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Lesson Plan Example – French 1 by ajizai

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									                     Lesson Plan Example – French 1
     Adapted from a plan by Professor Bruce Anderson, Johns Hopkins University

        This lesson plan was written for a first-year, first-quarter French class
in the last chapter before finals. It assumes that students, by this time, can
understand most of the basic questions asked and have already studied the
vocabulary pertaining to breakfast, lunch, and dinner (on the pages listed as
‘review’) The lesson is meant to be presented with a Powerpoint or
Transparency, indicated by the letter ‘T’.
        The lesson largely targets speaking, listening, and comprehension
skills. It does not target writing skills. By the end of the lesson, the average
student should be able to pronounce food-related vocabulary words more
precisely and, with some hesitation, use these words in basic sentences
expressing preference and indicating general time of day (morning, noon,
evening). Most to all students should be able to go one step further by
making judgment on the kinds of food preferable to a healthy lifestyle. More
advanced students will be able to use most of the vocabulary words with
little hesitation and use the correct genders of words more than half the time.
All students should be able to conjugate the word ‘preferer’ (to prefer)
correctly with different pronouns (I, you, we, etc.).
        Because the lesson does not target writing, most will not yet know
how to spell the vocabulary correctly or write the verb out with correct
accents. To fill in this gap, for homework, students will go home and
practice writing these out by answering and writing their own questions
about what they, their families, and their friends prefer and do not prefer to
eat at meals held at different times of the day.

Chapter 6 – Day 2

Devoirs (Homework)
Réviser (review) :    TXT p. 148 (bottom half)
                      TXT p. 149
Etudier/Faire (study/do) :  TXT p. 152 > Workbook ex. A, p. 106
                            TXT pp. 153-155 > Workbook ex. A, B, pp. 108-109

1. Warm-up (5 min.)
What do you eat… ? Ask : Est-ce que vous mangez quelque chose le matin? Qu’est-ce
que vous mangez alors pour le petit déjeuner? Moi, j’aime du café avec du lait et du
sucre. J’aime aussi du pain grillé avec du beurre et de la confiture. Et à midi – vous
mangez quelque chose? Qu’est-ce que vous mangez alors pour le déjeuner? Ask several
students whether and what they eat for breakfast and lunch. Then have students work in
pairs, taking turns asking the same questions.
2. Review : Meals of the day/ The verb to prefer (préférer) (9 min.)
        Transition: have a few pairs of students report back by asking qu’est-ce que votre
partenaire préfère manger pour le (petit) déjeuner? (what did your partner prefer to eat
for breakfast ? lunch ?)
        Presentation: Use top half of transparency, T. (in French) You use the verb
‘preferer’ to epxress your preferences. Ask several students, Le matin, préférez-vous un
croissant ou du pain (grillé)? L’après-midi, pour le déjeuner, préférez-vous un sandwich
ou une salade? Recast student responses by using il and elle as well as including yourself
(e.g., Moi aussi, je préfère... donc nous préférons ...). On the board or on a T, write out
the ‘stem’ of the verb as P R _ F _ R _____ six times, having one student come up to fill
in the correct letters with help from the rest of the class (to practice alphabet and accent
mark terms).
        Practice:
                Meaningful: On the same T, make a table with two column headings –
petit déjeuner (breakfast) and déjeuner (lunch). List the following vocabulary words
down the left side (the last five items, though not explicitly presented, should be
comprehensible to students). Voici une liste d’aliments. Dites-moi si vous préférez
prendre ces aliments le matin (pour le petit déjeuner), le midi (pour le déjeuner), ou pour
les deux. (Call on various students to respond with je préfère prendre ___ pour ___, as
you check off the appropriate column[s] based on their responses).

