Homeschool Guide: These lesson plans are a guide for parents. Content may contain errors — always cross-reference with official exam board specifications.

L1: Food And Drink 1

FoundationHigherAll Boards

4 detailed 50-minute lessons with teaching scripts, worked examples, parent guides, and assessment criteria.

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Lesson Overview

Total Lessons: 4
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, Eduqas, CCEA

Learning Objectives

Prerequisites

Materials & Equipment

Lesson 1: Introduction: Food And Drink 1

Duration: 50 minutes

Starter Activity (5 minutes)

Quick Recall

3 quick questions to activate prior knowledge about food and drink 1. Use mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read script below. Prepare materials. Pre-teach key vocab: le petit-déjeuner (breakfast), du pain (some bread), de la confiture (some jam), des céréales (some cereal), je mange / je bois (I eat / I drink), sain(e) (healthy).
If stuck: See Troubleshooting below. Break into smaller steps.
Extension: See Stretch & Challenge section.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: Food And Drink 1. Goal: talk about food and drink using partitive articles (du, de la, des). Connects to weekend-and-holiday-plans-1 (present tense + frequency) because you'll reuse present-tense verbs with partitive articles for food quantities."
Mins 5-15 - Direct Instruction: 1) Define: "Food And Drink 1 is..." 2) Key principle: "Most important:..." 3) Draw diagram, label live. 4) Real example: "Like describing what you eat for breakfast — quantities and preferences..."
Mins 15-25 - Guided Practice: Ex1: Teacher models. Ex2: Student tries with guidance. Ex3: Student independent.
Mins 25-35 - Independent Practice: 3-5 questions. Immediate feedback.
Worked Example 1: Basic

Q: Qu'est-ce que tu manges et bois d'habitude ? (4 marks)

  1. What is asked? Qu'est-ce
  2. Recall knowledge: le petit-déjeuner (breakfast); du pain (some bread); de la confiture (some jam)
  3. Apply: « D'habitude, au petit-dĂ©jeuner, je mange des cĂ©rĂ©ales avec du lait et je bois un jus d'orange. À midi, je mange un sandwich au fromage et une pomme. Le soir, on mange ensemble en famille. »
  4. Check: Check the French spelling and gender agreements.
  5. Answer: Partitive articles (du, de la, des) used correctly ×3 + meals named

Tip: "Show working - method marks > answer marks."

Worked Example 2: Multi-step

Q: Manger sainement, c'est important — ton avis ? (16 marks)

  1. Break down: Separate parts?
  2. Solve each: P1: « Il faut manger cinq fruits et lĂ©gumes par jour. » P2: « Mais la malbouffe est rapide et moins chĂšre. » P3: « À mon avis, l'Ă©quilibre est plus important que l'interdiction. » Judgement: « Les Ă©coles devraient offrir des menus sains gratuits. »
  3. Combine: The paragraphs chain: point → evidence → opinion.
  4. Final answer: Healthy-eating argument with school-policy recommendation — the 16-mark structure.
Worked Example 3: Data/Application

Q: Qu'est-ce que tu manges et bois d'habitude ? (4 marks)

  1. Read data: Axes, units, scale
  2. Patterns: Trends, anomalies
  3. Explain: Why? Using food and drink 1
  4. Conclude: Evidence-based

Common Questions & Troubleshooting

Q: "Why does le petit-déjeuner work this way?"
A: Analogy: "describing what you eat for breakfast — quantities and preferences". Try write three sentences from memory, then check against the model answer.
Q: "Wrong answers on calculations."
A: Checklist: units? formula? calculator mode? sig figs?
Q: "Can't remember key terms."
A: Flashcards (term front, def+diagram back). Spaced repetition: day 1, 3, 7.
Q: "Exam wording confuses me."
A: Commands: Describe=what you see; Explain=reasons; Evaluate=pros/cons+judgement; Calculate=working+units.
Q: "Running out of time."
A: 1 mark/min. Skip hard, return. Attempt all - partial marks count.

