STUDENT BOOKLETANG-1101-4

How To?

PLANNING PLANNING

NAME:

STARTING DATE:

EXPECTED ENDING DATE:

ACTUAL ENDING DATE:

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/ /

/ /

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RESULT :

Symbols Used in this Booklet

Presentation of the Module Expectations

Look up in a dictionary

Use of a strategy

Read a text Listening Write a text

See Your teacher

Speaking practice

Oral interaction

Self evaluation

Time for your booklet test

Authors Christine Beliveau Julie CossetteMarie-Eve Thériault

Reference for DEDs Jacques St-OngeComputer consultant Eric Caron

Last Updated May 2011

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BOOKLET BOOKLET EXPECTATIONSEXPECTATIONS

Although you may have learned how to ask for and give directions meant to help getting around in a city, you also need to be able to explain to people how to accomplish certain actions. This learning situation will teach you how to do that. It will concentrate mostly on cooking and recipes. However, that will show you a pattern for getting the elements you need (vocabulary, verb tenses etc.).

FRENCH:

Activity 1 Activity 1

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COOKING – WORD/DEFINITION COOKING – WORD/DEFINITION ASSOCIATIONASSOCIATION

Try to associate the following cooking terms with what you think is the correct definition. Put the letter next to the right number.

French:

BAKE -1 _____ a. To mix something really fast, with an electric mixer or a whip.

BOIL - 2 _____ b. To heat in advance. BROIL - 3 _____ c. To cook with steam from boiling water. SIMMER - 4 _____ d. To cook in an oven. BRING TO A BOIL - 5 _____ e. To bring a liquid to 100 degrees and above. CUT - 6 _____ f. To cook on a barbecue. STIR - 7 _____ g. To cook by exposing to dry heat or to cook over a

fire. MIX - 8 _____ h. To make warm or hot. WHIP - 8 _____ i. To cook the upper part of a dish very well. FRY - 10 _____ j. To cook in oil or in a pan. SPREAD - 11 _____ k. To cook just under the boiling point. GRILL - 12 _____ l. To bring to a boiling point. HEAT - 13 _____ m. To apply on a surface (such as a slice of bread) with

a knife. PREHEAT - 14 _____ n. To divide into smaller pieces with a knife. ROAST - 15 _____ o. To mix with a spoon. STEAM - 16 _____ p. To blend together. TO POUR - 17 _____ q. To transfer a liquid into another container.

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Activity 2Activity 2COOKING TERMS COOKING TERMS

This activity is similar to the previous one (although there are some new words), except that you will HEAR the words instead of reading them. For this exercise, listen to the recipe terms and associate with the good definition.

FRENCH:

DEFINITION LETTER

1 To bring just under the boiling point.

2 A kitchen item which you use to fry eggs

3Something you may use to turn cream into a semi-solid substance

4 An item used to mix muffin batter in, for example

5 To make sure that you use a specific quantity

6 An item that helps measure liquids or other substances

7 To transfer a liquid from one container to another

8 A kitchen tool often used for stirring

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To blend together

Activity 3Activity 3THE RECIPETHE RECIPE

Let’s try to put what you’ve just learned to good use. Although we haven’t shown you everything, you probably know more than you think! Listen to the following recipe. Then, fill in the blanks.

FRENCH:

KEY LIME PIEWhat you’ll need:

1 graham cracker crust 1 can Condensed _____________ 1/2 cup key lime _____________ ( plus the juice of 1 key lime in a _____________ container.1 _____________ grated lime peel 8 ounces of whipped creamLimes for decoration

Beat condensed milk and 1/2 cup of key lime juice in small _____________ until combined; _____________ in lime peel. _____________ into crust. In mixer _____________

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pour in whipped cream, add juice of separate key lime to whipped cream, _____________ juice into whipped cream. _____________ whipped cream in crust and _____________ evenly. Refrigerate for 2 hours or until set. Garnish with lime slices.

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Activity 4Activity 4A BIT OF ENGLISH GRAMMARA BIT OF ENGLISH GRAMMAR

Before we go any further, it is important to know that to explain something in English, people use the IMPERATIVE verb tense.