       Un croissant    De l’eau minérale      Du pain (grillé) Du lait
       Du poulet       Des haricots verts     Une poire        De la confiture
       Des frites      Du café                Du fromage       Du coca
       Des céréales    Du poisson             Un sandwich      De la soupe

3. Meals of the day / Other useful words (pp. 148 [bottom half] -149) (21 min.)
        Transition: Draw a clock on the board, indicating 4pm, and another indicating
7pm. Qu’est-ce que vous prenez l’après-midi après le déjeuner quand vous avez faim?
Un goûter. Et le dernier repas ? C’est le dîner.
        Presentation [1]: Use bottom of T24 and overlay with vocabulary. Qu’est-ce que
les français prennent typiquement pour le goûter? Un gâteau au chocolat, une tarte aux
pommes. Quelles boissons? Du thé ou du café. Et typiquement pour le dîner qu’est-ce que
les français prennent? Du poisson, ou du jambon peut-être...
        Practice:
                Repetition – Have students repeat vocabulary words chorally.
                Discrimination – Et si on est végétarien ? Have students indicate whether
a vegetarian would eat the following foods (do orally, having students answers yes or
no): une tarte aux pommes, du jambon, une baguette, une salade, un bifteck, du chocolat
chaud, etc.
        Presentation [2]: Make a T of the diagram on p. 149. Cover up all but the top two
category labels. Donnez-moi quelques exemples de cette première catégorie « boissons ».
Have students provide examples they already know for each of the two categories (e.g.,
du café), then reveal the additional items, providing a model of their pronunciation. Do
the same for the other two categories.
         Practice:
                 Repetition: Have students repeat vocabulary words chorally and
individually.
                 Discrimination: adapt ex. A, p. 149 as a vrai/faux exercise with four
additional items (do orally from cue card)
                 Mechanical: adapt ex. B, p. 150 by providing a blank before each item (on
a T or a handout); students fill in the appropriate form of the definite article (le, la, l’,
les), then tell you / circle the food item that doesn’t fit with the others.
                 (if time) Meaningful: ex. A, p. 151 (done quickly in groups of three)
                 (if time) Meaningful/Communicative: ex. C, p. 150 (#4-6 in pairs) or ex.
B, p. 151

4. Speaking (15 min.)
        Transition: [none needed]
        Preview: Alors il y a certains aliments que vous prenez le matin, le midi, l’après-
midi et le soir. Distribute the two attached sheets to students in pairs; one getting the first
page (printed, perhaps, on one color of paper) and the other the second page (on a
different color), making it clear to students that the two pages differ. Dans chaque paire,
une personne choisit les aliments ou boissons qu’il/elle préfère le plus. L’autre personne
classifie les aliments et les boissons selon certains critères. Using one pair of students,
carefully model how each member of the pair is to fill out his/her particular sheet, then
allow them 5 minutes to complete.
        Task setting: La personne qui a indiqué ses préférences joue le rôle du patient
[write word on board or on T]. La personne qui a classifié les aliments et les boissons
joue le rôle du diététicien [write out this word as well]. Ensemble, vous – le patient et le
diététicien – vous allez comparer les deux tableaux. Le patient explique au diététicien ce
qu’il mange et pourquoi (par exemple, il mange souvent un hamburger parce qu’il n’a
pas le temps de faire la cuisine chez lui). Le diététicien en fait des commentaires : « c’est
très sucré, ça! » ou « c’est bien – pas trop gras, pas trop salé! » Again using one pair of
students, carefully model how each member of the pair is to fill out his/her particular
sheet.
        Task performance: Have students compare their charts in pairs for approx. 5 min.
(This may need to be continued as a warm-up for the following lesson.)
        Follow-up: Review with pairs whether the ‘patient’ eats well or badly, asking the
‘dietician’ Est-ce que le patient doit changer ces habitudes alimentaires? Qu’est-ce que
le patient a besoin de manger maintenant (des carottes, de la laitue et des brocolis, par
exemple)? Qu’est-ce que le patient ne va pas manger maintenant? (This may need to be
done as the warm-up for the following lesson.)

								
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