Combined Booklet Final

Modern Languages in
Primary Schools Initiative
Continuing Professional
Development
Module 1, Active Learning
November/December 2007.
This booklet is the property of the following MLPSI school:

(please use school stamp)
Signed: _______________________________ Date: ___________
© MLPSI, KEC, 2007 1

Contents
Introduction………………………………………………………………………………3
Active Learning…………………………………………………………………………. 4
- Some recommended strategies for active learning that are relevant to teaching the
Modern Language curriculum ………………………………………………………… 6
Using Flashcards to promote Active Learning in the Modern Language

Classroom……………………………………………………………………………….. 8
- Using Flashcards to develop the language of the classroom………………………. 12
- Exploring Active Learning using flashcards in the ML classroom …………...…. 13
Using Group Work/Collaborative Learning to promote Active Learning

in the Modern Language Classroom…………………………………………………. 18
ICT and Group Work in the Modern Language Class………………………………21
Using Songs to promote Active Learning in the Modern Language

Classroom……………………………………………………………………………… 28
- Exploring the use of songs in the Modern Language classroom…………...……... 31
- Language Specific Resource Lists…………………………………………………. . 34
- Language Specific Songs……………..……………………………………………… 37
Using P.E. activities to promote Active Learning in the Modern Language

Classroom……………………………………………………………………………… 53
- Language Specific traditional games………………...…………………………….. 64
Using Games (Extract from MLPSI Handbook)…...……………………………….. 68
Bibliography and Web references …………………………………………………… 71

Introduction
This year we are happy to welcome on board a new cohort of schools that will increase the
numbers of staff and class teachers teaching modern languages in primary schools. They bring to
the project the experience that they have gained in teaching in the primary classroom as well as
the training they have received in the revised primary curriculum through the Continuing
Professional Development (CPD) days facilitated by our colleagues in the Primary Curriculum
Support Programme (PCSP). We are happy to say that many of our teachers - both staff and
visiting teachers - who began teaching with the Modern Languages in Primary School Initiative
(MLPSI) at its inception in 1998 are still with us today. They have had access to two CPD days
each year since the Initiative began. Other teachers have joined us along the way and have
attended a varying number of training days.
In light of the increase in the overall number of schools and teachers participating in the Initiative
and in order to provide a more coordinated programme of training for our mixed cohort of
teachers, the MLPSI have decided this year to modularise the CPD training available to Initiative
teachers beginning with Module 1 – Active Learning - this autumn. By modularising the CPD
training it is hoped to provide MLPSI teachers with a structured and comprehensive training
programme. Each module will deal with related methodologies and aspects of the modern
language curriculum and will have a particular focus. At the same time there will be overarching
aims and approaches that will permeate all the CPD days over the four years in which the
programme will be rolled out.
To some extent this modular programme will necessitate revisiting areas of training already
covered on previous MLPSI CPD days. This cannot be avoided and we feel it will in fact be
welcomed by both those teachers who have been with us for many years, as well as the
newcomers who will be encountering the material for the first time. We feel sure that the dynamic
created between the more experienced teachers and new teachers on CPD days will result in a
valuable exchange of tried and tested approaches as well as an exploration of fresh and innovative
ideas.
Pascaline Horan,
Kènia Puig i Planella,
Gina McQuaid,
Catherine McAuliffe,
Frédérique Rantz,
Brendan Duignan,
Aoife Winston,
Tanya Flanagan,
MLPSI Team,
Kildare Education Centre,
November 2007.

Active Learning
Introduction
One of the principles of the Primary School Curriculum is that ‘learning should involve guided
activity and discovery methods’ (Primary School Curriculum Introduction p. 8). The Draft
Curriculum Guidelines for modern languages also endorses the fact that a communicative
approach to teaching the modern language should involve ‘active involvement of the child in
task-based learning activities’ (Draft Curriculum Guidelines p. 6). It also emphasises that the
approaches and methodologies used ‘should encompass all aspects of the child’s capacities and
intelligence profile’ (Draft Curriculum Guidelines p. 17). Active learning strategies for
developing the four strand units/ five skills of listening, speaking (spoken production and spoken
interaction) reading and writing are outlined in the NCCA Teacher Guidelines for modern
languages in Section 5 – Approaches and Methodologies (p. 55 - 90). The training day delivered
for module 1, as well as this accompanying booklet, aim to explore some of those active learning
methodologies and to encourage teachers to integrate them into their teaching in order to make
the children’s language learning more effective and enjoyable.
Below is a summary of what active learning entails and why it is beneficial as a general approach.
It is based on guidelines given in the Primary School Curriculum and specifically in the Social,
Personal and Health Education (SPHE) Teacher Guidelines and the NCCA Draft Curriculum
Guidelines and Teacher Guidelines for modern languages.
What is active learning?

The most important aspect of active learning is the active ‘engagement’ of the learner in the
process of learning itself. Active learning does not necessarily mean that children must be
physically active and moving about. Active learning is particularly concerned with developing
higher-order thinking skills such as asking relevant questions, solving problems in various ways,
drawing conclusions, and transferring knowledge to new situations.
The key features of active learning
• Active learning engages children physically, cognitively and emotionally

Children can engage at a variety or combination of these levels through making and constructing,
working with technology, moving about, writing, listening actively, singing and making drama
amongst other activities. They can reflect, question, discuss, give opinions, hypothesise and
consider consequences.
• Active learning places children at the centre of the learning process

The content of activities should be relevant and relate as much as possible to the environment and
lives of the children.
• Active learning is a process

Children begin from what they already know and through guided activities explore possibilities,
draw conclusions and reflect on what they have learned.
• Active learning promotes action

As children take part in activities, they learn to transfer learning to new situations in the school
environment and in their own lives.

• Active learning can be carried out by individual children or in group situations
Children can be actively involved in their learning while working independently or alternatively
as they interact with and learn from their classmates.
• Active learning requires the teacher to guide and direct the work
The role of the teacher is crucial to the active learning process. The teacher needs to act as a
guide, a facilitator and a resource, providing a variety of appropriate opportunities for children to
engage in their own learning.
The benefits of active learning

Where children are given opportunities to be actively engaged in their learning there is a greater
chance that they will
• have better understanding of new concepts

• experience greater motivation
• construct new meanings and acquire new understanding
• take increasing responsibility for their own learning
• make their own of the learning and internalise what has been learned
• become more critical and discerning
• be able to transfer the learning to different situations
• become more self-confident
Howard Gardner’s Eight Intelligences

Howard Gardner has identified eight intelligences which we can engage when involved in
learning situations. Each person varies in how strong and how developed a particular intelligence
is and this in turn influences the way we like to learn and engage with tasks. In her book Foreign
Language Teacher’s Guide to Active Learning Deborah Blaz says ‘It is foolish, and quite
impractical, to appeal to every learning style in every lesson, but a little effort to offer more
variety will pay great dividends, both in student performance and in their satisfaction with you
and the language that you teach. An awareness of your students’ varied learning styles will help
you show them how to become better learners.’ (Foreign Language Teacher’s Guide to Active
Learning p. 24).
Gardner’s Eight Intelligences
• Linguistic: Listening, speaking, reading and writing

• Logical- Mathematical: Using deduction, induction, patterning, interpreting graphs, and
sequencing ideas
• Visual/Spatial: Using three dimensional ways to perceive imagery, navigate, produce and
decode information
• Kinesthetic: Using the mind to control movements and manipulate objects
• Musical: Using rhythm, tone, melody and pitch
• Interpersonal: Communicating and collaborating with others
• Intrapersonal: Maintaining self-esteem, setting goals for oneself, and acquiring values
• Naturalist: Sensing patterns in and making connections with elements in nature

Some recommended strategies for active learning that are relevant to
teaching the Modern Language curriculum
• Talk and discussion
Talk
The communicative approach emphasises the need for the children to be given opportunities to be
involved in real communication within the language lesson. This can be done in pairs, in small
groups or on a whole class basis. Opportunities for the children both to practise new language and
recycle language already learned through the use of active learning strategies can be provided in
the language class through ‘communication gap’ exercises, language games, drama games, role-
play, activities involving ICT, conducting interviews and surveys. Opportunities to speak can
also be presented in a cross-curricular context e.g. integrating the Modern Language with P.E.
Discussion
In dealing with the language awareness and cultural awareness strands of the modern language
curriculum the children can be given opportunities to participate in discussion using the first
language of the classroom – English or Irish. Discussion involves the children in listening to other
people’s opinions, asking questions, putting forward arguments, reflecting, analysing,
synthesising and evaluating. Discussion can be carried out in pairs, small groups or at class level.
Strategies that promote discussion include brainstorming, open-ended statements, agree or
disagree activities, creating pictures and posters, interviews and the use of songs, poems,
photographs or stories as starting points. Discussion can be employed in the language lesson or in
a cross-curricular context e.g. Geography.
• Group work
Working in pairs and small groups facilitates active learning as well as different personality and
learning styles. Working within a group can help children develop and practise language skills,
learn from each other and with each other and develop a sense of responsibility for the learning of
others as well as their own learning. Children can carry out activities in the target language or use
the first language of the classroom if appropriate e.g. in a cross-curricular context when
developing cultural/intercultural awareness.
• Drama activities
Drama activities provide opportunities for the children to use the modern language in context and
to explore the language awareness and cultural awareness strands. Drama activities can be used to
develop listening as well as speaking skills. Drama activities can involve drama games, role-play,
story telling, puppetry, working with poems and tongue twisters. Drama activities can be done in
pairs, in groups or on a whole class basis. They can be carried out through the modern language
during the Modern Language lesson or conducted through the first language of the classroom
during the Drama lesson to explore cultural/intercultural awareness. See MLPSI booklet for
CPD/In-career Day 17 for ideas on using drama games and role-play to teach the modern
language.
• Games
Games provide motivation to use the language. They can provide opportunities for repeating
phrases in a meaningful context. They can be used to develop all of the three strands and four
strand units of the modern language curriculum. Games for teaching the modern language can
range from simple language based games using flashcards, picture cards, charts and the

blackboard to games involving physical movement such as traditional playground games and
drama games.
• Surveys and interviews

Surveys
Surveys can be carried out by individual children or in groups. They can be restricted to the class
group or involve others in the school community. They can form the basis of an exchange
between schools doing the same language here in Ireland or involve a partner school in a target
country. Surveys can be used to develop all three strands of the curriculum and can be carried out
in the target language or in English or Irish. Conducting a survey can be a successful way of
making the general specific in relation to intercultural awareness. Surveys can also have a
language awareness focus where the languages of the local community or target culture are
investigated.
Interviews
Class interviews are very useful both for practising language skills in context and for exploring
aspects of the language awareness and cultural awareness strands. People from the school and
local community who have experience of the target language or target culture/s and visitors from
the target culture/s can be interviewed. English, Irish, the target language and other languages in
the class can all be represented in a class interview situation. Interviews should be used to explore
perceptions about Irishness and Irish culture as well as the target culture/s.
• Songs
Songs can be used for the simple enjoyment of singing in the target language as well as for
teaching specific strands and strand units of the modern language curriculum. Children can take
an active part in song-singing by participating in the composing and performing aspects. See also
the primary school Music curriculum for ideas on integrating Music with the Modern Language.
• ICT
The Primary School Curriculum promotes the integration of information and communication
technologies (ICT) in all areas of the curriculum. Video cameras give children opportunities to
practise language in meaningful contexts in order to record presentations, interviews, mini
documentaries, drama activities and other events for sharing with the school community or a
partner school. Digital cameras offer opportunities for creative project work that can be shared
likewise. Computers make the drafting and redrafting process more interesting and offer various
ways of communicating with partner schools. The internet is a valuable resource where children
can research aspects of the target culture.
• Project work
Projects are a valuable way in which children can become active in their learning. They give
children an opportunity to discover aspects of the target culture/s which are of interest to them
and to present that knowledge to an audience of their peers. Project work can, however,
degenerate into little more than transcribing undigested paragraphs of information from books or
the internet. In order to avoid this scenario, one useful method that is recommended in the
Geography curriculum is to assist the children in forming a number of questions about the target
culture or particular topic before they begin their research. It is also beneficial to use a variety of
sources and methodologies such as interviews, surveys and questionnaires, and primary sources
such as food packaging which can be obtained from local supermarkets. Simple project work
based on the school and locality in line with the Geography curriculum can be carried out in the
target language and exchanged with similar work from a partner school.

