Key Music 1. Teachers Book. Unit 1

7/25/2019 Key Music 1. Teachers Book. Unit 1

1/13Unit 1 15

The attainment of cultural and artistic competence in Primary Education is rooted in a methodology

that provides multiple opportunities for students to study content through different perspectives.

This leads to an awareness of their place in universal culture. The approach awakens students

sensitivity to intercultural knowledge and understanding.

Through the content in this unit, students will focus on the following areas:

Observation and Listening:

Appreciate both sounds and silences

Verbally recognise sounds and silences, both inside and outside the classroom

Identify sounds they hear around them

Learn the norms of behaviour in listening to music

Participate in active listening to a piece of classical music (Toy Symphony);

Identify musical instruments they hear and see.

Interpretation and creation of musical expression:

Recognise and respond to a beat and a rest (crotchets)

Know that some pieces of music have regular beats that can be counted

Use their imagination in music, dance and imaginative play

Recognise repeated sounds and sound patterns and match movements to music

Read simple scores with unconventional symbols

Start to accompany the beat of a piece of music

Learn a traditional nursery rhyme (Hickory, Dickory, Dock) with the same beat

Interpret a song in unison

Interpret pieces of music

Enjoy and be confident with music

Dance a simple dance

By chanting, singing, acting and revising vocabulary and structures, students knowledge of

English will be improved. Both essential music vocabulary and general classroom language

will be covered. Learning in context will lead to an improvement in language competence,

intercultural knowledge and understanding.

METHODOLOGY

15

In this first unit, music is introduced as an inherent part of the students daily life. The activitiesbuild upon familiar settings, sensitising the students to the different sounds around them

and the ways in which they can be made. As they move from body percussion to the playing

of musical instruments, students become aware that different instruments make different

sounds. The unit slowly introduces the names of percussion instruments in the classroom and

students begin to listen for them and identify them in short pieces of music recorded on CD.

By singing, clapping, listening and playing, the idea of a beat is introduced and they start to try

to accompany it. Students also dance to a rhythm. Thus music is learnt by doing rather than

rote-learning.

Since general classroom management and communication by both teacher and students take

place in English, language will be used contextually, placing the emphasis on meaning making.

Each unit has pages practising English vocabulary, grammar, songs and expressions. This unit

revises colours, numbers, the weather and introduces the names of musical instruments. The

English and music pages are mutually inclusive, working together to a common aim, providing

a solid foundation for understanding music and English in context.

INTRODUCTION

Listen carefullyUnit

Notes and suggestions marked with a pink bullet indicate English-based content.


2/13Unit 116

CONTENTS

Sounds in the environment

Sounds and silence

Weather

Gestures related to the weatherOnomatopoeic sounds

Identifying percussion

instruments in an image

Describing the weather

Curiosity for the importance of

music

Aesthetic appreciation of the

environment

Enthusiasm for English songs

Interest in displaying verbal

accuracy

Listen carefully

KC OBJECTIVES EVALUATION CRITERIA ACTIVITY

1 Revise and use target

vocabulary

Communicate information usingthe target vocabulary

Play the game Whats theweather like? Page 8

2 Sing to the beat Keep time with the rhythm Listen and sing. Page 8

3 Recognise that sounds

are all around us Circle the sounds they hear Circle the sounds. Page 7

3 Recognise sounds Listen attentively and point

correctly Listen and point. Page 7

3 Recognise silence Show knowledge of places wherewe need to be silent What do we call nosound? Page 7

4Access music by listening

to song on CD Pay attention to CD recording Listen and sing. Page 8

5 Create group dynamics

by singing in unison Participate by singing the song Listen and sing. Page 8

6 Raise awareness about

musical instruments

Distinguish between musicalinstruments and other sounds

Circle the sounds. Page 7

7

Learn memo-techniquestrategies: relate target

vocabulary to miming

actions

Mime the correct action whenprompted by target vocabulary

Play the game Whats theweather like? Page 8

8

Match target vocabularyto an image, working

independently

Complete the matching stickeractivity accurately

Stick, point and say.Page 8

8

Invent onomatopoeicsounds for the weather,

working independently

Produce words to imitate thesounds of different kinds of

weather

Stick, point and say.Page 8

KC: Key Competencies


3/13Unit 1 17

Mostrar la fotografa que presenta el bloque

temtico: los sonidos y el comps. Decir: The

children are in music class. They have lots of

instruments. Instruments make sounds. Children

make sounds. What instruments can you see?

