Let’s Eat inanAmericanRestaurant!

By:Houda BENHAMOUMarieCAILLOTEliseHERBADJIAlexandros R.A.TZAMALIS

EdwardHopper,Nighthawks (1942)

OVERVIEW

Séquence WelcometotheAmericanrestaurant

Niveau: A2 thème: Notion:Rencontresavecd’autrescultures

Problématique Commentcommander,secomporteretpayerdansunrestaurantaméricain?Tâchefinale POI– Jouerunescénettedecommandeaurestaurant(1serveur+3clients)

Tâcheintermédiaire Alt.– COScènedurestaurant

Alt. PE- Questionnairedesante

Evaluation EOC :Jouerunescèneaurestaurant– 3clientset1serveur.Possibilitéd’avoirdesclientssatisfaitsetdesclientsgrognons.

objectifs

lexicaux ► fruitsetlégumes,nourritureengénéral ;►champlexicaldesproduitsalimentairesconsommablesaupetit-dejeuner,audejeuner etaudiner(pancakes,maple syrup,sausages,waffles,jam,strawberries,scrambledeggs,mushrooms,rice ...)►adjectifsdedescriptionpositiveliesaunrepasouuneatmosphereparticuliere ressentiedansunrestaurant:tender,yummy,delicious,friendly,authentic,traditional►lexiquerelatifauxcomposantesd'unecartedemenuetauxagentspresents dansunrestaurant:starter,maindish,dessert,side dish,order,meal,waiter,waitress

grammaticaux Would likephonologiques ►schémaintonatifdesquestions,prononciationsaliments

►laréductiondesmotsgrammaticaux►l'accentdemots►l'accentdephrases:lorsdel'émissiond'unmessage,seulslesmotsvéritablementporteursdesenssontaccentues

culturels ►découvrirlediner,restauranttypiquementaméricain►DiversitéculinaireauxEtatsUnis►Devise($)

socio-linguistiques ►établiruncontactsocial:saluer,demanderpoliment,passercommandedansunrestaurantauprèsd'unserveur,réagiradespropositionsderepas,remercier.

pragmatiques ►Savoirpassercommandeaurestaurant►comprendreetrelierdesinformations►rechercherdesindices,dégagerdeshypothèses,décrir.

Séances AL support connaissancesetcompétencesassociées

Compétencegrammaticale

CompétenceLexicale

culturel phonétique Micro-tâche

séance1

CO

POI

Vidéo« Howtoorderlikeaboss »(YouTube)

S+wouldlike HealthyfoodJunkfood

Like/hateFondof/notkeenon

McDonald’s

NYC(?)

Anticipationdelaséquence.POI– Parent&child“Tonpèreoutamèret’apréparéunplatquetun’aimespas,demandeluiautrechoseendécrivanttesgoûts. Argumente»è 3questions&3

réponsesSpeedtalking :mettreunsujetparîlotetlesélèvestournentpourabordertouslessujets

HW

séance2 CO AmericanBreakfast(AudiodeEnjoy4e)

Exprimer sapreference:S+wouldlikeS+willhave

- Motsdequantité;

- Vocabulairedupetitdéjeuner.

Petitdejeuneràl’Américain.

Réductiondesmotsdequantité(some,acupof…)

HW

séance3

CE

POI

6menus(USA)Associerchaquemenuàunétat/uneminoritéSupport :Enjoy 4e –Audio

Fruit&vegetables DifférenceshabitudesalimentairesselonétatsUS/lescuisinesdesminorités

POI– passercommandeauprèsd’unserveur

séance4 Vocabulaired’alimentation

TâcheintermédiairePE– créationmenurestaurant(1étatdifférentparîlot)

Séances

AL support connaissancesetcompétences

associées

Compétencegrammatical

e

CompétenceLexicale

culturel phonétique

Micro-tâche

séance5 CO

ScèneFRIENDSRetrouverlacommandedechacun

Payeraurestaurant–habitudesaméricains

PeutservirdeT.I.(visionner,ensuitimaginerdesdialoguesalternativesetdoublerlascèneavecvosdialogues)

HW

séance6

CO ScèneLITTLEMISSSUNSHINE

Le dineraméricain

PeutservirdeT.I.(visionnersansson->hypothèsesEE ;visionneravecson->CO)

HW

séance7

Rébrassages Jeuxdedés/jeuxdescartes (HappyFamilies)

HW

séance8

TâchefinalePOI[filmée]– jouerunescénetteaurestaurantè 1serveur+3

clients

FINDESEQUENCE

SÉANCE 1: INTRODUCTION: ORDER MCDONALDS LIKEA BOSS!

EatBreakfastLikeaKing,

LunchLikeaPrince,

andDinnerLikeaPauper

HereisaWordCloud aboutRestaurants…

Wouldyouliketoaddmorewords?

Gohere:https://tagul.com/1d9ujebz29j1/restaurant

SÉANCE 1: INTRODUCTION:

Canyouguesswhatthissequencewillbeabout?Trydescribingthepicture!

EdwardHopper,Nighthawks (1942)

Anestablishingshotfrom"Homervs.theEighteenthAmendment",oneofseveralreferencestoNighthawksintheanimatedTVseriesTheSimpsons

SÉANCE 2 – BREAKFAST (CO)

Names …will eat… …and drink

JerrySuzyNinnoAngelaJosh’s MumJosh’s Dad

Source: Enjoy 4e

SÉANCE 3 - MENUS

SÉANCE 3 - MENUS

SÉANCE 3 - MENUS

SÉANCE 3 - MENUS

SÉANCE 3 - MENUS

SÉANCE 3 - MENUS

SÉANCE 3 - MENUS

Waiter Questions Friends at a diner

Source: Enjoy 4e

SÉANCE 4

Questionnaire de sante

Note: les Vidéos utilisés par la suite (« Friends » et « Little Miss Sunshine ») peuvent servir de T.I.

