Songs and rhymes make an important contribution to language development as they help to give a sense of the natural rhythm of the language and its sentence patterns. They give a context for memorising or learning by rote and the opportunity to master the articulation and pronunciation of particular sounds.

Beginners

Finger rhymes based on everyday greetings are a good way in.You could begin by going around and greeting the children with Bonjour/Hallo/Guten Morgen and a handshake.You could then go to the door and wave goodbye saying Au revoir/Auf Wiedersehen. The children will almost certainly start to repeat what you are saying which would be a good time to introduce this rhyme.

Bonjour Papa! . . . . . . . . . . Make a fist
Bonjour Maman! . . . . . . . . .Put up thumb
Bonjour mon frère! . . . . . . ..Raise forefinger
Bonjour ma soeur ! . . . . . . .Middle finger
Et moi . . . . . . . . . . . . . . . .Ring finger
Bonjour petit doigt! . . . . . . .Little finger
. . . . . . . . . . . . . . . . . . . . .Wave whole hand

Hallo/Guten Morgen, Daumen!. . . . . . . . . . . Make a fist
Hallo/Guten Morgen, Zeigefinger!. . . . . . . . . Put up thumb
Hallo/Guten Morgen, Mittelfinger!. . . . . . . . . .Raise forefinger
Hallo/Guten Morgen, Ringfinger! . . . . . . . . . .Middle finger
Hallo/Guten Morgen, kleiner Finger! . . . . . . . Ring finger
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wave whole hand

When your children are ready, try reversing the process with Au revoir/Auf Wiedersehen as the children lower one finger at a time, wave their hand to say goodbye and then finish with a fist again.

Rhymes and songs are a means of integrating the new language into the children’s day for example, getting children to line up at the start or end of a lesson can be made more enjoyable (and calmer) by using a song.

Mettez-vous en ligne
Mettez-vous en ligne
Tous les enfants de la classe
Mettez-vous en ligne
(Tune: The Farmer’s in his den)

Stellt euch hintereinander auf,
Alle Kinder, alle Kinder!
Stellt euch hintereinander auf,
Alle Kinder!
(Tune: Nuts in May)

Physical response
A number of action songs have similar English versions and should engage all the children in doing the actions. Don’t forget that it is not necessary for the children to try to reproduce the whole song straightaway. Short extracts are just as effective and a later run-through might build on what the children have learned already. One advantage of a short active session is that it can help to refocus the energy of the class at the end of a longer lesson.You could extend the activity by asking the children to suggest other actions which they can fit into the verses.

Ça bouge
Le doigt et le pouce, ..................Point with finger and thumb
Ça bouge (x3) ...........................Roll hands
Un, deux, trois ..........................Clap three times
Le doigt et le pouce, ..................Point with finger and thumb
Le bras, la jambe, .....................Stick out arm, leg
Ça bouge (x3)............................Roll hands
Un, deux, trois ..........................Clap three times
Le doigt et le pouce, ..................Point with finger and thumb
Le bras, la jambe, .....................Stick out arm, leg
Debout, assis, ..........................Stand up, sit down
Ça bouge (x3)............................Roll hands
Un, deux, trois ...........................Clap three times

Missing out words and replacing them with actions is quite complicated for younger children as they have to carry the words and beat in their heads. It is quite interesting to watch and see who can do this.

Tête, épaules, genoux, pieds
Tête, épaules, genoux, pieds
Genoux, pieds
Tête, épaules, genoux, pieds
Genoux, pieds
Yeux, oreilles, et bouche et nez
Tête, épaules, genoux, pieds
Genoux, pieds

Kopf und Schultern, Knie und Zehen
Kopf und Schultern, Knie und Zehen
Knie und Zehen
Kopf und Schultern, Knie und Zehen
Knie und Zehen
Augen, Ohren, Mund und Nas’
Kopf und Schultern, Knie und Zehen
Knie und Zehen

Amending
Using a traditional song, for example, Savez-vous planter les choux?

Try a simple listening activity in which the children make up a verse of their own according to the ‘theme’.

(Chorus) Savez-vous planter les choux
à la mode, à la mode?
Savez-vous planter les choux
à la mode de chez nous?

(Verse 1) On les plante avec le nez
à la mode, à la mode
On les plante avec le nez
à la mode de chez nous.

(Verse 2) On les plante avec le pied
à la mode, à la mode
On les plante avec le pied
à la mode de chez nous.

Once they know the song, the children can begin to suggest words they could
substitute for those in bold perhaps connected to a completely different theme. Instead of ‘body’ words, how about ‘animals’, ‘foods’, ‘family’, etc. The class could have great fun illustrating their new song and performing it to see how it sounds.