Bonjour Bonbon! ¡Hola Caramelo! - Language Resources · Bonjour Bonbon! and ¡Hola Caramelo! are unique programmes for the La Jolie Ronde licensee network and are available to you

caramelo BONBON

Tel: +44 (0)1949 839715 www.lajolieronde.co.uk www.lajolieronde.ie

Bonjour Bonbon! and ¡Hola Caramelo! are unique programmes for the La Jolie Ronde licensee network and are available to you under your existing licensee agreement. It will not be

available for sale or use elsewhere.

The programme has been specifically designed for use with adults and a mix of babies and toddlers aged

up to three years old.

The Programme comes in a sturdy binder containing: Comprehensive Teacher’s Guide, 1 x Sound CD, 1 x Resources CD – includes coloured and black & white storyboard images,

2 x Audio CDs of songs & rhymes, Bonbon or Caramelo Bear. The programme offers concepts the toddler is already familiar with in everyday life covering 14 topics. Toddlers will be introduced to teddy bear Bonbon/Caramelo, who will play an integral part in the programme.

Here is a list of the topics:

Let’s wake upLet’s helpLet’s go out: the parkLet’s go out: transportLet’s celebrate

Let’s look at the weatherLet’s cookLet’s go out: the farmLet’s go out: the beachLet’s celebrate Christmas

Let’s washLet’s playLet’s go out: the zooLet’s pretend

Using these topics, fun and exciting activities, geared toward their age range, take place. For example:

Exploring sounds Creating the sound of a bubble popping

Imagining a situation Imagine helping Daddy to bath the baby

Role play and pretending Pretend to be a princess or dinosaur

Singing and dancing Sing about your visit to the Farm

Creative simple crafts Creating a bubble picture blowing through a straw

Teacher’s Guide: • Each topic can be run independently and it is entirely at your discretion which to start with.

• Each topic offers the following sections: Language, a general introduction, links to other topics, let’s imagine, let’s play, let’s say, let’s make, let’s explore, let’s sing, let’s tell a story, home links, further resources. The language section is a general guide to the vocabulary you will be using.

• There is a comprehensive section for ideas of Bain français/Baño español activities, examples of lesson plans and end of lesson ideas.

• A clear list of songs, rhymes/chants and stories, together with their page reference has been added at the end of the programme, along with a transcript of the sound CD.

• Each topic offers references for recommended French/Spanish books.

• A transcript of the CDs is available online.

4 CDs:• 1 x Sound CD.• 1 x Resources CD – includes coloured and black & white storyboard images.• 2 x Audio CDs – of songs & rhymes French: La Journée de Bonbon and Bonbon, Petit Aventurier.

Spanish: El Día de Caramelo and Caramelo, el Pequeño Aventurero.

Bonjour Bonbon!¡Hola Caramelo!


DIFFERENT STEPS ON LANGUAGE DEVELOPMENT

Youwillbeabletofindontheinternetaforayoffascinatingdocumentsonlanguagedevelopment.Some

researchershavereportedthefollowingstages:“First,asilentperiod:whenthebabywilljustlookand

listen,communicatewithhandsandfacialexpressions.Thismaybesimilarduringyoursessions.During

thistimeyoudonotforcetoddlerstospeakortakepartinspokendialogues/rhymesandsongsoreven

repeatwordsandphrases.Allspokendialoguesshouldbeone-sided;theCDs,yourvoiceandthatof

theadultswillprovidetheopportunitiesforthebaby/toddlertopickupthenewsoundsandintonations

ofthelanguage.Second,startingtotalk:slowlythetoddlerwillstartsayingsinglewords,sometimes

quiteunexpectedly.Theywillpronounceperfectlyastheyhavememorisedthem,andimitatedexact

pronunciation.Thirdly:buildinguponlanguagetheyknow.Dependingonthefrequencyoftheclassesthey

attend,toddlersandyoungchildrenwillgraduallyspeakmoreconfidently.

