Unit 13 Bon appétit! (Enjoy your meal!

Language Additional language for teachers

Core language Qu’est-ce que tu as

comme goûter?
What have you got as a snack?
Unit 13 Bon appétit! (Enjoy your meal!)
J’ai mangé I ate
Tu as (une banane)? Have you got (a banana)?
J’ai bu I drank
Tu aimes (les bananes)? Do you like (bananas)?
Tu as mangé (une banane)? Did you eat (a banana)?

Tu as bu (de l’eau)? Did you drink (water)?

et and
mais but About the unit
In this unit children learn names of food and drink related to packed lunches and breaktime snacks. They learn how to talk about
what they have eaten and drunk the previous day. They learn some food vocabulary relating to Bonfire Night and their intercultural
un sandwich a sandwich understanding develops through comparison with Bastille Day. Children practise following and creating their own recipes.
un gâteau a cake
une banane a banana Where the unit fits in
une crêpe a pancake In this unit children revise and extend previously learnt language associated with food (see Units 6 and 10). They apply their
knowledge of plural nouns to new contexts. They learn how to form compound sentences using simple connectives. They are
du fromage some cheese
already familiar with saying the date (see Unit 12) and have further opportunity to practise this. This unit could support other
de la salade some salad activities in relation to the National Healthy Schools programme.
de l’eau (f) some water
des chips (m plural) some crisps Prior learning • Following and writing • Sets of food picture cards
It is helpful if children instructions (as in a recipe) • Smiling and sad face cards
already know: • Perfect tense: manger • Word cards for food
Additional language for this unit • names of some food (j’ai mangé, tu as mangé); • Word and phrase cards for jumbled sentences
and drinks boire (j’ai bu) • A3 sheets with a picture of a famous person or
de la sauce caramel toffee sauce • J’aime and Je n’aime • The use of du, de la, de l’, des character and an empty speech bubble
pas • Plural nouns with les and des • Two identical sets of individual cards showing numbers
• Je préfère … • Compound sentences with up to 31, days of the week and months
(Instructions are given in the polite (plural) form)
• Je déteste … connectives et and mais • Photographs or video clips of Bastille Day celebrations
Mettez Put • Imperatives: vous form of • Calendar grid on an interactive whiteboard with
• how to say the date.
Faites Make some regular and irregular pictures of food and drink
Ajoutez Add verbs • Ingredients or pictures to show how to make a simple
New language • Phonic focus: revision of recipe (a crêpe recipe is available at the end of this unit)
Mélangez Mix • Talking about what has an/en and au/eau • Six sentences from the recipe printed in different colours
Versez Pour been eaten and drunk • Multi-link cubes in corresponding colours
• Expressing likes, • Writing frame for crêpe recipe
Laissez cuire Leave to cook Resources
dislikes and • Bilingual dictionaries
Faites sauter Flip preferences (about • Picture flashcards, real or
• Equipment and utensils for making a crêpe
food and drink) plastic items of food and drink

prêt(e) ready
Links with other subjects
Primary framework for literacy: show relationships of time, reason and cause through subordination and connectives;
use knowledge of different organisational features of text to find information effectively; write non-narrative texts using
structures of different text types
Primary framework for mathematics: Measuring strand – read, choose, use and record standard metric units to estimate and
measure length, weight and capacity
History: have knowledge and understanding of events, people and changes in the past; identify and describe reasons for,
and results of, historical events, situations and changes in the period studied
PSHCE: develop good relationships and respect the differences between people; think about the lives of people living in other
places and times, and people with different values and customs
Design and technology: follow safe procedures for food safety and hygiene; design and make assignments using a range of materials

Expectations
At the end of this unit
most children will: talk about what they have eaten and drunk using the perfect tense; listen to and read an
authentic non-fiction text and select key words and phrases from it; devise and perform with
a partner a short presentation using structures learnt in the unit
some children will not respond with single-word answers to questions about food and drink; refer to text or visual
have made so much clues when joining in a short presentation
progress and will:
some children will have write a simple recipe, research new vocabulary using a dictionary and apply it accurately
QCA wishes to make its publications widely accessible. progressed further and will: to write a simple recipe
Please contact us if you have any specific accessibility requirements.

