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10. Qu’est-ce que tu aimes?What do you like (to eat)?

NEW WORDS AND PHRASES

- chips

- crisps- sweets- cheese- ham- a sandwich- a ham sandwich- lemonade- Coke ®- orange juice- chocolate- hot chocolate

les frites* (f) orles pommes frites

les chips* (f)les bonbons (m)

le fromagele jambon

un sandwichun sandwich

au jambonla limonade

le cocale jus d’orange

le chocolatle chocolat chaud

Qu’est-ce que tu aimes?What do you like?

Qu’est-ce que tu aimes manger?What do you like to eat?

REMINDER(Un coca) ... s’il vous plaît

(A Coke) ... please

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

This is the first of three sections about food.This section introduces the names of snackfoods and drinks that are popular withFrench children; and shows an ordinaryFrench family having breakfast.It also shows how to say whether you likeparticular food items.If you are linked with a French school, orplanning a visit to France, children will becurious about French food, and keen to beable to express their preferences.Section 11 will introduce more foods, showa family lunch, and help children say whatthey would like at meals or in a shop.Later sections will use the language for likesand dislikes in more contexts - talking aboutsports, pastimes and school subjects.

je n’aime pas ... (le fromage)I don’t like ... (cheese)

Scene from video section 10: the chip van inHesdin’s market square -“Les pommes frites”.

moi aussime too.

VIDEOIntroducing the names of foodstuffs:Chips: We see chips being sliced, cooked andsold in the chip van in Hesdin town square:les pommes frites.Crisps: We see crisps on the supermarketshelves: les chips.Sweets: Jars of sweets on a stall at the fairgroundare shown: les bonbons.Cheese: We look at different cheeses on themarket stall: le fromage.Ham: We see ham being sliced on a market stall,then more ham arranged on a plate in arestaurant: le jambon.

* “False friends”Les chips are British crisps(US -”chipped potatoes”).Chips (US -“French fries”)are les frites.

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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 thatthey don’t like others:

“J’aime les chips”.“J’aime les frites”.“J’aime les sandwichs”.“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-ceque 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!

(See music and words later in the chapter.)

KEY SOUNDSListen and enjoy copying thesetypical sounds: where have youheard them before?

“ ” as in jambon bonbonsHeard before in: bonjour crayon

“ ” as in jambonHeard before in: rouge bonjour

A sandwich: Some children are eatingsandwiches as a picnic lunch: un sandwich.We see that one of the girls is eating is a hamsandwich: un sandwich au jambon.Lemonade: We see lemonade being pouredinto a glass: la limonade.Ordering in the café:A group of children and their mothers are inthe café in Hesdin. One mother asks the waiterfor four Cokes: “Quatre cocas, s’il vous plaît”.Coke: The Cokes arrive and the children startdrinking: le coca.

“ ” as in frites chips limonadeHeard before in: piscine lundi

“ ” as in chocolat chips

Breakfast at Arnaud’s house:Arnaud, Marion and 4-year-old Arthur arehaving breakfast.Orange juice: Arnaud presses fresh orange juice:le jus d’orange. The children drink it.Hot chocolate: Marion puts instant chocolatepowder into a bowl of milk: le chocolat. Themilk was heated up in the microwave:le chocolat chaud.Claude, their mother, asks Marion if she wouldlike more orange juice: “Marion, tu reveux* dujus d’orange?” ( *colloquial usage)She then offers some to Arnaud: “Arnaud?”

Scene from video section 10: Breakfast - children dunkingbread in their hot chocolate, and drinking from the bowl.

“ ” as in jambonHeard before in: en France temps

boulangerie

Heard before in: chaud chien

jus d’orange fromage

Scene from video section 10: Arnaud presses fresh orangejuice for breakfast -“Le jus d’orange”.

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

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Planning your lessonsBefore watching the video, play a game toremind pupils of whether “le” or “la” goeswith some of the nouns they know.Also talk with the class about what they liketo have for breakfast, and what snacksthey like when they feel hungry or thirsty.Ask them to speculate about what Frenchchildren might say to the same questions.The video of ‘breakfast at Arnaud’s house’is a good opportunity to practise “gisting”.After the video, give pupils practice so theyget used to hearing and saying the newwords for foods. If they are confident, youcan extend activities to choosing snacks,e.g. in a café; and to expressing likes anddislikes regarding food and drinks.

Activities 1. Warm up

You could warm up by asking children (andthe puppet) to sort picture-cards into groupsby gender, and to point out when the puppetmakes a mistake, e.g. “la café?”, “le soeur?”

