Primary Music Box Traditional songs and activities for younger learners a ae ee au a a a a Sab Will with Susannah Reed CAMBRIDGE UNIVERSITY PRESSContents os ee = e ‘Map of the book 4 Introduction 19 Resource bank 13 level 1 (ages 6-8) Ten inthe bed 18 Bingo 36 “The whee!s an the bus 21 Old Mcdonald had a rm 39 Hickory dickory deck 2 IT you'te hoppy and you know i 4 Dingle dangle scorecrow D7 There wos on old lady 45 The music mon 30 1. Here we go round the mulberry bush 8 ‘We wish you @ Merry Chiisimos 321.92 Tho1e was o princess kong age 51 Level 2 loges 7- ‘The Hokey Cokey 54 She'll be coming round the mountain n Kookaburra a The enimals went in twa by hwo 75 ‘his old man 60 Jingle bels 78 We've got he whole world in our hanes 63 2.90 Michael Finnegan al De your ears han low? 66 2617 Row, 1ow, row your boat a4 I found @ pect 49 2.12 Orangessand lemons a7 8 Level 3 (ages 10-12) 3.1 Inthe Quartermasters store 90 As Tas going 10 5t Ives 108, 3.2 The house thet Jack built 93 The twelve days of Christmas mn 3.3 Ontopof spagheti % When I first came to this kand 14 B.A ond of he silver birch 99 There's hoe in my bucket iW 3.5 London Bridge is faling dawn 102 The Owl and the Pussycat 120 3.6 The grean gross grew all around 105 Waltzing Matilda 123 Song lyrics 126 €D track listing aa,CREPE Pee hook Aop joined © 194 pooy woynpre. 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LATE ia Avo 2 u soya Buypauey sivalge Aaphians. zLol o> sjjdnd uy suing i up| sito} ewe 1ejsed poatreuoy sReuold, 0 BuNoWy + Asnjnqanon wioy pus Awe spree Suluky! — ZL-OL ua, BE soy souisuy> Buoy « svosonipus = Prom © unos puo siueipaiBuy edioes agus "Bue souisAD Jo 8 24) pune cop oc Buyaunes0y 6 Bhi aia cap cain eapk gLEt wepEIRAL, we: 2 2 sucysonb Aum), Bulkdig « epznd © Bunjeg 2 _suoysenb Aram), Bulky f7znd © Buwag 50H 15 1 = saipp pu soy0l Buy, « soippy Burpuoisepun) « sojzand puo soppy Z[-p1 SusBsomysy Ze 3 a Z TET Te Pare TLL ALL ALL IL LIL LLLWhat is Primary Music Box? Primary Musie Box is @ multilevel, photocopicble resource book bosad oround o collection of 36 tadiioncl songs cord shymes, It has been designed to provide teachers with ready touse materials, thus minimising preparation tims. his intended for uso with primory level English clases of 6 to 12 years ald What does Primary Music Box aim to do? Throughout history, and indeed lang before the writen wore songs lave been wsed ta amuse childven, poss on moral cn cuurol messages, and simply fo create fecling of warmih ‘ond belonging between community members From language teachers perspecive, singing together lows pupils o practise and perfect rhythms and intonation, and memeris language olmost elfoiBessly, in fom, sess {ree ond non-competitive almosphere Trediional songs have an added benefit of introducing some axpacts of native cure in an enjayable and raturl wy So, the cims of Primary Music Box are treated Firsty, to provide 6 sot of highly enjoyable cetvies for pupils and teacher alice; secondly, to practise grammar ond vacabviay, “chick willbe genuinely usaf for al pupils across the primory ‘age range end, finally, te ofler an oppartnity for pupil explore the cullure or topic behind these songs ancl rhymes. What does Primary Music Box contain? + Components — Primary Music Box Resource Book with fullteacher’s notes ‘and lesson plans, phatocopinble worksheets and song lyrics — Primary Music Box CD containing recoidings ofall 36 songs +hevels Primory Music Box is cuganised into three levels with 12 songs at each level. Athough, as she songs are traditional, some of the vecabulary and sirucutes fall outside the recommonded word and structure lists for Cambridge Youngs Learners Starters, Movers and Flyers fess, the songs have boen chosen, fame! in some coses, slightly adopted}, and he lessons adapted to sul the lenguage ‘evel and concaplvcl bilies of pupils in te following groups Lovel 1 suitable for pupils aged 6 to 8 who are starting thoi English studies as beginners. The fist holf of Level 1 has been designed no! le include any reading activites. 10 Introduction Lovel 2: suitable for pupils aged 7 10 10 who aie at an elementary level level 3: suitable for pupils aged 10 0 12 who ore at preintermediae love “Those lovels are intended os « guide only. You shauld use your own udgoment as to whether particular song will ‘york well with your clas. Pupils do not need to understord avery single word in order to filly enjoy and bereft rom the activities based around a song, clthaugh the lesson plans, ilustrotions and worksheets have been designed to give os fll suppaat to the comprehension of the songs 4s posible. + Ready-to-use materials Foch evel of Primary Music Box contains 12 easyioure lessen plans. Each lesion plan is based around one song and is accompanied by Iwo photecopiable worksheets ~ Worksheet 1 exploits the language of the song itself. Fun ctvities and gomes ore designed to help pupils with staged comprehension ofthe song and fo feoch or check vocabulary Worksheet 2 offers an extension o the onic of the song, sual hough a project or creative acy. These worksheats olten offer an opportunity For crosscurricula teaching ‘+ Resource bank {Ideas