KS2 Year 6 French Scheme of Work
Lessons 15-16
Framework objectives:
Lesson 15: IU6.1 Recognise similarities and differences in attitudes
amongst children in different cultures.
Lesson 16: L6.2 Identify different text types and read short, authentic
texts for enjoyment or information
Revision Vocabulary
and Structures :
du
de la
le chocolat
dans
New Vocabulary
and structures :
Pronunciation :
English:
Doo
Duh la
Luh sh-oc-o-lah
dohn
Pronunciation :
of (for a masculine noun)
of (for a feminine noun)
chocolate
in
English:
Une recette pour la
mousse au chocolat
saupoudrer
mettre
couvrir
ajouter
incoporer
une pincée
le sel
le sucre
la farine
les blancs d’œuf
le beurre
le film transparent
le réfrigérateur
pendant
délicatement
avec
Oon reh-set poor lah
moo-s oh sho-ko-lah.
soh-poo-dray
met-ruh
coo-vreer
ah-jhoo-tay
ahn-cor-por-ay
oon pah-say
duh sel
luh soo-cruh
la far-een
lay blonc derf
luh buhr
luh falm tran-spa-ron
luh ray-frijeh-ra-tuhr
pon-don
de-lick-a-tem-ohn
avec
A recipe for
chocolate mousse
to sprinkle with
to put
to cover
to add
to incorporate
a pinch
salt
sugar
flour
egg whites
butter
cling film
fridge
for (during)
gently
with
See separate translation
sheet called ‘Chocolate
Mousse Recipe translation’.
Extra Resources:
Access to ‘You Tube’ is required to view the video clips in this topic.
Additional information on Vietnamese food eg. Menus etc (optional).
Examples of recipes in English.
French dictionaries.
Mini-whiteboards.
Large sheets of paper and/or board for displaying class ideas.
Flashcards.
Smart Notebook slides.
English translations of the You Tube clips (sheets provided)
Worksheet.
Suggested Teaching Sequence:
Lesson Fifteen- Intercultural Understanding
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Show Learning Outcome on the first slide. Explain that the
children will learn about food eaten in Vietnam. Ask if anyone has
ever eaten Vietnamese food. Look at the Slide 2. Can they make
predictions about the type of food eaten there? Look at the map.
Which countries does it share borders with? Does this help give
them any more ideas about what kind of food they eat?
Show the children Slide 3 and ask them to discuss the food that
they see. Explain that Vietnamese cookery uses a lot of rice,
noodles, soups, vegetables, fish and chicken. If you have any other
resources on Vietnamese food then use them to add to the
discussion.
Explain that we are going to compare the attitudes that children in
Britain and children in Vietnam have towards food.
On the Slide 4 look at the images of fast food in Britain and
Vietnam. Think about the ingredients being used and how the food
is being prepared. Encourage the children to talk about their own
diets. What are the similarities between their diet and that of a
Vietnamese child? What are the differences?
Look at Slide 5. Read the speech bubbles with quotes from
Vietnamese children about their attitude towards food. Explain
that in Vietnam the preparation and eating of food is given great
importance. They believe it is important to prepare even quick
snacks using fresh ingredients and with a great deal of care. They
believe that food should be eaten at leisure. Is this similar /
different to their own attitude as a child living in Britain? Would
most British children agree or disagree with the Vietnamese
attitude? Ask the children to discuss their ideas in a group and
feed back to the class, backing up their answers with evidence.
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Plenary – look at the Slide 6. Read the three sentences about how
the French have influenced Vietnamese food. Can they find
evidence to support the sentences in the pictures? What can this
information add to their work on comparing the attitudes to food in
the two countries? Make a class list of ideas.
Lesson Sixteen – Literacy focus
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Read the Learning Objective on the first slide. Discuss the types
of texts they have looked at previously in French lessons (eg. comic
strips such as ‘The Two Frogs’ , stories such as ‘The Very Hungry
Caterpillar’).
Look at the title of the Slide 2. Can they use their knowledge of
French to translate it or make a guess as to which type of text
they will be looking at? (the answer is ‘a recipe’). Give the correct
translation and explain that ‘mousse’ is a French word that we use
in English to mean the same thing.
Show them a few examples of recipes in English so that they
become familiar with the types of words used. (There is a recipe in
English on Slide 3 that you can use, but collecting a few real life
examples would also be a good idea)
Explain that they are going to see two French video clips showing
them how to make a chocolate mousse. They might not understand
every detail, but they will be able to use their previous knowledge
and ‘gisting’ to help them to understand.
NB. You can use the word document entitled ‘Chocolate Mousse
recipe translation’ to help you with the following activity….
On Slide 2, show them the first clip all the way through, then show
it for a second time and pause it when the screen displays the
whole recipe. Help them to translate the ingredients and the
amounts. Make a note of the vocabulary for ingredients they have
seen, and display at the front of the room.
Show them the second clip. This clip contains text detailing the
cooking method. Show it all the way through without stopping, then
repeat for a second time pausing the screen when the text is
shown and help them to translate the text. Again they can use
previous knowledge (including the vocabulary list made following the
first clip), ‘gisting’ and the picture cues to help them.
Add some of the key vocabulary to the list from the previous clip.
Show the clip again for consolidation, if necessary.
Ask the children to discuss, with a talk partner, what they can
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remember of the ingredients and method in French, using the key
vocabulary taken from the clips that is displayed at the front of
the room for support. Explain that they do not have to use
complete sentences throughout, but can use words, phrases, and
actions to help them communicate with their partner and show how
much of the text they were able to understand.
Use Slide 4 to show an example of one of the sentences they have
just discussed and attemped to translate with the verbs (purple)
and nouns (blue/red/green) highlighted. (NB. it says ‘add a pinch of
salt to the egg whites’’).
Explain that they will now write some sentences of their own, based
on the recipes they have been reading, using a French dictionary to
help them change some of the verbs and nouns.
Use the reveal feature to show some alternatives to the verb and
nouns in the sentence. Ask them to use their dictionaries to look up
any unfamiliar vocabulary. Display the new vocabulary at the front
of the room using the flashcards provided.
Model how to rewrite the sentence using the new words (eg.
‘mettre une pincée de la farine dans le beurre’). You will need to
recap previous work on the use of ‘du’ (‘of’ for masculine nouns) and
‘de la’ (‘of’ for feminine nouns).
Ask them to try writing their own version of the sentence on a
mini-white board.
Share their sentences with a partner and ask volunteers to read
theirs aloud and write their ideas on the board. Use this as a miniplenary to check that they have a good understanding of how to
change the verb/noun before progressing.
On Slide 5 show the examples of sentences with verbs and nouns
highlighted (colour coded). Read them aloud and translate (NB.
They say: ‘cover with cling film’, ‘put in the fridge for 24 hours’ and
‘gently incorporate 1/3 of the egg white’.) Using the worksheet
provided, ask the children to work with a partner and a French
dictionary to choose new words and use them to make new
sentences. You may need to differentiate or select mixed ability
partnerships for this activity. Ask them to think of actions to use
with their sentence. This will help the less confident to access the
sentences more successfully.
Plenary – volunteers read the class one of their sentences, doing
actions to help the class to guess. After a few children have had a
turn, ask the class to self-assess their understanding at the
bottom of their sheet, using a system they are familiar with.
Follow-up and consolidation:
The children can try and make sentences to describe how they might
decorate their chocolate mousse. They can use Slide 6 and their French
dictionaries to help them.
This vocabulary can be used in any cross curricular work such as cookery /
DT. They could try making the mousse in a cookery lesson.