F OOD F ORCE

Year 6 Teachers Planning Pack

About This Pack .................................................... 2 Lesson 1: Introducing Sheylan .............................. 4 Lesson 2 SitRep ................................................. 9 Lesson 3 Nutrition............................................. 11 Lesson 4 Delivery ............................................. 14 Lesson 5 Buying ............................................... 19 Lesson 6 The Future ........................................ 21 Appendix 1: Installing the Game ......................... 23 Appendix 2: Overview of Vocabulary .................. 24 Appendix 3: Formative Assessment Record ....... 25 Page 1 of 26

ABOUT THIS PACK

Planning Food Force is a game released for free by the World Food Programme. It helps pupils to learn about the WFPs work. As with many UN products, it has been translated into different languages, making it an ideal resource for language teaching with Year 6 pupils. It addresses important intercultural issues, covers an exciting topic, and uses interactive multimedia that can motivate pupils. This companion pack has been designed to help you deliver six French lessons using the game. Most lessons will fit into 45 minutes, but would be better spread over an hour. The first lesson is intended to be longer 1hr 15 but the activities are flexible. Each lesson follows a common format. You can swap and change the content within this format (both the vocabulary and the activities). The game itself has sufficient material that you could easily repeat the activities here with other missions or video clips, extending the topic last for a full term. The start of each lesson begins with the introduction of new vocabulary. Having introduced it, we strongly encourage you to revise the vocab with your pupils over the course of the subsequent week. Research into memory retention suggests that your pupils will learn far more effectively if you are able to do that. Short 5-minute bursts each day should do the job. Assessm ent Most activities are a group effort and are scored. Comparing the scores and the contents of the six group workbooks will give you an impression of the progress of the class as a whole. There are some individual activities that you can use to record summative pupil progress. In particular, the final activity (a cloze analysis translating from French to English) will give an impression of each pupils progress. As there is a lot of oral work, assessment in class will be most effective. Appendix 3 has a Formative Assessment Record that can be used during class to capture pupil progress. Record the lesson date in the top row, and then use traffic lights to indicate progress. Page 2 of 26

Resources and initial setup This initial setup will probably take about an hour. During the lessons, the class should be split into teams of about 5. For each team, copy the contents of the CDs to the laptop (they contain a copy of the Resource Pack, the Food Force game in English, and the Food Force game in French; see Appendix 1 if you want installation instructions). Test that the game loads and that the videos are working (For example, you could try to open 01 Lesson 1 Intro > Intro Briefing (en).mov) Also install the Resource Pack and the Food Force games (English and French) onto the computer connected to your Interactive Whiteboard and check that the game and videos work. For each team, print a copy of the X-Com team workbook. For yourself, print a copy of the Teachers' X-Com team answerbook. Print out the X-Com signs (In the Resources folder) and bluetack them to each laptop. Print out the team score sheet (In the Resources folder) and use a photocopier to scale this up to A3 or A2. Optional Teams will be competing for the highest score. If you want to provide a prize, you could buy World Food Programme gifts like mugs and key chains from here: http://www.stegip.com/wfp/ You can print out posters with information about world hunger, in English and French, from the resources folder: 00 Resources > Hunger maps. If you would like to get more free bilingual publications on international issues, take a look at: EU: http://bookshop.europa.eu Click discover then look at the Kids Corner and Students & teachers sections. UN: https://unp.un.org/browse.aspx?subject=98 Finding resources Throughout the pack, resources that can be found on the CD are marked in italics.

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LESSON 1: INTRODUCING SHEYLAN

This lesson will take about 1hr 15: Language Learning: 10 minutes Movie activity: 15 minutes Compass Rose activity: 45 minutes Plenary: 5 minutes.

