating works that will be appreciated by an audience.

Activities

L’automne est sur le chemin Autumn is on its way

Warm up

L’hiver est sur le chemin Winter is on its way

Before showing film C1, remind children of animals they know in French, and words for where they live; use e-flashcards from Ch.3.5 (Zoo) and 3.4 (Mini-beasts).

(b) change the animal / habitat d’autres animaux - other animals un caneton - a duckling un canard - a duck une mouette - a seagull

Watch film C1: Poem in class

❑ Watch film C1 which shows French children performing the poem, “Le retour du printemps”, in class.

e-flashcards C1,C2

Get used to the sounds

Film 8: C1 - The action poem in class: ”Tape les mains!”

❑ Echoing: Show the ’karaoke poem’ on the e-flashcards, which also has a lyrics sheet you can print out.

Following the teacher’s example, different children read out each verse, and perform the actions in the chorus - clapping hands and tapping their feet.

Get used to the sounds

❑ Echoing: Show e-flashcards, selecting ‘some animals’ then ‘where you could meet them’.

Children echo these key words from the poem, taking care with “key sounds”.

Some extra seasonal animals and habitats are added for possible later use.

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Early Start French Pack 3 Le retour du printemps Dans la prairie, ce matin Une hirondelle m’a dit: “Viens,

viens, viens, viens Le printemps est sur le chemin.”

In the meadow this morning A swallow said to me: ‘Come Come, come, come Spring is on its way.’

CHORUS:

REFRAIN:

Tape les mains, c’est le printemps qui revient Tape les pieds, c’est le printemps qui renaît

Clap your hands, spring is coming again Tap your feet, spring is reborn

Dans la forêt, ce matin Un écureuil m’a dit: “Viens,

viens, viens, viens Le printemps est sur le chemin.»

In the forest this morning A squirrel said to me: ‘Come Come, come, come Spring is on its way.’

REFRAIN:

REPEAT CHORUS

Près de l’étang, ce matin Une grenouille m’a dit:“Viens,

viens, viens, viens Le printemps est sur le chemin.»

By the pond this morning A frog said to me: ‘Come Come, come, come Spring is on its way.’

Tape les mains, c’est le printemps qui revient Tape les pieds, c’est le printemps qui renaît

REFRAIN:

REPEAT CHORUS

Tape les mains,c’est le printemps qui revient Tape les pieds, c’est le printemps qui renaît e-flashcards C1

KEY SOUNDS

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

écureuil, étang, heard before in décrivez, été, légumes, marché as in...

Watch film C2: Poem (film)

as in... étang

❑ Watch film C2 which illustrates the poem.

printemps, jambe, antennes, santé as in...écureuil, grenouille but NOT hirondelle ; heard before in chenille, oreille as in... canard, animaux, printemps, hiver, forêt seen before in escargot

heard before in

Film 8: C2 - “Dans la forêt, ce matin un écureuil m’a dit: ‘Viens, le printemps est sur le chemin.’”

e-flashcards C1,2

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Planning your lessons

Get used to the sounds

❑ Discuss with the class how the things shown might be signs that ‘spring is on its way’, e.g. u swallows are again flying over the fields hunting for insects, having returned from their winter migration; u squirrels revive from winter hibernation; u frogs lay frogspawn in the ponds. ❑ Children rehearse performing their poem to an audience. Film this with a digital camera, so the children can review their own performance and see how they might improve.

Film C3 looks at a creative response to the season, where people make impromptu artworks and share them in a public display.

Warm up

Before showing film C3, write “épouvantail” on the board. Ask the class to work out how it might be pronounced using their knowledge of key sounds. (See “key sounds” box). n When you think they are close, ask them to clap the four syllables, “é-pou-van-tail”.

Respond with understanding

❑ Adapt the poem about another season: Look again at how the poem is structured; select ‘adapting the poem’ on the e-flashcards, also the poem itself. Ask children to identify in each verse elements they could change, such as: u the animal (e.g. “une hirondelle”), u where it lives (e.g. “la prairie”) and... u the season which is arriving (“le printemps”).