Using Flashcards to promote Active Learning in the Modern Language
classroom
As well as being a fun way of introducing new language, flashcards are an excellent way of
practising vocabulary and language structures. In this section we offer some suggestions as to
how to make the best of them.
Why use flashcards?
• They facilitate active learning. Flashcards are frequently used in the language
classroom to introduce and consolidate vocabulary however their potential to
facilitate and engage visual, auditory and kinaesthetic learners is sometimes
overlooked
• Flashcards allow kinaesthetic learners to physically engage with new vocabulary
thereby enhancing their language learning experience
• Flashcards facilitate TPR (Total Physical Response) activities eg. getting pupils to
place a card above their heads or to organise coloured cards according to instructions
• They are visually attractive and add variety to the language lesson
• They help develop teamwork, concentration, listening skills, reading and
communicative skills
• Competition-fifth and sixth class pupils love competition and introducing a
competitive element to some games can be an excellent motivational tool. Rather
than always getting pupils to compete against each other, introduce a stopwatch or an
egg timer and get them to compete against the clock
• They may be used at any stage of the language lesson, be it at the beginning (pre
communicative phase) to revise vocabulary or to introduce new vocabulary, at the
middle (communicative phase) in the form of flashcard games to practice new
vocabulary and structures, or at the end of the lesson (post communicative phase) to
revise and consolidate vocabulary
• Flashcards enliven learning by allowing pupils to be engaged on the task and non text
book bound
• They can be used for individual, pair, small group or whole class tasks
• They are pupil centred
• They are bright, versatile, portable, fun and practical
In addition to being an enjoyable way to introduce new vocabulary and language structures,
flashcards are also an excellent motivational strategy for the young language learner. They
provide a means of by passing the mother tongue and encourage the use of the target language
allowing the learner to straight from the picture to the corresponding word or phrase. Flashcards
can be used more dynamically than other sources of visual information. They can literally be
flashed, ordered and sequenced. Howard Gardner’s multiple intelligence theory reminds us that as
teachers we must use approaches that appeal to the different learner types. Visual learners for
example constitute a high proportion of learners and flashcards are an excellent means of
appealing to this type of learner.
Where to source flashcards?
• Commercial flashcards: Flashcards are commercially available from most

publishers .However these can be quite expensive. They may be already available in

your school for other subjects such as Irish and it would be worth doing an inventory
of what is in the school already before buying
• MLPSI website: There are lots of flashcards available to download on the MLPSI
website. Flashcards that are not language specific may be used in any language so
make sure to browse the four language sections
• Websites: There are several websites which allow you to download free flashcards
and also provide templates to design your own:
www.awesomeclipartforeducators.com
www.washjeff.edu/capl/
www.freegraphics.com
www.school-clip-art.com
www.free-clipnet
www.cliparthome.net
www.mes-english.com
www.mlpsi.ie
www.schoolslinks.co.uk
www.tobar.ie
www.iconbazaar.com
www.picsforlearning.com
www.classroomclipart.com
• Google: Authentic photos and pictures are available for free download either from
the MLSPI website or from Google images. Laminating the flashcards makes them
durable and easier to manipulate
• Take photos of classroom objects and swap with your partner school in the target
language country
• The children themselves would also enjoy making flashcards during an art lesson,
using Microsoft Publisher or Microsoft Word and clipart
Important Considerations
• Flashcards may consist of visual or linguistic input and sometimes both

• It is important that the print is legible and large enough for all children to see
• Use the writing conventions of the target language, for example the days of the week
and months of the year are written with a small letter in French
• Where possible ensure that the images you use are authentic that is that they reflect
the culture of the target language. If, for example you are doing food try and make
sure that the images you use are representative of the target country
• Flashcards are not just only for the language teacher, children love making their own
sets of mini flashcards for the days of the week and the weather for example and
these can be then used to play games in pairs, groups or to reinforce vocabulary at
home
• Make the flashcards durable and laminate where possible

Using flashcards to introduce new language
• Guess the card: Having introduced a number of new words, the teacher places them
on the board. Teacher asks students to close their eyes and the teacher removes one
of the cards. The pupils have to guess which one it is. The successful pupil takes the
place of the teacher.
• Repeat if it is true: Using the card the teacher says a word or phrase. Pupils repeat it
only if it is true. Alternatively you can ask them to clap once for “true” and twice for
“false”. To make the game more exciting you can increase the speed.
• Repeat the word with different voices: Teacher displays picture cards or word
cards. Pupils say the corresponding words in different voices and in different ways
e.g. slowly, quickly, quietly, happy, sad.
Using flashcards to consolidate vocabulary
• Noughts and crosses: Teacher draws a grid with nine squares and writes the number
1-9 in them. The flashcards are stuck into the squares and the class is divided into
two teams of noughts and crosses. One member of the team selects a number and
answers to the teacher’s question: What is it? If they are correct the number is
removed and replaced by a nought or a cross. The winner is the first team to get
three in a row.
• The right order: The teacher shows four or five cards to the class. Pupils have to
remember and call out the right order.
• Matching word card to picture card: Pupils attempt to match two sets of cards.
• Pictionary: The teacher picks a card and starts to draw in on the board. The pupil
who guesses what it is takes the next turn.
• The line game: Display the cards with the new language on the board. Divide the
class into two groups and arrange them into two lines facing the board. The first
pupil on each row has a piece of chalk or marker. Teacher calls out a word and the
two pupils first in the row race to mark the corresponding card. Continue until all the
cards have been called out. The winner is the team who has marked more cards.
Using flashcards to practice grammar and language structures
• Who does what? Teacher prepares a number of cards with statements;

e.g. I get up at eight o’clock. Distribute the cards to a number of pupils (5-6). They
show the cards to the class and read the statement. Pupils then change the cards
without showing them to the rest of the class, who have to ask questions to find out
who does what.
Mime: Teacher prepares cards describing different situations; pupils have to mime
them to the class.
• The chair game: Teacher prepares four sets of cards with different statements.
Pupils sit in a circle and teacher distributes a card to each pupil out of the three sets.
One pupil without a card stands in the middle with the remaining set. The pupil picks
a card from the pile and reads it. All pupils with the same card must change chairs.
The student who remains without a chair goes to the middle and picks the next card.
• Find your partner: Write the names of well known people on cards. Each name
should be written on two cards, and there should be a card for each child. Give out
the card and tell the pupils that they have to find their “twin”. They ask each other
questions until they find the child who has the same card. Alternatively you could
© MLPSI, KEC, 2007 10

give the children pictures of people cut in two halves vertically. Pupils have to
describe their picture to find the other half.
Using flashcards to develop language skills

Activities and games using flashcards can be used as a method to develop each of the five strand
units of:
1. Listening
2. Spoken production
3. Spoken interaction
4. Reading
5. Writing
© MLPSI, KEC, 2007 11

Using Flashcards to develop the language of the classroom
‘The child should be enabled to use everyday classroom language with the teacher’
Draft Curriculum Guidelines, 1999, p. 24.
Classroom language: as children’s opportunities to use the language outside the classroom will be
quite limited, it is important that they are given ample opportunity to hear, speak and write the TL
in the classroom.
Draft Curriculum Guidelines, 1999, p. 13.
Classroom language is varied and includes:
• Asking for help

• Looking for permission
• Giving instructions
• Following instructions
• Seeking information
• Eliciting answers
• Praising
Flashcards can be used to develop, practice and recycle vocabulary for every topic. They are
particularly effective for developing the language of the classroom as this is one aspect of
language learning that requires continual practice and reinforcement.
In order for the communicative approach to be a success teachers and learners must use the target
language as the normal language of classroom communication. Teachers must use activities that
allow children to actively communicate with both the teachers and other learners. Exposing
children to classroom language equips them with the skills to become active participants in their
own learning. Their confidence is maintained if as teachers we support out language with
gestures, facial expression, tone of voice and mime.
Planning for classroom language

It is essential that the teacher plan the classroom language that they will introduce so that children
gradually build up a store of words and phrases.
When planning for the term ahead the language teacher should aim to equip learners with a bank
of phrases and expressions which will allow children to gradually become accustomed to using
the target language as the language of communication in the classroom.
Developing children’s command of classroom language is integral to the recommendation in the

Draft Curriculum Guidelines (1999) of using the target language as the principle means of
communication in the classroom. The modern language teacher must carefully plan for
progression and development regarding classroom language. In other words, teachers will not use
the same phrase or words week in week out but will gradually introduce new phrases and build on
those previously learned. It is essential that pupils are given the opportunity to be active
participants in the foreign language lesson so that they use the language regularly to communicate
with the teacher and each other. Equipping pupils with the language of the classroom allows them
to carry out the daily classroom routines in the target language, enabling pupils to see the target
language as a valid and worthwhile means of communication.
© MLPSI, KEC, 2007 12

Exploring Active Learning using flashcards in the ML classroom
Topic: Classroom Language
Teacher Language - giving instructions, praising, correcting
Strand: Communicative Competence, Language Awareness, Cultural Awareness
Strand unit: Spoken production, Spoken interaction, Listening, Reading, Writing
Language focus: common classroom commands eg. stand up, sit down, open/close the door,
quiet, listen, look, repeat, put up your hand, find, choose, line up, give out, show me, copy,
repeat, faster, slower etc.
ELP link: My Language Biography Topic: Classroom Language and School
Resources: flashcards with the written command and a visual trigger
Activities:
1. Match
Using flashcards with the written command and an accompanying visual trigger, half the
class are given the visual prompt and the other half the written command. Pupils must find
their match before a certain time has elapsed.
2. Read and Mime
The teacher holds up the written command and pupils must mime the appropriate action, e.g.
Listen and pupils hold their hands to their ear.
3. Syllabication
Various commands e.g. show, stand, write, draw etc in the target language are cut up
according to their syllables and jumbled up on a blackboard or an interactive whiteboard.
Pupils must join the correct syllables to form a command. Once formed the rest of the class
mime the command.
4. Repeat if true
The teacher calls out various commands using the flashcard with the written or visual prompt.
Pupils repeat what the teacher has said only if it has been said correctly by the teacher.
5. Miming team game
The teacher introduces the new commands or revises commands already known by he
children using flashcards. The teacher or the children suggest possible mimes if necessary,
exaggerating to give better dramatic effect.
The class is divided into two teams. Each child in turn comes forward and takes a flashcard
from the pile of flashcards which are faced downwards. S/he must read out the command and
do / mime the action stated. If they succeed in doing/miming the correct action their team
scores a point. The team with the highest score wins.
6. Simon Says
‘Simon Says’ can be used to teach classroom language and to familiarise the children with
commands and instructions used regularly in the classroom, either in the course of the school
day or during the language lesson. The teacher can pick which commands to focus on and
these can be added to or replaced by new instructions as they are being introduced to the
children. The teacher may also decide, as the children get used to the game, to interchange the
use of singular and plural forms and this can be discussed with the children. As the children
learn the commands they can take turns being ‘Simon’. Less able children will probably
volunteer more readily if there are charts with examples of commands displayed in the
© MLPSI, KEC, 2007 13

classroom. The teacher should decide with the children before the game which commands are
to be ‘acted out’ and which commands are to be mimed.
Pupil Language - asking for permission, help, clarification
Language focus: I don’t understand, can I go to the toilet?, I forgot my pencil, how do you say x
in the target language?, can you repeat that please?, I can’t find my…
Resources: Flashcards with common phrases and words that pupils use
Activities:
1. The Missing words
Common questions that pupils ask are written on flashcards (one word per flashcard) and
stuck onto the blackboard with one or two words missing. Pupils must guess the missing
word.
2. Mixed up
Common pupil questions or phrases are again written on flashcards (one word per card) and
jumbled up. Pupils must as a whole class or in pairs rearrange the cards in the correct order.
To challenge more able pupils ask them to pick out the noun, verb etc in the sentence.
3. Question and response domino
Each pupil is given two flashcards; one has a written classroom question and the other a
response. One pupil begins by calling out their question eg. Qui est absent? and the child
who has the appropriate response answers eg. Marie est absente. That pupil then calls out
their question and so on.
Classroom objects
Language focus: classroom objects-chair, book , door, bag, pencil case, rooms in the school,
window, blackboard, computer etc
Resources: Flashcards with the definite articles and flashcards with classroom objects (both
written and visual), visual and written flashcards of classroom objects.
Activities:
1. Definite articles
Using flashcards with the names of classroom objects minus the definite article, pupils are
asked in teams to put the correct definite article with the correct noun.
2. Blue bag/pink bag

In groups pupils are asked to sort various classroom objects into two bags according to
gender. Teams win a point for every noun correctly placed.
3. The disappearing letter
The teacher points pupils attention to the written flashcards which are attached to various
classroom objects eg the blackboard. Pupils must guess which letters are missing form the
words eg le t_bl_au.
© MLPSI, KEC, 2007 14

4. Kim’s Game
The teacher displays flashcards with either or both the visual or written information, Pupils
observe and practise the words before closing their eyes. The teacher removes one or two
cards and pupils must identify same.
5. Wordsnakes
The teacher joins common flashcards with common classroom objects together on the board
eg stylocrayontroussesac. Pupils must decipher the hidden words in the wordsnake.
6. Noughts and Crosses
The teacher places a number of cards on the blackboard laid out in rows. Pupils from two
teams in turn write the name of an object under the corresponding card. The team who
succeeds in getting a row of three objects wins.
7. Name the object

The teacher places visual flashcards of either classroom objects or teacher commands on the
blackboard and writes a number beside each one. The teacher then calls out a number and
pupils must name the object. For extra motivation try using an egg timer and see with group
can identify the most objects in a minute.
8. I spy
The teacher places pictures of classroom objects on the board and says I spy I (i.e. target
language) something beginning with…’. Pupils must guess the corresponding object.
9. Splat
Visual flashcards of classroom objects are placed on the board. The class is divided into
teams and a player from each team comes to the board. The teacher calls out an object and the
first player to ‘splat’ the card wins a point.
10. Say and show
The class is divided into teams of four and each team is given a set of visual cards
representing classroom objects or classroom language. The teacher then calls out a word or
phrase and the first team to hold up the correct image wins a point.
11. Vocabulary and memory game
The teacher attaches all flashcards in random order on the blackboard, face down in rows on
the board. Number the rows across the tops 1,2,3,4 and the columns A,B,C,D. Ask a pupil
from team one to choose a card eg A3, they must then name the object or command the pupil
then picks two or three eg B2, if the cards match that team has won a point.
12. Ready, steady, go!
The class is divided into two teams, each team forms a line and faces an identical set of
flashcards. The teacher gives pupils at the front of each team the same number and the second
in each team the same number and so on. The teacher then calls out a word eg. Le cahier
followed by a number. The two pupils with that number must race to get the correct picture
card.
13. Pictionary
The class is divided into two teams, each team selects an ‘artist’. The artist from each team
selects a picture card or a written flashcard and the rest of the team must guess what he/she is
drawing, The first team to guess correctly wins a point.
© MLPSI, KEC, 2007 15

14. Times up!
The class is divided into teams of two or three and each team is given an identical set of
flashcards with the names of classroom objects. The teams must attach the flashcards to their
correct object before the timer runs out. The team who has correctly attached the most cards
to the correct objects wins.
15. Alphabetical order
The teacher selects 7/8 visual picture flashcards of classroom objects and gives one to each
child. The pupils must arrange themselves in alphabetical order according to their flashcard.
16. Clap if true