What do we call no sound? (Silence).

Dialogar con los alumnos sobre los lugares

o situaciones en los que hay que guardar

silencio o hablar muy suavemente (hospitals,

libraries, concerts, etc.). Propiciar opiniones

respecto a cmo afecta en estos casos el ruido.

Fijar, entre todos, un signo para pedir silencio:

llevarse el dedo ndice a la boca, hacer el gesto

de cerrar la boca como una cremallera, levantar

las manos...

Guardar silencio y escuchar los sonidos del

entorno. Despus describirlos oralmente: I can

hear (talking, breathing, laughing, footsteps,

paper, a chair, a fountain, etc.)

Escuchar la audicin y pedir que enumeren

los sonidos que han escuchado: triangle,

tambourine. Decir a los alumnos que los rodeen

en la ilustracin.

Review weather vocabulary with the students.

Explain that pitter-patter imitates the sound

of rain. Play the song. Teach the song. Then

introduce actions to the words (cup hands to first

two lines; shake fi nger second two lines, etc.).

Divide class into 4 groups. Each group sings two

lines of the song.

Ask: Look at the pictures and fi nd the stickers.

Check as a class.

Teach the words storm, cold, wet, thunder,

raindrops, windandhail. Mime the words. Play

the game Whats the weather like?Teacher or

students imitate holding an umbrella or shivering

and students guess the weather. I hear raindrops

/ Im wet through. Its raining; I hear the wind / Im

cold. Theres a storm

Invent different sounds for the weather (e.g.

crash, tuc-a tuc; drip, drip, drip; wheeee; tic, tic,

tic,etc.).

CLASSROOM LANGUAGE

I hear Im wet hail, raindrops, storm, thunder, wind point to , stick

RESOURCES:Class CD 1, tracks 1.2; 1.3

CLASSROOM LANGUAGE

I can hear , Where are we ? sound, silence, musical instrument, claves, tambourine,

triangle

RESOURCES: Class CD 1, track 1.1

LET S PRACTISE ENGLISH


4/13Unit 1

Sounds and silence

18

CONTENTS

Body percussion

Pictogram beats

Sounds and silence

Body partsActions

Responding to and repeating a

beat

Recognising sounds and silence

in daily life

Use of linguistic and non-linguistic strategies to construct

adequate verbal messages

in diverse communicative

situations

Eagerness while expressing

verbal messages

Enjoyment and confidence

whilst making music


1

Actively participate incommunicating verbally

through music

Articulate chant correctly Chant the words.

Page 10

1

Understand simpleinstructions about body

percussion

Copy and join in with bodypercussion

Do the actions and chantthe words. Page 10

2

Recognise and copyrepeated sounds and

sound patterns

Co-ordinate hands and feet whilstplaying body percussion

Make sounds with yourbody. Page 9

2 Learn rhythms by heart Reproduce short rhythms without

reading the symbols


3 Identify everyday sounds Name everyday sounds Look. Write a dot for

sound and z for silence.

Page 9

4Access music by listening

to the chant on the CD

Pay attention to the chant on theCD


5

Perform body percussionto non-conventional

musical symbols in a

group

Use body percussion to representdifferent situations in a group


6

Incorporate soundsand silences in music

production

Play correctly while respectingsounds and silences


6 Read pictograms as

musical symbols

Demonstrate accuracy in readingnon-conventional symbols


7

Develop positivemotivation, self-

confidence and love of

learning

Experiment creatively withdifferent forms of chanting,

playing loudly and softly and

different grouping of students


8

Develop autonomousexpressive and artistic

representation skills Show autonomy by selecting an

option among various possibilities Colour your favourite

picture. Page 10


5/13Unit 1

Experimentar los diferentes sonidos que podemos

producir con el cuerpo realizando secuencias de

cuatro u ocho pulsos con percusin corporal.