OtherresearcherssuchasErikaLevy,whoisalsoamultilingualpractitionerofspeechandlanguagetherapy,

clearlydefinesbabies’stepsinlanguagedevelopmentinherbookentitled:Baby’sfirststeps.Seereferences

in‘Usefulreadings’sectionabove.Erikaclearlydefinesthedifferentstagesinthefollowingchart:

BABIES’ STEPS IN LANGUAGE DEVELOPMENT

AGE LANGUAGEBABIESPERCEIVE LANGUAGEBABIESPRODUCE

Birth-6

months

• Rhythmsinanylanguageoftheworld

• Vowelsandconsonantsinanylanguageof

theworld

• Familiarvoices

• Thebirthcryandotherreflexivesounds

• Cooing,gurgling,andlaughing

• Vocalexperiments:screaming,puttinglips

together,andblowing

6-12months

• Fewerandfewervowelsandconsonants

inlanguagesthatarenotintheir

environment

• Moreandmorepatternsinthelanguages

theyhear

• Somewordspronouncedslowlyand

clearly

• Repetitivebabblingusingsoundsof

languagesintheenvironment

• Longstringsofbabblingwithadult-like

intonation

• Word-likeutterancesthatmayhave

severalmeanings

• Somemusicalnotes

12-18months

• Categoriesandnuancesofwords

• Wordswithinphrases

• Shortphrases

• Firstword(differingfromlanguageto

language)

• Namingexplosionor“wordspurt”

• Repeating,shouting,interjecting

18-24months

• Awarenessoflanguage

• Orderofwordsinphrases

• Increasinglycomplexwordsandphrases

• “Telegraphicspeech”withwordorder

appropriatetotheparticularlanguage

• Consonantst,k,b,d,g,n,m,f,s,h,andw

Baby’sfirststeps(Newbornto2years/bookandCD.LivingLanguageISBN0–609–60740–5

AND CHILD DEVELOPMENT IN GENERAL

©CopyrightLaJolieRonde2012.Thispagemaynotbephotocopied. Hola Caramelo.

11


be able to find on

researchers have reported

communicate with

you do not force

words and phrases.

adults will provide the

language. Second,

unexpectedly. They

pronunciation. Thirdly:

attend, toddlers and young

Other researchers such

clearly defines babies’

‘Useful readings’ section

BABIES’ STEPS IN LANGUAGE DEVELOPMEN

AGE LANGUAGE

Birth-6months

• Rhythms

• Vowelsthe

• Familiar

6-12months

• Fewerin

• More

• Some

12-18months

• Categories

• Words

• Short

18-24months

Baby’s first steps

AND CHILD DEVELOPMENT IN GENERAL

© Copyright La Jolie


be

researcherscommunicate

timewords

adultslanguage.

unexpectedly.

pronunciation.

attend,

Otherclearly

‘Useful

HOW BABIES AND TODDLERS LEARN LANGUAGES What’s happening in the brains of the tiniest language learners?

“During the first three years of life in humans, there is a period of rapid synapse formation that

connects nerve cells into functioning circuits. This time of rapid synapse formation is the critical

period in brain development. It is during this critical period when enriched environments and

increased stimulation can have the greatest effect on brain development.”

JohnT.Bruer

“For young children, learning languages is child’s play – they possess an innate talent for it. They

effortlessly pick up the words and structures of their first language during the early years of

their life and it is just as easy for them to learn further languages during that period if the right

conditions are in place.”(from:“WhytheEUsupportsthelearningof(foreign)languagesamongtwotosixyearolds”,publishedbyPiccolingo).

“Babies all over the world are what I like to describe as ‘citizens of the world.’ They can

discriminate all the sounds of all languages, no matter what country we’re testing and what

language we’re using.” “The infant brain tunes itself to the sounds of the language during this sensitive period in development.”PatriciaKuhl

“We tested children on the whole landscape of human language and the earlier they were

exposed to a second language, the more masterful they were in each of these areas.”… “So

later-exposed children can say lots of words in Spanish and Russian, but their second language

had a heavy accent and they didn’t have as good grammar. They would immediately be identified

as a foreign speaker.”

Laura-AnnPetitto

“Learning a second language is like learning a sport. The more you play the better you get.”Garcia-Sierra

“Languages acquired beyond the early years of life will generally be spoken with an accent. Thus,

for parents interested in exposing their young children to foreign languages, it is the sounds of the

language that are of the greatest importance in your Baby’s first months and years.”

