F2.11 bonappetit v27

Early Start French 2

2.11 Bon appétit!

Enjoy your meal!

This is the second of 3 sections about food.

It introduces some foods French children eat for family meals - rather than snacks and fast food. It extends pupils’ “table-talk” to choosing and asking for foods, and also offering things to others.

The focus of children’s interest will be on the significance of food in French everyday life and culture, as much as on language.

Pupils see an ordinary French family eating a 3-course lunch; also more of the kind of food French children have in the school canteen, linking with Chapter 2.4.

NEW WORDS AND PHRASES

le pain Reminder le poisson la viande les légumes (m)

les pommes de terre (f) les haricots verts (m)

la salade les fruits (m) un fruit l’eau (f) bon appétit!

- bread - fish - meat - vegetables - potatoes - green beans - salad - fruit - a (piece of) fruit - water - enjoy your meal!

Films to see A1 - Foods for meals A2 - Lunch at Arnaud’s: offering and choosing

Planning your lessons

This section builds on what pupils learned about snack foods in Ch.2.10. Show the films to introduce more words for foods, and use e-flashcards until they are familiar.

Children can talk about French meals, and what foods they like to try.

Most pupils will be able to understand and respond when someone offers them food and drink - or asks them for something.

Some children may want go further in games or role-plays, and be able to initiate asking for food or offering choices to someone else.

This may involve working out the right word for ‘some’ (“du”,“de la”,“de l’” or “des”). We suggest ‘work-round’ strategies.

Activities

Warm up

You could start by prompting pupils to recall the French food words they know, and ask what they like: “Qu’est-ce que tu aimes? Le coca?”

Watch film A1: Mealtime foods

Offering or asking for food

Qui veut...

- Who wants...

Veux-tu...

- Do you want...

Je veux/je voudrais... -I want/I would like... ...du pain? ...some bread?

1 ...de l’eau? ...some water? ...de la salade? ...some salad? ...des frîtes? ...some chips? ...un coca? ...a Coke?

Choosing your food Oui, je veux bien -Yes, I’d like some.

Non, merci - No, thanks.

Talking Dictionary

11.1

❑ Watch film A1 to introduce new words: Bread: We see bread baked in an unusual old-fashioned wood-fired oven, brought out for Rinxent Christmas market near Boulogne.

We see more bread in a boulangerie: le pain.

Baking at an open-air market, “Le pain” - film A1.

2.11 Bon appétit!

Fish: We see a customer buy a piece of fish from a stall, and a fish dish in a restaurant: le poisson.

Meat: We see meat on the market stall, then some children eating meat as part of their school lunch: la viande.

Vegetables: There are lots of colorful vegetables in the market. Children have cooked vegetables in their school lunch: les légumes.

Potatoes: People in a country pub-restaurant (estaminet) eat a local dish, boiled potatoes in skins (see “talking points”): les pommes de terre.

know with the same sound/phoneme.

See if pupils can remember how to say the words that go with each picture, and can pronounce them when reading aloud. When they are confident, switch to ‘e-flashcards 2’ which mixes in the set from Ch.2.10 (snack foods).

Don’t yet change from ‘naming’ food!

Respond with understanding

Eating potatoes at a pub, “les pommes de terre”-film 11A1

Green beans: Children eat beans as one of the main vegetables for lunch: les haricots verts.

Salad: We see salad ingredients on sale in the market, and typical French salads in a restaurant: la salade.

Fruit: There are lots of different fruits in the supermarket: les fruits. Children in the canteen choose a piece of fruit for their lunch: un fruit.

Water: Bottles on the supermarket shelves.

Children drink water in the canteen: l’eau.

You could pause before watching film“A2 Lunchtime at Arnaud’s house”, do some activities, and show the rest later as a class “gisting” activity and reinforcement of the words introduced in film A1.

Get used to the sounds

❑ Echoing: Show the e-flashcards that name the new foods in French -or use paper cards from the activity sheet.

Pay close attention to the “key sounds”, referring to other examples of French words children

11.2

❑ Play “true or false?” 1 Show both sets of pictures again. As you show a picture, ask what it is: e.g. “Le pain?”

