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Listen carefully


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
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.
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


listen carefully
Sounds in the environment
Sounds and silence

Identifying percussion
instruments in an image

Curiosity for the importance of


Describing the weather

Aesthetic appreciation of the


Gestures related to the weather

Enthusiasm for English songs

Onomatopoeic sounds



eValUatIoN CRIteRIa


Revise and use target

Communicate information using

Play the game Whats the

Sing to the beat

Keep time with the rhythm

Listen and sing. Page 8

Recognise that sounds

Circle the sounds they hear

Circle the sounds. Page 7

Recognise sounds

Listen attentively and point

Listen and point. Page 7

Recognise silence

Show knowledge of places where What do we call no

Access music by listening

Pay attention to CD recording

Listen and sing. Page 8

Create group dynamics

Participate by singing the song

Listen and sing. Page 8

Raise awareness about

Distinguish between musical

Circle the sounds. Page 7

Mime the correct action when

Play the game Whats the

Complete the matching sticker

Stick, point and say.

Produce words to imitate the

Stick, point and say.


are all around us

to song on CD

by singing in unison

musical instruments

Learn memo-technique

strategies: relate target

vocabulary to miming

Match target vocabulary

to an image, working

Invent onomatopoeic

sounds for the weather,

working independently

KC: Key Competencies


Interest in displaying verbal


Unit 1

the target vocabulary


we need to be silent

instruments and other sounds

prompted by target vocabulary

activity accurately

sounds of different kinds of


weather like? Page 8

sound? Page 7

weather like? Page 8

Page 8

Page 8

ClaSSRooM laNgUage
I can hear , Where are we ?
sound, silence,
musical instrument, claves, tambourine,
ReSoURCeS: Class CD 1, track 1.1

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.

Let s PRACtIse enGLIsH

ClaSSRooM laNgUage
I hear
Im wet
hail, raindrops, storm, thunder, wind
point to , stick
ReSoURCeS: Class CD 1, tracks 1.2; 1.3

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 finger second two lines, etc.).
Divide class into 4 groups. Each group sings two
lines of the song.
Ask: Look at the pictures and nd the stickers.
Check as a class.

Teach the words storm, cold, wet, thunder,

raindrops, wind and hail. 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.).
Unit 1


Sounds and silence

Body percussion
Pictogram beats
Sounds and silence
Body parts

Recognising sounds and silence

in daily life

Enjoyment and confidence

whilst making music


Actively participate in

communicating verbally
through music

Understand simple

instructions about body


Recognise and copy

repeated sounds and

sound patterns



Articulate chant correctly

Chant the words.

Copy and join in with body

Do the actions and chant


Page 10

the words. Page 10

Co-ordinate hands and feet whilst Make sounds with your

playing body percussion

body. Page 9

Learn rhythms by heart

Reproduce short rhythms without Make sounds with your

Identify everyday sounds

Name everyday sounds

Access music by listening

Pay attention to the chant on the

to the chant on the CD

Perform body percussion



Eagerness while expressing

verbal messages

Use of linguistic and nonlinguistic strategies to construct

adequate verbal messages
in diverse communicative



Responding to and repeating a


to non-conventional
musical symbols in a

Incorporate sounds

reading the symbols


body. Page 9

Look. Write a dot for

sound and z for silence.

Page 9

Do the actions and chant

the words. Page 10

Use body percussion to represent Make sounds with your

different situations in a group

body. Page 9

Play correctly while respecting

Make sounds with your

Read pictograms as

Demonstrate accuracy in reading

Make sounds with your

Develop positive

Experiment creatively with

and silences in music

musical symbols

motivation, selfconfidence and love of


Develop autonomous

expressive and artistic

representation skills

Unit 1

sounds and silences

non-conventional symbols

different forms of chanting,

playing loudly and softly and
different grouping of students

Show autonomy by selecting an

option among various possibilities

body. Page 9

body. Page 9

Do the actions and chant

the words. Page 10

Colour your favourite

picture. Page 10

ClaSSRooM laNgUage
clap, tap
copy, join, listen
bird, drum, flower, hat, sun, TV
ReSoURCeS: Class CD 1, tracks 1.4; 1.5

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 <<andando>> 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 en
los 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.
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

