KS2 Year 6 French Scheme of Work
Lesson 13-14
Revision topics: ‘Qu’est-ce que tu aimes manger?’ and ‘Bon Appetit!’
Framework objectives:
Lesson 13: O6.1 Understand the main points and simple opinions in a
passage.
Lesson 14: L6.3 Match sounds to sentences and paragraphs. Use
punctuation to make a sentence make sense.
New Vocabulary
and structures :
aime beaucoup
qui veut…?
tu veux…?
du…
Aim boh-koo
Kee vuhr…?
Too vuhr..?
Doo…
Like very much
Who wants..?
Do you want..?
Some (for masculine
de la …
Duh lah…
Some (for feminine
de l’…
Dul…
des…
Key vocabulary to
revise from Yr 4/5:
Qu’est-ce que tu aimes
manger?
Le poisson
La viande
La salade
Les fruits
Les légumes
Le fromage
Le jambon
Les bonbons
L’eau
Le coca
Le jus d’orange
J’aime
Je n’aime pas
mais
Day…
Pronunciation:
Kes ku too aim monjay?
Luh pwa-so
La vee-ond
La sal-add
Lay fwee
Lay leh-goom
Luh from-aj
Luh jam-bon
Lay bon bon
Loh
Luh coh-ka
Luh joo-doh-ronj
Jem
Juh naim pa
may
nouns)
nouns)
Some
(for singular nouns
beginning with vowel)
Some
(for plural nouns)
English:
What do you like to
eat?
Fish
Meat
Salad
Fruit
Vegetables
Cheese
Ham
Sweets
Water
Coke
Orange juice
I like
I don’t like
but
Extra Resources:
EarlyStart 2 ‘Où habites-tu?’
Flashcards
Smart Notebook files
French dictionary (for follow up activity – optional)
Mini-whiteboards or paper
Suggested Teaching Sequence:
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Lesson Thirteen- Oracy focus
Introduce the Learning Objective using Slide 1 and using Slide 2
ask the children to brainstorm what they remember from their
previous work on food. Write down a brainstorm of their ideas at
the front of the room.
Look at Slide 3 and recap on the phrase ‘Qu’est-ce que tu aimes
manger?’. Ask the class if they can remember what it means? If
unsure, can they use their knowledge of individual words (eg ‘tu’,
‘aimes’) to help them if they are unsure?
Practise repeating the question in a variety of voices, clapping the
rhythm, raising their voice at the end to make it sound like a
question, etc.
Use Slide 4 to recap on how to say ‘I like / don’t like’ using mimes.
Look at the question and the words for ‘I like/dislike/love/hate’.
Can the children identify the verbs? (the answers are: est, aimes,
manger, aime, adore, déteste). Underline them.
Return to their brainstormed food vocabulary. Show the visual
images on Slides 5,6 and 7. Slide 5 has the feminine mouns, Slide 6
has the masculine nouns and Slide 7 has the plural nouns. Recap on
actions, gender and pronunciation. Can they spot any familiar
phonemes? (eg. oi, on/an, au, silent letters?). How many of them did
they remember when doing their brainstorm?
Show the class Slide 8. Look at the list of food vocabulary on the
IWB (colour coded according to gender). As a mini-plenary, see if
they remember what the words mean without the picture cues
being displayed?
When each food has been translated correctly, put the
corresponding flashcard up at the front of the room. Keep them all
on display to support the next part of the lesson.
Recap on word for ‘but’ (mais) and use the reveal feature to show
the sentence. Can they translate it? With a partner, ask children
to practice saying the sentence, filling in the gaps with food
vocabulary, eg. ‘J’aime le pain mais je n’aime pas la viande’.
Once they are more confident and need extending, ask the children
if they can also use ‘j’adore…’ and ‘je déteste…’. When they have
tried this a few times, see if they can do it without looking at the
board for support. Ask volunteers to share their sentences with
the class.
 Explain to the children that you are going to read a short passage
in French about a French boy called Pierre. They must listen
carefully as they will be asked to re-tell the main points
afterwards. Read the following passage aloud:
Bon appétit!
Bonjour ! Je m’appelle Pierre. J’aime manger les légumes. J’aime le
poisson mais je n’aime pas le jambon. Je n’aime pas le jus d’orange et
je déteste le coca, mais j’aime beaucoup l'eau. J’adore les fruits!
Repeat the passage as necessary.
 Ask the children to tell their partner what they understood from
listening to the passage.
 Show the class the text on Slide 9. Highlight the parts of the text
which to help us to see what Pierre likes and dislikes. Which bits
did they find difficult / easy to translate? Why?
 Children then use whichever ‘self assessment’ tool they are familiar
with (eg using thumbs, traffic light colours) to show how confident
they feel about their understanding of the spoken passage.
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Lesson Fourteen – Literacy focus
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Remind the children of work covered in the previous sessions on
food and saying what you like/dislike.
As a warm up, recap on some of the vocab for food by playing
‘Qu’est-ce qui manque?’ (‘What is missing?’). Put six flashcards up at
the front of the room. Give the instruction ‘Fermez les yeux’.
Children close their eyes and one is removed. Ask them to ‘Ouvrez
les yeux’. They open their eyes and say which food has been
removed. Make sure they put the correct form of ‘the’ (eg.
le/la/les) in front of the noun. Repeat a few times until the
vocabulary has been sufficiently rehearsed.
Explain that they are now ready to learn new vocabulary on this
subject (Slide 2).
Watch the Earlystart 2 DVD 11 ‘Bon appétit!’ and ask the children
to listen carefully to the questions that are being asked.
Show the class Slide 3 and teach the them the sentence starters
‘Qui veut…?’ and ‘Tu veux…?’ Explain that ‘veut’ and veux’ are both
forms of the verb ‘to want’ with a different ending (they will notice
that the ending is also different in English, eg. ‘want’ and ‘wants’ this can be seen on the slide).
 Explain that they need to learn the word for ‘some’, as the correct
sentence is ‘Who wants some bread?’ as opposed to ‘Who wants the
bread?’’. Use the reveal feature to show the new sentences and
explain that the children need to learn the masculine, feminine and
plural forms of ‘some’. Remind them that the same punctuation as
English should be used.
 Slide 4 shows food nouns sorted into groups with the correct form
of ‘some’ (‘du’ for masculine nouns, ‘de la’ for feminine nouns, ‘des’
for plural nouns and ‘de l’’ for feminine nouns that start with a
vowel). Go through them carefully with the class and check
understanding as a mini-plenary.
 Then model the next activity with a volunteer as a partner - give
partner a sentence to write using the vocab on the board, eg. ‘Who
wants some vegetables?’ or ‘Do you want some lemonade?’. Their
partner writes the sentence in French on a whiteboard or on paper.
They can use the columns on the board for support. When they feel
more confident they can attempt to write sentences without
looking at the board for support. Ensure they put question marks at
the end of their sentences. After each sentence has been written
tell the children to discuss what they have written with their
partner. Can they help correct any errors?
 Plenary – Look at Slide 5. Explain that it is a conversation including
all the learning from this topic so far. The punctuation has been
jumbled up. Can they re-order the punctuation so that the
concersation makes sense? Explain that this will help you to see
how much of the topic they have understood. You can do this an
activity as a class, or get them to record their answers individually
as appropriate.
Follow-up and consolidation:
For homework the children could record, in French, what they ate in a
day. If they are unsure of the vocabulary then they can use a French
dictionary to help them translate. They can also write more complex
sentences about the food they have eaten, using the sentences learnt
previously. This can be differentiated according to ability.