Lesson+8+-+Food


 * Class/Group: P7 Lesson: French- Food Date: n/a **

In the previous lesson the children learnt vocabulary for basic food items: bread, butter, milk, cheese, eggs, yoghurt.
 * ** Previous Experience **

The pupils are familiar with peer assessment. ||
 * ** Working towards outcomes of a Curriculum for Excellence/5-14 Attainment Targets **

MLAN2-11c: I experiment with new language, working out the meaning of words and phrases using vocabulary I have learned so far.

MLAN2-14a: I use my knowledge about language and success criteria to help me and I can check that I have written familiar words and phrases accurately.

MLAN2-07b: I can use my knowledge about language and pronunciation to ensure that others can understand me when I read aloud or say familiar words, phrases and short texts. ||
 * ||||||  ** ASSESSMENT ** ||
 * ** Learning Intentions **

I will revise previous vocabulary for basic food items-bread, butter, milk, cheese, eggs and yoghurt.

I will learn new vocabulary for food-tomato soup, duck pate, fish and chips, roast chicken, chocolate mousse, and apple tart.

I will learn how to spell and pronounce the new vocabulary. || ** Success Criteria **

I will be able to recall and write the words for basic food items.

I will be able to recognise and pronounce certain foods correctly.

I will be able to use the correct vocabulary within the right context and be able to spell words correctly with the help of a vocabulary sheet. |||| ** Methods **

Paired speaking; teacher will circulate to check correct pronunciation. Show me boards.

Listen for correct pronunciation and thumbs up/down to gauge confidence.

Peer assessment of menus with pupils giving two starts and a wish. Stars meaning what they liked and wish meaning what they would like to see improved. ||
 * ** Timing ** ||||||  || ** Resources ** ||
 * 1.00-1.10

1.10-1.20

1.20-1.40

1.40-1.50 |||||| **__ Setting the context/ Beginning the lesson (Introduction) __**

Welcome and settle the class. Class helpers to distribute the materials required to begin.

** Share first learning intention with pupils. **

In pairs recap on the previous vocabulary learnt, one says the English food item and the other has to say it in French. Pupils then swap and repeat.

Holding up flashcards of previous vocabulary learned, ask the pupils to write the correct word on their show me boards. This will check the understanding of previous vocabulary learned.

**__ Teaching the learning intentions (development) __**

** Share second and third learning intention with the pupils. **

Introduce new vocabulary using a tasting session and power point for food not available to taste. The pupils will be given the opportunity to try duck pate, roast chicken and apple tart. The rest of the vocabulary will be introduced by power point. I will say the food item and ask the pupils to repeat the words after me. The pupils will each have vocabulary sheets in front of them for support. Listen for correct pronunciation from the pupils before moving onto the next item.

The pupils will create a menu of their choice, selecting one starter, one main course and one dessert from the vocabulary sheets provided. The menu will only be written, however if there are some pupils finished they may illustrate their menu using coloured pencils. The pupils will then pair and share their work. They will swap with their partner and the partner has to read what is on the menu in French and translate it into English. Pupils will then peer assess, making sure their partner can pronounce the words properly. They will then give two stars and a wish to their partner.

**__ Ending the lesson-Plenary __**

In pairs the pupils will then share their two stars and a wish that their partner has given them with the rest of the class. They will say whether they agree or disagree with the comments given, giving valid reasons for any disagreement.

** Share success criteria with the class. ** || Vocabulary sheets.

Show me boards/ cloths/ pens.

Cooked food items. Paper plates and napkins. Pen drive with power point on it. Vocabulary sheets.

Card/ pens/vocabulary sheet Coloured pencils. ||


 * ** Success Criteria Results ** || ** Next steps for the children ** ||
 * The pupils should be able to pronounce words correctly for certain food items.

Pupils should be able to write a menu of their choice ensuring the correct spelling. Pupils should be able to read aloud another pupils menu and be able to understand what is written on the menu. || This is now the end of the project that the pupils have been working on.

They will consolidate new vocabulary learned for food. || Don’t need to complete this for assignment || **Areas for development** ** (what didn’t work and why?) ** Don’t need to complete this for assignment. || Don’t need to complete this for assignment. || Maria
 * ** EVALUATING MY PRACTICE ** ||
 * **Going well** ** (what worked and why?) **
 * ** Next Steps for Me **