Sometimes say the wrong thing.

The children respond, “Oui, le pain” or “Non”.

If “Non”, then you give the correct name.

Your French-speaking puppet can join in too.

To encourage children to say longer phrases, you could ask “C’est le pain?”(when the noun is plural, you say “Ce sont les haricots verts?”) and expect the reply “Oui, c’est le pain”, etc. ❑ Play “true or false?” 2 (game) Show the pictures again. This time, when you say the correct word for the picture, pupils echo it; but if it’s wrong, they remain silent. ❑ Play “what’s in your lunch-box?”

Now use the paper flashcards; mix up both sets, and give one picture to each pupil.

To add excitement, divide pupils into teams.

The first person to hold up the correct picture wins a point for their team. ❑ Play “what’s behind your back?”

A confident child faces the class, holding a picture card behind them; the class have to guess what it is. Replies are in French, e.g. “Non, ce n’est pas un coca”. ❑ Play “what’s been eaten?”

For this variant of “Kim’s Game”, use a whiteboard with suitable software; or attach pictures to the board.

Early Start French 2 KEY SOUNDS

Watch film A1: Mealtime foods

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

❑ When everyone is familiar with the new words, watch film A2 which shows a family having lunch.

as in pain Heard before in:

Much of the next film - A2 - is meant for “gisting”. Pupils can work out the sense of what is said from: ■ what they see happening ■ words they know already Look out for food words and how food is offered round.

lapin cinq

viande Heard before in: janvier cent as in

légume Heard before in: salut tu as in

Lunchtime at Arnaud’s house: Arnaud, Marion, Arthur and their friend, Alex are having lunch. The first course is salad.

Claude, the mother, asks who wants salad: “Qui veut de la salade? Alex, veux-tu de la salade?”

Alex says he would: “Oui, je veux bien”.

Four-year-old Arthur interrupts and asks for bread: “Maman, je veux* du pain, merci.

Maman, je veux* du pain, s’il te plaît”.

haricot, eau Heard before in: beau, euro as in

veux Heard before: bleu, deux, jeudi, euro as in

* NOTE: to be polite, Arthur should say “je voudrais”, not “je veux...” - see “How French works 1”.

fruit, viande, appétit Heard before in: merci,

as in

s’il vous plaît, voudrais Heard before: mais, Calais, français as in

vous Heard before: tout, Boulogne as in

haricot verts, fruit ,plaît seen before in: heure, Calais as in

Serving the first course, “Qui veut de la salade?”-film 11A2

See Talking dictionary

Show a selection of food pictures to the class.

Say the list of names; pupils echo the words.

Now cover up or remove one of the pictures.

Pupils say which food has been “eaten”.

Ask pupils to say the complete list including the food that has been “eaten”.

Repeat until all the pictures have been removed and pupils are saying the list from memory. ❑ Play games from Chapter 2.10 Play “what I like: true or false?” and “big sentences”, using both sets of food words.

11.3

Claude gives him the bread: “Voilà Arthur”.

Arthur thanks her: “Merci” Claude then asks Arnaud if he wants some salad: “Arnaud, de la salade?” Arnaud says he would like some: “Oui, je veux bien s’il te plaît”.

Claude offers Marion salad: “Marion, un peu de salade?” Marion says she would like a little: “Oui, s’il te plaît, un petit peu. Merci”.

As they begin to eat Claude says, “Bon appétit!” and the children say, “Merci” in response.

After they have been eating for a while, Claude asks who wants some water, “Qui veut de l’eau?”

All the children indicate that they want some: “Moi” and “Je veux bien”.

2.11 Bon appétit!

Highlight new phrases: As the children finish their first course, we hear the words: la salade, le pain and l’eau; and highlight the phrases: Qui veut du pain? ... de la salade? ...de l’eau?

Claude then prepares the main course in the kitchen. She cooks green beans, les haricots verts; potatoes, les pommes de terre and meat, la viande. When it is ready, the children take the food to the table.

Film A2: cooking the main course - “la viande”.

Get used to more sounds

❑ Echoing: Show e-flashcards 2 to practise what you’d hear if someone asks you for , e.g. “du pain, s’il vous plaît?”. Ask children to echo the phrase, as always paying close attention to the “key sounds”.

