4 Unit 4
Voice
Worksheets
1.
Download and make a diagram with the 3 processes performed by the
vocal apparatus. Cut the parts out and order them. Ask your partner and swap.
•R
•P
•A
2.
Download and make a jumbled sentences activity. Label Figure 4.1. about
respiration in the OLC.
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Write the necessary words or sentences about the respiration process to fill in
the cells. Example:
THE LUNGS…
THE LUNGS…
THE DIAPHRAGM…
THE DIAPHRAGM…
2. Cut out the cells.
3. In pairs: match the sentences to the pictures.
4. Variation: put the jumbled sentences in the right order to explain the process
and match them to the pictures, explaining the diagram to your partner.
5. Swap.
3.
Download and make a list of words to match using Figure 4.2.
1. Write the key words about the upper part of the respiratory system in the
cells of the table.
UPPER PART OF THE RESPIRATORY SYSTEM
Trachea
…
Thyroid cartilage
…
…
…
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2. Cut the cells out.
3. In pairs: match the words to the picture.
4. Test your partner and switch.
4.
Search for videos about breathing on YouTube. You can write ‘breathing
techniques for singing’ to find them. Practise what you learn from the videos
with your classmates and teacher.
Curious facts (page 64).
You can go to the OLC activities to watch interesting videos about this.
1. The King’s Speech exercises:
a. https://youtu.be/7WJts0gKCRM?t=3m37s
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2. The Epidaurus theatre acoustics:
a. https://youtu.be/H7Td1Jk4zlo
b. https://youtu.be/rwOR4y7JDrY
5.
Describe your favourite voices.
In pairs, groups or individually, choose 3 singers who you like and try to
describe their voices in the table according to the specified criteria.
Voice 1
Voice 2
Voice 3
Voice projection
Vocal range
Vocal training
Timbre, colour
Tessitura
Vocal
training
Voice
projecti
on
natural
trained
powerful
weak
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narrow
Vocal
range
regular
wide
high
Tessitura
intermediate
low
other adjectives: rich,
thick, thin, breathy,
resonant, etc.
Timbre,
color
clear, light/dark
sweet, warm/harsh
6.
Put the phrases in order to make the definition of tessitura:
with timbral quality / the set of notes / without difficulty / that the person's
voice can produce
Use the diagram in the OLC to play with your partner.
Fill in the diagram with the jumbled expressions ordered (with the numbers in
the correct order) to make the definition of tessitura.
Play with your partner. Cut out the cells. Mix them up and test your partner.
Switch.
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7. Listen to the highest and lowest adult female and male voices and try to guess
the type of voice that you hear. Fill in the table in the OLC.
Male or female
Rank in order of Name
pitch (1, 2, 3)
voice
of
the
Excerpt #1
Excerpt #2
Excerpt #3
Excerpt #4
8. Make a list of the main choirs that you know and fill in the table in the OLC.
ENGLISH
SPANISH
Mixed choir
Coro mixto
9. Download and complete the sentences.
1. Children’s voices are called t……….. voices and they have a t....... similar to
women’s.
2. The vocal cords become longer when the voice c……… or breaks.
3. Some men sing in f…………. . They are called c………… .
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4. There are people who, regardless of whether they have a good voice, cannot
make good use of it because they are tone d……… . How do you say this in
Spanish? .....................
5. If you do not sing a song at the right pitch, you are singing “o………. of t……..”.
In Spanish we say ……………… .
10. See the glossary: useful expressions in regard to rhythm.

Notice how…

Mark the beats that you hear.

Keep marking the beat.

Clap along to…

Follow it in your head (= without marking it).

Synchronize with it.
11. If you want to train your voice and sing with your friends better, remember
the page on useful expressions in regard to singing.
Preparing for singing.
Singing posture:

Stand straight with your knees relaxed and your weight equally shared.

Keep your shoulders down with your arms relaxed at the sides.

Stretch your neck gently and hold your head high, keeping your chin
parallel to the ground.

If you are sitting, keep an upright posture.

Raise your cheeks and smile with your eyes and eyebrows.
Physical warm-ups:

Roll your shoulders slowly in large circles.

Move your head to relax your neck.

Stand on one leg and roll your ankles. Switch to the other leg.

Stretch your arms above your head, leaning to one side and then to the
other.

Shake your lower arm and then your whole arm until it feels floppy and
relaxed.

Roll your hands at the wrist and wiggle your fingers.

Relax your jaws by chewing imaginary gum, exaggerating the movements.
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
With one hand, gently tap or slap along your arm, top to bottom, down the
sides, across your chest and belly, down your legs, etc. to energize that
part of your body.
Breathing:

Place your hands under your rib cage and find your diaphragm. When you
breathe in it should move outwards (and your posture should remain
unchanged).

Pretend to blow into a balloon: you have to take deep breaths and exhale
steadily.

Try a long hiss like air escaping from a small hole, or pretend to blow out
lit candles evenly and gently.
Humming:

Generate a humming and move the pitch around. Put your hand on your
nose to feel the vibration.

Say ‘mmm’. Open your mouth while still humming and slowly change the
sound to o-o-o-a-e (this helps people that don’t instantly latch onto a
pitch).

Repeat this at different pitches.

Use different consonants, such as t, b and p.
12. See the glossary: useful expressions in regard to playing the recorder.

Hold your recorder.

“Left hand on top and right hand always ready.”

Don’t bite the mouthpiece!

Correctly place your fingers sealing the holes: each note is fingerprinted!

Place the recorder on your chin and first 'play' without blowing.

Blow into your recorder softly.
13. What are the main instruments in Celtic music?
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14. Search on the internet for pictures of the instruments that are not in the
book, and videos of Celtic music performances.
Instruments
Links
15. How did you feel while doing the guided relaxation?
Share with your partner and write down your feelings.
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