Learning objectives In this lesson, pupils are introduced to the work of the World Food Programme; they start to learn about the island they will be working on, Sheylan. Framework for Languages IU6.2: Recognise and understand some of the differences between people Framework for Languages IU6.3: Present information about an aspect of culture Framework for Languages O6.2: Understand the gist of spoken passages containing complex sentences Geography KS2 2d: Develop geographical skills using secondary sources of information Geography KS2 3d: Explain why places are like they are (socially, politically, culturally)

Preparation Note please check youve completed the initial setup as described on page 3. Print out a copy of the photos in the Compass Rose activity (in the 01 Lesson 1 Intro folder).

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Language Learning 1. Introduce the vocabulary using the IWB flashcards and a drilling method. For example: Say the first word, then ask pupils to repeat it for you. Repeat it again a few times, varying the speed, tone of voice, volume and so on, until all pupils are confident saying the word. Say the English translation frequently, to help pupils make the association; pupils dont need to repeat this (though you might feel doing so helps the aural learners), and it doesnt have to be said every time. Repeat with the next two words. You can move between words by pressing the buttons on the side of the screen; the numbers jump to the words in French, the letters to the words in English. Now go back and repeat the set of three words. Gradually build up in this way until you have introduced the whole vocabulary set.

It is important to keep the pace up and to keep it fun: this will keep pupils thinking and engaged. Your less able pupils may not all be joining in, but they are still hearing the word and seeing it reinforced. Often the pictures that go with the words are representative of that piece of vocabulary. Sometimes they are mnemonic devices that will need some explanation (the notes section of the PowerPoint slides will contain this). 2. Use the vocabulary grid to reinforce that vocabulary using three-part questioning: Point to an item of English vocabulary on the grid. Ask, Cest a ou b?, where b is always the correct translation (although you might switch it around if too many pupils realise, and hence stop thinking about the word). Pupils should be given a moment to think, then the whole class should respond in chorus. This multiple-choice question should not be difficult in itself; it compels the pupils to actively think about the word. It is a simple extension of the drilling, but varied to maintain pupil motivation. In seeing, hearing and speaking the words again they are reinforcing them in their memory. Clicking on a picture or word will jump to the translation. Page 5 of 26

Point to an item of English vocabulary on the grid. Ask, Cest a?; the whole class should answer oui or non. Then repeat, cest b? cest c? until you have given the correct answer. This is slightly more complicated that the previous question type, but still a receptive (rather than productive) skill. Finally, the pupils have to recall the vocabulary for themselves. There is no order. The images still act as a scaffold, a prompt, and the vocabulary is only in short- or medium-term memory, but by the end of this activity it should be in their working memory so they can draw on it throughout the lesson, where it will be practised in context.

M ain Activities 1. Explain to the pupils that this term they will be looking at the work of the United Nations: The United Nations is an organisation that creates international law and contributes to international security. That includes helping countries that are in trouble for example, if they are facing a disaster like an earthquake or a flood, or if they are being attacked by another country. For the next few weeks, youre going to be working on a project thats part of the World Food Programme. People from all around the world come to work at the UN, and theyve got to be able to communicate with each other. The United Nations has six official languages: Arabic, Chinese, English, French, Russian and Spanish. Different projects use different languages. In the project youre going to be working on, some people can speak English, and others can speak French. Youre going to need to use your skills in both! o Talk with pupils about what they think the World Food Programme does (the answers will come later, in video clips; youre asking this just to see if there are any glaring misconceptions). o Explain about the teams:

You are new recruits at the WFP; this is your first mission. Sometimes you will be working together as a whole class, but often youll be working in your individual X-Com teams. Im the boss of this project, and I want to see which team looks the most promising, so Ill be keeping a score. 2. Show the pupils the introduction briefing in English (01 Lesson 1 Intro > Intro Briefing (en).mov). Page 6 of 26

o o o

Pupils should complete the front cover of their Workbooks as a team, and read Activity 1. They should complete the activity using the vocab they have learnt (they need to look at the cover of their Workbooks, too!). In teams, watch the French introduction briefing (Resources Pack > 01 Lesson 1 Intro > Intro Briefing (fr).mov). Complete activities 2 and 3. Mark them as a whole class, with 1 point for each correct answer. Get the pupils to circle their final score in their workbooks. Tips

If pupils are not used to listening to longer spoken pieces in French, it is important to let them know what to expect. The most important thing is that they dont panic or let it worry them. It is complicated, and its impossible for them to translate every word at this point. If they can pick out the key five or six words after listening to the clips three times, theyre doing really well. You have to keep offering lots of encouragement!

o o

Play the movie in 30-second clips; play each of those clips two or three times until the pupils have had some success identifying words. You might want to prompt pupils to help them listen for words they know already (e.g. mesdames, messieurs, bonjour, merci, de plus en plus rgulirement, cette anne).

