Emily Hoy

18 October 2018

Portails Unité 9A Day 2

Purpose: Students will be introduced to the culture surrounding food in France and la Francophonie.
Additionally, students will learn the verb venir, the venir de expression, and similar verbs such as tenir
maintenir and retenir.

Warm up/ Review (5 mins)

 To review the food items learned the day before, ask students what they had for dinner the night
before: Qu’est-ce que vous avez mangé hier soir? Qui est allé au supermarché hier pour faire les
courses ? (3 minutes)
 To transition to the reading, ask students about the best restaurants they have ever been to in
Lawrence, in the United States, or the world. (2 minutes)

Culture a la Loupe (Skill Building) (20 minutes) [p.360-361]

Transition/ Preview: Ask the students how they know restaurants are good before they visit them:
Comment est-ce que vous savez si un restaurant est bon? Où est-ce que tu peux trouver des informations
sur les restaurants ? Show students pictures of the Michelin guide first without the logo and see if they
can make the connection to the tire company, then put up a picture with the logo. (3 minutes)

Task-setting/ Task: Have students read Le Guide Michelin et la gastronomie by having each student read
two sentences at a time. This section would be good to have printed out, so the students aren’t
straining. Instructor corrects key errors made by students to focus on pronunciation.

Task performance/ Follow up: To check comprehension, complete the Completez activity by asking each
student to answer one question with the correct word or phrase from the text. (10 minutes)

Task-setting/ Task: Have students read Les fromages français again with each student reading two
sentences, picking up where you left off on the last activity. Go over La cuisine de la Nouvelle-Orléans
together, asking students if they know of these foods or have tried them.

Task performance/ Follow up: To check comprehension, complete A table exercise by eliciting responses
in the form of complete sentences from different students. (7 minutes)

New Grammar (25 minutes) Venir et le passé récent [p.362]

Transition : Ask students follow up questions about food from other countries using the verb venir :
Alors, le fromage français vient de quel pays ? Le po-boy vient de quel état ? Ask the students what the
verb is and what it means in English. (2 minutes)

Presentation: Ask the students to produce the verb forms of venir on the whiteboard. Ask the students if
venir is an être or an avoir verb. Show example sentences of venir in the present tense and ask students
to change these to the past tense either orally or on the board.

Show students examples of the expression venir de in sentences and see if they can figure out how it is
different with the de, then elicit an explanation of the passé recent.
Show conjugations of devenir, revenir, tenir, maintenir, and retenir in present tense, quickly ask for
meanings, elicit the difference between the first two and last three (auxiliary verbs) (7 minutes)

Input / Discrimination:

 Activity 4 – Une surprise [p.365] Choose three or four students to read the passage, then
students answer logique / illogique to questions over the text. (2 minutes)

Mechanical:

 Activity 2 – Mes tantes [p.364] Students fill in the blanks with correctly conjugated verbs, verbs
are given. Students can come to the board to check spelling. (4 mintues)

Meaningful:

 Activity 3 – Nos activités [p.364] Students form sentences with words from three columns with a
partner. Instructor elicits responses from a few pairs to ensure participation. (4 mintues)

Communicative:

 Activity 2 – Scène de vie [Additional activities online] Students describe what people at a café
were doing just before arriving at the café using an image with a partner. If time, instructor can
call on students to give some example sentences. (6 minutes)