english tarantella 3 secuenciación didáctica

COURSE SYLLABUS

Tarantella 3

PRIMARY EDUCATION__________________

Music

Secuenciación didáctica – Tarantella 3 1

1st TermUnit 1: Cinderella

PROFILE COMPONENTS: Lesson 1

OBJECTIVES:-To enjoy listening to classical musical.-To listen, read and understand a story in English.-To listen and extract specific information. -To value the body’s movement and instrumental possibilities.-To experiment and practise voice education techniques: breathing, intonation, vocalization and articulation.

CONTENTS:-Overture from Cinderella by G. Rossini.-The story Cinderella.

-Voice education techniques. BASIC COMPETENCES:Linguistic Competences-To learn and use new vocabulary through listening to stories, singing and acting out little plays. - To develop and put into practise the techniques for breathing and elocution.

LESSON GUIDELINES:-Observing the illustrations.-Listening to the overture from Cinderella by G. Rossini.-Reading the introduction to the story.-Reading and completing the story on pages 4 and 5 of the activity book. -Listening to the song Bibbidi-bobbidi-boo.-Practising voice education techniques: breathing, intonation, vocalization and articulation.- Playing a game to follow the rhythm of the song.

MIXED ABILITY


Consolidation- Reading the completed story on pages 4 and 5 of the activity book to strengthen vocabulary and pronunciation. -Singing the song to the base music.

Extension:-Singing the song and modifying the chorus with one single vowel each time.

EVALUATION:What to evaluate-Listens and extracts specific information a story in English.-Takes an active part in group activities that involve movement and singing.-Develops autonomous learning strategies to evaluate his/her own progress in the music and language learning process, identify mistakes and correct them.

How to evaluate-Observation of the pupil’s progress in the music and language learning process.-Activity Book.-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide.


PROFILE COMPONENTS: Lesson 2OBJECTIVES:-To experiment with sound and silence.-To distinguish and define sound and silence.-To define the concept of beat.

CONTENTS:-Sound and silence.-The beat.-Sound: sensorial perception. -The sounds in one’s own personal environment.

BASIC COMPETENCES:Knowledge and Interaction with the Physical World

-To appreciate the importance of the sounds in one’s own natural and home environment.

LESSON GUIDELINES:-Playing The Statue Game: dancing to the rhythm of the music from Cinderella. -Reciting a rhyme to practise body percussion. -Reading and defining the concept of beat.-Reading and playing unconventional sounds and silences. -Completing exercises 2, 3 and 4 on page 6 of the Activity Book.

MIXED ABILITY:Consolidation-The photocopìable activities proposed in the Teacher’s Guide.Extension-Reciting and moving around individually. EVALUATION:What to evaluate-Experiments and defines situations with sound and silence.-Awareness and use of the body’s instrumental possibilities.

How to evaluate-Observation of the pupil’s progress in the music and language learning process.


-Activity Book.-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide.


PROFILE COMPONENTS: Lesson 3OBJECTIVES:

-To be aware of the body’s expressive qualities for movement, gestures and as a musical instrument. -To experiment and enjoy using the body as a musical instrument.

CONTENTS:-The body’s expressive qualities -The body as an instrument: different timbres.

BASIC COMPETENCES:Learning How to Learn Competences-To explore and experiment with the the different sensorial aspects of sound.

LESSON GUIDELINES :-Revising voice techniques. -Listening to the song If You’re Happy.-Memorizing and singing the song.-Singing and accompanying the song with body percussion.-Singing the song with the recording.-Interpreting a sequence of sounds with body percussion.-Completing activities 5 and 6 on page 7 of the Activity Book.

MIXED ABILITY:Consolidation-The photocopiable activities proposed in the Teacher’s Guide.Extension-Inventing a new text for the song. EVALUATION:What to evaluate-Experiments and uses the body’s sound possibilities. -Shows a positive attitude and interest in learning music.



PROFILE COMPONENTS: Lesson 4OBJECTIVES:-To identify and define the musical form echo.

-To read and follow the beat.

CONTENTS:-Musical forms: echo.-The beat.

BASIC COMPETENCES:Linguistic Competences-To learn and use new vocabulary through listening to stories, singing and acting out little plays. -To develop and put into practise the techniques for breathing and elocution.

LESSON GUIDELINES-Practising breathing exercises.-Memorizing and singing the song Dipidu.-Reading and defining the concept of echo.-Listening to identify the echo. -Vocal improvisation.-Reciting to follow the beat.

MIXED ABILITY:Consolidation-Vocal improvisation to define the qualities of sound. Extension-The photocopiable resources proposed in the Teacher’s Guide.

EVALUATION:What to evaluate-Identifies and defines the musical form echo.-Develops and uses voice training techniques: breathing, intonationation, vocalization and articulation.

How to evaluate


-Observation of the pupil’s progress in the music and language learning process.-Activity Book.-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide.



OBJECTIVES:- To recognize and define the concept of dynamics (intensity) in music.

CONTENTS:-Dynamics and how they are written.

BASIC COMPETENCES:Information and Digital Competences -To extract specific information from a written or oral text by observing the information depicted in the illustrations or listening to a CD recording.

LESSON GUIDELINES :-Reading and accompanying a text with sounds and gestures. -Identifying the signs that represent intensity.-Playing a game to strengthen the concept of beat. -Interpreting a rhyme with different degrees of intensity. -Completing exercises 7 and 8 on page 8 of the Activity Book. EVALUATION:What to evaluate-Identifies intensity as a quality of sound.




OBJECTIVES:-To understand and define the qualities of sound:timbre, pitch, length, intensity. -To read and interpret unconventional music scores. CONTENTS:-The timbre.-Unconventional graphics.-Gestural expression in music. -Unconventional instruments.

BASIC COMPETENCES:Autonomous learning competences -To use the recreational aspect of music to consolidate vocabulary, pronunciation, intonation and rhythm.

LESSON GUIDELINES:-Listening to identify different timbres. -Playing unconventional instruments.-Relating the unconventional instruments to the characters in the story Cinderella. -Reading and interpreting unconventional graphics.-Acting out a story with unconventional instruments.

MIXED ABILITY:Consolidation-Listening to identify the timbre of different unconventional instruments.Extension-Creating a simple composition with conventional or unconventional instruments.

EVALUATION:What to evaluate-Read and interprets an unconventional music score. How to evaluate-Observation of the pupil’s progress in the music and language learning process.-Activity Book.-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide.



OBJECTIVES:-To identify and define pitch as a quality of sound.-To distinguish high and low sounds.-To interpret with the voice and instruments the parametres of sound. -To explore, discover and identify the sounds in the environment.

CONTENTS:-Pitch: high and low sounds.-Onomatopoeic sounds.

BASIC COMPETENCES:Learning How to Learn Competences-To explore and experiment with the the different sensorial aspects of sound.