2. Watch the video

❑ Watch video section 10: “Qu’est-ce que tuaimes?” to introduce the new vocabulary forfoods. On first showing, you may want to stopbefore the breakfast at Arnaud’s house, andshow that later.

3. Get used to the sounds

❑ Echoing: Make flashcards from the pictureson the activity sheet, or display on the OHP/whiteboard. Show each of the pictures and saythe corresponding food name in French.Pupils echo the words.Repeat this several times until the children aresaying the new words confidently.

4. Respond with understanding

❑ Play “true or false?” 1Show the pictures again. When you show theorange juice picture, say “C’est le jus d’orange?”The children respond, “Oui, c’est le jus d’orange”or just, “Oui”. You could use your French-speaking puppet to demonstrate.Make an occasional “mistake”, e.g. show thepicture of cheese but ask “Ce sont* les bonbons?”When you do this, pupils say “Non”.At this early stage, follow a deliberate mistakewith 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.

❑ Play “true or false?” 2 (game)Show the pictures again. When you say thecorrect word for each picture, pupils echo it.Occasionally say the wrong name for one of thepictures. When you do, pupils remain silent.

❑ Play “pick-a-snack” 1Give everyone one of the food pictures cut outfrom the activity sheet. When you call out afood item, all the pupils with that picture holdit up for everyone to see.

To add excitement, divide pupils into teams,each with a set of pictures. The first to hold upthe correct picture wins a point for the team.

HOW FRENCH WORKS 1. Saying the negative - REMINDER

2. Saying “the” - REMINDER

Pupils already know how to make negativestatements 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 thesame pattern.

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.

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❑ Play “pick-a-snack” 2Draw 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 otherhalf of the board, but arranged differently.Divide the class into teams. One child fromeach team stands by the board.As you call out each food item, the pupils try tobe first to remove the corresponding picturefrom their side of the board.

❑ Play “what’s in the picnic basket?”Place a selection of the food and drink picturesinto a box which will be a “picnic basket”.Ask children to guess what is in the basket.When they guess one correctly, take it out andshow it to the class. Invite pupils to have a turn.It is worth checking beforehand that the personchoosing what to put in the basket knows thenames of the items s/he has chosen.

❑ Echoing: Using the phrases from the video,start by displaying your own likes and dislikeswith flashcards, or an OHP/ whiteboard.Show each of the food pictures in turn, witheither the “happy” symbol (“j’aime”) or the“sad/grumpy” one (“je n’aime pas”).Ask children to echo each time, as you establishthe pattern (see “How French works 3”): e.gyou show chips and a happy face, and say,“J’aime les frites”; pupils echo.

❑ Play “what I like: true or false?”When pupils are confident with the newphrases, start making occasional “mistakes”.Sometimes show the “j’aime” symbol, but say“je n’aime pas”; or show one food, but sayanother. If what you say is correct, pupils echothe words; if it is incorrect, they remain silent.

❑ Play “do YOU like it?”Give everyone a picture-card from the activitysheets. Ask them to put it flat on the table infront of them so that you can see it.Move around the room, asking each child ifs/he likes the food on their card, e.g. “Tu aimesle fromage?” Children reply “oui” or “non” asappropriate. As they gain confidence, they canreply “Oui, j’aime le fromage.”

❑ Play “Taste-Test”If possible, use some real examples of the foodsintroduced in chapters 2.10: e.g. some crisps;little bits of cheese or ham; a sandwich cut intopieces; small cups of drink.Pupils take it in turns to try a sample andannounce what they think.They say “J’aime... [les chips]” or “Je n’aime pas...[la limonade]” as they wish.

HOW FRENCH WORKS: 3. Saying what you like - spot the extra word

Pupils saw in the video French peopleexpress opinions e.g. ”I like Coke”,phrased with an extra word that’s notthere 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.

When pupils are confidentwith the new words,

move to talking aboutlikes and dislikes

Je n’aime pas le fromage.I don’t like cheese.

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Make sure children feel able to refrain fromtasting any food: some may have dietaryrequirements (e.g. be vegetarian) or allergies.■ Make this into a fun “blind-tasting”, by concealingeach food sample under a cloth, so pupils have toidentify the food as well as say if they like it.

■ You can expand this into a Food Technologyproject; see “Cross-curricular activities”.

❑ Play “big sentences”The aim of this activity is to remember thesentence 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 anotheritem, e.g. “le coca“. This continues round thegroup, 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 thelongest sentence. Note the class record-holder.

