Music · · 2015-09-294 Syllabus for term 1 ... hands to answer. ... Excerpt from the 4th movement of W. A. Mozart’s Symphony No. 40 CD 1, track 9

PRIM

ARY

Richmond

MusicTEACHER’S BOOK

Term 1

3

Contents Introduction ................................................................ 4

Syllabus for term 1 ..................................................... 12

Schemes of work for term 1 ....................................... 13

Teaching suggestions for lesson 1 ............................. 18








Teaching suggestions for term 1 review ..................... 34

Scores ........................................................................ 37

Reinforcement worksheets ......................................... 45

Tests ........................................................................... 55

Answer keys ............................................................... 61

Relaxing and breathing .............................................. 66

Staves ......................................................................... 69

12

term

1Lesson

TopicsMusic

STrand 1: Listening STrand 2: Musical performanceSTrand 3: Moving and dancing

1 Sound and Silence

• Soundandsilence:unconventionalsymbols

• Soundsfromthesurroundings

• Makingsoundsfromastory• Performingrhythmicostinatos• Vocalperformance

• Story:SoundandSilence

• EveryDay

2 Old Macdonald

• Soniconomatopoeias• Soundsfromthe

surroundings

• Vocalperformance• Exploringvocalpossibilities• Makingsoundsfromsequences

ofpictures

• OldMacDonald,traditionalsong

3 The Great Symphony

• Loudandquietsounds:unconventionalsymbols

• Listeningtoclassicalmusic

• Readinggraphicscores

• Exploringbodypercussion• Performingrhymesandchants

• SymphonyNo.40,W.A.Mozart

• Chant:LoudandQuietInstruments

4 Trick or Treat

• Longandshortsounds:unconventionalsymbols

• Halloweensounds

• Vocalperformance • TrickorTreat,traditionalsong

5 If You're Happy and You Know It

• Thevoiceanditsexpressivepossibilities

• Vocalperformance• Accompanyingsongswithbody

percussion

• IfYou'reHappyandYouKnowIt,traditionalsong

6 Lion's royal March

• Activelisteningwithgraphicscores


• Soundsfromthesurroundings

• Vocalperformance• Bodymovementandexpression• Creatingandperformingrhythmicostinatos

• Lion'sRoyalMarch,C.Saint-Saëns

7 Percussion Instruments

• Schoolpercussioninstruments:handdrum,maracas,claves,triangleandbells

• Vocalperformance• Playingschoolpercussion

instruments• Makingashaker• Creatingandperformingrhythmic

accompaniments

• PercussionInstruments

• TraditionalSong

8 Chinese dance

• Activelisteningwithgraphicscores


• Instruments:violin,bassoonandflute

• Accompanyingonschoolpercussioninstruments

• Bodymovementandexpression

• ChineseDanceandRussianDance,P.I.Tchaikovsky

term 1 review Twinkle, Twinkle

• Reviewofthecontentsandmusicalpracticeofterm1 •Twinkle,Twinkle,traditionallullaby

Syllabus

12

6 Activity 1: Story: Sound and Silence CD 1, track 2(*). Sounds from the story CD 1, track 3. • Contents: Sound and silence. Sounds from the surroundings. (*) All track numbers refer to the Class Audio.

pho>æ

birdfiwin∂

wa†e®

carfi

do@

Sound and Silence

1 L”is†e> to t™æ stor¥. M”a§æ t™æ soundfi.1.3

1.2

1TERM

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Teaching suggestions

1 Say: Look at page 6. Read out the title of the lesson. Then perform any type of sound after saying ‘sound’ and put your index finger over your mouth after saying ‘silence’.

Draw the students’ attention to the items in the picture. Say: Look at the picture. Point to the items (wind, water, birds, dog, cars, phone) and say their names so that the students can repeat them. Then make a sonic onomatopoeia produced by one of the items in the picture (e.g. ‘shhh’ for the wind) and ask: What can you hear? The students should answer: The wind!/Birds!/Water!, etc.

Play the track, pause it after each sound and ask: What can you hear?, What is making the sound? Put up your hands to answer.

The story on the recording is as follows:

I’m Thomas. I go to school. I can hear birds [sound 1], water [sound 2], the wind [sound 3]: it’s quiet!

I’m Sophie. I go to school. I can hear a dog [sound 4], cars [sound 5], a mobile phone [sound 6]: it’s noisy!

Play the story again and pause the track after the first part to ask: Who is Thomas? Point to the picture. Continue asking: Where does he go every day?, What can he hear? Say quietly: It’s quiet, quiet, quiet, quiet…, reducing the dynamics with each repetition. Then say to a student: Make a quiet sound.