3. Explain to the pupils: Before a WFP team is sent to a new location they are given a background briefing on the country. It is important to know about the geography and the people you will be working with. Weve got lots of photos back, and you need to use them to start to think about the country you are going to. Ask children to take a look at the Compass Rose activity (activity 5 in their workbooks). Give out one picture to each group, and rotate them between groups: five minutes for the first one, but get quicker with subsequent images. Encourage the children to use bullet points, at least one per cell, and to discuss what they are seeing. Each team then prepares a 1-minute presentation in English summarising the four most important things they have learnt about the country. Tell the pupils they will be scored out of 10 according to their observation (how well theyve looked at the pictures) and their interpretation (how well they have thought about what the pictures mean). When you have awarded them, pupils should circle their scores in their workbooks.

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Sheylan has a lot in common with Sri Lanka, where the photos in the activity were taken (the Assets folder has credits for the photos). If you are able to spend longer looking at the social, political, economic and natural environment, you could: a) Research Sri Lanka, starting with Wikipedia and Wikitravel (http://wikitravel.org/en/Sri_Lanka). b) Get pupils to make their own Wikipedia page on Sheylan (using the template 01 Lesson 1 Intro > Wikipedia Sheylan. This isnt actually on the web it is just a Word document). You could provide them snippets of information sourced from other Wikipedia country pages. Plenary Discuss the similarities and differences between the presentations; ask what else pupils would want to know about the country before they went there. Discuss how they could find this information out. Record the teams scores, linking it back to a discussion of the learning objectives for the session.

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LESSON 2 SITREP
Learning O bjectives In this lesson pupils learn how the WFP first responds to a crisis by finding out about the situation on the ground. Framework for Languages IU6.2: Recognise and challenge stereotypes Framework for Languages IU6.2: Discuss similarities and differences between the cultures they have learned about Framework for Languages IU6.1: Recognise similarities and differences in attitudes amongst children in different cultures Framework for Languages O6.4: Use spoken language confidently to initiate and sustain conversations and to tell stories Preparation If your class is not split into six X-Com teams, update 02 Lesson 2 SitRep > SitRep Coordinates with the correct number. Familiarise yourself with the French questions in the teachers answerbook (page 11).

Language Learning (10 m inutes) New vocabulary this lesson: directions; people. Assumed prior knowledge: Left, right Numbers to thirty There are (Il y a)

1. Remind the pupils what they did in the last lesson, revisiting key vocabulary. 2. Explain that in this lesson pupils will be playing the first mission of the Food Force game. They will be putting together a report that will help the WFP to understand how many people need food and where it needs to go. To do this, the pupils need to know French words for directions and people. Page 9 of 26

3. Introduce the vocabulary in 02 Lesson 2 SitRep > Flashcards SitRep.ppt using the same approach as Lesson 1 (page 5). M ain activity (20 m inutes) 1. Watch the briefing and model how to play: o o o o o Load the English version of the Food Force game on your IWB and press 1 at the title screen. Skip the overview (you watched that in the first lesson). Watch the Mission 1 briefing (you can also find this in the 02 Lesson 2 SitRep folder). Start to play the first mission, pointing out the grid in the top-right-hand corner. Press the i button to pause the game.