The teacher shows a visual card of a classroom object and says a word. If the word matches
the card, the children clap, say ‘true’, stand up or nod etc. To introduce a competitive element
award a point to the teacher if the children clap at the wrong time. This will encourage
intense listening as pupils are always keen to beat the teacher!
17. Which card do you have?
Ask several children to stand at the front to the classroom with a flashcard facing towards
them. The rest of the class has to find out who has which card by asking questions like ‘do
you have..’, ‘is it..?’. The children with the cards can only answer ‘yes’ or ‘no’.
18. Race against the clock

The teacher teaches or revises the names of classroom objects using flashcards.
The class is divided into groups. The teacher picks a number of flashcards with the names of
classroom objects and places them on the blackboard. Each team must collect up the named
objects as fast as possible. The first team to finish their collection wins the game.
19. On your marks…
The class is divided into groups. Each group picks a number of cards from the pile of cards
with the names of classroom objects written on them…e.g. six cards. Within a certain time
the teams must try to collect up all the objects named and place them in a box provided for
each group. Alternatively the team that finishes first wins and gets the highest number of
points and the second team the second highest number etc.
The teacher checks that the objects in the box are correct by getting each team to call out the
names of their objects.
20. Bingo
The teacher teaches or revises the names of classroom objects.
Each child selects the names of six objects and quickly draws them on a grid sheet. The
teacher then calls out the names of all the classroom objects and as the children hear the name
of their objects they place a counter on the correct picture. The first child to cover all their
objects wins. The game can be continued until more children finish so that a second and third
place is also awarded. The teacher checks that the correct words are covered by getting the
child/children who win/s to call out their words.
21. Guess the object

The teacher/child hides an object behind his /her back. The class must guess what the object is
by asking questions. The class can be divided into two teams if desired and as the correct
object is guessed the team scores a point.
22. Hide the object

A range of objects are placed on the teacher’s table. The child who has been chosen to find
the object studies the objects and then leaves the room. The class then tell the teacher which
© MLPSI, KEC, 2007 16

object to hide and where to hide it. The person who is outside comes back in and must
identify the object that is missing and set about finding it. As the search goes on the class
repeats the name of the object raising their voices if s/he comes near the object…and
lowering their voices if s/he moves away.
23. I went to the market

Stick some cards of classroom objects on the board. One player starts a sentence eg. Dans la
salle de classe il y a….the next player repeats and adds a sentence eg. dans ma trousse
j’ai….and so on.
© MLPSI, KEC, 2007 17

Using Group Work/Collaborative Learning to promote Active Learning
in the Modern Language Classroom.
As can be seen in the other sections of this booklet, active learning is one of the key learning and
teaching approaches recommended for the teaching of modern languages. This section will deal
with group work as part of active learning, and in turn, relate that to ICT.
The approaches of group and pair work have become an important and everyday characteristic of
any teacher’s daily routine. In the modern language classroom, group work has always had a vital
role to play and its merits should not be underestimated.
Before the era of group work and collaborative learning, language teaching was very different. At
that time, studies of modern language classes discovered that most of the lesson time consisted of
the teacher “chalk and talk”. In any given class, the language learner barely got a chance to speak
the language. Since then, thankfully, the time that teachers spend talking has lessened as they
have become accustomed to guiding the pupils to actually perform in the language they are
learning.
Why use Group Work?
Group work and collaborative learning are featured in the Primary School Teacher’s Guidelines
for SPHE and the advantages that are discussed in the document are also highly pertinent to
modern language teaching. The guidelines state that “learning as a group can help children to:
• develop a shared sense of purpose and achieve a common goal by using the diversity of
talents within a group
• develop and practise language skills
• develop a wide range of interpersonal skills, including leadership, communication,
delegation and time management
• operate as a social unit and learn from and with each other
• develop an acceptance of each other and respect individual differences by learning to
appreciate other points of view, by listening to others, and on occasions by conceding
individual objectives in favour of the wider group purpose
• develop a sense of democracy in the class, encouraging them to extend their relationships
to those normally outside their circle of friends
• develop higher-order thinking skills, such as asking relevant questions, solving problems
in various ways, drawing conclusions, and making informed decisions
• be accountable and develop a sense of responsibility for the learning of others as well as
their own learning.” (from SPHE Teacher Guidelines 1999, www.curriculumonline.ie )
In addition, group work in the modern language classroom also enables the teacher to dedicate
more time to their pupils’ oral work, and language production, which perhaps before had not been
a main concern of the modern language classroom. Pupils develop linguistic independence when
working collaboratively, as they become accustomed to helping and learning from each other, as
opposed to almost total dependence on the teacher. In addition, as a result of using group work,
the less confident pupils have the opportunity to put their knowledge of the new language into
practice in a non-threatening setting, away from what may be perceived as the critical eye and ear
of the language teacher.
© MLPSI, KEC, 2007 18

Important Considerations
The SPHE Teacher Guidelines note that group work and collaborative learning in the classroom
can be more effective if the following points are adhered to:
• they are introduced at an early age and over time. The skills required of children will
take some time to develop and will be greatly enhanced if practised from the earliest
possible age. Skills in turn-taking, listening, voicing opinions, recording ideas and
reaching consensus are all prerequisites for effective group learning.
• roles are assigned to each member of the group. A useful way to promote real and
meaningful learning in a group is to assign a particular role to each group member.
Having a role will ensure that all children contribute to the learning process and that the
outcomes will be dependent on the combined work of the whole group. These roles
should vary depending on the needs of the children, their experience in group learning,
and the nature of the activity.
• the process is regularly reviewed. The teacher will have to regularly monitor how
learning is happening in the groups to ensure that children are benefiting from the process
and that the objectives are being achieved. The opinions and views of the children will be
central to this process, as will the informal observations of the teacher. (from SPHE
Teacher Guidelines 1999, www.curriculumonline.ie )
Planning for Group Work
It is very important to keep in mind that successful group work in the classroom does not just
happen. It is vital to note the following:
• Plan how you want your class to be partitioned. Realistically, to begin with, groups of
twos and threes are most effective.
• As the pupils get used to working in such a setting, then it is possible to make larger
working groups.
• Do not take for granted that just because pupils are sitting in close proximity, that
positive learning will take place. Effective planning, classroom management and the
development of the pupils’ social skills are paramount to the success of collaborative
learning.
The Role of the Teacher in Group Work and Collaborative Learning
• The main role of the modern language teacher in group work is one of facilitator.
• The teacher is there to give instruction on the task each group is required to undertake.
• The teacher then acts as a monitor and guide for the work undertaken in each group.
• The teacher must decide on the preferred seating arrangement for each group and decide
on what modelling needs to be done to ensure that each group is sure of what is required.
This means revising the rules governing group work so that each pupil fully understands
them before embarking on any group work activity.
• In order to assure that each pupil is an active participant in the group work task, the
teacher must then assign roles to each member of the group, which may depend on their
individual strengths, learning styles and preferences.
© MLPSI, KEC, 2007 19

Of course, they will also depend on the type of task being undertaken but here is a general idea of
typical roles:
• Leader – organises the group and ensures everyone remains on task

• Recorder – keeps written notes
• Timekeeper – ensures task remains on target and is finished on time
• ‘Gopher’ – sources materials needed by the group
• Reporter – gives an oral presentation of the group work outcomes
These roles can be rotated as pupils gain more confidence and become more experienced in
undertaking group work. It is important that the groups realise that they will be asked to report
back on their findings so that this provides a motivating factor for the pupils to complete the work
properly. The teacher must decide how best to monitor and intervene in the work of each group,
all the while remembering their role as helper and facilitator. To ensure a smooth transition
between each phase of the task and allow for minimum disruption, the teacher must develop a
sign signalling the end of each phase.
Remember: Group work requires lots of practice before pupils and teachers develop a proper
routine so if at once you don’t succeed, try and try again. It will be worth the effort!
© MLPSI, KEC, 2007 20

ICT and Group Work in the Modern Language Class
Group work, cooperative learning and discovery learning are intertwined, and when integrating
ICT into a subject, the positive outcomes may be developed further. Pupils can discover new and
interesting ways of doing a given task and showing their final product. Coupled with this, they
can enjoy demonstrating their own abilities to the others in the group, using an area to which they
all have affirmative reactions. Such learning can also lead to improved social skills and better on-
task behaviour. From the teacher’s point of view, group work in ICT gives the opportunity to
monitor the pupils unobtrusively, and assess the development of the class in a variety of ways.
This section will deal with assimilating the three areas of active learning, group work and ICT. It
will give some practical examples of how to use these together in the modern language
classroom.
Most items mentioned in this section could potentially be created using pen and paper methods in
the classroom. However, the new skills that are acquired and built upon when using ICT in its
various guises cannot be underestimated. The tasks can be very motivating and, ultimately very
rewarding, especially for lower ability pupils, who can, for example in Microsoft Publisher, use
wizards to plan and develop their work. The ideas that are discussed here, while being perfectly
acceptable individual pupil tasks, are all very conducive to group and pair work and should be
very much viewed as part of active and discovery learning.
The following suggestions are based on resources available (or easily downloadable) in all
primary schools. There are three sections:
1. Microsoft Office and Publisher
2. Digital Media
3. The Internet
Each section has subsections dealing with more specific ideas and software. These sections are
not exhaustive, but discuss ideas which are all within reach of every teacher, regardless of their
ICT background or skills level.
1. Microsoft Office and Publisher
Using Microsoft Word and Microsoft Publisher
The above programmes can be used in a number of different ways in the Modern Language Class:
• For word processing of a variety of items: poetry, writing, drafting/redrafting etc.
• Creating banners to display vocabulary e.g. labels around the classroom, classroom
language instructions, etc
• Creating posters
• Creating a newsletter incorporating the modern language
• Creating greetings cards for birthdays, Christmas, Easter, EID and other cultural specific
celebrations
• Devising menus for fictional restaurants (to consolidate food vocabulary)
• Creating tourist brochures/booklets on the local area or for an area in the target
country/countries
© MLPSI, KEC, 2007 21

Using Microsoft PowerPoint
Microsoft PowerPoint is a useful teaching and learning tool that is now being used in many
classrooms. It allows the teacher to add a new, fun dimension to their lessons by using a mixture
of sound, text, images and video to teach important language and structures.
The teacher can:
• Create visually stimulating whole class presentations, to teach the meaning and
pronunciation of new language, grammar points etc.
• Create slideshow presentations for teaching cultural awareness
• Use text, image and sound to create visual resources for storytelling
Pupils can:
• Work in groups/pairs to create their own presentations based on topics and ICT skills
learned
Using Microsoft Excel
There are many ways in which spreadsheets can be used in the teaching of the target language in
the primary school classroom. Conducting surveys is one common activity used to help develop
listening and speaking skills in the primary language classroom. Spreadsheets are an effective
way of presenting information gleaned during surveys, as well as allowing pupils to develop their
ICT skills in the process. Conducting surveys using spreadsheets requires working through a
series of stages as a whole-class or in groups, with each stage allowing for the integration of one
or more of the five language skills: listening, reading, spoken interaction, spoken production and
writing:
1. Deciding on questions for the survey/spreadsheet (listening, speaking, writing)

2. Conducting the actual survey (writing, listening, spoken interaction)
3. Inputting data into a spreadsheet (ICT skills, spoken interaction)
4. Analysing the data in the spreadsheet (reading, spoken interaction)
5. Comparing results of the survey (spoken interaction)
6. Presenting results of the survey using charts or in a PowerPoint presentation (ICT
skills, spoken production)
Surveys can be conducted within the classroom itself or pupils can develop their cultural
awareness by exchanging information with a partner school in the target country via email. Pupils
can work in groups to exchange information on topics of their choice from school life to family to
hobbies and pastimes. The information is then stored and analysed in a spreadsheet, and the
findings can be converted into charts and presented in the target language.
2. Digital Media
Using Digital Audio and MP3s
The use of sound is vital in the learning of different languages as it gives pupils the need to
develop all five language skills, not just speaking and listening, but also reading and writing.
Audio files can be recorded and re-recorded by the pupils in the target language and this gives the
opportunity to focus on pronunciation and intonation, giving the pupils the chance to self-evaluate
their language skills. Pupils who possess an auditory style of learning can be helped greatly
© MLPSI, KEC, 2007 22

through aural-related activities, such as PowerPoint presentations with sound effects to support a
story in the target language.
Without going into the science behind them, MP3 files are simply audio files in compressed
format. As they are compressed, they are smaller, and are extremely portable and transferable. It
is quick and easy to download MP3s from the Internet and play them on computers, laptops and
MP3 players. Such versatility offers opportunities to link learning more closely with pupils’
leisure activities. MP3 files can be used in documents, presentations, web pages or as email
attachments, facilitating communication with target language speakers abroad. Sound quality is
very good and, for both teacher and learner of modern languages, they promise much and make
the world of digital audio more accessible than ever before.
It is not difficult to make MP3 recordings or convert sound files to MP3 format. A free sound
editor and audio recorder such as Audacity (download for free at www.audacity.com ) allows you
to make and save recordings as MP3 files. Once saved as MP3 files, these compressed recordings
can very easily be stored, moved and accessed.
MP3 recordings have a variety of uses:

• They can be embedded into documents, or accessed through hyperlinks
• They can be used in electronic worksheets (in Word/Publisher/PowerPoint etc)
• To consolidate vocabulary, images can be linked to an MP3 recording
• Using Audacity along with other software such as Van Basco Karaoke,
www.songsforlearning.com ,multimedia MP3 resources can be created
• Pupils can record stories, dramas, roleplays etc and even include sound effects and
perhaps play them for other classes
• Pupils can conduct interviews and record them
• Any MP3 recordings can be uploaded to the school website
• MP3 files can be attached to emails, which can be sent to other schools etc
Using Digital Cameras and Photographs
Digital cameras can be very useful for presenting information in a visually stimulating way. Both
teachers and pupils can take turns in using the camera to capture images from the classroom,
school and local environment. The photographs can be printed and used to enhance and create
various classroom resources including flashcards, labels, books based on a theme etc. The camera
can also be connected to the computer and the images transferred, stored and ready for use with a
wide variety of applications including:
• PowerPoint Presentations
• Word processor documents e.g. flashcards
• Language page of school newsletter
• Language page of school website
• WebPages
• Email communications e.g. pen pal exchanges/cultural awareness
Remember to also take photos of any special events or projects incorporating the target language
for inclusion in the MLPSI ‘Language Links’ newsletter.
An excellent (and free) photo editor is Google’s new Picasa photo software. It is free to download
from the internet at www.google.com/picasa. It is well worth taking the time to familiarise
yourself with it.
© MLPSI, KEC, 2007 23