LESSON GUIDELINES:-Producing high and low sounds with the voice. -Exerimenting with one’s own voice posibilities. -Singing and practicing the echo with the notes Sol/G and Mi/E.-Playing a game for the song.-Completing exercise 9 on page 9 of the Activity Book.

MIXED ABILITY:Consolidation-Interpreting high and low sounds from the environment.-Carrying out an experiment to produce high and low sounds.Extension-The photocopiable activities proposed in the Teacher’s Guide.

EVALUATION:What to evaluate-Identifies and defines the concept of pitch correctly and coherently.-Explores, discovers and identifies the sounds in one’s own personal environment. How to evaluate-Observation of the pupil’s progress in the music and language learning process.-Activity Book.-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide.PROFILE COMPONENTS: Lesson 8


OBJECTIVES:-To identify and define opera as a musical genre.-To listen to a passage from an opera and match it to the corresponding scene.

CONTENTS:-The opera as a musical play.-The descriptive value of music.

BASIC COMPETENCES:Cultural and Artistic Competences -To appreciate the importance of artistic manifestations from one’s own country and from other nationalities.

LESSON GUIDELINES:-Listening to Cenerentola Vien Qua by G. Rossini.-Reading and learning about the composer and his work. -Listening and matching the music to the corresponding scene. -Completing exercise 10 on page 9 of the Activity Book.

MIXED ABILITY:Consolidation-The photocopiable activities proposed in the Teacher’s Guide.Extension-Listening and acting out the story in groups of five pupils.

EVALUATION:What to evaluate- Listens to a passage from an opera and matches it to the corresponding scene.-Interest and curiosity for learning about different composers and their work.




OBJECTIVES:-To identify duration as a quality of sound.-To interpret rhythms with body percussion.-To distinguish and define long and short.

CONTENTS:-Duration.-The body’s expressive qualities.-Body control: movement, rest and breathing.-Interpretation of unconventional graphics. -Dances from around the world: the polka.

BASIC COMPETENCES:Social and Citizenship Competences -To use games, dances and classroom activities as a means to promoting good relationships, integration and respect. LESSON GUIDELINES:-Listening to play and dance.-Moving free style to practise gestural expression to the music proposed. -Interpreting conventional and unconventional graphics. -Dancing.

MIXED ABILITY:Consolidation-To practise the dance with the variations proposed in the Teacher’s Guide. EVALUATION:What to evaluate- Adapts his/her own movements to the rhythm and space available.-A respectful and tolerant attitude towards othe people’s participation and ideas in classroom activities.How to evaluate-Observation of the pupil’s progress in the music and language learning process.-Activity Book.-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide. Unit 2: Puss in Boots



OBJECTIVES:-To enjoy listening to classical musical.-To listen, read and understand a story in English.-To listen and extract specific information. -To practise voice education techniques: breathing, intonation, vocalization and articulation correctly.

CONTENTS:-The overture from Puss in Boots by Xavier Montsalvatge.-The story: Puss in Boots.-Practising voice education techniques: breathing, intonation, vocalization and articulation.

BASIC COMPETENCES:Linguistic Competences-To develop and use voice training techniques to improve vocalization and elocution. -To understand and interpret different texts and songs. -To recite with the correct intonation and pronunciation.

LESSON GUIDELINES:-Observing the illustrations.-Reading the introduction to the story.-Listening to the overture from Puss in Boots by X. Montsalvatge.-Inventing new steps and dancing free style to the music. -Listening to the song Puss in Boots.-Practising voice education techniques: breathing, intonation, vocalization and articulation.-Listening and reading the story on pages 10 and 11 of the activity book.

MIXED ABILITYConsolidation-Further practise for listening and reading the story on pages 10 and 11 of the activity book.


-Singing the lesson song to strengthen intensity and speed. Extension-Creating movements and gestures to imitate the characters from the story. -Inventing new words for the song.

EVALUATION:What to evaluate-Reading comprehension and answering questions on the text correctly.-Memorizing a song and singing with the correct pronunciation and intonation.




- To identify and name the signs semibreve, minim, crotchet, quaver and their rest signs.

-To identify and define note length and silences.-To accompany songs with body percussion. -To interpret rhythm and length depicted by unconventional graphics. CONTENTS:-Musical signs and their rests.-Body percussion.

BASIC COMPETENCES:Mathematical competences-To use mathematical elements and reasoning to understand the equivalents between musical signs and their rests.

LESSON GUIDELINES:-Defining note lengths and silences. -Practising the echo with crotchets and quavers. -Observing musical signs and their corresponding unconventional graphics. -Rhythmical game using the Kodály method. -Using rhythmical syllables to practise the echo. -Playing the musical card game.-Completing exercises 3 and 4 on page 12 of the Activity Book.

MIXED ABILITY:Consolidation:-The photocopiable activities proposed in the Teacher’s Guide.Extension-The photocopiable activities proposed in the Teacher’s Guide.

EVALUATION:What to evaluate-Identifies and defines note length and silences.-Follows a sequence depicted with unconventional graphics-Accompanies songs with body percussion.


http://en.wikipedia.org/wiki/Rhythm_syllables

PROFILE COMPONENTS: Lesson 3OBJECTIVES:-To memorize and sing a song.-To accompany songs with body percussion. -To sing with the correct pronunciation and intonation. CONTENTS:-Song: Meow, Meow. -The voice as a means of musical expression. -The Kodàly method. -Body percussion.

BASIC COMPETENCES:Linguistic Competences-To understand and interpret different texts and songs. -To recite with the correct intonation and pronunciation.

LESSON GUIDELINES:-Listening to the song.-Memorizing and singing the song. -Singing and accompanying a song with body percussion-Reading a music score using the Kodàly method. -Completing exercise 5 on page 12 of the Activity Book.

MIXED ABILITY:Consolidation-Rhythmical dictation.Extension-Singing the lesson song as a canon.

EVALUATION:What to evaluate-Follows the rhythm and accompanies songs with body percussion correctly.-Participates responsibly in group activities.

How to evaluate


PROFILE COMPONENTS: Lesson 4OBJECTIVES:-To identify and define the musical notes, treble clef and the stave.-To define where we write the notes on a stave. CONTENTS:-The musical notes.-The parts of a stave.-The treble clef.

BASIC COMPETENCES:Mathematical competences-To use mathematical elements and reasoning to interpret music and the position of the notes on the stave.

LESSON GUIDELINES:-Reading the unit page and identifying the musical notes, stave and treble clef. -Interpreting the sequences proposed on page 40 of the Pupil’s Book. -Completing exercises 6 and 7 on page 13 of the Activity Book.

MIXED ABILITY:Consolidation-The photocopiable activities proposed in the Teacher’s Guide.Extension-The photocopiable activities proposed in the Teacher’s Guide.

EVALUATION:What to evaluate-Identifies and interprets the notes in the activities proposed. -Identifies and defines the notes, stave and treble clef correctly.