ErikaLevy

• Whylearnalanguagesoearly?It’snevertoolate,butit’struethatyoungchildrencanbeenthusiastic

aboutthenewlanguageandacquireitratherthanlearnit(Krashen)andcanbeexposedtoarichand

variedrangeofexpressionsandstructuresthroughthenaturalcontextofplay.Infantshavetheability

tolearnanylanguageeasily.Theirbrainwillabsorblanguageswithamazingcompetence.Laterlearners

canfindmasteringvocabularyeasyenough,butaccent,intonationandinstinctivelyknowingwhatsounds

rightaremuchhardertoachieve.It’snotimpossible,butmostexpertsagreethatthereisacontinuous

declineinabilitywithage,withbabiesfromasyoungassevenmonthsofagebeginningtodismisssounds

thatarenotrelevantforthelanguagesthattheyareexposedto.Studiesshowthat,uptoaboutsix

monthsofage,babiescanrecognizeallthesoundsthatmakeupallthelanguagesintheworld.©CopyrightLaJolieRonde2012.Thispagemaynotbephotocopied. Hola Caramelo.

8


Someand

Duringevenof

intonations

exactclasses they

language therapy,

references

reflexive sounds

putting lips

sounds of

adult-like

may have

language to

spurt”

interjecting

word

particular language

m, f,

60740

11

to

spurt”

wordlanguage

f,

GENERAL GUIDELINES FOR TEACHING 0-3 YEARS• Don’texpectthetoddlerstoproduceanySpanishthemselves,butofferveryenthusiasticpraisewhen

theydomanageit.• Referringtofamilymembersduringthelessoncanbedifficultsometimes,soremembertobesensitive

tocircumstances.• Forallactivitieswhereactionsormovementsarerequired,itisuptoyoutodecidewhetherthe

toddlers,theadultsorCaramelo(withtoddler’soradult’shelp)shoulddotheaction.LA JOLIE RONDE METHODOLOGYSOME USEFUL TIPS FOR YOUR TEACHING:

• Usesongsandrhymesasmuchaspossibleinyourclasses,especiallyoneswithlotsofsimpleactions.

Thesekeepthetoddlersinterested,andaretheeasiestwayforthemtostartusingSpanish.

• Repetitionisveryimportant,bothofthesongsandrhymesinthecourseandoftheelementsthatmake

upyourclassroutine.• Don’tcauseanxietiesbyintroducingtoomanynewactivitiesatonceanddotrytohaveagoodbalance

ofhighandlowactivitiesinyoursession.Ifallofyouractivitiesarehighenergyandnoisy,itcouldbethe

oppositeofthefunyouwerehopingtocreate…over-stimulatedbabiesandtoddlersgetupsetvery

quickly.

• Tryanduseasettlingdownactivitytoleadintothestorytellingactivity.

Arole-playactivity,forexamplewouldbeaneffectivewayofsettlinggrown-upsandtoddlersdownto

listentoastory.Alternatively,aquieteractivitywithinthetopicitselforonethatyoucanchoosefrom

theBaño españolsectiononpage20.• Alwaystrytocommentonprogressthattoddlersinthegrouparemaking…“Greatjumping,Felix”,

or“YoulookreallypleasedtoseeCaramelo,Alice”.Theadultsarealwaysproudoftheprogresstheir

toddlersaremaking,andtheyenjoythesecommentsasmuchasthetoddlersdo!

• Relaxandhavefun! Itcansometimesfeellikechaos,butit’sbesttokeepsmilingandtrytoenjoytheunexpectedthingsthat

happen.Parentsoftoddlersknowhowunpredictablethingscanbeandthatthemoodthetoddlersare

inonaparticulardaycansometimesmeanthatdespiteyourbesteffortsyouractivitieswillnotgoquite

asyouhadplanned!Keepyoursenseofhumourandkeeptheatmospherelightandwelcoming.Ifyou

enjoyyourself,youcanbefairlysurethatthepeoplecomingtoyourclasswillenjoythemselvestoo.If

youshowinterestinthetoddlerstheywillbeinterestedtolearn;ifyoucomedowntotheirlevelyou

willgaintheirattention;ifyoushowenthusiasmtheywillrespondaccordinglyandifyouremaincalm

andpatientyouwillsucceed!


