LP 4

Unit 4: It’s Time to Sing!
Introduction
According to Carl Orff, young children respond best to natural rhythms, tonalities and movements. Orff’s pedagogy is based on his philosophy
that children learn music in the same way as they learn a language. The initial acquisition of musical skills, like linguistic ones, should come
largely from listening, imitating and performing. In the previous unit, pupils learnt the basics of rhythm through mainly through clapping,
reciting song lyrics, and then singing. To refine their singing, pupil will be learning the aural aspects of music awareness. In this case, they will
be taught to identify notes by pitches through solfege and Curwen hand signs. Singing the different pitches using solfege helps pupils to develop
a basic awareness of melodic direction and the hand signs help pupils to visualise the pitches.
This unit focuses on helping pupils refine their vocal abilities by:
 Introducing them to the basics of singing posture.
 Helping them gain an understanding of pitch through the learning of solfege.
 Developing their basic awareness of melodic direction with hand signs to visualise pitch.
Learning Objectives Unit Focus

SP CI DE MC CG RM
Learn the techniques of singing


SP Sing and play melodic and rhythmic
  Identify solfege notes and its related hand signs instruments individually and in groups
 CI Create and improvise music
DE Describe and evaluate music through
listening
 Lessons are planned for 25 minsCreate
for practical
simple reasons.
music with solfege using an
 MC Develop understanding of music
 Teachers who do notwish to useappropriate
the optional
rhythm suggestions may either come up with
activity elements/concepts
their own or devote more time to the other activities. CG Discern and understand music from
various cultures and of various genres
   Work in groups to perform a song with actions RM Understand the role of music in daily life
© Pearson Education South Asia Pte Ltd 2008 1 Perfect Match Music Primary 1
Suggested Lesson Plans
Objectives Activity Time Resources

What pupils will learn Period 1: Music Class In Pupil’s Book and
or develop This unit will be taught over 7 weeks (14 periods). mins other resources
Activity
Express their opinion  Ask pupils whether they like their music lessons and why. 1 PB: p 28, Q1
about music lessons  Tell pupils they will be learning a new song called Music Class, which is about what
they do in class and how much fun they have.
Identify the rhythm in  Ask pupils to tell you what the rhythmic syllables are for the 1st 4 bars. 1
a song  Answer
ti - ti ti - ti | ti - ti ta | ti - ti ti - ti | ti - ti ta |

Music class is so much fun, sing-ing, mo-ving to the beat
 Get the class to say the rhythmic syllables and clapping the rhythm of the song together. 2 Rhythm cards
You may use the rhythm cards to prompt them.
 Ask the pupils to recite the lyrics of Music Class according to the rhythm. You may 1
guide them to clap and read the lyrics at the same time, line by line.
Think About It (Optional)

Recognise rhythmic ASK: Is there a repeated rhythm in the song? What rhythm is it, and how many times is it 1 Rhythm cards
patterns in music repeated? (You can ask pupils to show you the rhythm using the rhythm cards)
 Answer
Yes, there is a repeated rhythm of ti-ti ti-ti ti-ti ta and it is repeated 6 times.
Activity
Skills: Listening,  Let pupils listen to the tune of Music Class and ask them to clap along to the rhythm. 1
Performing, Singing  Play the CD. Audio CD 1
Clap to the rhythm of  Get the pupils to sing the song without clapping the rhythm while you play the 1 Track 27 (0:59)
a song and then sing instrumental version of the song. Audio CD 1
the song  Play the CD. Track 28 (1:02)
 Ask the pupils if they recognise the melody of the song and what the original song is. 1
Identify a melody  Answer
from listening to the Twinkle Twinkle Little Star
song  Explain that sometimes people use the music for another song to create new songs. 1
Background Information
Twinkle, Twinkle Little Star is actually a combination of the melody from an old French
song Ah! vous dirai-je, Maman and the words from an English poem The Star. Mozart
actually used the same tune to write piano variations (slight changes in the melody). The
original song has nothing to do with stars; it is actually about a child wanting some sweets!
Going Further (Optional)

Skills: Singing  You can also get pupils to sing Music Class with the original lyrics of Twinkle Twinkle 1 Audio CD 1
Little Star. Track 28 (1:02)

 The lyrics are as follows:
Twinkle, twinkle little star, how I wonder what you are!
Up above the world so high, like a diamond in the sky.
Twinkle, twinkle little star, how I wonder what you are!
Activity
Learn about the treble  Ask the pupils if they noticed a curved symbol at the beginning of each line of the 2
clef and how to draw it rhythms.
 Tell them the symbol is a treble clef.
 Explain that the clef symbol lets people know the pitches of the notes on a stave.
They will learn about staves later.
 Mention that the treble clef is also known as a “G clef” because it looks like a
stylised letter “G”.
 Get the pupils to practise drawing the treble clef on pieces of paper. 1 Pieces of paper
Learn singing  Tell pupils that in order to sing properly, they should note a few points. 1 PB: p 29
techniques and realise  Ask pupils to read the points on p 29. You can ask 1 pupil to read aloud for the 1
their importance class 1 of the points, get another to read the next point, and so on.
 You can show pupils why it is important for them to open their mouth wide and to 2
keep their face relaxed when they sing, by making a positive and a negative
demonstration.
 Ask them to tell you what differences there are in the singing.
Understand the  Suggested answers

reasons for having The sound is not that clear. It is harder to sing.
such techniques  Explain that singing loudly does not mean they should shout, because it does not
sound nice and it will be more tiring for their throat (they will strain their voice). 1 Audio CD 1
Highlight that they should protect their voice, if not they may not be able to speak. 1 Track 28 (1:02)
 Get the pupils to stand up and follow the instructions on p 29 in singing Music
Class.
Skills: Analysing  Ask them if it was better singing in the proper way.

Determine the
differences between Think About It (Optional)
singing and speaking ASK: What do you think is different between singing and speaking?
 Suggested answers
Pupils will most probably say that singing is more tiring that speaking and that singing
sounds nicer with different sounds (pitches) whereas speaking sounds flatter in
comparison. Explain to pupils that singing requires a better control of breathing, if not,
the singing will not sound nice, and will strain the throat. Therefore the proper way to
sing is to relax and to breathe deeply and naturally, pausing at certain parts of a song to
Highlight the reasons take a breath.
behind proper posture
in singing ASK: Do you know why we should stand or sit properly when we sing?
Pupils may say it is so that they do not get tired when they are singing with good
posture. Explain to the pupils that our voices will not project correctly (sound loud and
clear) if we slouch in our posture. You may want to demonstrate the differences in the
sound of your singing with good and bad posture. If possible, ask pupils to try it
themselves, so that they will realise it is also harder to sing.
Skills: Observational 5 Teacher to find a
Apply what they have Going Further (Optional) video recording of
learnt about singing in  Find a video recording of a choir in performance. You may search on the Internet on a choir
watching a video and YouTube for such videos.
understanding how the  When playing the video, tell pupils to observe the singers’ posture, mouth shape, when
techniques are being the choir is singing.
used  Ask pupils if the singers’ posture is the same as the points discussed earlier.
Learn about more Going Further (Optional)

techniques in  Tell pupils you will be teaching them some warming-up exercises before singing. These
improving their exercises will help them in their singing by relaxing their face and mouth. Explain that
singing professional singers also do that to protect their voice.
 Get pupils to do the simple exercises below:

