To accelerate learning

• Music helps to create a distinctive opening for a lesson

• Music helps to establish rapport and positive mood

• Music encourages states of mind that are ‘learning receptive’

• Songs• It is not a question of doing them well. That they are

done at all is the important factor.• Remember to...... tap, clap, click & move it!

• Use for... Pleasure, purpose presentation practice• Clarification, consolidation• Revision, relaxation• injection of pace• focused energy • Challenge, involvement• Motivation , meaningfulness• Exploitation, relevance

• Songs also help in........

• Pronunciation• Memorisation • Building confidence• Physical involvement• Joining in• Sorting out• Performing• Following• Amending• Completing• Rebuilding• Reinforcing • Prediction• Note-taking• Adding ideas• Repetition• Grammatical clarification

Suggestions for teaching songs• Show words line by line using powerpoint.• Add pictures to reinforce meaning.• Teach actions with the words to reinforce meaning and aid memorisation.• Make children sing one line each in groups - easier than singing a whole verse.• Make singing competitive e.g. boys / girls sing alternate lines.• Use colour to split up lines on powerpoint (“this table sings the blue line”)• Children can do actions without singing the song e.g. recognising specific sounds.• Songs are ideal for a performance in assembly or to parents.

• Suggestions for teaching rhymes• Use finger rhymes from the start in KS1 to familiarise children with sounds and

rhythm of the new language.• Whole-class chanting builds up confidence.• Use actions with the words to reinforce meaning and aid memorisation.• Use different voices e.g. happy, sad, quiet, loud.• Encourage children to perform rhymes to the class in pairs or groups.

• Languages Framework Objectives for Key Stage One

O.1 Develop listening and attention skills

O.2 Listen with sustained concentration

O.3 Understand the conventions of turn-taking

O.4 Copy language modelled by the teacher or another speaker

KS2 Framework objectives that relate to songsOracyO3.1 Listen and respond to simple rhymes, stories and songsO4.3 Listen for sounds, rhyme and rhythmO5.3 Listen attentively and understand more complex phrases and sentencesO6.1 Understand the main points … in a spoken story, song or passage

LiteracyL3.2 Make links between some phonemes, rhymes and spellingsL4.2 Follow a short familiar text, listening and reading at the same timeL5.3 Write words, phrases and short sentences, using a referenceL6.3 Match sound to sentences and paragraphs

Intercultural UnderstandingIU3.4 Make indirect contact with the country where the language is spokenIU4.3 Compare traditional storiesIU6.3 Present information about an aspect of culture

Language learning strategiesCommunicating - practising language - memorising - applying prior knowledge

• Songs• Traditional songs (IU)• Songs written for language learners• Songs to familiar tunes, to help memorise vocabulary• Action songs• Songs to tell a story• Rhymes• Finger and action rhymes for younger children• Tongue twisters• Counting out rhymes• Simple poems

Les jours de la semainelundi, mardi, mercredijeudi, jeudilundi, mardi, mercredijeudi, vendredisamedi, dimanche, samedi, dimanche Lundi, mardi, mercredi jeudi, vendredi

(tune: "Doodah " )

Directions: On y va!

2x Tourne à droite Tourne à gaucheVa tout droit

2x À droite À gaucheTout droit

(tune: “Here we go“)

Colours

(tune: “Frère Jacques”)

• Bleu, rouge, vert, jaune (x2)• Bleu, rouge, vert (x2)• Bleu, rouge, vert, jaune (x2)• Bleu, rouge, vert (x2)• tune “Frère Jacques”• (use pieces of coloured paper for the words)

Weather SongIl fait chaud

Il fait mauvais Il fait froid (clap clap) Il y a du vent Il pleut Il y a du soleil Il neige Il y a des nuages Et un orage Il y a du brouillard

Encore!

Il fait ……. Il fait ……… Il fait ……. (clap clap) Il y a du …… Il ……. Il y a du …… Il …….. Il y a des ……. Et un ……… Il y a du ………….

……!

Weather Song

• A Calais il fait mauvais• A Wimereux il fait beau• A Saint-Omer il y a du vent• A Boulogne il fait chaud.

• A Paris il fait mauvais• A Saint-Malo il fait beau• A Lyon il pleut encore• A Marseille il fait chaud.– Early Start 2

Les fruits

pommes

cerises

ananas

raisins

oranges

fraises

poires

pêches

citrons

bananes

Oranges Bananes (Pommes Pommes)

Oranges Bananes (Pommes Pommes)

Pêches Citrons Raisins (Pommes Pommes)

Pêches Citrons Raisins (Pommes Pommes )

Fraises Poires et Cerises (Pommes Pommes)

Fraises Poires et Cerises (Pommes Pommes)

Oranges Bananes Ananas

Ananananananas (Pommes Pommes)

• Joyeux anniversaire x2• Joyeux anniversaire name• Joyeux anniversaire

• Un kilomètre à pied, • Ça use, ça use• Un kilomètre à pied, • Ça use les souliers.

• Deux kilomètres à pied ... etc

• Quelle est la date de ton anniversaire ? (x2)• Janvier, février, mars (x2)• Quelle est la date de ton anniversaire ? (x2)• Avril, mai, juin (x2)• Quelle est la date de ton anniversaire ? (x2)• Juillet, août, septembre (x2)• Quelle est la date de ton anniversaire ? (x2)• Octobre, novembre, décembre. (x2)• Ça y est !– Un kilo de chansons

• Toc, toc, toc knock on door• Dring, dring push doorbell• Tournez, tournez turn handle• Ouvrez la porte open door• Bonjour! hold up hand

• Children repeat each line after you, • with actions.• Use different voices: happy, sad, excited, • cross, nervous, baby, spooky, robot.