Photo Story 3
Microsoft® Photo Story 3 gives you the chance to create great multimedia video presentations
using still images that can also be combined with text, narration and music. It is very easy to use
and would be of great benefit to the language teacher for project work, and is easy enough for the
pupils to use effectively. It is a free piece of software which can be downloaded from the
Microsoft website (www.microsoft.com/photostory ).
The potential value of Photo Story is immense, but these are the two most global uses:
• Photo Story enables the teacher and/or pupils to tell a story in the target language using
photographs taken by the pupils themselves. Text can be put onto the images along with
music and narration which can make this extremely easy to use.
• The Photo Story which is created can be uploaded to a web page or school website.
The pupils will have so many ideas when using this software. It could play an important role in
group work and collaborative learning within the classroom as it is a fun, discovery-based tool
which is not difficult to use but also produces an excellent final product.
Using Digital Video
Video has been a significant resource in modern language teaching for many years, but teachers
were limited when it came to creating their own video-based teaching resources or working
creatively with pupils in the classroom. However, advances in digital video technology mean that
the creation of high quality and enormously versatile footage is now affordable and within the
grasp of teachers’ varied ICT skills. The focus on all five language skills and the real-life appeal
that digital video can offer pupils has huge potential to motivate and improve standards in the
Modern Language classroom.
Using digital camera, camcorders or DVD camcorders, clips can be recorded and uploaded to a
computer. Digital video clips can then be integrated into PowerPoint presentations, linked to a
worksheet in Word and they can also be posted on a website or burned onto CD. All you need to
create useful clips is a digital video camera, computer and editing software. Teachers are highly
likely to need a microphone and headphones as well for best sound quality recording, and ideally
a tripod.
The Film in Schools Project (FíS) is the perfect arena to showcase language video creations and is
proving to be highly successful in the participating schools. You can look at the project’s website
for more information (www.fis.ie).
Some simple ideas for a digital video project in the Modern Language classroom might be:
• Presenting a Weather forecast
• Conducting a news report
• Reading a poem aloud, to focus on expression and meaning
• Interviewing a ‘famous person’
• Creating a TV advertisement
• Recording of narrative and preparation of subtitles to overlay on video clips provided by
the teacher
• Creating a ‘Point and speak’ introduction of the school to send to an exchange partner
© MLPSI, KEC, 2007 24

3. The Internet
Using Email
Email communication is a fast and effective tool for communication in the modern language
classroom. Pupils can exchange internal emails with others in their own classroom or the
language teacher, and externally with pupils in other Irish schools learning the same target
language, with penpals or as part of a whole class correspondence exchange with a school in the
target language country. The advantages of using email as communication tool in the target
language are manifold, allowing pupils to collaborate and share ideas with their peers in the target
language country, as well as helping to improve their writing and ICT skills. However, before
embarking on any project involving email communication, there are many important factors to
consider including:
• How often will email be used as a form of communication?

• What content will be contained within the email e.g. digital photographs, sound files?
• How much of the target language is to be used?
• How will pupils work – individually, in pairs or groups?
• What groundwork is needed in advance e.g. handwritten drafts initially, email sent to
teacher for correction?
• How much practice do the pupils need before sending the finished/redrafted email?
• What is the purpose of the email exchange e.g. consolidation of learning,
seeking/exchanging information ?
It is useful to teach the pupils a list of stock words and phrases that they will need when
composing emails. Classes involved in a correspondence exchange with a school in the target
language country can ask for their assistance in this, and vice versa.
Projects involving email exchange can include the following:
• Surveys of daily routine, schools, etc.

• Cross-curricular projects e.g. pupils exchange information on local geography with
partner school in target language country or other Irish school
• Cultural awareness projects e.g. pupils exchange information on festivals and cultural
events
• Language awareness e.g. pupils exchange information on English/Irish/local dialect with
target language country and vice versa
• Communicative competence e.g. pupils exchange sound files/videos describing
themselves/their school in the target language, putting on a play in the target language
etc.
Findings gathered from any of the email projects mentioned above can be combined with other
technologies such as Excel, to allow pupils to present their work in a meaningful way, whilst also
developing their ICT skills. Powerpoint Presentations are another useful way of presenting the
information.
General information on ways to ensure the pupil security whilst using email in the classroom can
be found in the NCTE (The National Centre for Technology in Education) publication ‘Be Wise
On the Net - Information and Advice for Schools’ which can be downloaded from :
http://www.ncte.ie/InternetSafety/Publications/d1551.PDF
© MLPSI, KEC, 2007 25

Websites and Web Searches
There are a plethora of excellent websites that can be used for group work in the modern
language classroom. Some feature on the language-specific resource lists which can be
downloaded from the MLPSI website.
Researching topics using the internet has a part to play in any class, but it has an important role in
the modern language class as it gives both pupils and teachers the opportunity to gain access to
pictures, information and resources featuring the target country that may not be readily available
otherwise.
Creating WebPages
Recently schools have begun to design their own websites. This has been made easier by the
many teachers’ courses which are being held in various Education Centres around the country.
Technology has developed to make the designing of a school website much easier and pupil-
friendly than before. A package called ‘WebsiteX5’ is being used in many schools, and it allows
teachers with even very limited ICT skills to design and upload a website. (see
www.websitex5.com)
It may seem daunting, but web pages are relatively easy to create. The school may own web-
design software but a word processor such as Word can be used to make web pages. If pupils can
insert images into a word-processed page, or link to another document, a web site, or a sound file,
then interesting and varied web pages are within their capacity.
If you already have a school website then a webpage, or a section of the site devoted to the target
language, would not be a very tricky thing to accomplish. It gives the pupils ownership of
something on the web and can be a target for them to finish projects etc, knowing they could be
featured on the website. Such a readily accessible project could then be shown to parents.
Potential items which could feature on the target language area of the website may include:
• Digital photos of projects in the language
• Use the target language in headings/subheadings and basic descriptions etc.
• Upload PowerPoint /Microsoft documents
• Upload videos of dramas/role-plays which the pupils carried out in the target language
• Upload recordings (MP3s or other types) featuring pupils recordings (see sections on
MP3s and audio equipment)
• The pupils and teachers could put up some links to various language-related websites that
they would recommend
You should bear in mind that web pages created by pupils do not have to go on the Internet. They
may run offline in a browser during language lessons. The finished product does not have to be
for general publication.
© MLPSI, KEC, 2007 26

Finally, it is worth noting…!
Look at the interactivity of the project - effective use of ICT in the classroom makes
pupils feel they are in control. Of course, we are not referring to control of classroom
management, but rather in terms of independent, autonomous learning. Results of their
actions can also be immediately seen in front of them, which can give relatively instant
gratification and a sense of achievement.
Any group work task must be considered carefully. In choosing a project, bear in
mind the following:
• How worthwhile is the task?
• The space available in which to complete the task.
• The time that will be needed for the task.
• The number of pupils in the class.
• The resources available.
How suitable is the task? - It is important to view ICT as another additional tool
available to you, the teacher - an interactive and dynamic tool, not an obstacle to
overcome. With sensible use, the educational benefits are immense.
If you are a visiting teacher, make use of the class teacher and the various resources
within the school. If in doubt, ask the class teacher for help.
Have a backup plan!! - Always have something just in case things go wrong, ie. a
paper based activity that can be given out.
Summary - Very Useful Software:
• Van Basco
• Audacity
• Microsoft Office (or equivalent)
• Photo Story 3
• Picasa
• WebsiteX5
• Windows Media Player
© MLPSI, KEC, 2007 27

Using Songs to promote Active Learning in the Modern Language
classroom
Songs have a key role to play in the primary modern language classroom. In so far as they
combine music with language they provide a multiplicity of opportunities for active learning. In
this regard, the Music curriculum for primary schools offers the language teacher a rich source of
inspiration for classroom activities ranging from listening and responding to singing and
performing and even to composing by combining the pleasure and knowledge of sounds, patterns
and rhythms with the discovery of the modern language.
The Music curriculum identifies the potential for music, including songs, ‘to enable the child to
experience the excitement and satisfaction of being actively engaged’ and ‘to nurture the child’s
self-esteem and self-confidence through participation’ (p.12). It also explicitly recommends that
‘the child’s repertoire (…) be expanded to include songs and tunes with a wide range of notes,
(…) songs of different cultures, styles and traditions’ (p.6).
Some key ideas about music in a child centred curriculum are worth recalling in this context:
‘Music is an indispensable part of the child centred curriculum as one of the range of
intelligences and as a special way of knowing and learning. (…)
It contributes to the personal, social, mental and physical development of the child.
Coordination of mind and body is achieved through singing action songs, playing singing
games, tapping rhythms, moving to music and playing in time while simultaneously
listening to others (…) Speech development is fostered through working with vocal
sounds, chanting, singing nursery rhymes and songs, experimenting with vowel and
consonant sounds and learning to control breathing. Language development is enhanced
through exposure to a wide variety of songs, containing new words, idioms and phrases.
These words are used and extended in responding to music, describing sounds heard,
feelings sensed, or stories related.
The development of listening skills, a critical aspect of all learning, receives special
attention through the exploration of sound and the identification of and discrimination
between sounds (…)
The development of both long-term and short-term memory occur mainly through
performing (…) echo-singing and clapping develop short-term memory while rote
learning of songs, rhymes and games help to extend the capacity of the long-memory.’
It is also emphasised that ‘opportunities to develop the imagination arise in unique ways in the
music curriculum (…)’ and that ‘ as a collaborative, interpersonal activity, music develops social
skills (and) enhances the child’s self esteem through allowing him/her to participate in singing
games, songs, dances and group performances where each individual’s contribution is vital to the
group’s success’
Music Primary School Curriculum, Teacher Guidelines, pp.2-3.
Why use songs in the modern language class?
• To motivate and animate

• To relax and settle down
• To wake up and get started
• To discover aspects of new cultures
© MLPSI, KEC, 2007 28

• Relating rhythm and oral language –to practice language and pronunciation, to reinforce
learning
• Chunks of language – to learn authentic language and reinforce learning.
“When they will have forgotten everything, they will still remember the songs…”
What songs, for what purpose?
Traditional children’s songs (authentic language)
• More popular with 5th class pupils and younger children

• Songs to listen to, appreciate, recognise, hum, sing, sing together, illustrate, sometimes to
link with actions, mime, dance or dramatisation
• Karaoke versions may exist
• To work on pronunciation, rhythm, language and memory
• Some are rounds, number songs, marching songs/chants, songs for special occasions
(celebrations, matches, victories, ...)
• Some of the melodies will be known to the children through their English version
Language learning songs
• Commercially produced or original songs written to encourage and facilitate language

learning, topic-based and using a variety of modern rhythms including rap.
• Most suitable for beginners/5th class, although some are known to become big hits and
still popular with 6th class.
• Popular among these are translations of well known English action songs (Head,
shoulders, knees and toes…; If you’re happy and you know it…; the Hokey Pokey…)
Modern songs (authentic language)
• From well known ‘classics’ to more recent ‘top of the pops’

• Will particularly appeal to 6th class and older pupils
• Songs to listen to, appreciate, recognise, hum, partly sing, partly sing together, possibly
dance, illustrate or dramatise.
• Some of these songs may be related to topics of interest to pre-teenagers and/or SPHE
topics such as friendship, love, war, peace, discrimination, money…
• Some video clips may also be suitable
• Songs will be chosen for their relatively simple language structures and vocabulary.
Some may be used to introduce and practice vocabulary or language structures.
• Some songs may be particularly interesting from a cultural or intercultural perspective.
‘Made-up’ songs
Songs that you or your class make up to a well-known tune, such as an alphabet song or
Twinkle Twinkle Little Star, a French cancan tune or a sailor song, a greetings and
introduction song on Happy Birthday (with beginners) or useful phrases linked together
on the Yellow Submarine tune (with 6th class).
© MLPSI, KEC, 2007 29

Examples of language learning activities with songs
Besides the pleasure of singing and singing together, songs offer the possibility of several
communicative language learning activities
• Prior to listening to Guessing the story - on the basis of the title, a few key words, an
a new song illustration or a photograph
• Listen, interpret Say or draw what the songs sounds like to you
and react Clap and identify the rhythm
• Listen, recognize Recognise a word/words/phrases or sentences in the song. Using
and react word cards or line strips
Pairs or groups may be asked to reconstruct the song from the line
strips or (sections) strips
• Listen, read and fill Compare the song on tape with a written version which either contain
in gaps or identify gaps or differences with the recorded version
differences
• Listen, read and Change some of the words/lines to explore rimes or for creative
transform purposes
• After listening to a Sing the song/sing together

song Draw the story/song
Tell the story/song
Finish the story/song
Transform the lyrics
Say or write an appreciation
Top tips for using songs
• Choose the songs that will best suit your group (age appropriate, interests,…)
• Choose songs depending on your objective(s): language, cultural awareness, setting the
mood, to start/finish a class, as a reward…
• Include authentic songs for their cultural value as well as linguistic interest
• If you don’t enjoy singing yourself, make full use of tapes, CDs, karaoke videos
• Consider using an electronic keyboard to provide the required beat to a song
• Invite pupils who play music to accompany some of the songs
• Invite pupils to create their own songs in the target language
• Use a camcorder to record some of the group’s favourite songs. Apart from being a good
record, this usually acts as a great incentive for pupils to ‘give their best’
• Consider organising or contributing to a school concert with songs in the target language
• Consider dramatising some of the ‘storytelling’ songs to link songs with drama
• Sourcing songs is helped by the internet, pen pals or partner schools. Foreign partners
will be delighted to exchange their songs for some nice Irish songs
© MLPSI, KEC, 2007 30