Ref: QCA/09/4048
© Qualifications and Curriculum Authority 2009
 Unit 13 Bon appétit! (Enjoy your meal!)

Learning objectives Possible teaching activities Learning outcomes Points to note

Children should learn Children

Section 1. Lunchtime

• to listen attentively and understand • Discuss with children what they know about lunchtime in French primary schools • listen with care • In France, schools start at about 8.30am and finish around 4.30pm. Generally the school
more complex phrases and sentences (or in a country where French is spoken). How could they find out more? If possible, • make statements in the perfect tense lunch break lasts for two hours and many children go home. There is no direct equivalent
(O5.3) show children an authentic French school lunch menu and discuss similarities and • use tone of voice to help convey in French for packed lunches, as it is quite rare for children to bring sandwiches to school.
• to look at further aspects of their differences. If you have a partner school abroad, find out what children in that school meaning However, some children may be given a snack to bring to school: un goûter.
everyday lives from the perspective of know about English school meals and packed lunches. • identify similarities and differences in • Grammar point: du (masculine), de la (feminine), de l’ (vowel), des (plural) correspond to
someone from another country (IU5.1) • Select some known food and drinks suitable for a snack, eg une pomme, un jus everyday life ‘some’ or ‘any’ in English.
• to develop accuracy in pronunciation d’orange, and revise these with picture flashcards, real or plastic items, or by playing • Grammar point: The passé composé (perfect tense) in French corresponds closely to the
and intonation (KAL) guessing games. English perfect tense. In French, it is a compound tense, formed using either avoir (to
• Introduce some new items using games and activities from previous units (eg Unit 2, have) or être (to be) (known as the auxiliary verb) + a past participle, eg mangé, bu. Only
Section 1 and Unit 6, Section 1), pictures from a French supermarket website or real verbs conjugated with avoir are introduced in this unit. The perfect tense of the verb
items: un sandwich, un gâteau (a cake), une banane (a banana), du fromage (some manger (to eat), which is formed using avoir, is shown below.
cheese), de la salade (some salad), de l’eau (some water), des chips (some crisps).
• Using text cards or the interactive whiteboard, display the French word for each item.
j’ ai mangé
In pairs, children match them up. They feed back their answers, giving reasons for
their choices. tu as mangé
• Phonic focus: Highlight and revise the pronunciation of an/en, as in sandwich/enfant. il/elle/on a mangé
• Children listen to and repeat the new items. Draw their attention to the meaning of du,
de la, de l’, des (some). Children practise saying the items as a whole class, using J’ai + nous avons mangé
noun, eg J’ai du fromage (I have some cheese). For additional reinforcement, use vous avez mangé
the spotlight tool on the interactive whiteboard or hide and reveal techniques using
ils/elles ont mangé
picture flashcards.
• Introduce the phrases J’ai mangé (I ate) and J’ai bu (I drank). Use either pictures or real
• Follow-up: Throughout the week, play J’ai mangé. Go around the class, and a child from
objects, and mime as you say: Je mange un sandwich (I am eating a sandwich). Then,
every table adds on a new item each time, eg J’ai mangé une banane. J’ai mangé une
taking a step backwards, say: Hier, j’ai mangé un sandwich (Yesterday, I ate a sandwich).
banane et un sandwich etc.
Repeat with one or two other items of food and ask children to tell you what they think
• The website Global Gateway provides opportunities for finding partner schools abroad:
you have said. Do the same with Je bois and J’ai bu, eg Je bois un jus d’orange (I am
www.globalgateway.org.
drinking an orange juice) and Hier, j’ai bu un jus d’orange (Yesterday, I drank an orange
juice). Explain to children that you use J’ai mangé and J’ai bu when you are talking about
something that has already happened, eg this morning, yesterday, last year. Children
listen to and repeat the phrases. Using known items of food and drink, practise the
phrases as a whole class in sentences, eg J’ai mangé un sandwich, J’ai mangé un gâteau,
J’ai bu de l’eau. Encourage children to take a step back when they say the phrases.
• Give each group a set of nine food picture cards to place in a 3x3 grid on the table.
The first child selects a card from the grid and says J’ai mangé plus the name of the
food on the card. The second child repeats what the first child has said, then selects
another card and adds that food to the list. The game continues with the list of
foods increasing as each child takes a turn. The aim of the game is for each group to
remember as many foods as possible in the correct sequence. Alternatively, and space
permitting, this activity could be played across a larger area, with children jumping to
each picture card. Extension: Include picture cards of drinks, so that children need to use
J’ai bu as well as J’ai mangé.
• Explain to children that one way of asking a question is by simply raising the intonation
of your voice at the end of a statement. Demonstrate this with the sentences Tu as
mangé une pomme and Tu as mangé une pomme? Read out a mixture of statements
and questions in the perfect tense, eg Tu as mangé un sandwich. Tu as mangé une
banane? Children decide which type of sentence it is and show this by drawing either
a question mark or a full stop in the air or on a mini-whiteboard.
• Extension: Keep a daily snack diary in French for a week, using dictionaries as necessary.

