Students try to identify pictures of “This is a cat”, “Those are flies” etc, with the “this” and “these” ones being drawn huge (perhaps so large that only a detail of them fits on the board or paper) and the “that” and “those” ones being drawn tiny. They could also push toy cars etc along the floor to try to make them stop on the card that the teacher said. More this that these those touching gamesĪs well as running and touching, if you put a mix of singular and plural flashcards in two rows on the floor, students can try and hit the closer flashcards for “this” and “these” and the further away flashcards for “that” and “those” with a sticky ball, fly swat, plastic hammer, etc. The prompts could also be flashcards showing distant and close objects, pointing at particular objects in the classroom, etc. It is also possible to play this game without running around by students holding up cards that they are given which say “those” etc. To add speaking, students could also be told to shout out the relevant sentence when they touch the appropriate wall. For example, if four cards saying “this”, “that”, “these” and “those” are put on the four walls of the room, students could run and touch the “that” wall if the teacher says “bin” and there is only one in the classroom and it is at the far side of the room. This is another running game, but one in which students try to touch cards representing “this”, “these” etc instead of objects or cards representing things. To make it more fun, students could also be asked to stretch to touch both objects for “these” and “those” sentences at the same time (probably only possible with strategically placed flashcards). The game can also be played with flashcards on a group of desks or around the room. If that would be too chaotic, students can be limited to walking quickly and/or one representative from each team can do the running. Students compete to be first to run and touch those things then sit back down in their places. “These are tables” to mean the ones closest to the teacher and “That is a curtain” to mean the one furthest away. You must identify the major scale degree of each note in the melody.The teacher calls out or writes descriptions of things that there are more than one of in the classroom, e.g. Melodic Dictation: In this exercise, you will hear a short chord progression followed by a short melody.You must identify the major scale degrees of the two notes relative to the key established by the chord progression as well as the interval between the two notes. In this exercise, you will hear a short chord progression followed by two notes. Intervals in Context (functional): This exercise combines the "Intervals" and "Scale Degrees" exercises.This is also known as "functional ear training". You must identify the scale degree of that note relative to the key established by the chord progression. Scale Degrees (functional): In this exercise, you will hear a short chord progression followed by a single note.
Your goal is to identify the name of the note.
Perfect Pitch: In this exercise, you will hear a single note.
Your goal is to identify each chord that you heard. Chord Progressions: In this exercise, you will hear a chord progression.Your goal is to identify the name of the scale that you heard. Scales: In this exercise, you will hear a scale.Your goal is to identify the type of chord that you heard. Chords: In this exercise, you will hear a chord.Your goal is to identify the interval between the two notes. Intervals: In this exercise, you will hear two notes in sequence.For best results, practice a little bit every day: These exercises will improve your musical ability by developing a more intuitive understanding of what you hear.
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