To warm up the mouth, massage gently at the cheeks. Get pupils to open up their
mouth as big as possible and close. Pretend to chew on a chewing gum.
To warm up the voice, get pupils to pretend to be a monkey
Say “Ooh, ooh, ooh, ahh, ahh, ahh” 5 times.
Say “Sigh” and “Aahh” 5 times. The voice goes from high to low pitch.
 Get pupils to sing Music Lesson following the correct singing technique and posture.
– END OF PERIOD 1 – 25
What pupils will learn Period 2: Music Class In Pupil’s Book and
Recap
Recall the basic  Tell pupils not to open their books, and ask them whether they remember the points 4 PB: p 29
singing techniques e.g. they should take note of in order to sing properly.
good posture.  Suggested answers
 It is important to warm up our voice

 It is important to have correct posture when sitting or standing
 One should open mouths wide and be relaxed
 Do not shout while singing
 Go through the points again with the pupils if they have forgotten.
Think About It
Learn that breathing ASK: Do you know why it is important to observe your breathing when singing? 1
properly is important  Suggested answers
for singing If a person does not breathe properly, he/she cannot sing properly as he/she will run out
of breath when singing or the sound is not loud and clear.
Going Further
Pick up proper  Mention that singers use their diaphragm to breathe. Explain that the diaphragm is 10
breathing techniques a sheet of muscle which stretches across the bottom of the ribcage. Using the
to aid in singing diaphragm while breathing expands the ribcage and maximizes the amount of air a
person can take in. It is important for the singer to be very relaxed.
 Tell pupils you will be teaching them how they should breathe properly.
 Get the pupils to do the following exercise with you:
1. Pretend to sip air from a straw. Release the air with a hissing sound.
2. Ask pupils to observe your stomach. As you sip air, the stomach should increase
slightly. As you blow out through hissing, the stomach should become smaller.
Explain that this is the correct breathing technique for a good support of tone. Some
pupils may find it difficult. Allow them time to practise. You may ask them to put
their hand on their stomach and concentrate on raising their stomach instead of their
chest. This way they will focus on breathing with their diaphragm.
3. Tell pupils to put their finger in front of their mouth. Ask them to repeat (2) and
blow out the candle. Remind them that they can blow out in one breath.
4. You can also ask pupils to sit down on a chair, and bend over. Tell them to blow all
the air out, and hold their breath. Then get them to stand up, and concentrate on
their stomach as they breathe in.
 You can get the pupils to practise this in pairs.
Activity
Skills: Singing  Tell pupils they will practise what they have learnt about singing properly by singing 1 PB: p 23, 25
Apply what they have Skip to My Lou and One Little Finger using the techniques. They will be singing Skip to Audio CD 1
learnt about posture My Lou first. Track 24 (0:44)
and breathing to  You can either play the music for them to sing, or get them to sing the song without Track 26 (0:54)
singing music. It may be better to get them to sing without the music so that they can sing
slower with a better awareness of applying what they have learnt.
 Get pupils to sing it once through together to revise the songs. 3
 Divide the class into groups so that they can check each other’s posture and breathing 3
techniques as they practise.
 Get the whole class to sing together with the music. 3
What pupils will learn Period 3: Wonderful Melodies (1) In Pupil’s Book and
Activity
Understand the  Explain to pupils they will be learning to identify the pitch of notes using solfege. Tell 2 PB: p 30, Q1a
purpose of learning them pitch is how high or low a note sounds and solfege names are music names given
solfege to different high and low sounds. Today they will be learning 2 solfege names for 2
different music notes, me and soh, and in future they will be learning more.

 Tell pupils that you will be playing the 2 music notes, so they should listen carefully. Audio CD 1
Skill: Listening  Play the CD recording for me and soh. Track 29 (0:04)
 Ask pupils if they can hear any differences in sound. If necessary, play the CD again.
 Answer
One note sounds higher than the other.
Learn 2 music notes in  Tell the pupils that there is a picture of a boy walking up some steps. Ask them which 2 PB: p 30, Q1b
solfege, me and soh, note sounds higher and they should write down the corresponding letter in the circles.
and how to sing them The letter for the higher note should be on the higher step.
 Answer
Me (m) should be in the circle on the lower step, while soh (s) should be in the circle on
the higher step.
Skills: Listening,  Get the pupils to sing the 2 notes. You can play the recording again for them to listen. PB: p 30, Q1c
Singing
Solfege is a pedagogical system that assigns a particular syllable (solfege or sol-fa
Understand the origin syllable) to each pitch of the scale. Solfege training helps one to cultivate a keen sense of
of solfege relative pitch – the ability to differentiate between different pitches without actual note-
reading. It has proven to be an excellent means to improve sight-reading and to develop an
acute aural awareness. Solfege was first invented in the 11th century by the Italian monk
and music theorist, Guido d' Arezzo, to help monks learn Gregorian chants.
Know that we speak Activity

words in different  Tell pupils that we use different high and low sounds in the words we speak. 1 PB: p 30, Q2
pitches  Write the two phrases “Oh, yes” and “I’m here” on the board and the Whiteboard and
corresponding solfege letters underneath each word. Do not read out the phrases. marker
Skills: Interpreting,  Write the different combinations from soh and me below the words.
Singing e.g. “Oh, yes” may have the combinations s s, m m, s m, m s.
Interpret the pitch of  Get pupils to read the 2-word phrases in a normal speaking tone first. 2
words in order to  Ask them if they notice whether there are any differences in sound.
match notes  Answers
For “Oh yes”, both words are at the same pitch.

For “I’m here”, both words have different sounds. “Here” sounds higher than “I’m”.
 Get pupils to sing the words with the solfege names as given in the book. They
should observe that the words are placed on different levels of the steps.
 Ask pupils to try singing the 2 phrases with all the different solfege combinations 3
and then tell you which ones they prefer. It is most likely they would agree that the
solfege given in the book best fits the words.
 If any pupil should think that other combinations suit the words, get them to
explain why.
 I think “Oh yes” should be read with me soh, because I’m saying the words to
agree with someone.
 I think “I’m here” should be read with soh me, because it sounds like I’m
answering a question.
Learn that different  Explain to pupils we may say the same words in different ways (tones) to show our 1
pitches in speaking feelings and we almost always say words with certain pitches.
shows different  You may demonstrate by saying “I am a robot” in a flat toneless way, with a
feelings constantly high pitch, a constantly low pitch, and finally a natural tone.
Think About It
Understand why the ASK: Do you think the words we speak have different pitches? 1
words we speak have  Suggested answers
different pitches Speaking words with the same pitch is boring. It is also very difficult because we
naturally speak in different pitches.
Activity
Skills: Interpreting,  Write the following words on the board “Each one” and “School starts” and all the 3 PB: p 30, Q2
Singing different solfege combinations underneath the words. Do not read out the phrases. Whiteboard and
Interpret the pitch of  Tell pupils to pair up and experiment among themselves how it sounds with me or soh marker
words in order to pitches. They should say the words normally first, and then try the different sounds to
match notes match the normal way of speaking. Get them to write the corresponding solfege letters
in the boxes below the words.

