Skip to main content

Après les poissons, ce sont les coupes de viande

This is taken almost verbatim from the excellent FrenchEntree site which has all sorts of advice and information for English expats in France.

Pork (porc - viande porcine)
 
Bacon if thinly sliced is poitrine, or belly, preserved with salt. The French tend to slice their poitrine fairly thick, in order to make lardons, so you need to ask for the slices to be ‘fine’. Bacon is rarely injected with water in France, so you get more for your money, it tastes better and crisps-up easily. Not the same as the packets called bacon - these are brined, trimmed pork

Echine - meaning shoulder, encompasses the blade bone and spare ribs

Plat de côtes - where the hand and belly meet

Côtes - where the carré comes from, and is made up of loin chops. Basically, rack of pork.

Filet - in France, is from the hind loin area. The English fillet is from the part which the French call jambon, or ‘ham’

If you want your joint with crackling, this should be no problem for your local butcher, but you may need to order it in advance. Ask for the joint avec la couenne

Joues - cheeks

Jambon blanc - the sort of sliced ham we buy in packets in Britain. Jambon de Paris is like this. You can buy it avec couenne (see above).

Chicken, duck, goose and others (volaille)

Poulet - chicken (probably ex-layer, and the ‘normal’ age to buy one).
Oie - goose
Poulette - young chicken.
Coq - cockerel
Pintade - guinea fowl - more popular in France than the UK
Dinde - turkey
Cuisses - thighs
Pilot - chicken drumstick
Magret - breast e.g the popular magret de canard
Carcasse - carcasse for making stocks and soups


Lamb (agneau)
 
Gigot d’agneau - leg of lamb
Echine - shoulder
Côtes - chump
Collet - scrag (end)
Poitrine/ poitrail - breast
Côtelette - chop, usually from the rack of lamb, where the British cutlet comes from
Jarret - can mean shank or shin
Selle d’agneau - saddle

Steaks - remember that French butchers cut beef differently to the British so translations are sometimes tricky.
 
Bifteck/ steak - steak
Bavette -
undercut - from the skirt, textured with long muscle fibres
Filet -
fillet
Steak à hacher -
used for steak tartare and steak haché. Steak haché looks like a burger, but is simply this high quality steak minced up and pressed together. It is usually freshly done, which is why people are happy to eat them rare. Not comparable to a beef hamburger
Romsteak/ rumsteak -
rump steak. Pavé de rumsteak - lump of steak like a cobblestone
faux filet -
sirloin
Entrecôte -
ribeye
Côte de boeuf "T-bone"T-bone steak hard to translate into French; Wordreference has a thread on this.
Tournedos/ filet mignon - tenderloin steak usually cut almost as high as it is wide. basically a chunk of tender steak, usually served quite rare unless otherwise requested. You can get tournedos of lamb, too
Onglet is hanger steak

Other beef (boeuf - viande bovine)

 
Tête de veau -
head
Langue de bœuf
beef tongue
Gîte (à la noix)
topside
Queue -
tail
Cou -
neck
Tranche -
meaning ‘slice’, implies a steak of any meat other than beef.
Filet/ longue/ aloyau -
all words for loin. Loin chop is côte première

Comments

Popular posts from this blog

The latest research on teaching vocabulary

I've been dipping into The Routledge Handbook of Instructed Second Language Acquisition (2017) edited by Loewen and Sato. This blog is a succinct summary of Chapter 16 by Beatriz González-Fernández and Norbert Schmitt on the topic of teaching vocabulary. I hope you find it useful.

1.  Background

The authors begin by outlining the clear importance of vocabulary knowledge in language acquisition, stating that it's a key predictor of overall language proficiency (e.g. Alderson, 2007). Students often say that their lack of vocabulary is the main reason for their difficulty understanding and using the language (e.g. Nation, 2012). Historically vocabulary has been neglected when compared to grammar, notably in the grammar-translation and audio-lingual traditions as well as  communicative language teaching.

(My note: this is also true, to an extent, of the oral-situational approach which I was trained in where most vocabulary is learned incidentally as part of question-answer sequence…

Delayed dictation

What is “delayed dictation”?

Instead of getting students to transcribe immediately what you say, or what a partner says, you can enforce a 10 second delay so that students have to keep running over in their heads what they have heard. Some teachers have even used the delay time to try to distract students with music.

It’s an added challenge for students but has significant value, I think. It reminds me of a phenomenon in music called audiation. I use it frequently as a singer and I bet you do too.

Audiation is thought to be the foundation of musicianship. It takes place when we hear and comprehend music for which the sound is no longer or may never have been present. You can audiate when listening to music, performing from notation, playing “by ear,” improvising, composing, or notating music. When we have a song going round in our mind we are audiating. When we are deliberately learning a song we are audiating.

In our language teaching case, though, the earworm is a word, chunk of l…

Designing a plan to improve listening skills

Read many books and articles about listening and you’ll see it described as the forgotten skill. It certainly seems to be the one which causes anxiety for both teachers and students. The reasons are clear: you only get a very few chances to hear the material, exercises feel like tests and listening is, well, hard. Just think of the complex processes involved: segmenting the sound stream, knowing lots of words and phrases, using grammatical knowledge to make meaning, coping with a new sound system and more. Add to this the fact that in England they have recently decided to make listening tests harder (too hard) and many teachers are wondering what else they can do to help their classes.

For students to become good listeners takes lots of time and practice, so there are no quick fixes. However, I’m going to suggest, very concisely, what principles could be the basis of an overall plan of action. These could be the basis of a useful departmental discussion or day-to-day chats about meth…

Five great advanced level French listening sites

If your A-level students would like opportunities to practise listening there are plenty of sources you can recommend for accessible, largely comprehensible and interesting material. Here are some I have come across while searching for resources over recent years.

Daily Geek Show

I love this site. It's fresh, youthful and full of really interesting material. They have an archive of videos, both short and long, from various sources, grouped under a range of themes: insolite (weird news items), science, discovery, technology, ecology and lifestyle. There should be something there to interest all your students while adding to their broader education. Here is one I enjoyed (I shall seriously think about buying tomatoes in winter now):




France Bienvenue

This site has been around for years and is the work of a university team in Marseilles. You get a mixture of audio and video material complete with transcripts and explanations.This is much more about the personal lives of the students …

Responsive teaching

Dylan Wiliam, the academic most associated with Assessment for Learning (AfL), aka formative assessment, has stated that these labels have not been the most helpful to teachers. He believes that they have been partly responsible for poor implementation of AfL and the fact that AfL has not led to the improved outcomes originally intended.

Wiliam wrote on Twitter in 2013:

“Example of really big mistake: calling formative assessment formative assessment rather than something like "responsive teaching".”

For the record he subsequently added:

“The point I was making—years ago now—is that it would have been much easier if we had called formative assessment "responsive teaching". However, I now realize that this wouldn't have helped since it would have given many people the idea that it was all about the teacher's role.”

I suspect he’s right about the appellation and its consequences. As a teacher I found it hard to get my head around the terms AfL and formative assess…