Continued over
 Unit 13 Bon appétit! (Enjoy your meal!)

Learning objectives Possible teaching activities Learning outcomes Points to note

Children should learn Children

Section 2. Food likes and dislikes

• to understand and express simple • Play Touchez l’image (Touch the Picture) (see Unit 1, Section 4) to revise food vocabulary • agree and disagree with statements • Grammar point: When expressing opinions, the word le, la or les is used instead of du,
opinions (O5.2) and phrases in the perfect tense from the previous section. Ask, for example, Tu as • understand and express likes and de la, de l’, des, eg J’aime les pommes (I like apples).
• to listen attentively and understand mangé une pomme? When children touch the correct picture, the class chorus Oui, j’ai dislikes • Follow-up: Throughout the week, ask children what they have eaten at breaktime.
more complex phrases and mangé une pomme. • ask and answer questions • Follow-up: Throughout the week, practise expressing likes and dislikes of food.
sentences (O5.3) • Divide the class into two teams and repeat the game, with one team chorusing the • use simple connectives to make • Links with literacy work: These activities link with work on writing simple and compound
• to make simple sentences and short question for the other team to answer. compound sentences sentences using a range of connectives.
texts (L5.2) • Play Find Your Group. Give each child a food picture card. They walk around the room • use a physical response to show • If you use a grid on the interactive whiteboard for the seventh activity, this use of pictures
• to understand and use negatives (KAL) looking for other children with the same picture card by asking eg Tu as mangé une recognition and understanding instead of words helps children to visualise sentence structure before they move on
• to manipulate language by changing banane? Children who find recall difficult could use self-check cards with a picture on of specific phrases to use the written word. If the whiteboard has a screen recording function, children
an element in a sentence (KAL) one side and the word on the other. can record their sentences and then play them back so that they can see their mouse
• to apply grammatical knowledge to • Compare pictures showing a single item of food with pictures showing more than one movements as they hear the simultaneous commentary.
make sentences (LLS) of the same item. Say the words and ask children to repeat them. Show the written form • Make a ‘Blockbuster’ template for the interactive whiteboard, by making a hyperlink
and highlight the plural endings. What do they notice about the way in which these from each hexagonal cell to a new screen. Each screen has a symbolic representation
plurals are formed? Can children hear if the noun is plural? of a sentence of the type J’aime les pommes mais je préfère le fromage. Children select
• Ask children if they can recall how to express opinions (see Unit 6). To revise the a hexagon from the template, click on it and say the sentence. This could be done in
structure J’aime and Je n’aime pas, invite children to write the numbers 1–10 on a mini- teams. Once you have the template, you can adapt it for other activities and resave it.
whiteboard. Read out 10 sentences, eg J’aime le fromage. Je n’aime pas les tomates.
Children put a cross or a tick to indicate whether the sentences are positive or negative.
Point to some pictures and say eg J’aime les sandwichs or Je n’aime pas les sandwichs.
Encourage children to join in.
• Give pairs of children picture cards to build sentences, eg a smiling face for J’aime and
a sad face for Je n’aime pas, a selection of food pictures and a plus sign to represent et.
An example of a sentence: J’aime les chips et les bananes.
• Alternatively, this could be done as a whole-class activity, using the interactive
whiteboard. Add a screen with a grid of four columns and four rows. In the third column
add a plus sign to symbolise et. Display a graphic of a smiling face to symbolise J’aime
and one of a sad face for Je n’aime pas. Display images of different foods. Children drag
the pictures to fill a row, ‘reading’ their sentence out loud as they do so.
• Write on the board and read aloud a sentence, eg J’aime les pommes. Underneath
write Je préfère les sandwichs. Explain in English that these two simple sentences could
be joined to make a compound sentence using a simple connective. Show children the
sentence J’aime les pommes mais je préfère les sandwichs and ask what this means.
The whole class practise joining two sentences with mais.
• Ask several children to form a human sentence, in which each child holds one word
card. The class read out the sentence. Ask individual children in the human sentence to
conceal their card. The class read the sentence aloud again, recalling the hidden word.
Continue until the whole sentence is concealed.
• Extension: Ask children to use different food words as alternatives.
• Model with a child a question such as Tu aimes les bananes? and encourage the child
to respond with eg Oui, j’aime les bananes mais je préfère les tomates. Children then
practise the question and answers in pairs, using picture cards from the earlier activity
as prompts.

