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This is a 10-day French language food unit: “Un repas à la française”

Subject:

Language Arts  

Grades:

9, 10, 11, 12  

Title – Un repas à la française
By – K. Maddison
Primary Subject – Language Arts
Grade Level – 9-12

Note from LessonPlansPage.com: 
This 10-day French Meal Unit relies heavily on a textbook (Holt, Rinehart and Winston – Allez viens – Les environs de Paris – French Level 2 – Chapitre 3 – Un repas à la française) that you may or may not have access to. We usually do not post textbook or website dependent lessons, but we made an exception in this case, because “food” is a common foreign language unit and because of many good ideas and extra handouts this unit contains. We hope it inspires you and so, bon appétit! (We hope that bon appétit is an appropriate phrase to use here, because we found that our editor’s German language classes did not prove very helpful in the course of reviewing this lesson:).

Table of Contents:


Day 1:

Lesson Title:

    Unit Introduction

Standards Addressed:

    1.2, 2.2, 3.1, 3.2, 4.1, 4.2

Outcomes or Objectives:

    Students will familiarize themselves with the new vocabulary and have a review of previous food vocabulary.

Assessment:

  • Students will fill in a vocabulary sheet.
  • Observation in class.

Lesson Building Blocks:

  • Language: vocabulary, select phrases.
  • Culture: food products, and food practices, food perspectives (la joie de vivre)
  • Content Emphasis: Health, English, Science/metric system

Materials:

  • Vocabulary lists
  • Dry-erase markers and white boards

Lesson Outline:

  • Warm-up:
    • (10) Write old food vocabulary (in English) on the overhead and have students fill out the French equivalents in their warm-up journal.
  • Introduction:
    • (15) Start with a discussion about meals and the practices surrounding meals in the United States; ask if any students have any knowledge of any other cultures’ practice regarding food. Then tell students that the French pride themselves on their culinary arts and describe how meal times are an important time for the French. Discuss the concept of – “La joie de virvre.” Compare/contrast French meals with American meals and any other cultures the students have experience with (quality, time, location, importance, etc.).
  • Lesson Activities:
    • (10) Students will fill out the vocabulary sheets using their books.
    • (10) Practice pronunciation of vocabulary with class.
    • (20) Review the specialty shops by dividing the board into, boulangerie, la boucherie, la charcuterie, la poissonnerie, et la fromagerie and having students place the new food vocabulary in the proper shop.
    • (20) Have students use dry-erase markers to draw on their desks the foods that the teacher says, en francais.
  • Options for Recording Student Performance:
    • Check for completion of vocabulary sheets, homework grade.
    • Have a list of the student’s names and give them a checkmark for every time they participate.
  • Closure:
    • Have the students collectively detail the practices surrounding un repas à la français.
  • Follow-up/Homework:
    • Have students list (en français) what they had for dinner that night for homework (completion grade).

Day 2:

Lesson Title or Topic:

    Making Purchases

Standards Addressed:

    1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 4.1, 4.2

Outcomes or Objectives:

    Students will be able to use the proper commands for making requests in a shop and asking prices. Students will also be introduced to the pronoun “en” and understand how and why it is used.

Assessment:

  • Observation;
  • Homework assignment

Lesson Building Blocks:

  • Language Emphasis: Food vocabulary, command phrases, pronoun en
  • Subject Content Emphasis:
        Practices; meal manners, and specialty shops
      Products; specialty shops
  • Culture Emphasis: Math, Health, Language Arts

Materials:

  • Book
  • Plastic food with prices
  • Homework worksheet

Lesson Outline:

  • Warm-up:
    • (10) Have students write, en français, about their most favorite and least favorite foods. ( 5 sentences)
  • Introduction:
    • (10) Have students read aloud the Mise en train? On page 54, comment on what is happening in the pictures and the cultural differences. Point out the phrases that are expressions used for making purchases
  • Lesson Activities or Procedures:
    • (10) Review the verb “avoir”
      • (5) Sing avoir verb song
      • (5) Play a couple quick games of verb ball (like hot potato but must conjugate the verb quickly and properly)
    • (20) Do Mise en train activities on page 56, numbers 2 and 3
    • (15) Introduce vocabulary on page 58; practice pronunciation
    • (20) Use the book pg. 58 and the plastic foods with price notes to role play with the class the part of the vendeur while students play the role of the client; switch roles. Once students have a good idea of what do to allow them to work with partners playing both roles and using the new vocabulary. Follow up with the Ecoute activity 8.
    • (20) Introduce the grammar principle “en”. Give students the examples “j’en ai., vous en avez. Review old vocab by passing around classroom objects to discuss. Then ask the question “J’ai combien de qqc” and giving the answer “j’en ai six” Use several examples then ask students to respond using “en.”
  • Options for Recording Student Performance:
    • Observation, warm-up, homework
  • Closure:
    • Read the culture note on page 58 and note the difference between the US and France and the relationship between the shop owners and the clients, also the need for using proper manners when in shops.
  • Follow-Up/Homework:
    • Practice worksheet using “en”.

Practice Worksheet

Using “EN”

Nom:___________

Date:___________

A) Explain in full detail the use of “en”.




B) Complete the dialog:

        1) Voulez-vous ___________ (some bananas)?
        2) Oui, je vais _______ prendre une livre.
        3) Et avec, ça?
        _________________________________
        4) Combien, en voulez-vous?
        _________________________________

C) Respond to the given questions replacing the underlined noun with ‘en’

        1) Tu as combien de stylos?

2) Vous avez combien de soeurs?


3) Voulez-vous du jambon?


4) Voulez-vous des croissants?


5) Combien de bifteck avez-vous?


6) Combine coutent les huîtres?


7) Voulez-vous des religieuses?


8) Combien de baguettes voulez-vous?



Day 3:

Lesson Title or Topic:

    Specialty Shops

Standards Addressed:

    1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1

Outcomes or Objectives:

    After this lesson, students will have a solid understanding of the different specialty shops in France and the cultural practices and products associated with these shops. Students will work on their listening and writing skills through dictation.

Assessment:

  • In class observation, dictation.

Lesson Building Blocks:

  • Language Emphasis: Vocabulary
  • Subject Content Emphasis: Language Arts, Health
  • Culture Emphasis: Specialty shops products and practices.

Materials:

  • Loto/Bingo Template
  • Plastic produce, pictures
  • Dictation

Lesson Outline:

  • (10) Warm-up:
    • Have an overhead that shows different people holding different amounts of food; have students respond to the question “Combien de qqc a-t-il?” using the pronoun en. Review the pronunciation of the vocabulary words associated with food and shops, using Q&A en français.
  • (10) Introduction:
    • Divide the board into six different sections each listed as a different shop name. Then have students, one at a time, place the type of food into each specialty shop (names on notecards).
      • (10) Play Au Restaurant song (Disc 1 Track 6) of the Sing, Laugh, and Eat Quiche CD.
      • (20) Loto; Have each student fill in the names of different foods and shops. Then provide a picture and or a description in French that describes the vocabulary.
      • (10) Dictation of a scenario between a clerk and a client.
  • Options for Recording Student Performance:
    • Observation;
    • Take pronunciation points while students are speaking,
    • dictation
  • Closure:
    • Ask students, en français, if they would prefer to go to specialty shops regularly or supermarkets and why. Open a short class discussion about the pros and cons of each.
  • Follow-Up/Homework:
    • Study for 1st quiz, next class

Un Répas à la Français

Dictations

Dicté #1

        This dictation is a conversation between a market clerk and the client.
  • Bonsoir Madame, voulez-vous une baguette?
      • Oui, s’il vous plait, je vais en prendre deux, et aussi une livre de rôti de boef.
      • Et avec ça?
      • Des carottes, s’il vous plait.
      • Combien en voulez-vous?
      • Un kilo
      • Voilà
      • ça fait combien?
      • Neuf euro cinquante-huit.
      • Merci, au revoir.
      • Merci, bonne soireé.

