F2.10 likfood v23

Early Start French 2

2.10 Qu’est-ce que tu aimes?

What do you like (to eat)?

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.

Films to see A1 - Snack foods and breakfast B1 - Likes and dislikes

Planning your lessons

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

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

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

* “False

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?

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

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 See Talking Dictionary

Chip van in Hesdin market square -“Les frites” - Film A1.

10.1

friend

s” Les chips are British crisps (US -”chip pe Chips (US d potatoes”).

-“French fries”) are les frit es.

2.10 Qu’est-ce que tu aimes?

Part A: Snack foods and breakfast After film A1, use the e-flashcards to get pupils 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.

Activities

Warm up

You could warm up by asking children (and your 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?”

Watch film A1: Snack foods

❑ Watch film A1 which introduces the names of food and drinks: 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. (see note about “false friends”) 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.

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.

Breakfast - children dunking bread in their hot chocolate, and drinking from the bowl - from film A1.

10.2

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 Heard before in:

en France temps, boulangerie

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

See Talking dictionary

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.

Breakfast at Arnaud’s house: with Arnaud’s mother, Claude, Marion and 4-year-old Arthur.

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 hot 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?”

Early Start French 2 HOW FRENCH WORKS 1. Saying “the” - REMINDER

it up for everyone to see.

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.

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.

Get used to the sounds

❑ Echoing: e-flashcards: show each picture and click to hear the sound without text; pupils echo the words, e.g. “le jus d’orange” - associating its sound with the picture.

❑ 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.

Now display the text; pupils echo the word again. Note: Some additional “breakfast” words are

included (see “Extra words and phrases).

Respond with understanding

❑ Play “what’s in the picnic basket?” ❑ Play “true or false?” 1 Place a selection of the food and drink pictures Show the pictures again. When you show the into a box which will be a “picnic basket”. orange juice picture, say “C’est le jus d’orange?”

Ask children to guess what is in the basket.

The children respond, “Oui, c’est le jus d’orange” When they guess one correctly, take it out and or just, “Oui”. You could use your Frenchshow it to the class. Invite pupils to have a speaking puppet to demonstrate. turn.

Make an occasional “mistake”, e.g. show the It is worth checking beforehand that the person picture of cheese but ask “Ce sont* les bonbons?” choosing what to put in the basket knows the When you do this, pupils say “Non”. names of the items s/he has chosen.

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.

Talking point 1

❑ 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. ❑ 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

10.3

EVERYDAY LIFE IN FRANCE A typical French breakfast?

Discuss what people’s breakfasts are really like where you live, using the presentation which shows “typical” French and Britsh breakfasts.

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

In film A1 we saw Arnaud’s family having breakfast:

2.10 Qu’est-ce que tu aimes?

- freshly-squeezed orange juice; - bread dunked in hot chocolate; At weekends and on holidays, they have crois sants 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.

Presentation - A typical breakfast?

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?

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”.

Part B: Likes and dislikes (food) Activities

HOW FRENCH WORKS 2. Saying the negative - REMINDER

Warm up

Children are already familiar with making negative statements (see How French works 2).

You could warm up by playing “opposites”: ask the class to call out opposite phrase, e.g. You say, “J’ai une soeur”; children respond, “Je n’ai pas de soeur”; you say, “J’ai un animal”; children respond, “Je n’ai pas d’animal”.

If you make a negative statement, e.g. “Je n’ai pas de frère”, the children respond “J’ai un frère”.

You can repeat phrases as often as you like and to make this more of a game, try and vary the way you say the phrases: you can whisper, shout, say it as if you are explaining to someone, sound sad if you are saying “Je n’ai pas d’animal”.

This will prepare them for saying they like and dislike certain foods.

10.4

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.

Watch film B1: Likes & dislikes

❑ Watch film B1 which introduces the expressions, “I like...” and “I don’t like...”

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”.

Early Start French 2 “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! ❑ Echoing: Show e-flashcards 2: Likes and dislikes. Click on the question mark to hear the question “Qu’est-ce que tu aimes?”; choose either the yellow “like” symbol or the blue “don’t like” symbol to hear the response. Pupils echo the words, e.g. “J’aime les chips”; “Je n’aime pas les chips”.

Respond with understanding

❑ 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 “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.

“Tu aimes les chips?”

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

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

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

Now display the text; pupils echo the words

■ 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”.

HOW FRENCH WORKS: 3. Saying what you like - spot the extra word Pupils saw in the film 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.

Talking Dictionary

10.5

2.10 Qu’est-ce que tu aimes? ❑ 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.

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.

Watch the films again

❑ It is always a good idea to watch the films again for reinforcement. Children will enjoy realising just how much they have learnt.

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. ❑ Choose a sound from the Key Sounds box e.g. “i” as in frites. Ask the children to think of as many words as they can which include the “i” sound e.g. limondade, lundi. Repeat with some other sounds.

Spot the SILENT letters

Display a word on a text-card 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 say “oui” if they hear that letter, and “non” if it’s silent: e.g. “chips (YES)”; “les (NO) bonbons (NO)”;

“le jus (NO) d’orange”... with “t”: “chocolat”, “frites”... with “h”: “Hesdin”, “huit”,“hamster”...

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

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; Exchange results with a French partner school.

Introducing the written word ❑ Play “word-picture match” 3 Arrange the names of food and drink items on one side of the board, and the picturecards 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.

Scene from film A1: “un sandwich”.

10.6

Early Start French 2 ❑ 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 described previously.

Parents may like to join in this activity, which could be developed as a consolidation/ bridging activity. ❑ 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. ❑ Music: write new song about food: Play pupils the song, “Qu’est-ce que tu aimes?” again. 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.

10.7

Talking point 2

EVERYDAY LIFE IN FRANCE French cheeses

After showing the presentation “Find out about French cheeses”, you could 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; ■ added ingredients - the makers of blue

2.10 Qu’est-ce que tu aimes? 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.

EXTRA WORDS AND PHRASES BREAKFAST

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

[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

The story of Roqueford cheese (presentation)

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 sheep-milk 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.

10.8

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?

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.

Talking Dictionary

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 Languages Portfolio.

Qu’est-ce que tu aimes? Je m’appelle .............................

This page may be photocopied for classroom use

© 2018 Early Start Languages

Qu’est-ce que tu aimes? Je m’appelle .............................

This page may be photocopied for classroom use

© 2018 Early Start Languages