Who is Agent Lucas

Introduction

Who is Agent Lucas?

Mission 001:
French breakfast

Mission 002:
La galette des rois

Mission 003:
Au jardin public

Mission 004:
Visite de Laval

Mission 005:
la recette des crêpes

Mission 006:
Au café

Mission 007:
Au marché

Mission 005: La recette des crêpes

Before you start....

- You may wish to hold a discussion with your learner about typical French food and create a spidergram together.

- You could, perhaps, set a home learning task and ask the children to conduct some research beforehand and then, in class, create a spidergram together and leave it up for display.

Les ingrédients

Activity 1: Match up the words

Activity 2: Amount of each ingredient

J Activity 2 could be used to predict how much of each ingredient is needed and to understand what makes sense in terms of quantities, weights and measures for dry items and liquids when following a recipe. What are the important non-food items? A mixing bowl, a whisk and Grand-mère.

J Identify cognates (soupe, litre, gramme, ingredients, etc.) with the pupils! (Can they guess what some of these words are ? How did they know ? etc.) Do the words sound the same in both languages?

J You could also use these activities both during (by pausing) or after the video has played and you could consider taking away the vocabulary box of activity 2 if you wish to create more challenge.

J Memory challenge ! For an opportunity to practise/repeat vocabulary ask the pupils in what order the ingredients were added ! Consider giving them a limited time to work it out in a pair before feeding back.

J You may wish to match words to pictures with flashcards. Five willing volunteers could stand at the front and be labelled by other pupils. This makes a great competition or team game! How about bringing in the real thing?! Maybe just playhouse versions?! Will you make crêpes one day or work together on a bilingual recipe for the children to take home?

J Early finishers may wish to write up the ingredients in English for a non-French speaker at home J

La préparation

Activity 3: What does Grand-mère want?

J The DVD provides opportunities for your pupils to listen up and think about or say what Grand-mère wants! As you proceed with the film, you’ll see if you were right! This might be a good opportunity to use mini-whiteboards with the students to make it interactive (and also see who remembers what!)

J You could modify the activity above by using in anagrams instead or by including the first letter of each English word.

Activity 4 : The instructions

J For this activity learners can use a dictionary, their memories or watch the film again. With older learners you could discuss use of ‘il faut’ and the imperative for giving instructions.

La cuisson

Activity 5: Match/re-order the steps.

J Consider making a pellman matching activity with cards, matching words to pictures or phrases in both languages, using language from this video. Children could play card games in pairs after watching for the first time, when about to watch the video again, or even before embarking on cooking. Use the cards to check for understanding; use your own voice or the video, perhaps just with sound if you can and encourage the pupils to raise/touch the appropriate card for the phrase or vocabulary.

J How about mixing up the five French sentences and asking the pupils to put them in the correct order?

Questions, questions, questions! In either languages!

Do you like pancakes? (Tu aimes les crêpes?)

Do you eat tem with sugar like Lucas. (Tu les manges avec du sucre comme Lucas?)

How do you eat them ? With jam, with chocolate (Tu les manges comment? Avec de la confiture, avec du chocolat...).

What did Lucas do today? With whom? Qu'a fait Lucas aujourd'hui? Avec qui?

J Ask questions about the ingredients and equipment, quantities and key words and phrases, such as ‘please’, ‘thank you’, ‘a little bit’, ‘it’s finished’