16

HOW BABIES AND TODDLERS LEARN LANGUAGES What’s happening in the brains of the tiniest l“During the first three years of life in humans, therconnects nerve cells into functioning circuits. This time o

period in brain development. It is during thisincreased stimulation can have the greatest e

“For young children, learning languages is child’effortlessly pick up the words and structures of their life and it is just as easy for them to learn fuconditions are in place.”(from:

“Babies all over the world are what I like to descdiscriminate all the sounds of all languages, no malanguage we’re using.” “The infant brain tunes itself to the sounds of the language during this sensitive period in development.”

“We tested children on the whole landscape of hum

exposed to a second language, the more masterful t

later-exposed children can say lots of words in Spanish

had a heavy accent and they didn’t have asas a foreign speaker.”

“Learning a second language is like learning a sp“Languages acquired beyond the early years of for parents interested in exposing their young childr

language that are of the greatest importance in your • Why learn a languageabout the new languagevaried range of expressionsto learn any language easily.can find mastering vocabularyright are much harder todecline in ability with age,that are not relevant formonths of age, babies can8

INTRODUCTION: PLANNING YOUR SESSIONS

THE TEACHER’S NOTES

• Thereare14topics:

If using El día de Caramelo CD1:

Let’s wake up

Thistopicisdividedintotwosections.ThefirstsectioncontainsactivitiesrelatingtoWaking upandthe

secondsectionrelatestogettingtiredandGoing to sleep.Youcanusethesesectionsinwhateverorder

suitsyouandyourgroups.Youcouldconsiderstartingthesessionwithideasfromthe‘Wakeupsection’

sectionandfollowingonwithquieter‘wind-down’ideasfromthe‘Gotosleep’section.

Let’s look at the weather

Thistopicisusefultointroducedifferentkindsofweatherandthesongsandrhymescanbeusedaspartof

your‘Baño español’oncetheyarefamiliar.Youmaywishtorevisitthetopicatdifferenttimesoftheyearto

allowyoutoexploreappropriateweatherandlinktothechangingseasons.Thistopicisdividedintotwo

sections.Thefirstsectioncontainsactivitiesrelatingto‘Carameloandhisnewkite’.Thesecondsection

relatesto‘Carameloplaysinthesnow’.

Let’s wash

Manyofthecraftandsensoryactivitieswithinthissectioninvolvewet/messyplaysoitmightbeanidea

toforewarnadultsbeforehandsothetoddlerscancomeappropriatelydressed!Thefocusofthistopicis

Caramelowhohasonceagainbeenverybusyandasaresulthasgotverydirty!Wewillhavetoputhim

inthebathandwashhimduringourSpanishsessiontoday!Whatactivitiesdothetoddlersdothatmake

themdirty?Playingoutside?Painting?Whatabouteatingsomethinglikechocolateordrinkingmilk?Tellthe

groupthatwewillbelookingatastorylaterwhichwilltellushowCaramelogotsodirty!

Let’s help

Thistopicisbrokendownintofoursections:Helping Papá with baby’s bath time(withthissectionyou

canrecyclethesongsabouthavingawash/bathfromLet’swash!).Helping Mamá to organise the washing

(whatalotofdirtywashing!CaramelodecidestohelpMamátoorganiseitall.Togethertheyloadthe

washingmachine,thenpegitallouttodry.Quick…ithasstartedtorain…theyneedtobringthewashing

in!Ah,nowthesunisout,soCaramelocanpegthewashingoutagain.LaterCaramelosortsoutallthe

socks).Helping Abuela to sort out her knitting(afterthecheekykittenshavemuddledupherballsof

wool.Tellthestoryofhowthecheekykittensfoundabuela’sknittingandplayedwithit).Helping Abuelo in

the garden(digthegardenandplantvegetableseeds.PoorAbuelo.Thegardenbirdskeeptryingtoeatthe

seeds!Later,someonehasbeeneatingthesalad!CanCarameloandAbueloworkoutwhoitwas?).

Let’s cook

Introducethetopicofcookingandeatingandwhatthetoddlersliketoeat.Dotheyliketohelporwatch

theirgrownupsinthekitchen?TellthemthatCaramelolovestoeatandhelovestospendtimeinthe

kitchenwatchingMamáorPapácookingandsometimesevenhelping.