Let s PRACtIse enGLIsH

ClaSSRooM laNgUage
clap, listen, tap
hands, knees, feet
ReSoURCeS: Class CD 1, track 1.6

Play Clap,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 match, trace and colour.
Students make up their own chants with the same
vocabulary plus one line of their own. Perform to
the class.
Unit 1


Toy Symphony
Classical music: Toy Symphony

Listening for change in pitch

Sustaining attentive listening


Identifying different musical

instruments aurally

Showing interest in responding

to music through movement

Moving to the beat

Creative invention of mimes

Identifying musical instruments


Collaboration with classmates in

guessing game

Musical instruments
Simple present
Onomatopoeic sounds

Use of vocabulary associated

with musical instruments
Invention of onomatopoeic
sounds for musical instruments






Acquire specific

Identify the names of musical

Your classmates guess the

Use English in an

Ask and reply to questions in

Your classmates guess the

Devise and interpret

Perform an original piece of music Invent your own music.


authentic manner
a musical piece using
everyday objects

Access music by listening

to the symphony on the


the simple present

on an everyday object

Pay attention to CD recording.

instruments. Page 12
instruments. Page 12

Page 11

Listen for the cuckoo.

Page 11

Identify sounds around us Brainstorm different sounds and

Brainstorming. What can

Mime how musical

Experiment with actions and

Choose an instrument.

Know and value the

Invent toy-like movements to the

Move like a toy. Page 11

Devise actions to the music

Move like a toy. Page 11

Listen to and discriminate

Raise hands when the cuckoo

Put your hands above

Apply musical and

Associate onomatopoeias to

Invent onomatopoeic

in small groups

instruments are played

expressive possibilities of
ones body

Participate actively in the

listening using different
different pitches

linguistic knowledge to
each other

Unit 1

guess the sounds in groups

execute a mime



different musical instruments

you hear? Page 11

Mime it to the class.

Page 12

your head when you hear

the cuckoo. Page 11
sounds for musical
instruments. Page 11

ClaSSRooM laNgUage
bagpipes, drum, piccolo, ratchet, triangle
lass CD 1, tracks 1.7; 1.8; 1.9.
Games or toys that make sounds:
drums, whistles, party tooters, etc.

Tener una sesin de lluvia de ideas acerca de

juguetes que hacen ruido. Hacer sonar diferentes

juguetes sonoros (whistle, ratchet, party tooter
etc.) sin que los alumnos los vean, y estos
tendrn 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 libremente
por 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 ones
you 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 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

















Let s PRACtIse enGLIsH

ClaSSRooM laNgUage
What is it? Its a
clarinet, piano, tambourine, trumpet, violin
ReSoURCeS: Class CD 1, track 1.10

Show pictures of instruments. Mime how each is

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

Unit 1


The beat
The beat
Body percussion
Everyday noises


Revise colour vocabulary



Recognising beats from nonconventional symbols

Describing the colours of
musical instruments


Understanding a variety of

Understand a variety of
directions in the target


Describe colours of musical


Correctly carry out instructions

Describe musical

Communicate accurately about

Explore and experiment

Interpret simple rhythms

Interiorise a beat

March in correct time to a beat


with body percussion

musical instruments

Compare the musical beat Show knowledge of the concept

with the sound of a clock

of a beat

Interest in learning and

practising actions and
Enjoyment whilst playing along
to the music
Enthusiasm for acquiring verbal


Ask a partner what colour

each instrument is.
Page 14

Ask a partner what colour

each instrument is.
Page 14

Ask a partner what colour

each instrument is.
Page 14

Clap your hands.Stamp

your feet. Play the claves.

Page 13

Listen and march.

Page 13

Listen to the beat.

Page 13

Use different resources

Collaborate with classmates using Clap your hands.Stamp

Reproduce a rhythm

Tap a beat, working individually

Play and say ta. Page 13

Make decisions based on

Decide individually which

Mime actions for the

to play the beat with


the pupils own criteria

Unit 1

different resources to play the


instrument the teacher is miming

your feet. Play the claves.

Page 13

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

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

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

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, say ta.
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.

Let s PRACtIse enGLIsH

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

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.