Dicté #2

  • Salut Marie, ça va?
    • Eh bien, mais j’ai besoin d’une idée de cadeau pour ma maman.
    • Offre-lui un sac à main…
    • Non, elle a déjà un.
    • Peut-être des bonbons ou des fleurs?
    • Bonne idée, elle adore les fleurs!
    • Excellent, mais je suis pressé, ciao!
    • Ciao!


Day 4:

Lesson Title or Topic:

    Deuxieme Etape Introduction

Standards Addressed:

    1.1, 1.2, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 5.2

Outcomes or Objectives:

    After this lesson, students will have familiarized themselves with typical vocabulary associated with asking, offering, and accepting food, and complimenting food. Students will also be familiar with the differences and similarities between American meals and French meals and what is typically served at each.

Assessment:

    Formative observation, summative quiz

Lesson Building Blocks:

  • Language Emphasis: functions, vocabulary, structures, modalities
  • Subject Content Emphasis: math, geography, etc.
  • Culture Emphasis: products, practices, perspectives

Materials:

  • Transparencies of French Menus
  • Allez Viens quiz

Lesson Outline:

  • (5) Warm-up:
    • Have students list two items that can be found at each of the six specialty shops.
    • (5) Q&A over Premiere Etape
    • (15) Premiere Etape Quiz
  • Lesson Activities or Procedures:
    • (20) Have students fill out the vocabulary worksheet then practice pronunciation with the class as a whole. Ask students “Comment dit-on qqc en français?”
    • (10) Read over the Note Culturelle on page 62, and have an open discussion on the subject of meal times.
    • (20) Have students look at the menu on page 62, and have transparencies of other French menus. Ask questions about what things are and use circular logic to describe things in French. Have students compare the menus to the typical American menus, what are the similarities and differences. What other cultures are students familiar with to draw further diverse discussion.
  • Options for Recording Student Performance:
    • Observation, participation check list, homework.
  • Closure:
    • Give a general overview of the Create a Menu assignment and the focus of the homework.
  • Follow-Up/Homework:
    • Have students research French menus and cuisine then bring in to class examples that they found interesting.

Day 5:

Lesson Title or Topic:

    Le Menu Français

Standards Addressed:

    1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2

Outcomes or Objectives:

    At the end of this lesson students will have an understanding of the menus in France and be able to take these understandings and begin to create their own menu for their own restaurant. Students will also practice their vocabulary and listening skills with the listening activities.

Assessment:

  • Graded listening activity,
  • Homework assignment,
  • Formative observation.

Lesson Building Blocks:

  • Language Emphasis: Vocabulary and Phrases
  • Subject Content Emphasis: Health, Language Arts, Art, Geography
  • Culture Emphasis: French menus

Materials:

  • Notre Dame de Paris CD (track 5) + lyrics
  • Up to date food pyramid
  • Allez Viens Listening CDs
  • Example of a completed menu if possible
  • Students homework from the day before

Lesson Outline:

  • Warm-up (10):
      Listen to track 5 (Bohémienne) from CD Notre Dame de Paris, write brief reaction to the music. Discuss as class.
  • Introduction (15):
    • Have students briefly create the food pyramid and what they believe the recommended quantities are.
    • As a class, create the proper food pyramid with its appropriate quantities. Discuss the importance of a healthy diet. Introduce the cultural idea that French meals are planned to facilitate digestion. Ask students how the idea of a healthy diet can change in different regions and cultures. Discuss the NB on pyramid.
  • Lesson Activities or Procedures:
    • (10) Introduce “Create a Menu” assignment, to be worked on inside and outside of class for three days.
    • (30) Allow students to begin creating their menus based off of the previous night’s homework. Include ingredient lists.
    • (5) Do Ecoute #20 on page 64 as a class.
    • (5) Do Ecoute #22 on page 65 and take as a grade.
  • Options for Recording Student Performance:
    • Listening grade, participation grade, homework grade.
  • Closure:
    • Re-detail the Create a Menu assignment and the work students need to have done by the next class.
  • Follow-Up/Homework:
      Have students take their ingredient lists to the grocery store and find out the costs of the ingredients. Have students bring the prices to class in dollars.

