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.
7/25/2019 Key Music 1. Teachers Book. Unit 1
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
7/25/2019 Key Music 1. Teachers Book. Unit 1
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
7/25/2019 Key Music 1. Teachers Book. Unit 1
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
KC OBJECTIVES EVALUATION CRITERIA ACTIVITY
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
Make sounds with yourbody. Page 9
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
Do the actions and chantthe words. Page 10
5
Perform body percussionto non-conventional
musical symbols in a
group
Use body percussion to representdifferent situations in a group
Make sounds with yourbody. Page 9
6
Incorporate soundsand silences in music
production
Play correctly while respectingsounds and silences
Make sounds with yourbody. Page 9
6 Read pictograms as
musical symbols
Demonstrate accuracy in readingnon-conventional symbols
Make sounds with yourbody. Page 9
7
Develop positivemotivation, self-
confidence and love of
learning
Experiment creatively withdifferent forms of chanting,
playing loudly and softly and
different grouping of students
Do the actions and chantthe words. Page 10
8
Develop autonomousexpressive and artistic
representation skills Show autonomy by selecting an
option among various possibilities Colour your favourite
picture. Page 10
7/25/2019 Key Music 1. Teachers Book. Unit 1
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
RESOURCES:Class CD 1, tracks 1.4; 1.5
CLASSROOM LANGUAGE
clap, listen, tap hands, knees, feet shh
RESOURCES:Class CD 1, track 1.6
LET S PRACTISE ENGLISH
7/25/2019 Key Music 1. Teachers Book. Unit 1
6/13Unit 120
Toy Symphony
KC OBJECTIVES EVALUATION CRITERIA ACTIVITY
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
7/25/2019 Key Music 1. Teachers Book. Unit 1
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.
COMPLEMENTARY ACTIVITIES
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.
LET S PRACTISE ENGLISH
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
7/25/2019 Key Music 1. Teachers Book. Unit 1
8/13Unit 122
The beat
KC OBJECTIVES EVALUATION CRITERIA ACTIVITY
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
7/25/2019 Key Music 1. Teachers Book. Unit 1
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.
LET S PRACTISE ENGLISH
Z
7/25/2019 Key Music 1. Teachers Book. Unit 1
10/13Unit 124
Hickory, Dickory, Dock
KC OBJECTIVES EVALUATION CRITERIA ACTIVITY
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
7/25/2019 Key Music 1. Teachers Book. Unit 1
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
RESOURCES:Class CD 1, tracks 1.17; 1.18
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.
LET S PRACTISE ENGLISH
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
COMPLEMENTARY ACTIVITIES
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
7/25/2019 Key Music 1. Teachers Book. Unit 1
12/13Unit 126
Instruments in the classroom
KC OBJECTIVES EVALUATION CRITERIA ACTIVITY
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
7/25/2019 Key Music 1. Teachers Book. Unit 1
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.
COMPLEMENTARY ACTIVITIES
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
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