Exploring the use of songs in the Modern Language classroom
1. Pre-listening, setting the scene, motivation activities
• Pupils are asked to guess what the song is about using some of the following as a starting
point: key words from the song, title, illustration/sound off version of a video clip
• Pupils describe the picture of the singer/band, the atmosphere in the picture or video-clip
• Pupils are presented with new vocabulary/phrases which they will later listen for and
recognise in the song
2. Listening, understanding, acting or reacting - learning through rhythm and

movement
• Pupils explore the rhythm of the song/rhyme with their hands, fingers, feet, simple
instruments, on the tables…
• Pupils accompany or act out the song with actions, gestures or mime (traditional
children’s songs )
3. Chart hits - listening to a song for its melody, expressing preferences or opinions
After engaging in pre-communicative activities designed to build up or review language,

pupils listen to a selection of 4 to 6 songs (authentic traditional children songs, pop songs,
traditional songs from different regions, songs from different countries of the target
language,…). On that basis different levels of language production outputs may be elicited:
from a simple vote to a more complex statement of opinion or a description.
Individual pupils or pairs express their preference or vote. Results are recorded on the board
or flipchart to reach a class result.
• Voting to express preferences
The simplest option, especially suited to beginners/5th class. In this case, the emphasis is
more on listening and music appreciation than on oral production. Pupils either rank each
song in relation to the others (marks between 1 and 4 (or 6, depending on the number of
songs) or give each song marks between 0 and 10 in a Eurovision style voting.
Voting results are recorded on the board or on a flipchart to keep track of the overall class
result.
• Expressing preferences and opinions
With a more advanced class/6th class voting for songs can be combined with or replaced
by more oral production:
1st level: expressing likes and dislikes
2nd level: expressing likes and dislikes and justifying one’s preferences (by referring to
the mood of a song, images it suggests, referring to the singer or band).
• Conducting a survey
© MLPSI, KEC, 2007 31

Pupils survey each others’ or pen-pals’ preferences and present the result in a graphic form.
• Expressing preferences and opinions in writing
Pupils prepare comment cards (words or full sentences) as an individual, pair or group
activity, either for their own copies or to display on charts in the classroom together with
documents related to the songs. Single words or phrase cards could accompany
illustrations or documents with simple comments. In preparation for the more advanced
written form, pupils will discover and practise simple text patterns (I like this song
because it is… The singer/band is…)
4. Listening to a song for its lyrics – listening for meaning
• Gist listening
Pupils listen to a song in order to guess what it may be about on the basis of language
they recognise.
• Listening for detail, listen and respond
Pupils are asked to listen for key words or phrases which are written on the board, on
cards or strips distributed among different pairs or groups (all pairs or groups have either
the same or different words/phrases) or on a worksheet. The ‘response’ can be to:
- perform a simple action (holding the card up, standing up, …)
- hold the word-card up each time the word is heard
- tick words or phrases in a grid as many times as they are heard
Written key words can also be replaced by pictures, particularly for pupils who have
more difficulties with written language.
• Song in strips
With the device of text on paper strips pupils combine list can be used for two types of
activities:
- either different pupils or pairs are given strips of paper containing different lines in a
song and wave them up when they recognize the line, (as in the activity with key
words above)
- or all pupils are given the entire song divided up onto strips of paper which contain
one line or a group of lines each. Pupils listen to the song several times and as they
recognize the order in which different lines come up, order the strips on their table in
their order of appearance in the song.
• Song in pictures
This is a picture version of the song in strips, where a set of pictures is to be ordered by
pupils as they listen to the song. This would be particularly useful for children who have
more difficulties with written language.
• The interrupted song
This activity is also a form of ‘listening for detail, listen and respond’. It introduces an
element of game and challenge with songs already known by the pupils. While being
played or sung the song is interrupted in a number of specific places to encourage pupils
to complete the missing word or line prior to the song resuming.
• Song with gaps
Working with the incomplete text of a song in front of them, pupils listen for the missing
words and fill in the gaps. To make it easier, the missing words are supplied above or
© MLPSI, KEC, 2007 32

below the text of the song and/or replaced by drawings in the text. Depending on level
and emphasis, the missing words can be:
- key words within lines
- rhyming words at the end of lines
- words from a particular grammatical category (adjectives, verbs, articles,…)
- words corresponding to particular cultural references
• Spot the difference
Pupils are presented with an oral, written or picture version of a song. They need to find
the differences between that version and a song they listen to or which they know well.
The song can also be sung by the teacher or another pupil who the class can ‘catch out’
when they spot differences
5. Post-listening activities
• Vocabulary reinforcement
word searches, cross-words, matching words and pictures, the odd one out
• Oral/written comprehension
True/false questions, Multiple choice questions, gap exercise
• Language development
Pupils tell the story told in the song orally or in a few lines
• Language awareness and creativity
Pupils can:
- transform the words of a song
- compose a song based on simple vocabulary or phrases (days of the week, numbers,
greetings,…) on a well known tune or using a tempo from a keyboard
- imagine ‘what happens next’
• Songs and their context
Pupils can:
- illustrate the song (possibly linking with the texture and fabric strand in Visual Arts)
- put together an illustrated collection of songs
- play the tune of the song on one or more instruments
- present their song at a concert for other classes, parents and others
- record themselves singing and playing songs
- dramatise and stage a traditional song (including making of backdrops,…)
- film or make a video clip of the dramatised version of their song
- sing their favorite songs during a school outing
- prepare or take part in a quiz about songs or singers/bands from the target
country(ies)
- exchange songs and information about songs with their pen pals
Bear in mind that most of the above activities can be integrated with ICT.
© MLPSI, KEC, 2007 33

Language specific – Resource lists
Italian
Sources for Italian songs
Websites:
http://www.filastrocche.it
http://www.isolamagica.it
http://www.stroccofillo.it
http://cucciolotti.altervista.org
http://www.infanziaweb.it
Books with accompanying CD/audiocassette

• Evviva 1, 2 and 3 , A Pila and T Toni, ELI
• Teach me Italian , Judy Mahony, Teach me Tapes Inc., ISBN: 0-934633-57-6
• Teach me More Italian, Judy Mahony, Teach me Tapes Inc., ISBN: 0-934633-63-0
DVDs/videocassettes
• Karaoke di Natale, ELI
CDs/cassette tapes
MLPSI cassette tapes 2 and 3 with accompanying booklets, Liz Kiely
Spanish
Sources for Spanish songs
Websites
http://www.doslourdes.net/canciones.htm En esta sección hay canciones con su ficha de trabajo o
actividad, partitura y melodías.
www.elhuevodechocolate.com
http://mexico.udg.mx/arte/folclore/rondas/index.html
http://www.telecable.es/personales/e.i.atalia/atalia_pag6.htm
http://www.lastresmellizas.com/ canciones con karaoke
CDs
• Canciones populares infantiles: Spanish in Primary. Consejería de Educación en el
Reunio Unido e Irlanda. (Most schools should have received it.)
• CD in Tu y Yo and Mi Ciudad y mi Colegio
• Vamos al circo Editorial Difusión. Available from Modern Languages and International
Books
© MLPSI, KEC, 2007 34

German
Sources for German songs
Websites:
http://www.songsforteaching.com/germansongs.htm - lyrics for songs about various topics,
including some sound files
http://www.laukart.de/multisite/songbook/german.php - German songs listed alphabetically,
including sound files of the tune played on piano
CDs:
• Hort ihr alle Glocken lauten- JOCKER, Detlev. Menschenkinder Verlag, Christmas songs
with ideas for crafts, games
• Lieber Fruhling, Lieber Sommer, Lieber Herbst, Lieber Winter- JOCKER, Detlev.
Menschenkinder Verlag Theme based and seasonal songs
• Eine kleine Deutschmusik- KIND, Uwe. Learning German through familiar tunes. Each
song accompanied by accessible exercises.
• Learn German with Songs- SCHWARZ, Martina, Book and CD available to purchase
online at http://www.goethe.de/ins/gb/lon/lhr/stu/ks2/de416068.htm or enquiries direct to
Goethe Institute, Dublin
French
Sources for French songs
Websites
http://perso.wanadoo.fr/olivier.druard/LaClefDesChants/Sommaire.htm Site extraordinaire pour
les chansons enfantines traditionnelles. Il offre non seulement le texte des paroles, mais aussi la
mélodie. Choisissez la page ‘Carnets de chants'
www.paroles.net Site offrant les paroles des chansons de la plupart des grands artistes
francophones. Pour la section des 169 chansons enfantines choisissez
www.paroles.net/artis/1008. Toute chanson connue qui n’est pas dans paroles.net a toutes les
chances d’être trouvée avec une recherche (du titre) dans un moteur de recherche (Google,
Yahoo,,,,)
www.chanter.com Site de chansons d’expression française.
www.momes.net Cherchez ‘musique’. Site très riche avec des activités musicales pour les jeunes
enfants.
www.silapedagogie.com/jeux_de_grands.htm Site pédagogique offrant des explications de
comptines traditionnelles avec gestes ou ‘jeux mimés’ pour les jeunes enfants.
www.bbc.co.uk/schools/primaryFrench/teachers/index_flash-html Site très ludique qui devrait
plaire aux élèves en auto-apprentissage propose une méthode de français pour débutants
contenant des chansons très simples et attrayantes.
www.leplaisirdapprendre.com/chansons/chansonsguide.asp Site destiné aux enseignants de FLE,
contient des propositions d’activités à partir de chansons (plutôt pour jeunes et adultes) et de
nombreux liens utiles avec des sites portails musique, musique en ligne et sites de référence.
© MLPSI, KEC, 2007 35

http://members.aol.com/tlebeaup/index/chansons.htm La page Chansons, Musique, Poésie fournit
une liste de sites offrant paroles et fichier midi.
www.vanbasco.com This is a fantastic site where you can download the Van Basco Karaoke
System for your computer. You can search for songs on the website.
www.songsforteaching.com
Tapes/CDs
• Le français en chantant, J.C.Delbende, V.Heuzé, Didier

Pack consists of cassette (10 FLE songs), Pupil activity book, Teacher’s handbook (sold
separately).
• French songs, Lucy Montgomery, Ecole Alouette, E-mail: info@skoldo.com

Website: www.skoldo.com Song book and cassette
• Français! Français! – French raps and songs, Carol Nicol, The Language factory
(Skoldo)
3 complementary CDs can be bought separately
• Chantez plus fort! Rosemary Bevis, Martial Romanteau and Ros Hopwood, Brilliant
Publications
Book (copyright free pages) with 2CDs, 20 ELP or traditional songs. Teacher’s notes
included.
• 1,2,3 Soleil , Bruno Husar. Popular FLE songs sung by native French children and
adults. Practical suggestions and transcripts in the accompanying booklet
• Génération Française 4, CD 1. Chanson Pop et Rock, CD 2. World, Reggae, Hip Hop

Compilation conçue et éditée par le CAVILAM, Vichy, 1998, www.cavilam.fr
© MLPSI, KEC, 2007 36

Language specific songs
Topic: The body
Italian
Note: All of the following Italian songs can be found on the
MLPSI Italian CD number 3
Testa Collo
Testa collo baby uno due tre

Testa collo baby uno due tre
Testa colla braccio mano baby uno due tre
Testa collo braccio mano fianco vita baby uno due tre
Fianco vita baby uno due tre
Testa collo braccio mano fianco vita gamba piede baby uno due tre
Gamba piede baby uno due tre
Testa collo braccio mano fianco vita gamba piede tacco punta baby uno due
tre
Tacco punta baby uno due tre
Testa collo braccio mano fianco vita gamba piede tacco punta giravolta baby
uno due tre
Giravolta baby uno due tre
Capelli fronte baby uno due tre
Capelli fronte baby uno due tre
Capelli fronte occhi orecchie baby uno due tre…(as before)
Capelli fronte occhi orecchie naso bocca guance mento….
Capelli fronte occhi orecchie naso bocca guance mento la linguaccia….
Ciao Belinda
Ciao ciao ciao Belinda - Ciao ciao ciao Belinda - Ciao ciao ciao Belinda
Vuoi danzar con me?
Dammi la mano destra Belinda…..
Dammi la mano sinistra Belinda…
Batti forti i tuoi pedini…
© MLPSI, KEC, 2007 37

Se sei felice
Se sei felice tu lo sai batti le mani (x 2)
Se sei felice tu lo sai e mostrar me lo vorrai
Se sei felice tu lo sai batti le mani
Se sei felice tu lo sai…
batti i piedi
lavati i denti
mangia un panino
fai un salto
Tocca la spalla
Tocca la spalla
Tocca il ginocchio
Ficca un dito dentro l’occhio
Pesta il piede
Fa il ganascino
Torci l’orrecchio piano pianino
Tira un calico
Stringi la mano
Di ‘sei scemo’ da buon villano
Pizzica il naso
Sferra un pugno
Chiede perdono baciando il grugno
© MLPSI, KEC, 2007 38

Spanish
Juan pequeño baila
Juan pequeño baila, baila, baila, baila, baila
Juan pequeño baila, baila con el dedo.
Con el dedo, dedo, dedo.
Con el dedo, dedo, dedo
Así baila Juan pequeño.
Juan pequeño baila, baila con la mano.
Con la mano, mano, mano,
Con el dedo, dedo, dedo,
Juan pequeño baila, baila con el codo.
© MLPSI, KEC, 2007 39

Con el codo, codo, codo,
Con el dedo, dedo, dedo,
Juan pequeño baila, baila con el pie.
Con el codo, codo, codo,
Con el dedo, dedo, dedo
Y seguir con la pierna, el brazo, la cabeza, etc.

