http://www.musiciansbuyline.com/

http://www.coldplay.com/index.php

http://cancionestraducidas.vivelaweb.com/2/clocks.htm

http://tradu.scig.uniovi.es/trad.html

http://espanol.education.yahoo.com/

http://www.coasttocoasttickets.com/concerts/coldplay_tickets.shtml

http://www.gotickets.com/concert/coldplay.php

http://www.internetmusiclist.com/

DCB:

Aims:

- Listening and understand messages in variety verbal interactions, using the information for the carry variety tasks out related with the students experiences.

- Express and relate in single situations that have contents and developed well know using verbal procedures and being able of do cooperation work.

- Writing different kinds of text with different arrives about themes previously work in the classroom with the help of models and examples.

- Reading and understand different texts related with the pupils experiences.

- Learning and using all the means that they can use to obtain information and communicated in foreign language.

- Know the value the English language as a communicate mean.

- Show a positive attitude for learning a foreign language.

- Use the knowledge with other languages.

Blocks of contents:

- Block 1: Listening, speaking and conversation.

- Block 2: Reading and writing.

- Block 3: Knowledge about foreign language (English).

- Block 4: socio-cultural aspects and intercultural conscience.

Evaluation:

- Make conversations of familiar themes in communicative situations.

- Acquire the global information of different texts.

- Read and understand information in different texts.

- Make different kind texts.

- Use basic forms and structures of the foreign languages.

- Use strategies for learn to learn.

- Value the foreign language as a communication mean.

- Identify different characteristics of peoples who speak in a foreign language.

LEVEL: 3^rd year 2 ^nd cycle. (10/12 years).

MAIN AIMS:

- Make a music magazine all students together.

- Publish the magazine in an Internet blog.

- Practise english conversation and comunication among pupils.

- Practise listening, speaking, reading and writting skills in the classroom.

- Do a funny and interesting activity for the students.

- Facilitate the coherence between the previous experiences and the new ones.

- Favour the productive skill and the receptive

INPUT:

- The previous knowledge of the previous years.

- Examples of the activities including in the proyect.

- The students must have a English-Spanish dictionary.

- Some vocabulary about music and instruments.

- Knowledge about informatic applications.

- Knowledge about drama skills, role playing and improvisations.

PROFESOR PAPER.

Communicative approach, communicative language and teaching method/theory

The teacher is the guide of the class. Help to the student to build their owns knowledge.

OUTCOME:

A digital review publish in the Internet http://www.lacoctelera.com/decibelius

PROCEDURE AND TASK:

ACTIVITY 1: Select a concert or a show to see around the world and make a interview later.

LEVEL:3^rd year 2 ^nd cycle.

AGE:(10/12 years).

GROUP SIZE: Individual and small group.

TIME: 50 minutes (a class)

AIMS:

GENERAL:

Writing different kinds of text with different arrives about themes previously work in the classroom with the help of models and examples.

Reading and understand different texts related with the pupils experiences.

Learning and using all the means that they can use to obtain information and communicated in foreign language.

SPECIFIC:

Make a list and a map with the information of the net.

Show to the student the names of anothers countries.

The students looking for in Internet cities and dates of concerts, festivals, etc…of their favourites artists for make a interview later.

MATERIALS:

- In the informatics class the student can connect to Internet and looking for the information.

- The teacher show to the student a world map and they must mark the countries and the dates.

- Finally, publish the list in the blog.

- A countries names list.

PLACE: the classroom.

CONTENTS:

- The countries, the interviews, artists, music styles, the conversations, etc...

- Listening, speaking, reading and writing skills.

- places, dates, persons of others countries, tranports, tickets, buy, sold, etc...

PROCEDURE:

- First of all the teacher show a world map in the class and ask to the pupils about the names of the countries.

- Secondly the teacher ask about the favourite music band or musician, later show to find information about them in Internet.

- Finally the student must do a add about the concert with a little comment about them, place, date, price, etc...

