section 3: Healthy Snacks

3
Section Three:
Healthy Snacks
DAY ONE
In this lesson, I will view an animation titled “Les
collations, c’est bon pour la santé!”
1. Read the context below in number 2 then open Section Three,
Day One of the Workbook and do question 1.
2. Read again the context below then view the animation “Les
collations, c’est bon pour la santé !” on the Animation CD or
Website.
Context: Élise and her mother are at the grocery store and they are in the snack
aisle. Élise would like some special snacks to include in her school lunches but Élise
and her mother have a different opinion as to what is a healthy snack. Eventually,
her mother agrees to buy a special healthy treat for Élise.
When viewing an animation, there are many things you
can do to facilitate your understanding of the story.
Look closely at the images. The background will help you
understand where the action is taking place. The various
objects featured in the animation are also hints which
could help you understand specific words and expressions.
Pg 73
continued…
Watch the characters and their body language. Look at
their facial expressions and how they interact with other
characters in the story. This will help you to learn more
about their personality and about some of the actions
taking place in the animation.
It is useful to watch an animation more than once. If you
wish, write down the words you recognize each time you
view the animation. Soon, you will be able to understand
the story without the help of a script or a dictionary.
3. Open Section Three, Day One of the Workbook and do
question 2.
4. View again the animation “Les collations, c’est bon pour la
santé !” on the Animation CD or Website. This time, pay
attention to what Élise and her mother consider to be a good
and healthy snack.
In France, schools provide snacks to elementary students
every morning around 10 o’clock. The school snack
program started in the 1950s and used to provide milk or
cheese and crackers to all students. Now, school snacks
consist mostly of milk with cookies, cakes and granola
bars high in fat and sugar.
Parents and teachers believe the portions are too big and
those snacks are too sweet to be considered healthy.
They also think that by eating a snack mid-morning,
students are no longer hungry at lunchtime, the main
meal of the day in France.
Pg 74
continued…
Some schools are thinking about eliminating their snack
program while others would like to offer fruit, cheese or
milk, and crackers earlier in the morning to make sure
that all students start the day with a good breakfast. In
France as in Canada, school officials and health experts
believe that starting the day with a balanced breakfast and
eating healthy snacks is essential to working well in class.
5. Open Section Three, Day One of the Workbook, do question 3
and complete the Reflection.
Pg 75
DAY TWO
In In this lesson, I will be introduced to new vocabulary
related to snacks.
1. Open Section Three, Day Two of the Workbook and do question
1.
2. Listen to Track 23 on the Module 1 CD. Take some time to
familiarize yourself with the vocabulary related to snacks.
Using the pictures below from left to right, follow along, listen
to each word and practice saying each one at least twice.
la barre
granola
le biscuit
la
boisson aux
fruits
la boîte à
lunch
la bouteille
d’eau
Bon appétit!
la
collation/le
goûter
les
croustilles
les crudités
les
friandises
les fruits
séchés
la grignotine
Pg 76
le guide
alimentaire
les légumes
et les fruits
les produits
céréaliers
les produits
laitiers
le sucre
les viandes
et les
substituts
It can be difficult to remember the meaning of new words
or if a noun is masculine or feminine. This is especially
true as your French vocabulary increases and you become
more familiar with the language.
If you have a special book where you write your notes,
you might want to start using a specific colour for the
masculine words and another one for the feminine words.
This could help you to recognize immediately the gender
of a noun.
3. Open Section Three, Day Two of the Workbook and do
question 2.
Articles are divided in two large categories: definite
articles and indefinite articles.
Le, la, l’, and les are definite articles. They are used
when we are talking about a specific person, animal,
place, thing, event or idea.
Pg 77
continued…
Look at the examples below.
le biscuit (the cookie)
la boîte à lunch (the lunch box)
les barres de céréales (the granola bars)
Sometimes, they are used when we are talking in general
terms about something.
Look at the examples below.
J’aime les biscuits. (I like cookies)
Je n’aime pas les fruits séchés. (I don’t like
dried fruit.)
