This unit enables pupils to consolidate their knowledge of ‘likes and dislikes’, focusing in particular on use of the definite article with food. They learn about quantities and plan recipes. The unit also provides a brief initial presentation of the perfect tense.
New language content:
• partitive article
• size, quantity and measures
• introduction to the perfect tense with avoir
New contexts:
• following and devising recipes
• preparing a menu
• buying food and drink
Alternative contexts: leisure activities; buying clothes. By applying the perfect tense to other, familiar contexts covered earlier, eg school, spare time activities, home activities, pupils can consolidate their command of the perfect tense.
This unit is expected to take 12
–15 hours.
This unit revises knowledge of the definite article; it extends the use of negatives and the immediate future.
At the end of this unit most pupils will: listen to, read and respond to short texts about food or drink, using a dictionary to help with understanding; describe foods which they like and dislike, and politely accept and decline food; know how to ask for food; understand and begin to use a few verbs in the perfect tense, initially with support some pupils will not have made so much progress and will: understand the gist and main points of simple spoken or printed texts about food or drink, with prompts or other support; express likes and dislikes; take part in simple dialogues, using rehearsed language including polite expressions, to buy things such as food; understand a few examples of the perfect tense some pupils will have progressed further and will: use a growing range of structures and idioms, giving more details, adding opinions and using polite expressions; use reference materials to understand increasingly complex spoken or written texts, as an aid to speaking and writing appropriately; begin to cope with some unexpected elements in conversations; show mastery of a few familiar verbs in the perfect tense
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Unit 10 Qu’est-ce qu’on mange? 1

It is helpful if pupils already know:
• the basic grammar of definite articles
• how to express the immediate future using aller + infinitive
• imperatives
• how to form negative sentences
• how to use a verb table
Resources include:
• authentic recipes from France and French-speaking regions (from cook books, magazines, newspapers, recipe cards)
• authentic menus in French from snack bars/restaurants
• tourist guides (for information on regional dishes)
• video clips of food/drink programmes, eg TV5 cookery programmes; FR2
Télématin
• PCs, word-processing software, desktop-publishing software and data-handling software
Pupils could:
• read newspapers and magazines for interest and enjoyment, searching for recipes. To give a purpose to the search, they could compile their own cook books (word processing and desktop publishing with clipped-in art)
• scan newspapers for examples of the newly learnt perfect tense, cut them out, highlight them and add them to a wall display ( faits divers sections and sports reports are a fruitful source, as are write-ups of local events in regional newspapers)
• exchange parcels of local newspapers with partner schools abroad to provide sufficient resources
This unit gives a brief introduction to the perfect tense with avoir . Once pupils understand the concept of past and recognise some examples, they will be ready to develop this further in later units.
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Unit 10 Qu’est-ce qu’on mange? 2

LEARNING OBJECTIVES
PUPILS SHOULD LEARN
1
• to express opinions about food
POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES
PUPILS
POINTS TO NOTE
• Pupils listen to/read accounts of people describing their likes and dislikes.
• Question and answer (then pair work) using prompts of food likes/dislikes.
• Exercises involving definite article use, eg foods in columns on the board categorised by gender, pupils say
Je n’aime pas le jambon
, etc.
• Class survey to establish favourite foods,
eg favourite fruit.
• understand and express food likes and dislikes
• Point out the difference between
English and French in the absence/presence of the definite article to indicate nouns in a general sense.
2
• to initiate and develop conversations about food, varying language to suit context and purpose
• Role plays or semi-scripted dialogues involving expressing politeness and consideration.
• take part in conversations requiring social conventions, eg Je suis désolé, mais je n’aime pas le melon .
• Opportunity to revise the polite form of pouvoir, eg Pouvez-vous me passer le sel.
 Pupils might learn a wider range of polite expressions, eg c’est gentil, mais malheureusement, je ... ; excuse-moi mais ...
• A further related activity can be found in Optional Tests and Tasks
8.3.
3
• to show precise understanding of spoken or written texts, eg recipes, and respond to them
• Pupils match pictures of dishes with their recipes.
• Pupils sequence jumbled recipe steps correctly. This could be done using text manipulation software.
• Pupils follow an unfamiliar recipe, read it aloud and interpret it for a nonreader of French.
• Pupils write a familiar (English) recipe in French, using all or part of a
French recipe as a model.
• Pupils read/listen to descriptions of familiar foods and match descriptions to labels or pictures.
• Repeat as a group/pair quiz or game show.
• Pupils make a citron pressé
or a salade de fruits.
Any activities marked  might be better suited to higher-attaining pupils
• understand precise instructions in written texts, eg Ajoutez le lait .
• read or listen to instructions, and use the language as a model for their own writing
• Point out features of recipe form (in
English as well as French).
• Pupils will be familiar with the language and structure of instructions in English from the
National Literacy Strategy.
• Some of these activities combine the key skills of communication and problem solving very effectively.
• For the final activity teachers should observe proper hygiene practices.
A teacher of design and technology
(food) would be able to advise on health and safety issues.
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Unit 10 Qu’est-ce qu’on mange? 3