3

GENERAL GUIDELINES FOR TEACHING 0-3 YEARS

enthusiastic praise when

to be sensitive

whether theLA JOLIE RONDE METHODOLOGY

actions.

that make

balancebe the

very

down tofrom

their

that

USING PROPS IN YOUR SESSIONS

• Whensingingyoursongs,youcouldconsideroccasionallygivingthetoddlerspercussioninstrumentsto

rattleandshakeasyouplaythemusic.Unlikeolderchildren,thetoddlersinyourgroupswillnotbeable

toabsorbthemeaningofthesongsstraightaway.Givingthemsomethingtorattleandshakewillhelp

tokeeptheirinterestduringthesong.Thisisespeciallyworthconsideringforthetraditionalsongswhich

maynothaveobviousactionstoaccompanythem.Howeverdobearinmindthatthiscanbeverynoisy

andshouldnotbedoneeverytimeyouplayasongasthereistheriskthatthechildrenneverhearthe

wordsofthesong!

• Toddlersalsofindithardtoshareandyouneedtobearthisinmindwhenselectingpropstousein

yourclass.Ifyoucanprovideenoughitemsforeveryonetohaveoneeach,thatwillhelp.Ifyoujusthave

oneitem,dotrytopassitaroundthegroupforeveryonetohaveaturn.

BAÑO ESPAÑOL IDEAS

FOR BABIES’ AND TODDLERS’ SESSIONS

Smallchildrenlikerepetitionandwillappreciatethechanceatthebeginningofeachsessiontorepeat

theirfavouritesongs,rhymesandactivities.Youwillquicklyhavearangeofmaterialthatisfamiliartothe

toddlersandyoucanreviseandrecycleitemsfromanytopic.

Allowtimeforthis‘familiarmaterial’inyourlessonplanning.Youmayfindthataroundthefirsttento

fifteenminutesofeverysessionwillbefilledwithfamiliarmaterials,sodon’texpecttoworkyourwayvery

quicklythroughthenewmaterialyouareintroducing.

TrytoincludeatraditionalsonginyourBaño español.Althoughthesongsmaynotlinkdirectlytothetopic

youarecovering,itisstillofgreatbenefittoexposethetoddlersandadultsinyoursessionstotraditional

Spanishsongs.MakeareallybigdealofthefactthatthesearesongsbeingsunginSpanishhomesand

schoolsandnurseries–theoldertoddlerswillfindthisfascinatingandtheadultsalsowillenjoythe

exposuretoSpanishculture.

Toddlerstendtobemoreabletoconcentrateongroupactivitiesatthestartofaclassandyoumaylike

touseanumberofsongsandrhymesinquicksuccessionwhiletheyarehappilyconcentrating.Itisusually

easiertokeepthetoddlersfocussedwhenyouareusingthingsthattheyarealreadyfamiliarwith,sodon’t

beafraidofusingthesamematerialintheBaño españolforseveralweeksinarow.

SometimestheBaño españolcanbeextended,astoddlerswillrequestsongsorrhymesthattheyarefond

of.Onotheroccasionsyourgroupmayberestlessandseemkeentofindoutwhatyouhaveplannedfor

thesession.Takeyourcuefromthem…Ifthetoddlersstarttogetfidgety,itistimetointroduceyour

topic-basedactivitiesforthesession.


20

Available to all licensees under their licence agreement.A fantastic resource developed in 2012 for 0-3 year olds

Let’s wake up! – Let’s look at the weather! – Let’s wash! – Let’s help!Let’s cook! – Let’s play! – Let’s go out: the park! – Let’s celebrate Christmas!

Let’s go out: the farm! – Let’s go out: transport! – Let’s go out: the zooLet’s pretend! – Let’s go out: the beach! – Let’s celebrate!

Bonjour Bonbon! ¡Hola Caramelo!Progress with the famous

La Jolie Ronde course

Teacher’s Guide

Viens jouer avec

Matou et Tounette

Les aventures de

Minou et Trottine...

...et les saisons

Teacher’s Guide

Bonjour la France

Salut Céline et Antoine!

Teacher’s Guide

Mon tour de France

Paris 82 km

Teacher’s Guide

Teacher’s Guide

Bonjour Bonbon!

Bonjour Bonbon!

La Jolie Ronde Ltd.,

43 Long Acre, Bingham, Nottingham, NG13 8AG, UK.

Tel: +44 (0)1949 839715 Fax: +44 (0)1949 836389

E-mail: [email protected]

Visit our website:

www.lajolieronde.co.uk www.lajolieronde.ie

Progress with the famous

La Jolie Ronde course

Teacher’s Guide

¡Hola Caramelo!

