Shop and Sing

071_084_U4_118783_LP1_Musica.indd 71 UNIT 4 UNIT SHOP ANDSING 19/09/17 10:42

UNIT 4 72

4 SHOP AND SING

OPENING PAGE CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES Pupils will be able to: Pupils are able to: Shopping rap. CD 1 Track 15 LIN MST DIG LTL SOC AUT CUL

Observation and identification of the qualities of sound Use active music listening to identify and Understand that there are differences between LISTEN (timbres) in natural and social environments. describe the origin and quality of a sound the timbres of voices, objects, instruments and and the environment in which it is produced. environments. Timbre Recognise who or what produces a particular sound (people, animals or objects). Notice and identify different timbres.

Use of written symbols and unconventional language to Notice and express rhythm and duration with Practise reading and interpreting simple DISCOVER read and write rhythmic patterns. unconventional symbols in songs, movement unconventional scores using the voice, pitched Speaking name ti ti activities and in pieces of instrumental music. and unpitched percussion instruments. Onomatopoeic words Auditory and visual recognition of unpitched small Recognise and name some unpitched Identify and tell the difference between small percussion instruments typically used in the classroom. percussion instruments used in class. percussion classroom instruments.

Differentiate between percussion instruments PLAY according to their characteristics (metal).

Metal percussion instruments Identification of female, male and child voices through Identify female, male and child voices. Recognise and classify different type of voices: pieces of music. female, male and child voices.

Use of onomatopoeic words. Recognise simple onomatopoeic sounds Identify and explore simple onomatopoeic SING (animals and objects). sounds. Types of voice (male, female, child) Big eyes. CD 1 Track 19 KEY STRUCTURES

CREATE • There is a clothes shop. / There are four children. Make maracas • Woof goes the dog. • We hit the triangle. We shake the bells.

TALK ABOUT MUSIC • Imperatives: find, put, tape, shake Types of sound (long, short, nice, bad) • Is made of ... / are made of ... Clap your hands. / Stamp your feet. / Pat your legs. • My favourite instrument is ... / My favourite instruments are ...

LANGUAGE FOCUS MUSIC CONCEPTS • Colours: red, blue, yellow In this unit pupils will learn: • Animals and objects: dog, cat, sheep, bells, clothes • timbre • Animal sounds: woof, miaow, baa • the speaking name ti ti • Voice types: male, female, child • metal percussion instruments • Musical instruments: maracas, claves, castanets, • different voice types cymbals, bells, triangle, harp, flute

071_084_U4_118783_LP1_Musica.indd 72 19/09/17 10:42 words. of onomatopoeic Use of music. pieces of female, through child and voices male Identification classroom. in the used typically instruments percussion small of unpitched recognition visual and Auditory patterns. rhythmic write and read to unconventional and language symbols of written Use (timbres) environments. in natural social and of sound qualities of the identification and Observation CONTENTS

071_084_U4_118783_LP1_Musica.indd 73 (animals objects). and sounds onomatopoeic simple Recognise female, child and voices. male Identify in class. used instruments percussion unpitched some name and Recognise music. of instrumental in and pieces activities movement in songs, unconventional symbols with duration and rhythm express and Notice animals objects). or (people, sound aparticular produces what or who Recognise is produced. it in which environment the and of asound quality and origin the describe and to listening music identify active Use to: able be will Pupils EVALUATION CRITERIA GO TO THE TEACHER’S CD OR PUPIL’S IWB BOOK TO LISTEN TO THE TEXT. TEXT. TOTHE TOLISTEN BOOK IWB PUPIL’S OR CD TEACHER’S TOTHE GO Internet (female, male and children’s choirs). Show ICT to help the environment. recycled be can Pupils Science Natural negative and interrogative forms. Work English Pupils make face owl masks. Art nice /bad). /short, (long Class Music COMPLEMENTARY ACTIVITIES CROSS-CURRICULAR LINKS unit links to Natural Science afocus with This differenton animals. worksheet make on pupils there is /there are a choir poster – Unit performance of 4: household Pupils

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PRIMARY 1 19/09/17 10:42 73 UNIT 4 74

OPENING PAGE

15 Listen and sing. 45 SHOP AND SING Shopping rap OPENING PAGE

OPTIONAL MATERIALS I am at the shopping centre, I dance with my friend. • Piece of A4 paper I am at the shopping centre, I rap with my friend. p. 67 ...

