Lesson 4: French food

To increase children's repertoire of food related vocabulary, they find out for themselves the words that they want to say

Before the lesson

Watch

  • Teacher video: French food
Teacher video: French food

Listen

  • Presentation: Key vocabulary and pronunciation

 

Presentation: Key vocabulary and pronunciation

Open in presentation mode and click on the dots to hear sound recordings in French

Have ready

 

 

 

Print

  • Activity: French café words (see Classroom resources) – one for each pupil
  • Teacher support: Answers to French café words (see Classroom resources) – for the teacher
  • Food allergy letter (see Classroom resources) – for parents/carers if required

 

Download classroom resources

Activity: French café words
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Teacher support: Answers to French café words
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Food allergy letter 
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Learning objective

  • To work out the meaning of unfamiliar words.

National curriculum

Pupils should be taught to:

  • Listen attentively to spoken language and show understanding by joining in and responding; engage in conversations
  • Ask and answer questions
  • Broaden their vocabulary and develop their ability to understand new words
  • Read carefully and show understanding of words, phrases and simple writing

 

KS2 Framework:

  • O4.2 Listen for specific words and phrases
  • O4.4 Ask and answer questions on several topics
  • L4.1 Match phrases and short sentences to pictures
  • Y3 KAL Recognise question forms and negatives

Success criteria

  • I can pick out key words when listening to spoken French
  • I can work out what new words mean by looking for cognates
  • I can spell French words accurately

Cross-curricular links

  • Nothing relevant to this lesson

Attention grabber

Display the  Presentation: Au café.

 

Presentation: Au café

Show on your interactive whiteboard

Listening

The children revise words for food (la nourriture) from ‘Year 4: French food – Miam, miam! Lesson 1: Ordering food and drink in a French café using the

Go through the slides in the Presentation: Au café and as how the various food items, the children demonstrate their understanding by drawing on their whiteboards or creating the food using Plasticine or home-made play-dough (see Link: ‘Learning4kids – How to make salt dough’).

Main event

Display the Presentation: La nourriture.

Presentation: La nourriture

Show on your interactive whiteboard

Show each of the slides 2-5 and introduce the new food words, getting the children to use their detective skills to work out what the words could mean.

The children then practise ordering these foods from their partner using Je voudrais… – I would like…

While they are doing this, you can circulate and check pronunciation as well as challenging more confident pupils to add  plait s’il vous plaît– please, to the end of their order.

 

Reading and writing

Give each child a copy of the Activity: French café words. Also distribute French-English bilingual dictionaries, or get pupils to use an online dictionary to translate the words into English and add whether the word is masculine or feminine; singular or plural. If masculine they should write le; if feminine they should write la; and if plural they should write les.

The children can then complete the challenge, writing sentences about what foods they like or don’t like. Pupils working at greater depth should be encouraged to write about food not included on the page, using the bilingual dictionary to find new vocabulary.

Go through the answers in class (you may want to refer to Teacher support: Answers to French café words).

 Ask selected children to read out their sentences about what they like and don’t like.

 

Language point

Although hamburger begins with an ‘h’ it is usually pronounced in French so it is le hamburger rather than l’hamburger.

 

Wrapping up

Display the Presentation: Kim’s game – food. 

Presentation: Kim’s game - food

Show on your interactive whiteboard

The Presentation: Kim’s game- food shows a number of food images. As you move through the slides, images disappear. Get children to say which items are missing – pointing to the space where they were found and saying the French word for the missing image.

 

Note for Lesson 5: French food -le menu

Lesson 5: French food – le menu can be conducted in a number of ways, including getting the children to taste some foods. Tasting actual food is not, however, necessary.  If you do want the children to taste foods in Lesson 5, remember that you will need to send out a food allergy letter in advance. A sample letter can be found alongside this lesson.

During the week

  • The children could create French foods out of salt dough or air drying clay and paint them to make them look more realistic. There are some excellent examples on the internet.
  • Practise the café conversation during the week ready for the next lesson.
  • Send out a food allergy letter for the next lesson, Lesson 5: French food – le menu, if you plan to get the children tasting real food.

Assessing pupils' progress and understanding

Could the children:

  • Recognise cognates?
  • Use a bilingual dictionary to translate words?
  • Understand which words were masculine, feminine and plural?

Pupils with secure understanding indicated by: Recognising cognates and using a bilingual dictionary to translate given words.

Pupils working at greater depth indicated by: Translating words they want to use in order to write about them, spelling them accurately and making a note of their gender.

Vocabulary

To hear how these words sound in French, see Presentation: Key vocabulary and pronunciation.

 

  • un croque monsieur - a cheese toastie

  • une baguette - a bread stick

  • le fromage - the cheese

  • le café - coffee

  • le sandwich - sandwich

  • la ratatouille - ratatouille (tomato, aubergine and pepper dish)

  • la crêpe - pancake

  • la quiche - cheese egg tart

Created by:
Simone Haughey,  
Languages specialist
Previously a generalist Primary teacher for 12 years, Simone now specialises in Languages. She is MFL Consultant and Languages Teacher at Robin Hood Primary. Her work with Mandarin Chinese led to the IoE Confucius Institute for Schools awarding her school with Confucius…
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