 Ask the pupils what combinations they used by calling out the combinations and asking
them to raise their hands if they chose the combination you read out.
 Get the pupils to sing the words in their chosen combination when you call out a 2
particular combination.
 Answers
“Each one” should be read as me me because both have the same pitch when read out
normally.
“School starts” should be read as soh me because “starts” sounds lower than
“school”.
Activity
Skills: Reading,  Get the pupils to sing the 4 solfege phrases. You can both play 1 CD recording each, 4 PB: p 30, Q3a
Singing and get them to sing, or ask them to sing first and use the recording to check if they Audio CD 1
Know how to sing have sung correctly. Tracks 30–33
short solfege phrases  You may use the solfege/hand sign cards to prompt them in their singing. (Total: 0:10)
made up of me and soh  Tell pupils that we can show the different high and low pitches in writing with musical Solfege/hand
notes on something called a music stave. Explain that they will begin with a simplified signs cards
stave that has only one line.
 Tell pupils notes are indicated with circles/ovals and we can write a maximum of three 2 PB: p 30, Q3b
notes on this simplified staff.
Learn about the  You may want to draw the following diagram to show the pupils. Briefly point out the
representation of two types of notes: space notes and line notes.
different pitched notes
on a simplified stave
Determine the position  Tell pupils that since soh is higher than me, its position is higher than me on the stave.
of me and soh on the  Ask pupils to sing the solfege notes on the stave shown in Q3b. Similarly, you can play 2 Audio CD 1
stave the CD recording before or after their singing. Track 34 (0:05)

Let’s Play a Game! (Optional)
Skills: Memory,  For the following game, you will need enough room for movement. Tell pupils Chalk/sticky tape
Listening, Singing they will be playing the “Dancing Notes” game. Solfege/hand
Recognise short  Stick a piece of long wire with sticky tape on the floor or draw a line on the floor with a signs cards
melodies consisting of piece of chalk. Write soh and me on either side of the line.
me and soh and sing  Divide pupils into groups of 4 or 5.
from memory  Whenever a group is selected, you sing a short melody consisting only of me and soh to
a rhythm. Get the group to echo the melody and jump, at the same time, on the
corresponding notes on the floor.
 If a group gets the whole melody right, they earn a point.
 You may make it harder by flash the solfege/hand sign cards of me and soh in a
sequence, and then the group has to sing the melody based on memory while jumping.
You may practise with the pupils first by flashing the cards one-by-one and getting the
pupils to sing/jump the note with each card being flashed.
 The group that has the most number of points wins the game.
Recap
 Show the side of the solfege/hand sign cards that has me and soh to the pupils. 2 Solfege/handsign
Ask them if they recall how these notes sound like, which note sounds higher than the cards
other and get them to sing the notes.
Activity

Learn that hand signs  Tell the pupils you will do 2 actions and they should tell you what the signs mean. 2
can be used as a tool 1. Put your finger to the mouth.
of communication as 2. Put out a palm faced outwards.
well as representing  Suggested answers
music notes Pupils will be able to say that the 1st sign means to keep quiet and the 2nd to wait or stop.
 Guide pupils to see that hand signs can help to communicate a message.
 Tell them that they would be learning handsigns to represent pitches for me and Curwen handsign
soh. You could show them the Curwen handsign poster so that they are aware there are poster
a range of different handsigns they will be learning.
Aside from notation on the stave, another way pitches can be visually represented is
through Curwen handsigns. These handsigns were invented by an English music educator,
John Curwen in 1870, who wanted to make sight reading of the stave with its lines and
spaces more accessible. Hands are positioned parallel to the body from the waist to the
head to show the different pitches, with different handsigns referring to different solfege
notes. Later, Kodaly and many other Western musicians would also use Curwen hand
signals in teaching pitch.
Activity
Learn handsigns for  Demonstrate to the pupils the handsigns for me and soh while singing. 3 PB: p 32, Q3c
different notes me and  Ask the pupils which solfege has a higher pitch and has the handsign at a higher
soh position.
 Answer
Soh
Relate position of  Ask pupils to fill in the blank in “My Little Discovery”. Hint to
handsign to pitch of them the blank should be filled with a word that describes where the handsign is placed
note according to the level on their body (higher/lower).
 Answer
The higher the note, the higher the position of the handsign.
 Lead pupils to sing and use the hand signs at the same time to

familiarise themselves with me and soh.
 When necessary, flash hand sign cards of me and soh to help 2 Solfege/handsign
pupils. cards
 Check the pupils’ handsigns to see that me is placed slightly
below the chest level and that soh is at chest or slightly above chest level. The thumb
for soh should also tucked with the index finger (no gap between the fingers.
Skills: Performing 7 PB: p 31, Q3a–b
Practise handsigns for  Get pupils to sing the short 3-note melodies in p 31 while doing Solfege/handsign
me and soh in a short the handsigns. cards
melody  You may choose to lead them in singing and showing the handsigns and then using the PB: p 32, Q3d
solfege/handsign cards to signal which handsign they should be using for the notes. Solfege/handsign
 When the pupils are familiar with singing and showing the handsigns, get pupils sing cards
the melody in Q3d in solfege notes and handsigns. Audio CD 1
 You may choose to lead them in singing and showing the handsigns and then using the Tracks 35–36
solfege/handsign cards to signal which handsign they should be using for the notes. (Total: 0:11)
 Play the CD to guide them in pitching.
Skills: Performing 5 Solfege/handsign
Be able to show Let’s Play a Game! (Optional) cards
handsigns in response  Divide the class into 2 or 4 groups. Get all the pupils to stand up with their hands at
to solfege their sides.
 Ask each group to send 1 representative to the front. These representatives will stand to
face the class. Tell pupils you will be calling out the solfege and/or flashing the
solfege/handsign cards, and their group representatives are to do the handsign
corresponding to the solfege name.
E.g. When you call out me, the representatives should show the handsigns for me.
 Use the solfege/handsign card to show either the solfege note me or soh. You may
choose to sing/call out the note instead. The fastest to answer with the correct handsign
while singing the note wins and scores a point.
 The groups must choose a different representative for each round.
 After a certain time limit or number of rounds, the group with the highest points wins.
Skills: Creativity, 4