What is the IMPERATIVE?

THE AFFIRMATIVE

Simply put, you use the verb ‘’as is’’.

For example, if you want to tell your brother to mix a sauce here, you will say:

‘‘MIX THE SAUCE ’’

If you want to tell your mom to pour the milk, you will say:

’POUR THE MILK’’

It is important to know that you use the same verb form for the singular YOU and for the plural YOU.

THE NEGATIVE

This is also very simple: if you want to tell someone NOT to do something, just say “DON’T” before the verb.

For example if you want to tell your brother NOT to mix the sauce, you will say:

‘’DON’T MIX THE SAUCE’’

And if you want to tell your mother NOT to pour the mild, you will say:

‘’DON’T POUR THE MILD’’

Again, you use DON’T for the singular YOU and the plural YOU.

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Activity 5Activity 5LET’S EXERCISE!LET’S EXERCISE!

For this exercise, give the affirmative imperative. Then, give the negative imperative.

Example:

You want to tell your boyfriend to turn on the electric mixer.

Affirmative: Turn on the electric mixer.Negative: Don’t turn on the electric mixer.

1. You want to tell your husband to pour the milk in the bowl.

Affirmative:__________________________________________________________________________

Negative: __________________________________________________________________________

2. You want to tell your son to preheat the oven to 300 degrees.

Affirmative:__________________________________________________________________________

Negative: __________________________________________________________________________

3. You tell your wife to bring the milk to a boil.

Affirmative:__________________________________________________________________________

Negative: __________________________________________________________________________

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4. You tell your friend to cut the cucumber into cubes

Affirmative:__________________________________________________________________________

Negative: __________________________________________________________________________

5. You tell your friend to whip the cream until firm.

Affirmative:__________________________________________________________________________

Negative: __________________________________________________________________________

6. You tell your sister to measure one cup of flour.

Affirmative:__________________________________________________________________________

Negative: __________________________________________________________________________

7. You tell your girlfriend to open the bottle of soy sauce.

Affirmative:__________________________________________________________________________

Negative: __________________________________________________________________________

8. You tell your friend to turn off the oven.

Affirmative:__________________________________________________________________________

Negative: __________________________________________________________________________

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Activity 6Activity 6COOKING TOOLS AND TERMS!COOKING TOOLS AND TERMS!

In the following activity, find the correct translation.

FRENCH: __________________________________________________________

BowlFrying panPotKnifeStoveSpoonMeasuring cupWhipElectric mixerCutting boardTeaspoonTablespoonOven dishFreezerTurn onTurn offRefrigeratorOpenCloseMeasurePlateForkCan openerTo diceGlassA pinchBlenderPureeHeatTo heatTo chopTo garnish

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Can you think of other terms? Write them down!

Activity 7Activity 7ANOTHER RECIPE!ANOTHER RECIPE!

Here read the recipe carefully and fill in the blanks with the words from the word bank.FRENCH:

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Word Bankpinches heat pour cups 3½ puree chopped cook blendergarnish tablespoons mediumBROCCOLI AND CAULIFLOWER

SOUPIngredients

3 _________ butter 1 small yellow onion, finely chopped 2 full tablespoons of garlic powder 2 _________ of fresh cilantro

3 cups broccoli_________ cups cauliflower 4 cups chicken broth Salt and pepper to taste 2 _________ whole milk 1/2 cup plain yogurt _________ cup freshly grated parmesan for garnish

Melt the butter in a large pot over medium _________. Add onion, garlic powder, and cilantro, and _________ until the onions are transparent. Add cauliflower and broccoli, broth, salt, and pepper. Cook for 15-20 minutes on _________ heat._________ the soup with the milk in a _________ and transfer back into the pot. Heat gently. _________ into bowls and _________ with grated cheese.

Activity 8Activity 8WRITING AND SPEAKING WRITING AND SPEAKING ACTIVITYACTIVITY

Think about one recipe you often make of a good recipe from someone you know. Write it down in the space below. Use a dictionary and ask a teacher or a classmate to help you out. Once you are sure everything is correctly written, learn your recipe well. Then, see your teacher and tell him/her about your recipe.

