The students will:
The discussion of the different foods gives the students the opportunity to categorize the foods into the different food groups. (CCT) Students also become aware of the different ethnic foods and traditional dishes that may be a part of their classmates' heritage.(PSVS)
Some activities may have to be adapted to take into consideration the eating hapbits and customary foods of various ethnic and cultural groups represented in the classroom.
When discussing the topic of food in relation to families, be sensitive to students in non-traditional families, e.g. single parent families, extended families, etc.
The following vocabulary and linguistic content is included throughout the unit. The teacher and the students should decide what elements will be included in the experiential goal.
1. Discuss personal food preferences.
Activities
| 1.1 | In pairs, have the students think of the French words for as many foods as they can. After a specified amount of time, have each pair share the list with another pair and compare lists. Return the students to the main group and compile the information on a large master chart. Have the groups take turns sharing the French words for foods. (As students are sharing their information, begin to categorize the foods into the different food groups taken from the Canada Food Guide. These include "produits laitiers", "viandes et substituts", "fruits et légumes", "produits céréaliers", "autres aliments", (junk food, soft drinks, etc.) and "mets composés" (nutritious foods mixed together such as pizza, casseroles, chili, etc.). |
| 1.2 | Survey students to determine their favourite foods. Add to the master list of foods. |
| 1.3 | Have the students look at a number of food pictures taken from magazines, advertisement flyers, etc. Each student should create a chart with the three headings, "J'aime beaucoup", "J'aime" and Je n'aime pas". As the pictures are shown, the students make a check under the appropriate heading. The students then share their answers with a partner or with the rest of the class. Students may also relate one of the foods that the partner likes or dislikes to the rest of the class. |
| 1.4 | Health considerations aside, if students were on a deserted island and could only have one food or food group, what would it be? |
2.Discuss the experiential goal and the possible steps to achieve the goal.
Activities
| 2.1 | Discuss the contents to be included in the menu. e.g. cover page, specific foods, type of restaurant, etc. |
| 2.2 | Discuss possible scenarios of presenting the roleplay between the waiter and the customer. e.g. A family of four trying to place a food order, a young couple in a very elegant restaurant, a dissatisfied customer, etc. |
3. Become familiar with the different food groups.
Activities
| 3.1 | 7.2 Annex 1 Students look at a group of words relating to food and decide which food in the group does not belong. |
| 3.2 | |
4. Discuss the elements of a healthy meal.
Activities
| 4.1 | 7.2 Annex 2 Students look at the different meals, determine if there is a food group that has not been included and then they include a food from that food group. |
| 4.2 | 7.2 Annex 2 Students look at the meals in Annex 2 and discuss the foods that they like and dislike eating. |
| 4.3 | (Optional) Students look at a meal in a fast food restaurant and decide which of the foods and the ingredients are healthy. They also note the ingredients that are not as healthy. |
5. Determine habits of the family with regards to eating meals.
Activities
| 5.1 | 7.2 Annex 3 In partners, students survey each other to determine the usual eating habits of their families. Collate the information from the class and have the students make a general statement regarding each of the questions. In complete sentences, have the students record this information in their notebooks. |
| 5.2 | 7.2 Annex 4 Have the students look at the different foods that are listed. They should then choose a family member and describe what that family member likes to eat. |
6. Discuss different foods served at different mealtimes.
Activities
| 6.1 | 7.2 Annex 5 Look at the meals and decide which of the foods are not traditionally served at these times. |
| 6.2 | Survey students to determine who has eaten foods not usually associated with that meal. List the foods. e.g. "J'ai mangé de la pizza au petit déjeuner." |
7. Become familiar with dishes from a variety of cultures.
Activities
| 7.1 | 7.2 Annex 6 Survey the students to determine who has tried the dishes listed in the activity. Then working in pairs and using the Battleship format, (where each student secretly chooses one of the foods and the other student tries to guess the chosen food) have the students do the activity using the structure, "J'aime.." and/or "Je n'aime pas..." |
| 7.2 | From the students' experiences or knowledge, add to the list of dishes from various cultures. Survey the students to determine which dish is the most popular in the class. Discuss the origins of the various dishes, how they may have changed in being taken over by the general population. |
| 7.3 | 7.2 Annex 7 In partners, the students interview each other to determine if they eat these foods often, from time to time or never. |
| 7.4 | (Optional) 7.2 Annex 8 Have the students try to match foods from various cultures with a description. |
| 7.5 | (Optional) Have the students look in the "Yellow Pages" of the telephone directory to determine which restaurants serve dishes from other cultures and what they serve. |
8. Determine family preferences.
Activities
| 8.1 | 7.2 Annex 9 The students are to choose the toppings and condiments that they prefer on their pizzas and hamburgers. They share this information with a partner and then with the rest of the class. The information is compiled and the students make note of the most popular toppings and condiments. |
| 8.2 | 7.2 Annex 10 Students are given a list of foods to be compared and they are to choose the food that they prefer. |
| 8.3 | 7.2 Annex 11 From a number of different meal menus, survey family members to determine their favourites. Add different meal menus if possible. |
| 8.4 | 7.2 Annex 12 Working in pairs, have the students refer to Annex 11 and answer the questions about the different meals. |
| 8.5 | |
| 8.6 | From the above information, list the foods that are enjoyed by the entire family. |
9. Discuss possible restaurant situations.
Activities
| 9.1. | 7.2 Annex 13 Have the students read the following sentences and expressions. In pairs, have them create a short dialogue using the expressions given if necessary. (They may also wish to choose their own expressions and sentences.) Then have them decide on a specific personality such as an impatient waiter, a husband with a headache, a wife in a hurry, etc. They may wish to share their skits with the rest of the class. |
| 9.2 | 7.2 Annex 14 Have the students read or dramatize the sample skits between the waiter and the client. |
10. Create a restaurant menu.
Activities
| 10.1 | Using the information in the preceding activities, create a restaurant menu that would be acceptable to all members of the family. |
11. Prepare and present a skit to the class.
Activities
| 11.1 | |
12. Reflect on the unit. Is it difficult to create a restaurant menu suitable for everyone's tastes? Did the menu have enough variety and nutritive value? Did the skit help students feel confident about ordering food in French? Have they changed any of their ideas about nutrition or have they changed their eating habits at all as a result of the unit? Do the students feel more or less (or the same) willing to try dishes from other cultural groups?