Performing Let’s Play a Game! (Optional)
Create melodies using  Divide the class into 4 groups.
me and soh  Tell the groups they are to form as many 4-note melodies as they can using me and
Perform the melodies soh within a certain time limit. Get them to write down their melodies on a piece of
paper.
 The group with the most number of unique melodies on their list wins.
 As a bonus, you may get the pupils to sing their melodies while showing the
handsigns.
Recap
Recall handsigns for  Revise the handsigns for me and soh by using the solfege/handsign cards. Ask 1 Solfege/handsign

me and soh them to make the correct handsign when you show them a solfege name. cards
Think About It
Learn the value of ASK: What should we do when we meet a teacher? What should we say first thing in the 1
respect through daily morning when we meet our family?
greetings  Suggested answers
Greet our teacher and family members.
Activity
Skills: Reading,  Tell the pupils that they will be learning a song about greetings 3 PB: p 33, Q4a
performing, Singing called Good Morning.
Practise reading  Lead pupils in saying the rhythmic syllables and clapping the rhythm of the song
rhythmic syllables together with you. Rhythm cards
 You may want to revise with pupils the rhythmic syllables for quarter and eighth notes
Practise singing in using the rhythm cards. 2 Audio CD 1
solfege and handsigns  Lead pupils to sing the solfege notes in the song according to the rhythm. You can get Track 38 (0:14)
for the notes me and them to clap and sing at the same time. Solfege/handsign
soh  You can play the solfege CD track before they start singing in solfege. 3 cards
 When pupils are able to do so, lead them in singing the solfege and doing the hand Audio CD 1
signs at the same time. You may also use the solfege/handsign cards to guide them. Track 37 (0:14)
 Get the pupils to show the handsigns while you are playing the solfege CD track. 2
 Tell pupils to sing after you as you sing the lyrics of odd-number bars and the pupils
recite lyrics in even-number bars.
E.g. You: Hel-lo Pupils: Hel-lo
You: Good morning Pupils: Good morning 1
 Sing once through.
Skills: Listening, Going Further (Optional) 3

Differentiating  Tell pupils that they will be identifying the different sounds our voices can make. Get
Recall proper singing them to follow after you.

techniques and learn to Whisper: “I am whispering”.
differentiate between Say in a normal voice: “I am talking”.
different kinds of Say in a high voice, “I’m talking with a high voice”.
voices Say in a low voice, “I am talking with a low voice”.
Sing, “I’m singing”.
 Remind pupils that they should use the singing techniques they learnt in lessons 1 and 2
of this unit whenever they sing any song. Tell pupils that they should not sing with their
talking voice.
Skills: Singing Activity 2 PB: p 33, Q4b

Sing Good Morning  Get the pupils to sing Good Morning using the singing techniques they learnt. They Audio CD 1
properly should take note of their posture. 2 Track 37 (0:15)
 Now divide the class into 2 groups. 1 group will sing the words in black, the other
group will sing those in pink and everyone will sing the words in blue together.
 Get the groups to sing.
 You can play the CD for pupils to see if they have sung the song correctly. They can
also sing along. 2
 Tell the groups to try singing the song with a talking voice, and then with a singing
voice, so that they can tell the difference in the voices used. 3
 You can also get 1 group to sing the song in solfege with the handsigns,
while the other group sings the lyrics of the song.
 Get the groups to switch roles.
Activity

Skills: Creating,  Revise the song Good Morning with the pupils in solfege, and then in lyrics. 2 PB: p 33, Q4a
Singing  Ask pupils to come up with other words to substitute “hello” and “good morning” in the 3 Audio CD 1
Come up with new song. Remind them they should use words that have 2 and 3 syllables respectively. Track 37 (0:15)
lyrics for Good e.g. “Hello” can be replaced with “Good day” and “Good morning” with “I’m happy”.
Morning  Get the pupils to sing the song with the new lyrics.
 Ask pupils what symbol is at the beginning of each line. 2
Point out the symbol  Answer
for treble clef Treble clef or G clef.
 Ask them if they noticed the numbers right after the treble clef. Tell them it is a time
Learn about 2/4 time signature. Briefly explain that a time-signature shows how many beats there are in a bar
and what note value is for one beat.
 Explain to pupils that for every time signature:
1. The top digit represents the number of beats/counts in every bar.
2. The bottom digit represents the value of each beat.
e.g. If the bottom digit is 4, the value is that of quarter notes. Hence, 2/4 refers to 2
quarter notes in each bar. (2/4 is also known as simple duple time.)
Going Further
Skills: Composing,  Divide the class into 4 groups and ask them to compose simple 2-bar 6 Rhythm cards
Performing, Singing melodies in 2/4 time using me and soh. Solfege/handsign
Compose simple 4-  You can ask the pupils to use the rhythms from the song. They can use the cards
count melodies to sing rhythm cards to help them decide on their rhythm. Ask them to assign solfege names to
in solfege and make each note.
handsigns  Get the groups to practise among themselves. You could suggest that half
of the group claps the rhythms while saying the syllables, and the other half sings the
solfege with handsigns.
 Let the groups take turns in performing for the whole class.
Learn a new solfege Activity 1 Solfege/handsign

note lah  Tell pupils they will be learning a new note lah. cards

 Demonstrate the hand sign for lah, pointing out that the hands are relaxed and limp, and
they should be positioned just under the chin.
Relate position of  Get the pupils to repeat after you. 1
handsign for lah to  Ask pupils whether they think what pitch lah has compared to me or soh, judging from
pitch of the note the position of the hands.
 Answer
Lah should have a higher pitch than me or soh. 2
 Get pupils to sing the solfege and do the handsigns in the order, me, soh, lah, then lah,
soh, me.
Skills: Performing Let’s Play a Game! 5 Solfege/handsign

Do handsigns  Tell the pupils they will be playing “Simon Says”. You will call out the cards
according to solfege or use the solfege/handsign cards and pupils are to do the correct handsign only
instructions when you say “Simon Says” in front of your command. Call out handsigns for me, soh
and lah to help pupils remember the hand signs.
E.g. You: Simon says sing me
Pupils: (Sings me and does the handsign)
You: Sing lah
Pupils: (No action)
 Pupils who fail to follow the instructions correctly are out of the game. After a few
rounds or a certain time, you may stop the game. The pupils who are still in the game
wins.
Skills: Performing Let’s Play a Game! 3

Become more familiar  Divide the class into 4 groups. Group 1 (G1) is to sit facing Group 2 (G2) and Group 3
with handsigns is to sit facing Group 4.
 Ask each group to send out representatives to stand in front of the group. G1’s
representative will pair off with G2’s and so on.
 Tell the pupils that they will be playing a sort of Solfege guessing game. The pupils
take turns to sing solfege and show the handsigns to each other. The idea of the game is
to try to get the opponent “out” by getting him/her to copy the solfege/handsign.

e.g. G1’s rep sings and shows the handsign for me
At the same time, G2’s rep sings and show the handsign for either soh or lah. If the
rep happens to sing/show the handsign for the same note, or is unable to show a
handsign in time, he/she is out.
G2’s rep was able to show a different note, so he/she starts the next round with a
note of his/her choice.
 The representatives take turns to start each round until either rep is out, then the group
has to select another to face off with the other side.
 You can either let the groups play until a group has all its players “out” or set a time
limit. The groups (out of both pairs) who have the most number of members left win
the game.

