French Food Listening

Overview

This 45-minute lesson focuses on developing 9th grade students’ listening skills in French by introducing vocabulary related to fruits, drinks, and other common food items. Using the International Baccalaureate (IB) Middle Years Programme (MYP) Language Acquisition guide (Phase 2-3 learners), this lesson incorporates communicative, intercultural, and receptive competencies, emphasizing authentic language exposure and cultural understanding.

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IB MYP Alignment

• Key Concept: Communication
• Related Concepts: Culture, Message
• Global Context: Personal and cultural expression
• Approaches to Learning (ATL) Skills: Communication (listening and interpreting), Social (collaborating), Reflection
• MYP Objectives:
  • Criterion A (Comprehending spoken and visual text): Listening to simple spoken texts and demonstrating understanding
  • Criterion B (Comprehending spoken and visual text): Identifying main points and details in familiar spoken texts
  • Criterion D (Using language in spoken interaction): Engaging in simple exchanges related to food and drink topics

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Learning Objectives

By the end of this lesson, students will be able to:

1. Understand and identify French vocabulary related to fruits, drinks, and other common food items through listening activities.
2. Demonstrate comprehension of short spoken phrases and sentences featuring food vocabulary using context clues.
3. Develop intercultural awareness by recognizing the role of food in French culture.
4. Collaborate and reflect on their listening skills and vocabulary accuracy.

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Materials

• Audio recordings of native French speakers naming and describing fruits, drinks, and food items (pre-recorded or teacher-read).
• Visual flashcards depicting each food and drink vocabulary item.
• Projector or smartboard for visual display.
• Handout with vocabulary list (French-English).
• Whiteboard and markers.
• Exit ticket slips or digital quiz device for quick assessment.

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Lesson Procedure

1. Introduction and Engagement (5 minutes)

• Greet students in French with a simple phrase ("Bonjour, classe! Comment ça va?") and encourage reply.
• Activate prior knowledge: Ask students “What fruits and drinks do you know in French?” Write responses on the board.
• Briefly explain the lesson goal: “Today, we will listen to and learn important French words for fruits, drinks, and other foods.”

IB ATL: Communication - activating prior knowledge promotes engagement and builds confidence.

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2. Vocabulary Presentation (10 minutes)

• Introduce 10-12 key vocabulary words divided into 3 categories: fruits, drinks, and other foods. Examples:

  • Fruits: la pomme (apple), la banane (banana), le raisin (grape)
  • Drinks: l’eau (water), le jus d’orange (orange juice), le café (coffee)
  • Other foods: le pain (bread), le fromage (cheese), le poulet (chicken)

• Show flashcards with images and say each word aloud clearly twice; students repeat chorally and individually.

• Write the vocabulary on the board in French only and encourage students to pronounce them.

IB MYP Language Acquisition focus: Comprehending vocabulary, practicing pronunciation.

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3. Listening Activity (15 minutes)

• Play the first audio clip: a native French speaker naming fruits, drinks, and foods in short phrases or sentences (e.g., “Je mange une pomme.” “Je bois du jus d’orange.”).
• Students listen without looking at the board or handout to focus solely on sound.
• After first listening, ask: “Which words did you recognize?” Allow brief sharing.
• Play the audio a second time; students write down as many food vocabulary words as they recognize.
• Check answers as a class, showing flashcards corresponding to the vocabulary heard.
• For differentiation, discuss any words students struggled with and repeat those phrases.

IB Criterion A & B: Listening comprehension with focus on familiar topics and vocabulary.

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4. Pair Discussion and Reflection (10 minutes)

• Students pair up to discuss what foods and drinks they heard and which words they recognized. Encourage them to try to say one sentence aloud using the vocabulary (e.g., “J’aime le fromage.”).
• Circulate and support pronunciation and comprehension.
• Guide pairs to reflect on strategies they used during listening (e.g., focusing on sounds, context).
• Have two pairs share their sentences or reflections with the class.

IB ATL: Social skills and Reflection enhance learner autonomy and collaborative learning.

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5. Formative Assessment & Closure (5 minutes)

• Distribute a quick exit ticket: students write down 3 French food or drink words they understood during the listening activity. Optionally, include a sentence describing a favorite food or drink they learned.
• Collect exit tickets or use a quick oral round for students to say one word they remember.
• Summarize the lesson: “Today, we practiced listening carefully to foods in French. Great job!”
• Preview next lesson: “Next time, we will use these words in conversations and writing.”

IB Criterion D: Spoken interaction and reflection on language use.

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Differentiation Strategies

• Provide vocabulary handouts for lower proficiency learners during listening.
• Challenge advanced learners to identify additional context or construct original sentences using the vocabulary.
• Use visuals and gestures for multi-sensory learning.

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Reflection for Next Steps

After the lesson, teachers may reflect on:

• Student engagement with auditory input and ability to transfer vocabulary to spoken language.
• Effectiveness of paired discussion in reinforcing listening comprehension.
• Whether visuals supported understanding appropriately.
• Planning follow-up activities focused on food-related dialogues and cultural exploration of French gastronomy.

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This lesson plan embodies IB learners' profile attributes such as being communicators, thinkers, and culturally aware individuals by emphasizing authentic language input and intercultural understanding of everyday French food vocabulary.