F2.12 icecreams v13

Early Start French 2

12. Les glaces Ice creams

This section shows the third course of the family lunch - le dessert .

Pupils will understand when told what flavours of ice cream are on offer, and how to say which they want - whether in a café or in a family setting.

The section draws together what they now know about food and drink, and suggests more projects, including making real Frenchstyle dairy ice cream.

It also looks at asking questions in French, and how to use them in telling simple stories.

NEW WORDS AND PHRASES

une glace - an ice cream les/des glaces - ice creams vanille - vanilla fraise - strawberry pistache - pistachio Reminder chocolat - chocolate quel parfum? - what flavour? une boule - one scoop une glace à la vanille a vanilla ice cream une glace à la fraise a strawberry ice cream une glace à la pistache a pistachio ice cream une glace au chocolat a chocolate ice cream J’adore ... (la fraise) I love strawberry

Films to see

A1 - Ice-cream flavours A2 - Dessert at Arnaud’s house A3 - Ice-cream cafe

Planning your lessons

Before watching the films, remind pupils of the French they now know for food and drinks, and saying what they want and like.

After the films, when they are familiar with the new words, you can draw together all the language of this and the previous 2 sections.

It is also an opportunity to talk about the place of food in French everyday life and culture and, if time permits, to offer children some more French food experiences.

Activities Warm up

You could start the lesson with some food pictures from chapters 2.10 and 2.11. Ask pupils “Qu’est-ce que c’est?”, “Qu’est-ce que tu aimes?”, “Qui veut ...?” to remind them of recent words.

Watch film A1

❑ Watch film A1: “Ice-cream flavours” to introduce the words for different flavours.

We see lots of different ice creams: les glaces.

Children say that they like ice cream: “J’aime les glaces”.

REMINDER

J’aime ... (le chocolat) I like ... (chocolate) see Talking Dictionary

Scene from film A1: “J’aime les glaces”.

12.1

2.12 Les glaces Ice-cream flavours: We hear the question “Quel parfum?” (Which flavour?) We see vanilla ice cream,“vanille”; strawberry ice cream, “fraise”; pistachio ice cream, “pistache” and chocolate ice cream, “chocolat”.

Song: We hear verse 2 of the “What do you like to eat?” song first heard in section 10.

Qu’est-ce que tu aimes?

Moi, j’aime bien les glaces.

Moi aussi, j’aime les glaces - vanille, fraise et pistache.

Get used to the sounds

❑ Echoing: Show the e-flashcards for “icecream flavours” with sound ON and text OFF. Pupils echo the phrases. Now click text ON. Pupils echo again. Pay close attention to "key sounds".

KEY SOUNDS

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

as in pistache, chocolat Heard before in: gauche, chat as in vanille, pistache Heard before in: piscine, souris as in vanille Heard before in:

cahier, famille,

as in fraise Heard before in:

récréation, rouge,

as in parfum Heard before in:

un, lundi

see Talking Dictionary

❑ Echoing: Throw a soft ball to a confident pupil. As you throw the ball say “une glace au chocolat.”

The first pupil echoes this as s/he throws it back to you. Continue with other flavours and different pupils. Repeat this several times.

Respond with understanding

pupils with that particular card try to be first to jump up and call out the flavour. ❑ Play “swap ices” Pupils arrange their chairs in a circle. Each is given one coloured-in ice-cream flashcard, making sure that there are several children holding cards with the same flavour.

When you call out “fraise”, the children with cards showing “fraise” swap places. As they do so, you run for an empty chair. The pupil left without a chair becomes the caller.

❑ Give each pupil a flashcard of an ice-cream cone from the activity sheet. Ask them what colours the ice creams should be, using French colour-adjectives from Ch.2.5: Watch films 12 B1 and C1 “La vanille est de quelle couleur?”

“Jaune? Bien! - ou blanche?” ❑ Watch films A2 and A3 when pupils are familiar with the ice-cream flavours. “...et la pistache? Oui, verte.”

“Le chocolat? Marron?” “La fraise? - rose”.