OBJECTIVES:-To identify music as a form of expression.-To memorize and sing a new song.

CONTENTS:-Voice education techniques: breathing, intonation, vocalization and articulation. -Singing with instrumental accompaniment

BASIC COMPETENCES:Linguistic Competences-To develop and use voice education techniques to improve vocalization and elocution. -To understand and interpret different texts and songs. -To recite with the correct intonation and pronunciation.

LESSON GUIDELINES:-Listening to the song.-Reading and memorizing the song.-Singing the song with and without the base music.-Inventing gestures to accompany the song.-Accompanying the song with body instruments. MIXED ABILITY:Consolidation-Singing and improvising body percussion.Extension-Investigation activity proposed in the Teacher’s Guide.

EVALUATION:What to evaluate-Uses music as a means of expressing feelings.-Sings and makes up new gestures and movements to act out a song.

How to evaluate



-To identify and classify the three types of percussion instruments: Wood, metal, skin. -To discover the sound possibilities of percussion instruments depending on whatthey are made of. (Wood, metal, skin.)

CONTENTS:-Percussion instruments. -What percussion instruments are made of.

BASIC COMPETENCES:

Knowledge and Interaction with the Physical World -To appreciate the importance of the sound, visual and aesthetic qualities of one’s own natural and home environment.

LESSON GUIDELINES:-Observing the instruments depicted in the Pupil’s Book.-Listening to the different instruments.-Experimenting and interpreting with classroom percussion instruments.-Forming a classrrom orchestra.-Completing exercise 11 on page 15 of the Activity Book.


EVALUATION:What to evaluate-Identifies the percussion instruments, their timbre and what they are made of. -Improvises with small percussion instruments.




OBJECTIVES:-To define the concept of ostinato.-To apply the knowledge of The Language of Music. -To act out a story.

CONTENTS:-Reading and writing music.-Musical forms: the echo.

BASIC COMPETENCES:Social and Citizenship Competences -To show a respectful and tolerant attitude towards other people’s creative and interpretive skills.

LESSON GUIDELINES:-Improvising with small percussion instruments.-Defining the concept of ostinato. -Improvising the musical forms ostinato and echo.-Observing the music scores depicted on Page 21 of the Pupil’s Book.-Reading and interpreting a music score with body percussion.-Listening and accompanying the story with small percussion instruments. MIXED ABILITY:Consolidation-Listening and distinguishing the different ostinato rhythms from the story. Extension-Analysing the characteristics of the length of the sound of each instrument.

EVALUATION:What to evaluate-Identifies and names the language of music concepts learnt todate.-Defines and plays a piece of music in ostinato correctly.




OBJECTIVES:-To memorize and sing a Christmas Carol.-To distinguish the notes Sol/G and Mi/E.

CONTENTS:-Distinguishing sounds by their height.


LESSON GUIDELINES:-Listening to the Christmas Carol.-Memorizing and singing the song.-Practising the notes Sol/G and Mi/E.-Gestural representation of the notes Sol/G and Mi/E.-Playing melodic echoes with the notes Sol/G and Mi/E.-Playing the music score depicted on page 22 of the Pupil’s Book. -Completing exercises 8, 9 and 10 on page 14 of the Activity Book.

MIXED ABILITY:Consolidation-Singing and defining the height of the notes with corporal gestures. Extension-Vocal improvisation.

EVALUATION:What to evaluate-Distinguishes the height of the different notes. -Distinguish the sounds in 3.ª Minor.




OBJECTIVES:-To memorize and sing a traditional Christmas Carol.-To accompany a song with percussion instruments.

CONTENTS:-Christmas Carol: I Saw Three Ships.-Percussion instruments.


LESSON GUIDELINES:-Memorizing the song.-Differentiating the two types of chorus.-Accompanying the song with conventional and unconventional percussion instruments.-Singing the song with and without the base music. MIXED ABILITY:Consolidation-Interpretation of the song omitting different parts to strengthen pronunciation and intonation.Extension-The photocopiable activities proposed in the Teacher’s Guide.

EVALUATION:What to evaluate-Interest in learning traditional Christmas songs-Sings a Christmas Carol and plays a musical accompaniment.

How to evaluate



OBJECTIVES:-To enjoy listening to music.-To express feelings and emotions.

CONTENTS:-Listening and movement.-The body as musical expression.

BASIC COMPETENCES:Social and Citizenship Competences -To show a respectful and tolerant attitude towards other people’s creative and interpretive skills.

LESSON GUIDELINES:-Listening to the music Dance to Puss in Boots.-Learning a new choreography.-Practising the dance.-The composer X. Montsalvatge and his work.-Completing exercise 12 on page 15 of the Activity Book.

MIXED ABILITY:Consolidation-Dancing to the different variations proposed.Extension-Singing and dancing to the rhythm of the song.

EVALUATION:What to evaluate-Follows the instructions for a dance and adapts his/her movements to fellow students and the availabale space. -Interest for learning about composers and their work.How to evaluate-Observation of the pupil’s progress in the music and language learning process.-Activity Book.-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide.


2nd TERM

Unit 3: Jungle Book


OBJECTIVES:-To listen and understand a story in English.-To listen and extract specific information.

- To take an active part in group activities that involve movement, singing and playing instruments.

CONTENTS:-The Jungle Book.

-Overture from Jungle Book.

-Voice Education: projecting the voice and articulation.-The characteristics of the sounds in the environment: sounds from nature and the animal world.

BASIC COMPETENCES:Linguistic Competences-To learn and use new vocabulary through listening to stories, singing and acting out little plays. -To develop and put into practise the techniques for breathing and elocution.

Knowledge and Interaction with the Physical World -To appreciate the importance of one’s own natural and home environment.

LESSON GUIDELINES:-Observing the illustrations.-Reading the introduction to the story.-Listening to the overture from Jungle Book by G. Bruns.-Inventing new steps and dancing free style to the music. -Listening to the song Abiyoyo.-Practising voice education techniques: breathing, intonation, vocalization and articulation.-Listening and reading the story on pages 16 and 17 of the activity book. MIXED ABILITY


Consolidation-Re-reading the story on pages 16 and 17 of the activity book to pracitise pronunciation and intonation.-Singing the lesson song to practise speed and intensity. Extension-Acting out the story.-Inventing new lyrics for the song.

EVALUATION:What to evaluate-Enjoys the activities in the music and language learning process. -Reads and extracts specific information from a story.-Improves his/her voice techniques.




OBJECTIVES:-To imitate the animals from the story with percussion instruments and singing.-To interpret binary and ternary rhythms. -To understand and interpret unconventional and conventional graphics.

CONTENTS:-Imitating characters from the story with percussion instruments and singing. -Unconventional graphics.-The binary and ternary rhythm.-The accent.

