Lesson Plan – Topic: Bon appétit

Class: Grade 9 applied (FSF 1P1) Minutes Planned Below:

90 minutes

A. Planning (Front Matter):

Copies/Materials Needed: Objectives & Expectations:
Handout – Dialogues Students will be able to (SWBAT):
Powerpoint presentation on food vocabulary I can name and identify different French food items
and trip to France – crosscultural awareness I can order snacks and basic fast food items in a café using the form “Je voudrais”
Laptop and usb key I can identify and express the correct gender of the food items (un, une, le, la)
Pictures of food items + tape I can understand the features of the French sound system, specifically intonation
CD for écoute
Textbooks and cahier

Critical Questions: How do I order food items in a French restaurant/café? How do I offer food items to a friend in french?

B. Start of Class: ( 7 Minutes)

Time Type Activity/Plan - Teacher (T) and Student (S)

5 mins House-keeping Taking student attendance and writing the agenda on the board.

2 mins Breathing activity Breathing exercise – importance of self-care

1
C. Teaching & Development: ( 73 Minutes)
*Type may include: Introduction, Mental Set, Noticing, Input (Product), Modeling, Practice (Process), Transition, Understanding Check, Assessment, etc…
* Words in italics generally represent teacher script.
Time Type Materials Activity/Plan - Teacher (T) and Student (S)
READING
2 mins Individual reading Handout of dialogues Students will look over and read the handout to become familiar with the words
and vocabulary.
- FSF 1P Curriculum expectation target C 1.4 reading for developing vocabulary.

5 mins Presenting Handout of dialogues MINDS ON

dialogues (jeu de A few students present the dialogues to the class (role playing). This dialogue
Background ppt
rôle)
picture of French activity introduces the topic of the lesson.
café. (Setting the - FSF 1P Curriculum expectation target A 2.2 listening to interact and B 1.2
scene) speaking to communicate.

2 mins Filling in the

Students listen to the dialogues being performed by their classmates and fill in
blanks with the Handout of dialogues the “Qu’est-ce que c’est” with the appropriate food item name.
correct food item
name * Assessment for learning: going around to see if students are filling in the blanks
- FSF 1P Curriculum expectation target A 1.2 listening to understand

5 mins Review of PowerPoint of food

vocabulary ACTION
vocabulary Show students the food pictures on the PowerPoint. Model the words and have
students repeat the words with a French accent
Ask some observation questions while showing the PowerPoint: which of the
food names are French? Italian? American? Can you think of some other Italian
foods? French foods? (Cross cultural awareness)
Ask students what they notice in the images. Prompt questions: Pourquoi est-ce
Powerpoint of
7 mins Noticing/ qu’on dit « un croissant et une crêpe »? Pourquoi pas « une croissant or un
images of food with
observing crêpe »?
genders.
2
 Explain and remind students that in French, all nouns, including food items are
either masculine or feminine. Therefore, the articles (un, une, le, la) must agree
with the noun.
*Assessment for learning: Asking questions to students encouraging the use of prior
knowledge.
*Indice : To distinguish the feminine nouns from the masculine nouns, it is
important to see and verify whether the nound ends in an « e ». Generally, if the
noun ends in an « e » it is considered a feminine noun. If it does not end in an
« e » it is considered a masculine noun.
*However, there are a few exceptions to this rule. Ex. Une pizza

3
5 mins Cross cultural Powerpoint of France CULTURAL GOALS
awareness - Share personal cultural experience with the students and show students the
different types of foods and cheeses found in specific regions of France. Ex.
Normandy – Rouen.
- FSF 1P Curriculum expectation target A 3.1 listening for intercultural awareness.

7 mins Practice Speaking Handout of Prompted SPEAKING

in partners Dialogue: Tu as - As emphasized in the new Ontario curriculum, students will practice
faim? speaking
- To encourage speaking and practice pronunciation in French, ask students to
work in partners and handout a structured dialogue to every student.
- For this activity, students will look at the different pictures of food and offer
those food items to their partners following a prompted dialogue.
- Tu as faim?
- Oui, j’ai faim.
- Tu veux un/une ____________ (image of food item)
- Oui, merci.
*Assessment as learning: working in pairs to solve the fill in the blanks
FSF 1P Curriculum expectation target A 2.2 listening to interact and B 1.2 speaking to
communicate.
Practice speaking Textbook, pg. 47 – SPEAKING + CONSOLIDATION
5 mins in groups Section 4, qu’est-ce - Follow the scenarios given in the textbook on page 47. Students will read the
que tu veux? scenarios in groups and say which foods they would like to have in certain
circumstances. Circulate the class to support students when needed and
encourage students to use the form, “je voudrais.”
- Ex. What food would you order if you are having breakfast? Tell the waiter
what you would like.
- Je voudrais une omelette, s’il vous plait.
* Assessment as learning: Working in groups to scaffold and then taking up answers
FSF 1P Curriculum expectation target B 1.2 speaking to communicate.

4
10 mins Individual work WRITING + CONSOLIDATION
Cahier, pg 31, part 1 - Tell students to turn to page 31 in their workbooks. Students will practice
&2 completing the names of foods with ‘un or une’ to practice gender. (Part 1).
- Students will also complete the conversation with certain expressions
discussed and studied in class. (Part 2).
*Assessment of Learning: Making sure students complete and hand in their work which
will count towards their mark.
FSF 1P Curriculum expectation target D 1.3 writing, applying language structures.

5 mins Explaining & Flash culturel – - Ask a student to read the Flash culturel from the orange trivia card. Show
teaching orange trivia card + students the 3 different types of cheeses (Camembert, Brie and Roquefort)
pictures of cheeses from the trivia.
- Ask a student to read the section on intonation from page 47 of the textbook.
As a class, repeat the examples listed in the book to practice pronunciation
Textbook, pg 47 –
and understand intonation.
intonation

LISTENING + CONSOLIDATION
5 mins - Students will listen to the audio file to practice and reinforce the section on
Listening activity CD – Unit 1 audio ‘intonation.’
file FSF 1P Curriculum expectation target A 1.2 listening to understand.

Laptop + kahoot id REVIEW + CONSOLIDATION

15 mins Game
Kahoot – which reviews all of lesson 3A and everything students have learned
from the previous class and today’s class.
*Assessment for learning: The quiz demonstrates an overall understanding of whether
the class understood the material.

Introduction and After having introduced the lesson on food, show students the video of “les
Video + ppt of boissons” to introduce and transition to the next lesson on beverages. After the
10 mins preview of next
beverage pictures video, if there is still time, introduce the vocabulary related to drinks and
lesson
beverages on a PowerPoint with pictures along with the articles (un et une).
*Remember to thank students for their attention !