WS01 - Monsieur D

Teachers Notes
Unité 9
Unité 9 C’est bon, ça!
Student’s Book
reference
(spread, page,
activity)
Title and description
9A–9F
pages 110–121
Teacher’s notes, unit 9.
9A–9F
pages 110–121
Starters & Plenaries
A worksheet to support the starters and plenaries for Unit 9 as outlined in the
Teacher’s Book. The text and/or images can be edited, printed or displayed on
screen.
AT1, AT2, AT3,
AT4
9A
page 111
activity 3
On prend …
A worksheet to provide extra practice of the food and drink vocabulary and to
reinforce the partitive article. Students separate 20 items in a word snake and put
them into the correct box (du/de la/de l’/des).
Solution:
du: vin, poulet, poisson, pâté, melon, jambon, gâteau, fromage
de la: viande, tarte aux pommes, salade, limonade,
de l’: omelette, eau
des: yaourts, pommes de terre, petits pois, fruits, frites, carottes
AT3, AT4
7W4
9A
page 111
activity 4
Un repas typique
A worksheet to practise writing about food and drink. In a similar activity to the
previous worksheet (On prend …), students first copy food into the appropriate
‘course’, but this time they also have to write the correct partitive article. They then
AT3, AT4
7W4
Tricolore Total 1 © Nelson Thornes Ltd 2008
National
criteria
Teachers Notes Unit 9
1
Teachers Notes
9B
page 112
activity 1
9C
page 114
activity 1
Unité 9
complete sentences to describe a typical meal.
Solution:
1 hors-d’œuvre: du jambon, du melon, du pâté
plat principal et légumes: des carottes, des frites, de l’omelette, des petits
pois, du poisson, des pommes de terre, du poulet, de la viande
il y a aussi …: du fromage, de la salade, des yaourts
dessert: des fruits, du gâteau, de la tarte aux pommes
boisson: de l’eau, de la limonade, du vin
2 open-ended
Je prends …
An animated listening interaction to support work on breakfast vocabulary.
Students hear different people saying what they have for breakfast and then match
each person to the correct breakfast items.
C’est bon
A worksheet to provide further practice of the language of likes and dislikes. The
gapped text requires students to show grammatical accuracy in terms of gender,
plurals and adjective endings, as well a good knowledge of the vocabulary.
Solution:
Mon repas préféré est le goûter. Je mange des tartines avec du beurre ou du
Nutella et une pomme. Comme boisson, je prends un chocolat chaud.
Mon repas favori est le petit déjeuner. J’adore les céréales et les fruits. Alors, je
mange normalement des céréales avec une pêche. Comme boisson, je prends
d’abord un jus d’orange, puis du café au lait. Et je mange aussi des toasts.
Mon repas préféré est le déjeuner du dimanche. Comme hors-d’œuvre, on prend
souvent du melon. Ça, c’est toujours bon. Puis comme plat principal, j’adore le
poulet avec des pommes de terre, des petits pois et des haricots verts. Et mon
dessert favori, c’est la tarte aux pommes.
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AT1
7W1, 7L1
AT3
7T1
Teachers Notes Unit 9
2
Teachers Notes
Unité 9
9C
page 115
activity 6
Tu manges sainement? Prononciation
A listening and speaking role-play interaction. Students listen to two people talking
about breakfast and healthy living. They then take on one of the roles to practise
their pronunciation.
Students could use this as the basis for further extended dialogues.
This interaction can be used as preparation for the pairwork activity on page 115.
AT1, AT2, AT3
7L2
9D
page 117
Dossier-langue
Qu’est-ce qu’ils mangent?
An animated listening interaction to provide practice in using the negative. It also
revises animals, food and the partitive article. As well as supporting the Dossierlangue on page 117, it could be used as a follow up to Au choix activity 3 (Le plat
favori) on page 154.
AT1, AT3, AT4
7W4, 7L2
9D
page 117
Dossier-langue
Jeu de mémoire: Il y a des frites?
A PowerPoint version of Kim’s game to revise and practise items of food and drink.
