Grade 7 - Restaurant project
FLA/FSL activity
FLA Curricular Outcomes:
PÉ3-5 x vérifier l’accord des verbes quand le sujet est sous-entendu à l’impératif présent
Verify the conjugation of verbs when the subject is implied in the present imperative.
PÉ3-6 x vérifier l’accord des noms et des adjectifs dans les cas de : – l’ajout d’un X, – de la transformation de -al et -ail en -aux,
Verify the conjugation of names and adjectives in the cases of: -adding an X and the transformation of -al and -ail into –aux.
PÉ4-5 x sélectionner le contenu et la présentation finale de son projet d’écriture en tenant compte de l’intérêt et des besoins du public cible
Select the content of the final written project based on the needs and the interests of the public.
PO4-5 x sélectionner le contenu de son exposé en tenant compte de l’intérêt et des besoins du public cible
Select content of their presentation based on the interests and needs of the public.
PO4-6 x sélectionner la ou les structures textuelles appropriées à son intention de communication
Select the text structures appropriate to the purpose of communication
PO5a-3 x soigner la prononciation, l’articulation et l’intonation
Care for pronunciation, articulation and intonation.
FSL Curricular Outcome:
Written production
• label, list, describe, give simple directions, indicate basic needs or preferences, in written form, in a defined, highly structured and modelled fashion, resulting in a prepared message, expressed in the present, that is comprehensible and accurate
Oral Production
• name, list, describe, give simple directions, indicate basic needs or preferences orally, with limited spontaneity, in a defined, highly structured and modelled fashion, resulting in a prepared message, expressed in the present, that is comprehensible and accurate
Essential question:
In this project students are tasked to create a restaurant and will, in the end, sell a food product to customers. They have to create a menu and some types of marketing strategies to sell their products.
The goal of this activity:
The Assignments:
In this assignment, the students will continue to work on what they have already completed in English class. They will take their menus create in English and translate their work into French. At this point in the assignment, there should not be any use of technology because we don’t want them to use Google Translate to do the work for them. Rather, they should use English-French dictionary to help them translate. To reach their french speaking audience, they will have to translate their:
To make the assignments authentic, the teacher can mentions to the students that because the official languages of Canada are English and French, to reach a wider clientele, they must translate their work to French.
The focus for making menu bilingual would be producing something with your target audience in mind. A menu should not be written in a block paragraph form but rather in concise sentences with specific descriptions. They descriptions of their food should entice the reader to purchase your food.
The focus for translating the recipe is to ensure to proper conjugation of imperative verbs and writing the recipe in such a way to consider their audience. They need to consistently use imperative sentences (instructions) so that anyone could cook their dish, simply by reading the recipe.
The focus for translating the commercial is to have the specific clientele in mind wild reworking the film and speaking clearly with proper pronunciation, articulation and intonation. They can either re-film their commercial entirely in french or simply dub over their english commercial in french. The language they use should be appropriate and convincing to entice potential customer to come to their restaurant.
FLA/FSL activity
FLA Curricular Outcomes:
PÉ3-5 x vérifier l’accord des verbes quand le sujet est sous-entendu à l’impératif présent
Verify the conjugation of verbs when the subject is implied in the present imperative.
PÉ3-6 x vérifier l’accord des noms et des adjectifs dans les cas de : – l’ajout d’un X, – de la transformation de -al et -ail en -aux,
Verify the conjugation of names and adjectives in the cases of: -adding an X and the transformation of -al and -ail into –aux.
PÉ4-5 x sélectionner le contenu et la présentation finale de son projet d’écriture en tenant compte de l’intérêt et des besoins du public cible
Select the content of the final written project based on the needs and the interests of the public.
PO4-5 x sélectionner le contenu de son exposé en tenant compte de l’intérêt et des besoins du public cible
Select content of their presentation based on the interests and needs of the public.
PO4-6 x sélectionner la ou les structures textuelles appropriées à son intention de communication
Select the text structures appropriate to the purpose of communication
PO5a-3 x soigner la prononciation, l’articulation et l’intonation
Care for pronunciation, articulation and intonation.
FSL Curricular Outcome:
Written production
• label, list, describe, give simple directions, indicate basic needs or preferences, in written form, in a defined, highly structured and modelled fashion, resulting in a prepared message, expressed in the present, that is comprehensible and accurate
Oral Production
• name, list, describe, give simple directions, indicate basic needs or preferences orally, with limited spontaneity, in a defined, highly structured and modelled fashion, resulting in a prepared message, expressed in the present, that is comprehensible and accurate
Essential question:
- What is involved in starting u a brand new restaurant?
- What are the details needed before a new restaurant can open?
- If you want to start a new restaurant, we do you need before you can open the doors to the public?
In this project students are tasked to create a restaurant and will, in the end, sell a food product to customers. They have to create a menu and some types of marketing strategies to sell their products.
The goal of this activity:
- Anticipate the variety of customers you could receive in your location. (not only English speaking customers)
- Make your menus bilingual.
- Translate the recipe into French.
- Dub over or re-film your commercial in French.
The Assignments:
In this assignment, the students will continue to work on what they have already completed in English class. They will take their menus create in English and translate their work into French. At this point in the assignment, there should not be any use of technology because we don’t want them to use Google Translate to do the work for them. Rather, they should use English-French dictionary to help them translate. To reach their french speaking audience, they will have to translate their:
- Menus
- The recipes
- The commercials for their french speaking audiences.
To make the assignments authentic, the teacher can mentions to the students that because the official languages of Canada are English and French, to reach a wider clientele, they must translate their work to French.
The focus for making menu bilingual would be producing something with your target audience in mind. A menu should not be written in a block paragraph form but rather in concise sentences with specific descriptions. They descriptions of their food should entice the reader to purchase your food.
The focus for translating the recipe is to ensure to proper conjugation of imperative verbs and writing the recipe in such a way to consider their audience. They need to consistently use imperative sentences (instructions) so that anyone could cook their dish, simply by reading the recipe.
The focus for translating the commercial is to have the specific clientele in mind wild reworking the film and speaking clearly with proper pronunciation, articulation and intonation. They can either re-film their commercial entirely in french or simply dub over their english commercial in french. The language they use should be appropriate and convincing to entice potential customer to come to their restaurant.