Bohémienne


From the musical Notre Dame de Paris

      Bohémienne
      Nul ne sait le pays d’où je viens
      Bohémienne
      Je suis fille de grands chemins
      Bohémienne, bohémienne
      Qui peut dire où je serai demain
      Bohémienne, bohémienne
      c’est écrit dans les lignes de ma main
      Ma mère me parlait de l’Espagne
      Comme si c’était son pays
      Et des brigands dans les montagnes
      Dans les montagnes d’Andalousie
      Dans les montagnes d’Andalousie
      Je n’ai plus ni père ni mère
      J’ai fait de Paris mon pays
      Mais quand j’imagine la mer
      Elle m’emmène loin d’ici
      Vers les montagnes d’Andalousie
      Bohémienne
      Nul ne sait le pays d’où je viens
      Bohémienne
      Je suis fille de grands chemins
      Bohémienne, bohémienne
      Qui peut dire qui j’aimerai demain.

Bohémienne, bohémienne

C’est écrit dans les lignes de ma main

J’ai passé toute mon enfance

Pieds nus sur les monts de Provence

Pour les gitans la route est longue

La route est longue

Je continuerai mon errance

Au-delà des chemins de France

Je les suivrai au bout du monde

Au bout du monde

Un fleuve d’Andalousie

Coule dans mon sang

Coule dans mes veines

Le ciel d’Andalousie

Vaut-il la peine

Qu’on y revienne

Bohémienne.

Nul ne sait le pays d’où je viens

Bohémienne

Je suis fille de grands chemins

Bohémienne, bohémienne

Qui peut dire ce que sera demain

Bohémienne, bohémienne

C’est écrit dans les lignes de ma main

C’est écrit dans les lignes de ma main.

NB:

  • The French put water as the foundation of the pyramid.
  • The French historical value of bread, the revolution “DU PAIN!”
  • They mention where wine is placed, discuss cultural differences in drinking habits.
  • Discuss the quality between their food and ours, the science of preservatives and GM produce.
  • Discuss the differences in types of meat eaten, such as duck, rabbit, and possibly horse.

Create a Menu

Due Date: _____________

      For this project you will take all of the knowledge you have learned about the culture and etiquette surrounding French food to create an imaginative menu. This menu should be similar to the menus found outside of every French café with the chef’s specials, the options for each course, as well as a drink menu, and all the prices in Euros. Remember that cafés typically offer what is referred to as “Le Menu” which is a two or three course meal for a good price.
      This project must be done in an aesthetic manner to encourage people to dine in your café. Any mediums may be used to create your menu. The menus will be graded on proper spelling, vocabulary, cultural accuracy, and creativity. Students may use any sort of mediums they desire for this project. Please see attached rubric for specific details.
    This project will be done over the course of about three days with work being done both inside and outside of the class. This will meet national standard 1.2, 1.3, 2.2, 3.1, 4.1, 4.2, 5.1

Restaurant Skit

Due Date: _____________

      For your final chapter project students will get in groups of 2 or 3 to create an original and humorous skit utilizing the knowledge gained during this chapter while supporting it will students’ previous knowledge of French language and culture.
      The skits must take place in either a French café or a French market and be between 4-6 minutes long. Students must incorporate the chapter vocabulary, the use of partitives, OI pronouns, and en. Students will then ask the audience two questions, en français, pertaining to their skit to check for understanding. The audience will then have the opportunity to ask the performers questions regarding the skit, or French culture.

Skits will be graded on mechanics, pronunciation, use of grammar concepts, comprehension, and creativity. See attached rubric for specific details.

