Quelles cuisines de rue sont populaires dans ta région ?
les crêpes sucrées
les crêpes salées
j aime pas le nutella sur les crêpes . Je préfères la confiture .— Armel Kevin Basse (@_armelito_) December 22, 2012
Nos crêpes🥞 :— Roni restauration (@RoniChez) June 18, 2020
5 crêpes nature : 500fcfa
5 crêpes choco: 750f
5 crêpes choco-banane: 1000f
5 crêpes confiture : 750f
5 crêpes Chantilly : 1500f
5 crêpes avec boule de glace :1500f
5 crêpes pommes et cannelle : 1500f
Livraison dans toute la ville de Yaoundé 🛵🇨🇲
Tel: 697785494📞 pic.twitter.com/4junTxVTMW
Chers Millycieux, nous vous présentons le 𝗣𝗮𝗰𝗸 𝗚𝗼𝘂𝗿𝗺𝗮𝗻𝗱🤤— Les Délices de Milly 🥞🤤❤️ (@DelicesMilly) May 12, 2021
- 2 Pancakes tartina
- 1 Crêpe Viande hachée fromage
- 2 Crêpes poulet fromage
- 3 Crêpes confiture
- 1 Crush’crêpe
🏷 𝟱.𝟬𝟬𝟬 𝗫𝗮𝗳
Commandez et goutez au bonheur.
Bonjour #TT237 😊, je viens ce matin vous présenter mon side business. Je fais des crêpes salées et sucrées, je vous invite à découvrir. Vous ne serez pas déçus.— _meSeDe 👑🌺✨ (@melycoraxelle) June 30, 2020
RT appréciés svp, mes clients peuvent se trouver dans votre timeline 😉 pic.twitter.com/ZzJLzTZAgE
Quels sont les ingrédients les plus intéressants ?
Lequel est le plus savoureux pour toi ?
Lequel n’est pas savoureux pour toi ?
Quelles descriptions entends-tu?
< < < POUR LE PROFESSEUR > > >
Targeted Phrases: It has, The ingredients are, sweet, savory
- Download and print “ingredients vocabulary chart” for each student.
- Download and print four corner signs. This lesson uses the generic “love, like, don’t like, don’t know” signs, but you can use any set that you want.
Introduce the daily objective. See if they can figure it out. Help them by using cognates, actions, or props.
See what they think to start the conversation and activate prior knowledge. Ask the class to share their thoughts.
Crepes are one of the most common street foods in French-speaking countries (and one of the most popular). Use the image to give a basic description of what a crepe is (the fillings, sauces, etc). Explain that they are sweet and savory. Use the Wikipedia article if you want more information.
When something is really great – people like to talk about it. Let’s look at the video and social media to see what people are saying about crepes.
Give students a minute or so to read over some of the tweets. According to these tweets, do you think these people like crepes or love them?
Note: These tweets are by natives speakers, but there may be typos or errors.
Explain you’re going to show them a restaurant that is famous for serving lots of different types of crepes.
Click the first link to go to the restaurant menu to look at all the different types of crepes.
Go to an “easy” crepe on there that uses cognates or has pictures.
Model for them how you would fill out the chart… (like talking to yourself in the target language).
- This crepe, I see it has spinach. That is a vegetable so I’ll write it here. (Write it in the “vegetable” category.)
Continue this. Also model for them how to look up a word if you think it should go on the chart, but you don’t know it.
- Article about restaurant with over 90 things to include in Montreal: https://www.narcity.com/fr/montreal/le-restaurant-fete-a-crepe-sinstalle-a-montreal-et-cest-beaucoup-trop-decadent
- Website of restaurant has some good options and easy to read: https://www.feteacrepe.fr/#/home
- It also looks like they have a good instagram page: https://www.instagram.com/fete_a_crepe/?hl=fr
- Crepe menu with compose your own: https://www.facebook.com/sweetycrepes/posts/1465009923625113
- Note: These names are from the target cultures. There may be some “creative” wording.
Think – Pair – Share
Give them a vocabulary chart and a website (menu or article) to to do the same thing you just did.
Partner up the students. Give them 5-10 minutes to discuss with each other what they have on their lists.
Afterwards, create a class “list” of types of meats, vegtables, fruits and other ingredients found in crepes on a piece of butcher paper on the wall.
*If your students can handle more, you could go through the menu again and look for adjectives that describe the crepes.
Variation: Give different menus/articles to each student. Have students partner up with someone that has a different list so they can talk about their research. Ring a bell or some make a sound and tell them to find another partner and repeat. Do this a few times until they have completed their forms.
Discussion with Four Corners
This will work on giving simple opinions and let them see the “crêpe avec…” structure more. Put up the Four Corner signs (in download) in different corners of the room. Show the first “crepe” image. Ask them how it seems to them. They will go to that sign/corner to represent their opinions. To extend the activity, ask them to quickly discuss as a group why they choose that answer and to report back. Then move on to the next image.
Optional: Add more combos using cognates or words that they know. You can do a quick drawing on the board to help with comprehension.
The next lesson will be about describing street foods using the graphic organizer posted here.
You may want to use/introduce the “it seems” phrase during the 4 corners activity.
Show the video to see if they cn pick out the descriptions of the crepes as he reviews them. You could have them write on a dry-erase board and pause after each crepe.
Below the video the 4 categories are there again. Use this as a game or comprehension check.
Check for Learning
Show the last section. Remind them of the daily objective and their proficieny target. Now have them describe crepes.
Check for Learning
Mark/stamp their objective sheets if they can accomplish the lesson objective at their proficiency level.
Give them the Wikipedia page and have them write trivia questions about crepes.
Look up more info about Nutella. It’s nutty how popular it is!
Using the Flags or other system you prefer, assign a region/country to partners (or they can do this individually at home). Let them find a crepe restaurant in the region/country that they were assigned. Plus they can add more words to their categorized notes. When time is up, have them do a quick share with the class: Which crepe seemed the most interesting or delicious to them?
Create an original crepe that blends different regions or cultures.
Je peux parler de crêpes (more resources)
- Tweets about types of crepes (fillings):
- Rolled or folded? https://twitter.com/vctrfrg/status/1092129024594333696
- Crepe restuarants/menus:
- Infographics of crepes
- Best creperies in Paris: https://www.doitinparis.com/fr/meilleures-creperies-paris-24096
- Best creperies in Rennes (Brittany): https://rennes.maville.com/restaurants-bars/actualites/top-10-des-meilleures-creperies-de-rennes-44840
- https://youtu.be/4x1uuLR3XHg (Creperie – tiny – in paris)
- https://youtu.be/oMLw0O7NuuQ – Different folding style.
- Street cart/bicycle crepes: https://youtu.be/zYTfdsIg13M
- Au P’tit Grec (restaurant): https://youtu.be/l_Jvj-OioPY OR https://youtu.be/Hl24C6sxP7E OR https://youtu.be/vvPS7HNZ6P8
- English: https://youtu.be/LEpk1u0WMag
- La Chandeleur (holiday with crepes):
Video: https://youtu.be/fKFaPfjOsJk (Very understandable even for lower levels – includes cooking crepes and telling traditions