song

Listening,responding and comprehending UKS2: une fourmi rouge

Just been listening to this silly but entertaining song which I think will be another way to extend and practise listening with our UKS2. Last week I shared Quiz Quiz Swap Listening and Responding with a twist- restaurant style as an activity to develop listening skills and here is another opportunity .Plus this would make a great song to practise ,sing in the end of year Y6 or leavers assembly and have some of your best actors performing the story too! 



Here is a link on Momes website to the words too une fourmi rouge

 It fits in well with our UKS2 JLN SOW cafe culture focus too!

 In the song I can identify the following key words as words we already know:
rouge,bleus,points,petits,cafe au lait, morceau,sucre,nez, cuillere

Listening ,Responding and Comprehending Activities Step by Step:
  1. .Explain that the song is about an ant taking a walk over a cup of coffee,attracted by the sugar.Ask the children to listen for pleasure- perhaps clicking or clapping along to the beat.
  2. Give out the text and ask the children with a finger to follow the words as they are being sung.Pause the recording and ask the children what word they have just heard.Restart the recording and then pause later in the text etcetra.
  3. Give out the key words that you think the children have already met.Can they tell you the meaning of the words?
  4. Ask the children to draw a large cup and saucer on a piece of rough paper or a whiteboard, as them  to listen to the song again and as they hear the key words to put them in the 2D cup and saucer.
  5. Ask the children with a bilingual dictionary to try and work out three important things from the text- the description of the ant ,the journey the ant takes across the cup of coffee and what happens to the ant.Take feedback.
  6. Now ask the children to listen a final time and to hold up the key words as they hear them in the text.

And now it's over to the class, to use the text and the sound recording to put together a class performance of the song , with rhythm (clapping or clicking) and a performance of the events in the text bu two of the class actors or actresses!

Twinkle Twinkle Little Star with a twist of Grammar!

This year one of our network focuses for the Christmas season is how we can use the familiar and international song Twinkle Twinkle Star as a shared performance song but with different learning focuses.Here is a French version......



In UKS2 we are going to have a go at this grammar activity:

  • Take the first line :

brille brille petite étoile .......

  • Can the children identify the verb, the noun  and the adjective - just ask them to talk in their groups or with a talking partner about the target language sentence- what can they tell you? Don't suggest any specific type of responses. (Some children will talk about words that look like, or what the words mean , or words they have seen before).Encourage the children to give you information about the structure of the phrase,
  • Show the class the phrase as word cards in the correct order on the board.Ask for volunteers  to come and show  you the noun , the verb(s) the adjective.
  • Discuss the position of the adjective. in French and share with the children the fact that beau and grand would do the same thing in a phrase- go before the noun.
  • Ask the children to look at the two possible spelling s of the adjective (petit/petite) with a singular noun.Can they help you solve the problem and explain why in this instance it is written petite.... what would happen if it was a masculine singular noun?
  • Look at the verb and the ending .... can they explain why it is written as it is?
  • Try a new verb ..... chanter .... how does this work? 
  • Can the children help you to create a new Christmassy object that is up there  like a diamoand in the sky?
We are using :
un ange /chanter/ beau
une bougie/ illuminer/belle
and also possibly
une lune/ grande /éclairer

  • Now you need to decide whether with your class you want to introduce them to one or all of the phrases in the first instance so that they can use the words to create their own verse of the song :
e.g (u)n beau ange  chante/ (une) belle bougie illumine/ (n)e grande lune éclaire

  • Cut up the words and randomly place them on the board next to the key phrase( brille brille .....).Can the children help you to place above the key words in the text brille ,brille .... the replacement words e.g

                         chante ,chante beau ange 
                         brille ,brille ,petite étoile 

  • Now in pairs ask them to do the same thing with the other key language and to create two more first phrases for their new Twinkle Twinkle Little Star with a Twist verses.....
And with the Spanish version...... well there has to be a slight change because we sing "brilla brilla estrellita" and here there is an absence of an adjective
However we can still create new verses for our Twinkle Twinkle Little Star with a Twist verses.....
Here are our replacement phrases........
                                                      alumbra vela hermosa
canta angel hermoso
brilla luna grande



Ring out those bells tonight! Christmas greetings

Getting ready for CPD and thinking of ways to practise simple language with beginner target language learners and with a Christmas focus and also to encourage the development of listening, speaking and reading skills I have put together these two simple ideas.