Un, une, and des are indefinite articles. They are used
when we are NOT talking about a specific person, animal,
place, thing, event or idea.
Look at the examples below.
un biscuit (a cookie)
une boîte à lunch (a lunch box)
des barres de céréales (some granola bars)
Always use an article before a noun when writing a
sentence. If you are unsure about which article to use,
use the Glossary, an English-French dictionary or ask a
friend to help you.
4. Open Section Three, Day Two of the Workbook and do
questions 3 and 4.
Pg 78
DAY THREE
In this lesson, I will review various words related to food.
1. Open Section Three, Day Three of the Workbook and do
question 1.
2. View again the animation “Les collations, c’est bon pour la
santé !” on the Animation CD or Website. This time, pay
attention to the snacks mentioned by Madame Gagnon as she
describes what is in the shopping cart.
3. Open Section Three, Day Three of the Workbook and do
question 2.
4. Élise and her mother have bought many items at the store.
You might have seen or heard those words before. Before
listening to Track 25 on the Module 1 CD, try to pronounce each
word once. Then, listen to the pronunciation of each one on the
CD. How was your pronounciation? Practice saying each word
once more. You will need them in this section.
la carotte
le céleri
le chou-fleur
le craquelin
la crème
glacée
le fromage
les fruits
le jus
Pg 79
le lait
les légumes
la pomme
les raisins
le muffin
l’orange
5. Open Section Three, Day Three of the Workbook, do
questions 3 and 4 then complete the Reflection.
Pg 80
DAY FOUR
In this lesson, I will be introduced to the verbs Manger
and Boire.
1. Open Section Three, Day Four of the Workbook and do question
1.
2. Read the context below then listen to Track 26 on the Module 1
CD. Use the following pictures and chart to help you
understand.
Context: During Health class, Élise and Justin are filling out a questionnaire about
what they and some of their friends usually eat and drink as snacks.
Pg 81
Justin
du jus
des boissons
aux fruits
Élise
Jean-François
X
X
de l’eau
X
du lait
X
X
des craquelins
X
des fruits
X
des légumes
X
des croustilles
X
X
X
des barres
granola
du fromage
Karine
X
X
X
X
Pg 82
The verb Manger means to eat. It is written differently,
depending on who is doing the action. Look at the
sentences below.
Je mange une pomme. (I eat an apple.)
Tu manges une pomme. (You eat an apple.)
Il mange une pomme. (He eats an apple.)
Elle mange une pomme. (She eats an apple.)
The verb will take an S when it is used with the personal
pronoun Tu.
The verb Boire means to drink. It is also written
differently, depending on which personal pronoun it is
used with. Look at the sentences below.
Je bois du lait. (I drink milk.)
Tu bois du lait. (You drink milk.)
Il boit du lait. (He drinks milk)
Elle boit du lait. (She drinks milk.)
The verb will change its s for a t with the personal
pronouns Il and Elle.
Always look at the personal pronoun before the verb in
order to use the correct form of the verb.
You might want to start a special section dedicated to
verbs in a notebook or in a binder. By grouping together
the verbs you have seen, you will be able to review them
more quickly. This will also allow you to compare how
they are written. You will be able to recognize more easily
which ones are similar and which ones are different.
3. Open Section Three, Day Four of the Workbook and do
questions 2, 3, and 4.
Pg 83
DAY FIVE
In this lesson, I will learn how to ask questions using the
verbs Manger and Boire.
1. Open Section Three, Day Five of the Workbook and do question
1.
2. Listen again to the conversation between Élise and Justin during
Health class on Track 26 of the Module 1 CD. This time, pay
attention to the number and type of questions asked by Élise
and Justin.
Were you able to count how many questions were asked
by Élise and Justin?
When listening to a conversation, pay attention to the
intonation (how their voice varies) of the person who is
speaking. If you hear that the voice rises at the end of
the sentence, it is often a clue that it is a question.
Pg 84
continued…
There were six questions in this conversation taking place
during Health class. Let’s have a look at them.
Est-ce que tu bois du jus?
(Do you drink juice?)