You can also use paper cards from the activity sheets. The e-flashcards are in pairs: first the food is named, then asked for:

This helps your class spot patterns in, for Claude serves the potatoes: “Alex , pommes de example, the effect of the noun’s gender. terre? Arnaud, pommes de terre?” Going through the foods, you will see some She offers more water, “Alors, qui veut de l’eau?” items asked for by number (“un coca, s’il vous Arnaud says that he would like some, “Je veux plaît”), and others where you request “some”(an bien s’il te plaît maman”. indefinite amount) “du pain, s’il vous plaît”.

At the same time as Claude is giving water to As in English, this depends on the circumstances: Arnaud and Alex, Arthur calls out that he also you’d ask for “some Coke”, but “a Coke” if it wants water: “S’il te plaît maman”. came in bottles - see “How French works 1”.

Claude offers the bread, “Qui veut du pain?”

Arnaud says he would like some, “Je veux bien ... merci”, and Arthur calls out that he too wants some, “Moi aussi!”

Claude tells him to say thank you, “Merci”.

Arthur responds, “Merci”.

Arthur messes about; Claude tells him to eat his meat, “Arthur, mange ta viande, s’il te plaît”.

Everyone continues to eat their lunch. Claude ❑ “What do you want?” 1: gives Alex the last of the beans, “Voilà!”

Make a pile of paper picture cards matching END of A2 “gisting” sequence. words from the list of foods children know.

Include multiple copies of each.

Listen for new phrases: we hear: Qu’est-ce que Move around the room offering food to tu veux?Tu veux des pommes de terre? Veux-tu de individual pupils, e.g. “Tu veux un fruit? or la viande? Qui veut des haricots verts?

“Tu veux de la salade?” Use your French-speaking puppet to demonstrate what to do ...

If pupils are now familiar with the foodwords, use the e-flashcards to introduce Ask pupils to reply “Oui” or “Non” as they wish. simple phrases to : If a pupil says “Oui”, give them a picture of ■ ask for some food salad. If “Non”, ask them if they want something ■ offer a food to someone else else, e.g. “Tu veux un bonbon?”

11.4

Early Start French 2 them for remembering the name, and gently reinforce the correct form as you hand them the card, e.g.

You: “Qu’est-ce que tu veux? ” Child: “La poisson.”

You: “... du poisson ... très bien!”

Child: “Du poisson.”

Pupils could also play in pairs.

What text is on the e-flashcards: un coca, s’il vous plaît?” un jus d’orange un sandwich au jambon/ au fromage

un chocolat chaud un fruit un bonbon

... du pain?” du poisson de la viande de la salade de l’eau des pommes de terre des haricots verts des légumes des frites des bonbons des chips

Later, introduce possible responses such as “Oui, je veux bien”, “Merci beaucoup”; also “Oui merci”*/“Non merci” . * NOTE: “merci” on its own is often understood as “No thanks!” ❑ “What do you want?” 2: the Random Café Pupils take turns being the customer in the “Random Café”, using the spinners from the activity sheet.

They ask you for whatever the spinner says, e.g. “un coca , s’il vous plaît” or “je voudrais un jus d’orange, s’il vous plaît” You give them the appropriate picture. They will know they are right when picture and spinner match.

If a child struggles to think of a word, make suggestions, e.g. “...du jambon?”, “...du fromage?”

If they have problems with the article, praise

1

❑ “What do you want?” 3: Silver service Now ask pupils to name what they want.

Put a selection of food picture cards face up on a tray, or pinned to the board. As if you are a waiter, offer the food to each pupil, asking “Qu’est-ce que tu veux?” - or just “Tu veux?”

Pupils select an item, e.g. “un sandwich au fromage.” If a child struggles to think of a word, make suggestions, e.g. “un coca?”. ❑ Play “Qu’est-ce que tu veux?” 1 Divide the class into groups. Each group sits on the floor in a circle. If the children normally sit in groups, this game can be played round each of the class tables.

Child 1 turns to his/her neighbour and asks, “Qu’est-ce que tu veux?” (or just “Tu veux?”).