BASIC COMPETENCES:Social and Citizenship Competences -To use games, dances and classroom activities as a means to promoting good relationships, integration and respect. Cultural and Artistic Competences-To appreciate the importance of artistic manifestations from one’s own country and from other nationalities.

LESSON GUIDELINES:-Presenting the binary and ternary rhythms.-Rhythmical games.-Improvising with small percussion instruments.-Defining the accent. -Improvising rhythms with different accents. -Reading and playing the sequences depicted on page 28 of the Pupil’s Book.-Interpreting the passage assigned to each instrument. -Interpreting the characters with percussion instruments.

MIXED ABILITY:Consolidation:-Listening and identifying ostinato rhythms. Extension-Acting out the story with body percussion and sounds.

EVALUATION:


What to evaluate-Participates actively in group activities. -Identifies and plays the binary and ternary rhythms.-Interprets unconventional graphiccs.



PROFILE COMPONENTS: Lesson 3OBJECTIVES:-To explore and experiment with the voice as a musical instrument. -To use voice training techniques to improve vocalization and elocution.

CONTENTS:-The song Jungle Rhythm.

-Vocal expression: the voice as part of a musical creation. -The voice as a means of musical expression.

BASIC COMPETENCES:Linguistic CompetencesTo develop and use voice training techniques to improve vocalization and elocution.

LESSON GUIDELINES:-Practising voice education techniques. -Listening to the song Jungle Rhythm.-Reading and memorizing the song.-Singing the song.-Improvising onomatopoeic sounds for the story.


EVALUATION:What to evaluate-Discovers, uses and values the voice’s musical possibilities. -Show confidence in his/her own musical interpretations. How to evaluate-Observation of the pupil’s progress in the music and language learning process.-Activity Book.-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide.


PROFILE COMPONENTS: Lesson 4OBJECTIVES:-Identifies and plays binary and ternary rhythms.

CONTENTS:-Binary and ternary rhythms.-Musical signs: crotchet, quaver and minim.

BASIC COMPETENCES:Mathematical Competences-To use one’s own ability for using numbers in relation to the length of notes and musical signs.

LESSON GUIDELINES:-Reciting melodies and clapping to the rhythm.-Observing the difference in accent between two melodies. -Corporal expression to accompany a binary and ternary rhythm.-Revising the musical signs depicted on page 30 of the Pupil’s Book.-Rhythmical recitation following the Kodàly method.-Completing exercises 4, 5 and 6 on page 18 of the Activity Book.

MIXED ABILITY:Consolidation-Interpreting rhythmical echoes on percussion instruments. Extension-The photocopiable activities proposed in the Teacher’s Guide.

EVALUATION:What to evaluate-Identifies and names the crotchet, quaver and minim. -Interprets binary and ternary rhythms correctly.




OBJECTIVES:-To identify and define instruments with bars: xylophone, metallophone and glockenspiel. -To sing and play instruments with bars correctly.-To interpret unconventional graphics.-To learn the musical scale.

CONTENTS:-Percussion instruments with bars.-Unconventional graphics.-The scale.

BASIC COMPETENCES:Linguistic Competences-To appreciate the importance of listening, understanding and communicating correctlyCultural and Artistic Competences -To identify different artistic codes.-To use the different technical and musical resources.

LESSON GUIDELINES:-Listening to instruments with bars.-Exploring the different sound possibilities of each instrument. -Identifying the characteristics of each instrument. -Improvising on percussion instruments with bars. -Playing a card game to strengthen the musical signs.-Learning to play the scale.-Interpreting the unconventional graphics depicted in the Pupil’s Book.-Completing activities 7 and 8 on page 19 of the Activity Book.

MIXED ABILITY:Consolidation-The photocopiable activities proposed in the Teacher’s Guide.Extension-Improvising a rondo.

EVALUATION:


What to evaluate-Identifies and describes the characteristics of instruments with bars.How to evaluate-Observation of the pupil’s progress in the music and language learning process.-Activity Book.-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide.



OBJECTIVES:-To explore the sound possibilities of percussion instruments with bars. -To practise height with the notes Sol/G and Mi/E. -To continue practising binary rhythms.

CONTENTS:-Instruments with bars.-The notes Sol/G and Mi/E. -The binary rhythm.

BASIC COMPETENCES:Mathematical Competences-To use one’s own abilityfor using numbers in relation to the length of notes and musical signs. LESSON GUIDELINES:-Revising where we write the notes Sol/G and Mi/E on the stave. -Singing the notes Sol/G y Mi/E with the syllable Cu.-Improvising an echo.-Playing the notes Sol/G y Mi/E on instruments with bars. -Playing the musical card game.-Memorizing and singing the song.-Reading the music score depicted with conventional graphics. -Completing exercises 9 and 10 on page 20 of the Activity Book.

MIXED ABILITY:Consolidation-The photocopiable activities proposed in the Teacher’s Guide.Extension-Improvising and interpreting a new cantilena for the melody of the lesson song.

EVALUATION:What to evaluate

- Takes good care of the classroom instruments and learning materials. -Take an activie part in group activities. How to evaluate



OBJECTIVES:- To sing a song with a percussion instrumental accompaniment.-To identify and play ostinato rhythms.-To identify the rondo form.

CONTENTS:-Song: With my Whim Wham Waddle-oh.-Instrumental accompaniment.-The ostinato rhythm.-The rondo

BASIC COMPETENCES:Knowledge and Interaction with the Physical World -To discover and use music as a means to interpreting the natural and animal world.

LESSON GUIDELINES:-Memorizing and singing the song.-Listening to the song With my Whim Wham Waddle-oh. -Accompanying the song with percussion instruments and body percussion.-Interpreting the song with the instruments depicted on page 33 of the Pupil’s Book.

MIXED ABILITY:Consolidation-The photocopiable activities proposed in the Teacher’s Guide.Extension-Group work: creating new words for the lesson song.

EVALUATION:What to evaluate-Uses instruments as a means of communication. -Identifies and interprets a rondo.

How to evaluate-Observation of the pupil’s progress in the music and language learning process.-Activity Book.


-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide



OBJECTIVES:-To discover the descriptive value of music.-To learn a simple choreography and dance correctly.-To develop an interest in learning about different composers and listening to music from other periods in history. CONTENTS:-The Carnival of the Animals by Camille Saint-Saëns.-Music and movement.-The descriptive value of music.-Camille Saint-Saëns and his work.

BASIC COMPETENCES:Social and Citizenship Competences -To participate responsibly in group activities.Cultural and Artistic Competences -To identify different artistic codes.-To use the different technical and musical resources.-To experiment and improve body language techniques.

LESSON GUIDELINES:-Listening to The Carnival of the Animals by Camille Saint-Saëns. -Learning about the composer and his work. -Completing activities 11 and 12 on page 21 of the Activity Book.