Spotting the repetitive structure will help children manipulate the text to make their own version for a different season. n Ask children to work in groups, each contributing a new verse to adapt the poem for another season. Ensure the groups have a mix of abilities. Each group chooses an animal or mini-beast associated with seasonal change, and a location, e.g., “Sur la plage, ce matin, une mouette m’a dit… ...l’été est sur le chemin” (On the beach this morning, a seagull said to me… summer is on its way). ❑ Children rehearse performing their new verses, to prepare for an audience. They can: • use props such as masks; • use actions, tone and facial expression to help emphasise what they are saying; • add music from “The Four Seasons”. n Film or photograph the performance with a digital camera, so the children can review their effort and see how it might be improved.

If this is the final version, post the recording on the class website, to celebrate their achievement and as evidence of progress. n Children can create a class multimedia presentation of their new class poem, using film, photos and sound recordings from their performance,together with pictures of the creatures and seasonal scenes depicted.

Watch film C3: Scarecrow festival

❑ Jn Film C3, the French village of Moringhem celebrates its annual scarecrow festival.

Film 8: C3 - “Voici notre épouvantail!”

Local children show us round their small rural community set in farmland in northern France near the Belgian border. Every spring for over 20 years, they have held a festival, in which each family makes a scarecrow.

NEW WORDS AND PHRASES C3: Scarecrows

l’épouvantail (m) - scarecrow la paille - straw le fer - metal/iron l’épouvantail est fait en paille the scarecrow is made of straw l’épouvantail est fait en fer the scarecrow is made of metal la fête des épouvantails the scarecrow festival Ton épouvantail est fait en quoi?

What’s your scarecrow made of?

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e-flashcards C3

Early Start French Pack 3 n old, scratched CDs might be dangled; n it may include a device to make scary noises.

They display their creation on the roadside outside their house, often adding a caption in French or the local Flemish dialect.

Even the village primary school has joined in!

The school is named after Nobel Prize-winning physicist Pierre-Gilles de Gennes (1932-2007).

People come from miles around, drive around the village admiring the scarecrows and join in judging which is best.

Adding a notice

Pupils can hang a notice in French on their scarecrow; if it is made to look like a person or character, the notice could include a message e.g. “Je m’appelle Harry Potter; je suis magicien”.

Respond with understanding

❑ Talk about the word “scarecrow” in English (see “Talking Point 2”) and look at other words starting with “épouvant....”: “épouvantable” (dreadful, terrible, appalling) “épouvantablement” (dreadfully, terribly); “l’épouvante” (terror, horror); “épouvanter” (to terrify; to horrify; to appal). ❑ Other seasons: Discuss a possible creative response to other seasons, e.g. make a winter snowman; a summer sand-sculpture; an autumn Hallowe’en character or English Bonfire Night “guy”.

Film 8: C3 - “Je m’appelle Harry Potter; je suis magicien”.

The notice could also name items of clothing and materials, e.g. “je porte des lunettes” (I wear glasses). Help children search a bi-lingual dictionary for words they don’t know.

CROSS-CURRICULAR ACTIVITIES

Present to the class

❑ Design & Technology: Design and make a scarecrow for your school garden. It will need to be strong to withstand bad weather; it must scare birds without causing them harm. Pupils can discuss: n why are scarecrows needed? n what materials could be used? n how will it stay upright in the garden?

Confident pupils can present their designs to the class, e.g. You ask, “Ton épouvantail est fait en quoi?”; pupils reply “Il est fait (en paille)”.

You could then ask: “Qu’est-ce qu’il porte?”; pupils reply “Il porte (un pantalon)”.

KEY SOUNDS

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

épouvantail, étang, heard before in décrivez, été, légumes, marché as in...

as in... épouvantail heard before in

as in... épouvantail,

étang heard before in printemps, jambe, antennes, santé

Film 8: C3 - Scarecrow stuffed with straw, displaying a notice.