¡Hola Caram

elo!

La Jolie Ronde Ltd.,

43 Long Acre, Bingham, Nottingham, NG13 8AG, UK.

Tel: +44 (0)1949 839715 Fax: +44 (0)1949 836389

E-mail: [email protected]

Visit our website:

www.lajolieronde.co.uk www.lajolieronde.ie

Teacher’s Guide

Viens jouer avec

Matou et Tounette

Teacher’s Guide

Las aventuras de

Mifú y Tina…

...y las estaciones ¡Buenos días España!

¡Hola Pedro y Carmen!

Teacher’s Guide

Mi viaje por España

Madrid 82 km

Teacher’s Guide

Teaching support included:

14 everyday topics covered:

Una

utho

rise

d co

py, r

esal

e, b

road

cast

of t

his r

ecor

ding i

s p

rohib

ited.

© La Jolie Ronde 2012. A

ll rights reserved.

Bonjour Bonbon!

Bonbon, petit aventurier

Bonbon, petit

aventurier

Bonjour Bonbon!

Una

utho

rise

d co

py, r

esal

e, b

road

cast

of t

his r

ecor

ding i

s p

rohib

ited.

© La Jolie Ronde 2012. A

ll rights reserved.

¡Hola Caramelo!

Caramelo, el pequeño aventurero

Caramelo,

el pequeño aventurero

¡Hola Caramelo!

Una

utho

rise

d co

py, r

esal

e, b

road

cast

of t

his r

ecor

ding

is p

rohib

ite

d.

© La Jolie R

onde 2012. All rights reserved.

Bonjour Bonbon!

La journée de Bonbon

La journée

de Bonbon

Bonjour Bonbon!

Una

utho

rise

d co

py, r

esal

e, b

road

cast

of t

his r

ecor

ding

is p

rohib

ite

d.

© La Jolie R

onde 2012. All rights reserved.

¡Hola Caramelo!

El día de Caramelo

El día de Caramelo

¡Hola Caramelo!


LET’S HELP!

150 © Copyright La Jolie Ronde 2012. This page may be photocopied, but only for use by La Jolie Ronde licensees. Bonjour Bonbon.

Merci Bonbon!

4. Bonbon goes to find Grand-mère...

“Grand-mère, tu viens jouer avec moi?”

But, oh la la! What a mess!

The chatons coquins have muddled

up grand-mère’s knitting!

“Je peux t’aider grand-mère?”

“Merci Bonbon, tu es gentil”.

Together they tidy away all the

wool and give the kittens some milk

on a saucer.

4


wool and give the kittens some milk Together they tidy away all the

wool and give the kittens some milk ¡HOLA CARAMELO! CD TRANSCRIPTEL DÍA DE CARAMELO

¿Qué tiempo hace? – CD1, track 14¿Qué tiempo hace? What’s the weather like?

¿Qué tiempo hace? What’s the weather like?

Llueve, llueve.

It’s raining, it’s raining.

¡Mira! Llueve.

Look! It’s raining.¿Qué tiempo hace?

What’s the weather like?


Nieva, nieva.

It’s snowing, it’s snowing

¡Mira! Nieva.

Look! It’s snowing.¿Qué tiempo hace?

What’s the weather like?


Hace bueno, hace bueno. It’s a nice day, it’s a nice day.

¡Mira! Hace bueno. Look! It’s a nice day.



Hace viento, hace viento. It’s windy, it’s windy.

¡Mira! Hace viento. Look! It’s windy.Hola Señor Sol – CD1, track 15 Hola, Señor Sol.

Hello Mr Sun,

¿Qué haces allí?

What are you doing there?

Madurando girasoles I’m ripening the sunflowers

Para los niños de allí. For all those children over there.

Hola, Señora Luna. Hello Mrs Moon,

¿Qué haces allí?

What are you doing there?

Madurando la fruta I’m ripening the fruit

Para los niños de allí. For all those children over there.

Llueve – CD1, track 16 Plic plac, plic plac, plic plac. Splish splash, splish splash, splish splash.

Llueve, llueve, llueve. It’s raining, it’s raining, it’s raining.

Me pongo el sombrero. I put my hat on.

Y salto en el agua. And I jump in the water.

¡Chof, chof, chof!