Assessment & Model Answers

Mastery Checklist:
  • [ ] Define Food And Drink 1 in own words
  • [ ] Identify features in diagram
  • [ ] Explain process step-by-step
  • [ ] Apply to unfamiliar context
  • [ ] Score 80%+ on past paper question

Model Answer: Past Paper Question

Q: Qu'est-ce que tu manges et bois d'habitude ? (4 marks)

  • 1 mark: [Key terminology]
  • 1 mark: [Mechanism/process]
  • 1 mark: [Application/example]
  • 1 mark: [Evaluation - Higher]

Model response: "[Complete answer with expected detail/terminology]"

Why full marks: [What makes this strong]

Stretch & Challenge (Grade 8-9):
  • Synoptic links: Connect to the previous/next lesson in this theme
  • Real-world: Research use in industry, medicine or research
  • Advanced calc: Try a more challenging variant
  • Critical: "Evaluate limitations of today's model"
  • Research: Recent discovery on food and drink 1, summarise 100 words

Plenary (5 mins)

Label the Diagram

Unlabelled diagram - write all parts in 1 min

Assessment Criteria

Lesson 2: Core Concepts: Food And Drink 1

Duration: 50 minutes

Starter Activity (5 minutes)

Review Previous Lesson

Quick recap: write 3 key points from last lesson on food and drink 1. Use mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read script below. Prepare materials. Pre-teach key vocab: le petit-déjeuner (breakfast), du pain (some bread), de la confiture (some jam), des céréales (some cereal), je mange / je bois (I eat / I drink), sain(e) (healthy).
If stuck: See Troubleshooting below. Break into smaller steps.
Extension: See Stretch & Challenge section.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: Food And Drink 1. Goal: talk about food and drink using partitive articles (du, de la, des). Connects to weekend-and-holiday-plans-1 (present tense + frequency) because you'll reuse present-tense verbs with partitive articles for food quantities."
Mins 5-15 - Direct Instruction: 1) Define: "Food And Drink 1 is..." 2) Key principle: "Most important:..." 3) Draw diagram, label live. 4) Real example: "Like describing what you eat for breakfast — quantities and preferences..."
Mins 15-25 - Guided Practice: Ex1: Teacher models. Ex2: Student tries with guidance. Ex3: Student independent.
Mins 25-35 - Independent Practice: 3-5 questions. Immediate feedback.
Worked Example 1: Basic

Q: Qu'est-ce que tu manges et bois d'habitude ? (4 marks)

  1. What is asked? Qu'est-ce
  2. Recall knowledge: le petit-déjeuner (breakfast); du pain (some bread); de la confiture (some jam)
  3. Apply: « D'habitude, au petit-dĂ©jeuner, je mange des cĂ©rĂ©ales avec du lait et je bois un jus d'orange. À midi, je mange un sandwich au fromage et une pomme. Le soir, on mange ensemble en famille. »
  4. Check: Check the French spelling and gender agreements.
  5. Answer: Partitive articles (du, de la, des) used correctly ×3 + meals named

Tip: "Show working - method marks > answer marks."

Worked Example 2: Multi-step

Q: Manger sainement, c'est important — ton avis ? (16 marks)

  1. Break down: Separate parts?
  2. Solve each: P1: « Il faut manger cinq fruits et lĂ©gumes par jour. » P2: « Mais la malbouffe est rapide et moins chĂšre. » P3: « À mon avis, l'Ă©quilibre est plus important que l'interdiction. » Judgement: « Les Ă©coles devraient offrir des menus sains gratuits. »
  3. Combine: The paragraphs chain: point → evidence → opinion.
  4. Final answer: Healthy-eating argument with school-policy recommendation — the 16-mark structure.
Worked Example 3: Data/Application

Q: Qu'est-ce que tu manges et bois d'habitude ? (4 marks)

  1. Read data: Axes, units, scale
  2. Patterns: Trends, anomalies
  3. Explain: Why? Using food and drink 1
  4. Conclude: Evidence-based

Common Questions & Troubleshooting

Q: "Why does le petit-déjeuner work this way?"
A: Analogy: "describing what you eat for breakfast — quantities and preferences". Try write three sentences from memory, then check against the model answer.
Q: "Wrong answers on calculations."
A: Checklist: units? formula? calculator mode? sig figs?
Q: "Can't remember key terms."
A: Flashcards (term front, def+diagram back). Spaced repetition: day 1, 3, 7.
Q: "Exam wording confuses me."
A: Commands: Describe=what you see; Explain=reasons; Evaluate=pros/cons+judgement; Calculate=working+units.
Q: "Running out of time."
A: 1 mark/min. Skip hard, return. Attempt all - partial marks count.