Child 2 replies, e.g. “Des pommes frites”, then turns to child 3 and asks, “Qu’est-ce que tu veux?” - and so on round the group.

HOW FRENCH WORKS 1: Asking for “SOME of that. please”

Pupils can ask for what they want by naming it, and adding “please?”

With some things, you say HOW MANY you want: “une limonade, s’il vous plaît”.+ “deux sandwichs, s’il te plaît”.+ Sometimes you just want SOME (an undefined amount of bread/ salad/ water/ fries/ etc.)”, the French expression for “some” is: “du”, “de la”, “de l’...”, or “des” where “THE” would be ... “le”, “la”, “l’...”, or “les”.

*NOTE:

you may hear “je voudrais ...”(I’d like ..) with these phrases. It is more polite than “je veux..” (I want).

Un coca, s’il vous plaît*+ A Coke, please.

Please!

Du pain, s’il vous plaît*+ Some bread, please.

De la salade, ...

Some salad, ...

Asking politely for what you want

De l’eau, ...

Some water, ...

Des frites, ...

Some fries, ...

Je voudrais ...

I would like ...

Hear these phrases pronounced on the Talking DIctionary.

Talkimg Dictionary

11.5

+

Say “s’il te plaît” to a child or close family/friend

2.11 Bon appétit!

EXTRA WORDS AND PHRASES

Oui merci - Yes please.

Non merci - No thanks.

Merci beaucoup Thank you very much

NOTE: “merci” on its own is often understood as “No thanks!”

Talking Dictionary

The first group to complete the circuit wins.

When children are confident, add an extra rule to the game whereby no-one repeats a food item said by his/her immediate neighbour. ❑ If possible provide some real food together with water and juice. Inexpensive apples and bananas can be cut into small pieces; very small pieces of cheese and ham can be laid out on plates, together with a bowl of crisps.

❑ Play “snap” Pupils can collect several sets of the food and drink picture-cards from both chapters 10 and 11 to play “snap”. The game should include saying the words in French as each card is played.

Look again at sounds

❑ Now that the new words and sounds are familiar, pick out a “key sound” from this chapter’s new words. Ask children to suggest all the French words they know that also contain that sound, Repeat with one or two other sounds.

Introducing the written word

❑ Play “word-picture match 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.

Pupils can practise offering and receiving the When you call out, e.g. “les fruits”, s/he draws items with the extra incentive of using - and a line to link text with picture. eating - the real thing!

Repeat this with the other pictures.

NOTE: check whether any children have food allergies or dietary restrictions. ❑ Shopping list: Make a “shopping list” using text cards for ❑ La papeterie (Stationer’s shop) some of the food words pupils know, or display For a shopping game using “Qu’est-ce que tu a list on the whiteboard. Set out all the picture veux?” in a non-food context, open a stationer’s flashcards on a table. shop (une papeterie), selling the school’s stock Ask pupils in turn to read out one of the of pens, pencils and erasers. Pupils use the items on the shopping list, e.g. “du pain”; vocabulary from Ch.2.5 to ask the assistant for a different child (or group) selects the what they want. appropriate picture and puts it in a “basket“ (i.e. a box or container of some kind).

Working in pairs When all the goods have been selected, you ❑ Play “Qu’est-ce que tu veux?” 2 can pick each one out of the “basket” and ask Each pair of pupils has both sets of food and different pupils to tick the items off the list. drink pictures, in a pile, face down on the table.

They take turns to turn over a card.

If player 1 reveals the chips card, s/he asks “Tu veux des frites?” Player 2 replies, “Oui.”

11.6

Early Start French 2 CROSS-CURRICULAR ACTIVITIES

❑ Daily routines: Encourage pupils to use French whenever they are offering or receiving food from one another at break and lunchtime.

You can use “Qu’est-ce que tu veux?” generally in the classroom whenever a pupil is trying to attract your attention to ask you something.

If you are offering pupils anything, (e.g. stationery), you can ask “Qui veut ... ?” - or ”Veux-tu ... ?” to an individual child. ❑ Dictionary skills You could help pupils to find the French names for other foods that they want to talk about.

