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Unit
Listen carefully
INTRODUCTION
In this first unit, music is introduced as an inherent part of the students daily life. The activities
build 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.
METHODOLOGY
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.
Notes and suggestions marked with a pink bullet indicate English-based content.
Unit 1
15
listen carefully
CoNteNtS
Sounds in the environment
Sounds and silence
Weather
Identifying percussion
instruments in an image
Onomatopoeic sounds
KC
oBJeCtIVeS
eValUatIoN CRIteRIa
aCtIVItY
Recognise sounds
Recognise silence
vocabulary
to song on CD
by singing in unison
musical instruments
Learn memo-technique
7
Invent onomatopoeic
16
Unit 1
correctly
we need to be silent
activity accurately
sound? Page 7
Page 8
Page 8
ClaSSRooM laNgUage
I can hear , Where are we ?
sound, silence,
musical instrument, claves, tambourine,
triangle
ReSoURCeS: Class CD 1, track 1.1
17
OBJECTIVES
Actively participate in
communicating verbally
through music
Understand simple
EVALUATION CRITERIA
ACTIVITY
percussion
Page 10
body. Page 9
18
Actions
KC
to non-conventional
musical symbols in a
group
Incorporate sounds
CD
body. Page 9
body. Page 9
Read pictograms as
Develop positive
Develop autonomous
Unit 1
non-conventional symbols
body. Page 9
body. Page 9
ClaSSRooM laNgUage
clap, tap
copy, join, listen
bird, drum, flower, hat, sun, TV
ReSoURCeS: Class CD 1, tracks 1.4; 1.5
19
Toy Symphony
CONTENTS
Classical music: Toy Symphony
Pitch
Musical instruments
Simple present
Onomatopoeic sounds
KC
1
1
20
OBJECTIVES
EVALUATION CRITERIA
ACTIVITY
Acquire specific
Use English in an
vocabulary
authentic manner
a musical piece using
everyday objects
instruments
on an everyday object
instruments. Page 12
instruments. Page 12
Page 11
Choose an instrument.
Associate onomatopoeias to
Invent onomatopoeic
in small groups
linguistic knowledge to
each other
Unit 1
execute a mime
beat
sounds
ClaSSRooM laNgUage
bagpipes, drum, piccolo, ratchet, triangle
ReSoURCeS: C
lass CD 1, tracks 1.7; 1.8; 1.9.
Games or toys that make sounds:
drums, whistles, party tooters, etc.
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 los
objetos que han llevado.
Asociar onomatopeyas al tringulo, el tambor, la
carraca y el cuco.
Seguir este esquema rtmico:
triangle ting
drum boing
rattle raka
cuckcoo coo-coo
ting
ting
boing
coo-coo
coo-coo
raka
coo-coo
raka
ting
ting
boing
coo-coo
raka
raka
boing
boing
Unit 1
21
The beat
CONTENTS
The beat
Body percussion
Everyday noises
Colours
OBJECTIVES
2
2
3
22
KC
Understanding a variety of
directions
Understand a variety of
directions in the target
language
EVALUATION CRITERIA
Describe musical
Interiorise a beat
instruments
musical instruments
of a beat
ACTIVITY
Reproduce a rhythm
Unit 1
instruments. Page 14
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
Z
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, listen
and repeat after me. Dividir a los alumnos en tres
Unit 1
23
4
5
Simple present
KC
Revising numbers
Counting clocks
OBJECTIVES
EVALUATION CRITERIA
ACTIVITY
Sing. Page 15
Sing. Page 15
regular beats
song
when singing
song
expressive possibilities of
ones body
target vocabulary
of the song
singing
symbol. Page 15
posture. Page 15
karaoke
Page 15
Page 15
7
8
24
adding onomatopoeia
Unit 1
Page 15
ClaSSRooM laNgUage
Stand up!
Posture
draw
ReSoURCeS: Class CD 1, track 1.16
Interactive Witheboard
CD-ROM: karaoke
CoMPleMeNtaRY aCtIVItIeS
Dibujar partes de la cancin. Decir: Draw your
favourite part of the song. Escribir la parte
relevante de la cancin debajo del dibujo e
indicar el pulso utilizando el smbolo.
clock
Unit 1
25
Recognising instruments
Non-conventional scores
Interpreting music
Verbs of movement
Tirolean Polka
KC
1
2
26
OBJECTIVES
EVALUATION CRITERIA
ACTIVITY
Develop an awareness of
percussion instruments
to animals
correctly
animal
instrument make?
Page 17
Page 17
Construction of
three
collaborating with
classmates
expressiveness of music
Work independently on a
classroom task
Unit 1
make music
dance
another culture
Page 17
Page 18
Page 17
Dance. Page 18
Dance. Page 18
ClaSSRooM laNgUage
What noise can a make? It can make
a/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
CoMPleMeNtaRY aCtIVItIeS
Let s DAnCe
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
27