It provides a good opportunity to practise the negative phrases used on Student’s
Book page 117. Students can say, for example, Il y a du …, de la …, des … et de l’
et du …, mais il n’y a pas de …
AT2
7W2, 7S5
9D
page 117
activity 4
Deux réponses possibles
A worksheet providing a text reconstruction activity based on the conversation À
table (page 117). Students copy out two responses to each question.
Solution:
1 d/f, 2 e/h, 3 a/j, 4 c/g, 5 b/i
AT3, AT4
7T5
9E
page 118
activity 1
Deux e-mails
A worksheet to provide support for activity 1 on page 118.
Use the first part as whole-class presentation of the text, with the ability to highlight
certain words, e.g. future tenses.
AT3, AT4
7W5
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Teachers Notes Unit 9
3
Teachers Notes
9E
page 118
Dossier-langue
Unité 9
The second part provides gapped sentences similar to the true/false ones in the
Student’s Book.
Solution:
1 Cet été, Chloé va aller à la campagne.
2 Elle va organiser des pique-niques.
3 Dominique va passer son anniversaire chez sa grand-mère.
4 Il adore le déjeuner du dimanche.
5 Comme hors-d’œuvre, on va manger des tomates.
6 Dominique va manger du poulet et des pommes de terre.
7 Sa grand-mère va faire un gâteau pour son anniversaire.
8 Dominique aime bien les pique-niques.
aller + infinitif
A PowerPoint presentation to revise the present tense of aller and to introduce the
future using aller + infinitive.
AT3
7W5
9E
page 119
activity 4
On va manger
This online activity consolidates work on meals and aller + infinitive. Students listen
to a description of a meal, then complete the accompanying text by typing in the
missing words. This is followed by a sequencing activity with sentence halves
containing the future, all of which are from the audio.
AT1, AT3
7W5
9F
page 120
activity 1
Autour du monde
A worksheet to provide writing follow-up based on the texts On parle des fêtes
(page 120). The first activity involves matching descriptions to the correct festival.
This is followed by a writing frame for students to describe a real or made-up
celebration meal.
Solution:
1 Eid: 1 C’est une fête musulmane. 2 La fête a lieu après trente jours quand on
ne mange pas pendant la journée.
AT3, AT4
7T6
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Teachers Notes Unit 9
4
Teachers Notes
9F
page 120
end
9F
page 120
end
Unité 9
Thanksgiving: 1 C’est une fête américaine. 2 C’est toujours le dernier jeudi de
novembre.
Diwali: 1 C’est une fête hindoue. 2 C’est une fête des lumières quand on allume
des lampes.
Chantez! Pique-nique à la plage
AT1, AT2, AT3
A PowerPoint presentation to provide the lyrics and music for a song to practise
7W5, 7C4
language from the unit. It can be used at any convenient point, but now is a good
time as it includes expressions with aller + infinitive. The song introduces some
new vocabulary such as le panier, les petits pains, il ne faut pas, oublier. This could
be written on the board (or highlighted in the text) and students could be asked to
check the words in the glossary.
There are two versions of the song, first with text and music, then with just a
backing track for students to sing the words.
Some classes will find it easier to sing along with the full version rather than try the
backing version. The volume could be reduced as students become more confident
or familiar with the song.
See Teacher’s Book page 30 for the printed music.
Rue Danton: Les courses à l’hypermarché
In this episode of the ongoing video soap, Alexis escorts Hugo, Manon and their
(step)father Philippe to the hypermarket, where they also have lunch in the
cafeteria.
Do a quick comprehension check, making sure, for instance, that students
understand that, on this occasion, Manon is keeping an eye on Hugo, making sure
he only chooses healthy food.
There are two comprehension activities, over four screens, based on the video.
Please be aware that the video can take some time to load. The video controls (the
play and stop button) will appear once the video has loaded.
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AT1, AT3
7L1, 7L2, 7L3,
7C2, 7C3, 7C4
Teachers Notes Unit 9
5
Teachers Notes
Unité 9
Transcript
Narrator: Hugo, Manon, Alexis et Philippe, le père de Manon, vont ensemble au
supermarché.
Father:
Je vais chercher le journal. Commencez sans moi. Et attention: on
mange équilibré! Pas de gâteaux, pas de bonbons, et pas de coca …
Hugo:
D’accord, d’accord …
Alexis:
Alors, qu’est-ce qu’il y a sur ta liste?