Films A2 and A3 show ices eaten in Each pupil chooses how to colour their cone. everyday contexts. They are meant When you call out a flavour, all the pupils with for “gisting”. Pupils can work out the that card hold it up for everyone to see. sense of what is said from: ❑ Play “jump to the flavour” Divide the class into two teams. Each team has an identical set of ice-cream flavour cards, one per pupil. When you call out a flavour, the

12.2

■ what they see happening ■ words they know already ■ words they can guess Don’t try to translate every word!

Early Start French 2 Film A1: Eating ice cream for dessert: Claude and the children (Arnaud, Alex, Marion and Arthur) are having ice cream for dessert.

Claude asks who wants an ice cream, “Alors, qui veut une glace?” Everyone wants one, “Moi!” Claude says that Arthur will be first, “Bon, on va commencer avec Arthur”.

She asks Arthur which flavour he wants: “Arthur, quel parfum tu veux? Chocolat? Fraise?

Pistache? Ou vanille?”

“J’adore la vanille” - I love vanilla.

“J’adore la fraise” - I love strawberry.

“J’adore la pistache et la vanille” - I love pistachio and vanilla.

Film A3: Graphic ice creams showing each flavour: Une glace à la vanille; une glace à la fraise; une glace à la pistache; une glace au chocolat.

Buying ice creams in a cafe at Berck-sur-Mer: Waitress: “Bonjour”.

Boys: “Bonjour, Madame”.

Waitress: “Une petite glace?”

(A little ice cream?)

Boys: “Oui”.

Boy 1: “Vanille, s’il vous plaît”.

Waitress: “Alors, une à la vanille”.

Boy 2: “Pistache, s’il vous plaît”.

Waitress: “Pistache”.

Boy 3: “Chocolat, s’il vous plaît”.

Boy 4: “Fraise, s’il vous plaît, Madame.”

Waitress: “Fraise ... à la boule?”

(She is asking if they want scoops of ice-cream rather than the Italian-style soft ice-cream).

Scene from film A2: “Alors, qui veut une glace?”

Boys 1 and 2: “Oui.” Waitress: “Vous aussi? Pareille?”

Arthur says that he would like vanilla, pistachio,

(You too? The same?) and afterwards, strawberry! “Alors, je préfère Boys 3 and 4: “À la boule, oui.” vanille, pistache, et puis après, fraise”.

Waitress: “À la boule.”

Claude serves Arthur’s ice cream, “D’accord...

The waitress returns with the ice creams: une vanille pour Arthur, après, vas-y, une pistache Wa i t r e s s : “Alors, chocolat, ... pour Arthur, une grosse” (a big one) “et fraise”. vanille, pistache et fraise.”

Claude gives Arthur his ice cream and tells him to say thank you, “Tu dis merci”. Boys: “Merci. Merci Madame”.

Song: The sequence ends with a repeat of the Arthur does as he is told: “Merci”.

“Qu’est-ce que tu aimes?” song.

Claude asks Alex which flavour he wants, “Alex, quel parfum tu veux?” Alex asks for strawberry, “De la fraise, s’il te plaît”.

Claude gives him the ice cream, “Voilà”, and Alex thanks her, “Merci”.

Claude then asks Marion which ice-cream flavours she wants: “Marion, quel parfum tu veux?”

Marion wants pistachio and vanilla, “Pistache et vanille”. Claude serves her ices, “Pistache et vanille”. She tells Marion that she is not greedy, “Tu n’es pas gourmande, Marion”.

Finally, Claude asks Arnaud to choose, Scene from film A3: “Vanille s’il vous plaît”.

“Arnaud?” Arnaud says he wants vanilla because he likes it very much, and also ❑ Play “ice-cream stall” chocolate: “Vanille, parce que j’aime bien; Pupils could set up an ice-cream stall, stocked et puis, chocolat”. The children eat their ices. with a collection of coloured-in cone cards.

Then they turn to the camera and say which flavours they like: Another stack of cards is shuffled and placed face-down on a table. Pupils take turns to pick “J’aime le chocolat” - I like chocolate. a card, and then go up to the stall.

12.3

2.12 Les glaces Customer: “Une glace, s’il vous plaît.”

Stall-holder:“Quel parfum?”

Customer: (says the flavour on their card) Stall-holder: (gives a card for that flavour) The game could be extended by offering a choice of “une boule ou deux?” - “1 scoop or 2?”; and by asking pupils to pay for their “ice cream” using euro play money or the notes and coins from Ch.2.9.