Decir:Copy me.

Introducir la idea de un pulso constante dando

palmadas. Hablar de actividades que parecen

tener un pulso: running, walking, skipping,

dancing, marching. Invitar los alumnos a

acompaar el pulso con una mano.

Hacer secuencias de cuatro percusiones

corporales y cuatro tiempos en silencio. Los

alumnos repiten. Realizan las percusiones en su

sitio. En los silencios dan cuatro pasos.

Reproducir las series de palmada, palmada enlos muslos y silencio siguiendo los dibujos que

las representan y diciendo: Clap your hands,tap

your knees, etc. Aprender las cuatro series de

memoria y reproducirlas sin mirar.

Sealar con un punto los dibujos en los que hay

sonido, y con una zeta, los dibujos en los que hay

silencio: This is for sound and this is for silence.

COMPLEMENTARY ACTIVITIES

Marcar un ritmo con un instrumento de percusin.

Decir: March to the beat. Interiorizar el pulso

alternndolo con silencios.

Aprender el siguiente ostinato con percusin

corporal. Representarlo con puntos y zetas en la

pizarra.

PlayClap,Tap, Shh. Say and mime:Clap, tap,

tap, clap. Students repeat pattern. Make other

patterns for the students to reproduce.Play the chant and do the actions. Repeat until

the students are competent. Play with chanting

soft and loud, starting louder and getting softer.

Assign one line or one verse to a group of

students.

Students match, trace and colour. Students make up their own chants with the same

vocabulary plus one line of their own. Perform to

the class.

19

CLASSROOM LANGUAGE

clap, tap copy, join, listen bird, drum, flower, hat, sun, TV


CLASSROOM LANGUAGE

clap, listen, tap hands, knees, feet shh

RESOURCES:Class CD 1, track 1.6



6/13Unit 120

Toy Symphony


1Acquire specific

vocabulary

Identify the names of musicalinstruments

Your classmates guess theinstruments. Page 12

1 Use English in an

authentic manner

Ask and reply to questions inthe simple present

Your classmates guess theinstruments. Page 12

3

Devise and interpreta musical piece using

everyday objects

Perform an original piece of musicon an everyday object

Invent your own music.Page 11

4

Access music by listening

to the symphony on theCD

Pay attention to CD recording. Listen for the cuckoo.Page 11

5 Identify sounds around us

in small groups

Brainstorm different sounds andguess the sounds in groups

Brainstorming. What canyou hear? Page 11

6 Mime how musical

instruments are played

Experiment with actions andexecute a mime

Choose an instrument.Mime it to the class.

Page 12

6

Know and value theexpressive possibilities of

ones body

Invent toy-like movements to thebeat

Move like a toy. Page 11

6

Participate actively in thelistening using different

resources

Devise actions to the music Move like a toy. Page 11

6 Listen to and discriminate

different pitches

Raise hands when the cuckoosounds

Put your hands aboveyour head when you hear

the cuckoo. Page 11

7

Apply musical andlinguistic knowledge to

each other

Associate onomatopoeias todifferent musical instruments

Invent onomatopoeicsounds for musical

instruments. Page 11

CONTENTS

Classical music: Toy Symphony

Pitch

Musical instruments

Simple presentOnomatopoeic sounds

Listening for change in pitch

Identifying different musical

instruments aurally

Moving to the beat

Identifying musical instruments

visually

Use of vocabulary associated

with musical instruments

Invention of onomatopoeic

sounds for musical instruments

Sustaining attentive listening

Showing interest in responding

to music through movement

Creative invention of mimes

Collaboration with classmates in

guessing game


7/13Unit 1 21

CLASSROOM LANGUAGE

What is it? Its a clarinet, piano, tambourine, trumpet, violin

RESOURCES: Class CD 1, track 1.10

Tener una sesin de lluvia de ideas acerca dejuguetes que hacen ruido. Hacer sonar diferentes

juguetes sonoros (whistle, ratchet, party tooter

etc.) sin que los alumnos los vean, y estostendrn que adivinar qu suena. Decir: What can

you hear? I can hear

Preguntar: Can we use these toys in a symphony?Explicar: Amadeus Mozarts father, Leopold

Mozart uses them in his famous Toy Symphony.