LEARNING OBJECTIVES
PUPILS SHOULD LEARN
4
• to describe familiar dishes
• to understand descriptions of unfamiliar dishes, and people’s feelings about them
5
• to adapt previously learnt language for their own purposes and redraft their own writing based on reading
POSSIBLE TEACHING ACTIVITIES
• Picture or video stimulus: pupils note aspects of food shown or described.
Use adverts for food from magazines, TV or internet.
• Pupils make up their own adverts.
• Pupils taste unfamiliar foods and give comments in French.
• Pupils read recipes to select a menu.
• Pupils use a word processor to draft/redraft menus.
• Pupils describe their ‘best ever’ menu.
• Pupils practise ordering foods from a menu.
 Pupils write an extract for a Francophone guide to their local/regional dishes.
• Explain use of partitive article ( du/de la, etc) and contrast with definite article (le/la) .
6
• how to express notions of size, quantity, measures
• Pair-work activity – pupils make appropriate pairings of foods and quantities/containers.
• Pupils plan and shop for a meal (write a menu, then a shopping list, then role play buying the items in a street market).
Any activities marked  might be better suited to higher-attaining pupils
LEARNING OUTCOMES
PUPILS
• understand and use statements about food characteristics, eg Les bananes sont très sucrées .
• read and write recipes
POINTS TO NOTE
• Opportunity to revise descriptions and modifying words (très, assez) in this context.
• Pupils have already encountered du, de la, etc in different contexts in unit 6 ‘Comment tu t’amuses?’ and unit 8 ‘Fais ceci … Faites cela!’.
• Language features of different genres are taught in the National
Literacy Strategy.
• understand and choose quantities and use appropriate language to buy these, eg Je voudrais 200 g de fromage râpé, s’il vous plaît.
• Encourage pupils to use their dictionary skills to find the French for the food/drink vocabulary items which they wish to include.
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Unit 10 Qu’est-ce qu’on mange? 4

LEARNING OBJECTIVES
PUPILS SHOULD LEARN
7
• to differentiate between the present tense and the perfect tense
• how to express the past using the perfect tense
POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES
PUPILS
POINTS TO NOTE
• Use silhouettes on an overhead projector (OHP) to demonstrate what has been eaten or drunk.
• Reinforce the concept of past through, eg yesterday’s lunch menu, using perfect tense avoir + familiar verbs with vocabulary items for food
(OHP/flashcards); TV programmes watched, etc.
• Pair work with cue cards showing what was eaten, ordered, etc.
 Pupils can be encouraged to work out regular past participle forms based on their knowledge of verb patterns.
• Remind pupils how to refer to a verb table in textbooks and dictionaries, and show them how to recognise abbreviations used. Then they play the
Speed game : who can find particular references the quickest.
• Pupils gather information from across the school about what pupils had for breakfast that morning. The information is entered into a database designed to test the hypotheses that:
a) younger pupils had a healthier breakfast than older pupils;
b) boys had a healthier breakfast than girls.
Pupils interrogate the data file and report their findings.
• understand the concept of past
• understand and begin to use the perfect tense, eg regular
-er verbs: J’ai commandé une salade. J’ai mangé du poisson. J’ai regardé
EastEnders .
• use reference materials as an aid to independent learning
• Try using the ‘very hungry caterpillar’ idea to introduce a mangé!
This is based on the children’s story where each day a caterpillar eats all the things eaten the day before, plus something new, the list growing longer day by day.
• The use of verb tables was introduced in unit 8 ‘Fais ceci ...
Faites cela!’.
• Encourage pupils to refer back to their own notes written in their exercise books.
• Further related activities can be found in Optional Tests and Tasks
3.1, 3.2, 3.8.
8
• to listen and read texts about meals
• to learn about aspects of other cultures
• Pupils listen to people describing meals they have taken.
• Pupils read or listen to an account of a celebration meal. They then describe a similar meal or event.
• Pupils create a display with photos and text.
• Class scrapbook with photos and text.
• Dossier sonore for each pupil.
• Portfolio of best work for each pupil with photos and description.
• understand texts on a cultural theme
• This activity offers an opportunity for further cultural awareness, eg a typical New Year meal in France; food for Eid or Divali, weddings, and birthdays.
Any activities marked  might be better suited to higher-attaining pupils
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Unit 10 Qu’est-ce qu’on mange? 5

LEARNING OBJECTIVES
PUPILS SHOULD LEARN
9
• to apply knowledge, skills and understanding learnt in this unit
POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES
PUPILS
End-of-unit activities
• Pupils take part in a simulation of a
Ready, steady, cooktype programme.
Working in groups, they describe what they intend to cook, mime the preparation and cooking, and another pupil could summarise what happens – thus, there are opportunities for past, present and future contexts within the same activity.
• Nightmare recipes: pupils invent the most obnoxious recipe for someone they dislike.
• Creative writing, eg pupils write recipes for a good lesson, the perfect friend, the ideal town.
• use different tenses in spoken language relating to a simulated cooking activity
• use written French imaginatively for different purposes, using a recipe framework
Any activities marked  might be better suited to higher-attaining pupils
POINTS TO NOTE
© QCA 2000
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Unit 10 Qu’est-ce qu’on mange? 6