Splish, splash…

© Copyright La Jolie Ronde 2012. This page may not be photocopied. Bonjour Bonbon.

5

Merci Bonbon!

Bonbon goes to find

“Grand-mère, tu viens jouer avec moi?”

But, The up grand-mère’s

“Je peux t’aider grand-mère?”

Merci Bonbon!

LET’S LOOK AT THE WEATHER!


83

Let’s Say!Tout blanc, tout rond – CD1, track 22 Je suis un petit flocon,

I’m a little snowflake,

Tout blanc, tout rond.

All white, all round.

Je danse en l’air.

I dance in the air.

Je tombe par terre,

I fall to the ground,

Doucement, doucement. Gently, gently.

Je suis un gros bonhomme de neige, I am a big snowman,

Tout blanc, tout rond. All white, all round.

Avec mon chapeau.

With my hat.

Comme je suis beau.

I am so handsome.

Mais au soleil je fond!

But in the sun I melt!Make a small round shape with your hand and make the snowflake dance around and float

gently down to the floor.Usingyourarmsatyoursides,indicatehowlargeandfatthesnowmanis.Pretendtotake

off your hat politely, put it back on your head proudly, then look very surprised as you ‘melt’

into a puddle on the floor.

Let’s Sing!Neige, neige blanche–CD1,track23Neige, neige blanche.

White snow, snow.

Tombe sur mes manches. Falls on my sleeves.

Et sur mon tout petit nez. And on my little nose.

Qui est tout gelé.

Which is all frozen.Neige, neige blanche.

White snow, snow.

Tombe sur ma tête.

Falls on my head

Et sur mes gros souliers. And on my big shoes

Qui sont tout mouillés. Which are all wet.

Neige, neige blanche. White snow, snow

Viens que je te mange. Come here so that I can eat you

Pose-toi tout doucement. Land so gently,

Comme un p’tit fondant. like a little fondant.

Tout blanc, tout rondJe suis un petit flocon,Tout blanc, tout rond.Je danse en l’air.Je tombe par terre,Doucement, doucement.Je suis un gros bonhomme de neige,Tout blanc, tout rond. Avec mon chapeau.Comme je suis beau.Mais au soleil je fond!

Make a small round shape with your hand and make the snowflake dance around and float

gently down to the floor.Using your armsoff your hat politely, put it back on your head proudly, then look very surprised as you ‘melt’



LET’S WAKE UP!


43

LinkstotheEarlyYearsFoundationStageCurriculum(DfE:2012)

www.early-education.org.uk

‘Children are born ready, able and eager to learn. They actively reach out to interact with

other people, and the world around them. Development is not an automatic process, however.

It depends on each unique child having opportunities to interact in positive relationships and

enabling environments’ (DfE: 2012)

LANGUAGE:

(track1ontheSoundCD)

¡Despierta!

uno, dos, tres

¡Buenos días!

mueve/moved

la cabeza

las manos

los pies(todo) el cuerpo

¡Salta!!Anda!¡Da vueltas!

¡Corre!aquíallí

estoy cansado/a

a dormir

buenas noches

¡Que duermas

bien!dar un abrazo

besos

MamáPapáarribaabajo

INTRODUCTION:

EYFS A Unique Child:Associatesasequenceofactionswithdailyroutines.(Mathematics: Shape,

space and measure 2012)

Thistopicisdividedintotwosections.ThefirstsectioncontainsactivitiesrelatingtoWaking

upandthesecondsectionrelatestogettingtiredandGoing to sleep.Youcanusethese

sectionsinwhateverordersuitsyouandyourgroups.Youcouldconsiderstartingthe

sessionwithideasfromthe‘Wakeupsection’sectionandfollowingonwithquieter‘wind-

down’ideasfromthe‘Gotosleep’section.

Note:Therhymes:Tic tactrack11,Estrellitatrack68,Cierras tus ojitostrack70,Pajarillo

track71,Duérmete niñotrack72,Mi niño pequeñotrack75andthesongsonCD1:Así hacen

track74,Uno, dos, tres, ¡despierta!track12,¡Mueve!track13,Estoy cansado/a, mamátrack

69,A dormirtrack73andthestoryCaramelo se va a la camaonpage55:linkallthedifferent

activitiesandgamesforthistopic.