Assessment & Model Answers

Mastery Checklist:
  • [ ] Define Food And Drink 1 in own words
  • [ ] Identify features in diagram
  • [ ] Explain process step-by-step
  • [ ] Apply to unfamiliar context
  • [ ] Score 80%+ on past paper question

Model Answer: Past Paper Question

Q: Qu'est-ce que tu manges et bois d'habitude ? (4 marks)

  • 1 mark: [Key terminology]
  • 1 mark: [Mechanism/process]
  • 1 mark: [Application/example]
  • 1 mark: [Evaluation - Higher]

Model response: "[Complete answer with expected detail/terminology]"

Why full marks: [What makes this strong]

Stretch & Challenge (Grade 8-9):
  • Synoptic links: Connect to the previous/next lesson in this theme
  • Real-world: Research use in industry, medicine or research
  • Advanced calc: Try a more challenging variant
  • Critical: "Evaluate limitations of today's model"
  • Research: Recent discovery on food and drink 1, summarise 100 words

Plenary (5 mins)

Label the Diagram

Unlabelled diagram - write all parts in 1 min

Assessment Criteria

Lesson 3: Application: Food And Drink 1

Duration: 50 minutes

Starter Activity (5 minutes)

Review Previous Lesson

Quick recap: write 3 key points from last lesson on food and drink 1. Use mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read script below. Prepare materials. Pre-teach key vocab: le petit-déjeuner (breakfast), du pain (some bread), de la confiture (some jam), des céréales (some cereal), je mange / je bois (I eat / I drink), sain(e) (healthy).
If stuck: See Troubleshooting below. Break into smaller steps.
Extension: See Stretch & Challenge section.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: Food And Drink 1. Goal: talk about food and drink using partitive articles (du, de la, des). Connects to weekend-and-holiday-plans-1 (present tense + frequency) because you'll reuse present-tense verbs with partitive articles for food quantities."
Mins 5-15 - Direct Instruction: 1) Define: "Food And Drink 1 is..." 2) Key principle: "Most important:..." 3) Draw diagram, label live. 4) Real example: "Like describing what you eat for breakfast — quantities and preferences..."
Mins 15-25 - Guided Practice: Ex1: Teacher models. Ex2: Student tries with guidance. Ex3: Student independent.
Mins 25-35 - Independent Practice: 3-5 questions. Immediate feedback.
Worked Example 1: Basic

Q: Qu'est-ce que tu manges et bois d'habitude ? (4 marks)

  1. What is asked? Qu'est-ce
  2. Recall knowledge: le petit-déjeuner (breakfast); du pain (some bread); de la confiture (some jam)
  3. Apply: « D'habitude, au petit-dĂ©jeuner, je mange des cĂ©rĂ©ales avec du lait et je bois un jus d'orange. À midi, je mange un sandwich au fromage et une pomme. Le soir, on mange ensemble en famille. »
  4. Check: Check the French spelling and gender agreements.
  5. Answer: Partitive articles (du, de la, des) used correctly ×3 + meals named

Tip: "Show working - method marks > answer marks."