ASSESSMENT:

-Do the students make a list of countries and talk about them?

- Are the students looking for information about the concerts of a music band?

- Do the students describe them?

- Do the student make a short add about a concert?

COMMENT: The activity must be dynamic and the communicative approach should be suggested

VARIANTS: We can select another theme while be interesting for the pupils. In this case the music

BIBLIOGRAPHY:

http://tcp.averroes.cica.es/~14700596/departamentos/countries-n.htm

http://tradu.scig.uniovi.es/trad.html

http://espanol.education.yahoo.com/

http://tradu.scig.uniovi.es/trad.html

http://espanol.education.yahoo.com/

SPANISH

ENGLISH

SPANISH

ENGLISH

Afganistán

Afghanistan

Islandia

Iceland

África

Africa

Italia

Italy

Alemania

Germany

Japón

Japan

América

America

Líbano

Lebanon

Antillas

Antilles

Libia

Libya

Argelia

Argeria

Lituania

Lithuania

Argentina

Argentine

Luxemburgo

Luxembourg

Bélgica

Belgium

Malasia

Malaysia

Birmania

Burma

Marruecos

Morocco

Brasil

Brazil

México

Mexico

Camerún

Cameroon

Níger

Níger

Canadá

Canada

Noruega

Norway

Chipre

Cyprus

Nueva Guinea

New Guinea

Croacia

Croatia

Nueva Zelanda

New Zealand

Dinamarca

Denmark

Oceanía

Oceania

Egipto

Egypt

Pakistán

Pakistan

Escocia

Scotland

Palestina

Palestine

España

Spain

Panamá

Panama

Estados Unidos

United Status

Perú

Peru

Etiopía

Ethiopia

Polinesia

Polynesia

Europa

Europe

Polonia

Olano

Filipinas

1.- Musician, singer or music group.

2.- Date, hour and place of the concert (city, country, etc…)

3.- Price of the ticket.

4.- Buy tickets point.

5.- Hotels, camping or similar in the country or city of the concert.

6.- Suggestions of transport, flying tickets and another.

7.- Style of music.

8.- A little comment about the future show.

ACTIVITY 2: I Am A Musician- Interview A Musician

LEVEL:3º year 2º cicle AGE: 10-12 years

GROUP SIZE: individual and small group

TIME: 50 minutes

AIMS:

GENERAL:

Listening and understand messages in variety verbal interactions, using the information for the carry variety tasks out related with the students experiences.

Express and relate in single situations that have contents and developed well know using verbal procedures and being able of do cooperation work.

Writing different kinds of text with different arrives about themes previously work in the classroom with the help of models and examples.

Reading and understand different texts related with the pupils experiences.

SPECIFIC: The students would be able to interview a musician and to find out more about him/her as an individual

Example guide.

The first you must do is asked to the singer or the music group about the last work, for example about the last disc, the last concert or the last project. Secondly you can ask about the music history of the group, inspirations, influences, the first footsteps, the walked way, maybe if you can get personal information of the group then you take a very good interview.

After that you can introduce in the subject of new concerts tour, the dates, the prices, the places, countries, festivals and new projects. If you get information about exclusives concerts or about the work of the future disc, you interview will be wonderful and your boss maybe sponsor you, or you will be the exclusive journalist of the band.

Finally, you can ask about the fame, the stress of a live constantly controlled, the fans, advantages and disadvantages of be famous. For the last ensure you of agree for a interview in the next visit. In the next page you can find some questions of example.

Questions list.

Last work

What do you think about your last work?

What the sings that you prefer of your last disc?

Was difficult record a disc with so many songs in another country?

Is this your best disc?

Inspiration

What the inspiration of your letter’s songs?

What is your music influences?