HOW FRENCH WORKS Polite and familiar forms of address:

Introducing the written word

Here is an example of a story called: “Qui veut une glace au chocolat?”(who wants a chocolate ice cream?). The plot is a search or a journey.

The main character offers an ice to different people (or animals). Each replies “no”, telling him what they do like. A mouse: “Non merci!

J’aime le fromage”; a lion: “Non merci! J’aime la viande” ... until on the last page, a penguin is glad to accept.

Suspense is added when the reader has to “lift a flap” or turn the page to find out what happens next, e.g. what the reply is. A multimedia project offers exciting equivalent possibilities: readers could click on an object on the screen to make something happen that moves the story on.

You could start by discussing some picture stories with the class; looking at books in French and in their own language will suggest ideas.

See “core vocabulary” in the Introduction for questions that could form the basis of a storyline.

❑ Pupils could word-process a café menu showing a range of drinks, snacks and ice creams, with euro prices. Use the “menu” in a drama activity, with children miming consumption of their choices.

CROSS-CURRICULAR ACTIVITIES

❑ Art & design / ICT: Design a poster Pupils could design a poster showing all the ice creams they would like to see, labelled in French with euro prices You could help them use a bilingual dictionary to find names for other flavours.

In the films, the children eating lunch address Claude as “tu” e.g. s’il te plaît”. When speaking to the waitress, the boys buying ice cream use “vous” e.g. “s’il vous plaît”. They also call her “madame”. We don’t hear the waitress address the boys individually; but she uses “vous” when speaking to them all, e.g. “Vous aussi?”

Town Guide project

French ice-cream poster from film A1, showing brand-names, prices and choice of flavours.

❑ Literacy / ICT: Writing a Story - a “lift-the-flap” book or multimedia project You could suggest to the class that they write a simple children’s picture story using the French they know, especially the food and drink in sections 10, 11 and 12. First identify who the audience might be, e.g. a younger class.

Recording the text avoids spelling difficulties.

Well-loved children’s stories often use a simple question or phrase, repeated in different situations until the form becomes so familiar that children can predict what comes next.

12.4

Pupils who are preparing a guide to their own town, can research what kinds of foods are special to your region.

Is there a market in your area,where you can buy food from local producers?

Are there cafés or restaurants that offer special local foods? Which do they think would interest French visitors?

If pupils are building a model of their town, they could include a restaurant or café.

Early Start French 2 Extension activities Make your own ice-cream

❑ Design/ Technology/ Food: 250 years ago, ice cream was an expensive hand-made luxury - a rare treat for the court of the French King. Today, it is a factory-made fast food that everyone can afford all year round.

Pupils can try making old-fashioned Frenchstyle ice cream, following the simple recipe on the activity sheet.

Glace à la vanille, fraise ou chocolat

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

300ml de crème

300ml de lait

100 grammes de sucre

It uses half cream/ half milk, which will not cost too much in a modern supermarket.

12.5

Children can practice their French in the measuring and timing. Different groups in the class could invent their own flavours (see “talking point”).

When each is ready, organise a Taste-Test. Put each group’s ice cream in a container, labelled with the flavour in French.

Each pupil could try a small sample of each flavour, award marks out of 10 (in French), and perhaps try to describe what it is like

2.12 Les glaces Talking point

EVERYDAY LIFE IN FRANCE “Real” French dairy ice cream

It would be against the law in France to sell many types of British ice cream. Why? Because they are not made from cream.

The cheaper types of British ice cream are made from vegetable fat and dried milk, whipped up with air (so it could be made even more cheaply) and frozen - with added chemical flavouring.

How did ice cream go from being an expensive luxury into an everyday fast food?

History of French ice cream It started with the 13th century Italian explorer Marco Polo, who came back from his travels to China with recipes for “fruit ice” or sorbet.

They mixed water with sugar syrup, fruit and fruit juice; put it in ice, and frothed it up to add air as it froze. Without added air, you would get a solid ice lolly.

A luxury for the French Court A 16th century Queen of France brought Italian cooks to the French court, along with the best artists, musicians and craftsmen. French royals became famous throughout Europe for their luxury, extravagance - and the fine cooking they enjoyed. One of the food specialities developed to please them was ice cream.

In 1670 a café was opened in Paris selling ices and sherbets; soon there were hundreds more.