2. Explain to the pupils that they are going to be creating a Situation Report (SitRep for short). They will be presenting their findings in French. Each team will cover a different area. 3. Show them which coordinates they are going to be covering (02 Lesson 2 SitRep > SitRep Coordinates). 4. Read through the X-Com Team Workbook with the pupils, to check they know what they need to fill in. 5. Let the pupils play the game. Give them 5 minutes that is enough time to play the game twice. 6. Lead the discussion to fill in slide 2 of SitRep Coordinates. At first use a mix of English and French in your questions, and direct them at individual groups. Gradually ask more open questions (e.g. Combien de personnes sont l, dans ce carr? ). Plenary (15 m inutes) 7. Discuss how those people must be feeling, especially the children in the groups. Pupils should talk in their teams about a time when they felt similar emotions. 8. Explore how natural disasters can happen anywhere (give a recent example) but how they are much less frequent and severe in the UK than in some other countries, such as islands like Sheylan in the Indian Ocean. How would the pupils feel if they were in that situation, and what would they do? Try to challenge stereotypes: for example, some of the people in Sheylan might be feeling helpless and like they can do nothing but wait for WFP help, but others will be organising in community groups to find their own solutions.

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LESSON 3 NUTRITION
Learning O bjectives Framework for Languages IU6.3: Present information about an aspect of culture Framework for Languages LLS: Use a dictionary; listen for clues to meaning e.g. tone of voice, key words. Framework for Languages L6.2: Identify different text types and read short, authentic texts for enjoyment or information Language Learning (10 m inutes) New this lesson: Foodstuffs; verbs & adverbs linked to food delivery Assumed prior knowledge: Verb persons (I, you, he, she), and some awareness that word endings change depending on the person Quantities (some, each) Sugar (le sucre)

1. Remind the pupils what they did in the last lesson, revisiting key vocabulary (especially la nourriture - food and alimenter - to feed) 2. Explain that in this lesson the pupils will be helping work out what food to get to those people. The new vocabulary will help them. 3. Introduce the vocabulary using the same approach as Lesson 1 (page 5). M ain activity (20 m inutes) 1. Explain that the pupils next briefing is in French; it is from Joe Zaki, a WFP nutritionist. Remind the pupils that the language is quick, and its complicated, but that together you will be able to work it out. Encourage them to stay relaxed (you could make a big deal of this deep breaths everyone!) and to look at all the clues they can, like the body language, pictures on the screen and cognates. 2. Get the pupils to turn to Mission 2 in their X-Com Team workbooks and look at the briefing text (just while youre loading the video). 3. Open the video: 03 Lesson 3 - Nutrition > Mission 2 Briefing (fr).mov Page 11 of 26

4. After watching for the first time, ask the pupils: a. What do you think the conversation is about? b. Could you pick out any words? 5. Ask the pupils to read the text in their X-Com teams. They should highlight any words they know. As a class, go through those words. Ask again if they have got the gist of the conversation, and then listen again to the briefing video. Do they know what their task is? 6. Talk about the strengths and weaknesses of using translation software: Strengths Much quicker than using a dictionary. Surprisingly accurate, structures can be. given how complicated Weaknesses Not as quick as someone who can speak French. language Far from being totally accurate. Sometimes it is good with homophones and colloquialisms, but not always.

Illustrate this by showing pupils the Google Translation PowerPoint on the IWB and looking at all of the errors. Talk about times when its okay to have a rough approximation of the translation (e.g. to help you understand a letter from a penfriend) and when its not (e.g. if you really were working for the WFP, would you rely on it to translate the briefing, or would you get an expert?). 7. Show pupils how to load Google Translate on their laptops: http://translate.google.co.uk/ Caution: Google Translate will translate swearwords. Show the pupils how to use it, and let them experiment with their own phrases. Look at one check for how accurate a translation is: translate a phrase from English to French, and then translate that French phrase back into English. Listen to some translations as a whole class, first read out by pupils, then by Google Translate. Listen to the different pronunciations of the English and French voices (e.g. ask Google to pronounce a French phrase using the Listen button, first when the translation is set to French -> English, then when it is set to English -> French). Page 12 of 26

