This lesson plan introduces French food vocabulary and restaurant customs. Students will examine a French cafe menu, draw pictures of foods from the menu and foods from their own culture, and discuss similarities and differences. They will develop their ability to talk about food and ordering in French. The teacher will assess students through observation, participation, and a written assignment ordering cafe items. The plan aligns with standards about engaging in conversations about culture and making cultural comparisons.

1. Date: 11/30/15
LessonTopic: Food/Ordering from a French menu
Lesson’s Essential Questions: What are important vocabulary words you might need to
know at a restaurant/cafe in France? What kinds of foods to the French eat? How do you
order food and drinks at a restaurant/café in France? (Intermediate to advanced)
Standards
Standard 1.1: Students engage in conversations, provide and obtain
information, express feelings and emotions, and exchange opinions.
Standard 2.1: Students demonstrate an understanding of the
relationship between the practices and perspectives of the culture
studied.
Standard 4.2: Students demonstrate understanding of the concept of
culture through comparisons of the cultures studied and their own.
Objectives Your objectives should
be measureable, contain an
observable verb, and be written in
student-friendly language.
Students will know or be
able to:
SWBAT talk and write
about food and drinks in
France and their own culture
using the new vocabulary
words. Students will also be
able to discuss differences
and similarities between the
food offered in France and
in their own culture.
Mechanism of
assessment for
measuring each
objective:
The students will be
assessed through
teacher observation
and student
participation. Also,
each student will
turn in the writing
assignment
completed during
closure (as a
summative
assessment).
Instructional
methods used.
Introduction
 The teacher will introduce the authentic material for the lesson
(a café menu from France)
 Using scaffolding, the students will answer questions prompted
by the teacher to figure out what the authentic piece of material
is – Ex (in the target language): “What does this look like?
How do you know it’s a menu? Do you notice any pictures or
vocabulary words that might hint to what kind of things are on
this menu, or what the menu is for?
 The teacher will talk about the importance of cuisine in French
culture, also the importance of the café
 The teacher will introduce new vocabulary on food and drinks
using TPR

2. Procedures
 The students will work in groups of three to draw pictures of all
of the food and drinks they see available on the menu (they will
label their pictures using the target language)
 Next, the students will draw pictures of food and drinks they
see on a menu (and what they order) in their own culture (they
will label their pictures using the target language)
 As a whole class, each group will share what they drew (two or
three pictures from each group of drawings), the students will
discuss similarities and differences from what they discovered
on the café menu, and what they experience in their own
culture (discussion prompted by teacher)
Closure
 The teacher will wrap up by asking the whole class questions
about what they learned/observed – Ex (in the target
language): What are some things you notice that each group
drew when observing the French menu? Do you think those
things are offered at every restaurant/café in France? Why do
you think they are important/ Why do you think the French eat
those foods?
 The teacher will ask each student to write down three or four
things that they would order if they were at a French café (on
their own piece of paper)
Differentiation
This lesson has room for differentiation. After explaining the activity,
the teacher is able to ask students to stay on the carpet (or at a table
with him/her) to go over the TPR/vocabulary again; also if directions
need to be repeated. The teacher should also take into account the
students’ level of ability with the target language and their learning
styles when creating groups.
This lesson could be used with more introductory level students, but it
could also be used with more advanced students. If used with more
advanced students, instead of pictures, the students could write phrases
or sentences in their groups. This would also be a good lesson to
introduce the conditional (I would like…). The students could practice
“ordering food” at a café. Lastly, instead of writing two or three words
at the end of the lesson, students could write a paragraph about what
they would order.
Instructional
materials and
resources
 Authentic material (café menu)
 Poster/construction paper (one for each group of three)
 Groups of three will need markers/crayons/colored pencils
 Each student will need a piece of paper and a pencil