1 Count the children.

2 Circle the clothes shop.

3 What primary colours can you see?

28 twenty-eight

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GETTING STARTED • Ask the following questions and help pupils with the answers: What are the older children doing? They Before Activity 1, ask pupils to look at the illustration. are singing and dancing. Who are the young Ask: What can you see? People walking in a children with? Their mothers or their grandmothers. shopping centre. What places can you see? Shops. Ask pupils for a show of hands for Yes and for No to 2 Circle the clothes shop. the following question: Do you like shopping • Ask: What type of shops can you find in a centres? They can shout out Yes, I do or No, I don’t shopping centre? Clothes shops, shoe shops, when they raise their hand. furniture shops, etc. What do they sell in a clothes shop? Jumpers, t-shirts, shirts, etc. LEVELLED QUESTIONS • Pupils circle the clothes shop.

• What can you see in the illustration? • Check that they have identified the item of clothing in the window of the clothes shop. • What are the people doing? • Are there any children in the shopping 3 What primary colours can you see? centre? • Ask: What primary colours can you see? Explain • What places can you see? to pupils that primary colours are red, yellow and blue. Primary colours are not made with other colours. Purple is not a primary colour because it is a STEP BY STEP PAGE 28 mix of red and blue.

1 Count the children. • Tell pupils to point to the colours, for example the red door of the clothes shop, the yellow lampshades in • In Activity 1 pupils count the children. the shop on the left, or the blue bag the old lady is • Ask them to point to the younger children and the carrying. older ones. • Count the children with your pupils pointing to the illustration: One, two, three, four.

071_084_U4_118783_LP1_Musica.indd 74 19/09/17 10:42 028_035_U04_1PRIM_118781.indd 28 28 4 5 twenty-eight 3 2 1 What primary colours can you see? can colours primary What Circle the clothes shop. Count the children. SHOP ANDSING ... I rap with my friend. centre, shopping the at am I withI dance my friend. centre, shopping the at am I rap Shopping 15 15 Listen and sing. and Listen p. 67 p. 03/05/17 13:22 071_084_U4_118783_LP1_Musica.indd 75 • • • • SOLUTIONS 1 3 2 1 practice Ra-a-a-a-a-pping. Encourage are illustration. them Play Pupil’ssee 67). page Book, Shopping On I rap my with friend. I am at the shopping centre, I dance my with friend. I am at the shopping centre, I rap my with friend. I am at the shopping centre, I sing my with friend. I am at the shopping centre, I rap my with friend. I am at the shopping centre, I dance my with friend. I am at the shopping centre, Ask: / colours: red, Primary yellow and blue. Praise are There four children in the illustration. Á 15 the redwith jumper in the window. 1 /, playing /e

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Rapping at the shopping centre, yeah, yeah, yeah! Rapping at the shopping centre, oh! wo-oh, Oh! Yeah! Oh! Yeah! Sing-ing-ing-ing-ing-ing! Play-ay-ay-ay-ay-ing! Sho-o-o-o-o-pping! Ra-a-a-a-a-pping! I rap my with friend. I am at the shopping centre, I sing my with friend. I am at the shopping centre, WRAP IT UP IT WRAP FAST FINISHERS TEACHER TIPS Ask shopping centre three with of their favourite shops. On from memory. • •

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PRIMARY 1 19/09/17 10:42 75 UNIT 4 OPENING PAGE 76

