KS2 Year 4 French Scheme of Work
Lesson 21-22
Learning Intention: To ask and respond to the question “Qu’est-ce
que tu veux” in relation to different food types.
Framework Objectives: Practise asking and answering questions about
what food they like. Match phrases and short sentences to pictures
or themes. Know about some aspects of everyday life and compare
them to their own.
Vocabulary
and
structures :
Le pain
Le poisson
La viande
Les legumes (f)
Les pommes de terre (f)
Les haricots verts (m)
La salade
Les fruits (m)
Un fruit
L’eau
Bon appétit !
Qui veut….
Qu’est-ce que tu veux ?
Du pain ?
De l’eau ?
De la salade ?
Oui, je veux bien
Pronunciation:
English:
Le pan
Le pwa-son
La vee-ond
Lay leg-oom
Lay pom de tair
Lay ari-co vair
La sal-add
Lay frwee
Un frwee
Low
Bonn app-air-tee
Kee vurr…
Kes-kuh too vurr
Doo pan?
Der low?
Der la sal-add?
We, juh vurr bee-a
Bread
Fish
Meat
Vegetables
Potatoes
Green beans
Salad
Fruit
A (piece of) fruit
Water
Enjoy your meal!
Who wants….
What do you want?
Some bread?
Some water?
Some salad?
Yes, I’d like some.
Extra Resources: Early Start French 2: Chapter 11 DVD and food
flashcards. ‘Bon Appétit!food PPoint ‘Bon Appétit! PPoint Qu’est-ce
que manqué?’, Worksheet: ‘Bon Appétit! Matching activity’,
Worksheet: ‘Martin Malsain et Samia Sante’.
Suggested Teaching Sequence:
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
Lesson Twenty-one – oracy focus
Share learning intention with class.
Warm up by asking questions based on vocabulary learnt from
pervious unit “Qu’est-ce que tu aimes?” Prompt pupils to recall the
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French words for food that they remember and say what they like:
“Qu’est-ce que aimes? Le coca?”.
Watch the DVD section 11 ‘Bon appétit!’ from ‘Early Start 2’. Pause
before ‘Lunchtime at Arnaud’s house’.
Use flashcards with pictures or powerpoint of the relevant food
(can use those from Early Start section 11) and pupils echo the
vocabulary. (See section on mimes). Then, when the children are
more confident show a card and sometimes say the wrong word.
Ask what it is, eg. “Le pain?” and the children respond either “Oui,
c’est le pain” or “Non, c’est….”.
Plenary: Play ‘Kim’s game’ using the Powerpoint activity ‘Bon Appétit!
Qu’est-ce qui manqué?’(or using flash cards on floor with children
responsible for removing an item). Quickly recap the vocabulary on
the first page, then the children look at the pictures of food on
following pages and have to remember the French vocabulary for
the missing item. (NB the question ‘Qu’est-ce qui manqué?’ is not a
phrase that the children have to learn to say – just explain what it
means (‘What’s missing?’) before using it).
Individual activity: children complete the worksheet ‘Bon Appétit!
Matching activity’ copying the correct word from the list at the
bottom to match the picture.
Lesson Twenty-two – literacy focus
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Remind pupils of learning intention from last lesson.
Watch the DVD again (first part for noun consolidation and the
second part as a ‘gisting’ activity), explaining beforehand that it
will contain the French for asking and responding to whether you
want a certain type of food. NB: you will need to point out that the
DVD will show people saying ‘thank you’ as ‘s’il te plaît’ as opposed to
the more familiar ‘s’il vous plaît’ as they are speaking informally
within their own family. Discuss what the children noticed about
the French meal and whether it differs from the way that meals
are eaten in this country (eg time of meal is later if the climate is
hotter, French people usually eat more separate courses eg the
salad first as an individual course).
Now that pupils should be more confident with food words, explain
that we are going to learn to ask/say what you want. Introduce
‘Qu’est-ce que tu veux?’. Also explain how to say the food noun as a
question by raising the pitch of your voice at the end’ (as in ‘ça-
va?’) as well as ‘Non merci’ or ‘Oui, je veux bien’ as an answer to the
question. Teach them a song to the tune of ‘3 Blind Mice’ –
‘Qu’est-ce que tu veux?
Qu’est-ce que tu veux?
Je veux le poisson
Je veux le poisson
Qu’est-ce que tu veux?
Qu’est-ce que tu veux?
Je veux le poisson
Je veux le poisson
Change the type of food by holding up a new flashcard before the
beginning of a new verse.
 Play a spelling activity focusing on some of the key sounds that
occur in the foods introduced ie ‘oi’ ‘eau’ ‘an’ ‘ ‘ui’ Roll a dice with
six key sounds that the children have been practicing. As it
lands children recall word and attempt to write on whiteboard.
Share with partner to check
 Introduce two characters Martin Malsain (Martin Unhealthy)
and Samia Santé (Samia Healthy) as an unhealthy man and a
healthy woman (can be used to tie in with a Science food topic
or general health topic). Draw each character -or get a picture
to stick up- on opposite sides of the board at front of class.
Pass round a feely bag with word cards for the food items.
When the music stops the class chorus the question ‘Qu’est-ce
que tu veux?’ The Le/la ……’ and the child answers ‘Non, merci’ or
‘Oui, je veux bien’ according to whether or not it is healthy.
Stick flashcard next to the appropriate character.
 Recap on the vocabulary ‘j’aime’ and ‘je n’aime pas’ from Lessons
19-20 and then the children work with a partner to complete
the sheet ‘Martin Malsain et Samia Sante’. They practise the
vocabulary in pairs with the question ‘Qu’est-ce que tu veux?
Le/la……?.’ And the answers ‘non, je n’aime pas…….’ Or ‘oui, je
veux bien. J’aime…….’ They add the names of food to the
correct boxes on the sheet.
 Have envelopes with the individual letters of 3 -4 food words.
In small groups children have to unravel the words and place
them against the flashcard.
Notes on activities and resources:

Framework objectives (Oracy, Literacy, Intercultural Understanding):
 See section on framework objectives
Knowledge About Language/ Language Learning Strategies
 See section on framework objectives
Follow-up and consolidation
During lunch and/or fruit time, the vocabulary learnt in these two lessons
can be used to discuss what the children are/are not eating.