In the 18th century, Parisian cafés made their ices with flavoured cream instead of water.

This was the first ice cream as we know it, but it remained a very expensive luxury.

The problem of freezing without freezers Before freezers were invented in the 1920s, the most difficult part was freezing the ingredients. Ice-makers had to collect snow when it fell; bring blocks of ice or snow in carts from the nearest mountains; or by ship from icebergs in the Arctic seas.

12.6

How did they stop it melting? Really big blocks of ice are surprisingly slow to melt. They kept it cold for as long as they could; it was stored in underground chambers, insulated with straw and cooled with running water. Many 19th century country houses had an “ice-house“ to store winter snow, so the servants could make them some ice cream on a hot summer day.

The American taste for ice cream The early Presidents of the USA loved Frenchstyle ice cream. They had close links with France, their ally in the fight for independence from Britain. It was American inventors who gave us the kind of cheap factory-made ice cream we eat today: ■ Nancy Johnson invented the hand-crank freezer in 1846; ■ ice cream was first sold in edible cones at the 1904 St. Louis’ World Fair; ■ Clarence Vogt produced the first continuous process freezer in the 1920s, which opened up the possibility for commercial ice cream manufacture.

Today Americans eat the most ice cream, an average of 21 litres a year each - twice as much as the Italians and French. The British eat an average 8.1 litres; luxury ice cream is becoming more popular.

Did you know?

■ More ice cream is eaten on Sunday than any other day of the week.

■ People eat most ice cream in July and August.

■ The ages when people eat the most ice cream are from 2 to 12, and over 45.

■ The average number of licks to finish a single scoop ice-cream cone is about 50.

■ The world’s favourite flavour is vanilla, chosen 9 times out of ten.

■ Some more unusual flavours you can buy: avocado, brown bread, garlic, honey, liquorice, marmalade, sweetcorn, prune, pumpkin...

SHEET FOR TEACHERS

Make your own ice cream Ingredients:

300 ml double cream- 300 ml de crème

300 ml milk - 300 ml de lait

100 grams sugar - 100 grammes de sucre Flavouring: ■ for vanilla ice cream - 1 teaspoon of vanilla essence - une petite cuillère de vanille ■ for chocolate ice cream - 4 teaspoons of cocoa powder - 4 petites cuillères de cacao ■ for strawberry ice cream - 500 grams mashed fresh strawberries - 500 grammes de fraises ■ invent your own flavouring.

Equipment:

Teaspoon - une petite cuillère Saucepan - une casserole Shallow dish you can put in the freezer (metal is best) - un plat (en métal) Whisk or beater - un batteur Mixing bowl - un grand bol Wooden mixing spoon - une cuillère en bois A cooker to heat the saucepan - une cuisinière; une table de cuisson (hob) A freezer - un congélateur

How to make the ice cream: 1.

2.

3.

4.

With the help of an adult, put the milk in the saucepan.

Warm it gently.

Add the sugar, and stir until it has all dissolved.

Take the saucepan off the heat and leave it to cool.

While the milk is cooling, prepare your chosen flavouring.

5. Pour the cream into a mixing bowl; whisk until it’s fairly stiff.

6. Pour it slowly into the saucepan of milk (check it has cooled down first) Stir it in gently as you pour.

7. Add your chosen flavouring, and mix it in.

8.

9.

10.

11.

12.

13.

Give children the picture instruction sheet.

Encourage them to speak French so far as possible during the project.

Pour the mixture into the shallow dish, ... ... and place it in the freezer.

After 1 hour, take it out ... ... and whisk it up until it is quite smooth.

REPEAT steps 9-10-11 two or three times until the ice cream is frozen.

Enjoy your luxury hand-made ice cream, just like King Louis XVI used to eat!

This page may be photocopied for classroom use

© 2018 Early Start Languages

Glace à la vanille, fraise ou chocolat

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

300ml de crème

100 grammes de sucre

300ml de lait

1

3

2

4

5

6

7 8

500 grammes de fraises

9

1 petite cuillère de vanille 4 petites cuillères de cacao

10

12

13

11 This page may be photocopied for classroom use

© 2018 Early Start Languages

Les glaces

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

This page may be photocopied for classroom use

Š 2018 Early Start Languages