This project will require three class periods with work being done both inside and outside of class. This will meet national standard 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.2, 5.2

NB :

        ANY SPECIAL SUPPLIES NEEDED FOR EITHER PROJECT MUST BE DISCUSSED PRIOR TO THE DATE NEEDED

Create a Menu Rubric

Student Name: ________________________________________

CATEGORY 4 3 2 1
Writing – Vocabulary The authors correctly use several new vocabulary words and some vocab from previous chapters. The authors correctly use a few new words and several vocab words from previous chapters. The authors try to use some new vocabulary, but may use 1-2 words incorrectly. The authors do not incorporate new vocabulary or made numerous errors.
Spelling & Proofreading No spelling errors remain after one person other than the typist reads and corrects the brochure. No more than 1 spelling error remains after one person other than the typist reads and corrects the brochure. No more than 3 spelling errors remain after one person other than the typist reads and corrects the brochure. Several spelling errors in the brochure.
Content – Accuracy All aspects of the menu accurately reflect French culture. Most aspects of the menu accurately reflect French culture. Some aspect of the menu accurately reflect French culture. Little to none of the menu reflects & understanding of French culture.
Attractiveness & Organization The menu has exceptionally attractive formatting & well-organized information. The menu has attractive formatting & well-organized information. The menu has well-organized information. The menu formatting & organization of material are confusing to the reader.
Creativity The menu is artistically original & aesthetically creative. The menu is original with some artistic design. The menu is rather common but shows a little artistic design. The menu is very plain with no artistic design.

Day 6:

Lesson Title or Topic:

    Introduction to the partitive article

Standards Addressed:

    1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2

Outcomes or Objectives:

    Students will learn how and when to use the partitive articles du, de la, de l’. Students will also gain an understanding of the euro and how exchange rates function. Students will gain an understanding of the proper etiquette associated with eating in France.

Assessment:

  • Formative grade for worksheets,
  • math problems, and
  • mock conversation.

Lesson Building Blocks:

  • Language Emphasis: Articles un/une, du/de la/de l’
  • Subject Content Emphasis: Language Arts, Math, Social Studies
  • Culture Emphasis: French Meal etiquette practices

Materials:

  • Euro exchange rate
  • Blank index cards to write skits on

Lesson Outline:

  • Warm-up:
    • (10) Do book activity #23 pg. 65, write out completely.
  • (20) Have students work with a partner to create a mock conversation using the majority of the words from Comment Dit-on on page 64. Have students write these out to be turned in. Then allow some groups to perform this skit in front of the class. Humor is encouraged.
  • Introduction:
    • (20) Introduce the partitive articles by relating them to the articles un/une and give examples of when they each are used. Draw, describe (in French) and use the plastic food to show the differences between whole and partitive articles.
  • Lesson Activities or Procedures
    • (15) Have students work through a workbook activity that requires students to change the article in to the partitive article when appropriate.
    • (10) Read through the A la française on page 65 of the book. Allow students to comment on the differences between their own culture and the French practices. Discuss the French ideal of ‘La joie de vivre’
    • (15) Have students bring out their homework of their ingredients lists and prices. Give a brief explanation of the history of the euro. Show them how to do the conversion from the dollar to the current euro exchange rate. Have them exchange their prices in to euros.
  • Options for Recording Student Performance:
    • Students mock conversations, workbook activity, and math problems.
  • Closure:
    • Have students turn in their work from class. Explain the homework expected for the next class.
  • Follow-Up/Homework:
    • Have a rough draft of your menu and its descriptions ready to be proof read. Study for 2nd quiz.

    Day 7:

    Lesson Title or Topic:

      Troisieme Etape Introduction

    Standards Addressed:

      All national standards are addressed in this lesson

    Outcomes or Objectives:

      In this lesson students will be introduced to the indirect object pronouns lui and leur, and the final section vocabulary. Students will also practice their listening skills and peer-editing skills.

    Assessment:

    • formative observation.

