Week+1+Likes

Objective:[[image:autumn_tree.jpg width="94" height="114" align="right"]]

 * To introduce the core structures of //J’aime// (I like), // je n’aime pas // (I don't like) in the context of music.
 * To listen and notice the //qu// (pronounced K) grapheme/phoneme

Resources:
Screen with sound enabled in order to show and play songs and PowerPoint. Copies of smiley faces worksheet. //Teachers note: Use PowerPoint provided to guide you through. Alternatively, substitute styles of music with current popular bands and singers.// || * Music PowerPoint || //Teachers note:// Only a few children will get to the stage of linking sentences with connectives, but talking about it with the whole class links to Literacy work and helps children to make connections with English. || * Smiley faces worksheet Resources made by Liz Lord & Jackie Berry (Hampshire) ||
 * ~  ||~ Description ||~ Resources ||
 * ~ Starter || * Play children short extracts of four styles of music, eg jazz, reggae, pop and classical.
 * After each musical extract, teach children the name of the style, eg //la musique jazz, la musique reggae, la musique pop, la musique classique. //
 * Play each piece again and children identify the style, eg. //**C’est** la musique pop. //
 * ~ Main Activity || * Ask the class //Qui aime la musique pop?// (Who likes pop music?) Count aloud together in French the number of children that put up their hands.. Repeat for the other styles of music. You could do this as a listening activity, where children record their responses pictorially on individual smiley faces worksheets (see resources).
 * Ask individual children what music they like, eg //Tu aimes la musique pop?// (Do you like pop music?) Elicit replies with <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 13.33px;">//J’aime// … and <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 13.33px;">//Je n’aime pas// … Allow some children to respond with single-word answers. Some may benefit from imagining a picture when they listen to the music and saying whether or not they like the picture (see resources).
 * <span style="color: #222222; font-family: Arial,Helvetica,sans-serif; font-size: 13.33px;">Suggest use of<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 13.33px;"> //mais// (but) as a connective to join two simple sentences, eg <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 13.33px;">//J’aime la// //musique pop, mais je n’aime pas la musique classique//. (Links to O 5.2)
 * Picture representations
 * ~ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14.4px;">Plenary || * <span style="color: #222222; font-family: Arial,Helvetica,sans-serif; font-size: 13.33px;">Extension: Some children may want to experiment with more phrases, eg <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 13.33px;">//Je préfère /Je déteste//
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13.33px;">Listen to ‘chanson’ on Level 3, module 2 of Tout le monde or alternative song (see resources)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13.33px;">Ask the children their opinion of the song: //<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 13.33px;">J’aime la musique // etc. || * Link to Tout le monde (song is from level 3 module 2) FREE TRIAL
 * Link to alternative song ||