The first ideas was based upon 

counting stars and Twinkle Twinkle Little Star

The  idea below is based on Christmas bells and singing a simple song based on Christmas greetings.This will work in all languages .

The example below is in Spanish .We sing this style of Christmas greetings song in French and German too and it's to a very familiar refrain "London's Burning".It's all about getting the children familiar with how to say "Happy Christmas" to family and friends.Here are the Spanish words,you just need to put them together and into an order that suits the refrain!

We will be using this  as a possible song to sing with the younger children at Christmas etc.add actions and sing in the round- but it will make a great listening and responding activity too with KS2.

  • Show the children the three main phrases from the song .I have added a bell symbol to represent the bell - but they would be really great if they were printed out on hand size bell shapes ......
  • Ask the children to practise each phrase with you as if they were bell ringers- it would be great to have some bells and chimes for this activity too.Each syllable to the tune of the refrain is a bell ring or chime- so each syllable must be a movement as if ringing bells.
  • Now invite three children to the front to be the bell ringers.Give each child one of the key phrases and ask them to listen out for their key phrase as you sing the song as a class and they must ring their bell throughout the whole time their phrase is being sung.
  • Now give out bell cards to all the class and ask the class to listen out for their phrases and to ring their bells when they hear their phrase.
  • Ask the children to walk around their room with their key phrase card,saying their phrase from the song that is written on the card and find other children who are saying the same phrase.Can the children gather together and make a group with the same phrase.Now we have carol singers and bell ringers! Simply sing the song and ask the children in each group to wave their cards as if they were bells as their phrase is sung in the song.Sing the song several times.
  • Time to add some percussion too now I think ......

Starry night and counting stars

Getting ready for CPD and thinking of ways to practise simple language with beginner target language learners  with a possible wintry or  Christmas focus which also encourage the development of listening, speaking and reading skills I have put together these two simple ideas........

 The first idea is based upon the song "Twinkle Twinkle Little Star" to practise numbers 0-12. This is an idea that can be used in KS1 and also in KS2 .
In KS1 there is a very obvious and simple Maths link too as I have made and laminated some simple domino counting star cards.

My domino stars are in three colours (as you may also like to link numbers and colours and ask the colour of the stars too).The stars are dominoes( 0-12) on one side and on the reverse have the number written as a figure.All my domino stars will be popped in to a starry night sky bag to be pulled out by volunteers one by one  because Ii am ljnking this simple language work to Van Gogh and ......

 I am using the Van Gogh painting "starry night" too: 


Practise the song Twinkle Twinkle Little Star in your target language. We will be using the French,spanish,German or Italian versions of the song.

  • Ask the children to hum the tune of the song
  • Ask the children to make stars in the imaginary night sky with their hands that twinkle as you him the tune
  • Ask the children to now sing with you the numbers 0-12 in the target language to the tune of Twinkle Twinkle Little Star and to make their fingers twinkle like stars in the night sky
  • Show the children the famous Van Gogh painting and ask them to look for the stars which he painted in the night sky.Can the class help you to count them?
  • Explain that you are going to add coloured and numbered stars to this sky.
  • Now invite volunteers to pick a domino star from your "starry bag" and to count the domino side of the star.What number do they think that they have and can they say this  in the target language?Turn the card over - were they correct? Does their counting match the number they can see? 
  • Ask the children ,who volunteer, to stick (with blu-tac) the star to the picture wherever they would like to and to make sure it is domino star side up. 

  • Now sing your number version of Twinkle Twinkle Little Star but at the end of a verse , invite two children up to locate two stars.You say the number they must identify the star by looking at the domino stars
  • The children select the star and then take it in turn to say the number and turn over the star and look at the number on the reverse.Does the class agree that they have picked the correct star?
  • Time to create your own starry night display ....and add stars in the night sky of your own,but this time each child creates a star out of the written target language number in the shape of a star! You could ask the children to come and place their star on the starry night picture and make a silent wish too!
My second idea is based on Christmas greetings and Christmas bells

KS1 Rockets and Colours Firework Song

Today I am working with a school getting ready for next half term French language learning in KS2. the KS1 staff are keen to be involved and as our first focus will be Bonfire night I am going to introduce them to the simplest of songs using colours that they can practise and perform with their KS1 classes!

It allows teachers to practise four colours in the target language with the children: blue,red.orange and yellow 

Each colour is a rocket firework - so we have made them sound like they are zooming off in to the sky . If you are a network member or coming along to DfE CPD then there is a simple sound file too to help - but really it's probably not needed here.

We have used the song "The Farmers in his Den" to fit the French and Spanish words to  a familiar tune 

You could decide to add more too and the children could think of the sounds for these colours too!

You will need coloured rocket cards like these:

  • Practise the colours of the rockets with the children, play familiar games like hot and cold hide and seek and detectives in the room- who is hiding the colour.
  • Practise the sounds of the colours zooming off in to the sky on Bonfire Night
  • Sit the children on the carpet in front of you and play the tune of "The Farmers in his Den" and pass the coloured rocket cards around the children .When the music stops- can the children holding the cards tell you the colour? Start the song again and continue the game.
  • Now you are ready to practise the key phrase : les feux d'artifice ( in French) and los fuegos artificiales (in Spanish) and die Feuerwerke (in German). Practise and add clapping for each syllable and the rhythm . 
  • Make the clapping and the spoken words sound like pretty fireworks in the sky etc!
  • Practise the target language Firework Song below (to the tune of The Farmer's in his Den" with the children and ask them to make the colour repetition sound like fireworks disappearing in to the sky.
  • Now your class is ready to perform the song. 
  • Ask the children to stand in a circle and give the coloured rocket cards to four children.Can they remember the colours in the target language. As a class sing the song and when the children hear the colour of the firework if they are holding the card they can either pass the card on to the next child and the next child and the next child until the  song moves on or the child holding the card can make the firework rocket move and dart up in to the sky. 
  • You may even have a class assembly song and performance here too!

Firework Songs in French and Spanish

French

Les Feux d’artifices

Les Feux d’artifices

Les Feux d’artifices

Rouge, rouge, rouge, rouge!

Les Feux d’artifices

Les Feux d’artifices

Les Feux d’artifices

Bleu, bleu, bleu, bleu!

Les Feux d’artifices

Les Feux d’artifices

Les Feux d’artifices

Vert, vert, vert, vert!

Les Feux d’artifices

Les Feux d’artifices

Les Feux d’artifices

Jaune, jaune, jaune, jaune!

Les Feux d’artifices

Les Feux d’artifices

Les Feux d’artifices

Orange, orange, orange, orange!

Les Feux d’artifices

Spanish

Los Fuegos Artificiales

Los fuegos artificiales

Los fuegos artificiales

İRojo, rojo, rojo , rojo!

Fuegos artificiales

Los fuegos artificiales

Los fuegos artificiales

İAzul  azul azul azul!

Fuegos artificiales

Los fuegos artificiales

Los fuegos artificiales

İVerde, verde, verde, verde!

Fuegos artificiales

Los fuegos artificiales

Los fuegos artificiales

İAmarillo, rillo,rillo!

Fuegos artificiales

Los fuegos artificiales

Los fuegos artificiales

İNaranja, ranja, ranja, ranja!

Fuegos artificiales

German

Die Feuerwerke

Die Feuerwerke

Blau,blau,blau,blau 

~Die Feuerwerke

Die Feuerwerke

Die Feuerwerke

Rot,rot,rot,rot 

die Feuerwerke

Die Feuerwerke

Die Feuerwerke

Gelb,gelb,gelb,gelb

Die Feuerwerke

Die Feuerwerke

Die Feuerwerke

Orange,range,range,range

Die Feuerwerke

Un bon chocolat chaud! A settling and refocusing song at any time of the day!



It's the time of year when the children have settled in to class routines and you may be want to introduce a new class routine technique to settle the children when they come in from play or when they start again in the afternoon after dinner time.

 Teachers I have worked with over the last couple of years have enjoyed using this song in French as a settling activity- especially in the Autumn and Winter months when it's cold outside!
Have a listen! 
It's catchy!.There is finger clicking and rhythm and it has the great phrase repeated within the song "un bon chocolat chaud"
Great thing is that hidden in this phrase is a small amount cultural knowledge about drinks we might enjoy in France and discussion around our favourite drinks and similarities and differences between France and England (not forgetting the ability to ask for  " un chocolat chaud"! )




How have the teachers used this song?

 Some teachers have staged the introduction of the song and have explained in the first instance that they just want the children to listen to the song which has a special drink hidden in the song . the teacher can then explain that the song is all about going to the cow to get milk to make "un bon chocolat chaud" 

  • First to play in the background as the children come back in to the classroom and to just have as background music.
  • Then to encourage the children to join in with the clicking time with the rhythm and not to chatter as they sit in their seats or as they come to the carpet or as they line up 
  • To add an action for "un bon chocolat chaud" which has as many movements in the action as there are syllables in  the phrase ( a great way to practise the skill of internalising rhythm,sounds and intonation)
  • Next to locate the key phrase "un bon chocolat chaud" as it is sung in the song and to join in with the actions you as a class have created.
  • To listen out for the phrase in the song and join in with actions and the phrase
  • Finally to listen out for the next time it is sung and to continue to join in .

As the children settle - just turn down the volume until it's a quiet background music that can be heard  and all the children can be heard clicking to the rhythm , singing the phrase when they hear it and showing the "un bon chocolat chaud " mime that the class have learnt alongside the phrase.


Beginning with languages blog 2

Across our network we work with schools who are all at different stages of setting up and delivering primary language learning and each year we welcome new schools who want to set off on their own individual school's language learning journey.



This year these specific "Beginning with languages " blogs will try to offer "bite size chunks" of indirect help and support to schools, who are doing exactly that .... just setting off and implementing  a language learning curriculum .In September I wrote Beginning with languages blog 1"

In the first blog there was a checklist for the coordinator or teacher leading out the new primary language teaching as follows:

Sept - Oct (first half term) Checklist
  • It's all about establishing a whole school support system for all your staff
  • It's about small steps and simple language learning
  • It's about children and staff beginning to enjoy language learning
Add a new checklist bullet point!
  • So how are you all getting on? How do you know that primary languages are being implemented in all the classes and are the teachers and children having fun in their learning? 

Maybe the suggestions below will help you to see what progress is being made and also encourage the staff to try out creative activities to add a touch of Art , performance, song and fun!
Whole staff engagement and sharing success with parents!
Well it's October now and you will be in to your second month of primary language learning in school and maybe it's time to promote what all of you have been doing in your language learning in a school assembly.Or maybe school has space for a whole school display to celebrate the language learning that has been taking place? 

A whole school sharing and celebration of what you have already achieved !

So why not take the opportunity to link the learning  in the classroom to a common whole school focus before half term?
This half term you have probably been focusing upon greetings, names , feelings and possibly numbers and colours.
Here are some really simple ways that colleagues have created display and activities with their classes with limited language, which you could adopt or adapt! 

A collage map of the target language country by children  in each class for the classroom door- to say we learn about this country and its' language in our class this year!


Hold a "swap the greetings " week. During the week challenge your teachers and their classes to use the correct greeting for the time of day.Maybe the children could greet each other around the school and what about adding a question and answer about how they are feeling to - no matter which child or age group and don't forget the staff too!Put the greetings on display in each classroom and possibly in the corridor too and invite your classes to try to use a different greeting in the morning, in the afternoon and at the end of the day.Here are some French examples



Use puppets to create puppet shows of greetings ,name question and answer and farewell phrases.Great idea for a class or whole school assembly by UKS2 for younger children.