8. Use Google Translate to translate the briefing in the X-Com Team workbook. You could see who can be the first to translate the briefing into English, awarding points for speed and accuracy to all teams or ask each group to translate a different sentence. Ask the teams to highlight what they have taken directly from Google Translate, and what they have modified to improve the English. Pupils should go on to play the game when they have finished. Extension You could create a writing frame for pupils to report back on their findings. Plenary (15 m inutes) 1. Pupils should use the web to find out about different staple diets around the world: X-Com 1: Sri Lanka X-Com 2: UK X-Com 3: Brazil X-Com 4: France X-Com 5: Spain X-Com 6: Thailand

They should start with the Wikipedia country page: http://en.wikipedia.org/wiki/Sri Lanka etc. Pupils should consider the following, which can then be discussed in the final 5 minutes of the session: o o What are the staple foods in the country? What is the countrys National Dish?

You could also touch on: o o o Extension You could explore taboo food and drinks in different cultures: http://en.wikipedia.org/wiki/Taboo_food_and_drink (not all of the text is suitable for Year 6 pupils, so you may need to present an edited version). Page 13 of 26 Why are there different staple diets? (see http://en.wikipedia.org/wiki/Staple_diet for details) Why are there different National Dishes? (see http://en.wikipedia.org/wiki/National_dish for details) How might these considerations affect the WFP?

LESSON 4 DELIVERY
Learning O bjectives Pupils learn about two different ways of getting food to hungry populations: by air and by land. They practice giving simple instructions. They think about the problems faced by children in Sheylan, and compare those with the problems children can face in the UK. Framework for Languages IU6.1: compare attitudes towards aspects of everyday life Framework for Languages L6.3: match sound to sentences and paragraphs

Preparation For each team: One laptop with Food Force installed (in English & French) One set of headphones One blindfold

On a piece of paper, write: You are living in Sheylan. The vehicle is an aeroplane carrying food parcels. On another piece, write: You are living in the UK. The vehicle is an ice-cream van. Language Learning (10 m inutes) New this lesson: verbs and adverbs to help give directions and instructions Assumed prior knowledge: the wind (le vent) Page 14 of 26 (Make more than one copy if you want more groups see Plenary) (Make more than one copy if you want more groups see Plenary)

1. Remind the pupils what they did in the last lesson, revisiting key vocabulary. 2. Explain that in this lesson pupils will be delivering food to hungry populations. To do that, they need to be able to give directions in French. 3. Introduce the vocabulary using the same approach as Lesson 1 (page 5). 4. Talk about imperatives in English and French (there are ideas here: http://www.bbc.co.uk/schools/gcsebitesize/french/grammar/verbsf/imperativerev1.shtml) M ain activity (20 m inutes) 1. Pupils cut out key phrases from the briefing in French (in their X-Com Workbooks). While they are doing that, they listen to the Briefing in English: 04 Lesson 4 Delivery > Mission 3 Briefing (en). 2. Pupils listen to the briefing again, but this time in French. They arrange the phrases according to the order in which they are spoken in the briefing. They attempt to translate all of the words they know. Give each team a score: 10 for the team who translates the least, 11 for the next team etc. 3. Load the Powerpoint: 04 Lesson 4 - Delivery > M3 Instructions. Work with the pupils to translate the instructions. The translation is on the second slide, but you dont need to share that with the pupils: they can play the game based on what theyve been able to translate. You can skip this step if you do not have time.

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4. Check that the pupils know how to take a screenshot. They will need to be able to do this to record their scores. On a PC, they should press the Prt Scr button on the keyboard, then open a Word document and choose Edit > Paste. On a Mac, they should press Apple + Shift + 3, then open the picture from the desktop. 5. Load the French version of Food Force on your IWB (Or the English version if you are short on time so did not do the translation in step 3). Ask pupils to do the same on their laptops, and to plug in their headphones. Press 3 to jump to the third mission. After listening to the briefing and the instructions, you & the pupils should click on the i button at the bottom of the screens to pause the game. Youll need to watch this carefully, to make sure pupils dont start playing before youve given out the next set of instructions. 6. The pupils need to share the following roles out in each team: Comms officer: This person relays all of the information coming in over the radio Payload officer: This person is responsible for releasing the payload (the crate of food). They are sat in the cockpit so cant see the action. They have to rely on radio instructions from the Payload Crew its almost like theyre blindfolded Payload crew: These people work out when the payload is ready to be dropped.