MIXED ABILITY:Consolidation-Listening to passages from The Carnival of the Animals by Camille Saint-Saëns.Extension-Listening to other passages from The Carnival of the Animals.

EVALUATION:What to evaluate-Uses his/her body to express feelings and imagination with the correct postures and musical coordination. -Shows interest in listening to music from other periods in history.How to evaluate-Observation of the pupil’s progress in the music and language learning process.


-Activity Book.-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide



OBJECTIVES:-To appreciate the importance of learning musical traditions from other countries.

CONTENTS:-The body’s expressive qualities. -Body control: movement, rest and breathing. -Dance from the USA: Snowbird on the Ashbank.

BASIC COMPETENCES:Social and Citizenship Competences -To respect other people’s ideas, cultures, beliefs and their individual and collective experiences. Cultural and Artistic Competences -To identify different artistic codes.-To experiment and improve body language techniques.

LESSON GUIDELINES:-Listening to the music.-Identifying the instruments in the musical passage.-Learning a new choreography.-Dancing.

MIXED ABILITY:Consolidation-Listening to passages from Snowbird on the Ashbank.Extension-Dressing up in animal costumes to continue practising the dance.

EVALUATION:What to evaluate-Adapts his/her movemnts to the available space.-Coordinates his/her movements and postures to the rhythm of the music.



Unit 4: The Happy Farmer


OBJECTIVES:-To listen and understand a story in English.-To read, listen and extract specific information.-To observe and appreciate the qualities of sound in the natural and rural environment.

CONTENTS:-The characteristics and qualities of the sounds in the environment in spring.-Descriptions of sounds.

BASIC COMPETENCES:

Knowledge and Interaction with the Physical World -To appreciate the importance of interacting with the natural environment and of the changes man has made to the environment. -To discover and use music as a means to interpreting the animal world.

LESSON GUIDELINES:-Observing the illustrations.-Reading the introduction to the story.-Listening to the music The Happy Farmer by Robert Schumann.-Listening and reading the story on pages 22 and 23 of the activity book. -Listening to the song Oats, Beans and Barley Grow.-Reading about Robert Robert Schumann and his work on page 79 of the Pupil’s Book.-Practising voice education techniques: breathing, intonation, vocalization and articulation.-Completing activities 1 and 2 on page 23 of the Activity Book.

MIXED ABILITYConsolidation-Re-reading the story on page 22 and 23 of the Activity Book to strengthen vocabulary and pronunciation.-The photocopiable activities proposed in the Teacher’s Guide.

Extension


-Interpreting the text in small groups.-Interpreting the song with the base music. EVALUATION:What to evaluate-Uses music as a means to interpreting the animal world. -Participates respectfully in classroom activities.




OBJECTIVES:-To play a song on instruments with bars. -To identify and play the note La/A.

CONTENTS:-Revision of the notes Sol/G and Mi/E. -Instruments with bars.-Rhythmical recitation.-The binary rhythm.

BASIC COMPETENCES:Learning How to Learn Competences-To develop and use one’s own sense of observation.

LESSON GUIDELINES:-Playing the note La/A.-Revising the notes Sol/G and Mi/E.-Improvising cantilena.-Reading a music score.-Playing the musical card game to review the notes La/A, Sol/G and Mi/E. -Playing a song on instruments with bars. -Improvising a new text for the song.

MIXED ABILITY:Consolidation:-The photocopiable activities proposed in the Teacher’s Book.Extension-The photocopiable activities proposed in the Teacher’s Book.

EVALUATION:What to evaluate- Identifies and plays the notes La/A, Sol/G and Mi/E. -Uses both hands to play an instrument with bars.

How to evaluate


PROFILE COMPONENTS: Lesson 3OBJECTIVES

-To identify and name some string instruments.-To classify string instruments by the way they are played. CONTENTS:-String Instruments.

BASIC COMPETENCES: Learning How to Learn Competences-To develop and use one’s own sense of observation. Autonomy and Personal Initiative

-To be confident in his/her own learning strategies and creations.

LESSON GUIDELINES:-To identify timbre as a quality of sound. -Reading about how we play string instruments on page 39 of the Pupil’s Book.-Listening to string instruments.-Completing exercise 4 on page 24 of the Activity Book.

MIXED ABILITY:Consolidation-The photocopiable activities proposed in the Pupil’s Book.Extension-Investigation activity to find information on one of the instruments depicted in the Pupil’s Book.

EVALUATION:What to evaluate-To identify, name and classify string instruments.




OBJECTIVES:-To identify and define the concepts of rhythm, bar lines and double bar lines.

CONTENTS:-Rhythm.-Bar line.-Double bar line.

BASIC COMPETENCES:Learning How to Learn Competences-To develop and use one’s own sense of observation.

Autonomy and Personal Initiative


LESSON GUIDELINES:-Observing an unconventional music score. -Reading and playing a music score with percussion instruments.-Interpreting the binary and ternary rhythms of the words on page 40 of the Pupil’s Book. -Completing exercises 5, 6, 7 and 8 on page 25 of the Activity Book.

MIXED ABILITY:Consolidation-Vocal improvisation.Extension-The photocopiable activities proposed in the Pupil’s Book.

EVALUATION:What to evaluate-Identifies and interprets a binary and ternary rhythm.-Identifies and defines the concepts of rhythm, bar lines and double bar lines.

How to evaluate-Observation of the pupil’s progress in the music and language learning process.-Activity Book.


-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide



OBJECTIVES:-To sing and use creative gestures.

CONTENTS:-Song: La Bella Polenta.-The body’s expressive qualities.

BASIC COMPETENCES:Linguistic Competences-To develop and use voice education techniques to improve vocalization and elocution. LESSON GUIDELINES:-Practising voice education techniques: breathing, relaxation, pronunciation and intonation.-Listening to a song to identify the parts that are repeated. -Reading and memorizing a song.-Accompanying a song with the gestures proposed in the Pupil’s Book.-Singing with a musical accompanimment. MIXED ABILITY:Consolidation-Singing the song with the modification proposed in the Teacher’s Guide. Extension-The photocopiable activities proposed in the Pupil’s Book.

EVALUATION:What to evaluate-Interprets and enjoys singing traditional songs with his/her classmates.-Uses the voice as a musical instruments and as a means of communication.

How to evaluate-Observation of the pupil’s progress in the music and language learning process.-Activity Book.-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide



OBJECTIVES:-To enjoy the descriptive qualities of sound.-To imitate the characters with percussion instruments.

CONTENTS:-Singing and palying percussion instruments to imítate the characters in the story.-Conventional graphics.-Gestural expression to accompany music.

BASIC COMPETENCES:Linguistic Competences-To appreciate the importance of listening, understanding and communicating correctly. Autonomy and Personal Initiative

To be confident in his/her own learning strategies and creations.