From Canciones populares infantiles: Spanish Primary. Consejería de Educación en el Reino
Unido e Irlanda.
© MLPSI, KEC, 2007 40

El corro chirimbolo
El corro chirimbolo,
¡qué bonito es!
Con un pie, otro pie,
Una mano, otra mano,
Un codo, otro codo,
La nariz y el gorro,
Una oreja, otra oreja
Y el culo de la vieja.
(repetir 3 veces)
From Canciones populares infantiles: Spanish Primary. Consejería de Educación en el Reino
Unido e Irlanda.
© MLPSI, KEC, 2007 41

Canción del burro enfermo
A mi burro, a mi burro
le duele la cabeza;
y el médico le ha puesto
una gorrita negra.
Una gorrita negra,

mi burro enfermo está.
le duele la nariz
y el médico le ha dado
agüita con anís.
Una gorrita negra,

agüita con anís,
le duele la garganta;
y el médico le manda
una bufanda blanca.
Una gorrita negra,

agüita con anís,
una bufanda blanca,
le duele el corazón;
el médico le ha puesto
© MLPSI, KEC, 2007 42

jarabe de limón.
Una gorrita negra,

agüita con anís,
una bufanda blanca,
jarabe de limón,
mi burro enfermo está
le duelen las rodillas
y el médico le manda
un frasco de pastillas.
Una gorrita negra,

agüita con anís,
una bufanda blanca,
jarabe de limón,
un frasco de pastillas,
le duelen las pezuñas;
y el médico le ha puesto
emplasto de lechugas.
Una gorrita negra,

agüita con anís,
una bufanda blanca,
jarabe de limón,
un frasco de pastillas,
emplasto de lechugas,
ya no le duele nada,
pero el muy perezoso
durmiendo está en la cama.
From ¡Vamos al circo! Editorial Difusión.
© MLPSI, KEC, 2007 43

German
Wischi, wischi, waschi
1.Ich wasche meine Hände, die Hände und die Arme auch.
Ich wasche meine Hände, die Hände und die Arme auch.
Wischi, wischi, waschi, die Hände und die Arme auch.
Wischi, wischi, waschi, die Hände und die Arme auch.
2. Ich wasche meine Arme, de Arme und die Schultern auch.

3. Ich wasche meine Schultern, die Schultern und den Rücken auch.
4. Ich wasche meinen Rücken, die Rucken und die Beine auch…
From Start German with a Song, Detlev Jöcker.
© MLPSI, KEC, 2007 44

Boogie Woogie
Erst kommt der rechte Arm herein, (point arm to centre of circle)
Dann kommt der rechte arm heraus, (point your arm behind yourself)
Dann kommt der rechte Arm herein (point your arm to the centre again)
Und dann schütteln wir ihn aus! (shake you arm)
Dann kommt der Boogie Woogie, Woogie (turn around with hands on hips)
Und dann drehen wir uns um, und alle machen mit! (clap your hands)
Boogie Woogie, Boogie Woogie, Boogie Woogie (all children take hold of
each other’s hands and advance forwards and backwards into centre of
circle three times)
Und alle machen mit!
Erst kommt der Linke Arm herein, usw.
Erst kommt das rechte Bein herein
(from Ich und Du, CRDP Strasbourg)
This German version of the ‘Hokey Pokey’ is also a good way of getting children
actively involved in learning direction and action words and it also revises parts of the
body! The children don’t have to just listen to the teacher but children who are confident
enough can give their own instructions eg. Erst kommt die Nase usw. (6th class).
© MLPSI, KEC, 2007 45

Meine Hände sind verschwunden
Meine Hände sind verschwunden, ich habe keine Hände mehr.

Ei, da sind die Hände ja wieder - trallalalala!"
"Meine Augen sind verschwunden, ich habe keine Augen mehr.

Ei, da sind die Augen ja wieder - trallalalala!
Meine Nase ist verschwunden, ich habe keine Nase mehr.

Ei, da ist die Nase ja wieder - trallalalala!
Mein Mund der ist verschwunden, ich habe keinen Mund mehr.
Ei, da ist der Mund ja wieder - trallalalala!
Meine Ohren sind verschwunden, ich habe keine Ohren mehr.

Ei, da sind die Ohren ja wieder - trallalalala!
Traditional German children’s rhyme.
© MLPSI, KEC, 2007 46

Kopf und Schultern, Knie und Zehen.
Kopf und Schultern, Knie und Zehen

Knie und Zehen.

Knie und Zehen.
Augen, Ohren, Mund und Nas’

(Sung to the tune of the traditional English song ‘Head, Shoulders Knees and Toes’)
© MLPSI, KEC, 2007 47

French
Songs based on well known tunes
Si tu aimes le soleil…
To the tune of If you’re happy and you know it, clap your hands!
Si tu aimes le soleil, frappe les mains ! (clap your hands)
Si tu aimes le soleil, frappe les mains !

Si tu aimes le soleil, le soleil, le soleil
Si tu aimes le soleil, frappe les mains !
Next lines :
Si tu aimes le soleil, tape les pieds !... (stamp your feet)
Si tu aimes le soleil, claque les doigts !... (click your fingers)
Si tu aimes le soleil, lève le bras !… (raise your arm)
Si tu aimes le soleil, tourne le dos ! … (turn around)
Si tu aimes le soleil, crie Bonjour !... (shout Bonjour !)
© MLPSI, KEC, 2007 48

Tête, épaules, genoux et pieds!
To the tune of Head, shoulders, knees and toes! and the corresponding actions

Genoux et pieds!
Genoux et pieds!
Les yeux, les oreilles
La bouche et le nez
Genoux et pieds!
First time: sing and do the relevant gestures
Next times: sing leaving out a word at a time, starting from the beginning, just do the action ( -- ,
épaules, genoux et pieds!/ Genoux et pieds!/ -- , épaules, genoux et pieds!/etc…).
© MLPSI, KEC, 2007 49

Le Gouzi-gouzi!
To the tune of Hokey Pokey and corresponding actions
Je mets la main devant,

Je mets la main derrière,
Je mets la main devant,
Et je tourne, tourne, tourne
Je fais le gouzi, gouzi
Et je saute trois fois
Pliez les genoux et un, deux, trois.
Refrain :
O gouzi, gouzi, gouzi
Pliez les genoux et un, deux, trois !
Couplets suivants :
Je mets le pied/ le bras/ la tête/ le corps …
© MLPSI, KEC, 2007 50

Ça bouge!
(To the tune of One finger, one thumb keep moving)
Le doigt et le pouce, ça bouge (x3)

Point with finger and thumb, roll hands
Un, deux, trois
Clap three times
Le doigt et le pouce,
Point with finger and thumb
Le bras et la jambe, ça bouge (x3)
Stick out arm and leg, roll hands
Un, deux, trois
Clap three times
Le doigt et le pouce,
Point with finger and thumb
Le bras et la jambe,
Stick out arm and leg
Debout, assis, ça bouge (x3)
Stand up, sit down, roll hands
Un, deux, trois
Clap three times
© MLPSI, KEC, 2007 51

Traditional French song
Savez-vous planter les choux ?
Refrain : Savez-vous planter les choux

A la mode, à la mode,
Savez-vous planter les choux
A la mode de chez nous ?
Couplet : On les plante avec le doigt,
A la mode, à la mode,
On les plante avec le doigt,
A la mode de chez nous.
Couplets suivants :
On les plante avec …
le doigt/ le pied/ le genou/ le coude/ le nez/ la tête/ les fesses.
Words and midi file available on - http://www.paroles.net/chansons/21629.htm
© MLPSI, KEC, 2007 52

Using P.E. activities to promote Active Learning in the Modern
Language classroom
The objectives of the Primary Curriculum for P.E. provide an excellent opportunity for the
teacher of the modern language to integrate the teaching of physical education with the target
language, as many of them can be equally applied to language teaching and learning. Engaging
in physical activity offers an opportunity for all children to get involved regardless of their ability
in the modern language. This helps to develop their self-esteem and contributes to making the
language learning experience a more enjoyable one. At the same time, using the target language
in the P.E. class will increase the amount of exposure children get and can contribute to
developing their listening skills, particularly at the early stages of acquisition. As teachers we
have all noticed how a certain amount of competition may result in increased levels of
engagement and participation in the class. With this in mind, we cannot stress enough the
necessity for visiting teachers to familiarise themselves with the Primary Curriculum.
Why integrate P.E. and the Modern Language?
• Provides opportunities for active learning

• Provides maximum participation by all children
• Provides for the development of skills and understanding
• Provides opportunities for achievement for each child
• Provides opportunities for language development
© MLPSI, KEC, 2007 53

Overview of the P.E. curriculum in 5th and 6th class
Strands Strand units

Athletics • Running
• Jumping
• Throwing
• Understanding and appreciation of athletics
Dance • Exploration, creation and performance of

dance
• Understanding and appreciation of dance
Gymnastics • Movement
• Understanding and appreciation of
gymnastics
Games • Sending, receiving and travelling
• Creating and playing games
• Understanding and appreciation of games
Outdoor and adventure activities • Walking, cycling, and camping activities

• Orienteering
• Outdoor challenges
• Water-based activities
• Understanding and appreciation of outdoor
and adventure activities
Aquatics • Hygiene
• Water safety
• Entry to and exit from the water
• Buoyancy and propulsion
• Stroke development
• Water-based ball games
• Understanding and appreciation of
Aquatics
© MLPSI, KEC, 2007 54

Planning for the integration of P.E. and the Modern Language
The succesful integration of P.E. and the modern language depends to a large extent
on the efficient planning by the teachers.
• Plan in collaboration with the class teacher

• Plan for children with special needs
• Consider the resources and equipment needed
• Consider safe practice
• Plan for assessment
Planning for teacher and pupil language
Language is such a pervasive influence in the teaching and learning process that
particular examples of the integration of various subjects with language are not
given in the curriculum. It is in talking about experience in physical education,
whether through Irish or English, that the child clarifies ideas. The teacher uses
language in the physical education lesson to question, to direct, to explain, to
suggest, to prompt and to stimulate the child to think. In turn, the child is
encouraged to respond by describing, discussing, speculating, explaining and
expressing ideas and reactions. Language is important too in helping children to
gain access to and retrieve information about physical activities. The extent,
therefore, to which language is an integral part of the teaching and learning
process, should be a consistent concern in the planning and implementation of the
physical education programme.
Physical Education Curriculum p. 9.
Planning for language is an essential part of the successful integration of any subject with the
modern language. In this regard, the language teacher needs to
• Plan and anticipate the language required by pupils to engage in the proposed activities
• Pre teaching of some language may be required
• Some form of assessment or post-communicative activity should be incorporated if the
aim of the exercise is the pupil’s acquisition of specific linguistic structures or
vocabulary
What approaches and methodologies should be used?
Several of the aims of the P.E. and Modern Language strand units can be successfully
integrated in the modern language classroom following the approaches and
methodologies suggested in the Teacher Guidelines (p.42-47).These approaches will be
adopted in the exemplars and can be used by teachers for future planning:
• Direct teaching approach: The teacher tells or shows children what to do

• Guided discovery approach: The teacher sets tasks leading to the discovery of something.
There is an emphasis on exploration and experimentation
• Integrated approach: The teacher considers how the objectives can be achieved through
integration of subjects
© MLPSI, KEC, 2007 55

Summary
• Identify P.E. and target language objectives and content
• Establish the time of year and the number of sessions
• Consider approaches and methodologies
• Agree on the role of the teachers involved
• Plan for the integration of students with special needs
• Plan for the use of resources and equipment
• Establish safe practice
• Plan for assessment
Strand: Games
The games strand of the curriculum aims to foster the child inclination to play through informal
play activities. Games enhance the development of natural skills and also provide opportunities
for social interaction. The curriculum stresses the importance of exposing the child to a variety of
games, which foster physical as well as social skills, and allowing the child to invent games.
Playground games, co-operative games and traditional games should be included in a physical
education programme. Exploring and playing games from the target language culture can
contribute to facilitate this strand of the curriculum.
Strand unit: Creating and playing games
The child should be enabled to:

• Create and develop games with a partner or with a small group
• Play small-sided versions of games
• Play playground games
Suggested target language activities
• Using the target language during warm up activities in P.E

• Exploring and playing playground games from the target language culture
• Playing games through the target language
• Invent games and present them to their peers in the target language
© MLPSI, KEC, 2007 56

Exemplar 3 An integrated approach to playground games
e-mail your pen-
pal. Tell them
ICT
about typical Irish
games
History
Strand: Local studies
Games and pastimes in the past
Games Modern language

Strand: Cultural awareness
Learn playground games from the
ML: comparing target language culture
playground games
between target
language culture and English/Irish
Ireland. Also Strand: competence and confidence in
exploring changes using language ML: Instructions,
over time Strand Unit: Writing numbers, the
Names of Activity: children write for a display language of
games,adverbs of about the different games they have games
time (antes, ahora, learnt about
siempre, hoy, a veces,
nunca)
ML: Listening to information about how

different games are played and when,
where and how.
© MLPSI, KEC, 2007 57

1. Warmers
Warmers are games or short activities (about 5 minutes) that you do at the start of your lesson to get
your students ready to learn. Warmers help set the mood for the rest of the lesson helping students
to relax and feel comfortable in the classroom. They also help you to capture the students’ attention
and encourage participation for the rest of the class. It is also an excellent way of revising
vocabulary or language structures and gets pupils thinking in the ML.
Simon says
Strand: Communicative Competence
Strand unit: Spoken production, Listening
ELP link: Body and Clothes/ Classroom language
P.E. strand unit: Movement, reacting
Resources: None
Players: All
Description: Using a typical name from the target country, the teacher calls out commands.
(Simon says: touch the board). If the teacher begins a command without ‘Simon says’, pupils
remain still. Any pupils who do the action are out. Pupils become the teacher when they
become familiar with the game and vocabulary/ structures.
Mr. Man Game