Tu bois du jus?
(You drink juice?)
Est-ce que Karine boit du jus?
(Does Karine drink juice?)
Tu manges des craquelins?
(You eat crackers?)
Est-ce que tu manges des craquelins?
(Do you eat crackers?)
Est-ce que Jean-François mange des craquelins?
(Does Jean-François eat crackers?)
Élise and Justin used the two questions formats we have
already seen: the intonation format and the format using
the expression Est-ce que.
Let’s look at the answers to these questions. Pay
attention to the personal pronouns and the nouns in the
questions and in the answers.
Est-ce que tu bois du jus?
Non, je bois des boissons aux fruits.
(Do you drink juice? No, I drink fruit drinks.)
Tu bois du jus?
Oui, je bois du jus d’orange.
(You drink juice? Yes, I drink orange juice.)
Est-ce que Karine boit du jus?
Non, elle boit de l’eau et du lait.
(Does Karine drink juice? No, she drinks water and
milk.)
Tu manges des craquelins?
Non, je mange des fruits et des légumes.
(You eat crackers? No, I eat fruit and vegetables.)
Pg 85
continued…
Est-ce que tu manges des craquelins?
Oui, je mange du fromage et des craquelins.
(Do you eat crackers? Yes, I eat cheese and crackers.)
Est-ce que Jean-François mange des craquelins?
Oui, il mange aussi des fruits et des croustilles.
(Does Jean-François eat crackers? Yes, he also eats
fruit and chips.)
What did you notice? Some of the pronouns change.
When you ask a question to someone, you use the
pronoun Tu. The person will answer your question using
the pronoun Je because he/she is talking about
himself/herself.
When you ask a question about someone or something,
you will use the pronoun Il if you are talking about a
person, an animal or a thing which is masculine. You will
use the pronoun Elle if you are talking about someone or
something which is feminine.
3. Open Section Three, Day Five of the Workbook and do
questions 2, 3, and 4.
Pg 86
DAY SIX
In this lesson, I will look at the Canadian Food Guide in
French for Healthy Eating.
1. Open Section Three, Day Six of the Workbook and do question
1.
Have you ever looked at the list of ingredients on a box of
cereal or granola bars?
Did you notice something special?
Food labeling is obligatory in Canada, which means that
most products must list the ingredients used in the
fabrication of this food item.
The labeling appears in English and in French on most
products sold in Canada. However, you might see
products listing ingredients in only one language such as
English, Japanese, Polish or German. This is because
those products were packaged in a country where French
is not spoken.
Reading the ingredients in English then in French of
something you like to eat or drink is a fun way to learn
new French words. Try it next time you help yourself to
cereal. Count the number of words you recognized. You
might know more French words than you think you know.
Pg 87
The Canadian Food Guide for Healthy Eating is available in
English and in French. It is designed to encourage people
to eat a balanced and healthy diet. In French, it is called
Le Guide alimentaire canadien pour manger
sainement.
The guide has divided foods in four major categories.
Look at the illustration below.
Pg 88
continued…
The number of portions taken from each category varies
according to your age, how much you weigh, if you are
male or female and your activity level.
The general recommendations are as follows:
Les
Les
Les
Les
produits céréaliers: 5 to12 portions
légumes et les fruits: 5 to 10 portions
produits laitiers: 2 to 4 portions
viandes et les substituts: 2 to 3 portions
Listen to Track 27 on the Module 1 CD and
pay attention to the French pronunciation of
each category. You will hear the article les
before each one. Practice saying each one at
least twice.
The guide is useful when planning meals and choosing
healthy snacks for school and physical activities. Use the
guide as a base to make sure that you eat a variety of
foods.
There are some foods we eat which might not appear in
any of the categories included in the Guide. It doesn’t
necessarily mean that we should never eat them. It
simply means that they may not be as healthy as other
choices and they should be eaten in moderation.
As an exercise, count the number of foods from each
category you eat on a typical school day and on the
weekend. Is there a difference or it is the same? On
which day do you eat meals which follow more closely the
recommendations of the Guide? Following the Guide
recommendations might not always be easy but making
sure that you eat a wide variety of foods will ensure that
you have a balanced and healthy diet.
