1. Download the files suggested in the MED section and make copies for students. 

About the second file, for activity2, it is a very good booklet that you can save on your computer and use for different purposes. For this session, you need to print Worksheets 1 and 2 on pages 3 and 4.

2. Ask students what musical instruments they know and if they play any of them.

3. Ask students what their favorite musical instrument is and how much they know about it.

4. Distribute the crossword puzzle, ask students to write their names on top of the page,  and draw students’ attention towards the pictures of musical instruments.

5. Ask students a yes/no question, do you know the names of the musical instruments? If you do, do not say the names and complete the puzzle. If you don’t leave the space blank and try to complete the other words.

6. Set a very short time limit and time is up, collect the papers, shuffle them, and ask students to pick one.

7. Invite students to complete the puzzle.

8. Ask students to return the papers to their original owners, and ask "Were all the crossword puzzles completed?"

9. Distribute Worksheet 1 and present to students the 4 families of musical instruments: string family, brass family, percussion family, and woodwind family.

10. Ask students to deduce why the names.

11. Ask students to match the instruments to their names. Then, check the answers.

12. Continue now with matching the instruments to their families.

13.  As for the next 5 questions, it is recommended that you read the questions, and guide students through the activity.

14. Ask questions about those instruments once they have examples, Can you name another instrument in the string / brass family?

15. Move to Worksheet 2 where the ‘String family’ will be presented officially so distribute the worksheet.

16. Elicit from students why this family is called ‘string’.

11. Ask students this question, "Which of the following instruments are not string instruments?" , and cross them out.

12. The last section can be left for homework.

1. Have the beam projector ready to show the monograph suggested in the MED section and as for the second activity, download the file, and make copies for students.

2. This webpage is a good document that shows monographs about musical instruments. As soon as you open the page, you’ll see that there is a video (feel free to use), and instruments.

3. Talk to students about how musical instruments are organized/ divided into families according to certain features that they will discover with the next activity.

4. Ask students what a guitar and a mandolin have in common, and a violin and a guitar.

5. Show the picture of the string family, and ask students to identify those musical instruments.

6. Scroll down and select the paragraphs you want to show and comment on. The idea is that you paraphrase some information and students explore the illustrations.

7. Choose some facts and dictate them to students. Preferably, short sentences.

8. Ask students to draw 5 musical instruments from the string family (or any other families you want to work with) and label them.

9. This is a good activity that you can use for different purposes: Distribute the worksheet and read the example about ‘the drum’.

10. Help with vocabulary as needed and ask students to start a vocabulary list for musical instruments in their notebooks.

11. Read the description of the musical instrument and ask students to complete it with the name that is represented with a picture.

12. Do the same procedure with the rest of the instruments.

13. Ask students to read aloud the descriptions and help with pronunciation as needed.

14. Read the descriptions at random and ask students to tell you what instrument that is.

15. Ask students what differences there are between the guitar and drums.

1. Download the files suggested in the MED section and make copies for students. There are 2 pages in the file for the first activity. As for the second activity, use the beam projector to show the activity and have a good set of speakers as well since students have to identify the musical instrument they hear.

2. Ask students to mime playing the instruments you are going to say, and then ask students what they have in common,

• a) piano
• b) trumpet
• c) tambourine
• d) drums
• e) guitar

3. Distribute the first page and ask students to work individually.

4. Start with exercise 1, guide students through the 2 pages of exercises, and ask students to label the instruments shown.

5. Talk about the previous activity (MED in the previous session in this PLANEA) where families of musical instruments were presented, and ask students to write the instruments in their groups.

6. Check answers and then, ask students to work in pairs in exercises 3 and 4.

7. Monitor and offer help as needed.

8. Check the answers with the class.

9. Project the activity, and review the names of the musical instruments shown.

10. Click the icon and have students listen and choose the correct instruments among the choices.

11. Repeat the procedure with the rest of the examples.

12. Go back to the instruments that were not chosen and ask students to include them into two different groups they can name the way they want but have to be categorized.

13. Monitor the activity and when students are finished, ask them to compare their groups to other classmates’, were the categories/groups different?

14. Work on the cross word puzzle, by asking students to copy it in their notebooks.