ELP link: My hobbies (Adjectives/Adverbs)
P.E. strand unit: Movement
Resources: None
Players: All
Description: This is an easy warm-up involving no equipment. Say the name of a Mr. Man
and children have to move like him. The ones I use are:
Mr. Slow - move slowly
Mr. Rush - move fast
Mr. Jelly - shake your whole body
Mr. Muddle - walk backwards
Mr. Bounce - bounce
Mr. Small - crouch and move
Mr. Strong - move flexing your muscles
Mr. Tall - stretch up and move (good for stretching once the children's hearts are racing.)
You can obviously add more including Little Miss characters. The children can also add their
own ideas meaning they never get bored of this game!
Alternately, Little Mr./Miss characters can be sports and pupils have to mime the sport they
are.
Ball games
Strand unit: Spoken interaction, Listening
ELP Link: Classroom language/ colours / Numbers and the calendar
P.E. strand unit: Reacting, throwing
Resources: Any type of ball
Players: All
Description: Pupils and teacher stand in a circle. Teacher asks a question then throws or
bounces the ball to a pupil. The pupil answers. The pupil answers correctly or is assisted to do
so. The pupil then asks the same question and throws the ball to another pupil, who answers
etc. (Eg. What's your name? I'm ...)
The game can be made more demanding if pupils are asked to give different answers
each time. (eg. each pupil must name something in the classroom). Extended practice can be
encouraged by getting pupils to work in pairs or small groups. As they pass the ball to each
other, they must, for example, name a colour, a garment, a classroom item; or say something
about themselves. With more advanced classes, question and answers can be exchanged as the
ball is thrown.
Mime activities
ELP Link: Daily routine/ My hobbies
Resources: None
Players: All
Description: Teacher or pupil calls out an activity. (‘I’m playing tennis. I’m brushing my
teeth. I’m cooking’). Pupils mime the activity. Pupils become the teacher when they become
familiar with the game and vocabulary / structures.
Sculptures games
ELP Link: Body and clothes
Resources: None
Players: All
Description: Teacher gives an order. (Touch your head/ a black pair of shoes/ a red poster.)
Pupils have to hold this pose for 10 seconds. If they move or wobble, they are out. Pupils
become the teacher when they become familiar with the game and vocabulary/ structures.
Jumping Lines
ELP Link: Numbers and the calendar
P.E. strand unit: Jumping
Resources: None
Players: All
Description: Find a line. Teacher calls out numbers. If it is an ‘odd’ number, pupils jump to
the left. If it is an ‘even’ number, pupils jump to the right. Feet must be together and cannot
touch the lines.
© MLPSI, KEC, 2007 59

2. P.E. hall or yard games
P.E. lessons offer a great opportunity for active language learning experiences. In this section
we include a number of P.E. games which will help to reinforce pupils’ language skills, from
listening to producing language. These games include opportunities to practice language,
from vocabulary revision to incorporating sentences. Don’t forget to also use the compass
rose, hopscotch, snakes and other games on the school yard.
Follow the leader

ELP Link: The Body (verbs of movement, parts of the body)
P.E. strand unit: Movement, warming up
Resources: None
Players: Whole class or in small groups
Description: Activities which involve following the leader are usually familiar to pupils and,
indeed, can sometimes be carried out without any language at all. This may be a good way to
start. Perform the actions, and give the instruction simultaneously in the foreign language.
The pupils will understand, since they would have understood anyway. Through repetition,
they will begin to associate the action with the sound of the instruction. Eventually, you can
make sure pupils are listening by giving the instruction just before carrying out the action.
Pupils who had not grasped the sound will get immediate feedback from watching you, will
be able to copy your action and so will not feel embarrassed. Frequent repetition will allow all
pupils to respond quickly to a limited set of instructions. Eventually you can ask different
pupils to be leaders
Circle games
Strand: Communicative competence
Strand unit: Listening, Spoken production
ELP Link: Vocabulary from any topic
P.E. strand unit: Running, reacting
Resources: Flashcards
Description: Pupils sit in a circle with one pupil standing outside the circle. A card is placed
in front of each pupil (showing numbers, colours, objects, etc.) The teacher calls out one of
the items in the foreign language. The pupil holding the corresponding card must get up and
run round outside the circle back to his/her place without getting caught by the pupil outside
the circle. If he or she is caught they change places. Alternatively, two items can be called.
Pupils with corresponding cards must change places by running around the outside of the
circle. Meantime, the pupil who was outside the circle tries to sit in one of the places vacant
spaces. The displaced pupil is now outside the circle. Eventually you can ask pupils to lead
the games.
Lumps
Strand unit: Listening
ELP Link: Numbers, physical description
Resources: None
Description: Children are directed to run, hop or skip around the room or yard at the
teacher’s direction (or another child). On the command a number is called e.g. 4 and the
children have to get into groups of that number. Alternatively the teacher could also ask them
to group according to a physical characteristic e.g. blue socks, grey socks, glasses etc.
© MLPSI, KEC, 2007 60

Guess the corner
ELP Link: Vocabulary from any topic
Resources: Scarf
Players: whole class or in small groups
Description: Choose a person from the class to be the caller. They have to be blindfolded, or
close their eyes. Name the four corners of the hall / playground (the names can be anything,
e.g. flowers, food...) The rest of the class have 30 seconds to run to one of those corners. The
caller then shouts the name of one of the corners. Whoever is in this corner is out or goes to
the centre if there is only one. Continue in this way until there is only one child left.
The clock
ELP link: Numbers, calendar, vocabulary from any topic
P.E. strand unit: Jumping (pupils can be asked to skip in different ways e.g. on one foot)
Resources: Skipping rope
Players: Small groups
Description: Pupils get in circles of around 6. One player stands in the middle with a
skipping rope. The pupil in the middle turns and the ones in the circle must skip the rope as
they call out vocabulary. Pupils who fail to jump or name an object are eliminated or collect
points. They can then go in the middle.
Stepping stones
ELP link: Any topic
P.E. strand unit: Jumping (pupils can be asked to skip in different ways e.g. on one foot)
Resources: Colour paper, cones or other gym equipment
Players: Whole class
Description: Pupils form a line at one end of the room. Sheets of coloured paper or pieces of
gym equipment are used as markers or “stepping stones” leading across the room. Pupils
advance a “stone” at a time, only after answering a question correctly, or providing a correct
piece of information. The question and the answer are of course in the foreign language.
Pupils who think the statement is true move forward one place. If correct they stay there. If
not, they move back one place and the others move forward. Winners are the ones to reach
the other side of the room first. Alternatively, the squares could be chalked in the playground.
Blind man’s bluff

Strand unit: Listening, Spoken interaction
ELP Link: Instructions, directions
P.E. strand unit: Creating and playing games
Resources: Gym equipment
Players: Whole class
Description: A pupil from each team leaves the hall. The other pupils set up an 'obstacle
course' using the PE equipment. Pupils outside are blindfolded. One person from their team
has to give instructions and leadthem safely through the 'course'.
© MLPSI, KEC, 2007 61

3. Parachute Games
Parachutes games encourage cooperative play and sharing. As the parachutes are so large it
requires everybody to take part, thus they encourage group spirit and ensure maximum
participation by all children. They are also a useful way of involving a large group of
children. Remember that you will need a large playing area. All schools have parachutes.
The Storm
ELP Link: The weather
P.E. strand unit: Different types of movement
Resources: Parachutes, soft toy,
Players: All
Description: Everybody holds the parachute. Throw a soft toy into the middle of the
parachute and say ‘Bon Voyage’ to the toy. Say weather statements so children agitate the
parachute gently, then with increasing strength to create a storm effect.
It’s a lovely day.
It’s a little windy.
There’s a lot of wind.
It’s bad weather.
There’s a storm.
And then say weather statements so that the ‘storm’ and parachute movements gradually
subside.
Treasure Hunt Game

ELP Link: Colours, My hobbies, Classroom items
P.E. strand unit: Running
Resources: Parachute, Pillow cases, objects related to work done in MFL class
Players: All
Description: Place two pillowcases, containing several objects (eg. small P.E. equipment or
objects relating to your MFL classwork) you have hidden, under the parachute. Choose two
people to represent each other or teams.
Call out the instruction to
‘Find something…navy blue…light blue…dark blue.
Find something for playing badminton/ for the hair/ for the winter.’
The two chosen children run underneath the parachute, rummage through the pillowcases and
try to be the first to find the correct object. Meanwhile the other children shake/agitate the
parachute to make it harder for those underneath. They could also sing a song they have learnt
already in class.
Fruit Salad
ELP Link: Food, The calendar, Body and clothes
P.E. strand unit: Running, jumping, skipping
Resources: Parachute
Players: All
Description: Give each child one of four nouns to remember, eg. lemon, banana, cherry,
strawberry. Raise parachute. Call out a fruit so all children with that noun have to change
places with each other by running under the raised parachute. When you call ‘Fruit Salad’
everybody has to change places quickly before the parachute fall to the ground (you may need
another adult to help you hold up the parachute)
© MLPSI, KEC, 2007 62
Alternatives: Play this with any 4 words/ phrases you choose. Call out a name. All children
with this word run clockwise around the outside of the parachute – when they reach their
place they run under the parachute into the middle, shout out their word, e.g. lemon! Then
return to their place. Try calling out two or three fruits.
Silent Statements
ELP Link: My hobbies, Body and clothes
Resources: Parachutes
Players: All
Description: Call out a statement. Children for whom the statement is true change places
under the parachute. You can start with simple sentences and opinions, e.g. Change places if
you have blue eyes ….if you like tennis…if you hate the cinema. Extend these sentences, e.g.
‘….if you have brown hair and brown eyes’
The King’s Game

ELP Link: Numbers
Resources: Parachute
Players: All
Description: Hold parachute low down – everybody chants together: ‘One, two, three, who
wants to be king?. Choose one child to be ‘king’. S/he goes under the parachute and stands in
the middle with their arm above their head as a kind of ‘tent – pole’. Direct the other children
to move around the king, clockwise or anti-clockwise, walking, running, jumping counting
the number of steps etc., while holding the parachute, then chant and choose another king.
© MLPSI, KEC, 2007 63

4. Traditional Games
In this section you will find a small selection of traditional games played in Italian, Spanish,
German and French speaking countries. Playing traditional games from another country is a
nice way of integrating the different strands of the Modern Languages curriculum,
cultural/intercultural awareness, communicative competence and language awareness. You
may want to introduce the language of encouragement and the language of games in the target
language to maximise the opportunities for language use. The language specific sections of
the MLPSI website (www.mlpsi.ie) include more games and relevant webpages.
Italian Traditional Games
Il Capo Comanda
Strand: Communicative Competence, Cultural/Intercultural Awareness
ELP Link: Body and Clothes, Classroom Language and School, My Dossier
Resources: Help charts with examples of commands
Players: All
Description: The teacher acts as leader or alternatively a ‘capo’ (leader) is chosen from the
class. He/she calls out commands to the class that they must obey only if preceded by the
phrase ‘Il capo comanda…’ The children that follow commands not preceded by the phrase
are deemed ‘out’. The pupils that remain at the end of a certain period e.g. 10 minutes are the
winners or alternatively the last pupil to remain in the game is the ultimate winner.
Examples of commands: corrrete, a terra, saltate, sedetevi, in piedi, alzate il braccio destro
etc.
Corda
Strand: Communicative Competence, Cultural/Intercultural Awareness, Language
Awareness
ELP Link: Numbers and the Calendar, Classroom Language and School, My Dossier
P.E. strand unit: Skipping
Resources: Skipping rope
Players: All
Description: Two pupils take charge of turning the rope while the whole class recite the
chant/rhyme/numbers/months/days etc.
Examples of rhymes/chants:
Uno, due, tre, fuori!
Una tazza di Caffè:

Before the Cameriera/waiter jumps in the following rhyme is chanted with the class or pupils
turning the rope taking the part of the Signora/lady. The pupil who is skipping is the
Cameriera/waiter.
Signora: ‘Cameriera’
Cameriera: ‘Comanda’
Signora: ‘Una tazza di caffè’
Cameriera: ‘Da quanto?’
Signora: ‘Da 10/20/30 etc.
At this point the Cameriera /waiter jumps in and must try to get as many cups of tea/ skipping
jumps as has been requested by the Signora/lady.
© MLPSI, KEC, 2007 64

Months of the year: gennaio, febbraio, marzo, aprile, maggio…
Days of the week: lunedì, martedì, mercoledì…
Orsetto, Orsetto/Teddybear, Teddybear

Orsetto, orsetto, tocca il mondo (touch the ground)
Orsetto, orsetto, gira in tondo (turn around while skipping)
Orsetto, orsetto, Sali le scale (pretend to go upstairs)
Orsetto, orsetto, devi pregare (pretend to pray)
Orsetto, orsetto, spegni la candela (pretend to blow out the candle)
Orsetto, orsetto, dì ‘Buonasera’ (head resting on joined hands)
Spanish Traditional Games
El elastico
Strand: Communicative Competence, Cultural/Intercultural Awareness, Language
Awareness
ELP Link: Depends on the songs, My Dossier
P.E. strand unit: Skipping, jumping
Resources: Long elastic band
Players: Minimum 3
Description: Two players stand to each end of the elastic band, with the band around their
ankles. The other player has to jump in and out of the elastic without touching it to the rhythm
of a tune. If they success the elastic is moved to the knees and then the heaps (here they are
allow touch it as they skip), and the underarms. If they get caught in the elastic he/she stands
in and one of the other players gets a turn. The winner is the one who manages to complete a
tune while jumping the elastic at underarm level.
Some tunes include:
Doña Conchita
Escribe a máquina
pirulí El pollo el pollo Don Melitón tenía tres
fotocolor
se corta el pelo El pollo con una pata gatos
y verás la cara de tu
pirulí El pollo con la otra Que les hacía bailar en
profesor
con las tijeras pata un plato
con el cambio de
pirulí El pollo con una alita Y por las noches les
carrete
del peluquero El pollo con la otra daba turrón
con el culo de espinete
pirulí El pollo con la colita Que viva los gatos de
con el rojo, verde,
pirulí, pirulí Y ahora te toca a ti don Melitón
amarillo, azul
afuchí,afuchí
El anillo
Strand: Communicative Competence, Cultural/Intercultural
Awareness
ELP Link: My Dossier
P.E. strand unit: Skipping
© MLPSI, KEC, 2007 65
Resources: A ring
Players: Minimum 5
Description: The conductor stands in the middle with the hand cupped and the ring in them
so it cannot be seen. The rest of the players stand in a circle with their hands also cupped and
closed. The conductor fits his/hers hands in the players around the circle as they all sing the
song and drops the ring into somebody’s hands making sure no one can see. Once he/she has
gone around the circle he/she asks the first person who they think has the ring and so on until
someone guesses. Then they become the conductor.
Pon, Pon, gallinita pon
Pon pon gallinita un huevo

Pon pon que no caiga al suelo
Pon pon gallinita pon
Un huevecito en el cajón
Tita pon un coco
¿Para quién sera?
Será para (nombre) que se lo comerá
German Traditional Games
Fische, wie sind deine Farbe?