LINKS TO OTHER TOPICS:

TherearesongsaboutgoingtosleepincludedinthetopicsLet’sPretend–princesses

andLet’sCelebrate–picnicwhichyoucouldrecyclehere.


¿Qué tiempo hace?

Hace bueno, hace bueno. ¡Mira! Hace bueno.

¿Qué tiempo hace? ¿Qué tiempo hace?

Hace viento, hace viento. ¡Mira! Hace viento.

Hola Señor SolHola, Señor Sol.¿Qué haces allí?Madurando girasolesPara los niños de allí.

Hola, Señora Luna.¿Qué haces allí?Madurando la frutaPara los niños de allí.

Llueve – CD1, track 16Plic plac, plic plac, plic plac.Llueve, llueve, llueve.Me pongo el sombrero.Y salto en el agua.¡Chof, chof, chof!

© Copyright La Jolie Ronde 2012. This page may not be photocopied.


150



on a saucer.

150



on a saucer.

Neige, neige blanche – CD1, track 23Neige, neige blanche.Tombe sur mes manches.

Neige, neige blancheNeige, neige blanche.Tombe sur mes manches.Et sur mon tout petit nez.

Neige, neige blancheNeige, neige blanche.Tombe sur mes manches.Et sur mon tout petit nez.

Me pongo el sombrero.Y salto en el agua.¡Chof, chof, chof!

23Tombe sur mes manches.Tombe sur mes manches.Et sur mon tout petit nez.Et sur mon tout petit nez.

EXTRA – LIST OF SONGS

TITLES

TRACK NUMBER TEACHER’S GUIDE PAGE

CD 2 – Bonbon, petit aventurier

Pomme de reinette

1

260

Il était une fermière

2

262

À la ferme

5

260

On y va!

11

295

Cinq petits canards instrumental

13

284

Bateau sur l’eau

15

287

Je vais au zoo

19

322

Un éléphant qui se balançait

21

322

Brousse, brousse

23

350

Ah, la belle boue!

27

351

Le jardin magique

29

357

Tiroulirouli

31

358

P’tit lapin plein de poils

32

359

Mon petit lapin

33

360

Regarde le petit lapin

34

359

Pimpanicaille

39

360

Petit escargot

40

360

Petite princesse qui danse

43

365

Dodo, Princesse do

44

366

Il était une fois…

45

367

Ah! Mon beau château

46

368

Le petit pirate

51

372

Il était un petit navire

52

372

Saute dans l’eau

54

392

Un château de sable

55

389

Nage nage

56

392

Attrape les crabes

57

394

Les petits poissons

59

392

Je range mes jouets

60

422

Au cluguet, tiroluret

61

422

Brosse les dents

67

427

Le pique-nique des ours

73

436

Au revoir

75

31

EXTRA – LIST OF RHYMES AND CHANTS

TITLES

TRACK NUMBER TEACHER’S GUIDE PAGE

CD 1 – La journée de Bonbon

Que fait ma petite main?

4

23

Tourne, tourne

5

23

Frappe, frappe

6

23

Le jardin

7

23

Ouvre et ferme

8

24

Do ré mi

9

24

452


TITLES

CD 2 – Bonbon, petit aventurier

Pomme de reinette

Il était une fermière

À la ferme

On y va!

Cinq petits canards instrumental

Bateau sur l’eau

Je vais au zoo

Un éléphant qui se balançait

Brousse, brousse

Ah, la belle boue!

Le jardin magique

Tiroulirouli

P’tit lapin plein de poils

Mon petit lapin

Regarde le petit lapin

Pimpanicaille

Petit escargot

Petite princesse qui danse

Dodo, Princesse do

Il était une fois…

Ah! Mon beau château

This topicand the second section relates to getting

whatever order suits you and your groups. You could consider starting

section’ section and following on with quieter ‘wind-

Pajarillo

LET’S GO OUT: THE PARK!

223

© Copyright La Jolie Ronde 2012. This page may be photocopied, but only for use by La Jolie Ronde licensees. Bonjour Bonbon.

4Bonbon va au parc.

Many colour resources included

A comprehensive Teacher’s Guide (400+ pages)

Documents

Bonjour Bonbon! ¡Hola Caramelo! - Language Resources · Bonjour Bonbon! and ¡Hola Caramelo! are unique programmes for the La Jolie Ronde licensee network and are available to you