Recap
Recall handsigns for  Ask pupils to show/sing the solfege and handsign for the notes me, 1 Solfege/handsign
me, soh and lah soh and lah, you will be flashing using the solfege/handsign cards. Show them the cards
solfege note, and flip over the card to show them the correct handsign.
Activity
Skills: Listening,  Tell pupils you will be playing the CD for them to hear the notes for 3 PB: p 34, Q1a
Singing, Analysing Q1a, p 34. Audio CD 1
Sing short 3-note  Play the 1st 3 notes, me, soh, lah at least twice. Tracks 39–42
phrases made with  Get the pupils to repeat with you in singing at first. If necessary, (Total: 0:09)
me, soh and lah play the recording again to check their pitch.
 Ask them to sing and show the handsigns. Make sure that the pupils
sing accurately and show not only the right handsign, the handsign has to be at the right
level on the body.
Determine the relative  Repeat for the rest of the 3-note phrases
pitch of the 3 notes  Remind pupils to pay attention to which notes are the highest and lowest while singing. 1
Hint that the positions of the handsigns also indicate the pitches of the notes.
 Get pupils to fill in the blanks in “My Little Discovery”.
 Answer 6
Among the 3 notes me, soh and lah, lah is the highest and me is the lowest.
Learn how to represent  Ask pupils if they recall the stave, which is used to show the pitches of notes that can
the 3 notes on the 2- be in between or on the lines.
line stave  Explain the spatial arrangement of the notes on this 2-line stave. A line note going to
immediate space note is a one step up while the opposite is one-step down.
 Draw the 2-line stave on the board and show the movement of steps using round
magnets representing the notes.
 Explain that lah can be represented as a note sitting on the top of the 2 lines because it
is highest among the 3 notes. Soh sounds slightly lower, like a step lower, so it will be
on the line just below lah. The difference in sounds between me and soh is greater than
that between lah and soh, so this may be indicated by making me lower from soh by 1 Audio CD 1
more step, so it will be a note on the bottom line, being 2 steps lower than soh. You Track 29 (0:03)

may also sing lah-soh and soh-me intervals (or play the CD recording of phrase 1 from
Q1a), and ask pupils if they can sense a wider leap in sound in the latter interval.
 Also highlight to the pupils the difference should be shown/can be seen in the positions 4 Solfege/handsign
of the handsigns and that they will learn another note later that is between me and soh. cards
 To reinforce pupils’ understanding, you can get them to play the “Dancing Notes” game
Skills: Listening, which was used in Period 3, using two lines this time and including the new note lah. 2 PB: p 34, Q1b
Singing Audio CD 1
Sing and do handsigns  Ask pupils to try singing the solfege phrase (without handsigns) for Q1b, p 34. Track 43 (0:07)
for a long 8-note  Play the audio CD for pupils to listen whether they have got the pitch of the notes right. 3 PB: p 34, Q1c
phrase made with me,  You could lead them by singing the phrase 2 notes at a time for them to follow.
soh and lah  Once pupils are able to sing the solfege, lead pupils to sing the solfege phrases with
handsigns this time.
 You may like to ask the pupils to stand facing you and not look at the book.
 Sing 2 solfege notes at a time, and ask pupils to make the handsigns after your singing.
 Demonstrate the handsigns to the pupils.
 Alternatively, you could do 2 hand signs at a time and ask pupils to sing after the hand 2 Audio CD 1
signs to help them with their recognition of handsigns. Track 43 (0:07)
 You can play the CD recording again for them to just make the handsigns.
 Give pupils time to practise on their own or in pairs until they are confident and
comfortable with the hand signs.
 To test the pupils, ask them to sing the whole phrase together without your prompting.
Skills: Leading, 3
Performing Going Further (Optional)
Take turns to lead the  Ask pupils to take turns leading the class in singing by showing 2 handsigns at a time
class in practising the for the others to sing.
handsigns  You can go around to check if everyone has performed the handsigns and sung the
notes correctly.

Recap
 Ask pupils if they recall the 2-line stave from the lesson before. 1
 Draw the 2-line stave on the board and ask pupils to use round magnets or draw on the
board to show you which note is represented on the line, above/below the line, or in the
spaces between.
Activity
Skills: Listening,  Tell pupils you will be playing recordings of 8-note melodies for Q2, p 35. They are to 4 PB: p 35, Q2
Identifying take note of the last 2 notes for each music stave, because they will be writing the Audio CD 1
Listen attentively to missing notes and drawing the positions of these notes they hear in the spaces provided Tracks 44–45
identify notes (the last bar on each stave). (0:07, 0:06)
 Before playing the recordings, you may choose to play the 3 notes (me, soh lah) to
remind pupils of their individual pitches.
 Play the recording for music stave 1 at least twice. Play it as many times as needed the
pupils. Give pupils time to write their answers.
 Play the recording for music stave 2 at least twice. Play it as many times as needed by
the pupils. Give pupils time to write their answers
 Play each phrase again and ask pupils to write the two missing notes of the last bar into
the textbook.
 Write the first 3 bars of each phrase on the board, and ask 2 pupils to write their 1
answers on the board.
 Answer
Music stave 1: soh lah
Music stave 2: soh me
Me should be on the bottom line, soh on the top line, and lah sitting on above to the top
line.
 Check their answers and ask the rest of the class to check their answers. You may play
the recordings again for them to listen again. 1
 Lead the class in singing the notes on the stave 1 first.

 Get the class to do the corresponding handsigns. 3 Solfege/handsign
 Play the recording for pupils to sing and do the handsigns. cards
 Repeat for the notes in stave 2.
 You may use the solfege/handsign cards to signal the class in singing/making handsigns
for the appropriate notes.
 You can provide more solfege phrases consisting of me, soh and lah for the pupils’ 5
Get additional practise practice, by either writing them on the board or flashing the solfege/handsign cards.
in singing with  Some examples:
handsigns  me me soh soh lah lah soh
 lah lah soh me soh
 soh soh me soh lah soh me
Activity
 Tell pupils they will be composing their own 5-note phrases. Explain that a phrase is a
Skills: Composing, short melody, i.e. a group of notes. It is just like a short phrase in a sentence.
Performing,  When composing their own solfege phrases, the pupils have to use me, soh and la at 3
Identifying, Singing least once each but there is no limit on the number of times a note is repeated.
Learn what a phrase is  Go through the example on p 35 with the pupils. Show the handsigns for lah soh soh me
in terms of music soh without singing the solfege and get pupils to sing.
 Get the pupils into groups of 3.
Compose 5-note  Tell the pupils that is how they will be doing this activity: Using hand signs to express
phrases song the solfege phrases they have composed, the other pupils in their group have to identify 5
the hand signs and sing the phrase. The pupils will take turns doing so.
Identify solfege from  Remind the pupils they should not start showing their handsigns until everyone has
handsigns finished composing their phrases.
 Give the pupils time to compose their phrases.
Practise singing with  Remind pupils to maintain a constant speed when doing the hand signs to allow fellow
handsigns classmates to sing the phrases more easily.

Compose longer  You can encourage pupils to try composing longer phrases (6-8 notes) and do the same. 2
phrases  You may also choose to call on some groups to perform one of the phrases they have
composed for the class to sing to.