Continued over
 Unit 13 Bon appétit! (Enjoy your meal!)

Learning objectives Possible teaching activities Learning outcomes Points to note

Children should learn Children

Section 3. Building sentences

• to make simple sentences and short • Recap likes, dislikes and preferences, using pictures from the previous section. • create compound sentences using • Ensure that children work on sentence-building activities in mixed-ability groups.
texts (L5.2) • Play Qui a parlé? (Who Spoke?) One child comes to the front and stands with their back word and phrase cards • Follow-up: Throughout the week, children take turns to read their speech bubble aloud
• to write words, phrases and short to the class. Choose another child to make a statement in a disguised voice, eg J’aime to the class.
sentences, using a reference (L5.3) le fromage. The child at the front turns round and has three guesses at identifying who • Follow-up: Carry out a survey of favourite foods of children in a partner school.
• to recognise the typical conventions spoke. If they guess correctly, the child stays at the front for another go. If not, they Construct pictograms and bar and line graphs to represent this data.
of word order in the foreign language exchange places with the child who spoke. • Link with literacy work: The third activity links to work on writing simple and compound
(KAL) • Model again how two simple sentences can be joined together (see previous section) sentences using a range of connectives.
• to apply knowledge of rules when using the connectives mais and et.
building sentences (KAL) • In small groups, children use word and phrase cards to rebuild jumbled compound
• to apply grammatical knowledge to sentences. Select groups to read out their sentence. Then, working in pairs, they build
make sentences (LLS) more sentences using text cards and read them aloud to each other, eg J’aime les
pommes mais je préfère les oranges. Some children may still need picture cards
for support.
• Extension: Children can also form sentences using the negative, eg Je n’aime pas les
pommes mais j’aime les oranges.
• Give pairs of children an A3 sheet of paper with a picture on it of a famous person or
character and an empty speech bubble. Children work together to create text to fill
the speech bubbles (using text cards for support where necessary), eg Je m’appelle
… J’aime les pommes. Confident children may be able to write a compound sentence
using et or mais, as appropriate.
• Use pictures to create a series of repeating patterns on the interactive whiteboard,
eg pomme, pomme, gâteau, pomme. Ask the class to ‘read’ them aloud. Ensure that
these increase in difficulty.
• Extension: Writing food words from memory, children create their own patterns, as in the
previous activity, and ‘read’ them aloud.

