Learning Through Song

Lesson Overview

Subject: Modern Foreign Languages (French)
Year Group: Year 4
Lesson Duration: 35 minutes
Class Size: 30 students
UK Curriculum Area: Key Stage 2 – Foreign Language
Curriculum Reference: National Curriculum for England – Languages (KS2)

• Develop accurate pronunciation and intonation through songs and rhymes
• Broaden vocabulary and develop confidence in speaking another language

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Learning Objectives

By the end of the lesson, pupils will:

• Learn and recall key French vocabulary related to greetings and daily routine
• Use songs and actions to develop pronunciation and memory recall
• Engage in a fun, interactive environment to build confidence in speaking French aloud

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Lesson Structure (35 mins)

1. Warm-up Activity – Energiser (5 mins)

• Teacher's Cue: "Bonjour, tout le monde!" (Hello, everyone!)
• Pupils return the greeting enthusiastically.
• Quick-action game: Simon dit… (Simon says…) using greetings & body movements:
  • "Levez-vous!" (Stand up!)
  • "Asseyez-vous!" (Sit down!)
  • "Faites un grand sourire!" (Make a big smile!)

2. Introduction to the Song (5 mins)

• Introduce a simple call-and-response song to reinforce greetings:

  • Teacher sings: "Bonjour! Bonjour! Comment ça va?"
  • Pupils respond with actions: Thumbs up for “Ça va bien”, thumbs down for “Ça va mal”

• Model clear pronunciation using clapping rhythms to break down sounds (e.g., "Bon-jour" with two claps).

3. Main Learning – Song and Actions (15 mins)

Step 1: Introducing New Vocabulary (5 mins)

• Introduce five key daily routine phrases, acting them out while saying words aloud:
  1. "Je me réveille" (I wake up) – pretend to stretch
  2. "Je me brosse les dents" (I brush my teeth) – mimic brushing
  3. "Je m’habille" (I get dressed) – pretend to pull on a jumper
  4. "Je mange le petit déjeuner" (I eat breakfast) – mimic eating
  5. "Je vais à l’école" (I go to school) – pretend to walk

Step 2: Learning the Song (5 mins)

• Introduce a well-known melody (like "Frère Jacques") adapted with these phrases.
• Sing together with actions for each phrase, reinforcing memory recall.

Step 3: Group Performance Challenge (5 mins)

• Pupils work in small groups (3-4) and practice singing with actions.
• Each group performs while the rest of the class joins in softly.

4. Plenary – Fun Game & Review (5 mins)

• “Frozen Performer” Game – The class sings, and when the teacher stops the music randomly, one volunteer must say the next line aloud and act it out.
• Quick-fire recall: Teacher says a phrase, and students act it out as fast as they can.

5. Closing & Self-Assessment (2 mins)

• Pupils rate their confidence (thumbs up, sideways, or down).
• Teacher sets a fun challenge: Can they teach the song and actions to someone at home?

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Resources Needed

• Simple backing track for rhythm (optional)
• Flashcards or visuals for key phrases
• Space for movement

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Differentiation Strategies

• Support: Use visuals & allow extra time for listening before singing.
• Challenge: Ask confident students to lead a verse or create their own movement variations.

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Assessment for Learning (AfL)

• Observation: Are students engaging in the song and actions?
• Pronunciation Check: During group performances.
• Self-Assessment: Students indicate confidence levels at the end.

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Teacher Reflection & Next Steps

• Which phrases were easiest/hardest for students?
• Did all students participate actively?
• Next lesson: Expanding on “My Morning Routine” with full sentences.

🎵 Today's lesson brought French to life – and movement made the learning stick! 💃🎶