French 2.12 icecreams v7

2.12 Les glaces

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.

VIDEO

We see lots of different ice creams: les glaces.

Different children say that they like ice cream: “J’aime 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.

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

Scene from video section 11: Arnaud’s house.

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 ■ words they can guess Don’t try to translate every word!

Eating ice cream for dessert at Arnaud’s house: 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”.

REMINDER

J’aime ... (le chocolat) I like ... (chocolate) CD Track 24

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Early Start French Pack 2 Buying ice creams in a cafe at Berck-sur-Mer: Waitress: “Bonjour”.

Boys: “Bonjour, Madame”.

Scene from video section 12: “Alors, qui veut une glace?”

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

Pistache? Ou vanille?”

Arthur says that he would like vanilla, pistachio, and afterwards, strawberry! “Alors, je préfère vanille, pistache, et puis après, fraise”.

Claude serves Arthur’s ice cream, “D’accord... une vanille pour Arthur, après, vas-y, une pistache ... pour Arthur, une grosse” (a big one) “et fraise”.

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

Arthur does as he is told: “Merci”.

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, “Arnaud?” Arnaud says he wants vanilla because he likes it very much, and also chocolate: “Vanille, parce que j’aime bien; et puis, chocolat”. The children eat their ices.

Scene from video section 12: “Bonjour! Une petite glace?”

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 style soft ice-cream).

Italian-

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

(You too? The same?)

Boys 3 and 4: “À la boule, oui.”

Waitress: “À la boule.”

The waitress returns with the ice creams: Wa i t r e s s : “Alors, chocolat, vanille, pistache et fraise.”

Boys: “Merci. Merci Madame”.

Song: The sequence ends with a repeat of the “Qu’est-ce que tu aimes?” song.

KEY SOUNDS

END of “gisting” sequence.

Then they turn to the camera and say which flavours they like:

“J’aime le chocolat” - I like chocolate.

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

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

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

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.

the

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

Heard before in:

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piscine souris

CD Track 24

2.12 Les glaces ❑ 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.

Planning your lessons

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

After the video, 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.

4. Respond with understanding

❑ 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: “La vanille est de quelle couleur?”

“Jaune? Bien! - ou blanche?” “...et la pistache? Oui, verte.”

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

Each pupil chooses how to colour their cone.

When you call out a flavour, all the pupils with that card hold it up for everyone to see.

Activities

1. 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.

❑ 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 pupils with that particular card try to be first to jump up and call out the flavour.

2. Watch the video

❑ Watch video section 12: “Les glaces” to introduce the words for flavours, and how to say which you want.

❑ 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. ❑ Play “ice-cream stall” Pupils could set up an ice-cream stall, stocked with a collection of coloured-in cone cards.

Another stack of cards is shuffled and placed face-down on a table. Pupils take turns to draw

3. Get used to the sounds

❑ Echoing: Make flashcards of cones and colour the ice cream to represent different flavours (or display on a whiteboard /OHP).

Say the flavour as you show it. Pupils echo what you say- ”fraise”, etc.

When pupils are confident echoing single words, say the phrase ”une glace à la fraise” ...

HOW FRENCH WORKS Polite and familiar forms of address: In the video, 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?”

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Early Start French Pack 2 video). You could help them use a bilingual dictionary to find names for other flavours.

Scene from video section 12: ”Quel parfum?” “Vanille”.

a card, and then go up to the stall.

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 the notes and coins from Ch.2.9.

French ice-cream poster from video section 12, 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 chapters 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.

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 story-line; also www.earlystart.co.uk for more ideas.

5. Working in pairs

❑ Pupils can play “French ice-cream stall” in pairs, swapping places after each transaction. ❑ Now that the new words and sounds are familiar, play either “listen to the sounds” (described in Ch.2.2: “En ville”) or “find the sound” (from Ch.2.3: “Toutes directions”).

Introducing the written word

When pupils are used to hearing and saying the new words, you could show them the final sequence of video section 12: “Les glaces”, which repeats the key phrases with on-screen text. ❑ Play “word-picture match 1 and 2” with text-cards to match the pictures (as described in Chapter 2.2: “En ville”). ❑ 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 (see example from the

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

Is ice cream made locally in your area, with special flavours that are a local speciality?

Town Guide project

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.

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 (see “extra words and phrases” in Ch.2.11.

Add to an “en France” display

Pupils who are preparing a display about a French town can find out about foods which are special to the region, and add pictures, leaflets, etc.

See www. earlystart.co.uk for contact details.

SONG: “Qu’est-ce que tu aimes?”

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Moi j’aime bien les glaces

Qu’ est-ce que tu

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Moi j’aime les pomme-frites

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Moi

auss - i,

j’aime

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va - nille fraise

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j’aime

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frites,

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bon - bons

CD Tracks: 11-song 12-karaoke

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pi - stache

les - chips

12. Les glaces 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.

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.

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.

Scene from video section 12: “J’aime les glaces” Boy in the Market Square at Hesdin (see Ch.2.1.)

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...

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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.

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9.

10.

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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

©2004 Early Start Languages

Glace à la vanille, fraise ou chocolat

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

300ml de crème

100 grammes de sucre

300ml de lait

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500 grammes de fraises

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1 petite cuillère de vanille 4 petites cuillères de cacao

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11 This page may be photocopied for classroom use

© 2004 Early Start Lan-

Les glaces

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

This page may be photocopied for classroom use

Š 2004 Early Start Lan-