LESSON GUIDELINES:-Practising the rhythms depicted on page 42 of the Pupil’s Book with corporal percussion. -Instrumental improvisation.-Improvising and repeating an echo. -Observing and interpreting the sequences proposed on page 42 of the Pupil’s Book.-Interpreting the passage assigned to each character.-Completing exercise 3 on page 23 of the Activity Book.

MIXED ABILITY:Consolidation-Listening to identify the ostinato rhythms.Extension-Acting out the story of The Happy Farmer with corporal expression.

EVALUATION:What to evaluate-Deciphers and follows unconventional graphics -Develops personal strategies to improve his/her musical competences.




OBJECTIVES:-To identify and define the waltz.-To identify the waltz as a ternary rhythm.

CONTENTS:-Waltz: The Waltz of the Flowers by P.I. Tchaikovsky.-The ternary rhythm.-Rhythmical recitation.-Listening and movement.

BASIC COMPETENCES:Cultural and Artistic Competencies -To value the importance of music in the different periods in history. Autonomy and Personal Initiative


LESSON GUIDELINES:-Reading and reciting the song. -Rhythmical reading using the Kodàly method. -Listening to The Waltz of the Flowers by P.I. Tchaikovsky.-Dancing the waltz. -Completing exercise 12 on page 27 of the Activity Book. MIXED ABILITY:Consolidation-The photocopiable activities proposed in the Activity Book.Extension-Inventing an alternative choreography for the music.

EVALUATION:What to evaluate-To identify and define the waltz.-To practise and play a ternary rhythm correctly.

How to evaluate



OBJECTIVES:-To review and practise the notes Sol/G, La/A and Mi/E.-To practise playing instruments with bars.

CONTENTS:-Song: Roses are Red.- The notes Sol/G, La/A and Mi/E.-Pitch. -Instruments with bars.

BASIC COMPETENCES:Learning How to Learn Competences-To develop and use one’s own sense of observation and criteria. Autonomy and Personal Initiative


LESSON GUIDELINES:-Listening to the song Roses are Red.-Reading the music score for the song.-Memorizing and singing the song.-Revising the notes in the song.-Improvising cantilenas.-Interpreting the melody with instruments with bars. -Improvising a new text to end the song.-Completing the exercises on page 26 of the Pupil’s Book.

MIXED ABILITY:Consolidation-Musical card game.Extension-Playing and singing the musical scores on pages 76 and 77 of the Pupil’s Book.

EVALUATION:What to evaluate-Plays instruments with bars correctly and creatively.-Show is interest and uses his/her imagination to create new cantilenas. How to evaluate-Observation of the pupil’s progress in the music and language learning process.


PROFILE COMPONENTS: Lesson 9OBJECTIVES:-To identify and define the musical form rondo.-To sing and a ccompany a song with percussion instruments and body percussion.

CONTENTS:-Song: All the Colours.

-Singing with a musical accompaniment.-Experimenting with one’s own voice possibilities and its function as a means of musical expression. - The musical form rondo.

BASIC COMPETENCES:Social and Citizenship Competences -To appreciate the importance of singing and dancing as a means to promoting respect and good relationships with others.

LESSON GUIDELINES:-Practising pronunciation of the words from the song.-Listening to the song All the Colours.-Memorizing and learning the song. -Clapping hands to accompany the song.-Accompanying the song with percussion instruments. -Singing to accompany the base music. MIXED ABILITY:Consolidation-Listening to short passages from the song.Extension-Further practise with percussion instruments to accompany the song.

EVALUATION:What to evaluate-Participates actively in group activities.-Uses the voice as an instrument and as a means of communication.




OBJECTIVES:-To enjoy listening to music.-To follow instructions and carry out a new choreography.

CONTENTS:-Dance: Tarantella of the Grape Harvest.-Listening and movement.-Choreography

BASIC COMPETENCES:Social and Citizenship Competences -To appreciate the importance of dancing as a means to promoting respect and good relationships with others.

LESSON GUIDELINES:-Listening to the music Tarantella of the Grape Harvest.-Learning a new choreography step by step.-Dancing the Tarantella.

MIXED ABILITY:Consolidation-To dance the different variations proposed. Extension-Dancing and humming the tune.

EVALUATION:What to evaluate-Adapts and coordinates his/her movements to the available space and other classmates movements. -Shows interest and enjoys learning new dances.

How to evaluate-Observation of the pupil’s progress in the music and language learning process.-Activity Book.-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide. 3rd Term


Unit 5: The Pied Piper of Hamelin


OBJECTIVES:-To listen and understand a story in English.-To listen and extract specific information.-To experiment and strengthen voice education techniques: breathing, vocalization, intonation and articulation. CONTENTS:-Story: The Pied Piper Of Hamelin.-The Concert for Flute by William Babell. -Reading the introduction to the story. -Voice education.-Song The Town of Hamelin. BASIC COMPETENCES:Linguistic Competences

-To use the vocabulary from song and stories to express him/herself correctly to define concepts, feelings and opinions.

LESSON GUIDELINES:-Reading the introduction to the story. -Listening to The Concert for Flute by William Babell. -Voice education: breathing, intonation and articulation. -Listening to the song The Town of Hamelin.-Memorizing and singing the song.-Singing the song with musical accompaniment and gestures. -Reading the story on pages 28 and 29 of the Activity Book. MIXED ABILITYConsolidation-Re- reading the story on pages 28 and 29 of the Activity Book.-Singing the song with the different variations proposed in the Teacher’s Guide. Extension-Acting out the story.-Inventing new lyrics for the song.


EVALUATION:What to evaluate-Participates responsibily in group activities.-Uses autonomous strategies to strengthen voice education techniques: breathing, vocalization, intonation and articulation.




OBJECTIVES:-To identify, name and classify wind instruments.

CONTENTS:-Wind instruments.

BASIC COMPETENCES:Linguistic Competences

To express him/herself correctly to define concepts, feelings and opinions.

LESSON GUIDELINES:-Reviewing and classifying wind instruments.-Revising timbre as a quality of sound. -Observing the instruments and listening to the sounds they make. -Completing exercise 4 on page 30 of the Activity Book.

MIXED ABILITY:Consolidation:-Listening to identify different wind instruments.Extension-Investigation activity to find more information on one of the instruments depicted on page 50 of the Pupil’s Book.

EVALUATION:What to evaluate-Listens and identifies the different wind instruments correctly.How to evaluate-Observation of the pupil’s progress in the music and language learning process.-Activity Book.-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide.


PROFILE COMPONENTS: Lesson 3OBJECTIVES:-To identify a band as a musical group of wind and percussion instruments.- To sing a song and accompany it with a second voice in ostinato. CONTENTS:-The band.-A song with a second voice.-The ostinato.

BASIC COMPETENCES:Cultural and Artistic Competences -To appreciate the cultural and artistic manifestations in one’s own culture and from other nationalities.