    Lesson Building Blocks:

    • Language Emphasis: OI pronoun use, vocabulary, structure.
    • Subject Content Emphasis: Language Arts
    • Culture Emphasis: Gift practices in France, perspectives on conversation, holiday practices

    Materials:

    • Allez Viens audio CDs

    Lesson Outline:

    • Warm-up:
      • (10) Q&A Review for quiz
      • (15) Deuxieme etape quiz
    • Introduction:
      • (15) As a class, have students read and discuss the Rencontre Culturelle on page 66.
      • Have them compare these practices to other cultures’ practices that they may know.
    • Lesson Activities or Procedures:
      • (10) Have students fill out the troisiéme étape vocabulary and practice pronunciation and meaning as a class.
      • (10) Listen to Ecoute exercise #28 on page 68.
      • (20)Introduce the indirect object pronouns lui and leur. Describe when and how they are used then follow with several examples. Ask questions containing indirect objects then have students respond using the indirect object pronouns.
      • (10) Have students work in groups of two or three. Have them describe a friend and ask the question “Tu as une idée de cadeau pour.” Have students respond using the correct indirect object pronoun. Circulate the room and help students as needed.
    • Options for Recording Student Performance:
      • Student participation check list, take Ecoute exercise for grade.
    • Closure:
      • Allow students the rest of the class to peer edit each other’s menus.
    • Follow-Up/Homework:
        Have students finish fixing their menus and come prepared to complete their artistic menu for the final product in the next class.
    • Extra Practice:

      Using Objet Indirect

      Ton ami(e) ne sait pas quells cadeaux offrir à ces gens. Donne-lui des idée.

      Claude et Sylvie sont toujours à la dernière mode.


      Catherine fait toujours des photos.


      Pierre et Vincent aiment bien manger.


      Jean Luc joue au foot tous les jours.


      Il y a toujours des fleurs sur la table chez ta maman.


      Ta cousine va étudier l’allemand à l’uiverité


      Ton papa adore les livres historique.


      Ses parents vont au ciné souvent.



    Day 8:

    Lesson Title or Topic:

      Extending Good wishes

    Standards Addressed:

      1.1, 1.2, 1.3, 2.1, 2.2, 3.2, 4.2, 5.1, 5.2

    Outcomes or Objectives:

      Students in the lesson will review the uses of the indirect object pronoun, and work on their listening and dictation skills. Students will finish the “Create a Menu” assignment.

    Assessment:

    • Dictation,
    • Finished Menu

    Lesson Building Blocks:

    • Language Emphasis: OI pronoun, good wishes expressions.
    • Subject Content Emphasis: Language Arts, Art
    • Culture Emphasis: Foods, etiquette, holidays, and gifts

    Materials:

    • Craft supplies
    • Allez Viens audio CDs
    • Dictation

    Lesson Outline:

    • Warm-up:
      • (15) Have students listen to Carla Bruni’s song “Le Toi du Moi” discuss the analogies.
      • (10) Have students describe how and why the indirect object pronoun is used. Then discuss as a class.
      • (10) Have students listen to Ecoute exercise 30 and page 70 and turn in their answers.
    • Lesson Activities or Procedures:
      • (15) Dictation- Read to students a conversation about two people who are debating what type of gifts to give to their friends. This dictation utilizes the OI pronoun.
      • (10) Practice the pronunciation and usage of the vocabulary from “extending good wishes” on page 71. Then as a class work through exercise 33, ask students what other holidays/situations might someone use these expressions.
      • (x) For the remainder of class allow students to create their finished menus. Stress the importance of quality and creativity.
    • Options for Recording Student Performance:
      • Dictation, participation.
    • Closure:
      • Have students clean up all their supplies the last five minutes of class
    • Follow-Up/Homework:
      • Students are to finish their menus at home if they were not finished in class. Menus will be due the next class period. Review for 3rd quiz.