Discuss how they would be pronounced, basing this on what you know of other French words and typical sounds.

This gives plenty of opportunities for people to ask each other “Qu’est-ce que tu veux?”

Participants could display a variety of emotions or characteristics - e.g. one could dislike everything they are offered; another could be over enthusiastic and find everything to his/ her liking. Some pupils may prefer to use their puppets to act out the scenarios suggested. ❑ Food technology/ICT: “Taste-Test” survey: Pupils can make a simple dressing to go with salad, as suggested in “talking point 3”.

Use these as the basis of a “Taste-Test” survey: children try lettuce with and without French dressing, and say (in French) which they prefer.

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

If you don’t have time to make the dressing, try the “Taste-Test” with one from a shop.

❑ Mathematics/Numeracy: ❑ Art and design/ICT: Pupils could also do a The “Dodgy Waiter Game”: survey on “food we like”, and show the results This game involves a “dodgy waiter” (you!) in a classroom display or a “big book”. who cheats when doing money sums, e.g. when They could label it in French using wordadding up food bills and giving change . processing and graphics software, and include packets, advertising and product leaflets.

Display a “menu” of all the food/drink items pupils are confident with. Put euro prices by You could arrange this as a joint project with each item for all the class to see. your French partner school, and swap displays/ books when complete.

Pupils play in groups; each group has a set of food picture cards; and euro notes and coins

from Chapter 2.9. They can use the spinners, or make their own choices.

You start as the “dodgy waiter”, one group of pupils are “customers”. They choose from the menu, and tell you (in French) their order. You give each customer picture card(s) to match what they asked for.

You say how much their bill costs, but suggest the rest of the class should check your total because you might have made a “deliberate mistake”. The “customers” are then asked to Water is served for drinking as you eat, both at school pay; you give them change - which should be dinners and at home: “...de l’eau, s’il te plaît”. checked!

First to spot any “mistake” is the next waiter. ❑ Drama: Pupils can improvise conversations on the theme of shopping for or serving a meal.

One group could be a group of friends buying items for a picnic or a birthday tea; they could be having a picnic in the countryside, or on the beach; another group could be a family out shopping; or a French family eating a meal.

11.7

2.11 Bon appétit!

Talking point 2

Talking point 1

EVERYDAY LIFE IN FRANCE Eating out in France

In Nord- Pas de Calais near the Belgian border, people often go out to a country pub-restaurant called an “estaminet” for Sunday lunch.

We see many people eating a local speciality: potatoes boiled in their skins, and served on a plate with salad and a slice of ham. They peel their own potatoes and eat them with butter.

“Un estaminet” - a country pub-restaurant, common in NordPas de Calais and in Belgium. On a sunny Sunday morning, cycling clubs, horse-riding schools, and families arrive, sit outside, eat lunch, talk and play games. In this region, grownups traditionally drink beer rather than wine.

In other parts of France, they might drink wine rather than beer, and perhaps play boules (see Early Start French 1, Ch.1.5, “Les couleurs”).

French people also eat out in cafés, bistros, and restaurants. There are fast-food restaurants too, like “Macdo” - MacDonalds’ hamburgers.

EVERYDAY LIFE IN FRANCE A French family lunch or dinner

Film A2 showed a French family having their Saturday lunch. Most families used to have their daily main meal at lunchtime. Today an evening meal is more common on weekdays, as many more French mothers go out to work.

Bread and water There is bread and water on the table throughout the meal. Bread is torn up with your fingers and eaten without butter. There are many types of French bread, not just the famous stick loaf.

Baguettes were invented by Napoleon so his soldiers could carry bread (their staple food) down their trousers (instead of in a backpack) while on the march!

Salad The first course is a green salad: a crunchy lettuce with salad dressing -called “vinaigrette”, and known in other countries as “French dressing”. The salad comes to the table with the dressing already added.

As they finish, some people wipe the remaining tasty juices off their plate with a piece of bread and eat it. Eating a salad on its own is a typical starter for a meal in France.

“Les haricots verts.” Arnaud’s family had pan-fried slices of pork, boiled and sautéed potatoes, and green beans - which are one of the most popular vegetables in France.