2. Open Section Three, Day Six of the Workbook and do questions
2, 3, and 4.
Pg 89
DAY SEVEN
In this lesson, I will review the verb Avoir and the
pronouns Je, Tu, Il, and Elle in affirmative and negative
sentences.
1. Open Section Three, Day Seven of the Workbook and do
question 1.
2. Read the context below then listen to Track 28 on the Module 1
CD. Use the following pictures from left to right to help you
understand.
Context: The Health class is working on the topic of healthy snacks and the class
has been divided into small groups. Élise, Justin, Karine and Jean-François are in
the same group. While Justin is in the office and Karine went to the washroom,
Élise and Jean-François are looking at how many healthy snacks they have in their
group.
Pg 90
Pg 91
Pg 92
The verb Avoir is a special verb because its spelling
changes with each personal pronoun.
Look at the examples below taken from the conversation
between Élise and Jean-François. Some of the examples
are questions while others are affirmative sentences.
J’ai du fromage et une orange.
(I have cheese and an orange)
Est-ce que tu as une collation aujourd’hui?
(Do you have a snack today?)
Il a cinq collations.
(He has five snacks.)
Oui, elle a des crudités et du lait
(Yes, she has raw vegetables and milk.)
Did you notice how the verb changes?
j’ai
tu as
il a
elle a
When you want to express that you or the person you are
talking to or the person you are talking about don’t have
something, you use the negative form of the verb Avoir.
Look at the sentences below taken from the conversation
between Élise and Jean-François.
Je n’ai pas de collation.
(I don’t have a snack.)
Tu n’as pas de collation?!!
(You don’t have a snack?!!)
Il n’a pas de fruits.
(He doesn’t have any fruit.)
Pg 93
continued…
Elle n’a pas de barre granola aujourd’hui.
(She doesn’t have a granola bar today.)
The word ne or n’ always appears BEFORE the verb. The
word pas always appears AFTER the verb.
3. Open Section Three, Day Seven of the Workbook and do
questions 2, 3, and 4.
Pg 94
DAY EIGHT
In this lesson, I will be introduced to other personal
pronouns used with Avoir.
1. Open Section Three, Day Eight of the Workbook and do
question 1.
2. Read the context below then listen to Track 29 on the Module 1
CD. Use the following pictures from left to right to help you
understand.
Context: During Health class, Madame Morin asks students how many healthy
snacks they have in their groups in order to fill out a class chart. Élise talks on
behalf of her group while Yvan is the spokesperson for his group.
Pg 95
Pg 96
We have seen in Day Seven that the verb Avoir changes
its spelling with each singular personal pronoun je, tu, il,
elle. It also changes its spelling with each plural personal
pronoun. Look at the examples taken from the
conversation during Health class.
Nous avons sept collations santé.
(We have seven healthy snacks.)
Vous avez dix collations santé?!!
(You have ten healthy snacks?!!)
Ils ont trois collations santé.
(They have three healthy snacks.)
Elles ont quatre bonnes collations.
(They have four good snacks.)
Did you notice how the verb changes?
nous avons
vous avez
ils ont
elles ont
The pronoun Nous means “we” in English. It refers to the
person who is talking and other people. It can also refer to
“you and I” or “they and I.”
The pronoun Vous means “you” in English. It refers to
the people you are talking to and does not include
yourself. In most cases, it refers to more than one
person. However, it is also used when you are talking to
an older person or someone you don’t know as a form of
politeness and respect.
Pg 97
continued…
You might want to find a special way to remember how to
write the verb Avoir with all personal pronouns since it is
one of the most important verbs of the French language.
For example, if you have cards at home, you can write the
pronouns on a set of cards and write the verb Avoir on
another set. Practice matching them as quickly as you
can. Another fun way would be to put your two sets of
cards together and pick one. On a piece of paper or out
loud, say which of the pronoun or the verb is needed in
order to complete a pair. Use your creativity to find ways
to remember how to write the verb Avoir. This will help
you to learn verbs more easily as you become more
familiar with the French language.