    Carla Bruni – Le Toi Du Moi lyrics

    Artist: Carla Bruni

    Album: Quelqu’un M’a Dit

    Year: 2002

    Je suis ton pile

    Tu es mon face

    Toi mon nombril

    Et moi ta glace

    Tu es l’envie et moi le geste

    Toi le citron et moi le zeste

    Je suis le thé, tu es la tasse

    Toi la guitare et moi la basse

    Je suis la pluie et tu es mes gouttes

    Tu es le oui et moi le doute

    T’es le bouquet je suis les fleurs

    Tu es l’aorte et moi le coeur

    Toi t’es l’instant moi le bonheur

    Tu es le verre je suis le vin

    Toi tu es l’herbe et moi le joint

    Tu es le vent j’suis la rafale

    Toi la raquette et moi la balle

    T’es le jouet et moi l’enfant

    T’es le vieillard et moi le temps

    Je suis l’iris tu es la pupille

    Je suis l’épice toi la papille

    Toi l’eau qui vient et moi la bouche

    Toi l’aube et moi le ciel qui s’couche

    T’es le vicaire et moi l’ivresse

    T’es le mensonge moi la paresse

    T’es le guépard moi la vitesse

    Tu es la main moi la caresse

    Je suis l’enfer de ta pécheresse

    Tu es le Ciel moi la Terre, hum

    Je suis l’oreille de ta musique

    Je suis le soleil de tes tropiques

    Je suis le tabac de ta pipe

    T’es le plaisir je suis la foudre

    Tu es la gamme et moi la note

    Tu es la flamme moi l’allumette

    T’es la chaleur j’suis la paresse

    T’es la torpeur et moi la sieste

    T’es la fraîcheur et moi l’averse

    Tu es les fesses je suis la chaise

    Tu es bémol et moi j’suis dièse

    T’es le Laurel de mon Hardy

    T’es le plaisir de mon soupir

    T’es la moustache de mon Trotski

    T’es tous les éclats de mon rire

    Tu es le chant de ma sirène

    Tu es le sang et moi la veine

    T’es le jamais de mon toujours

    T’es mon amour t’es mon amour

    Je suis ton pile

    Toi mon face

    Toi mon nombril

    Et moi ta glace

    Tu es l’envie et moi le geste

    T’es le citron et moi le zeste

    Je suis le thé, tu es la tasse

    Toi la putain et moi la passe

    Tu es la tombée moi l’épitaphe

    Et toi le texte, moi le paragraphe

    Tu es le lapsus et moi la gaffe

    Toi l’élégance et moi la grâce

    Tu es l’effet et moi la cause

    Toi le divan moi la névrose

    Toi l’épine moi la rose

    Tu es la tristesse moi le poète

    Tu es la Belle et moi la Bête

    Tu es le corps et moi la tête

    Tu es le corps. Hummm !

    T’es le sérieux moi l’insouciance

    Toi le flic moi la balance

    Toi le gibier moi la potence

    Toi l’ennui et moi la transe

    Toi le très peu moi le beaucoup

    Moi le sage et toi le fou

    Tu es l’éclair et moi la poudre

    Toi la paille et moi la poutre

    Tu es le surmoi de mon ça

    C’est toi qu’arrives des mois si ?

    Tu es la mère et moi le doute

    Tu es le néant et moi le tout

    Tu es le chant de ma sirène

    Toi tu es le sang et moi la veine

    T’es le jamais de mon toujours

    T’es mon amour t’es mon amour


    Un Répas à la Français

    Dictations

    Dicté #1

          This dictation is a conversation between a market clerk and the client.
  • Bonsoir Madame, voulez-vous une baguette?
        • Oui, s’il vous plait, je vais en prendre deux, et aussi une livre de rôti de boef.
        • Et avec ça?
        • Des carottes, s’il vous plait.
        • Combien en voulez-vous?
        • Un kilo
        • Voilà
        • ça fait combien?
        • Neuf euro cinquante-huit.
        • Merci, au revoir.
        • Merci, bonne soireé.

    Dicté #2

  • Salut Marie, ça va?
      • Eh bien, mais j’ai besoin d’une idée de cadeau pour ma maman.
      • Offre-lui un sac à main…
      • Non, elle a déjà un.
      • Peut-être des bonbons ou des fleurs?
      • Bonne idée, elle adore les fleurs!
      • Excellent, mais je suis pressé, ciao!
      • Ciao!