Decir a los alumnos que se muevan librementepor el aula, como si fuesen juguetes, mientras

suena la audicin de la primera actividad (Toy

Symphony) levantando los brazos al or el cuco.

Decir: Listen for these instruments. Circle the onesyou hear.Escribirlos en la pizarra.


Decir: Find objects at home that make sounds.Bring them to class. Dividir la clase en grupos e

inventar una pieza musical. Interpretarla con losobjetos que han llevado.

Asociar onomatopeyas al tringulo, el tambor, lacarraca y el cuco.

Seguir este esquema rtmico:

Show pictures of instruments. Mime how each is

played. Say: Play the clarinet,etc. Students mime

command. Mime playing an instrument to the class. Students

guess the instrument. The person who guesses,

mimes a different instrument and so on. Collect

vocabulary on the board.

Ask and answer: What is it? Is it a ...? Yes, it is.No, it isnt. Its a clarinet.


CLASSROOM LANGUAGE

bagpipes, drum, piccolo, ratchet, triangle

RESOURCES: Class CD 1, tracks 1.7; 1.8; 1.9.

Games or toys that make sounds:

drums, whistles, party tooters, etc.

ting ting boing coo-coo

coo-coo raka coo-coo raka

ting ting boing coo-cooraka raka boing boing

triangleting

drumboing

rattleraka

cuckcoocoo-coo


8/13Unit 122

The beat


1 Revise colour vocabulary Describe colours of musical

instruments

Ask a partner what coloureach instrument is.

Page 14

1 Understand a variety of

directions in the target

language

Correctly carry out instructionsAsk a partner what colour

each instrument is.

Page 14

1 Describe musical

instruments

Communicate accurately aboutmusical instruments

Ask a partner what coloureach instrument is.

Page 14

2 Explore and experiment

with body percussion Interpret simple rhythms

Clap your hands.Stampyour feet. Play the claves.

Page 13

2 Interiorise a beat March in correct time to a beat Listen and march.

Page 13

3

Compare the musical beatwith the sound of a clock

ticking

Show knowledge of the conceptof a beat

Listen to the beat.Page 13

5

Use different resourcesto play the beat with

classmates

Collaborate with classmates usingdifferent resources to play the

beat

Clap your hands.Stampyour feet. Play the claves.

Page 13

8 Reproduce a rhythm Tap a beat, working individually Play and say ta. Page 13

8 Make decisions based on

the pupils own criteria Decide individually which

instrument the teacher is miming Mime actions for the

instruments. Page 14

CONTENTS

The beat

Body percussion

Everyday noises

Colours

Understanding a variety of

directions

Recognising beats from non-

conventional symbols

Describing the colours ofmusical instruments

Interest in learning and

practising actions and

sequences

Enjoyment whilst playing along

to the musicEnthusiasm for acquiring verbal

strategies


9/13Unit 1 23

CLASSROOM LANGUAGE

Keep the beat claves, clock, metronome stamp, march

RESOURCES: Class CD 1, tracks 1.11; 1.12;

1.13; 1.14

claves, metronome

CLASSROOM LANGUAGE

What colour is the ?, Its colour, black, blue, brown, pink, orange,

red, yellow

instrument, bells, guitar, tambourine,maracas, violin

RESOURCES:Class CD 1, track 1.15

Dar palmadas todos juntos intentando mantener

un pulso constante. Representar cada palmada

en la pizarra con una lnea vertical. Empezar con

pocas e ir aumentando la serie. Al final de cada

serie se abren las manos indicando silencio.Sealar las rayitas de la pizarra, golpendolas

suavemente.

Escuchar el audio. Marcar el pulso en el aire.

Decir: Listen. It's like a clock. Now march to

the beat. Practicar hasta que puedan marchar

marcando los pulsos.

Marcar una serie de cuatro pulsos con palmadas

sobre la mesa o sobre los muslos: Watch, listenand repeat after me. Dividir a los alumnos en tres

grupos: Clap, stamp and play to the beat.

