Core French 7. La Nourriture

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1 Core French 7 La Nourriture - To prepare for this unit, create a Powerpoint Presentation with ish of popular foods that middle schoolers would enjoy, would order at a restaurant, or would eat frequently. - Print off the powerpoint slide photos 6-to-a-page and cut them out to be used as playing cards for various games throughout this unit. (I taped mine to construction paper) - Review the following verbs with the students: o Adorer, Aimer, Preferer, Detester, Avoir - Review the different between masculine, feminine and plural: o Le, Mon, Ton, Son, Du o La, Ma, Ta, Sa, De la o Les, Mes, Tes, Ses, Des Activity 1: - Show the powerpoint presentation to your students. As each slide is displayed, have the students name the food in English, then listen as you name it in French. Have them repeat it in French a few times until they ve got the pronunciation down. - Once the students have learned all the vocabulary orally, have them copy down the list of foods in English and use a French-english dictionary to translate the words into French, along with noting whether they are (m.) masculine or (f.) feminine. - Once they have their lists, ask the students to choose ten foods from their list and, in French, write one sentence for each, noting whether they like, love, or hate that particular food. o Ex: J aime les fraises. J adore les tomates. Je deteste les oignons.

2 NB : You can also incorporate «un peu», «beaucoup», and «pas du tout» into these sentences! Activity 2 : Popsicle Sticks! - Use a class collection of popsicle sticks to choose students at random to answer questions about the foods they are studying. Do this a few times, until everyone has answered 3-4 questions about different foods. o Ex: Moi, j aime les pommes. Jessica, est-ce que tu aimes les pommes? Activity 3 : Interviews! - Have the students partner up and ask each other 6-8 questions about NEW or DIFFERENT foods, other than the ones we have studied so far. They will need dictionaries to translate their foods, and at least 2 that they LIKE, two that they LOVE, and two that they HATE. They will present their partners answers to the class. o Ex: Voici Justin. Justin aime les hamburgers. Il adore les bananes. Il deteste la pizza. Activity 4 : Go Fish! - This is one of many games that can be played with the food cards. - Have the students split up into groups of four and give each student 5-6 cards for the game. - Each player will take a turn, asking another player: Est-ce que tu as - If the player has the card, they must give it up. If not, the player loses their turn. The same player keeps asking until they do not receive a card.

3 Activity 5: Le Guide Alimentaire - Hand out photocopies of Le Guide Alimentaire (google online) - Review the four food groups in both English and French with the class. - Ask the students to give examples of foods found in each group, you can make a chart on the board, put the answers in French, and have the students find translations if they don t know what the word is. - Hand out the photocopied Guide Alimentaire worksheet (included here) - Have the students DRAW 3-5 examples of foods for each group and LABEL their drawings in French. This sheet can be passed in for marks. Activity 6: - Return to the popsicle game with all of the new vocabulary that the students have learned from interviewing each other and filling their food group categories. - Add in new questions to ask, orally and then in writing: o Est-ce que tu manges a la cafeteria? o Qu est-ce que tu manges a la cafeteria? o Est-ce que tu manges a McDonalds? o Qu est-ce que tu manges a McDonalds? o Etc.

4 La Nourriture Final Project For the final project of this unit, the students are going to create and present a full week s menu at their new restaurant. In groups of 2-3, the students will map out a week (7 days) of breakfasts, lunches, suppers, desserts, and beverages offered at their restaurant, which they will create a name for. Once the students have created their menu, they must translate all items into French and decide on a price for each item, which must also be included on the menu. When all items are identified and prices are decided upon, the students can start their Good Copy a large, colorful menu presented on Bristol board or large art paper, neatly printed or typed, including some pictures of foods included on this menu. The top of the Menu should have the name of the restaurant, and the names of all students should be on the bottom or on the back. The menus will be presented to the class once all work is completed. 25 POINTS - Students will be marked on: Observing Criteria 5pts (All Elements Required, Most required, some, little, none) Language 5 pts (No mistakes, Few mistakes, Some mistakes, Many, Too many) Visuals 5 pts (Exceptionally attractive, Attractive, Moderately attractive, Not very attractive, Not attractive) Participation 5 pts (All group members participated, Most, Some, Few, None) *Refer to Self-Assessments and Peer-Assessments attached for this mark Presentation 5 pts (All members presented, Most, Some, Few, None)

5 La Nourriture Final Project Self-Assessment Name: Date: 1. I was present for all group work and contributed to my group: 2. I offered ideas and listened carefully to the ideas of my peers: 3. I worked hard on at least one part of this group project:

6 Explain (your part): 4. I participated in the oral presentation part of this project: Explain (your part): 5. I am satisfied with the final project created and presented by my group:

7 La Nourriture Final Project Peer-Assessment Name : Date : 1. My peers were present and contributed to our group: 2. My peers offered ideas and listened carefully to my ideas: 3. Each peer worked hard on at least one part of this project:

8 4. Each peer participated in at least one part of the oral presentation: 5. I am satisfied with the work created and presented by my peers for this final project:

9 Le Guide Alimentaire Légumes et fruits Produits céréaliers Lait et substituts Viandes et substituts Fast Food et Les Bonbons

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