LESSON GUIDELINES:-Reading the definition of band. -Practising voice education techniques.-Learning the melody for the lesson song.-Miming playing the instruments in the song.-Listening to the song.-Singing a song and accompanying it with a second voice. MIXED ABILITY:Consolidation-The photocopiable activities proposed in the Teacher’s Guide.Extension-Accompanying the song with small percussion instruments.

EVALUATION:What to evaluate-Identifies a band as a musical group of wind and percussion instruments.-Sings a song with a second voice accompaniment.




OBJECTIVES: -To identify different kinds of flutes.-To identify and name the parts of the recorder.

CONTENTS:-Different kinds of flutes.-The recorder.-The parts of a recorder.

BASIC COMPETENCES:Cultural and Artistic Competences -To appreciate the cultural and artistic manifestations in one’s own culture and from other nationalities. -To be aware of the cultural diversity around the world.

LESSON GUIDELINES:-Reading and learning about different kinds of flutes.-Reading and learning the parts of the recorder. -Completing exercise 5 on page 31 of the Activity Book.

MIXED ABILITY:Consolidation-Identifies and names different kinds of flutes. Extension-Revising the parts of the reccorder to strengthen the lesson vocabulary.

EVALUATION:What to evaluate-Shows interest for learning about other kinds of instruments.-Identifies and names different kinds of flutes.How to evaluate-Observation of the pupil’s progress in the music and language learning process.-Activity Book.-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide.



OBJECTIVES:-To follow instructions to learn how to play the recorder.-To learn how to play the note Si/B on the recorder.

CONTENTS:-The recorder.-The note Si/B.

BASIC COMPETENCES:Social and Citizenship Competences -To take good care of the classroom instruments and learning materials.

LESSON GUIDELINES:-Learning how to take care of the recorder.-Following instructions to learn how to play the recorder. -Practising breathing exercises. -Learning how to play the note Si/B.-Listening to a song to identify and learn ther note Si/B. -Playing a simple tune on the recorder.-Playing the recorder to accompany the base music. -Completing exercise 6 on page 32 of the Activity Book.

MIXED ABILITY:Consolidation-The photocopiable activities proposed in the Teacher’s Guide.Extension-Creating short compositions with the note Si/B on the recorder.

EVALUATION:What to evaluate-Interprets the note Si/B correctly. -Show interest and curiosity for playing an instrument.




OBJECTIVES:-To practise and play the note Si/B.-To learn the notes La/A and Sol/G.-To follow a simple score and play the notes La/A, Si/B and Sol/G.

CONTENTS:-The notes Si/B, La/A and Sol/G.

BASIC COMPETENCES:Social and Citizenship Competences -To take good care of the classroom instruments and learning materials.Cultural and Artistic Competences -To appreciate the cultural and artistic manifestations in one’s own culture and from other nationalities.

LESSON GUIDELINES:-Learning tp play the notes La/A and Sol/G. -Listening, singing and playing the notes La/A, Si/B and Sol/G. -Playing the exercises proposed in the Pupil’s Book. -Playing to accompany the base music.-Completing activity 7 on page 33 of the Activity Book.


EVALUATION:What to evaluate-Adapts his/her breathing techniques to the vocal and instrumental interpretation. How to evaluate-Observation of the pupil’s progress in the music and language learning process.-Activity Book.-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide.



OBJECTIVES:-To discover the expressive and narrative qualities of music. -To represent the characters from the story with different instruments.

CONTENTS:-Representing the characters from the story with different instruments.-The expressive and narrative qualities of music.

BASIC COMPETENCES:Information and Digital Competences-To extract specific information from a written or oral text by observing the information depicted in the illustrations or listening to a CD recording.

LESSON GUIDELINES:-Corporal percussion to play the rhythms depicted on page 55 of the Pupil’s Book. -Improvisation with small percussion instruments.-Improvising rhythms with repetition in echo. -Playing an instrument to imitate the character assigned.-Completing exercise 3 on page 29 of the Activity Book.

MIXED ABILITY:Consolidation-Listening to distinguish the ostinatos. Extension -Interpreting the characters in the story.

EVALUATION:What to evaluate-Reads and uses conventional graphics to represent the sounds and their function on a music score. How to evaluate-Observation of the pupil’s progress in the music and language learning process.-Activity Book.-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide.



OBJECTIVES:-To read and follow unconventional graphics.

CONTENTS:-Unconventional graphics. -‘Polka’ from The Golden Age by D. Shotakóvich. BASIC COMPETENCES:Cultural and Artistic Competences -To appreciate the cultural and artistic manifestations in one’s own culture and from other nationalities.

LESSON GUIDELINES:-Listening to ‘Polka’ from The Golden Age by D. Shotakóvich. -Identifying the instruments in the polka.-Observing the musigram depicted in the Pupil’s Book.-Reading and learning about the composer and his work. -Completing exercise 8 on page 33 of the Activity Book.

MIXED ABILITY:Consolidation-The photocopiable activities proposed in the Teacher’s Guide.Extension-Listening to the polka without the musigram.

EVALUATION:What to evaluate-Listens and follows a passage depicted with unconventional graphics. -Shows interest and curiosity for learning about other composers and their work.How to evaluate-Observation of the pupil’s progress in the music and language learning process.-Activity Book.-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide.



OBJECTIVES:-To explore the body’s expressive possibilities. -To learn a new dance.

CONTENTS:-Dance: Huayno de la Roca.- The body’s expressive possibilities. -Controling our own body: movement, relaxation, rest and breathing.

BASIC COMPETENCES:Social and Citizenship Competences -To devlop and show a respectful attitude towards other nationalities, their traditions and culture. Cultural and Artistic Competences -To appreciate the cultural and artistic manifestations in one’s own culture and from other nationalities. -To be aware of the cultural diversity around the world.

LESSON GUIDELINES:-Dancing free-style to the music.-Learning a new choreography.-Dancing Huayno de la Roca.

EVALUATION:What to evaluate-Appreciates the importance of cultural and artistic manifestations from other nationalities. -Enjoys participating in the activities proposed. How to evaluate-Observation of the pupil’s progress in the music and language learning process.-Activity Book.-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide.


Unit 6: The Little Mermaid

PROFILE COMPONENTS: Lesson 1OBJECTIVES:-To listen and understand a story in English.-To listen and extract specific information.-To carry out voice education and breathing techniques correctly.

CONTENTS:-Story: The Little Mermaid.-Song: A Sailor Went to Sea.-To practise voice education and breathing techniques correctly. -Memorizing and acting out a song.


-To learn and use the new vocabulary learnt in songs and stories in communicative situations.-To read and understand children’s stories

LESSON GUIDELINES:-Reading the introduction to the story.-Listening to The Mermaids from Nocturnes by Claude Debussy. -Learning about Claude Debussy and his work.-Listening to the song A Sailor Went to Sea. -Memorizing and singing the song. -Playing a game. -Singing the song with muscal accompaniment. -Listening to the Sirens by Claude Debussy. -Reading and completing the story. -Completing exercises 1 and 2 on pages 34 and 35 of the Activity Book.