Unit 1


Hickory, Dickory, Dock

Traditional nursery rhyme:
Hickory, Dickory, Dock
The beat


Inventing new verses to a song

Carrying out actions to a song

Simple present


Understanding a traditional song

Revising numbers
Counting clocks


Develop language and

Enjoying participating in making

Showing interest in traditional
songs in English
Enjoy singing in groups
Confidence in using English



Understand a traditional song

Sing. Page 15

Revise and use numbers

Communicate information using

Count the clocks. Page 16

Know that songs have

Clap in time to the beat

Clap the beat. Page 15

Identify the beat in the

Write the beat under the drawing

Indicate the beat using the

Maintain good posture

Sit or stand up straight when

Sing and mantain good

Use the music to sing the

Sing in time to the music

Sing. Page 15 and

Invent new verses for

Collaborate with classmates

Invent new verses.

Complete actions to the song

Listen. Clap the beat.

Sing the song

Sing. Page 15

Invent new verses for the song,

Invent new verses.

literacy skills through


regular beats


when singing


the song by working in


Know and value the

expressive possibilities of
ones body

target vocabulary

of the song


and come to an agreement

symbol. Page 15

posture. Page 15


Page 15

Page 15

Know and value the




possibilities of ones voice

and an instrument of

Experiment with sounds

adding onomatopoeia

Draw part of the song and Produce a drawing with a line of

write the beat beneath,
working individually

Unit 1

the song underneath and indicate

the rhythm of the line

Page 15

Draw your favourite part of

the song. Page 15

ClaSSRooM laNgUage
Stand up!
ReSoURCeS: Class CD 1, track 1.16
Interactive Witheboard
CD-ROM: karaoke

Escuchar la cancin y hacer las acciones

adecuadas. 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 la
cancin. 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
Inventar versos para las otras horas, p. ej. ve,
takes a dive; six, says ddlesticks; seven, says
Good Heavens!; eight, says Im late, etc

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.

Hickory, Dickory, Dock,

the mouse ran up
the clock

Hacer un collage de las diferentes partes de la

cancin y cantarla siguiendo la secuencia de


Let s PRACtIse enGLIsH

ClaSSRooM laNgUage

How many are there? There are

numbers, one, two, three, four, five, six,
seven, eight, nine, ten, eleven, twelve


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.

Unit 1


Instruments in the classroom

Musical instruments

Recognising instruments

Non-conventional scores

Interpreting music

Music with a beat

Relating movement terminology

to actions

Verbs of movement
Tirolean Polka




Enthusiasm when playing

Eagerness to learn a rhythm
Collaboration in learning dance



Learn the names of

Produce target vocabulary

Listen and trace. Page 17

Learn crotchet rhythms

Develop an awareness of

Read and play. Page 17

Relate instrument sounds

Move and play, imitating an

What animal noise can this

Be aware of the need

Handle and play instruments

Accompany the music.

percussion instruments

to animals

to take care of musical



sequence and rhythm


correctly, showing prudence

Access music by listening

to the dance music on the Pay attention to the CD


instrument make?
Page 17
Page 17

Trace the things you hear

in the polka. Page 18

Play rhythms in groups of

Collaborate with classmates to

Read and play.

Dance the dance,

Interact and work as a team,

Follow your teacher.

Play instruments to discover the

Play your instruments.

Know and value the

Learn the choreography of a

Follow your teacher.

Respect other cultures

Appreciate and enjoy music from

Follow your teacher.

Construction of

Relate what one hears to the

Trace the instruments you


collaborating with

Experiment with different

sounds made by
percussion instruments

expressiveness of music

knowledge via association

of visual representation
and sound

Work independently on a
classroom task

Unit 1

make music

cooperating with others

different sounds they can make


another culture

image of the instruments that are


Produce an instrument card,

working individually

Page 17

Page 18

Page 17

Dance. Page 18

Dance. Page 18

hear in the polka. Page 17

Make an instrument card.

Page 17

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


Para explorar las posibilidades sonoras del

pandero, 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 tocar
uno de los instrumentos siguiendo el primer
ritmo. Repetir el proceso con los otros dos

Escuchar la msica. Acompaar, primero con

palmadas, y luego con instrumentos.


Dibujar otros tres instrumentos del aula y escribir

su 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

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

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 the
board. Tell them to stick the stickers and trace
the instruments they have heard.
Unit 1