Emily Hoy

19 November 2018

Portails Unité 9A Day 1

Purpose: Students will learn new food vocabulary and how to express needs, desires, and abilities.
Additionally, students will learn the difference between e caduc and e muet. In the Roman Photo, the
student will learn vocabulary relating to French meals, and hear the verb venir and the passé recent.

Warm up/ Review (5 mins)

 Review les tâches ménagères. Ask students about the chores they did the day before. Lead
students to kitchen chores and ask about the appliances in their kitchens. Start by talking about
your chores, house, and kitchen. (1 min)
 Ask questions that lead to food words to lead into the lesson : Qu’est-ce que vous faites dans la
cuisine? Quels sont les appareils dans votre cuisine que vous utilisez ? Qu’est-ce que vous avez
dans ton frigo? (4 minutes)

New Vocabulary (20 minutes) Quel appetit [p.354]

Transition: Using the warm up, particularly the last question, elicit food words that they already know
before presenting the vocabulary.

Presentation: Show meal words and corresponding verbs with pictures. Ask questions that utilize
vocabulary : Où est-ce que vous faites les courses ? Moi, je fais les courses à Dillons… (2 minutes)

Show food words presented with pictures, specifically pictures of a market place where the foods are
together. Ask questions that group the words differently : Si on veut acheter de la viande, on peut
acheter… Instructor can substitute les fruits or les légumes in for la viande here. (2 mintues)

Input / Discrimination:

 Activity 4 – En cuisine [p.356] Students answer logique / illogique after listening to a monologue
on preparing a dinner. (1 minute)
 Activity 1 – Les invités [p.355] Students fill in the blanks with the best of three words. This would
be a good activity to have printed out so that they can work through it quickly. (2 minute)

Mechanical:

 Activity 2 – Ecoutez [p.355] Students fill in the blanks with the words they hear in a conversation.
(3 mintues)
 Activity – Additional activity if time, Instructor can review colors by asking students for food
items of a certain color: Quelles sont les aliments jaunes? Vertes? (3 minutes)

Meaningful:

 Activity 3 – Vos habitudes alimentaires [p.355] In pairs, Students form sentences with words
from three columns with a partner. (3 mintues)

Communicative:
  Activity 5 – Quel repas? [p.356] In pairs, Students describe drawings of different table settings to
partners that then guess which drawing is being described. (4 minutes)

Pronunciation (7 minutes) Les Sons et les lettres [p.357]

Transition: Instructor writes some of the food words on the whiteboard that contain the e caduc and the
e muet. For example, on one side the instructor writes: les petits pois and le repas, and on the other side
you write: une salade and la viande. (2 minute)

Presentation: Instructor reads through the section on [p.357] (2 minute)

Practice: Instructor calls on students to read the sections Prononcez, Articulez, and the Dictons. Ask
students if they know the meaning of the proverbs. (3 minutes)

Roman Photo (Skill Building) (18 minutes) Au Supermarché [p.358-359]

Preview / Transition: To transition from the pronunciation section, ask students for other words from this
chapter that contain the e caduc or the e muet. Then to move to the market, ask a question such as: Où
est-ce que tu peux acheter ces choses? To elicit the answer le supermarché. (2 minutes)

Presentation: Show the Roman Photo video (6 minutes)

Task: As students watch the video they can write down any vocabulary words they hear. Afterwards, the
instructor asks students which vocabulary words they heard, getting an answer from each student if
possible. (1 minute)

Activites:

 Activity 2 – Les événements. Students put the events of the video in chronological order as a
class. (2 minutes)
 Activity 1 – Les ingrédients. Students list the ingredients for the different meal seen in the video
with a partner. The instructor elicits responses from a few student pairs before moving on. (3
minutes)

Follow Up:

 Activity 3 – A Vous! Students work with a partner to form a conversation about preparing a
salad. Have a few students read their conversations aloud to the class. (6 minutes)