SÉANCE 5 – CO: FRIENDS

CO: Little Miss Sunshine (Tache Intermédiaire?)

PREMIEREPARTIE/ExpressionEcrite:a.Imaginezlelieuoùcettescènesedéroule(typed’endroit– pays– cequelesgensfont)etjustifiezvotrechoixavecdesindices(REPONDEZENANGLAIS!– 30-40mots):

b.Imaginezcequelesgensvoudrontmanger.Ecrivezundialogue,entre8et10répliques(REPONDEZENANGLAIS!):

- Oh,this looksnice!- Itdoes!Ithasalotofthings tochoose from!- Look,here is thewaitress!- WAITRESS:What would you like?- Iwould like anIce Cream!- AndIwould like baconandeggs,please!- WAITRESS:Howaboutsome tea orcoffee?- CanIhaveabagelandaglassoforangejuice?- Iwould like some cereals.Andcan Ihavesome coffeetoo?

Thesentencesingreenareallsentencesthat we havestudied inclass…Thus whatapprears tobe adifficulttask,should actually bequite easy.

Thepeoplearesitting inadiner/restaurant/coffeeshopmaybe/probably intheUSA.They areordering ameal.Iknowthis because Ican see their menus,thetable they aresitting at andthewaitress.

Part2.WatchwithsoundA.Imagineyou arethewaiter /waitress.Fill intheorder:

RICHARD:Numberfive.Andcoffee.SHERYL: Numberseven.overeasy.And grapefruitjuice.FRANK: Iwouldlikeafruitplate.Andyouhavechamomile? Withhoney,please.GRANDPA: TheLumberjack.Coffee.Withextrabacon.

Inthis exercicethepupils should nothaveany realproblems understanding thewords andreproducing them correctly.

Part2.WatchwithsoundB)Describethefeelingsofthecharacters(choosetherightanswer).

Thewaitressseems: o friendly o sad oimpatientTheblondmanlooks: o smiling o enthusiastic o grumpyThebeardedmanlooks: o serious o cheerful oannoyedThegirllooks: o excited o hesitanto bored

Thisexerciseshouldnotbetoodifficultforthepupils,ascarewastakentoselecttransparentwordswherepossible.Therestshouldbeknowntopupilsofthislevel(sad-smiling-cheerful-annoyed-bored),althoughwecansurreptitiouslyinsertthemtopreviouslessons…Multiplechoiceanswerswereprovidedtoeconomiseontimeandtohelpthepupilsexpressconceptsthat(a)arenotcentraltotheséquences and(b)mayprovedifficultforthepupilsifgivenfreereigntofindtherightvocabulary.

Part2.WatchwithsoundStageB.The“problem”.B)Dequoiparlent lesgensaprèsavoir commandé?Quel est leproblème?Quedit l’homme auxcheveux blondsparrapportàlaglace?Que fontlesautres?(REPONDEZENFRANCAIS)

__________________________________________________________

Originally Ihad planned togive thepupils this questioninEnglishANDask fortheanswer inEnglish.That,however,would mean that they would be testedontwo (oreven three)different competences:both thelisteningcomprehension andtheir writing skills (andtheir written comprehension forthequestionitself).Forthis reason,andbecause this timeIwant tosee theirlistening comprehension skills,Iwill give them thequestionsinFrench.

After theIntermediate Task

Given that this evaluation is partofthelearning experience two further tasks havebeenadded.They arenotpartoftheevaluation itself,butwill be useful forthepupils fortheFinalTask.Optiona.Ask them toformulate asummary.Optionb.Provive them with atext with gaps:

diner- menu-order-stingy-excited-waitress- mute- keepfit1.RecapwhatthevideoisaboutwiththefollowingwordsThesceneisanextractfromthefilm LittleMissSunshine releasedin2006.AfamilyishavingamealinatypicalAmerican .Theyarechoosingwhatfoodto whenasmiling arrives.Themusic,thered andthewaitressmakeusthinkthatthecharactersareeatingoutinaMexicandinner.Thelittlegirlisthemaincharacter.Hergrandfatherisgreedy andwouldlike tohavealumberjack withextrabacon.Butherunclewantsto andwillhavejustafruitsaladandacamomile.Herbrotherismute andwritesthathewantstohaveonanotebook.Asthegirlcanorderanythingunderfourdollars,thefamilybudgetmaybetight orherparentsmaybe .

2.Phonetics:Remember!tight /'taɪt/diner /ˈdaɪnə(r)/ ≠ dinner /'dɪnə/ *stingy /ˈstɪndʒi/lumber jack /ˈlʌmbə(r)/ /ˈdʒæk/greedy /ˈɡriːdi/mute /mjuːt/

Thedistinctionbetweendineranddinner canbeused(timepermitting)toillustratethealphabeticpronunciationofavowelfollowedbyaneunlessseparatedbytwoconsonants…

SÉANCE 7 – REBRASSAGE AVANT LA T.F.

On peut se servir des jeux pour préparer la T.F. :

ACTIVITÉ: JEU DE DÉS POUR S’APPROPRIER DU VOCABULAIRE

Adapted from: http://www.mes-english.com/games/dicegames.php

Rules: Each Group of 4 pupils is providedwith a set of dice (1 Questions; 1 Food). Each time you roll the dice, each pupiltries to use the words that have been rolled in a sentence.For each word used in a sentence (written by the pupil and validated by the teacher), you earn the correspondingpoints. The first pupil to 50 points is the winner.

TÂCHE FINALEPOI [filmée] – jouer une scénette au restaurant

è 1 serveur + 3 clients

Supports: Assiettes, couverts, nappe… et...: