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To accelerate learning Music helps to create a distinctive opening for a lesson Music helps to establish rapport and positive mood Music encourages states.

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Présentation au sujet: "To accelerate learning Music helps to create a distinctive opening for a lesson Music helps to establish rapport and positive mood Music encourages states."— Transcription de la présentation:

1 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

2 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

3 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

4 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.

5 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

6 KS2 Framework objectives that relate to songs Oracy O3.1Listen and respond to simple rhymes, stories and songs O4.3Listen for sounds, rhyme and rhythm O5.3Listen attentively and understand more complex phrases and sentences O6.1Understand the main points … in a spoken story, song or passage Literacy L3.2Make links between some phonemes, rhymes and spellings L4.2Follow a short familiar text, listening and reading at the same time L5.3Write words, phrases and short sentences, using a reference L6.3Match sound to sentences and paragraphs Intercultural Understanding IU3.4 Make indirect contact with the country where the language is spoken IU4.3Compare traditional stories IU6.3Present information about an aspect of culture Language learning strategies Communicating - practising language - memorising - applying prior knowledge

7 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

8 Les jours de la semaine lundi, mardi, mercredi jeudi, jeudi lundi, mardi, mercredi jeudi, vendredi samedi, dimanche, samedi, dimanche Lundi, mardi, mercredi jeudi, vendredi (tune: " Doodah " )

9 Directions: On y va! 2x Tourne à droite Tourne à gauche Va tout droit 2xÀ droite À gauche Tout droit (tune: Here we go )

10 Colours (tune: Frère Jacques)

11 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)

12 Weather Song Il 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!

13 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

14 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

15 Les fruits pommes cerises ananas raisins oranges fraises poires pêches citrons bananes

16 Oranges Bananes (Pommes Pommes) Pêches Citrons Raisins (Pommes Pommes) Fraises Poires et Cerises (Pommes Pommes) Oranges Bananes Ananas Ananananananas (Pommes Pommes )

17 Joyeux anniversaire x2 Joyeux anniversaire name Joyeux anniversaire

18 Un kilomètre à pied, Ça use, ça use Un kilomètre à pied, Ça use les souliers. Deux kilomètres à pied... etc

19 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

20 Toc, toc, tocknock on door Dring, dringpush doorbell Tournez, tournezturn handle Ouvrez la porteopen door Bonjour!hold up hand Children repeat each line after you, with actions. Use different voices: happy, sad, excited, cross, nervous, baby, spooky, robot.

21 French counting out rhymes Une oie - deux oies - trois oies - quatre oies - cinq oies - six oies - sept oies (sept oies is pronounced like cest toi - its you) Un, deux, trois, quatre, cinq, six, sept. Tu es une omelette ! Un deux trois, soleil!

22 Number rap il ne fait pas froid 4 5 6jadore les saucisses 7 8 9jai horreur du boeuf Et numéro 10 on va en Suisse ! – Monsieur X

23 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.

24 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 dépines 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.

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

26 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.

27 Number rap il ne fait pas froid 4 5 6jadore les saucisses 7 8 9jai horreur du boeuf Et numéro 10 on va en Suisse ! – Monsieur X

28 Deux petits oiseaux Assis sur une branche Je mappelle Fifi Je mappelle Blanche. Bonjour Fifi Bonjour Blanche Au revoir Fifi Au revoir Blanche. « Two little dicky birds «

29 Le fermier dans son préx2 ohé, ohé, ohé, le fermier dans son pré Le fermier prend sa femme... La femme prend son enfant... Lenfant 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

30 Games to focus attention Copy, Detectives, Change/Switch, Counting 8, Activities/Games to help with the elements of music Duration (long/short/ pulse/beat, rhythm )

31 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 childrens patterns and use them Keep them simple

32 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

33 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.

34 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

35 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

36 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 cant get it right.....

37 Cinq petits vers vers, 5 petits vers vers dans la terre (slurp) vers, 4 petits vers (slurp) vers dans la terre (slurp, slurp) vers, 3 petits vers (slurp, slurp) vers dans la terre (slurp, slurp, slurp) vers, 2 petits vers (slurp, slurp, slurp) vers dans la terre Un petit ver sans ami Un petit ver, sans ami dans la terre

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