Standard 1: COMMUNICATION - Students will be able to use a language other than English to

communicate.
Standard 2: CULTURES - Students will develop cross-cultural skills and understandings.

ACTFL
Communication- Students will be able to communicate using the the three modes
Interpersonal: Students will be asking each other questions in french to illicit responses
Presentational: Students will present sentences
Interpretive:. Students are interpreting meaning through the use of food picture slides.

Communities- Students are involved in group activities fostering communication and rapport
Comparisons-. Students will be able to identify how French differs in English in understandings
of having vs. taking as well as the concept of the partitive.
Connections- Students are able to describe and make simple observations about the people
and world they live in.

Student objectives:
Students will review the present indicative forms of boire
Students will be able to identify present indicative forms of the verb prendre
Students will be able to identify uses of the French partitive.
Students will be able to form sentences using the partitive and verbs boire and prendre.

Intro:
students will be begin class by reviewing the verb boire. This activity will have them
conjugate the verb and also have them speaking complete sentences in the TL. Furthermore, it
introduces the concept of the partitive which will be covered later in class. Approx 5-7 minutes

Lesson body:
Next I will transition into the verb prendre. To contextualize the usage of prendre, I will
provide slides with examples of it in standard French. The slides will also help further expose
students to the partitive since it is used frequently in that context. In addition the sentences are
translated into English with some sentences taking the translation take literally and others are
more translated to fit what the typical English meaning is. After, I will display the verb chart of
prendre.I will tell the students that like boire, it is also irregular. I will tell the students to repeat
after to me and then I will proceed to pronouncing the verb with me. I will make special notice
about the pronunciation of the third person plural Ils/Elles. Next I will have the students practice
a dialogue where they will take turns answering a simple question using the verb prendre. This
will help transition to talking about partitives.
 I will transition into partitives by using contextualized sentences that uses the most
frequent variations (elisions) of the partitive in terms of gender and number.After I will start a
relay activity where students will be racing each other to reach the point and point out the
correct response to Je prends. . . Next, I will systematically break-down the partitive as
coherently as possible. I will introduce the first slide about the partitive and then I will return to
the relay slide to have them practice forming sentences by choosing food items.
Conclusion: I will remind them about any assignments due and also to keep practicing and
memorizing that which needs to be memorized!
Lesson essentials: This lesson covers many different facets of learning styles and theory.
Grammar: scientific thinking and analysis
Pictures and written words: visual, imaginative and interpretive
Spoken French: Aural and listening skills,
ZPD with either myself or students being the MKO. Often Times Im modeling and then
then the students build off of that.
Total immersion: Helps encourage acquisition and helps students become familiar with
TL
I+1: The students are pushed just a little bit passed their fluency to challenge and
motivate growth.
Kinesthetic: Relay allows students to get up and moving, helps circulate blood and
increases neuron response.

Materials:
Powerpoint
Computer/Screen
White Board
Markers
Textbook

Optional Activities:
Essayez 161
163 act 4