Look again at what the scarecrows in film B3 were made of; encourage children to think of alternative ways of making a “scarecrow”: n straw was used in many shown in the film, but might be difficult to obtain in cities; n other combinations of materials such as newspapers, bin bags, plastic bags could be used to stuff a scarecrow;

genou, août, vous

as in...écureuil, épouvantail, grenouille heard before in chenille, oreille

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e-flashcards C3

3.8

Les quatre saisons produce is made available out-of-season, usually when it’s too cold where you are: n air-freighting from warmer places; n quick-freezing at the time of harvest; n growing in glasshouses.

Talking point 2 EVERYDAY LIFE IN France Scarecrows

Watch film C4: Cauliflowers

Scarecrows were originally very functional: birds try to eat many farm crops, and farmers want to scare them away so they don’t lose much of their harvest and income to these hungry flying predators.

❑ Watch film C4 which shows cauliflowers being cultivated using modern mechanised methods in the marshlands near Saint-Omer.

Film 8: C4- ”C’est la saison pour planter les choux-fleurs.”

Film 8: C3 -Metal scarecrow outside a workshop for farm machinery.

Respond with understanding

Scarecrow festivals

❑ In what season do children think the cauliflower seedlings were being planted?

When in the year should they be harvested? (see “Talking Point 3”).

Every April the village streets of Moringhem in northern France are full of scarecrows.

The event started one day in spring 1989 when the mayor’s secretary set up some scarecrows to direct some foreign friends to his home, as a bit of fun.

The villagers loved the idea so much that they voted at the town hall to make this an annual tradition every spring in April.

CROSS-CURRICULAR ACTIVITIES

❑ Growing food in your school garden Try growing enough of one vegetable in your school garden, so you can make a soup with your harvest (see www.earlystart.co.uk). ❑ Food Technology/ICT: Survey & Taste-Test Set up an investigate-and-taste activity with seasonal produce.

Just like the Court of King Louis XIV, can you respond creatively to cooking a meal with the produce that is currently “in season”? (see “Talking Point 3”).

Aristocrats in those days were very excited by soups designed to bring out the particular flavour of one vegetable. Here’s a pea soup recipe similar to those of the 17th century.

Le potage is a soup generally made into a smooth puree before serving, so you need a blender (or press the mixture through a sieve by hand!):

Warm up

Before showing Film C4, discuss with the class what produce is currently “in

season” at the time of your lesson; it could be vegetables, fruit, meat or fish.

Talk about farming and the seasons: what season do children think is best for planting seeds and seedlings? When in the year should they be harvested? You could talk about how

NEW WORDS AND PHRASES C4: Cauliflowers le chou-fleur - cauliflower le potage - soup les petits pois - peas e-flashcards C4

Choices to make in your recipe: (1) What sort of onions?

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Either 4 spring onions, 3 shallots, 1 leek or 1 onion; add a chopped clove of garlic if liked.

Early Start French Pack 3 ideas, like Nicolas de Bonnefons, in ‘Le Jardinier français’ (1651) and ‘Les Délices de la campagne’ (1654), and chef, François la Varenne, in a recipe book entitled ‘La Cuisinier françois’ (1651).

They persuaded cooks to bring out the natural flavours of foods rather than disguise them.

(2) Add bacon or make it vegetarian?

Fry 2 rashers of smoked streaky bacon, and chop up; or add some sort of ham. If you use bacon, you can add water instead of stock.

(3) Add flavour?

Add a pinch of sugar, if you want it sweeter; a squeeze of lemon juice for a sharper taste.

17th century fashion for gardens

Cooks were urged to seek really fresh meat, fish and vegetables. They stopped adding spices from the East like saffron, cinnamon, cumin, ginger, nutmeg and cardamom (except pepper); and replaced them with local herbs (parsley, thyme, bayleaf, chervil, sage, tarragon).

