Week+2+Pop+Music

Objective:[[image:autumn_tree.jpg width="103" height="126" align="right"]]

 * To introduce new vocabulary for musical instruments: //un saxophone// (a saxophone), //un piano// (a piano), //un violon// (a violin), //une guitare// (a guitar ),  //une clarinette// (a clarinet), //une trompette// (a trumpet), //une batterie// (the drums)
 * To revise the core structure //il y a// (there is / there are)

Resources:
Screen with sound enabled in order to play music. Instrument flashcards. Bilingual dictionaries. Mini-whiteboards.
 * ~  ||~ Description ||~ Resources ||
 * ~ Starter || * Look at flashcards on Level 3, module 2 of Tout le monde or use alternatives here to explore the new vocabulary. Ask children to repeat the words out loud and invent actions to accompany them.

//Teachers note: Use either the Tout le Monde resources or substitute the free alternatives. Pay close attention to the childrens pronounciaition and make use of the soundfiles to support this.// || * Flashcards from level 3 module 2 Tout le Monde media type="file" key="10 - musical instruments.mp3" width="240" height="20" || //Teachers note:The mini whiteboards are suggested so that children feel safe making spelling guesses in French. Grammar point for teachers in case you are asked by eagle-eyed children: to play an instrument in French is jouer + de (for example je joue du piano or je joue de la batterie )// || * Link to couleurs de l'orchestre website. Scroll over the instruments to hear them
 * Alternative flashcards
 * Soundfiles from LCF Babelzone
 * ~ Main Activity || * Listen to a musical extracts from the BBC School Radio website and ask children to identify the style referring back to the genres introduced last week.
 * <span style="color: #222222; font-family: Arial,Helvetica,sans-serif; font-size: 13.33px;">Give the children the names of some instruments and ask which ones they think they might have heard in the music to elicit a thumbs up/thumbs down or //oui// or //non// response. eg<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 13.33px;"> //Il y a// … //un saxophone, un piano, un violon, une guitare, une clarinette,// //une batterie?// (Is there a saxophone? etc.) (Links to O 5.2)
 * <span style="color: #222222; font-family: Arial,Helvetica,sans-serif; font-size: 13.33px;">Listen to other musical extracts and encourage the children to try to identify the instruments in the same way.
 * <span style="color: #222222; font-family: Arial,Helvetica,sans-serif; font-size: 13.33px;">List the instruments on the board. Ask the children - How many can you remember the meanings of? How do you know? (Language learning strategies). Which ones do you need to look up ? How will you do this? How do you if the instrument is masculine or feminine ? What does the (n) mean after the word ?
 * <span style="color: #222222; font-family: Arial,Helvetica,sans-serif; font-size: 13.33px;">Play the Dictionary race game – children in pairs race to write down (on mini whiteboards) the French for given words e.g. instruments and words associated with music! (Links to L 5.2)
 * Link to BBC School Radio website with free musical extracts ||
 * ~ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14.4px;">Plenary || * <span style="color: #222222; font-family: Arial,Helvetica,sans-serif;">Sing<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;"> //Je suis le musicien// to the tune of ‘I am the Music Man’. Children mime the instruments as a language learning strategy. || * Link to Nous sommes des musiciens (with words)
 * Link to Je suis le musicien (instrumental version with karaoke style lyrics) ||