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Learn Gaelic – Joy Dunlop (includes the lyrics and translation)

Fèis Ross, Màiri McGillivray

Sing the song and demonstrate the hand gestures that go along with it. Sing the song together with everyone doing hand gestures.

Sing the song together with the class and ask them to clap the beat as you sing the first part twice. Tell them there are four beats to a measure and, as you sing each measure, clap out the four beats, pausing between each measure. Sing it again and ask them to count out the four beats as you sing and clap.

Sing the second part of the song twice with the class clapping out the beat. Point out that the word “bidh” begins before the first bar (it’s technically an eighth note). As you sing the second part, clap out the four beats, pausing between each measure. Sing it again and ask them to count out the four beats.

Refer to the sheet music from Fèis Rois.

Ask the students if they can spot the difference in the spelling of the name between the first lines of each of the two parts. Explain what the difference signifies. Model how the genitive case for proper names is formed:

• Masculine names lenite at the beginning and slenderize before the final consonant;
• Feminine names slenderize before the final consonant; in some dialects the beginning consonant lenites also.

Seat the students in a circle. Indicate that you want the student to say a noun followed by a proper name in the genitive (to indicate possession). Say a noun and point at a student in the circle. The student seated next to that student needs to say the noun followed by the genitive form of the first student’s name, e.g., taigh + Dòmhnall = taigh Dhòmhnaill. Proceed around the circle so each student has a turn. During each student’s turn, encourage the others to say the phrase quietly to themselves too, so that each student gets practice with all the nouns and all the names.

If they need more practice after the first round, use a different noun and different names. Have the students call out names they know and write them on the smartboard or flipchart.

Alternately, instead of the teacher naming a noun, you could have each student choose an item from the box you have prepared and hold it up to the student whose turn it is and have them say the phrase. So for instance, if the first student (Peadar) chose a toy dog from the box, then you would indicate to the student next to him to say the phrase which would be cù + Peadar = cù Pheadair.  The box of items provides props that are concrete and helps to engage the students as well as using more senses to help imbed the name of the item and structure into students’ memories so it becomes automatic and they are not translating from English to Gaelic or vice versa.

• Boyd Robertson, Iain Taylor’s Teach Yourself Gaelic, pg 170- 171 (Lesson 14);
• Michael Byrne’s Gràmar na Gàidhlig, page 34 (1.3.7);
• Roibeard Ò Maolalaigh’s Scottish Gaelic in Three Months, pg 94, (Lesson 7);
• the Scottish Gaelic Grammar Wiki.

Optional (5 mins)

Point out “na sgiobair” in the lyrics and explain why you need this grammatical construction.

Review how to use prepositional pronouns: nam, nad, na, na, nur, nar, nan/m).

Have the students tell you the names for different occupations and write them on the board, explaining to everyone what that occupation is. Some words to consider: seòladair,  ministear, oifigear, seinneadair,  tidsear, sgeulaiche, dotair, bèicear, nurs or banaltram, còcaire, oileanach, neach-lagha, etc.

Seat the students in a circle.  Demonstrate that you want the student to say:  Bidh + proper name + appropriate prepositional pronoun  + occupation.  E.g. Bidh Màiri na h-oileanach.  With the first student in the circle, say their name and name an occupation. Ask the next student to answer. Say the phrase you want to hear and then have the student repeat it. Proceed around the circle. As with the previous exercise, during each student’s turn, the others should be quietly saying the phrase to themselves, so that each student gets practice with each phrase.

Optional: Review for “states of being” using verbal nouns: nam shuidhe, nad dhùisg, na chadal, na seasamh, nar ruith, nur sìneadh, nan laighe. Have the students call out the verbal nouns and write them on the smartboard.

Optional: (10 mins)

Split the class into groups of four or five. Explain that they are to pick two names and two occupations and change the name in the song and the occupation (and states of being) in the song to create new lyrics. The students can look at the smartboard to refer to the list of names and occupations (and states of being). Explain that in order to fit the rhythm of the tune, the name and the occupation should be two or three syllables each. They will need to try the name with the tune to see if it will work. The teacher should move amongst the groups to  check the progress and offer help. When the groups have are ready with at least one name and occupation, the class can reconvene and each or some group(s) could offer the name and occupation and the class could decide if it works. The class could sing one or two of the new lyrics that work.

Optional: You could have the students change the second line of the second part to be:  Bidh + proper name + appropriate prepositional pronoun + verbal noun, e.g., Bidh Seumas na chadal oirre.