Play the second part of the track and ask: Who is Sophie?, Where does she go every day?, What can she hear? Say loudly: It’s noisy!, at the same time as making other loud sounds. Then say to a student: Be noisy!

Contents• Sounds from natural and urban

surroundings

• Sound and silence: unconventional symbols

• Songs in unison

• Vocal onomatopoeias

Key language • sound, silence

• listen, hear, sing, look, trace, make

• story, school, quiet, bird, water, wind, noisy, dog, car, phone

• every day, walk, happy, forest, city, around

18

2 L”is†e> an∂ num∫±® t™æ pictu®efi.1.8

3 —olou® an∂ makæ t™æ soundfi.

9

term 1

Activity 2: Sounds from the surroundings CD 1, track 8.

lesson 2

2 L”is†e> an∂ num∫±® t™æ pictu®efi.1.8

4 —olou® an∂ tra©æ.

3 —olou® an∂ makæ t™æ soundfi.

co∑

ca†

do@

pi@

duc§

s™æeπ

G. A. (Graphic Answer)

G. A.

3

1

2

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in number 2?, etc. If necessary, give an example with the first sequence. Say: Boing, boing! Bang! Splash!

3 Read out the instruction. Say: Colour the pictures. Once the students have finished colouring, point to the first picture and ask: What sound does it make? Put up your hands to answer. Probably the best way of imitating the sound of dripping water is to click the tongue. Follow the same procedure with the second picture, for which the students will probably use the onomatopoeia ‘shhhh’. The third picture requires the students to make the previous sounds one after the other.

Then divide the students into two groups for the following performance:

• The first group makes the sound associated with the first picture of dripping water (clicking the tongue).

• The second group makes the sound associated with the second picture of running water (‘shhhh’).

• Both groups make their sounds simultaneously.

To finish, say: The same object can make two different sounds. Give an example using, for instance, the door of the classroom and showing the quiet sound it makes when closing it carefully or the loud sound it makes when slamming it. Ask: What other things can make different sounds?

4 Read out the instruction and, before doing the activity, ask the students to read out the names of the animals, paying attention to pronunciation and intonation.

Materials• Student’s Book, pages 8 & 9

• Class Audio CD 1, tracks 6, 7 & 8

• Score of Old MacDonald, Teacher’s Book, page 38

• Activity Book, page 5, activities 1 & 2

• Reinforcement worksheet, Teacher’s Book, page 47, activities 1 & 2

LibroMedia extras• Recordings of all the texts in the

Student’s Book

• Karaoke of Old MacDonald

• Interactive activities

21

10

The Great Symphony

Activity 1: Excerpt from the 4th movement of W. A. Mozart’s Symphony No. 40 CD 1, track 9. • Contents: Loud and quiet sounds. Body percussion.

1 L”is†e> an∂ pla¥ [email protected]

lou∂

qu^e†

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Teaching suggestions

1 Say: Look at page 10. Read out the title of the lesson and ask a student to repeat it, paying attention to intonation and pronunciation.

Make a loud sound after saying the word ‘loud’ and a quiet one after saying ‘quiet’, using any school percussion instrument. Then say:

• Loud: Pat your legs! (pat your legs loudly for the students to repeat after you).

• Loud: Stamp your feet! (stamp your feet loudly for the students to repeat after you).

• Loud: Clap your hands! (clap loudly for the students to repeat after you).

• Quiet: Snap your fingers! (snap your fingers quietly for the students to repeat after you).

Say: You’re going to listen to a piece of music. Play the track and perform each body percussion saying ‘loud’ or ‘quiet’. Take into account that you are performing every two beats and that each of the lines is repeated. For example, the first line is performed in the following way:

snapping fingers

patting legs

snapping fingers

patting legs

snapping fingers

patting legs

snapping fingers

patting legs

Say: Look at the pictures, and point to the pictures that go with each bar. Play the track again and perform each body percussion. Say: Repeat after me. After a second performance, let the students follow the graphic score on their own.

Contents• Loud and quiet sounds:

unconventional symbols

• Active listening with graphic scores

• Pieces of classical music

• The structure of a piece of music

• Body percussion as a way of accompanying pieces of music

• Chants with different dynamics

• Instruments: clarinet, violin, drum and trumpet

Key language • play, chant, complete

• loud, quiet

• pat, stamp, clap, snap

• hand, foot/feet, finger, leg

• clarinet, violin, drum, trumpet

22

Documents

Music · · 2015-09-294 Syllabus for term 1 ... hands to answer. ... Excerpt from the 4th movement of W. A. Mozart’s Symphony No. 40 CD 1, track 9