LISTEN Listen LISTEN TIMBRE

OPTIONAL MATERIALS Instrument∫ and voice∫ have different • Recorder timbre∫. • Drum 1 Listen and number the pictures. • Maracas 1 • Triangle • Cymbals • Bells

twenty-nine 29

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GETTING STARTED • Read out the instruction for Activity 1. Make sure they understand that they need to number the • Before the activity, explain to pupils that the timbre illustration with the sound quality they hear. of a voice or a musical instrument is the quality of • Play the recording again. Pupils listen and number sound it makes. Each thing has a distinctive timbre the illustrations. or character when it makes a sound, different things have different timbres. • Tell pupils that they will hear the recording one last time. They can compare answers with a partner. • To demonstrate, ask pupils to close their eyes. Play one or two classroom musical instruments such as • Check answers by getting pupils to point to the the recorder or drum. Get pupils to guess what they picture in sequence 1–6. are listening to. Also sing a few notes and ask: Is my voice female or male? EXTRA ACTIVITY Talk about timbres and emotions STEP BY STEP PAGE 29 • Tell pupils that different timbres can make you • Read aloud the explanation in the introductory text feel different emotions, they can make you feel (CD 2 Track 32). Notice the English pronunciation of calm or happy. the word timbre /tA:mbr@/. • Ask pupils to look at the illustrations again. Ask 2 33 Listen and number the pictures. questions Does the timbre of the harp make you feel happy or clam? Calm. What • Before listening, get pupils to imagine the sound timbre makes you feel happy? The phone, they will hear for each picture. Point to the pictures the voice, etc. and ask them to imagine the timbre in silence. • Work on emotional intelligence. Ask pupils • Tell pupils they are going to listen to six different what other timbres make them feel happy or sounds. calm. • Play the audio once and ask pupils to point to the picture they hear.

071_084_U4_118783_LP1_Musica.indd 76 19/09/17 10:42 028_035_U04_1PRIM_118781.indd 29 Listen

1 TIMBRE timbre∫. Instrument∫ andvoice∫havedifferent Listen and number the pictures. 1 twenty-nine 29 03/05/17 13:22 071_084_U4_118783_LP1_Musica.indd 77 WRAP IT UP IT WRAP SOLUTIONS 1 1,megaphone etc. 6, heard timbre Get 1. • instrument the Guess • • • I? am Who • megaphone 3. EXTRA ACTIVITIES EXTRA flute instrument is being played. randomly Pupils once, that so the pupils recognise them. maracas, Select severalRepeat different times with pupils. ofrest the pupils have to find spoke. out who making Tap inSitting acircle, pupils their close eyes. girl’s harp; pupils in they the 8, voice; Activity several 4. close telephone a with like guiro; back triangle, noise. and 2. best 1. their woman a unpitched of 5. Write show That ask

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PRIMARY 1 19/09/17 10:42 77 UNIT 4 LISTEN 78

DISCOVER Discover Discover TI TI WHAT SOUNDS DO THEY MAKE? DISCOVER

REMEMBER OPTIONAL MATERIALS Some sound∫ last half a beat. Some word∫ sound like people, animal∫ ti ti Notes that last one beat • Claves They are called ti ti. are called ta. or thing∫. • Piece of A4 paper ta 1 Match. 1 Write ta or ti ti. Listen and play the rhythms. a ti ti

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baa! woof! ding dong!

b 17 2 Read aloud and sing. ta ta ti ti ta Woof, woof, woof, woof, woof goe∫ the døg. (x2) 1 2 3 4 5 6 7 8 Baa, baa, baa, baa, baa goe∫ the sheep. (x2) La, la, la, la, la, la, la, la. (x2)

30 thirty thirty-one 31

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GETTING STARTED • Repeat the audio getting them this time to tap the rhythm with you in unison. Pupils can alternatively • To get pupils to tune into the content of this lesson, play classroom percussion instruments such as ask: Can you remember the speaking name ta? claves. Prompt with ta-ta-ta. • You can divide the class into two groups. One group • Remind them that ta is the speaking name for one is ‘a’ and claps a steady beat while the second group beat. ‘b’ taps the rhythms (or plays claves). Then, repeat swapping the groups.

