Parlons cuisine !

Unit Profile
Student Level 
College / University
Target Language 
French
Target Proficiency Level 
Intermediate
Unit Themes 
Animals,
Home and community,
Leisure-time and cultural activities,
Food and nutrition
Performance Descriptors 
  • Simple exchange of information on familiar matters
  • Speak and write in sentences in present time
  • Ask simple questions to obtain information
  • Handle a straightforward survival situation
  • Express simple opinions and explanations
  • Write simple letters or notes on familiar matters
  • Understand straightforward, familiar information
Unit Objectives and Standards
Objective 1 
Communicative: talking about his / her culinary likes and dislikes and about his/her food habits
Objective 2 
Sociocultural: types of food and food habits in France ("Les repas en général", "Un menu à la cantine", "La semaine du goût")
Objective 3 
Linguistic : expressions of quantity / expressions of frequency (adverbs and expressions related to an idea of frequency)
Objective 4 
Lexical: food and meals
Objective 5 
Strategic: digging out information from an interview about someone's habits
World-Readiness Standards
Communication 
1.1 Interpersonal: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
1.2 Interpretive: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
Cultures 
2.1 Practices: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
Connections 
3.1 Other disciplines: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
3.2 Diverse perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
Comparisons 
4.1 Languages: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
4.2 Cultures: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.
California Standards
Stage II
Communication 
2.0 Students use created language (sentences and strings of sentences).
2.1 Engage in oral, written, or signed (ASL) conversations.
2.2 Interpret written, spoken, or signed (ASL) language.
2.4 Initiate, participate in, and close a conversation; ask and answer questions.
2.5 Demonstrate understanding of the general meaning, key ideas, and some details in authentic texts.
2.6 Produce and present a simple written, oral, or signed (ASL) product in a culturally authentic way.
Cultures 
2.0 Students choose an appropriate response to a variety of situations.
2.1 Demonstrate understanding of the roles that products, practices, and perspectives play in the culture.
2.2 State similarities and differences in the target cultures and between students' own cultures.
2.3 State reasons for cultural borrowings.
Structures 
2.0 Students use sentence-level elements (morphology or syntax or both) to understand concrete and factual topics.
2.1 Use sentence-level elements (morphology or syntax or both) to produce informal communications.
2.2 Identify similarities and differences in the sentence-level elements (morphology or syntax or both) of the languages the students know.
Settings 
2.0 Students use language in interpersonal settings.
Common Core Standards
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Performance Assessment (Final Project/Assessment)
Performance Task 1 - Interpretive 

- Students will comprehend texts giving examples of typical meals in France and about la "semaine du goût";
- Students will listen interviews about food habits;

Performance Task 2 - Presentational 

- Students will explain what their food habits are;
- Students will talk about their likes and dislikes;
- Students will tell about someone else food habits;

Performance Task 3 - Interpersonal 

- Students will discuss about French meals in general and, more particularly, at school, before practicing self-assessment activities;
- Students will exchange ideas about what the "semaine du goût" may be;

Functions, Structures and Vocabulary
Functions 

- Being specific about quantity;
- Describing repetitive events and frequency;
- Understanding questions and answers in an interview;
- Make general statements;

Structures 

- The determination process: "article partitif" and other expressions of quantity;
- Adverbs and expressions of frequency;
- Verbs expressing likes and dislikes followed by the definite article vs other verbs followed by expressions of quantity;
- Negative structures with expressions of quantity

Vocabulary 

- Food;
- Meals;
- Animals ;

Rubrics
Task 1 - Interpretive
Exceeds Expectation - [4] points
Meets Expectation - [3] points
Progressing - [2] points
Does Not Meet Expectation - [1] point
Communicative: talking about his / her culinary likes and dislikes and about his/her food habits

Comprehending texts and interviews fully

Comprehending texts fully and parts of the interviews

Comprehending texts

Comprehending parts of the text.

Sociocultural: types of food and food habits in France ("Les repas en général", "Un menu à la cantine", "La semaine du goût")

Being able to fully understand the differences between target culture food habits and native culture food habits

Being able to understand some specific culinary specialties

Being able to recognize all generic types of food

Being able to recognize some types of food

Linguistic : expressions of quantity / expressions of frequency (adverbs and expressions related to an idea of frequency)

Being able to fully recognize the nuances between the expressions of quantity

Being able to recognize some differences between expressions of quantity

Being able to associate article partitif with the idea expressed within "some" in English

Being able to understand common expressions of quantity like "beaucoup".

Lexical: food and meals

Full understanding

Understanding of most of the specific words referring to food and cooking

Understanding of some specific words referring to food and cooking

Understanding few specific words referring to food.

Strategic: digging out information from an interview about someone's habits

All information retrieved

Most of the information retrieved

Some of the information retrieved

Few information retrieved

Task 2 - Presentational
Communicative: talking about his / her culinary likes and dislikes and about his/her food habits

Making three statements about his/her likes and dislikes and about his/her food habits.

Making 2 statements, one about his/her food habits, one about his/her likes or dislikes.

Making one statement about his/her likes and dislikes or about his/her food habits.

Attempt to make any statement with a correct basic sentence structure.

Sociocultural: types of food and food habits in France ("Les repas en général", "Un menu à la cantine", "La semaine du goût")

Being able to determine exactly what are the different phases of a French meal.

Giving 3 true statements about the different French meals

Being able to tell what French people eat for lunch, breakfast or dinner

Being able to make one statement about food in general.

Linguistic : expressions of quantity / expressions of frequency (adverbs and expressions related to an idea of frequency)

At the sentence level, being able to make three correct sentences at the affirmative and negative forms.

Being able to make 2 correct sentences at the affirmative and negative forms.

Being able to make one correct sentence.

Being able to produce a correct structure at the clause level

Lexical: food and meals

Using 90% of the vocabulary adequately

Using 70% of the vocabulary adequately

Using some of the words adequately

Can use some words learnt in the lesson

Strategic: digging out information from an interview about someone's habits

n/a

n/a

n/a

n/a

Task 3 - Interpersonal
Communicative: talking about his / her culinary likes and dislikes and about his/her food habits

Having a 2 minutes conversation about his/her food habits and about his/her likes and dislikes

Having a 1 minute conversation about his/her food habits and about his/her likes and dislikes

Having a 20 seconds conversation about his/her food habits and about his/her likes and dislikes

Having a 10 seconds conversation about his/her likes and dislikes

Sociocultural: types of food and food habits in France ("Les repas en général", "Un menu à la cantine", "La semaine du goût")

Being able to make a short comparison about food habits between countries

Being able to make a short comparison about food likes and dislikes between countries.

Exchanging short statements about food habits in general.

Exchanging short statements about likes and dislikes in general.

Linguistic : expressions of quantity / expressions of frequency (adverbs and expressions related to an idea of frequency)

See presentational

See presentational

See presentational

See presentational

Lexical: food and meals

See presentational

See presentational

See presentational

See presentational

Strategic: digging out information from an interview about someone's habits

n/a

n/a

n/a

n/a