• French counting out rhymes• Une oie - deux oies - trois oies - quatre oies -

cinq oies - six oies - sept oies • (“sept oies”” is pronounced like c’est toi - it’s

you)• Un, deux, trois, quatre, cinq, six, sept. Tu es

une omelette !• Un deux trois, soleil!

Number rap

• 1 2 3 il ne fait pas froid• 4 5 6 j’adore les saucisses• 7 8 9 j’ai horreur du boeuf• Et numéro 10 on va en Suisse !–Monsieur X

• Tête, épaules, genoux et pieds• Genoux et pieds• Tête, épaules, genoux et pieds• Genoux et pieds

• Et les yeux, les oreilles, la bouche • Et le nez• Tête, épaules, genoux et pieds• Genoux et pieds.

• La belle au bois dormant

• 1. La belle, la belle au bois dormant, bois dormant, bois dormant

• La belle, la belle au bois dormant, bois dormant.– La belle, la belle prends garde à toi, garde à toi, garde à

toi !– La méchante, méchante fée arrive, fée arrive, fée arrive.– Elle jette son sort : Tu dors cent ans ! dors cent ans !

dors cent ans !– La haie d’épines grandit, grandit, grandit, grandit,

grandit, grandit.– Le prince arrive, il voit la belle, voit la belle, voit la belle.– La belle, la belle, ouvre les yeux ! ouvre les yeux ! ouvre

les yeux !– La belle épouse son prince charmant, prince charmant,

prince charmant.

–Four children can act this out, with props, while the others sing.–La belle - Beauty–La méchante fée - the bad fairy–La haie d’épines - the hedge of thorns–Le prince - the prince

• Un, deux, trois• Nous irons au bois• Quatre, cinq, six• Cueillir des cerises• Sept, huit, neuf• Dans mon panier neuf• Dix, onze, douze• Elles seront toutes rouges.

• Number rap • 1 2 3 il ne fait pas froid• 4 5 6 j’adore les saucisses• 7 8 9 j’ai horreur du boeuf• Et numéro 10 on va en Suisse !– Monsieur X

• Deux petits oiseaux• Assis sur une branche• Je m’appelle Fifi• Je m’appelle Blanche.• Bonjour Fifi• Bonjour Blanche• Au revoir Fifi• Au revoir Blanche.• « Two little dicky birds «

• Le fermier dans son pré x2 ohé, ohé, ohé, le fermier dans son pré

• Le fermier prend sa femme ...• La femme prend son enfant ...• L’enfant prend sa nourrice ...• La nourrice prend son chat ...• Le chat pend sa souris ...• La souris prend son rat ...• Le rat prend son fromage ...• Le fromage est battu

• Games to focus attention

• Copy, Detectives, Change/Switch, Counting 8, 54321

• Activities/Games to help with the elements of music

• Duration (long/short/ pulse/beat, rhythm )

• Pulse• Play any music for a few minutes and tap the

pulse on different parts of the body.• Vary the types of music• Always mention PULSE ( the beat of the

music)• Rhythms• Make up different patterns to fit with the

music; use voices as well.• Watch for children’s patterns and use them• Keep them simple

• Ostinato…… repeated patterns

• Choose any topics e.g. food, football teams, etc• Move onto sentences to make longer ostinatos• Use the syllables of their names to categorise the class• Ann, John etc 1 syllable• Nadine, Joanne etc 2 syllables with short first one• Andrew, Hewa, etc 2 syllables• Samantha, Jetinda etc 3 syllables with short first one!• Christopher, Jamie-lee, Slogini etc 3 straight syllables

• “Order in the Court, (clap clap)• The judge is at the Bench,(clap clap)• His wife is in the bath tub• Learning to count in French!(clap clap)”• Use this rhyme as a counting game. E.g.After

speaking rhyme then count in twos to 50/ or count backwards/ or count to ten in a different language. Then repeat the rhyme.

• 5,4,3,2,1• 5 taps of the knees,5 claps, 5clicks• repeat counting 4, then 3 then 2 then just 1• Then begin at 1 and continue until 5. start one half of the class

at 5 and the other half at 1. The two groups should end up together on 1.

• Use with un deux trois quatre cinq• Genoux – knees• Les mains- hands• Les doigts – fingers• Tapez les genoux / cliquez les doigts

• Dynamics (loud/soft sounds) Triangle beater game

• . Choose a child to hide their eyes. Hide a beater with another child. The first child walks around the circle slowly. The rest of the children clap at a set speed to help them find it. As the child gets closer to the beater so the clapping becomes “louder” (plus fort) not “faster” (trop vite – too fast) When the beater is found then choose different children and continue.

• Practise clapping a pulse set by you. Practise clapping it softly and then loudly. (Children will always go faster for loud!) But practise and praise the good ones. Only do a little at a time!

• Lentement = slowly / doucement = softly

• Have fun with tricky words!• Make them silly – repeated 4 times• Different voices• Like an opera singer, different moods.• Use puppets – 1 gets it right one gets it wrong.• Children can ‘help’ the one who can’t get it

right.....

Cinq petits vers1 - 2 - 3 - 4 - 5 vers, 5 petits vers1 - 2- 3 - 4 - 5 vers dans la terre

1 - 2 - 3 - 4 (slurp) vers, 4 petits vers1 - 2 - 3 - 4 (slurp) vers dans la terre

1 - 2 - 3 (slurp, slurp) vers, 3 petits vers1 - 2 - 3 (slurp, slurp) vers dans la terre

1 - 2 (slurp, slurp, slurp) vers, 2 petits vers1 - 2 (slurp, slurp, slurp) vers dans la terre

Un petit ver sans amiUn petit ver, sans ami dans la terre

Bateau, Ciseaux