Manon: Eh bien, d’abord, il y a les fruits et les légumes.
Alexis:
Les fruits et légumes, c’est là-bas. Au bout de l’allée, on tourne à
gauche.
Manon: Des carottes …
Hugo:
Des carottes …
Manon: Des pommes de terre …
Alexis:
Des pommes de terre …
Manon: De la salade …
Hugo:
De la salade …
Manon: Des bananes …
Alexis:
Des bananes …
Manon: Et des pommes!
Hugo:
Voilà les pommes. Beaucoup de fruits et de légumes! Philippe va être
content … Qu’est-ce qu’il faut maintenant?
Manon: Du pain …
Alexis:
Le pain, ce n’est pas loin. On tourne à droite.
Manon: Deux pains … Une baguette … De l’eau minérale … Du jus de fruits …
Hugo:
Des croissants?
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Teachers Notes Unit 9
6
Teachers Notes
Unité 9
Ah, non! Les croissants, c’est trop sucré. Du lait … Des yaourts … Du
fromage …
Hugo:
Et de la glace?
Manon: Bon, d’accord. Juste une petite glace.
Father:
Bravo! Bon travail. Est-ce que vous avez faim, maintenant?
Manon: Oui!
Hugo:
Oui, beaucoup!
Alexis:
Oui, un peu.
Father:
Alors, on va manger à la cafétéria. Voilà! La cafétéria est par là.
Manon: Moi, je prends de la salade.
Father:
Du poulet, Alexis?
Alexis:
Oui, je veux bien, merci.
Father:
Pas de glace, Hugo! Une pomme …
Manon: Et puis, tu vas manger de la glace à la maison.
Alexis:
Merci pour le déjeuner. C’était très bon.
Father:
De rien.
Hugo:
Oh, non! Ma glace!
Manon: Ce n’est pas grave, Hugo. Tu aimes bien les pommes aussi, n’est-ce
pas?
Narrator: Regarde le prochain épisode de Rue Danton.
Manon:
9F
page 120
end
Métallo
A PowerPoint presentation of the text of the reader for this unit. It is suitable for
whole-class presentation of the text and initial comprehension work. The text of the
reader is delivered in phrases and chunks to allow students to concentrate on
smaller chunks of language as they build up the poem. Use the accompanying
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AT3
7T1
Teachers Notes Unit 9
7
Teachers Notes
Unité 9
Word file printout for a second reading without this file.
9F
page 120
end
9F
page 121
Sommaire
9F
page 121
Métallo
A book-fold reader to provide extension fiction material about a robot boy whose
eating habits get out of hand!
Use at the end of the unit as a means of assessing students’ grasp of the
vocabulary introduced so far. There are short comprehension activities on the final
page.
Solutions:
1 a non (Ils ont une vieille voiture et une fusée ultra-rapide.)
b beaucoup de vieux métal
c un vendeur
d de la limonade et du jus de fruit
e le percolateur
f le camion-poubelle
2 a Tu vas être malade!
b Tu n’as pas le droit!
c Ce n’est pas à toi!
d Il a encore faim.
e Il ramasse les ordures.
f manger, dévore(r), croque(r)
Vocabulaire de classe (9)
This interaction supports work on classroom vocabulary by matching the French
commands to the spoken version and to the English translations. It can be used at
any stage to revise or assess the main classroom commands used so far.
AT3
7T1, 7C1
Vocabulaire
Select the vocabulary list for Unité 9 C’est bon, ça! to practise all the vocabulary in
AT3
7W3
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AT1, AT3
7W1, 7W3, 7L1
Teachers Notes Unit 9
8
Teachers Notes
Unité 9
Sommaire
the unit.
9F
page 121
Sommaire
Quiz – Unités 8 et 9
An interaction with questions on the language and content of units 8–9. There are
10 questions covering a range of grammar, vocabulary and skills which can be
used to assess progress over these units.
Tricolore Total 1 © Nelson Thornes Ltd 2008
AT1, AT3
7W2, 7T7
Teachers Notes Unit 9
9