1) the classroom walls
2) Québec (even though she really is Québecoise) and
This song should go over particularly well if you have students of middle eastern or northern African descent in your classes, and for those who love a catchy tune... the phrase "ear worm" comes to mind.
This site has a great biography of the artist, if you or your students are interested in learning more about her. In fact, I love this description of Lynda taken from this page...
Quoted from http://lyndathalie.com/biographie
Here is the official video, and here's a karaoke version that shows the lyrics so that students can sing along or just better understand the lyrics as they hear them by focusing on one line at a time - although they WILL find it a little fast-paced, I'm sure.
I also found this clip on Youtube where Lynda introduces her "new single" for a radio station. It's a great extended listening opportunity!
Je l'aime à cause des rythmes et car c'est amusant! The title is in English, but that's the only line that is, so I feel like it allows an opportunity for the students to connect to the song in their first language.
This week's free downloadable volume of Chanson de dimanche contains:
- Full lyrics
- Ready to print activity for students to place the lyrics in order (fairly challenging level)
- Lexique to use when discussing and studying the song lyrics
- A cloze passage with 13 simple science-related words removed (wind, earth, pain, day, etc..) - I thought this one might be fun as a change of pace in a lower grade French first language class even! This includes an answer key
- Four discussion questions to spark some conversation in the classroom about the song, as well as to practice some critical thinking skills.
If you'd like me to add further teacher notes around this aspect, please let me know... I've listened to the song so many times by now that it's all pretty clear in my head what I would say to my class and how I'd approach these questions, but sometimes telepathy isn't all it's cracked up to be! LOL
Other suggestions: If you are looking for grammar connections, this song contains lots of examples of the futur simple, inpératif, and several verbes réfléchis. Another thought I had was that it would be great to have students choreograph a dance with a group to show their comprehension of the song, (or maybe just a part of the song) as a cool reading/listening comprehension activity that integrates the arts into your FSL class.