Skills: Composing,  Divide the class into 4 groups. Get the groups to write a list of 10 5-
Performing, note phrases.
Identifying, Singing  The groups will pair off, i.e. Group 1 will pair with Group 2, and
Group 3 with Group 4.
 The 2 groups will use handsigns to show their phrases and the other
groups must identify the notes used in the order given after the groups have performed.
 Alternatively, you can get the groups to sing their phrases in solfege
and have the listening groups show the corresponding handsigns instead.
25
– END OF PERIOD 8 –
Recap
Recall  Revise the solfege, handsigns and the 2-line stave using the solfege/handsign cards. 2 Solfege/handsign
solfege/handsigns, 2-  Ask selected pupils to write out the notes on the board on the 2-line stave. cards
line stave  Sing and do the handsigns for each note.
Activity
 Tell pupils they will be learning a new note doh in the song Pease Porridge Hot sung in 2 PB: p 36, Q1a
solfege. Ask them to take note of it when you play the CD.
 Play the CD. Because doh is only sung 4 times in the whole song, at the end of each Audio CD 1
Game to sharpen the line of the song, you may want to play the song again for them, and point out whenever Track 48 (0:28)
skills of listening. doh is sung.
This game is also a  Demonstrate the hand sign for doh, pointing out that the hands are closed and they 2
reminder of the should be positioned at the stomach.
importance of good  Get the pupils to repeat after you.
manners- the use of  Ask pupils whether they think what pitch doh has compared to me, soh or lah, judging
‘please’ from the position of the hands.
 Answer
Doh has the lowest pitch compared to the other notes.
 Go through the rhythm of the song Pease Porridge Hot with the pupils using the 2
rhythmic syllables and clapping. Point out the 2/4 time signature (you may want to
revise it with them) and tell them to take note of the quarter rest sign. Ask them what it
means.
 Answer
There should be silence for 1 quarter-note count.
 Get pupils to sing Pease Porridge Hot in solfege according to the rhythm. 1 PB: p 36, Qn 1b
More activities for  Lead pupils to sing in solfege while doing the hand signs. 2 Audio CD 1
pupils to practise  You may play the solfege recording for them to sing together, while using the Track 48 (0:28)
handsigns solfege/handsign cards to prompt them. Solfege/handsign

 Tell pupils you will be play the vocal version of Pease Porridge Hot for them to listen. cards
 Go through the lyrics according to the rhythm with the pupils line by line, stopping 1 Audio CD 1
after each line for them to follow. Track 46 (0:28)
 Get the pupils to sing the whole song with the CD playing. 2
 Divide the class into 3 groups. 1 group can be in charge of singing the song normally, Audio CD 1
the other sings the song in solfege and handsigns, while the last group claps the rhythm. 5 Track 47 (0:28)
 Play the instrumental version of Pease Porridge Hot for them to perform the whole
song. Audio CD 1
 Get the groups to switch roles. Track 47 (0:28)
Pease Porridge Hot is an old English nursery rhyme. Pease porridge is actually a type of
porridge made from peas, and may also be called “pease pudding”. It was a common food
for peasants in sixteenth century England. Pease porridge is often cooked in a kettle or pot
in the fireplace. The fire would die down at night, and the porridge would be cold in the
morning, so every day, people would relight the fire and just add in whatever vegetables
they had into the porridge to be boiled with it. As such, the porridge could never be
“finished” and it was quite possible for the original ingredients in the pease porridge to be
nine days old!

 Get pupils to perform Pease Porridge Hot with some actions. You could get the 3 Audio CD 1
pupils to come up with their own. Track 47 (0:28)
 Suggested actions
 “hot”: act as if one is touching a hot bowl and quickly pulling the hands
away
 “cold”: hug yourself and shiver as if cold
 “nine days old”: pretend to push a bowl away with both hands and make a
disgusted face, as if one is saying “yuck!!”
 Half the class can sing the song as per normal, while the other half does the
actions, then the 2 groups switch roles. You may also get the whole class to sing with

the actions, instead of dividing them into 2 groups.
3 Solfege/handsign
Skills: Performing Let’s Play a Game! (Optional) cards
Do handsigns  Tell the pupils they will be playing “Simon Says” (as done in Period 6). You
according to will call out the solfege or use the solfege/handsign cards and pupils are to do the
instructions correct handsign only when you say “Simon Says” in front of your command. Call out
Become more familiar handsigns for me, soh and lah to help pupils remember the hand signs.
with the doh handsign E.g. You: Simon says sing me
Pupils: (Sings me and does the handsign)
You: Sing doh
Pupils: (No action)
 Pupils who fail to follow the instructions correctly are out of the game. After a few
rounds or a certain time, you may stop the game. The pupils who are still in the game
wins.
Skills: Identifying,
Analysing, Going Further (Optional)
Coordination  Tell pupils that you will be doing a different handsign in each hand. E.g. show the
Make 2 different handsign for doh with the right hand and me with the left hand.
handsigns with both  Ask pupils to identify the solfege for the handsigns you are making and tell you which
hands note has a higher pitch.
 You may ask the pupils to pair off and test each other.

Recap
Recall the solfege and  Revise the solfege note doh and its handsign. 2 Solfege/handsign
handsigns for doh, me  Revise the solfege and handsigns for the other notes, me, soh and cards
soh and lah lah.
Skills: Listening, Activity 4 PB: p 37, Q1c

Singing, Performing  Tell pupils you will be playing the CD for them to hear the notes for Audio CD 1
Sing and make Q1c, p 37. Tracks 49–52
handsigns for short 3-  Play the 1st 3 notes, soh, me, me at least twice. (Total: 0:12)
note solfege phrases  Get the pupils to repeat with you in singing at first. If necessary,
play the recording again to check their pitch.
 Ask them to sing and show the handsigns. Make sure that the pupils
sing accurately and show not only the right handsign, the handsign has to be at the right
level on the body.
 Repeat for the rest of the 3-note phrases 1
 Remind pupils to pay attention to which notes are the highest and lowest while singing.
Hint that the positions of the handsigns also indicate the pitches of the notes.
Recall the stave  Ask pupils to list the solfege notes in the order of lowest to highest pitch. 4
 Answer
Doh, me, soh, lah
 Ask pupils if they recall the stave, which is used to show the pitches of notes that can
be in between or on the lines.
Determine the position  Remind them that the pitches on the 2-line stave show how close or far apart the notes
of doh on a 2-line are in terms of pitch. The notes can be a step away or few steps away. This shows the
stave difference in pitches and handsigns.
 Ask pupils where they think the position of doh should be on the stave. They can think
about how different doh sounds from me, and compare the difference with that between

me and soh and/or soh and lah. 1
 Answer
Skills: Reading, Doh should be 2 steps lower than me so it should be below me. PB: p 37, Q2
Singing  Explain that because there are only 2 lines on the stave for now, doh will be written on Audio CD 1
Read and sing solfege an imaginary line. Track 53 (0:05)
and make the  Get pupils to try sight singing the music phrase in Q2.
corresponding  Play the recording for them to hear whether they got the pitch of the notes right.
handsigns  Ask pupils to sing the phrase together with handsigns. 2
Learn about a famous  Tell pupils this short phrase is actually part of a song called Surprise Symphony, written
composer by a famous composer.
 Tell pupils you will be playing Surprise Symphony, which is the 2nd movement of
Symphony No.94 in G major by Franz Joseph Haydn, who is often called “Father of the
Learn about Symphony”. (You can talk briefly about him, using the Composer poster, by showing
symphonies the picture on the front of the poster to the pupils and going through the write-up behind
the poster.)
Skills: Listening,  Explain that a symphony is derived from the Greeks words that mean “sounding
Identifying together” and is a long music composition usually played by an orchestra (a group of
Identify a repeated instruments playing together). Symphonies being long have different parts or 2 Audio CD Track
phrase through “movements”, each having a particular style and can easily be played on its own. 54 (1:00)
listening  Tell pupils to raise their hand whenever they hear the phrase in the piece of music.
 Play the CD.
 The pupils should be raising their hands about 4 times before the loud chord occurs. 2
Relate title of a music
piece to its contents Think About It
ASK: Why do you think this symphony is called “Surprise Symphony”?
 Suggested answer
Pupils may say that in one part of the music, the orchestra suddenly plays very loudly
after a long quiet part, and it takes people by surprise. You may tell pupils more about
this symphony using the given background information.