7. Explain to the teams: Comms officer, you need to let the payload officer know when you are entering the drop zone, because the light has gone on and the buzzer sounded. The quicker you do this, the more points you score. Payload officer, you need to click the mouse as quickly as you can when this happens. Payload crew, you need to let the payload offer know when to release the payload. The more accurately you drop the payload, the more points you will score. This operation will be conducted in French. Look at your X-Com workbooks to see the vocabulary you will need.

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8. Test to see if the pupils know what to do, by saying: The light has come on and the buzzer has sounded. Comms officers, what do you say to the payload officer? (Cliquez!) The wind is blowing to the right. Payload crew, what do you tell the payload officer? (Flche droit!) Your payload officer needs to go more to the left, what do you say? ( gauche, plus!) 9. Ask the comms officer to put on the headphones, and get the payload crew to blindfold the payload officer. One of them can click the i button to start the game, but after that, only the blindfolded payload officer can touch the laptop. 10. Play the game two or three times as to practise, then get the teams to compete against each other to see who can get the highest score. As before, award 10 points to the team with the lowest mission score, 11 points to the next lowest, and so on. Warn the pupils: Anyone caught speaking English will loose a point for endangering the mission by not communicating clearly! You must take a screenshot as proof of your final score.

Extension Mission 5 is also about delivering food, but this time by truck. You could use the same activity as above to play the mission.

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Plenary (15 m inutes) Split the class into two (or four / six) groups. Give one group the UK / Ice cream slip you prepared before the lesson, and give the other group the Sheylan / aeroplane. Read out the following scenario: You are a kind person, but you are sensible too for example, you like to help your friends when you can, but dont get too worried if you cant. Youre playing outside your house with one of your friends, when his mum calls him in to help her. Suddenly, you hear the sound of a vehicle arriving. You think about calling your friend, but youre feeling really hungry so you decide to head for the vehicle straight away. Luckily, you get there before they run out of food theres just enough for you. You know your friend would like some too, but they dont know that youve got it. Do you choose to share your food? Groups spend three minutes discussing their answer. Find out what each group decided to do (ask them to explain what was on their card first). Discuss the similarities and differences between the different groups approaches. Your conversation should help pupils to see that children may have the same interests in different parts of the world, and similar values. It should also show that, because the situation is different, the way pupils put those values into action their behaviours might be different. There is a good chance that pupils will choose to share the food in both the Sheylan and the UK examples. In this case, discuss how tempting it was for each group to keep the food for themselves. Extension If you have time, you could act out the dilemma rather than discussing it. Pupils may find it easier to empathise if you use this approach. Use a freezeframe or tableaux convention (for more information, see http://dramaresource.com/strategies/tableaux). Alternatively, you could use a conscience alley approach, with pupils on either side not realising they come from different countries. For more information on conscience allies, see http://dramaresource.com/strategies/conscience-alley.

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LESSON 5 BUYING
Learning O bjectives Pupils learn the importance of the WFP planning ahead to ensure hungry populations will have enough food aid in the coming months. They explore the value of being able to speak another language and challenge preconceptions about all international business being conducted in English. Framework for Languages KAL: Devise questions for authentic use. Framework for Languages O6.4: Use spoken language confidently to initiate and sustain conversations

Preparation One copy of a food calendar table for each pupil (photocopiable, in Lesson 5 of the Teachers' X-Com Team Answerbook). Language Learning New this lesson: Question words and phrases Assumed prior knowledge: Months of the year Sorry (dsole) Verb persons