Main course The main course is fried slices of pork, with boiled potatoes (briefly “sautéed” in another frying pan to make them tasty and crisp); and green beans, boiled in a saucepan.

In this family, everyone helps Arnaud’s mother

Playing traditional games outside the estaminet.

11.8

Early Start French 2 finish the cooking and lay the table, then they all sit down to eat the next part of the meal.

■ Ask pupils what they notice about the meal; for example, how do the French children hold and use their knives and forks?

Dessert We see the third and final course of the meal, ice cream for dessert, les glaces, in Chapter 2.12.

In more elaborate meals, and in many restaurants, there would be a cheese course before dessert (see Ch.2.10). People would eat slivers from a choice of different French cheeses to freshen their appetite ready to enjoy a sweet treat to end the meal.

Cultural awareness

■ Swap school lunch menus with your French partner school - look again at the sample French menu in Ch.2.4: “A l’école”.

■ Ask your school catering service if they can use the menu to arrange for a French style lunch to be served to the school for one day.

■ Look at foods from other French-speaking countries - try cous-cous for school lunch?

Couscous - a citizenship / geography / food-technology project Couscous is a staple food in North Africa, made popular in France by immigrants from former French colonies in Algeria, Morocco and Tunisia (like Indian curry in UK).

It is a type of pasta; hard wheat is ground, moistened, rolled in flour, and steamed.

It goes well with meat, fish, vegetables, or sweet dishes.

Mariam (right) has couscous for school lunch every day.

You can buy packets of precooked couscous in supermarkets and specialist food shops, and try a meal from French-speaking Africa.

See Early Start French 3, Ch 3.6 for a lot more about Morocco and food,

Talking point 3

EVERYDAY LIFE IN FRANCE Salads and salad-dressings

This simple traditional dressing is poured on to a green salad, which is tossed and then left to soak for a few minutes before serving.

Mariam (12) lives in Burkina Faso

The usual recipe is three parts oil to one of vinegar; then you add salt and pepper for seasoning, some chopped herbs, and sometimes some Dijon mustard - and mix it all up. ❑ This is a simple recipe for children to make and modify. To save time, you could have a Taste-Test with ready-made salad dressings.

Method:

(1) Salad dressing ● For 12 ml, pour 9 ml. of oil and 3 ml. of vinegar into a beaker with a tight-fitting lid. ● Add a shake of salt and of pepper; and some herbs that you chopped earlier, e.g. tarragon. ● Stir in 1/2 teaspoon of Dijon mustard. ● Fix the lid securely on the beaker. ● Stand in a place that is easily cleaned; shake beaker vigorously until the mixture is blended.

(2) Green Salad ● Wash and dry fresh lettuce leaves. ● Tear into large pieces, put in two bowls. ● Add a few spoons of dressing to one bowl, leave the other undressed.

“J’aime la salade!” Arnaud’s family started their meal with a first course of a salad on its own. The green salad is brought brought to the table already tossed with dressing.

11.9

2.11 Bon appétit! ● Toss the leaves around to coat with dressing.

Doing the Taste-Test You are now ready for the “Taste-Test”: ● Each pupil takes a tiny portion from each bowl onto a paper plate, with a slice of French bread. Pupils may need a (disposable) fork to eat the salad.

How many children in the class prefer salad with dressing or without?

During the Test, the class can speak French to offer and receive food, and say whether they like or do not like the foods they are sampling.

Other food project ideas Instead of green salad with dressing, pupils could experiment with crêpes, couscous or fresh fruit salad.

LA VINAIGRETTE “French dressing” Ingredients:

l’huile (f) - oil le vinaigre - vinegar le sel - salt le poivre - pepper les herbes (f) - herbs la moutarde - mustard Talking about metric measures

un kilo de pommes de terre a kilo of potatoes 200 grammes de fromage 200g of cheese un litre de coca a litre of Coke Hear these phrases pronounced in the “Talking Dictionary” Talking Dictionary

11.10

Bon appétit!

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

This page may be photocopied for classroom use

© 2018 Early Start Languages

Bon appétit!

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

This page may be photocopied for classroom use

© 2018 Early Start Languages