Symphony No.94 in G major, which is nicknamed “The Surprise”, was composed in 1791.
Symphonies usually have 4 movements (self-contained pieces within a larger work), and
the 2nd movement is usually soft. When Haydn was performing in London, he noticed that
several upper-class nobles were often lulled into sleep during the 2nd movement of
symphonies. He decided to play a prank on those who did not pay attention to the music.
At a particularly quiet bar in his 2nd movement, the entire orchestra would suddenly play a
very loud chord supported by heavy percussion. This was meant to shock the audience
who were asleep out of their dreams! After this piece was first played in London, it was
Roleplay scenes from given the nickname, “The Surprise”, and became one of Hadyn's most popular pieces. 2 Audio CD 1
a piece of music Track 54 (1:00)
 You can get pupils to role play, some as the conductor, some as the musicians and
others as the audience to enact the whole performance together.
 The audience should act “sleepy” but will wake up suddenly and in surprise upon
Skills: Performing hearing the loud chord. 5 Solfege/handsign
Sing and do handsigns cards
for more short musical Going Further (Optional)
phrases  Get pupils to practise doing handsigns for more phrases with doh. You may
use the solfege/handsign cards to signal the pupils.
 Some phrases
1. dmsd
2. lsmd
3. mdm
4. msdms
 You may get them to try composing short 5-note phrases which includes
the note doh, that they will take turns sharing with the class.
Recap
 Revise the solfege and handsigns for the notes, doh, me, soh and 1 Solfege/handsign
lah. You can use the solfege/handsign cards to remind the pupils how each handsign cards
looks like.
Skills: Listening Activity 3 PB: p 38, Q3

 Tell pupils they will be learning a song about someone’s huge home called Great Audio CD 1
Big House. Tell them to take note of the new note ray in the 2nd and 4th lines of the Track 57 (0:49)
song.
Learn a new note ray  Play the solfege CD track of the song.
and its handsign  Demonstrate the handsign for ray, which should be placed slightly higher than the
position of doh (near the stomach). You can use the solfege/handsign card for ray to 1
show the pupils the shape of the hand for the handsign.
 Get the pupils to follow you in singing ray and making the handsign.
Skills: Singing  Explain that ray is the note between doh and me. Get pupils to practise singing doh, 2
Sing a song in solfege ray, me, soh, lah, then lah, soh, me, ray, doh in solfege and handsigns.
 Go through the song in solfege line by line with the pupils first without handsigns.
Take note that the “soh-soh” in the 4th line is only applicable for the 2nd round of the 4 Audio CD 1
song. Track 57 (0:49)
 When the pupils are familiar with the solfege, they can do the handsigns for the 1 Audio CD 1
song. Track 55 (0:49)
 Play the solfege CD track for the pupils to sing and do the handsigns at the same
Understand the lyrics time. 5
of a song  Tell pupils you will be playing Great Big House for them to listen to the lyrics.

 Play the CD.
 Go through the lyrics with the pupils line by line. You may need to explain some of
the following terms to them:
“New Orleans”: A place in southern part of America
“Pumpkin pie”: A type of food made from the orange pumpkin
fruit, commonly eaten during festive occasions like Thanksgiving in the South
“Mill stream”: A mill stream thus refers to the part of a stream
where a mill is. Mills are buildings where types of food such as grain (wheat or corn)
or pepper is ground finely into things like flour. To power the grinding machines in a
time when there was no electricity, people would build a mill beside a stream (a
Skills: Singing small river) with a large wooden waterwheel that would be moved by the flowing 1 Audio CD 1
water. The moving of the wheel would move the grinding parts of the machine. Track 56 (0:49)
“Fetch a pail of water”: In the past, people didn’t have water piped
Realise how lucky to their homes, so whenever they needed water for cooking, bathing or washing, they 2
they are to have a nice would need to go to the nearest water source (a well or a stream) to get water.
home  Get the pupils to sing the song in words.
Think About It (Optional)

ASK: Where do most people in Singapore live? Have you seen any people who are
homeless in Singapore – people who do not have a place to sleep at night?
Most pupils will say that most Singaporeans live in HDB flats. They may also say that
they have not seen anyone who is homeless. Explain to the pupils that they are lucky to
Skills: Performing have a roof over their heads unlike people in other countries with no homes. Their 5 Solfege/handsign
Sing and do handsigns houses may not be big, but they have a place to call home, especially when living in a cards
for more short musical peaceful and safe country.
phrases
 Get pupils to practise doing handsigns for more phrases with ray. You may
use the solfege/handsign cards to signal the pupils.
 Some phrases

1. rmr
2. drm
3. rslsm
4. rrmrd
 You may get them to try composing short 5-note phrases which includes
the note ray, that they will take turns sharing with the class.
Recap
Recall solfege and  Revise the solfege and handsigns for the note, ray. 2 Solfege/handsign
handsigns for ray, doh,  Also revise the solfege and handsigns for the notes doh, me, soh and cards
me, soh and lah lah. You can use the solfege/handsign cards to remind the pupils how each handsign
looks like.
Skills: Singing, Activity 4 PB: p 38, Q3

Performing  Revise the lyrics of the song Great Big House. Also get the pupils to sing the song in Audio CD 1
solfege with the handsigns. 6 Track 56 (0:49)
 Divide the class into 3 groups. Tell them 1 group will be singing the song, another
group sings in solfege and the last group will do the handsigns.
 Play the CD for the groups to perform.
 Let the groups switch roles.
Skills: Creating, Going Further (Optional) 6

Performing  Divide the class into groups of 5 or 6. You can get the pupils singing the
Create actions to suit a song Great Big House with actions.
song  Some suggested actions
“Great Big House”: Make a “roof” using the arms in an inverted

