acheton$-nous 

les fruits ?

au supermarché

au marché de fruits

à la ferme

Quels fruits viennent de ces pays ?

< < < pour le professeur > > >

Main Focus: the phrase “vient de/du/des” or “viene de”

Minor Focus: geography  – recognizing some Hispanic countries on the map

Prep:

  • Download and print map handout for each student (2 options to choose from: map WITH or WITHOUT country names)
  • Download the GALLERY WALK signs. FOLD them in half and hang them around the room. Tip: put a few in sneaky locations (low on a file cabinet, one taped up high on the wall, etc.) to make this feel more like a treasure hunt

Step 1: Introduce the Daily Objective

Today’s lesson will introduce learners to a little geography and learning about where the fruits we eat really come from.

 By the end of the class, learners should be able to tell where some fruits come from.

Step 2: Path of food/exportation

Here’s the big question you want them to consider… Where does the fruit you eat actually come from? 

Use the visual to talk about the path the food takes to get to your kitchen (or the cafeteria).

It starts at the farms. Remember that huge banana farm in Martinique? The bananas start there and are sent to grocery stores and restaurants all over France. Every week around twenty seven million bananas are exported to France. They keep about 70% and export the rest. 

 

Step 3: Question of the day

Show the question: where do you buy fruit? 

You may want to give examples from your area.

supermarché = Publix or Aldi or Kroger 

magasin/marché aux fruits = Coastal Farmer’s market

 ferme = Boone Hall farm

You could read the options and let them raise their hand OR let them answer. 

 

Step 4: Gallery Walk

Give the students the MAP handout. You can use the one with the names of the countries OR without. 

(if you chose to use the one WITHOUT country names, start by having them figure out these specific Francophone countries and write those country names by the correct box.) 

Use the map and fruit example in the lesson above to explain and model the activity.

In this activity, students will try to find out WHICH fruits are grown and exported from these French-speaking countries.

 

To do this, they will need to look for the folded papers around the room. 

On the inside is a photo of a fruit AND a few of the top countries that export that fruit.

(Hover your mouse over the example in the lesson to “open” the paper and show the information.)

Their job is to write the name of the fruit in the box pointing to the correct country. 

So for the orange, they would write “orange” under France and Gabon. (The other countries aren’t on their map so they don’t have to write it, but it’s neat to see who the other top exporters worldwide. The OTHER countries provide extra exposure to country names in the target language and can be a good talking point. Can they figure them out?)

Now that they know what to do, let them get up and move around the class looking for info. 

Go over it together when it seems most are done.  

Model the phrase “VIENT DE” as much as you can.

 

Step 5: Model and practice: (fruits) vient de (pays)

They likely heard you saying this phrases in the last activity, but now you can explicitly teach them how to TELL where the fruits comes from. 

Using the photos of the fruit stickers, model how to say “______ vient de/du (pays).”

Hover over the black box to show the answer to the question while you read it aloud.

 

(IF you want to teach both the singular and plural you can “The pear comes from France/The pears come from France” you can, but it might be confusing if they aren’t ready.)

 

Let them try the 2nd photo. Then, hover over the black box and read it aloud for them. Did they say it right?

Let them practice with a partner for the remaining photos.

(note: you can enlarge the sticker in photo by clicking on it)

 

Check for Learning

Refer back to the daily objective.

Can they tell where fruits come from at the end of the lesson?

They might be able to use just phrases (novice mid ex. Bananes de Martinique )

Encourage them to aim for a sentence (or more):

“Les bananes vient de la Martinique.”

Mark their “Objective Sheets” if they can do it at their proficiency target.

Homework Idea:

  • Encourage students to visit the grocery store and look at the fruit labels! 
  • Challenge them to bring in any fruit label stickers from lunch or at their house. Hang them on sticky notes next to a map!

 Just for fun:

The Surprising, Overlooked Artistry of Fruit Stickers

https://www.atlasobscura.com/articles/surprising-artistry-of-fruit-stickers

 

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2 Comments

  1. Megan Wong

    I am commenting a lot… sorry! But I noticed a few things in this lesson. First, the question: Où a acheton$-nous les frutas? Has an error and some Spanish! It should say either: Où achetons-nous les fruits? or could also say Où achète-on les fruits?

    Then, same issue in this lesson that I pointed out in an earlier lesson, which is that Martinique is not a country, it is part of France. So the answer to that question should be France, not Martinique

    • Megan Smith

      How’s it look now?

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