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Der Unterrichtsrahmen umfasst Lernziele zum Lieblingsessen, zum Erstellen eines Restaurantmenüs, zum Fragen und Antworten zu Speisekarten sowie zum Zusammenhang von Menüpreisen und Kosten.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/financial-literacy-resource-french-as-a-second-language-core-french-grade-6-au-restaurant/421198/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/financial-literacy-resource-french-as-a-second-language-core-french-grade-6-au-restaurant/421198.png","ImageObject",300,407,{"name":42,"@type":43},"Patrick","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-09-28",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Wie wird Finanzkompetenz im FSL-Unterricht der 6. Klasse gefördert?","Question",{"text":62,"@type":63},"Finanzkompetenz wird über Lernkontexte und Materialien angeregt, etwa durch Themen, Lektionen oder Einheiten, die mit Finanz- oder Konsumfragen verbunden sind. Lernende bearbeiten solche Aspekte in Aktivitäten wie Debatte, Rollenspiel oder Sprechen und Schreiben.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Welche Lernziele stehen im Fokus des Core French Grade 6?",{"text":67,"@type":63},"Lernende sollen über Lieblingsspeisen sprechen, ein Restaurant samt französischer Speisekarte erstellen, Fragen und Antworten rund ums Bestellen üben und verstehen, welche Ausgaben Menüpreise abdecken müssen.",{"name":69,"@type":60,"acceptedAnswer":70},"Welche Aktivitäten werden im Abschnitt „AU RESTAURANT“ vorgeschlagen?",{"text":71,"@type":63},"Die Klasse erstellt gemeinsam eine Restaurantkarte, ergänzt Kategorien wie Vorspeisen, Suppen, Hauptgerichte, Desserts und Specials, brainstormt mögliche Speisen, ergänzt Preislisten (mit Hinweis auf „une virgule“) und nutzt Beispiele aus Videos, um nützliche Ausdrücke für Bestellungen zu sammeln.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},421198,1792235425,{"code":4,"msg":81,"data":82},"success",[83,87,91,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":92,"slug":93},70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":95,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},549758146520,"https://ap-avatar.wpscdn.com/avatar/80002397d8c0411e94?_k=1775819394049821470","Financial Literacy Resource French As a Second Language: Core French – Grade 6 AU RESTAURANT  \n\n| Connections to Financial Literacy\u003Cbr>Although none of the expectations in the French As a Second Language (FSL) curriculum explicitly addresses financial literacy, in each of the strands in the various courses the development of financial literacy can be fostered through both the learning context (e.g. , a topic, a lesson, a thematic unit, or an issue related to financial literacy) and materials (e.g. , books, websites , media) . Students could address issues related to personal finances or economics from different points of view in a debate, panel discussion, role play, speech, listening, speaking, reading and/or writing activities.\u003Cbr>The goal of this resource is to help students to understand the following financial literacy connections:\u003Cbr>􀁸 understanding needs and wants\u003Cbr>􀁸 developing consumer awareness |  |\n| --- | --- |\n| FSL Core French Grade 6 |  |\n| Curriculum Expectations | Learning Goals |\n| Oral Communication\u003Cbr>- participate in dialogues about familiar topics, and listen to and talk about short oral texts;\u003Cbr>- ask and answer simple questions using complete sentences\u003Cbr>- basic vocabulary (e.g. , numbers from 1 to 100; words associated with meals, menus, restaurants) | After completing the learning experiences below, students will know, understand and/or be able to:\u003Cbr>􀁸 talk about their favourite foods\u003Cbr>􀁸 create a restaurant and its French menu\u003Cbr>􀁸 answer and ask questions related to menus and ordering food in French\u003Cbr>􀁸 talk about expenses that menu prices must cover |\n\n\n| Instructional Components and Context |  |\n| --- | --- |\n| Readiness\u003Cbr>Pre-assess students’ prior knowledge and capabilities related to:\u003Cbr>􀂃 how to ask and answer questions\u003Cbr>􀂃 food vocabulary\u003Cbr>􀂃 colours and shapes\u003Cbr>􀂃 greeting and thanking vocabulary\u003Cbr>Terminology\u003Cbr>le menu\u003Cbr>le menu à prix fixe\u003Cbr>à la carte\u003Cbr>un amuse gueule\u003Cbr>les hors-d’oeuvres\u003Cbr>une entrée\u003Cbr>la soupe\u003Cbr>la salade\u003Cbr>le plat principal⁄le plat du jour\u003Cbr>le dessert\u003Cbr>la boisson\u003Cbr>le serveur⁄la serveuse\u003Cbr>l’addition\u003Cbr>le pourboire\u003Cbr>commander\u003Cbr>service compris OU service non compris bon appétit\u003Cbr>le chef\u003Cbr>C'est à votre goût ?\u003Cbr>Combien coûte   ?\u003Cbr>Je vais prendre OUje prends\u003Cbr>Je voudrais⁄J’aimerais\u003Cbr>Qu'est-ce que je vous sers ?\u003Cbr>Que prenez-vous ?\u003Cbr>Je vous écoute.\u003Cbr>Que voudriez-vous ? Vous désirez ?\u003Cbr>Vous avez choisi? | Materials\u003Cbr>􀀀 Cue cards\u003Cbr>􀀀 BLM Restaurant Chez André\u003Cbr>􀀀 Play money\u003Cbr>􀀀 Chart paper\u003Cbr>􀀀 Paper\u003Cbr>􀀀 Internet sites if available\u003Cbr>􀀀 Sample menus from internet |\n\n\n| Minds On\u003Cbr>􀂊 Establishing a positive learning environment\u003Cbr>􀂊 Connecting to prior learning and/or experiences\u003Cbr>􀂊 Setting the context for learning | Connections\u003Cbr>Explicitly label:\u003Cbr> Assessment for learning\u003Cbr> Assessment as learning\u003Cbr> Assessment of learning\u003Cbr>Explicitly identify planned differentiation of content, process, or product based on readiness, interest, or learning |\n| --- | --- |\n| MA NOURRITURE PRÉFÉRÉE\u003Cbr>Description\u003Cbr>Each student will write or draw their favourite food on a cue card andwill not show anyone else.\u003Cbr>Then students will mingle to the music and when the music stops, they will form partners with the person closest to them and then they will ask each other 10 questions which need OUI or NON answers in order to try and discover each others favourite foods.\u003Cbr>For example, C’est un fruit? C’est rouge? C’est un dessert? Etc.\u003Cbr>Possible Extension: collect all the completed images and shuffle them. Place a piece of tape on the reverse side of each image and attach to the back of each student. Students circulate again and may ask 10 questions of someone else in the class in order to guess the food taped to his/her back. | -some students may need help toprescript questions that they could ask and questions that they may be asked |\n| Action!\u003Cbr>􀂊 Introducing new learning or extending/reinforcing prior learning\u003Cbr>􀂊 Providing o","cbCaiadfHQBW8njw","https://ap.wps.com/l/cbCaiadfHQBW8njw","pdf",211970,"English","# Connections to Financial Literacy\n## Learning Goals\n## Instructional Components and Context\n## Minds On\n## Action!","[{\"question\":\"Wie wird Finanzkompetenz im FSL-Unterricht der 6. Klasse gefördert?\",\"answer\":\"Finanzkompetenz wird über Lernkontexte und Materialien angeregt, etwa durch Themen, Lektionen oder Einheiten, die mit Finanz- oder Konsumfragen verbunden sind. Lernende bearbeiten solche Aspekte in Aktivitäten wie Debatte, Rollenspiel oder Sprechen und Schreiben.\"},{\"question\":\"Welche Lernziele stehen im Fokus des Core French Grade 6?\",\"answer\":\"Lernende sollen über Lieblingsspeisen sprechen, ein Restaurant samt französischer Speisekarte erstellen, Fragen und Antworten rund ums Bestellen üben und verstehen, welche Ausgaben Menüpreise abdecken müssen.\"},{\"question\":\"Welche Aktivitäten werden im Abschnitt „AU RESTAURANT“ vorgeschlagen?\",\"answer\":\"Die Klasse erstellt gemeinsam eine Restaurantkarte, ergänzt Kategorien wie Vorspeisen, Suppen, Hauptgerichte, Desserts und Specials, brainstormt mögliche Speisen, ergänzt Preislisten (mit Hinweis auf „une virgule“) und nutzt Beispiele aus Videos, um nützliche Ausdrücke für Bestellungen zu sammeln.\"}]","Financial Literacy Resource French As a Second Language: Core French - Grade 6 - AU RESTAURANT | PDF",1790624240,13]