Worked Example 2: Multi-step

Q: Manger sainement, c'est important — ton avis ? (16 marks)

  1. Break down: Separate parts?
  2. Solve each: P1: « Il faut manger cinq fruits et lĂ©gumes par jour. » P2: « Mais la malbouffe est rapide et moins chĂšre. » P3: « À mon avis, l'Ă©quilibre est plus important que l'interdiction. » Judgement: « Les Ă©coles devraient offrir des menus sains gratuits. »
  3. Combine: The paragraphs chain: point → evidence → opinion.
  4. Final answer: Healthy-eating argument with school-policy recommendation — the 16-mark structure.
Worked Example 3: Data/Application

Q: Qu'est-ce que tu manges et bois d'habitude ? (4 marks)

  1. Read data: Axes, units, scale
  2. Patterns: Trends, anomalies
  3. Explain: Why? Using food and drink 1
  4. Conclude: Evidence-based

Common Questions & Troubleshooting

Q: "Why does le petit-déjeuner work this way?"
A: Analogy: "describing what you eat for breakfast — quantities and preferences". Try write three sentences from memory, then check against the model answer.
Q: "Wrong answers on calculations."
A: Checklist: units? formula? calculator mode? sig figs?
Q: "Can't remember key terms."
A: Flashcards (term front, def+diagram back). Spaced repetition: day 1, 3, 7.
Q: "Exam wording confuses me."
A: Commands: Describe=what you see; Explain=reasons; Evaluate=pros/cons+judgement; Calculate=working+units.
Q: "Running out of time."
A: 1 mark/min. Skip hard, return. Attempt all - partial marks count.

Assessment & Model Answers

Mastery Checklist:
  • [ ] Define Food And Drink 1 in own words
  • [ ] Identify features in diagram
  • [ ] Explain process step-by-step
  • [ ] Apply to unfamiliar context
  • [ ] Score 80%+ on past paper question

Model Answer: Past Paper Question

Q: Qu'est-ce que tu manges et bois d'habitude ? (4 marks)

  • 1 mark: [Key terminology]
  • 1 mark: [Mechanism/process]
  • 1 mark: [Application/example]
  • 1 mark: [Evaluation - Higher]

Model response: "[Complete answer with expected detail/terminology]"

Why full marks: [What makes this strong]

Stretch & Challenge (Grade 8-9):
  • Synoptic links: Connect to the previous/next lesson in this theme
  • Real-world: Research use in industry, medicine or research
  • Advanced calc: Try a more challenging variant
  • Critical: "Evaluate limitations of today's model"
  • Research: Recent discovery on food and drink 1, summarise 100 words

Plenary (5 mins)

Exam Question Speed Round

5 quick questions, 1 min each. Mark together.

Assessment Criteria

Lesson 4: Exam Practice: Food And Drink 1

Duration: 50 minutes

Starter Activity (5 minutes)

Review Previous Lesson

Quick recap: write 3 key points from last lesson on food and drink 1. Use mini-whiteboard or paper.

Main Content (35 minutes)

Parent/Teacher Guide:
Before lesson: Read script below. Prepare materials. Pre-teach key vocab: le petit-déjeuner (breakfast), du pain (some bread), de la confiture (some jam), des céréales (some cereal), je mange / je bois (I eat / I drink), sain(e) (healthy).
If stuck: See Troubleshooting below. Break into smaller steps.
Extension: See Stretch & Challenge section.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: Food And Drink 1. Goal: talk about food and drink using partitive articles (du, de la, des). Connects to weekend-and-holiday-plans-1 (present tense + frequency) because you'll reuse present-tense verbs with partitive articles for food quantities."
Mins 5-15 - Direct Instruction: 1) Define: "Food And Drink 1 is..." 2) Key principle: "Most important:..." 3) Draw diagram, label live. 4) Real example: "Like describing what you eat for breakfast — quantities and preferences..."
Mins 15-25 - Guided Practice: Ex1: Teacher models. Ex2: Student tries with guidance. Ex3: Student independent.
Mins 25-35 - Independent Practice: 3-5 questions. Immediate feedback.
Worked Example 1: Basic

Q: Qu'est-ce que tu manges et bois d'habitude ? (4 marks)

  1. What is asked? Qu'est-ce
  2. Recall knowledge: le petit-déjeuner (breakfast); du pain (some bread); de la confiture (some jam)
  3. Apply: « D'habitude, au petit-dĂ©jeuner, je mange des cĂ©rĂ©ales avec du lait et je bois un jus d'orange. À midi, je mange un sandwich au fromage et une pomme. Le soir, on mange ensemble en famille. »
  4. Check: Check the French spelling and gender agreements.
  5. Answer: Partitive articles (du, de la, des) used correctly ×3 + meals named

Tip: "Show working - method marks > answer marks."