Llamar la atencin de los alumnos sobre los dos

esquemas rtmicos. Marcar de nuevo la serie de

cuatro pulsos: When there is a dot, say ta.

Decir: Find the stickers and stick. In groups, play

and when there is a dot, sayta.

COMPLEMENTARY ACTIVITY

Presentar el metrnomo a los alumnos: This

is a metronome. We use it to show the beat.

Escuchar el metrnomo en silencio, haciendo

el gesto del tick-tock a la velocidad que

indique, primero despacio y despus deprisa.

Escuchar varias series de no ms de seis pulsos

a diferentes velocidades. Reproducirlas despus

chocando suavemente los dedos.

Show different colours. Ask: What colour is it?

Then show pictures with various colours and ask:

What colour is the ...?

Mime actions for the instruments. Ask: What

instrument have I got? Revise instruments.

Point to the instruments in the book. Ask: What

colour is the ...? Students work in pairs. Several

pairs demonstrate for the class, after practising.


Z


10/13Unit 124

Hickory, Dickory, Dock


1

Develop language andliteracy skills through

singing

Understand a traditional song Sing. Page 15

1 Revise and use numbers Communicate information using

target vocabulary Count the clocks. Page 16

2 Know that songs have

regular beats Clap in time to the beat Clap the beat. Page 15

2 Identify the beat in the

song

Write the beat under the drawingof the song

Indicate the beat using thesymbol. Page 15

3 Maintain good posturewhen singing Sit or stand up straight whensinging Sing and mantain goodposture. Page 15

4 Use the music to sing the

song Sing in time to the music

Sing. Page 15 andkaraoke

5

Invent new verses forthe song by working in

groups

Collaborate with classmatesand come to an agreement

Invent new verses.Page 15

6

Know and value theexpressive possibilities of

ones body

Complete actions to the song Listen. Clap the beat.

Page 15

6

Know and value thepossibilities of ones voice

and an instrument of

expression

Sing the song Sing. Page 15

7 Experiment with sounds Invent new verses for the song,

adding onomatopoeia

Invent new verses.Page 15

8 Draw part of the song and

write the beat beneath,

working individually

Produce a drawing with a line ofthe song underneath and indicate

the rhythm of the line

Draw your favourite part ofthe song. Page 15

CONTENTS

Traditional nursery rhyme:

Hickory, Dickory, Dock

The beat

Simple present

Numbers

Understanding a traditional song

Inventing new verses to a song

Carrying out actions to a song

Revising numbersCounting clocks

Enjoying participating in making

music

Showing interest in traditional

songs in English

Enjoy singing in groups

Confidence in using English

numbers


11/13Unit 1 25

CLASSROOM LANGUAGE

How many are there? There are numbers, one, two, three, four, five, six,

seven, eight, nine, ten, eleven, twelve

clock


Say:Lets count from 1 to 12.Practise counting.

Show several pencils and ask: How many are

there?Repeat several times to revise numbers.

Model example in book. Students repeat the

exercise. Several students demonstrate the

correct answers.


Escuchar la cancin y hacer las accionesadecuadas. Dar palmadas siguiendo el ritmo

y hacer que acompaen la cancin. Explicar

el vocabulario en la pizarra. Cantar pequeas

secciones de la cancin. Repetir hasta saber lacancin. Cantar haciendo las acciones. Cantar y

dar palmadas acompaando el pulso.

Cantar sentados. Despus, cantar de pie. Decir:Stand up and sing! Decir:Does the song sound

the same or different?Explicar: Good posture is

important.

Inventar versos para las otras horas, p. ej. five,takes a dive; six, says fiddlesticks; seven, says

Good Heavens!; eight, says Im late, etc


Dibujar partes de la cancin. Decir: Draw yourfavourite part of the song. Escribir la parte

relevante de la cancin debajo del dibujo e

indicar el pulso utilizando el smbolo.

Hickory, Dickory, Dock,

the mouse ran up

the clock

Hacer un collage de las diferentes partes de lacancin y cantarla siguiendo la secuencia de

dibujos.