What made you decide to study music? an instrument/voice?
Was there an individual who influenced your decision to study music?
Who was it and what did they do?
How/why did you choose this instrument to learn?
What is it about this instrument that attracted you?
What do you like about this instrument?
When did you begin playing this instrument? How old were you?
Who did you play for as a child?
What type of music do you enjoy playing the most?
Do you practice? How long?
How often do you perform?
Do you perform with a group? Or as a soloist?
Did you perform with a group as a child?
What is your favorite piece of music?
Would you play a portion of it for us to hear?

Fans and social live.

Is difficult to live with a lot of fans around the world?

Was changing yours live with the new fame?

What is your favourite food?
Favourite performing group?
Favourite song?
What do you like to do in your spare time?

Next shows.

When start your tour?

How many concerts you play this year?

When you return to our country?

Coldplay.- Chris Martin. I am a musician.

When did you start working on “X&Y”?
Chris Martin: Pretty much as soon as the last one was done. The good songs come along so rarely that you’ve always got to be on call. You always have to have your song pager on in case one of them wants to get in touch with you. [Laughs.] Some people wake up with “Yesterday” in their head. Other people have to spend two years trying to construct it. We’re from the latter. I’m also suspicious of people who say they’ve written 200 songs for their next album, because they tend to be terrible.

How many songs have you written since the last album?
Two hundred.

And how many of them are terrible?
About 190.

The lyrics to several of the songs, particularly “What If,” sound pretty anxious.
Yeah, of course they’re anxious. I’m at a point in my life where I’ve got a lot of great things, but there’s also a lot of bad things going on in my life and in the place where I live, i.e., the world. So there’s a lot of tension in those opposites.

What’s bad in your life? You seem like you’ve got a nice thing going.
Well, yeah. But I’ve got the same issues as everybody else. I do have a great situation. I’m in the best band in the world. I have a great family. But everything you love requires a lot of work. I didn’t want to sing about touring or, you know, where do I put my Grammys? These aren’t things anyone can really relate to. And we all have the same issues of health and death. Just because we’re in Coldplay doesn’t make that stuff any different.

A lot of critics have compared your sound to U2--
Yeah, but I don’t really hear that. We definitely take a lot from U2 in the way we think about things and the way we approach what we do. The right comparison is that we basically do what they say--it’s like they’re the 12th graders and we’re in the fifth grade. They’re a great template of how not to f--- up too bad.

One of the things you certainly share in common with U2 is a social consciousness, the idea that pop stars should at least try to do something with their platform. You’ve gotten heavily involved with the issue of global fair trade. Why?
I know musicians can’t get into politics, because everyone will just shoot you down. Everyone’s so cynical about it. But there comes a point where you have to be like, “Well, f--- it, we live here, too. It’s not just up to people in Washington to decide how the world is gonna work.” We didn’t know anything about trade until we went to places like Ghana and Haiti, and they’d say to us, “Will you tell your people to stop dumping their crops on us.” And we’d say, “Well, we’re just a band, but OK, we’ll see what we can do.” None of us understood that trade is what causes poverty at root levels.

After a year and a half of touring and then another year and a half of making an album, you guys must get on each others’ nerves a bit. How do you sort out issues? Do you argue? Group therapy?
Things can get very tense. But we’re not really fist-fighters. In most bands, the arguments always tend to involve the singer, and in this case I would get absolutely destroyed by at least two members of this band in a fistfight.

Wait, only two? Who’s the guy in the band you could take?
I’m pretty sure that me and Guy [Berryman], our bass player, would have an equal match. But I would never even approach [drummer] Will [Champion] with my hands raised. It’s very good to be scared of your drummer, actually. I’m sure Bono’s scared of Larry. Wouldn’t Larry win that one? Oh my God, yeah.

ACTIVITY 3: Translate into Spanish songs of their favourite artist or music band .

LEVEL:3^rd year 2 ^nd cycle.

AGE:(10/12 years).

GROUP SIZE: Individual and little group.

TIME: 50 minutes (a class)

AIMS:

GENERAL:

Reading and understand different texts related with the pupils experiences.

Learning and using all the means that they can use to obtain information and communicated in foreign language.