FRENCH:

My Recipe

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Activity 9Activity 9REMOVING A BLOOD STAINREMOVING A BLOOD STAIN

You have learned how to give or receive instructions on recipes. The concept applies to other kinds of instructions. Let’s see if you can apply it. In the following activity, the person will tell you how to remove a blood stain, using the imperative verb tense.For this exercise, listen to the instructions on how to remove a blood stain. Then, answer the questions with A, B, C or D.

FRENCH:

QUESTIONS 1. The first step in removing a blood stain from clothing is:

a. To rinse it in cold waterb. To spray it with ammoniac. To dab on some detergentd. To spray it with dishwashing detergent

2. How long do you have the clothing stand before you wash it?

a. You rinse it right awayb. You wait one hourc. You wait one dayd. You don’t wash it

3. What do you do before spraying a blood stained carpet with water or ammonia?

a. You rinse it with cold waterb. You blot it with a paper towelc. You let it stand for an hour d. You wash it

4. What do you do after spraying a blood-stained carpet with water or ammonia?

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a. You rinse it with cold waterb. You blot it with a paper towelc. You let it stand for an hourd. You wash it

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Activity 10Activity 10GIVING INSTRUCTIONSGIVING INSTRUCTIONS

Now, think about how to install an appliance or how to do something else. Write it down in the space below. Use a dictionary and ask a teacher or a classmate to help you out. Once you are sure everything is correctly written, learn your text well. Then, see your teacher and give him/her your instructions.

FRENCH:

My Instructions

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1ST - DO YOUR SELF EVALUATION ON THE FOLLOWING PAGE.

2ND - ASK YOUR TEACHER FOR YOUR BOOKLET TEST

1.1

Avant de commencer je planifie ma communication orale (sujet, besoin, interlocuteur, durée, etc.).

yes

no

1.2

Je comprends et j’utilise les expressions de base adaptées à la situation de vie (la consommation, les soins de santé, les situations d’urgence, etc.) pour préparer ma communication orale.

yes

no

1.3

Je connais la signification et j’utilise les mots de vocabulaire liés aux situations de vie pour communiquer oralement.

yes

no

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Ora

l Int

erac

tion

11.4

Je reconnais et emploie correctement les différentes classes de mots (adjectives, adverbs of degree, quantity, time, definite and indefinite articles, demonstrative/object pronouns, place/time prepositions, countable/non-countable nouns, singular/plural, etc.).

yes

no

1.5

J’utilise les expressions adaptées à la situation de vie yes

no

1.6

J’emploie les outils appropriés, (dictionnaires, sites Internet, enseignant, etc.) dans la préparation de ma communication orale et lorsque je communique, je tente de décoder le message calmement et n’hésite pas à demander de l’aide à mon interlocuteur si nécessaire (“Could you repeat please…“).

yes

no

Read

ing

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2.1

Je comprends le but du message écrit. yes

no

2.2

J’utilise les mots, les sons et les règles de grammaire que je connais afin de décoder le message.

yes

no

2.3

Je comprends les parties du message écrit ainsi que le message dans son ensemble.

yes

no

2.4

J’emploie les outils appropriés (ex : dictionnaires, sites Internet, etc.) afin de comprendre le message écrit. Je tente de décoder le message avec les parties du message que je comprends.

yes

no

Wri

ting

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3.1

Je respecte les règles de composition et de structure pour préparer ma communication écrite.

yes

no

3.2

Je comprends et j’utilise des expressions qui me permettent de satisfaire mes besoins de consommateur et je les utilise pour préparer ma communication écrite.

yes

no

3.3

Je reconnais et emploie correctement les différentes classes de mots (adjectives, adverbs of degree, quantity, time, definite and indefinite articles, demonstrative/object pronouns, place/time prepositions, countable/non-countable nouns, singular/plural, etc.).

yes

no

3.4

Je communique les informations requises par la situation de vie. yes

no

3.5

J’emploie les outils appropriés, ex : dictionnaires, sites Internet, enseignant, etc. afin de planifier la production écrite.

yes

no

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