ate given in the teachers notes for two Follow-up cectivities ot the end of each lesson. A fuller description of how to sol up these and ther ectivites referred fo in the lesson plans is included in the Resource bark [p13 “The Resource bank olta provides genetic ideas For using songs in the classroom. + Song lyrics ‘A complete set of song lyrics is provided [p.1 24). These Cre mainly intended for the teacher, oltrough they can be photocopied ond given ou! fe the pupils, whare appropriate Ifthe song words ere given out, we recommend that you de so afer pupils hove had a chance fo complete worksheet | “whieh has been designed to inkoduce he song meaning and part or all ofthe tex! in a more graded way, I opproprite, the song lyrics con be used to create Rusher ‘actvilies—for examle, cing up the song for pupils le put inthe correct order, or eeoting additonal gaps by vehitng ‘out some ofthe text, Pupils could also be encouraged ta decorate their lyric sheets and take them home to teach the sono their Family We eae uuuIntroduction How can | use Primary Music Box in the classroom? a song The traditional songs in Primary Music Box wore not specifically writen or desiqned to teach or practise English, Rather, they ate songs that native speaker children ofthe saime age willbe singing with their parents and fiends on school fips or eamping holidays or at a party Nevertheless, many of he songs naturally lend themselves tothe practice ofa specific grommar point o¢ lexical set. A breakdown of the language ond themes covered in each song is provided at the top ef each page of teacher's notes under language Facus and inthe Map of the Book Ip. 3). Iris nol necessary to Iollow the songs in Primary Music Box in the order the they appear in the book. Use your judgement to choose the songs that iin bes! with language or other topics that you ore teaching in your curiculum. + Following the teacher's notes ‘The teacher's notes for each song include o summary of language, forget age group, Timings for each stoge and materials needed, Jagether with « clearly staged lesson plan, cand suggestions for Followup acivities, The noes list how mony copies of each worksheet you need for your clas, together with ony additional materials or preparation hat is needed. This additional preparation has been kept loa minimum, You will oko need o copy of the song recording for each lesson. ach lesson is divided into three stops, each of which can be completed in roughly 20 t0 30 minules. Depending on the ‘ime availoble, you can choose to do all three steps together in aingia lesson, or spl them ever three seperate lssons. Step 1 introduces the theme of he song ond the key language. tn this step, pupils wll ston tothe song forthe firs Sime whit completing a simpletest, such es doing actions identifying words and the order ofthe song but will not be asked to sing Step 2is where the song is sung and practised in full and further comprehension and extension work takes place. In Step 3, he theme, grammar and/or vocabulary ofthe song 6 reinforced ond extendad through a project or creaive cctily The suggested timing for each sap is included in the teacher's notes This is intended only os @ guide, Pupils’ capacity to co ary particular lesson or ectvily will depend on ther level of English ond on their coneepival awareness The material is designed so tha, if dane in single lesson, 1 contains 9 good balance of active ond more eclming, dest= based cetvites, Ifyou choose to spli the material over three lessons, make se that pupils write their names an any worksheets they use. Collect them in and keeg them safely forthe Fllowing lesson, ‘Also bear in min that pupils will need reminding ofthe song cond activites in the previous step, before progressing onto the stop for thot day. Suggestions for doing this are included at the start of each sep in the lesson plans. The phrase Hf nacessary inthe lesson plans suxgess that you could ship this inroductory port ofa step if your pupils are doing Wo consecutive sens in one lesson Sometimes optional activities are suggested in the lesson plan, These are indicoted in brockels ‘The Followup actos suggested in the leacher's notes ca either be done os port ofthe sae lesson, or used as the basis ‘of @ separate extension lesson. Further quidence an how to setup eny ofthe activites suggested inthe lesson plans is provided in the Resource bank {p. 13). ‘+ Classroom management While singing together is generally a plecsurable experience, ican give tse to some particular classroom management issues, Suggestions ore given below for dealing wih these: Noise, Pupils can get very enthusiastic with their singing. If the class gets too noisy, ry geting pupils o sing softy or in a whisper on purpose. This is fun and often sohes he problem, Teaching o signe! to Be quiet or Stop singing also helps. = Movement. Some of the songs feature actions which require pupis fo move around the classroom. While they con perform ‘many of he ections at their desks, some songs will ask them to stand up or come-to the front of the closs. Take care 1 organize these movements systematically. Set clear ives fem the outset that