Don't forget some AfL and also an opportunity for the children to reflect what they have already achieved. Maybe there is an opportunity for simple personal reports by older children to take home for parents and carers to share what they have been doing during this first half term of language learning


Linking simple language learning to schools celebrations of Autumn
Try some autumn themed games and activities with the simpler language you have learnt or are practising . Have a read of this Autumn blog about numbers,colours, leaves etc and share some of the ideas with your colleagues.

Set yourselves an end of half term whole school singing challenge!
Why not take up the challenge to have a go at a song in the target language. Listening and practising the words you can hear in the clips we suggest and adding actions and performance too!Learn a whole school song to celebrate Autumn and provide your teachers with an appropriate sound file and clip to help them.
Once you have set a date for a whole school assembly,the classes can practise the song until they can sing along confidently with the clip!

In French........




In Spanish





In German




 Beginning to keep evidence 

 Whatever you do don't forget to take some photos and clips so that you can begin to create your own school portfolio of evidence as you go along on this language learning journey, ready to set up a sharing with parents' area on your school VLE etc.

Take a simple authentic rhyme and explore language learning skills



On Thursday this week I will be looking at how one simple resource can support the introduction, practise and revisiting of many language learning skills . We will consider how progression can be built in to primary language  learning very simply and we will look for links with literacy and/or across the primary curriculum.

For teachers, just setting off on the road to delivering effective primary language learning or supporting staff to do so, the activities will hopefully act as  sign posts to help the school plan sequences of meaningful and purposeful language learning activities.
Schools, where staff have limited target language skills can plan to use authentic texts which have been carefully selected because they are  not too challenging for the non-specialist.We find that such texts should repetitive language,clear sound support files if possible,introduce key language and words and not be too "wordy".

Above is the authentic and familiar rhyme "tengo dos manitas" , sung clearly with the words appearing on the screen in the clip.The clip is repetitive and uses simple language.There are obvious actions to the text. 

Word warm up 
Practise the key language from the text preferably with actions/ movements or a physical routine .
Here we have core body parts' language (manitas/ojos/nariz/boquita)
and two key actions (aplaudir and sonreir)

Add a fun, memorable element immediately.
Ask the children can they smile / clap using the body parts in the rhyme
e.g. Pueden sonreir con los ojos/la nariz/la boquita/las manitas
       Pueden aplaudir con los ojos/la nariz/la boquita/ la manitas

Get to know the rhyme and make it your own!
  • Practise the rhyme- as this rhyme has a clip to accompany it , when you feel the class are comfortable , turn down the sound and ask the children to be the sound file to the clip!
  • Add actions and focus on rhythm.
  • Practise in pairs with the words and the actions
  • Practise in fours and make the rhyme "your own". Each group can decide how they want to say and perform the rhyme
  • Performance time- one group of four performs for a second group
  • As a class perform the rhyme and as this rhyme repeats the verse over and again let one group lead the whole class each time - sharing their own special version and actions etc.
Class warm up song or recall song
Now you have a rhyme to say , sing or perform at the start of a language lesson over the next couple of weeks or to use to recall children and bring them back together after another activity.


Take another look!
Languages are not always about racing on.Learning some language and then moving to the next goal doesn't make confident young language explorers in my opinion.
Let the class enjoy the rhyme and actions and then plan to return to the rhyme and activate memory to use the rhyme to explore languages further.  





Missing words or Volume control games 
Come back to the rhyme or song at a later date and this time ask the children to miss words out or to observe you as you operate a pretend volume control ,so that there are times when the children whisper or don't even say the words but do the actions instead.

Rhythm raps 
Can the children help you to create a new version of the rhyme - a rap - made up of the beats and cadence of the rhyme- no words just the beat and rhythm of the text?

