monsieurlapin.jpgSuggested teaching sequence for KS2 Bon Appétit Monsieur Lapin! - Claude Boujon
Scroll to bottom of page to download this sequence as a word doc and all accompanying resources including flashcards:
  • Introduce the animal flashcards +/or animals on an interactive whiteboard. Ask KS2 children to repeat the words as you say them.
  • Give pairs or groups of KS2 children one animal card each. Explain that when you say the animal in French, they should hold up the card. Have a practise.
  • Ask the children to think of an action for their animal. For example the ‘le lapin’ might be to wiggle your hands above your head like ears. Explain you will say the animal in French and they must do the action.
  • Now explain the groups must do the opposite this time; the children do their animal action and you guess the animal.

Reading the book:
  • Show the children the cover of the book and ask them what they think the title is? Who is the author? Have they ever heard anyone say bon appétit? What do they think the story will be about?
  • Tell the children that as you read the story you want them to listen out for their animals. When they hear them they should make the action for their animal. They can do all the animals if they like or just their group’s animal.
  • Alternatively; if the children are working at sentence level, practise saying and then ask the children to listen out for the phrase ‘Que manges-tu?’ and encourage them to join in when they hear this phrase.
  • Read the book.

After reading the book:
  • Talk about the meaning of the book: What happened? Why do we think it ended as it did? Do you think his ears grow back?
  • Look at some words in the book – can we work out what they mean from similar words (cognates) in English? Eg carottes, bananes, tremblant. What about marmite? (Clue - if you look on a jar of marmite there is a picture of a large black pot or ‘marmite’)

Extension activities: Can the children join the pictures to the text? Can they re-order the text if it is jumbled up? (Just one sentence? The whole book?) Can they sort the animal words into masculine and feminine? Can they re-use the food vocabulary in the book adding J’aime or je n’aime pas? Could they make up another page to add to the book? What if it was not a rabbit but a different animal? Etcetera...


(With much thanks to the wonderful work of Ecole Herrin and the Devon Languages Team for their inspiration, hard work and generosity!)

(Hampshire Schools should contact the HIAS MFL team to borrow a copy of this story complete with a ppt version if required. Other schools might wish to contact their LA and/or local secondaru for support if required)