Strand unit: Spoken production, Spoken interaction, Listening
ELP link: Colours, My Dossier
Resources: Colour flashcards
Players: All
Description: Teacher gives each pupil a colour flashcard. One pupil is chosen to be ‘der
Fisch’ and stands at the end of the hall. All of the other pupils stand at the opposite end of the
hall and chant ‘Fische, wie sind deine Farbe?. The chosen pupil (‘der Fisch’) then shouts out
one colour that s/he chooses, for eg.‘rot’. The pupils who have a red flashcard may run to the
opposite end of the hall without being caught. ‘Der Fisch’ tries to catch as many other pupils
as possible as they try to reach the wall in safety. Those pupils caught, now become ‘Fische’
and help the original pupil to catch the others. The game continues until every pupil is caught.
Doktor Hasche
ELP link: Body and clothes, My Dossier
Resources: None
Players: All
Description: Teacher chooses one pupil to be ‘Doktor Hasche’. S/he must try to catch
another pupil and hold on to a part of their body/clothing and shout out the name of the body
part/clothing in German. For eg., ‘Doktor Hasche’ holds on to their arm and shouts ‘der Arm’.
This pupil now becomes ‘Doktor Hasche’ and must hold on to that body part/piece of clothing
as they are running to catch another pupil. The teacher chooses the duration of the game.
© MLPSI, KEC, 2007 66

French Traditional Games
Le Ballon Prisonnier
Strand units: Listening, Spoken production
ELP link: Classroom language, My Dossier
P.E. strand unit: Running, throwing and catching a ball, team cooperation
Resources: Ball and Pitch.
Players: Between 8 and 30
Description: This game is known in English as ‘Jail ball’, ‘Prison ball’ or ‘Prison dodge
ball’(Wikipedia). It is played with one ball and requires a pitch to be divided by three parallel
lines marking four areas: the two ‘camps’ on either sides of the central line and the two ‘jails’
behind the two outside lines. The game follows similar rules to Dodge ball except for the goal
boxes on either end of the court referred to as ‘jails’.
Two pupils are chosen as captains. Each captain forms a team by choosing one player at a
time from the class. Each team takes up position in its ‘camp’. The ball is thrown up in the air.
The first player to catch it starts the game. The purpose of the game is to send all of the
opposing team into jail by hitting them with the ball. A player hit by the ball goes into the jail
behind the opponents’ camp. His/her team mates attempt to send him/her the ball which they
need to free themselves. Players free themselves by hitting a player from the opposite team
with the ball. The freed prisoner can then come back to base and the opponent hit with the
ball goes to the opposite jail. Players are ‘caught’ if they are hit by the ball and let it fall on
the ground not if they catch it and stop it. It is useful for the teacher to act as referee to avoid
disagreements on the ball being inside or outside lines and to confirm that players are caught
in case of disagreements. With teams of similar strength it is rare for this game to finish (with
an entire team being in jail) but motivation is sustained with players going in and out of jail.
Le Furet
Strand units: Listening, Spoken production
ELP link: Classroom language, My Dossier
P.E. strand unit: Concentration, eye/hand coordination, team cooperation
Resources: Strong string and key ring size metal/wooden ring. The length of the string
required depends on the number of children playing the game, count a min. of 30cm per child,
more with a smaller group with an overall minimum of 3 meters. The ring is placed on the
string before the latter is made into a loop.
Players: Between 7 and 25
Description: The class/group sits or stands in a circle, holding the string in their two hands.
One pupil volunteers to go out and is then invited to step into the centre of the circle. While
the class/group sings the song, pupils hold on to the string. One of them holds the ring, which
represents the ‘ferret’. The purpose of the game is to pass on the ring to the next person
without being ‘caught’. The pupil who is caught is the next person to go out.
Circle song and game : Il court, il court, le furet
Il court, il court, le furet,
Le furet du bois, Mesdames,
Le furet du bois joli.
-
Il est passé par ici,
Il repassera par là.
-
Il court, il court, le furet
Le furet du bois, Mesdames,
Le furet du bois joli
© MLPSI, KEC, 2007 67

Using Games
Why use games?
• Motivation
Games add variety and fun in learning, they can either energise or settle down a class,
they increase the level of interaction and participation in the class.
• Communicative competence
Games promote active use of the target language and plenty of ‘meaningful
repetition’. They provide ‘hidden’ language practice; the focus is on the ‘task’, not on
the language. Language use is ‘authentic’, the game is the ‘real world’. All aspects of
language can be practiced through games, from pronunciation to the development of
the four skills.
• Links with Language Awareness
Games help reinforce new sounds, words or structures introduced in another part of
the class.
• Links with Cultural/Intercultural Awareness
Introducing a cultural/intercultural content within games. Playing traditional games
from cultures linked with the target language. Discovering how similar or different
these games are. Explaining Irish games to children from a different culture.
• Pedagogical and social benefits
Games promote the development of many other skills. They help develop
concentration, memory, listening and reading skills. They develop confidence, social
cohesion in the class and a different relationship between pupils and teacher
What games, for what purpose?
The choice of a game depends on a combination of considerations:
• Should the game be energising or calming?

• Will the game occupy a whole class period or a shorter time slot?
• Do I want a cooperative or a competitive game?
• Will the pupils form their own groups or will groups be formed by the teacher?
• …..
‘A game must be more than just fun.’(Lewis & Bedson, 1999:17)

‘Language games are fun. But all activities in a primary classroom should be’. (Lewis &
Bedson, 1999: 5)
Games have important fun, pedagogical and social benefits, but like all activities introduced
by the language teacher in the classroom, the hall or the yard, they should also have clear
linguistic objectives.
© MLPSI, KEC, 2007 68

Examples of linguistic objectives and corresponding games:
Note:
Games can also have a ‘content’ which links them to other subjects in the curriculum
(language, maths, SESE, SPHE, PE, drama, music,…) Many can also have a
cultural/intercultural content.
• Listening and Listen and colour, listen and draw e.g. Monster drawing
responding game
Simon says,
Total Physical Response (TPR) presented as a game,
Guessing and miming, …
• Speaking games - Card games (Happy families, Snap, the Old maid,…) Dice
Promoting games,
accuracy or fluency Charades,
Memory game
Board games (snakes and ladders, noughts and crosses,
Pass the ball
• Vocabulary Word and picture dominoes

games/reading and Noughts and crosses
writing games Crosswords, word jumbles, word searches, word snakes
Guessing games, memory games
Picture or word bingos
Hangman
Word musical chairs
Words on the board relay
Word hot and cold
Kim’s game
Go fish
• Numbers and Fisherman’s net
alphabet games Bingo, time bingo, multiplication bingo
Pass the number/letter
• Language Games with an emphasis on grammatical points such as

awareness games distinction formal/informal ‘you’, masculine/feminine,
singular/plural, sentence structure: Draw, fold and pass
The odd one out
Go fish
Dominoes
Talking dices
• Yard/hall games Warm ups and other drama games

Hopscotch
Skip to 100
What time is it Mr Wolf?
Four corners
Treasure hunt
Foreign versions of ball games or yard games such as
scotch, dodge ball, sticky apple, stuck in the mud
© MLPSI, KEC, 2007 69

Top tips for using games effectively
Plan and prepare thoroughly, bearing in mind the following:
• Have clear objectives. Why do I use this game?

(see linguistic and other objectives referred to above)
• Language focus is not enough to decide on a game, take practical considerations into
account such as size and type of class, time of day and time available, space, noise
level, safety considerations and any specific circumstances…
• Decide on possible adaptations of the game for your own circumstances: whole class
or small group organisation, desk based or moving around, …
• Be clear about what is expected of the children
• Plan the language required by the children –passive and active- for the particular
game, introduce the new language to them progressively and clearly
• Build children’s games terminology in the target language over a number of games
• Plan what use will be made of explanations in English/Gaeilge, if any
• Plan and have easy access to all your materials and resources for the game
• Keep materials for a variety of games readily available for quick use if necessary
• Make sure the specific rules of the game are clear to the children and the ultimate
goal well defined
• Make sure children are clear about the general acceptable level of behaviour
• Introduce the children to a variety of games
• Consider suggesting the children create or develop their own games or versions of
games
© MLPSI, KEC, 2007 70

Bibliography
Curriculum Documents:
National Council for Curriculum and Assessment (NCCA), 1999, Pilot Project on Modern
Languages in the Primary School – Draft Curriculum Guidelines, Ireland
National Council for Curriculum and Assessment (NCCA), 2001, Modern Languages in
Primary Schools – Teacher Guidelines, Ireland
National Council for Curriculum and Assessment (NCCA), 1999, Primary School Curriculum
– Social, Personal and Health Education (SPHE) – Teacher Guidelines, Ireland
National Council for Curriculum and Assessment (NCCA), 1999, Primary School Curriculum
– Music, Ireland
National Council for Curriculum and Assessment (NCCA), 2005, Intercultural Education
in the Primary School, Ireland
General:
Balaguer, C. & Ripoll, O. 2002, Xarranca, Barcelona. Generalitat de Catalunya.
Blaz, D. 1999, Foreign Language Teachers’ Guide to Active Learning Eye on Education,
New York.
Brewster, J and Ellis, J, with Girard, D, 2002 (New Edition), The Primary English Teacher’s
Guide, London: Penguin (Penguin English Guides).
Cough, D., 2000, Language Games Compendium, London: Hodder and Stoughton.
Lewis, G., with Bedson, G., 2000, Games for Children, Oxford: Oxford University
Press (Resource Books for Teachers).
McColl, H. & Thomas, O. 1999, Se habla español. London: MLG Publishing
Murphy, T, 1992, Music and Song, Oxford: Oxford University Press (Resource Books for
Teachers).
Skarbeck, C. 1998, First Steps to Reading and Writing, CILT, London.
Web References:
Flashcards PE
www.awesomeclipartforeducators.com www.teachers.tv
www.washjeff.edu/capl/ www.enchandtedlearning.com
www.freegraphics.com http://www.streetplay.com/playfulworld/spain.shtml?#top
www.school-clip-art.com www.juegosdeef.8m.com
www.free-clipnet www.xtec.es/~jroca222/
www.cliparthome.net www.joves.org/jocs.html
www.mes-english.com www.teachersideas.co.uk
www.mlpsi.ie www.scoilnet.com
www.schoolslinks.co.uk
www.tobar.ie
www.iconbazaar.com
© MLPSI, KEC, 2007 71
www.picsforlearning.com
www.classroomclipart.com
ICT
www.primarylanguages.org.uk
www.ltscotland.org.uk
www.teachnet.ie
www.ncca.ie
www.curriculumonline.ie
www.languages-ict.org.uk
www.songsforlearning.com
© MLPSI, KEC, 2007 72

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Modern Languages in

Primary Schools Initiative

This booklet is the property of the following MLPSI school:

Signed: _______________________________ Date: ___________

© MLPSI, KEC, 2007 1

Using Flashcards to promote Active Learning in the Modern Language

- Using Flashcards to develop the language of the classroom………………………. 12

- Exploring Active Learning using flashcards in the ML classroom …………...…. 13

Using Group Work/Collaborative Learning to promote Active Learning

ICT and Group Work in the Modern Language Class………………………………21

Using Songs to promote Active Learning in the Modern Language

- Exploring the use of songs in the Modern Language classroom…………...……... 31

- Language Specific Resource Lists…………………………………………………. . 34

- Language Specific Songs……………..……………………………………………… 37

Using P.E. activities to promote Active Learning in the Modern Language

- Language Specific traditional games………………...…………………………….. 64

Using Games (Extract from MLPSI Handbook)…...……………………………….. 68

Bibliography and Web references …………………………………………………… 71

© MLPSI, KEC, 2007 2

© MLPSI, KEC, 2007 3

What is active learning?

The key features of active learning

• Active learning engages children physically, cognitively and emotionally

• Active learning places children at the centre of the learning process

• Active learning is a process

• Active learning promotes action

© MLPSI, KEC, 2007 4

The benefits of active learning

• have better understanding of new concepts

Howard Gardner’s Eight Intelligences

Gardner’s Eight Intelligences

• Linguistic: Listening, speaking, reading and writing

© MLPSI, KEC, 2007 5

© MLPSI, KEC, 2007 6

• Surveys and interviews

© MLPSI, KEC, 2007 7

Why use flashcards?

Where to source flashcards?

• Commercial flashcards: Flashcards are commercially available from most

© MLPSI, KEC, 2007 8

• Flashcards may consist of visual or linguistic input and sometimes both

© MLPSI, KEC, 2007 9

Using flashcards to consolidate vocabulary

Using flashcards to practice grammar and language structures

• Who does what? Teacher prepares a number of cards with statements;

© MLPSI, KEC, 2007 10

Using flashcards to develop language skills

© MLPSI, KEC, 2007 11

• Asking for help

Planning for classroom language

Developing children’s command of classroom language is integral to the recommendation in the

© MLPSI, KEC, 2007 12

© MLPSI, KEC, 2007 13

2. Blue bag/pink bag

© MLPSI, KEC, 2007 14

7. Name the object

© MLPSI, KEC, 2007 15

16. Clap if true

18. Race against the clock

21. Guess the object

22. Hide the object

© MLPSI, KEC, 2007 16

23. I went to the market

Signed: _____________________ Date: _