Go sound fishing!
Identify the key sounds in the song or rhyme for example here I would identify:

j/o/qui/re/ir/au/iz

Can the class work in pairs and say the rhyme to each other and spot these key sounds as they say the words?
Can they decide in which order the sounds are heard and how often?
Can they spot the key sounds in the written words displayed by you at the front of the classroom.

Bringing the written word together!
Using their knowledge of the rhyme and their visual knowledge of key words can the children reconstruct the written text ,putting the text back together from word cards.  




Simple songs and first step language skills

How many familiar refrains can you hum? (frère Jacques, London’s Burning, Nice One Cyril, Here we go gathering nuts in May)
How many familiar refrains can the children hum and remember from songs in KS1 and links to traditional songs?


Let’s build on these simple refrains  to support initial language acquisition of transactional language ( e.g questions and answers in the first and second person singular , numbers and a key question ,colours and a key question etc.

Why? Well a traditional refrain means we don't have to worry about the tune - just the words and we can use the familiar refrains to focus on syllables  , repetition and  putting song (the words ) into memory and then recalling the words when we need them in a different context.I think                                             lots of us already realise this and use these methods!

Here's one way of developing this approach:

  • Introduce key simple phrases and add actions in the target language that generate a dialogue e.g greetings, feelings, a farewell
  • The actions can reinforce the number of syllables in the word (e.g. hallo in German is two syllables- so we would shake a hand twice)   or the type of sound we have to produce (we need to roll our “r” in French words such as “merci” so let’s use or hand to roll up from the bottom of the throat to remind us to try and roll that “r”) or maybe it’s a question – so let’s use our famous question mark(thanks Amanda Ziebeck one of wonderful former associate language teachers) with a flick at the end when we need our intonation to go up at the end .
  • Try this and see how it works. Draw a question mark in the air as you say “Comment ça va?” and add a flick upwards  on the last word….your intonation will automatically rise!
  • Discuss with the children why you have added the actions you have – can they think of their own too to help them remember the words or accurately reproduce the sounds?

  • Create a song to a familiar refrain of the phrases you have been practising with the children. Ask the children to listen to your song and just do the actions as they hear the words.
  • Set the children the task now of putting these phrases to new music- to a new familiar refrain and listen and watch what they come up with.
  • Alternatively before you sing or play your own song, ask the children to invent their songs and then see how many of their songs are very similar to your own.
Simple effective fun! and works every time!  A re-usable teaching and learning tool that involves listening , repetition, responding to spoken language ,rhythm and use of sound patterns and a little bit of  creativity! 

A celebration fit for a King third blog post! Fiesta fireworks!

What a brilliant reason to hold a fiesta!


A fiesta without fireworks just wouldn't be a Spanish fiesta ....so why not try a performance based on our simple firework poem. (A poem that some of our network children will already be familiar with from bonfire night).
It's about learning the poem and adding actions and sounds for the fireworks

azul
rojo
amarillo
verde
İfantástico! İfantástico!
suben
bajen
Hay muchas estrellas

violeta
naranja
oro
argento
İfantástico! İfantástico!
suben
bajen
Hay muchas estrellas


Now you need a firework show for your fiesta

  

 My Favourite Roman Candle Colour Firework
Practise the colours mentioned in the poem and ask the children to make a mental list of the fireworks in the order that they like the colours or in alphabetical order.
Ask for volunteers to come to the front and pretend to be a Roman Candle and burn out colour by colour, so the child starts standing upright and ends up on the last colour crouched down.

A Cognate Catherine Wheel
Look at the language in the target language poem. Ask the children to draw a circle divided into eight equal sections. In each section ask them to record one of the colours as the target language word in  a spiral shape like a Catherine wheel.Give each child a lolly stick and attach the circles to the lolly stick now they have a firework to wave and twirl as they say the poem with you. 

A Class Performance
Learn the Firework poem with the class and then add performance. Groups of children miming the actions of different fireworks. The whole class chant poem and at different points in the poem children perform their group mime of a firework. Don't forget the children's Catherine Wheels for the performance.