5. Working in pairs❑ Play “tu aimes?”Each pair of pupils has a set of food and drinkpictures from the activity sheet.They put the cards face down on the table andtake it in turns to turn over a card.For example, if player 1 reveals a picture of thecrisps, 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.

6. Watch the video again

❑ Show video section 10: “Qu’est-ce que tuaimes?” again for reinforcement.

7. Look again at sounds

Now that the new words are familiar, remindpupils of the typical French sounds highlightedin this chapter’s “key sounds” box.

❑ Play “listen to the sounds” or “find thesounds” as in previous chapters.

Introducing the written word

When pupils are familiar with hearing andsaying the new words and phrases, you couldshow them the final sequence of video section10: “Qu’est-ce que tu aimes?”, which repeatseach of the key phrases with on-screen text.

❑ Play “word-picture match” 3Here is a variation on “word-picture match”,from Ch.2.2. Arrange the names of food anddrink items on one side of the board, and thepicture-cards 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 drawsa line to link text with picture.Repeat this with the other pictures.

Spot the SILENT letters

This game was described in Ch.2.1.You display a word on a text-card, OHP orwhiteboard, and tell the class to look for aletter, e.g.“s”. As you say the word, point toeach occurrence of “s”. Ask them to touch theirnose if they hear that letter (YES), but to pattheir head if it’s silent (NO):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-TestSet up an investigate-and-taste activity withdifferent varieties of French cheeses, flavouredcrisps, or French breads and pastries.Children can use the French they know to askothers their opinion of each cheese; to saywhich they like or dislike. Some pupils may beready to go further, and give each marks, andpick 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 alwaysmasculine, whatever “it” refers to. See also ch.2.13.

“Tu aimes les chips?”

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Before pupils start, go through the vocabularyneeded, including the alphabet (see ch.1.4A).Children can record the results of their surveyon a spreadsheet and display it as a graph.When you finish the food survey, tell thechildren about each sample. See this chapter’s“talking points” on French breakfasts andcheeses; more ideas on www.earlystart.co.uk.Exchange results with a French partner school.

❑ ICT and Literacy: “Language Swap”.Arrange a “language swap” with your Frenchpartner school. Talk with the class aboutcollecting a “word-bank” to send to France.This should include lots of different and morecolourful ways of saying in English that youlike or dislike something, e.g. “I loathe ham”...Then swap by e-mail, fax or by exchangingdigital sound or video files with the French-speaking class. In return, they might send youphrases like: “J’adore le jambon”; “Je déteste lejambon” ... (see “extra words and phrases”).

❑ Drama - likes and dislikes:Pupils can improvise around food they like ordislike, with all spoken language in French andany additional action mimed. Some may preferto 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 findeverything to his/her liking.

❑ Music: write new song about food:Play pupils the song, “Qu’est-ce que tu aimes?”again - from the video or the Audio CD forteachers. The music is below.Ask children to say the words, and clap on eachsyllable. 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 awell-known tune. Discuss possible rhymes,and words with the right number of syllablesto fit in with the chosen tune.

Scene from video section 10: “un sandwich”.

❑ Food technology: design sandwich-fillingsYour class can design-and-make a range offillings for les sandwichs, using French baguettes.Decide who you are making them for: a classpicnic? ...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 implementsand ingredients, timing any cooking, etc.They can also evaluate the results in a survey,conducted in French, as above. Parents maylike to join in this activity, which could bedeveloped as a consolidation/ bridging activity(see ch2.16).

SONG: “Qu’est-ce que tu aimes?”

Qu’ est-ce que tu aimes? Moi j’aime les pommes frites.

Moi auss - i, j’aime les frites, les bon - bons et les chips.

B EB EB EB EB E E B E B E B E B E B EEEEE F F F F F m Bm Bm Bm Bm B

AAAAA B B B B B C C C C C m Bm Bm Bm Bm B E B E E B E E B E E B E E B E

CD Tracks: 9-song 10-karaoke

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Hear the pronunciation of these phrases on the audio CD for teachers.

EXTRA WORDS AND PHRASES

un caféa (cup of) coffee

un croissant - a croissant

un pain au chocolata pastry with chocolate inside

les corn-flakes - cornflakes

le petit déjeunerbreakfast

On fait un sondage ...(sur les fromages français)

We’re doing a survey ...(on French cheeses)

Le matin, qu’est-ce quetu aimes manger?

What do you like to eatin the mornings?

Talking point 1

EVERYDAY LIFE IN FRANCE A typical French breakfast?As in most European countries, what Frenchpeople eat for breakfast varies enormouslyfrom person to person and family to family.