CLASSROOM LANGUAGE

Stand up! Posture draw

RESOURCES:Class CD 1, track 1.16Interactive Witheboard

CD-ROM: karaoke


12/13Unit 126

Instruments in the classroom


1 Learn the names of

percussion instruments

Produce target vocabularycorrectly

Listen and trace. Page 17

2 Learn crotchet rhythms Develop an awareness of

sequence and rhythm Read and play. Page 17

3 Relate instrument sounds

to animals

Move and play, imitating ananimal

What animal noise can thisinstrument make?

Page 17

3

Be aware of the needto take care of musical

instruments

Handle and play instrumentscorrectly, showing prudence

Accompany the music.Page 17

4

Access music by listeningto the dance music on the

CD

Pay attention to the CDTrace the things you hear

in the polka. Page 18

5 Play rhythms in groups ofthree

Collaborate with classmates tomake music

Read and play.Page 17

5

Dance the dance,collaborating with

classmates

Interact and work as a team,cooperating with others

Follow your teacher.Page 18

6

Experiment with differentsounds made by

percussion instruments

Play instruments to discover thedifferent sounds they can make

Play your instruments.Page 17

6 Know and value the

expressiveness of music

Learn the choreography of adance

Follow your teacher.Dance. Page 18

6 Respect other culturesAppreciate and enjoy music from

another culture

Follow your teacher.Dance. Page 18

7

Construction ofknowledge via association

of visual representation

and sound

Relate what one hears to theimage of the instruments that are

heard

Trace the instruments youhear in the polka. Page 17

8 Work independently on a

classroom task

Produce an instrument card,

working individually

Make an instrument card.

Page 17

CONTENTS

Musical instruments

Non-conventional scores

Music with a beat

Verbs of movementTirolean Polka

Recognising instruments

Interpreting music

Relating movement terminology

to actions

Enthusiasm when playing

percussion

Eagerness to learn a rhythm

Collaboration in learning dance

steps


13/13

CLASSROOM LANGUAGE

What noise can a make? It can makea/an noise.

RESOURCES:Class CD 1, tracks 1.19; 1.20;

1.21; 1.22

Drum, claves, triangle

WEB RESOURCES:

http://www.primaria.librosvivos.net

Para explorar las posibilidades sonoras delpandero, las claves y el tringulo, pedir a

los alumnos que imaginen que estn en un

zoolgico, Pedir: What animal noise can this

instrument make?P. ej., drum - elephant; claves- monkey; snake - triangle. Marcar el pulso con

el instrumento que corresponda. Pedir: Move like

the animal. What are you?

Tocar uno por uno los instrumentos dibujados.Pedir a los alumnos que escuchen con atencin.

Repasar su nombre.

Pedir tres alumnos voluntarios. Cada uno tocaruno de los instrumentos siguiendo el primer

ritmo. Repetir el proceso con los otros dos

ritmos.

Escuchar la msica. Acompaar, primero conpalmadas, y luego con instrumentos.


Dibujar otros tres instrumentos del aula y escribirsu nombre.

Hacer una pequea ficha de cada instrumento(drum, claves, triangle) en la que aparezcan los

siguientes datos:

un dibujo del instrumento

el nombre

cul es el material que suena

cmo se toca

la situacin, animal u objeto que nos sugiere

CLASSROOM LANGUAGE

accordion, bagpipes, clarinet, trumpet,voice, violin

RESOURCES:Class CD 1, tracks 1.23; 1.24;1.25; 1.26

Interactive witheboard

CD-ROM

Play the music. With the students, differentiate

the three parts of the music: A (accordion), B

(clarinets) y C (words).

Listen to the polka again and teach the

choreography of the dance.

A (accordion): place the students in two lines

facing each other. Tell them to hold hands with

arms down. Alternate side steps, two to the left

and two to the right.

B (clarinets): in pairs, clap hands.

C (words): move alone with arms crossed.

Listen again. Ask students to name the

instruments they hear. Write the names on theboard. Tell them to stick the stickers and trace

the instruments they have heard.

LET S DANCE

Key Music 1. Teachers Book. Unit 1

Documents

Transcript of Key Music 1. Teachers Book. Unit 1