1. Remind the pupils what they did in the last lessons, revisiting key vocabulary especially foodstuffs (Lesson 3) 2. Explain that this lesson looks at securing enough food for Sheylan for the next six months. Pupils will be talking with other WFP staff members about where they can get that food from, so they need to remember French months, foods, and questioning words. 3. Introduce the vocabulary using the same approach as Lesson 1 (page 5). Page 19 of 26

M ain activity 1. Watch the Mission 4 briefing (Lesson 5 > Mission 4 Briefing (en).mov). Hand out the food calendar tables at the same time one per pupil. 2. Set the scene for pupils. There is a PowerPoint slide with the food calendar if you want to model its use. Youve been flown back to the WFPs headquarters in Rome. You have to negotiate with other members of the WFP to secure food aid for Sheylan for the next six months. The meeting will take place in French. If anyone speaks to you in any other language, you should politely say, dsole, mais je ne comprends pas! You need to find who is able to supply Sheylan with essential supplies. Walk around the room, asking other staff members what food they will have available in the different months. Record their initials on the food calendar. So, for example, if I asked, quand avez-vous le riz? you might reply, jai le riz en Juin. I would then put your initials in the rice row, in the June column. 3. Play the game until you think pupils are running out of energy (up to ten minutes). 4. Ask the pupils to sit down again in their teams. Find out who has only 5 / 4 / 3 cells left to fill in. Either see if pupils can share their results with others in their team or ask questions to the whole class (who has rice in August?). The first team to all complete their sheets gets 16 points, the second team 15 points and so on. Plenary Ask the pupils why they think we asked them to conduct the meeting in French. Ask them, doesnt everyone speak English? and explore their responses. Explain to them that, while many international meetings are held in English, lots of others are held in different languages! Try to ask the question, why do so many people think English is the only language you need?. Talk about the fact that many people are not exposed to foreign languages in the UK, and that this is different in other countries. Explore the degree to which that is a generalisation pupils could read http://en.wikipedia.org/wiki/Languages_of_the_United_Kingdom to find out more. To give a balanced response, you could talk about how widespread English is as an international language. Page 20 of 26

LESSON 6 THE FUTURE

Learning O bjectives Work towards Framework for Languages L6.4: writing sentences on a range of topics using a model. Framework for Languages IU6.2: Recognise and understand some of the differences between people.

Preparation Make your own set of flashcards using the blank template in Lesson 6 - The Future > Flashcards The Future, and based on the vocab from the past five weeks that you feel the pupils most need to revise. Print out one copy of the report cloze text per pupil (in Lesson 6 of the Teachers' X-Com team answerbook). Consider how you are going to introduce the reference to HIV/AIDS. You could just say that HIV is a virus that can not be cured; about 85,000 people in the UK are infected (out of a population of about 62 million). Worldwide, about 33 million people are infected, including about 2.5 million children, out of a population of about 6.9 billion. If you want to talk about it further, try reading more at http://www.avert.org/. Language Learning 1. Remind the pupils what they did in the last lesson. 2. Explain that in this lesson they will be going over a lot of the new vocabulary they have learnt in the last few weeks. 3. With the class, revise the vocab on your set of flashcards. You could jump straight to 3-part questioning (Lesson 1, page 5), or you could play a game like Kims game, Simon Says, or vocab slam. To play vocab slam, you call out a word in English, and two pupils at the front of the class race to be the first to tap the corresponding French word on the flashcard grid. M ain activities Page 21 of 26

