Use this unit plan as a model of how to work through the resources for students to complete a thorough study on French markets and foods. 


Use this Google Slides and this graphic organizer to introduce vocabulary at the market. Use this Quizlet to reinforce vocabulary.


Use this YouTube video to spark discussion about cultural differences between French and American markets. Possible discussion topics : Farmers Market, buying organic, buying local, etc


Students each receive a cut out vocabulary word. They have to write a definition or description, using associated words or things that you could make with the word. Then, split the class into two teams. In rounds of 2 minutes, students take turns reading the descriptions on the cards and having their teammates guess what the word is. They get a point for every word guessed. Then, pass the remaining stack of words and descriptions to the next team, who gets 2 minutes to try and describe as many words as they can. Keep switching back and forth until all the cards have been gone through. The second round, you put all the cards back in play, and following the same format only give students 1 word to describe the key word on the card. Total points in the same fashion. 


I found this card game online which includes directions online. While I haven't used it in this unit, I figured I'd put it up here so you could adapt or utilize if this would work well with your classroom!


Use these expressions to introduce concepts like the partitive and the imperative. Have students role-play and create their own conversations using this as a base with different recipes (ex : fajitas, soup, salad, etc).


This is a resource that I found online to explain the imperative with some practice exercises for students. Useful for introducing recipes and the language that is used in them to students. Then have students look at this buche de Noel YouTube video and outline a recipe using the imperative. Compare with allrecipes.com Buche de Noel recipe


After introducing the partitive, have students practice with either this or this worksheet. I've used a combination of them in the past for students to get ample amount of practice and for them to understand it well. Then, using this Google Slides presentation and whiteboards, have students follow along and hold up responses as you progress through the Google Slides.


This is an interpersonal speaking activity where students have to answer the question "De quoi est-ce que Pierre le Fou a besoin?". If they see the whole fruit at the bottom, they should use un/une to express what he needs. However, if there is only part of the fruit or vegetable shown at the bottom, they have to use the partitive. Practice in partners and go over as a class!


Use this activity with partners and two die. Partner A rolls for the column and Partner B rolls for the row. After rolling and seeing their image, one partner asks a question using that vocabulary word and the other partner answers. If they do not know the vocabulary word, they have to describe the picture and their partner has to find the vocabulary word. Partners switch roles every turn.


Using this podcast, students listen for the vocabulary words and fill in the blanks. Afterwards, use the website's questions to discuss understanding of the dialogue. 


Using the Google Slides presentation, introduce the pronoun "en." During the photos and questions portion, use whiteboards to ensure understanding of material at an individual level. Then, have students complete this worksheet for practice using the concept. 


This is an interpersonal activity using "en." Students design a grocery bag with a specific quantity of fruits and vegetables. Then, using the vocabulary cues, their partners ask them how many of each fruit and vegetable they have in their bag. They have to respond either using "en" or the partitive, depending on what makes sense for the fruit or vegetable. 


Using either this version or the live version of Je Veux by Zaz, have students complete the gapfill and then discuss the questions, using their new understanding of "en" to comprehend the message of the song.


In this interpersonal exercise, one partner plays the role of the vendor at the market and the other plays the role of the customer. The vendor should try and use the pronoun "en" to respond to the questions from the customer. 


Compare and contrast the French food pyramid and the American pyramid using this worksheet. 


Use this as an idea for introducing new concepts. Attached is a Google Slides with photos and question marks. This was a story that I partially created, and partially asked students to help fill in the blanks by asking them questions. Overall, the story was about a girl who was getting ready (using verbs like descendre and aller in PC) to go to the market. On the way to the market, she fell (tomber) and met a monster who threatened her (kids make up the threat) unless she brought him back some kind of food from the market. She survives the threat by having the grocer help her poison the food for the monster so he dies. Kids fill in details like who the monster is, what he looks like, who the girl is, what she is like, what her favorite flavor of ice cream is, etc. This worked really well for introducing verbs with être in the passé composé.


Refresh students' memories about passé composé with être using the House of Etre Google Slides. Students must create their own House of Etre, including sentences in the passé composé, for each verb. Students will use this activity to review the passé composé as well as understand a typical vendor's day at the market. Comprehension questions follow for discussion.


Have students refer to this handout which explains where to put the ne...pas when using the passé composé. 


Review the passé composé with être with this activity. Have students complete the worksheet as well as these comprehension questions with it to ensure listening comprehension.


Use this visual to explain the different ways a student can use their hand to correctly portion out their food. Have them find ways to say different parts of the hand in French based on context. 


Use this graphic organizer alongside the Google Slides to introduce the second part of the vocabulary for this unit. Use this quizlet to reinforce.


After introducing these useful expressions, have student complete this comic strip activity by choosing one of the local French shops and creating a dialogue using the new expressions.


This Google Slides presentation was developed by Andrea Martin. Use this to explain and introduce the purpose and function of the pronoun "y".


Because it is PollEv, you will have to create your own Google Slides, similar to the one I've created. A great way to have all students participate, use technology, and practice with the pronoun "y".


Use this activity to have students create clues using "y" to describe different places (what you do there, buy there, have there, etc). Then, using the inner circle-outer circle formation, have students talk with partners (outer circle moves) to describe their clues and have their partner guess what place they are referring to.


This pronoun flow chart is a good reference for when students need to decide which pronoun to use in French, and gives students a chance to practice using the chart with an exercise on the back.


Have students use the site marmiton.org to complete this exercise. They have to find three recipes that they would like to eat over the weekend for dinner. Then, they have to make a list of ingredients which are in the recipe. Finally, they have to write in the store boxes where they need to go to purchase the ingredients, like making a shopping list.


Use this part of le Petit Nicolas to have students interpret a French text using their market context and vocabulary.


In Season 2, Episode 3 of Chef's Table on Netflix, there is the story and restaurants of Dominique Crenn. This is in English, with a little bit of French. Use the viewing guide while students watch the episode, and then discuss the questions afterwards.