STEP BY STEP PAGE 30 • For a bit of fun, try without the audio. Tell them you are going to speed up the beat. Get them to say • Read aloud the introductory text (CD 2 Track 34) and tap the rhythmic syllables to your faster beat! and explain that ti is the speaking name for half a beat and that ti ti = one beat. Get them to repeat ti ti a few times while you tap the beats. SOLUTIONS 2 35 Write ta or ti ti. Listen and play the rhythms. 1 Monitor for correct identification and • Read the REMEMBER box on the page and ask: production of ta and ti ti rhythms. What primary colour represents ta? Blue. • Ask pupils to look at the diagram in Activity 1. Ask: What colour represents ti ti? Yellow. WRAP IT UP

• Pupils write ta or ti ti in the gaps in the diagram. One the board write a different short rhythm with Check answers with the whole class before listening ta and ti ti. Ask pupils in pairs to practise the new to the rhythms. rhythm. Ask for a pair to volunteer to perform the • Pupils listen to the audio and follow the diagram. rhythm to the class. • After the first listening, ask: How many beats does ta last? One. How many beats does ti ti last? FAST FINISHERS One. Ask fast finishers to invent a new rhythm on a piece of A4 paper. They can use a similar diagram to the one on page 30.

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2 1 WHAT SOUNDS MAKE? DOTHEY

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PRIMARY 1 19/09/17 10:42 79 UNIT 4 DISCOVER 80

PLAY PLAY Play Sing

METAL PERCUSSION WHO’S SINGING?

MATERIALS We hit or shake metal percussion There are male voice∫, female voice∫ • Flashcards: bells, cymbals, instrument∫. and children’∫ voice∫. triangle OPTIONAL MATERIALS 1 Listen and match. • Triangle sound 1 sound 2 sound 3 triangle bell∫ cymbal∫ • Bells Big eye∫ • Cymbals 1 Listen and number the instruments. Write. In the night you a b c child male female hear me singing, 19 2 Listen to the song Big eyes and number the voices. Sing. I have feather∫ and a b c big eye∫. In the night you hear me singing. Dø you knoæ I’m very wise?

32 thirty-two thirty-three 33

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GETTING STARTED • Let them listen a second time to check their answers. To tune pupils into the content, show them one or • Then, ask pupils to write in the names of the more of the percussion instruments. Ask: What is instruments in the spaces below the pictures. Check this musical instrument made out of? Metal. that they spell cymbals correctly with a y and bells Explain that this is a metal percussion instrument with a double l. and that there are other families and classifications of percussion instruments, for example wooden. • Check answers to the activity. Model the pronunciation of the words: cymbals /sImb@lz/ and triangle /traI{Îgl/. STEP BY STEP PAGE 32

• Show the pupils the flashcards bells, cymbals and SOLUTIONS triangle. Ask pupils what they have to do to get the instruments in the photo to sound. Ask: What do 1 a. 1, cymbals; b. 3, triangle; c. 2, bells you need to do to make the instrument sound? Hit or shake it. • Read aloud the introductory text (CD 2 Track 37). WRAP IT UP Ask: Which instruments can you shake? Bells. Get some volunteers to play class instruments: the Which instruments can you hit? Triangle (with a triangle, bells and cymbals. Ask pupils to close their stick) and cymbals (with fingers). eyes and guess which instrument they hear and • Explain that these bells are sometimes called sleigh whether it is being hit or shaken. bells. A sleigh is the vehicle driven over snow for example by Father Christmas; the bells sound when the sleigh is moving. FAST FINISHERS

2 38 1 Listen and number the instruments. Ask fast finishers to draw the instruments in their Write. notebooks or on a piece of paper and label each instrument under a heading Metal percussion. They • Pupils listen and number the illustrations in the should show their work to other classmates. order they hear them.