C’est délicieux - It’s deliciousC’est dégoûtant - It’s disgusting

Ça va - It’s all right

BREAKFAST

DOING A SURVEY

Breakfast at Arnaud’s house: Arnaud’s mum pours orangejuice, while the children eat bread and hot chocolate.

Children saw Arnaud’s family in the videohaving breakfast:

- freshly-squeezed orange juice;- bread dunked in hot chocolate;

At weekends and on holidays, they havecroissants with butter and jam. For specialdays, they might also buy fresh pastries likepain au chocolat or pain aux raisins.Arnaud’s mother, Claude, goes out to work andis very busy; she finds cereals or bread arequick to serve. But their orange juice is oftenfreshly-squeezed, not out of a packet.Like most adults, Claude drinks coffee whilethe children have hot chocolate. In France,coffee is adults’ usual drink through the day,rarely tea.Breakfast in French-speaking countriesBreakfast in French-speaking countriesBreakfast in French-speaking countriesBreakfast in French-speaking countriesBreakfast in French-speaking countriesFrench Canadians in Québec are used to amuch bigger British-style breakfast, so theycall it “déjeuner”, not “petit déjeuner”.This dates back to the language and customs ofthe 17th century, when settlers crossed theAtlantic from France - and needed a heartybreakfast before a hard day toiling in the fields.Traditionally they have another big mealaround midday, called “le dîner”; and just soupwith bread for supper, called “le souper”.Belgians enjoy a breakfast waffle - “une gaufre”.

un thé

a (cup of) tea[you could also say “une tasse de thé”]

■ You can talk with pupils about what theyeach have for breakfast. How many differentbreakfasts did your class have today?■ What would be a “typical breakfast” inyour community?■ Ask your French partner school whatTHEY think is a “typical” British breakfast?■ What did pupils notice about how theFrench children ate their breakfast?

Cultural awarenessCultural awarenessCultural awarenessCultural awarenessCultural awareness

Giving reasons *

* NOTE: see chapter 2.13 for more words.

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Talking point 2

EVERYDAY LIFE IN FRANCE French cheesesTry a “Taste-Test” to find out which Frenchcheeses the class likes best. Why not ask yourFrench partner school to taste-test Englishcheeses, and tell you what they think.VarietyVarietyVarietyVarietyVarietyThere are more than 360 different named Frenchcheeses - one for each day of the year!

French cheeses sold by weight on a market stall.

How cheese is madeHow cheese is madeHow cheese is madeHow cheese is madeHow cheese is madeYou make cheese with the solids in milk: ittakes about 10 volumes of milk to make one ofcheese. If you leave milk to go sour, you can seehow it gradually separates into curds (the solidsused for cheese) and watery whey.Cheese-makers usually start this curdlingprocess by adding enzymes, such as rennet.The curds are then poured into circularcontainers to mature, emerging as a round“cheese” shape when they are ready to eat.Why cheeses are differentWhy cheeses are differentWhy cheeses are differentWhy cheeses are differentWhy cheeses are differentThe taste and appearance will depend on:■ type of milk used, e.g. from cows, sheep, orgoats; whether it is very creamy...■ pressing, to remove more of the liquid fromthe curds, to make a harder cheese;■ heating - sometimes the curds are cooked;■ washing - some makers regularly pour aliquid, like beer or wine, over their cheeses.This adds flavour and makes a coloured rind;

■ added ingredients - the makers of bluecheeses deliberately inject mould which spreadsthrough the cheese; others add herbs ...■ how it is stored - some cheeses are kept incool, damp caves or cellars, so the taste of thecheese 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 includesexamples of as many different types as possible.Cheesy storiesCheesy storiesCheesy storiesCheesy storiesCheesy storiesMany tourists come to see the places where themore famous cheeses are made, and the guidestell them interesting stories.They tell how Roquefort originated when ashepherd-boy from the village of Roquefort lefthis lunchtime cheese (made from sheep milk)in the local limestone caves.When he came back later, he found his cheesehad 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, andthat is how the famous Roquefort blue cheesecame to be made!■ Ask children if they have heard other stories likethat to explain the origin of something.■ Do they think they are always true?■ Children could write a mythical story to explainthe origin of something in your area.Find out more about French cheeses onwww.earlystart.co.uk - with links to othersuitable and informative sites.

Children are now ready to record theirachievements to date on the “can-dostatements”: 7. TALKING ABOUT THEWEATHER to 10. SNACK FOODS ANDDRINKS. (Find them after chapter 2.16).Each child could add his or her completedsheets to their European LanguagesPortfolio.

RECORDING & ASSESSMENT