Activity 1 1. Explain that Joe is having trouble writing up his final report on the Sheylan crisis. He has done most of it, but he is still struggling to translate a few words into English. Pupils need to give him a hand. You may want to give pupils a copy of some or all of the vocabulary in Appendix 2. 2. When pupils have finished, they raise their hand; they partner with the next person to raise their hand, and work together to check their answers before bringing them to you. For pupils who finish early, see if they can translate the document into French using Google Translate. Remind them of one method for checking how accurate it is: copying the translated text, and translating it back to English to see if it still makes sense. Activity 2 1. Watch the Mission 6 Briefing (en). 2. Look at Activity 2 in the X-Com team workbook. Explain what the different headings refer to, and how needs are different in different countries. As a whole class, take two or three ideas on what the priorities should be. 3. As teams, continue the discussion and complete the workbook activity. Discuss your responses as a whole class. The level of discussion will very much depend on the pupils awareness, but some of the issues you could think about are: How relevant are the headings in the UK case? Do you think charities / the UK government support such programmes here? What might you change the headings for? This food is for poorer people in Sheylan; are there poorer groups in the UK too? (This needs to be handled sensitively: some pupils might feel uncomfortable if this turns to a conversation about Free School Meals). Which heading are you giving most money to in Sheylan? 4. Pupils should load the Food Force game in English on their laptops. They should press 6 to jump straight to Mission 6. Play the game; were they right about the heading that needed the most money? (The games message is that it takes a balance of all of these areas to support a village.) 5. Listen to the Mission 6 Debriefing (en). Plenary 1. Review the Learning Objectives for this lesson. 2. Total up the scores for the lesson, and for the topic as a whole. Give out prizes to the winning team! Page 22 of 26

APPENDIX 1: INSTALLING THE GAME

CD2 contains copies of the game in English and French, for Windows and Mac computers. Copy the English and French folders for your computer (Windows or Mac) and paste them on your hard drive (for example, in My Documents, you could create a Food Force folder). Next, copy all of the files from CD1 into the same location. If you prefer to download the game directly from the web (it is free) then go to: http://www.food-force.com Most school computers will allow you to install this software. However, if your computers do not allow you to, you can make copies of the CD and run the game straight off them. You will need QuickTime to be able to run the movies. Most computers already have this installed, but you can download it from: http://www.apple.com/quicktime/download/

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APPENDIX 2: OVERVIEW OF VOCABULARY

Note: Individual lessons also set out core vocabulary that it is assumed the pupils already know. Lesson 1
le monde la nourriture alimenter la quipe la crise la faim la guerre sec / sche lutter contre world food to feed team crisis hunger war dry to fight against le nord le sud le est le ouest les hommes les femmes les enfants en haut en bas le village les coordonnes le carr

Lesson 2
north south east west men women children up down village coordinates chercher connatre devoir envoyer nourrir

Lesson 3
to search to know to have to to send to feed beans oil salt rice time really droite gauche plus moins dgager la flche cliquer

Lesson 4
to the right to the left more less to release arrow to click now empty full before

Lesson 5
avez-vous ? savez-vous ? quand quel(le) qui a dans en mois jai la nourriture je ne comprends pas je ne sais pas have you? do you know? when which who has in in month I have food I do not understand I do not know

les haricots lhuile le sel le riz le temps vraiment

maintenant vide plein avant

square

vite

quickly

aprs

after

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APPENDIX 3: FORMATIVE ASSESSMENT RECORD

Recognises the vocab (Fr -> Eng) Reproduces the vocab (Eng -> Fr) IU6.1 Compares attitudes towards aspects of everyday life date 1: Assessment date 2: Assessment date 3: Assessment IU6.2: Recognises and understands some differences between people date 1: Assessment date 2: Assessment date 3: Assessment IU6.3: Presents information about an aspect of culture

date 1:

Assessment

date 2:

Assessment

date 3:

Assessment

date 1:

Assessment

date 2:

Assessment

date 3:

Assessment

date 1:

Assessment

date 2:

Assessment

date 3:

Assessment

Pupils name Pupil: Pupil: Pupil: Pupil: Pupil: Pupil: Pupil: Pupil: Pupil: Pupil: Pupil:

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Recognises the vocab (Fr -> Eng) Pupils name Pupil: Pupil: Pupil: Pupil: Pupil: Pupil: Pupil: Pupil: Pupil: Pupil: Pupil: Pupil: Pupil:

Reproduces the vocab (Eng -> Fr)

IU6.1 Compares attitudes towards aspects of everyday life

IU6.2: Recognises and understands some differences between people

IU6.3: Presents information about an aspect of culture

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