Section 4. Celebrations

• to listen attentively and understand • Revise the months of the year (see Unit 3, Section 2 for ideas). • talk about traditions that affect • Follow-up: Throughout the week, play the date game and practise saying the date every day.
more complex phrases and sentences • Play a game to remind children how to say the date. Prepare two identical sets of people’s lives and compare the • Bastille Day commemorates the storming of the Bastille prison in Paris by French
(O5.3) individual cards showing a number to 31, a day of the week and a month. Divide the similarities and differences revolutionaries on 14 July 1789. It is a national holiday in France, symbolising the end
• to look at further aspects of their class into two teams and give each team a set of cards to distribute among themselves. • use word cards or word lists to create of the monarchy and the beginning of the republic. It is celebrated with parades and
everyday lives from the perspective of Call out a date, eg mardi 2 novembre. The teams rush to make a human sentence phrases and sentences firework displays.
someone from another country (IU5.1) showing that date. The first team to show the correct cards in the right order wins a • Ensure children’s understanding of Bastille Day by showing photographs or video clips.
point. Some children may prefer to work in pairs for this game, with three or four cards • Versions of La Marseillaise and information on the French revolution can be found on
between them. the internet.
• Discuss celebrations and the importance of festive food. Encourage children to share • You may prefer to choose an alternative celebration, if you are focusing on another
personal experiences of celebrations and special food that is eaten on these occasions. French-speaking country.
• Display the date le cinq novembre and ask children which celebration falls on this day. • Follow-up: Talk about other foods associated with celebrations. Compare a French
Discuss briefly how Bonfire Night is celebrated in England. Display the date le quatorze Christmas meal with one the children might eat. Talk about La Galette des Rois, a
juillet and ask if anyone in the class knows the significance of this date. Tell children celebration cake eaten at Epiphany in France. Compare food traditions at Easter.
about Bastille Day. Compare similarities and differences between these two festivals.
• In pairs, children write down the dates for at least two other celebrations, using a
prompt sheet for the months. Volunteers read out their dates and the class guess
the celebration.
• Display a calendar on the interactive whiteboard, showing the months of the year. Next
to each month, show a picture of a known item of food but conceal it by using shapes
or the pen tool. Say a phrase, eg En février, j’ai mangé … (but omit the name of the
food) and invite children to draw what they think you have eaten, on a mini-whiteboard.
They should only draw items of food that they know how to say in French. They hold up
their boards. Invite a number of children to say, in French, what their guesses are.
Reveal the picture for the corresponding month on the board and complete the phrase,
eg En février, j’ai mangé un gâteau.
• Extension: Children listen to the French national anthem, La Marseillaise, and compare it
with the English one.

Continued over
 Unit 13 Bon appétit! (Enjoy your meal!)

Learning objectives Possible teaching activities Learning outcomes Points to note

Children should learn Children

Section 5. Food for a celebration

• to listen attentively and understand • Talk about crêpes (pancakes) with children and ask Qui aime les crêpes? Encourage them • understand the main points from • A simple recipe for making crêpes can be found at the end of this unit.
more complex phrases and sentences to reply with a sentence, eg J’aime les crêpes / Je n’aime pas les crêpes. Accept oui/non spoken language that includes • Link with literacy work: The third activity links to writing instructional texts in year 3.
(O5.3) from less confident children. unfamiliar language • Encourage children who find pronunciation of new words difficult to watch carefully the
• to re-read frequently a variety of short • Introduce ingredients for a crêpe with flashcards or real food items. • identify key language in a shape of your mouth as you say them.
texts (L5.1) • Display the recipe (see ‘Points to note’). Ask children what type of text it is and how they non-fiction text
• to compare symbols and objects or know. Discuss features of instructional texts.
products which represent their own • Read the written instructions aloud and children mime the actions.
culture with those of another country • Display, in random order, six sentences from the text in different colours. Give children
(IU5.3) six multi-link cubes in corresponding colours. Read out the recipe. When children hear
• to notice different text types and deal one of the displayed instructions, they take a cube in the corresponding colour and
with authentic texts (KAL) begin to build a tower. Allow some children to work in pairs.
• to use actions and rhymes to aid • Invite children to come to the front and underline verbs in the recipe.
memorisation (LLS) • Phonic focus: Highlight and revise the pronunciation of the grapheme eau found in
beau, peau, chapeau. Can children think of another grapheme which has the same
pronunciation? Elicit au, as in chaud, mauvais.
• Extension: Children research other recipes on the internet.

