Café Food Words

Overview

Students are introduced to basic French food vocabulary for a café context using visuals, movement, and short speaking opportunities. They practise listening, matching, and saying word “chunks” with support.

Learning intentions

• WALT introduce and recognise common French food words using pictures.
• WALT use simple French word pronunciation while connecting meaning to English.
• WALT practise respectful interaction (listening, turn-taking, and speaking clearly).
• WALT include te reo Māori greetings or supportive phrases where appropriate.

Success criteria

• I can match French food words to the correct picture.
• I can say several food words clearly enough for a partner to understand.
• I can use a simple phrase to name what I would like or order (without needing full sentences).
• I can follow class speaking routines: quiet listening, waiting my turn, and responding respectfully.

Curriculum links

• Languages in the New Zealand Curriculum: develop basic oral communication and explore sounds and meaning through everyday topics.
• Learning outcomes for languages: listening, speaking, viewing and connecting new language to known ideas.
• Key competencies: Communication, Thinking, and Relating to others through partner activities and classroom routines.

Lesson structure (60 minutes)

1. 5 minutes – Welcome & warm-up

• Greet students in English and add a short te reo Māori greeting (e.g., “Kia ora”) before introducing the “café” theme.
• Quick routine: teacher says a familiar sound pattern from French (e.g., “bon…,” “ça…”) and students echo softly.

2. 10 minutes – Visual introduction (teacher modelling)

• Show a slide or card set of 8–10 food pictures (e.g., pain, fromage, croissant, chocolat, salade, soupe, pomme, eau, jus, gâteau).
• Teacher points to the image, says the French word, and uses gestures to show meaning. Students repeat as a class and then in pairs (“repeat after me” round).

3. 12 minutes – Word-to-picture matching (hands-on)

• Give each group a set of picture cards and word cards.
• Students match words to pictures, then check by holding up matched pairs for the teacher to scan.
• Use “think time”: students whisper the word to themselves before saying it aloud.

4. 8 minutes – Movement game: “Find your café item”

• Place picture cards around the room (or on walls). Teacher calls out a French word (e.g., “croissant!”).
• Students move to the matching picture, freeze, and say the word to a partner beside the card.
• Reinforce respectful behaviour: safe movement, quiet freeze, one voice at a time.

5. 10 minutes – Partner speaking practice (sentence support)

• Provide a speaking frame on the board: “Je voudrais …” (I would like …) with a picture prompt strip.
• Students practise in pairs choosing 1 item and saying the phrase using the food word only. Example: “Je voudrais un croissant.”
• Teachers circulate and listen for correct word recognition and understandable pronunciation.

6. 10 minutes – Quick formative check: “Exit ticket café”

• Each student completes a mini sheet: draw/choose one favourite café item picture, then circle the correct French word from three options.
• Optional oral check for a few students: teacher asks, “Qu’est-ce que tu veux?” and students answer with the frame.

7. 5 minutes – Wrap-up & reflection

• Students share one word they learned and one strategy that helped them (e.g., “I matched pictures first” or “I listened and repeated”).
• Teacher affirms effort and previews Lesson 2 (more café phrases and ordering through a role-play).

Resources

• Picture cards and word cards for 8–10 French food items
• Display slide or teacher card set (same items)
• Group card-matching sets (laminated if possible)
• Speaking frame prompt strip: “Je voudrais …”
• Movement game cards placed around the room
• Exit ticket mini sheet (picture + 3-word choice)
• Student whiteboards or mini response cards (optional for quick checks)
• Dyslexia-friendly reading support: audio option (teacher recorded or teacher reads), and colour-coded word cards with clear spacing

Assessment

• Observation checklist during matching, movement game, and partner speaking: correct matching and intelligible pronunciation.
• Exit ticket results: accuracy in choosing the correct French word for a picture.
• Informal listening: note students who need more modelling or extra practice with specific sounds.

Differentiation

• Support

• Provide partially completed matching (e.g., 4 items instead of 8) and allow pointing first, then speaking.

• Use colour-coded cards: same colour for each picture-word pair.

• Pre-teach 4 “core” words and offer the remaining words as optional challenges.

• Offer audio support: teacher reads words clearly; students repeat without needing to read independently.

• Extension (for advanced learners)

• Add an extra choice and require two items using the frame: “Je voudrais … et …”

• Challenge students to sort words by category shown on cards (drinks vs food) and say the category with a starter phrase (teacher-supported).

• Student-led micro-teaching: students choose one item and show classmates the picture and say the word.

• EAL / language learners

• Use gestures, real-life objects where possible (e.g., toy croissant box) and consistent visual cues.

• Accept first attempts using English word order; focus feedback on the French word itself.

• Pair with a supportive partner and allow repeat practice before performing.

• Dyslexia/SEN friendly adjustments

• Reduce reading load: students work from pictures first, then limited-word choices (three options).

• Use large print cards, ample spacing, and consistent fonts.

• Provide a “trace and say” option: students lightly trace the word with a finger while saying it aloud (teacher model first).

Extension (optional)

Not included—this is Lesson 1 of 3 and focuses on vocabulary introduction and recognition.