With younger learners to the familiar tune of the Farmer's in his Den we created a Bonfire Night firework song - which will work really well for your firework celebrations fit for a King! Don't forget to make this a dance and a performance with different types of sounds and volumes for the colours .It really is very simple ..... but great fun!

FIREWORK SONG
To the tune of ‘The Farmer’s in his Den’
  • Group the children into 5 groups by colour. 
  •  Each group is to create an action in the style of a firework for their colour.  
  • When they sing the song, the fun is in making the colour sound like a firework.
  • Everyone joins in with ‘Fuegos artificiales’


  Los Fuegos Artificiales

Los fuegos artificiales
Los fuegos artificiales
İRojo, rojo, rojo , rojo!
Fuegos artificiales

Los fuegos artificiales
Los fuegos artificiales
İAzul  azul azul azul!
Fuegos artificiales

Los fuegos artificiales
Los fuegos artificiales
İVerde, verde, verde, verde!
Fuegos artificiales

Los fuegos artificiales
Los fuegos artificiales
İAmarillo, rillo,rillo!
Fuegos artificiales

Los fuegos artificiales
Los fuegos artificiales
İNaranja, ranja, ranja, ranja!
Fuegos artificiales

.

Pirates Ahoy with Year 2

This half term with Year 2 we are exploring the theme of pirates ....linking this to the children's work on the coast and/or the seaside.

It's all going to be about "acting" and being "dramatic" and we are going to use simple well loved games and activities to do this:

Hide and Seek

Hot and Cold

Simon says (Pirate says..)

Beetle Drive

Splat

Joining in with songs

I

n Spanish we will learn the chorus to el pirata Barbaroja ....with actions of course!

In French we will listen and join in with "Voilà les pirates" !We will be listening out for the phrase "Voilà les pirates"...joining in and freeze framing as we hear it marching around the classroom and singing the chorus!

We will be describing pirates in games of Simon says (Pirate says), acting out the pirate's equipment and playing a good old fashioned Pirate Beetle drive. We will use this song 

el pirate valiente

 to help us with this in Spanish plus this wonderful poster of a " real " pirate from e-ducativa.catedu.es. Find out more 

here

In French we will use the t

ête 

à

 modeler website pirate fancy dress picture and instructions

here

We will listen to

le petit matelot

 and listen out very carefully for the pirate's clothes and equipment on the rhyme! As we hear the items we will pretend to put them on or hold them etc! And we will use this lovely rhyme with actions (see the PDF based on the story from  

la petite boule blanche

 si j'etais un pirate ... to become real pirates!

Once we are pirates then we need to hunt gold and collect our gold in our pirates' sacks! How will we do this ...?

Well we can hunt sounds and words.

We will hunt key nouns we have learned during the year by playing hot and cold or hide and seek ,looking for pictures on coins hidden around the classroom that represent the key words we know.And sometimes we will make this even more challenging for our pirates by hunting key sounds in the words represented by the pictures! 

World Cup Warm Ups

World Cup Warm Ups

To get the children up, moving and participating!

The 3 World Cup power point stories in French, Spanish and German can be accessed here.

The World Cup Warm up lesson or lessons are easy to deliver and link language learning with physical activity and even measuring pulse rates.There is even the opportunity to create a musical performance of the World Cup Warm Up song.

  • Revisit numbers
  • Practise simple commands 
  • Play simon says with the commands 
  • Share the ppt story with the class .
  • Give out the picture with out the captions
  • Can the class match the written caption to the correct picture 
  • Can the class perform the warm up .Check your pulse rates before and after the activity! 
  • Set up challenges where one group challenges another table to do an activity ten times
  • Now the children are ready in groups of four or six to create their own world cup warm ups- reordering the activities and changing the amount of times each activity should be done .
  • They could record themselves performing the routines and train a second group to carry out their routine.
  • Create a World Cup Warm Up class song to familiar sporting themes tune such as Match of the Day as your PE warm up for the Summer last half term using this language!