3. Open Section Three, Day Eight of the Workbook and do
questions 2 and 3.
Pg 98
DAY NINE
In this lesson, I will review how to ask questions using the
verb Avoir.
1. Open Section Three, Day Nine of the Workbook and do question
1.
2. Read the context below then listen to Track 30 on the Module 1
CD. Use the following pictures from left to right to help you
understand.
Context: Élise’s mom just got home and while she was away, Élise and her siblings
were preparing their lunches. She asks Élise what what her brother Marc and her
younger sister Florence have chosen for snacks as well as what she has in her
lunchbox.
Pg 99
Pg 100
Pg 101
We have seen in Day Four how to ask questions using the
verbs Manger and Boire. Asking questions using the
verb Avoir follows a similar pattern.
Let’s look at the questions and answers below. Pay
particular attention to what happens to the personal
pronouns.
When someone asks you a question about yourself, you
reply using the pronoun Je or J’.
Est-ce que tu as une barre granola?
Oui, j’ai une barre granola.
(Do you have a granola bar? Yes, I have a granola
bar.)
Sometimes, you will ask a question or be asked a question
about someone or something. You will use the pronoun Il
if what you are referring to is masculine singular and Ils if
it is masculine plural.
Est-ce qu’il a des fruits?
Oui, il a des fruits.
(Does he have fruit? Yes, he has fruit.)
Yvan et Justin ont du jus?
Non, ils ont de la limonade.
(Yvan and Justin have juice? No, they have
lemonade.)
You will use Elle or Elles if what you are talking about is
feminine and singular or plural.
Est-ce que Karine a du yogourt?
Non, elle a du lait.
(Does Karine have some yogurt? No, she has milk.)
Elles ont des grignotines?
Oui, elles ont des grignotines.
(They have munchie foods? Yes, they have munchie
foods.)
Pg 102
continued…
Sometimes, you will ask a question to someone who is
part of a group of at least two people. You will use the
pronoun Vous. The person will reply using the pronoun
Nous because he/she is talking about himself/herself and
the persons in the group.
Est-ce que vous avez des pommes?
Non, nous avons des oranges.
(Do you have apples? No, we have oranges.)
You might also be asked a question when you are part of a
group. You will also reply using Nous because you are
talking about yourself and the people you are with.
The images below will help you to identify the various
pronouns used when asking and answering questions.
Je
Tu
Pg 103
continued…
Elle
Il
Nous
Vous
Pg 104
continued…
Ils
Elles
Always think about who is asking the question in order to
know which pronoun to use in your question and keep in
mind who is answering in order to know which pronoun to
use in your answer.
3. Open Section Three, Day Nine of the Workbook and do
questions 2 and 3.
Pg 105
DAY TEN
In this lesson, I will review concepts from previous lessons
in Section Three.
1. Before moving to today’s activities, take some time to review this section and be
aware of all that you have learned.
Day One:
Name in French the name of two snacks bought by Élise and her mother when they
went grocery shopping.
Day Two:
Look at the images below. Say which images illustrate a feminine noun and which
ones illustrate a masculine noun.
Day Three:
Look at the four snacks below. Name each one using le, la, l’, and les.
Pg 106
Day Four:
Say in French that you are eating a cookie and drinking milk as a snack.
Day Five:
Look at the pictures of Karine eating a granola bar and Jean-François drinking a fruit
drink. How would you ask them in French what they are doing?
Day Six:
Name in French the four categories of foods as presented by the Canadian Food
Guide to Healthy Eating.
Day Seven:
How would you say in French that Élise has some crackers but she doesn’t have any
cheese?
Day Eight:
Say in French that your best friend and you have dried fruit for snacks today.
Day Nine:
Based on what you see in the picture below, answer the question Est-ce qu’elles ont
des crudités?
2. Open Section Three, Day Ten of the Workbook and do
questions 1, 2, 3, and 4.
Pg 107
Pg 108