    Day 9:

    Lesson Title or Topic:

      Chapter Review

    Standards Addressed:

      This lesson meets all national standards

    Outcomes or Objectives:

      Students will review the materials of the chapter and help fellow students to prepare for the exam. Students will also begin to work on their group skits.

    Assessment:

    • 3rd Quiz,
    • Exam review

    Lesson Building Blocks:

    • Language Emphasis: Using all of the language elements of the chapter.
    • Subject Content Emphasis: Language Arts, Art, Theatre
    • Culture Emphasis: Practices and perspectives related to scenarios in a restaurant

    Materials:

    • Any materials students may need to perform their skits (upon student demand)

    Lesson Outline:

    • Warm-up:
      • (10) Have students explain what the most difficult concept of the chapter was for them. Discuss concepts as a class providing extended examples when needed and asking students to provide examples to help explain.
      • (15) Take 3rd Quiz
      • (20) Have students complete the Chapter Review on page 76. Have them ask any questions needed in class
      • (5-10) Divide class into equal teams and then have team relay races, conjugating verbs on the board. Especially focus on Etre, Avoir, and Prendre
    • Introduction:
      • (10) Introduce the final and summative project of the Restaurant Skit. Explain the guidelines and rubric to the students.
    • Lesson Activities or Procedures:
      • (20) Have students complete the Chapter Review on page 76. Have them ask any questions needed in class.
      • For the remainder of class have students get into groups and begin to write their skits, given the guidelines.
    • Options for Recording Student Performance:
      • Review assignment and participation check list.
    • Closure:
      • Tell students that the next day they will go over the review assignment and go over any final material before the chapter exam that day. The rest of the hour students will be expected to work on completing and practicing their skit. Their skit will be due the day after the exam.

      Follow-Up/Homework:

      • Finish review assignment if not finished and study for the chapter exam.

    Restaurant Skit Rubric

    Student Name: ________________________________________

    CATEGORY 4 3 2 1
    Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared, but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present.
    Content Shows a full understanding of the topic and uses a wide variety of vocabulary. Shows a good understanding of the topic and uses a good quantity of the vocabulary. Shows a good understanding of parts of the topic. Uses on a few of the vocabulary repeatedly. Does not seem to understand the topic very well. Misuses the vocabulary.
    Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces only a couple of words. Speaks clearly and distinctly all (100-95%) the time, but mispronounces several words. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces words repeatedly. Often mumbles or can not be understood OR mispronounces the majority of words.
    Time-Limit Presentation is 4-6 minutes long. Presentation is 3 minutes long. Presentation is 2 minutes long. Presentation is less than 2 minutes OR more than 7 minutes.
    Creativity Play was creative and really held the audience’s interest. Play was creative and usually held the audience’s interest. Play had several creative elements, but often did not hold the audience’s interest. Play needed more creative elements.

    Restaurant Skit Rubric

    Day 10:

    Lesson Title or Topic:

      Chapter End

    Standards Addressed:

      This lesson meets all national standards (includes skit performance)

    Outcomes or Objectives:

      Students will take the chapter exam and finish preparing their skits.

    Assessment:

      Summative assessment of the exam and students’ skits

    Lesson Building Blocks:

    • Language Emphasis (All elements of the chapter)
    • Subject Content Emphasis (Language Arts, Art, theatre)
    • Culture Emphasis (French Restaurants, markets, and etiquette)

    Materials:

    • Allez Viens chapter exam
    • Any materials requested by students for their skits.

    Lesson Outline:

    • Warm-up:
      • (20) Class will go over the chapter review and answer any lingering questions.
      • (45) When the majority of students feel ready they will take the chapter exam.
    • Options for Recording Student Performance:
      • Exam
    • Closure:
      • For the remainder of the class period students will work with their groups on their skits.
    • Follow-Up/Homework:
      • Be prepared to perform your skit at the beginning of the next class! Bring any and all props/media necessary
    • NB:
        The following class will begin with the students performing their skits for the rest of the class. After all students have performed their skits the next chapter’s introduction will be given.

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