Worked Example 2: Multi-step

Q: Manger sainement, c'est important — ton avis ? (16 marks)

  1. Break down: Separate parts?
  2. Solve each: P1: « Il faut manger cinq fruits et lĂ©gumes par jour. » P2: « Mais la malbouffe est rapide et moins chĂšre. » P3: « À mon avis, l'Ă©quilibre est plus important que l'interdiction. » Judgement: « Les Ă©coles devraient offrir des menus sains gratuits. »
  3. Combine: The paragraphs chain: point → evidence → opinion.
  4. Final answer: Healthy-eating argument with school-policy recommendation — the 16-mark structure.
Worked Example 3: Data/Application

Q: Qu'est-ce que tu manges et bois d'habitude ? (4 marks)

  1. Read data: Axes, units, scale
  2. Patterns: Trends, anomalies
  3. Explain: Why? Using food and drink 1
  4. Conclude: Evidence-based

Common Questions & Troubleshooting

Q: "Why does le petit-déjeuner work this way?"
A: Analogy: "describing what you eat for breakfast — quantities and preferences". Try write three sentences from memory, then check against the model answer.
Q: "Wrong answers on calculations."
A: Checklist: units? formula? calculator mode? sig figs?
Q: "Can't remember key terms."
A: Flashcards (term front, def+diagram back). Spaced repetition: day 1, 3, 7.
Q: "Exam wording confuses me."
A: Commands: Describe=what you see; Explain=reasons; Evaluate=pros/cons+judgement; Calculate=working+units.
Q: "Running out of time."
A: 1 mark/min. Skip hard, return. Attempt all - partial marks count.

Assessment & Model Answers

Mastery Checklist:
  • [ ] Define Food And Drink 1 in own words
  • [ ] Identify features in diagram
  • [ ] Explain process step-by-step
  • [ ] Apply to unfamiliar context
  • [ ] Score 80%+ on past paper question

Model Answer: Past Paper Question

Q: Qu'est-ce que tu manges et bois d'habitude ? (4 marks)

  • 1 mark: [Key terminology]
  • 1 mark: [Mechanism/process]
  • 1 mark: [Application/example]
  • 1 mark: [Evaluation - Higher]

Model response: "[Complete answer with expected detail/terminology]"

Why full marks: [What makes this strong]

Stretch & Challenge (Grade 8-9):
  • Synoptic links: Connect to the previous/next lesson in this theme
  • Real-world: Research use in industry, medicine or research
  • Advanced calc: Try a more challenging variant
  • Critical: "Evaluate limitations of today's model"
  • Research: Recent discovery on food and drink 1, summarise 100 words

Plenary (5 mins)

Exam Question Speed Round

5 quick questions, 1 min each. Mark together.

Assessment Criteria

Common Errors (Mark-Scheme View)

  • Wrong: « je mange du pomme » Correct: « je mange une pomme » or « des pommes » — pomme is feminine
  • Wrong: « je bois le lait » (for a general habit) Correct: « je bois DU lait » — partitive for unspecified quantity
  • Wrong: « le petit dĂ©jeuner » without the hyphen Correct: « le petit-dĂ©jeuner » — hyphenated

🎯 Examiner Insights

  • Timing: allocate 1 minute per mark — a 4-mark question gets 4 minutes.
  • Command words: "Explain" needs "because"; "Describe" needs factual detail; "Evaluate" needs both sides + a conclusion.
  • AO weighting: AO1 (recall) ~40%, AO2 (application) ~40%, AO3 (analysis) ~20% on most papers.
  • Common loss: candidates write correct science but don’t answer the question asked — re-read the stem before writing.

Board Notes & Revision Links

This lesson is examined by: AQA 8662 | Edexcel 1GN0 | Eduqas units | CCEA units. Tier and paper details vary - always check your board's current specification.

Follow-up revision: all german topics on GCSE Revise (notes, flashcards and auto-graded target tests for this exact topic).

Homework & Consolidation

Recommended Resources

🎓 Smart Lesson (Guided)