Sugar was only to be used in desserts.

They persuaded aristocrats all over France to cultivate their gardens, and introduced new vegetables like cauliflower, asparagus, peas, cucumber, spinach and artichoke. Cooks were encouraged to prepare simpler food with skill to bring out the flavour of the main ingredient.

La Varenne said “When I eat cabbage soup, I want it to taste like cabbage.”

(4) Garnish to serve?

A small bunch of mint leaves, chopped; and a spoonful of creme fraiche, cream, or yoghurt.

RECIPE for Pea Soup Ingedients:

30g butter 1 onion, chopped (or alternatives) 450g shelled peas (about 1.2kg of pods) (or frozen peas); plus 5 pods for extra flavour 750ml vegetable stock

(plain water if adding bacon)

Method:

1. Melt the butter over a medium heat in a large pan and add the chopped onion and bacon.

Cook gently until it starts to colour.

2. Add the peas and pods and stir well, then pour in 750ml stock/water. Bring to the boil, then simmer until the peas are tender (about 10 minutes depending on size).

3. Remove any pods and puree the soup using a blender; then add the lemon juice and season to taste – try adding a pinch of sugar depending on the sweetness of your peas.

4. Warm up soup if it’s getting cold; serve with your chosen garnish.

Le potager du roi.- grew fruit and vegetables in walled gardens

Louis XIV employed 30 gardeners in his famous kitchen garden at Versailles, the potager du roi.

It had 16 square walled plots each specialising in growing a different type of fruit or vegetable for daily royal banquets.

Fruits and vegetables became important in French cuisine. Louis was so fond of asparagus that he had glasshouses built in his garden so it could be grown all year round.

At Versailles, the King expected diners to eat with a “fork”, and introduced serving food in a series of courses, rather than all at once.

Louis’ wife, Madame de Maintenon (their marriage was never officially announced), wrote about how foods like the freshest tender young green peas became fashionable amongst idle courtiers:

Talking point 3

EVERYDAY LIFE IN France Caulifowers and vegetables in France

Medieval cooking

At the time of King Louis XIV, eating habits in France began to change. In the Middle Ages, the diet of aristocrats was rich in meat and fish; vegetables were considered “indigestible, poor people’s food”.

In the days before refrigeration, cooks disguised the taste of meat and fish going bad by adding strongly-flavoured exotic spices and sugar.

17th-century food writers introduced new

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Les quatre saisons

“The question of peas continues. The anticipation of eating them, the pleasure of having eaten them and the joy of eating them again are the three subjects that our princes have been discussing for four days ... It has become a fashion – indeed, a passion”.

Tiny young peas are still sold today with their French name, “petits pois”.

Chefs and French restaurants

Cooking became a specialized profession; La Varenne‘s recipe book introduced new techniques for preparing meat and fish, such as thickening sauces with fine flour rather than bread; also pastries and fruit and vegetables with many soup recipes.

Cauliflower boat - traditional way of transporting to market.

Now the farmers mainly use those fields to which they can drive their tractors and heavy machinery, thanks to bridges built over the waterways. They take the harvest to market by lorry, rather than the traditional boat.

La Varenne’s recipe for cauliflower soup, “potage de choux-fleurs”.

It was soon translated into English as “The French Cook”. The preface said, “Of all the cooks in the world, the French are esteemed the best”; French dominance that continued.

With these bridges, farmers can bring machinery into their fields.

There are many different varieties of cauliflower: some are planted in autumn and grown over winter, and some are different colours.

English translation of La Varenne’s “La Cuisinier François”, 1653

Cauliflower on a market stall.

After the French Revolution, chefs with no aristocrats to serve, set up “restaurants” to offer fine dining to paying customers.

Farming cauliflowers in Saint-Omer

Cauliflowers grow well in the damp fertile soils of the marshland near Saint-Omer in northern France, where farmers reached their fields by boat.

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