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Prep:

• Download and copy graphic organizer (two-sided) for each students (in download). If you are doing the extension, then make an extra copy.

By the end of the class, students will calculate the prices of what it costs to make a popular street food on their own and compare the price to what it costs to buy it in a restaurant/bakery.

If they can give their opinion and explain why – let them! If not, ask them to vote.

Who thinks it costs more to eat at home? Who thinks it costs more to eat out?

Use the video to introduce making crepes to them. You don’t have to watch all of it. See if they can pick out the main ingredients or other phrases.

Warning: You may feel a strong urge to make/eat them after watching the video.

Give them each a copy of this paper to help them keep track of key info in this lesson as you go through it.

Use any of the resources that you want. Click the buttons to read the recipe and see the ingredients. Zoom into the ingredients and let students try to figure out WHICH words are the ingredients. Have them write their guesses on their paper. Some are cognates, but others may confuse words like “spoon” for a food. They don’t need to know what they all mean yet. They will figure it out later when you do the search.

Make a list of the common ingredients.

If we want to shop for ingredients, we need a grocery store. Since crepes are very popular in France, let’s go to a store there. What’s a popular grocery store there? Let’s see!

Model a google search in the target language. Then click the link to investigate top supermarkets. Do we have any in common with them?

If you want to show a few popular ones, there are videos and links.

Now, you’re going to online shop with your students to find (and figure out) the ingredients from the recipe. Explain you’re going to use the list you made, go to a supermarket’s website, use the search feature to look up the ingredients you need, and add them to the cart.

Pick one of the grocery stores. Then go to the search bar at the top and ask students what to shop for. It will show you all the available options. They can help choose the brand and decide on quantity. Then add the items to your online shopping cart. You may have to choose the best option if they don’t have EXACTLY what the recipe calls for (aka real life grocery shopping).

What’s the total price for all the necessary ingredients?

Use the formula in the lesson to promt students to figure out the price per portion. You may need to revisit the recipe to find out how many portions it makes.

Remind them that currencies are different in different countries. Click the link to go to an online currency converter to see how much the groceries would be in your currency.

Now that you know how much it costs to prepare 1 portion of crepes at home, you need to find out how much it cost in a restaurant/bakery.

Use the links to look up prices for crepes . Average out the cost.

• Crepe restuarants/menus:
  • https://auptitgrec.com/?lang=fr  (Paris)
  • https://www.aumarchedeslices.com/la-creperie (Rennes)

Time for their opinions. Which is the best option? Why? You could have students write this and/or discuss with a partner or small group. There may be several acceptable answers depending on how they support their answer. Encourage them to explain WHY!

Give students a new copy of the same form from today’s lesson and let them calculate and compare ANOTHER popular street food/drink from the target culture or from another country. They can find a recipe, get ingredients, locate a local supermarket, add products to cart, calculate the cost per serving, and compare cost to prices in restaurants/bakeries.

It’s a great independent work day (and sub plan) and students should be able to do it without too much trouble since you modeled each of the steps.

When they’re done, have them report their findings back to class. “It’s cheaper to eat X at a restaurant than make them at home.”

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