Fremch 2.11 bonappetit v14

Early Start French Pack 2

11. Bon appétit!

Enjoy your meal!

DVD: film 11

This is the second of three sections about food. It introduces the kind of food French children eat for family meals - rather than snacks and fast food, and extends pupils’ “table-talk” vocabulary.

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

Introducing more names of foodstuffs: 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.

NEW WORDS AND PHRASES

le pain Reminder le poisson la viande les légumes les pommes de terre les haricots verts la salade les fruits un fruit l’eau bon appétit!

Qui veut ...

Veux-tu ... ... du pain? ... de l’eau?

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

Film 11: baking at an open-air market, “Le pain”.

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 (an estaminet) try a local dish of boiled potatoes which they peel themselves (see this chapter’s “talking points”): les pommes de terre.

- Who wants ...

- Do you want ... ... some bread? ... some water? ... de la salade? ... some salad?

Oui, je veux bien.

Yes, I’d like some.

Flashcards CD 11 Film 11: “Les pommes de terre”.

(Peeling boiled potatoes at an estaminet).

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2.11 Bon appétit! asks for bread: “Maman, je veux* du pain, merci.

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

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.

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

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”.

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.

You can PAUSE the video here.

The next sequence 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.

Lunchtime at Arnaud’s house:

Film 11: 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?”

Film 11: cooking the main course - “la viande”.

Claude serves the potatoes: “Alex , pommes de terre? Arnaud, pommes de terre?”

She offers more water, “Alors, qui veut de l’eau?”

Arnaud says that he would like some, “Je veux bien s’il te plaît maman”.

At the same time as Claude is giving water to Arnaud and Alex, Arthur calls out that he also wants water: “S’il te plaît maman”.

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!”

Film 11: serving the first course, “Qui veut de la salade?”

Alex says he would like some: “Oui, je veux bien”. Four-year-old Arthur interrupts and

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Early Start French Pack 2 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 gives Alex the last of the beans, “Voilà!”

Highlight phrases: After the main course, END ofnew “gisting” sequence.

KEY SOUNDS

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

as in pain Heard before in:

lapin cinq

viande Heard before in: janvier cent as in

we hear: Qu’est-ce que tu veux?

Tu veux des pommes de terre? Veux-tu de la viande? Qui veut des haricots verts?

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

Planning your lessons

This section builds on what pupils learned in Chapter 2.10. Show the video to introduce more words for foods. When the new words are familiar, children can talk about French meals, and what foods they like.

We suggest activities where pupils respond to offers of some chips, some bread, etc. as they hear in the video.

Some children may be ready to go further and say what they would like. With some foodwords, children have to choose whether to preface “du”,“de la”,“de l’” or“des”. You can avoid this by amending the activities to a restricted vocabulary.

NOTE: phonetic symbols are for teachers ONLY! See “Introduction” for how to use symbols.

Flashcards CD 11

4. Respond with understanding

❑ 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 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.

Activities

1. Warm up

❑ 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.

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

2. Watch film 11, part 1

❑ Play “what’s in your lunch-box?”

Mix up both sets of pictures, and give one card 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.

❑ Watch film 11: “Bon appétit!” to introduce the new words for foods. You could pause before “Lunchtime at Arnaud’s house”, do some activities, and show the rest later as a class “gisting” activity.

❑ 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”. When a pupil gets it right (in French), they have a turn.

3. Get used to the sounds

❑ Echoing: Repeat the echoing activities from Ch.2.10, this time with flashcards made from this chapter’s activity sheet.

When pupils are confident echoing the new words, mix in some of the snack foods previously met in Ch.2.10.

❑ Play “what’s been eaten?”

For this variant of “Kim’s Game”, use an OHP or whiteboard; or stick pictures to the board.

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2.11 Bon appétit!

For the next activities, use list A; add list B words if pupils are confident: “Qui veut .... ... un coca?” ... du pain?” un jus d’orange du poisson un sandwich de la viande au jambon/ au fromage de la salade un chocolat chaud de l’eau un fruit des pommes de terre un bonbon des haricots verts une limonade des légumes des frites des bonbons des chips

A

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.

B

❑ “What do you want?” 1: Extract the picture cards matching words from the list(s) you are using (A or A+B in the box above). Make multiple copies.

Move around the room offering food to individual pupils, e.g. “Tu veux un fruit? or “Tu veux de la salade?” Use your French-speaking puppet to demonstrate what to do ...

Ask pupils to reply “Oui” or “Non” as they wish.

If a pupil says “Oui”, give them a picture of salad. If “Non”, ask them if they want something else, e.g. “Tu veux un bonbon?”

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!”

❑ Play games from Chapter 2.10 Play “what I like: true or false?” and “big sentences”, using both sets of food words.

When pupils are confident with the new food-words, try using them to say what you want see “How French works” below.

HOW FRENCH WORKS: Saying what you want politely Pupils can ask for what they want by naming it, and adding “please?”

This is easy when you say HOW MANY you want: “une limonade, s’il vous plaît”.+ “deux sandwichs, s’il te plaît”.+ If 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 Flashcards CD.

+

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

Flashcards CD 11

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Early Start French Pack 2 ❑ “What do you want?” 2: the Random Café Pupils take turns being the customer in the “Random Café”, using the “list A” spinner 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 pupils are ready, switch to the “list B” spinner.

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 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.

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.

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 chips.

Pupils can practise offering and receiving the items with the extra incentive of using - and eating - the real thing!

NOTE: check whether any children have food allergies or dietary restrictions.

❑ “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?”.

5. Working in pairs

❑ Play “Qu’est-ce que tu veux?” 2 Each pair of pupils has both sets of food and 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 chips?” Player 2 replies, “Oui.”

❑ 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.

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

6. Watch film 11 again

❑ Show film 11: “Bon appétit!” again for reinforcement.

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2.11 Bon appétit!

CROSS-CURRICULAR ACTIVITIES

7. Look again at sounds

❑ 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.

Chapter 2.17: “En classe” gives more examples of useful words and phrases that can be used for everyday classroom interaction.

❑ Now that the new words and sounds are familiar, play either “listen to the sounds” (described in Chapter 2.2: “En ville”) or “find the sound” (described in Chapter 2.3).

Introducing the written word

When pupils are familiar with hearing and saying the new words and phrases, you could show the final sequence of video section 11: “Bon appétit!”, which repeats each of the key phrases with on-screen text. ❑ Play “word-picture match 1 and 2” (described in Chapter 2.2: “En ville”); or “wordpicture match 3” (described in Chapter 2.10).

❑ 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.

❑ Shopping list: Make a “shopping list” using text cards for some of the food words pupils know, or display a list on the OHP/whiteboard. Set out all the picture flashcards on a table.

Ask pupils in turn to read out one of the items on the shopping list, e.g. “du pain”; a different child (or group) selects the appropriate picture and puts it in a “basket“ (i.e. a box or container of some kind).

When all the goods have been selected, you can pick each one out of the “basket” and ask different pupils to tick the items off the list.

❑ Mathematics/Numeracy: The “Dodgy Waiter Game”: This game involves a “dodgy waiter” (you!) who cheats when doing money sums, e.g. when adding up food bills and giving change .

Display a “menu” of all the food/drink items pupils are confident with. Put euro prices by each item for all the class to see.

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 pay; you give them change - which should be checked!

First to spot any “mistake” is the next waiter.

See www.earlystart.co.uk for suggested euro prices for food and drink.

❑ La papeterie (Stationer’s shop) For a shopping game using “Qu’est-ce que tu veux?” in a non-food context, open a stationer’s shop (une papeterie), selling the school’s stock of pens, pencils and erasers. Pupils use the vocabulary from Ch.2.5 to ask the assistant for what they want.

Water is served for drinking as you eat, both at school dinners and at home: “...de l’eau, s’il te plaît”.

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Early Start French Pack 2 ❑ Drama: Pupils can improvize 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.

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.

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.

❑ 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.

“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 Pack 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.

See www.earlystart.co.uk for more.

If you don’t have time to make the dressing, try the “Taste-Test” with one from a shop. ❑ Art and design/ICT: Pupils could also do a survey on “food we like”, and show the results in a classroom display or a “big book”.

They could label it in French using wordprocessing and graphics software, and include packets, advertizing and product leaflets.

You could arrange this as a joint project with your French partner school, and swap displays/ books when complete.

Playing traditional games outside the estaminet.

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2.11 Bon appétit!

Talking point 2

EVERYDAY LIFE IN FRANCE A French family lunch or dinner

The video 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.

“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.

In this family, everyone helps Arnaud’s mother 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?

See www.earlystart.co.uk for more...

“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 to the table already tossed with dressing.

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.

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.

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!”

CD Track 23

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11. Bon appétit! ❑ 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.

Talking point 3

Method:

EVERYDAY LIFE IN FRANCE Salads and salad-dressings

(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.

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.

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.

LA VINAIGRETTE

(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. ● Toss the leaves around to coat with dressing.

“French dressing” Ingredients:

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

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.

Talking about metric measures

un kilo de pommes de terre a kilo of potatoes 200 grammes de fromage 200g of cheese

Other food project ideas Instead of green salad with dressing, pupils could experiment with crêpes, couscous (see box below), or fresh fruit salad. For more ideas about using French in food technology and healthy eating, see www.earlystart.co.uk.

un litre de coca a litre of Coke Hear these phrases pronounced on the Flashcards CD. Flashcards CD 11

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.

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Mariam (12) lives in Burkina Faso

Bon appétit!

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

This page may be photocopied for classroom use

© 2004 Early Start Languages

Bon appétit!

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

This page may be photocopied for classroom use

© 2004 Early Start Languages

Bon appétit!

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

A

A B

B This page may be photocopied for classroom use

© 2004 Early Start Languages