Section 6. Pancake time

• to listen attentively and understand • Display the recipe from the previous section and demonstrate how to make crêpes. • understand the main points of spoken • Links with literacy work: These activities link to creating instructional texts using
more complex phrases and sentences Invite some children to help. During the demonstration, read the instructions aloud and language that includes unfamiliar appropriate structures in year 3.
(O5.3) the class repeat. language
• to re-read frequently a variety of short • Display steps from the recipe in the wrong order. Children rearrange them into the right • read a non-fiction text
texts (L5.1) order to make the crêpe. • choose words, phrases and sentences
• to write words, phrases and short • Ask children to suggest fillings for a crêpe, eg de la sauce caramel, du chocolat. and write them into a gapped text
sentences using a reference (L5.3) • Use the recipe as a writing frame and model how to create a recipe for a new crêpe with • use a bilingual dictionary or word list
• to notice different text types and deal filling. As a class, create a new text.
with authentic texts (KAL) • In pairs, children write their own crêpe recipe. They use a bilingual dictionary to find new
• to use a dictionary or word list (LLS) food words. Give children needing extra support a writing frame in which they change
only the nouns. Provide word and picture cards as additional support.

End-of-unit activities

• to apply the knowledge, skills and • Children work in pairs to make their crêpe. They film each other to make a TV cookery • use French for real purposes to give • Follow-up: If the school has a partner school in a French-speaking country, exchange
understanding in this unit programme and add the instructions as a commentary. Some children will be able to edit instructions for making a crêpe recipes by email and send them the film of the TV cookery programme.
the film using suitable software.
• Extension: Children use ICT to produce their recipe as a magazine article with a
photograph of the finished crêpe. If they take pictures of the ingredients and the
method, they can put them into a word-processed document and print them out
as a booklet.
• In pairs, children create a presentation (either oral or using ICT) to show what they have
eaten during the week. They could use their daily snack diaries (see Section 1, Extension)
to present to peers. Encourage children to express opinions of one another’s food
choices, eg Miam, j’aime les pommes.

Continued over
 Unit 13 Bon appétit! (Enjoy your meal!)

Une recette de crêpe A pancake recipe

Pour quatre personnes For four people

Ingrédients: Ingredients:
100g de farine 100g of flour
1 œuf 1 egg
300ml de lait 300ml of milk
un peu de beurre ou d’huile a little butter or oil

Méthode Instructions
Mettez la farine dans un bol. Put the flour in a bowl.
Faites un puits au centre. Make a well in the centre.
Ajoutez l’œuf et 150ml du lait. Add the egg and 150ml of the milk.
Mélangez bien. Mix well.
Ajoutez le reste du lait. Add the rest of the milk.
Mélangez encore la pâte. Mix the batter again.
Mettez le beurre ou l’huile dans la poêle et faites chauffer. Put the butter or oil in the frying pan and heat up.
Versez une cuillère à soupe de pâte dans la poêle. Pour a tablespoon of batter into the frying pan.
Laissez cuire (la pâte). Allow (the batter) to cook.
Faites sauter la crêpe et laissez cuire de l’autre côté. Flip the pancake and allow it to cook on the other side.
La crêpe est prête. The pancake is ready.
Bon appétit! Enjoy your meal!