Know the value the English language as a communicate mean.

Show a positive attitude for learning a foreign language.

Use the knowledge with other languages.

SPECIFIC:

The students will be able to translate an English song into Spanish of their favourite artists or music band.

Thay must be able to sing the song in English.

MATERIALS:

- In the informatics class the student can connect to Internet and look for the information.

- The teacher shows the student a song and the translation into spanish.

- Finally, they publish the trnaslation of a song in the blog.

- Specific vocabulary.

PLACE: the classroom.

CONTENTS:

- Vocabulary specific of the song.

- Listening, speaking, reading and writing skills.

- Pronuntiation in English

PROCEDURE:

- First of all the teacher shows a song in English into the class and asks to the pupils about the unknown words of the song.

- Secondly, the teacher asks about the favourite song of a music band or musician, later shows the students how to find information about them in the Internet.

- Finally the students must do a translation of a song.

- At last they can sing the song in English

ASSESSMENT:

- Do the students make a trnaslation of a song?

- Do the students looking for information about the songs of their favourit music bands or musicians?

- Do the students describe them in English?

- Do the student sing the songs in English?

COMMENT: The activity must be dynamic and it would be better doing the communicative approach

VARIANTS: We can select another theme while be interesting for the pupils. In this case is coldplay but they can select another group or musician

BIBLIOGRAPHY:

http://cancionestraducidas.vivelaweb.com/2/clocks.htm

http://tradu.scig.uniovi.es/trad.html

http://espanol.education.yahoo.com/

ColdPlay - A rush of blood to the head
You said I'm gonna buy this place
and burn it down
I'm gonna put it six feet underground
I'm gonna buy this place and watch it fall
Stand here beside me baby
in the crumbling walls.

Oh meet me on the road
Meet me where I said
Blame it all upon a rush of blood to the head.

ColdPlay - Un impulso de sangre a la cabeza
Dijiste que voy por comprar este lugar
e incendiarlo
Voy por ponerlo a seis pies bajo tierra
Dijiste que voy por comprar este lugar y verlo caer
Parado, con mi chica
en murallas que se derrumban.

Oh encuéntrame en la carretera
Encuéntrame donde dije
Todo Culpa de un impulso de sangre a la cabeza.

ColdPlay - Clocks
Lights go out and I can't be saved
Tides that I tried to swim against
You've put me down upon my knees
Oh I beg, I beg and plead (singing)
Come out of things unsaid, shoot an apple of
My head (and a)
Trouble that can't be named, tigers waiting to be
Tamed (singing)
You are, you are

You are
Home, home, where I wanted to go [x4]

ColdPlay - Relojes
Las luces se apagan y no me pueden salvar
Mareas contra las cuales intenté nadar
Me pusiste abajo sobre mis rodillas
Oh ruego, ruego y imploro (cantando)
Sal de las cosas que no se han dicho, dispara a una manzana de Mi cabeza (y un)
Problema que no puede ser nombrado, tigres que esperan ser Domesticados (cantando)
Tu eres, tu eres

Tu eres
El hogar, hogar, a donde quería ir [x4]

ColdPlay - Fix you
When you try your best, but you don't succeed
When you get what you want, but not what you need
When you feel so tired, but you can't sleep
Stuck in reverse
When the tears come streaming down your face
When you lose something you can't replace
When you love someone, but it goes to waste
Could it be worse?

Lights will guide you home
And ignite your bones
And I will try to fix you

ColdPlay - Repararte
Cuando haces tu mayor esfuerzo, pero no tienes éxito
Cuando obtienes lo que quieres, pero no lo que necesitas
Cuando te sientes tan cansado, que no puedes dormir
Atascado en reversa
Cuando las lágrimas corren por tu rostro
Cuando perdiste algo que no puedes reemplazar
Cuando amas a alguien, pero se desperdicia ese amor
¿Podría ser peor?

Las luces te guiarán camino a casa
Y encenderán tus huesos
Y yo intentaré repararte