071_084_U4_118783_LP1_Musica.indd 80 19/09/17 10:42 028_035_U04_1PRIM_118781.indd 32 32 Play thirty-two 1 METAL PERCUSSION instrument∫. We hitorshakemetalpercussion Listen and number the instruments. Write. a triangle bell∫ b cymbal∫ c 03/05/17 13:22 028_035_U04_1PRIM_118781.indd 33 071_084_U4_118783_LP1_Musica.indd 81 19 19 Sing

2 1 WHO’S SINGING? WHO’S and children’∫voice∫. There aremalevoice∫,femalevoice∫ Listen to the song Listen and match. a • • • • • STEP BY STEP STEP STARTEDGETTING sound 1 1 2 pupils to sing the song. and whole images Pupils feathers, which Owl. pictures? of birdin the type of the name the know Ask Check class. the whole with answers words:written Pupils voices. Ask: Read singers? your are favourite singers? malefemale Who from Ask child 40 19 ask

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Child voice Child 2; b. child; 2. Materials to prepare for the • • •

fast singing. A cardboard box A cardboard pot A yoghurt A drink can a chart 3; c. finishers 33 of 03/05/17 13:22 male; 3. their 1 The on the Lyrics 132 page on on family OPTIONAL MATERIAL SING owl Mum • Female voice Female female paper ofPiece A4 a board. needs piece into Create the Pupils of to • • Rice A4 look different Sticky tape Sticky lesson: paper copy Uncle Juan Uncle wise Male voiceMale MUSIC MUSIC it to categories. and and draw place B have y an ME

PRIMARY 1 19/09/17 10:42 81 UNIT 4 SING 82

CREATE Create CREATE

MARACAS TALK ABOUT MUSIC

1 2 Make maracas using recycled materials. MATERIALS Read and complete. Talk about your favorite percussion MATERIALS instruments. • Drink can • a drink can a The triangle i∫ made • a yoghurt pot • of . • Yoghurt pot • a cardboard box metal My favourite percussion • rice b Maraca∫ are made of instrument∫ are the ... • Cardboard box • sticky tape wood . • Theyand theare ... made of ... • Rice • c We hit / shake the ... 1 Find a can, a pot and 2 Put some rice in the can. Bell∫ are made of • • Sticky tape a cardboard box. . We hit / shake the ... d Cymbal∫ are made of . e Clave∫ are made of 3 5 Repeat steps 2 to 4 with . Ask a classmate. the pot and the box. f Castanet∫ are made of What percussion instrument∫ 3 Tape the can shut with 4 Shake your maraca. 6 Compare the sounds of the sticky tape. three maracas. Play a . can you play? rhythm.

34 thirty-four thirty-five 35

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GETTING STARTED • Once the instruments are made, get each group to shake them. Shout shake then stop after 10 seconds. • Ask pupils: Do you remember the names of the Encourage pupils to compare the different sounds metal percussion instruments? Bells, cymbals and the different instruments make. the triangle. • Get pupils to play their instruments in unison • Remind them that each instrument has a different practising simple rhythms, e.g. ta-ti-ti-ta, ta-ti-ti-ta. timbre or sound depending on what materials they • You can get different groups to play together or are made out of. separately while you mark a steady beat. When you call out the number of the group, that group must STEP BY STEP PAGE 34 perform the rhythm, e.g. group 1 (yoghurt pots and rice) ta-ti-ti-ta, ta-ti-ti-ta, etc. Make maracas using recycled materials. • Tell pupils that they are going to make maracas out WRAP IT UP of different materials. Tell pupils that maracas are a percussion instrument found in many cultures. They Record a simple performance of your pupils playing are normally made of wood. their home-made maracas. • Ideally each pupil will make at least one instrument though this will depend on the size of your class and FAST FINISHERS the materials you have available. Ask fast finishers to help other pupils. • Alternatively, you can divide the class into small groups. Some groups can work with a particular materials (e.g. group 1 can and rice; group 2 pot TEACHER TIPS and rice; group 3 cardboard box and rice). • When demonstrating how to create something, • Demonstrate how to make the first instrument with always make sure everyone has finished each the can. You can read out the instructions to step before you move on to the next. indicate each stage (CD 2 Track 41). Pupils follow your instructions and demonstration. Then, get the • When you ask the class to perform a rhythm pupils to make the other instruments. always give them two or three opportunities to rehearse it.

071_084_U4_118783_LP1_Musica.indd 82 19/09/17 10:42 028_035_U04_1PRIM_118781.indd 34 34 Create thirty-four Make maracas using recycled materials. recycled Make using maracas MARACAS 3 1

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