pupils must move calmly when doing these clivtioe, Bony activily stars to get out of hand, pupils con be ent bock o their desks immediately. H he rules cre respected allowing pupils to move while they sing will increase bot ‘heir enjoyment of he song and the hearing benetis, = Embarrassment. Some pupils may find singing aloud embarrassing if hey ore nol confident of ther singing voices In is up fo the teacher to take the lead and show thar that there is nothing to worry about. Hoving the recording to sing long 10 will also help everybody heap in tune + Use of English ond £1 ‘We recommend tht the lesions ars taught in English as far as possible. Suggested English phrasing is provided in the lesson plans to facttate this However, there ore alo fimes when use ofthe mother longue provides 6 ussiul classroom management fel. These may include fimes when you want pupils to contribute their ideas oF opinions, especially whon discussing on extension of topic or simply 08.2 quick check of undersionding, Use your judgement to decide when using the LT is appropriate, You could control this by teaching pupils Yo say the phrose Moy F speak (27}? before this is allowed. aayWhat activities does Primary Music Box provide? Frimory Music Bo provides a wealth of acivilies specifically designed to moet the naeds of young learners. The main types of acts ore of follows: + Warmers ‘These ore included ot he beginning of each lesson step. They ‘ae designed! to motivate pupils and get them invaleed in thot slage ofthe lesson and also, in Sleps 2 and 3, remind them of what hes gone before. + Speaking act ‘The laacher’s notes in Primary Music Box include o variety of speaking cavities. These include pair dictions, quizzes, ‘cting out and rattling stories, making up thymes, doing surveys and completing informotion.gep activities. A more detailed descriprion ofthe individucl activities is included in the lesson pluns and in the Resource bent ies + Drama ‘Many lesson plans in Primary Mosic Box ofer pupils an opportunity fo act things out. When pupils are ecting out roleplay, make sure pupils espect each other's turns ond are quiet, so that everyone can see an! hear. + Gomes Games ore an extremely motivating way for pupils ta learn ond proclise new language. Games in Primary Music Box include guessing games, card gumes, word games ancl board games + TPR and mime Total Physica! sponse (TPR) end mimo improve comprehension and memory by increasing pupil! cctiva involvement in lisening, Many of the songs in Primary Music Box hove actions and movements for pupils 1 learn and do ‘they sing he song, These include movements that native speakers wil rodiianally leorn and do when singing these songs 6 home arin he playground ft activities Many of the worksheets contcin an element of eating out or construction. These actives are very motivating for pupils ‘and help with their understanding of « topic, ‘Moko sure thot pupite always have access to all the motecials thoy wil need, 03 described in the teachers notes (6. scissors, sieky tape, glue, pencils, paper or cord). is also useful 1 teach pupils the nemes ofthese objects and ‘era verbs such as cu, fick or Fold 12 Introduction Where possible, make an example of the completed crate to show pupils. Thi will motivate them and also indicate any ‘areas whore they may need extra help, Display pupil’ creations in the classroom if possible or encourage them fo fake them home fo show their porent + Listening activities Fach song in Primary Music Bax provides « neturl listening activity, Pupils ate encouraged to davelop diferent listening skil, including listening for generat meaning or lisening for pectic information, Each Worksheet | provides an active task io angage pupils’ listening sis, such as: listen and draw, ston and order @ sequence, listen and make, listen cond camalete a sentence, et ding activities Reading cetivtes ore included from song 7 of bevel 1. Pupils are exposed 10 @ wide variely of reading texts and octvilies. These include simpler song-specific activities, such os read cond match o gapfil, as wel es stories, information texts and instructions to Fallow, + Writing activities Pupilsare encouraged fo stor writing from the start of Level 12. This is usually in the form of graded activities, such a5 completing 9 gopfiller capying words and sentences ilo the appropriate place on the workshest. The Followup activites suggested include many ideas for eer wating activities, + Cross-currieular activities Tie content of some af the songs in Primary Meste Box lends itself naturally fo extension info cross-euricule: topic work ‘Many of the secand worksheets for each sang aro designed tocxplot this. Examples of topics covered include transport, musical instruments, farm ond wild onimals, North America, the water cycle, the environment, food and food hygiene, imolerials and people involved in-o building projet + Christmas activities Fach level cf Primary Music Box includes one song that can be used ot Christmastime. As well as lecrning a radiionel Christmas song, pupils will meke something that they con take home and give to thee Forily as present rreteteree eee eee ae a |