“v” shape.
“Forty stories high”: Move one hand up to show height
“Every room”: Point a finger outwards and moves it side to side
“Filled with pumpkin pie”: “Draw” a big circle with the hands, to
show how full the rooms are
 Let the pupils be creative in suggesting actions for the song.
 The groups can either take turns to perform for the class, or perform
Skills: Memory, together as a class. 5
Singing, Performing
Recall short solfege Let’s Play a Game!
phrases and  Tell the pupils they are to show the handsigns for the solfege phrases you
singing/doing will be giving them. You can either sing the whole phrase, or use the solfege/handsign
handsigns cards to flash a sequence. They have to remember the sequence, and then do the
handsigns.
 Some phrases you could use
2. d rrd
3. slmrd
Skills: Creating 4. r sl m r 2
Create solfege 5. rrrmr
responses
 Tell pupils you will be singing some 4-note phrases in solfege, and
you will call pupils randomly to sing a 4-note response using any of the solfege notes
they have learnt, but 1 note has to be ray.
e.g. You sing me soh lah soh, and a pupil may sing soh ray doh ray.
 Each called-on pupil has 2 chances to make a correct response.
 Encourage pupils to be creative in composing their 4-note
responses, as there is no right or wrong answer. They just have to remember to make
use of the note ray.
What pupils will learn Period 13: Creative Corner In Pupil’s Book and
Activity
 Tell the pupils that they are going to learn a new song called Down by the 1 PB: p 39, Q1a
Station. 3
 Get pupils to say the rhythmic syllables of the song while clapping the
rhythm. Remind them to talk note of the quarter-note rest in the last bar for lines 2 and 1
4.
 Ask them if they notice any rhythmic pattern in the song.
 Answer 1 Audio CD 1
Skill: Performing The rhythm ta ti-ti | ta ta | ti-ti ti-ti | ta ta is repeated for lines 1 and 3. Track 60 (0:30)
Perform a song with  Play the solfege CD track for them to listen. Solfege/handsign
solfege and handsigns  Lead pupils to sing the tune in solfege according to the rhythm. Go through cards
the song in solfege line by line with the pupils first without handsigns. You may use the 4
solfege/handsign cards to guide the pupils. 1 Audio CD 1
 When the pupils are familiar with the solfege, they can do the handsigns for Track 59 (0:30)

the song.
 Play the instrumental CD track for the pupils to sing solfege. They do not
need to make the handsigns because the song is rather fast.
 Tell pupils you will be playing Down by the Station with lyrics. Ask them to
listen carefully to the song.
Skills: Analysing,  Play the CD. 5
Inferring
Analyse song content Think About It
ASK: What is this song about, judging from the title?
 Answer
This song is about a train station.
Infer the meaning of
certain words in a song ASK: What do you think are little puffer bellies?
 Answer
Pupils may guess that they are flowers (because they sound like a name of a flower).
Hint to them that puffer billies are the most common things in a train station. You may
explain further that “puffer billies” (also known as “puffer bellies”) is a slang term for
small steam engines, which are a type of train that runs on steam. These trains have a
chimney-like engine that gives out puffs of steam, and people used to compare these
trains to “goats” or “billy goats”, as an engine pushes the compartment cards around
Infer the purpose of like a goat butting things with its head.
certain sounds
ASK: Why do you think the engine river want to make the sounds “Choo choo toot toot”?
 Answer
The sounds are made to tell people to move away from the platform / tracks for their
safety as the train is moving off. Passengers on the train will also know that they need
to sit down. You may highlight the importance of observing safety on the MRT
Skills: Singing platforms as well. 3 PB: p 39, Q1a
Audio CD 1
Activity 1 Track 58 (0:30)
 Go through the Down by the Station lyrics line by line with the pupils.

Recite the lyrics according to the rhythm.
Skills: Composing,  Get the pupils to sing with the CD. 5
Performing, Singing
Compose simple 4- Let’s Play a Game! (Optional)
count melodies to sing  Divide the class into 4 groups.
in solfege and make  Tell the groups they are to form as many 5-note melodies as they can using the
handsigns solfege, doh, ray, me, soh and lah within a certain time limit. Get them to write down
their melodies on a piece of paper.
 The group with the most number of unique melodies on their list wins.
 As a bonus, you may get the pupils to sing their melodies while showing the
handsigns
What pupils will learn Period 14: Creative Corner In Pupil’s Book and
Activity
 Revise the song Down by the Station with the pupils. 2
 Tell pupils to refer to the rhythm on p 40 as they will be making sound effects for the 2
song. PB: p 40, Q1b
Skills: Listening,  Lead the class in clapping the rhythm first, saying the rhythmic syllables if necessary. Audio CD 1
Performing  Get the class to practise saying “choo ch-ch” in the rhythm provided. Track 58 (0:30)
Appreciate music  Divide the class into 2 groups. 1 group will sing the song while the other will make the
making through “choo ch-ch” sounds of the train.
rhythmic sound  Let the groups practise.
accompaniment  Play the CD for their combined performance. 1

 Let the groups switch roles. 2 Audio CD 1
 Ask pupils if they enjoyed that. Track 58 (0:30)
Skills: Creating,  Divide pupils into groups of 4-6.

Performing  Remind pupils of the singing techniques they learnt in lessons 1 and 2. 3
Create actions to suit When singing, they should stand up straight, keep their face relaxed and open their
the rhythm and mouth wide, so that they can sing loud and clearly.
melody of a song  Ask the groups to add actions to the song. 4
Gain confidence in  Point out that they should coordinate their actions with the rhythm and the
performing songs with rising and falling pitches of the song as best as they can. The actions should also fit the
actions and rhythmic words in terms of meaning, if possible.
sound accompaniment  Some suggested actions
“Early in the morning”: Raise both hands above head and make a
circle to form a “sun”
“See the little puffer billies”: Pretend to look far ahead with one
hand raised and placed above the eye-brows
“See the engine driver”: Pretend to be the driver. Move hands on a
‘steering wheel’)
“Pull the little handle”, “Choo choo”: Bring one arm up and pretend
to pull the handle from the top downwards 3
 Some pupils in the group can sing the song, some can do the ‘choo ch-ch’
sounds and the rest can perform the actions. Give time for pupils to practise in their 6 Audio CD 1
groups. 2 Track 59 (0:30)
 Ask the groups to take turns performing for the rest of the class.
 Ask the pupils which group they thought had the most interesting
performance, and to give their reasons.

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Unit 4: It’s Time to Sing!

Learning Objectives Unit Focus

Learn the techniques of singing

Objectives Activity Time Resources

Objectives Activity Time Resources

Think About It (Optional)

Going Further (Optional)

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Understand the  Suggested answers

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Learn about more Going Further (Optional)

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Know that we speak Activity

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Skills: Listening, Going Further (Optional) 3

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Skills: Singing Activity 2 PB: p 33, Q4b

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Learn a new solfege Activity 1 Solfege/handsign

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Skills: Performing Let’s Play a Game! 5 Solfege/handsign

Skills: Performing Let’s Play a Game! 3

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Let’s Play a Game! (Optional)

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Going Further (Optional)

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Skills: Listening, Activity 4 PB: p 37, Q1c

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Skills: Listening Activity 3 PB: p 38, Q3

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Think About It (Optional)

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Skills: Singing, Activity 4 PB: p 38, Q3

Skills: Creating, Going Further (Optional) 6

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Skills: Creating,  Divide pupils into groups of 4-6.

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