MIXED ABILITYConsolidation-Re-reading the story on pages 34 and 35 of the Activity Book. -Singing a song with the variations proposed in the Teacher’s Guide.Extension-Acting out the story.-Inventing new lyrics for the song.


EVALUATION:What to evaluate -Shows a respectful attitude towards other people’s ideas and opinions in

classroom activities

Participates and enjoys participating in classroom activities.



PROFILE COMPONENTS: Lesson 2OBJECTIVES:-To identify and define the ascending and descending scales.

CONTENTS:-The musical scale.-Pitch as a quality of sound.

BASIC COMPETENCES:Mathematical Competences

-To use mathematical reasoning to interpret the stave and the position of the notes.

LESSON GUIDELINES:-Defining the concept of scale.-Practising the scale with small percussion instruments.-Reading the songs depicted on page 60 of the Pupil’s Book.-Playing the songs. -Singing the songs as a class.-Completing exercise 3 on page 36 of the Activity Book.

MIXED ABILITY:Consolidation:-The photocopiable activities proposed in the Teacher’s Guide.Extension-Revising the notes on the scale in their ascending and descending forms.

EVALUATION:What to evaluate-Interprets the ascending and descending scales correctly. How to evaluate-Observation of the pupil’s progress in the music and language learning process.-Activity Book.-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide.


PROFILE COMPONENTS: Lesson 3OBJECTIVES:-To identify and interpret a canon.-To sing a song with two voices and accompany it with instruments and gestures.

CONTENTS:-The canon.-Song: Big Ship Sails.

BASIC COMPETENCES:Learning How to Learn Competences-To identify one’s own possibilities and shortcomings in the music and language learning process and develop strategies to improve them.

LESSON GUIDELINES:-Practising voice education techniques.-Learning the melody of the song.-Memorizing and singing the song.-Accompanying the song with body percussion and instruments. -Listening to the song.-Singing the song with the base music. MIXED ABILITY:Consolidation-Singing the song with the variation proposed in the Teacher’s Guide. Extension-Singing the song with two voices.

EVALUATION:What to evaluate-Identifies and plays a canon correctly.-Discovers, uses and appreciates the body’s sound possibilities. How to evaluate-Observation of the pupil’s progress in the music and language learning process.-Activity Book.-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide.



OBJECTIVES:-To learn and play the notes Fa/F and Mi/E on the recorder.

CONTENTS:- The recorder: the notes Fa/F and Mi/E.


-To learn and use the new vocabulary learnt in songs and stories in communicative situations.

LESSON GUIDELINES:-Learning how to play the songs.-Practising breathing techniques.-Listening to the songs.-Playing the songs with the base music.-Completing exercise 5 on page 37 of the Activity Book.

MIXED ABILITY:Consolidation-The photocopiable activities proposed in the Teacher’s Guide.Extension-Playing songs from pages 76 and 77 of the Pupil’s book for further practise with the recorder.

EVALUATION:What to evaluate-Identifies and plays the notes Fa/F and Mi/E on the recorder.How to evaluate-Observation of the pupil’s progress in the music and language learning process.-Activity Book.-Participation in individual and group activities.-The evaluation criteria and activities proposed in the Teacher’s Guide.



OBJECTIVES:-To play the classroom instruments and imitate the characters from the story.

CONTENTS:-Musical accompaniment for a story.

BASIC COMPETENCES:Social and Citizenship Competences

-To use singing and dancing as a means to promoting good relationships with fellow students.-To show a respectful attitude towards other people’s ideas and opinions in classroom activities.

LESSON GUIDELINES:-Using corporal percussion to identify the rhythms depicted on page 63 of the Activity Book. -Listening to identify the characters.-Improvising with the instrument assigned and repetition in echo form. -Observing and playing the rythms depicted with corporal percussion. -Imitating the characters from the story with instruments.-Completing exercise 4 on page 36 of the Activity Book.

MIXED ABILITY:Consolidation-Listening and identifying different ostinatos. Extension-Acting out the story with corporal expression.

EVALUATION:

What to evaluate-Shows a respectful attitude towards other people’s ideas and opinions in classroom activities. -Identifies and enjoys playing other instruments.

How to evaluate



-To adapt vocal expression to the music and the rest of the group. -To listen and identify the instruments in a song.

CONTENTS:-Song: Under the Sea by A.Menken and H. Ashman.-Listening and identifying the instruments in a song. -Instruments as an accompaniment for songs.-Vocalization and expression.

BASIC COMPETENCES:Knowledge and Interaction with the Physical World

-To discover music as a means to interpreting the sounds in the natural environment.

LESSON GUIDELINES:-Listening to the song Under the Sea.-Reading the lyrics.-Singing the song.-Reading comprehension of the song.-Playing the song with the base music.-Completing exercise 7 on page 38 of the Activity Book.

MIXED ABILITY:Consolidation-Watching part of the Disney film and listening to the song Under the Sea.Extension-The photocopiable activities proposed in the Teacher’s Guide.

EVALUATION:What to evaluate-Adapts his/her breathing techniques to the vocal and instrumental interpretations.




OBJECTIVES:-To listen and distinguish different instruments. -To enjoy listening to music and learning about different composers. CONTENTS:-Between two Waters by Paco de Lucía.-The rhythmical and expresive characteristics of music. -To listen and identify the different timbres.

BASIC COMPETENCES:Autonomy and Personal Initiative Competences

-To develop the capacity for transforming ideas into reality in musical interpretations.

LESSON GUIDELINES:-Listening to the music and following the musicgram.-Identifying the timbre of some instruments.-Learning about the composer and his work.-Accompanying the music with body percussion and percussion instruments.-Completing exercise 10 on page 39 of the Activity Book.

MIXED ABILITY:Consolidation-Listening to music without the help of the musicgram.Extension-The photocopiable activities proposed in the Teacher’s Guide.

EVALUATION:What to evaluate-Identifies the timbre of some instruments.




OBJECTIVES:-To define and practise a canon.

CONTENTS:-Song: Row, row.-The canon.

BASIC COMPETENCES:Cultural and Artistic Competences

-To appreciate the importance of learning music as an important source of knowledge and personal enrichment.

LESSON GUIDELINES:-Listening to the song Row, row. -Reading thew definition of canon in the Pupil’s Book.-Memorizing and singing the song.-Accompanying the song with gestures.-Interpreting the song as a canon.-Instrumental improvisation.-Singing the song with the base music.

MIXED ABILITY:Consolidation-The photocopiable activities proposed in the Teacher’s Guide.

Extension-The photocopiable activities proposed in the Teacher’s Guide.-Interpreting the song with four voices.

EVALUATION:What to evaluate-Participates actively in classroom activities.-Sings a canon and coordinates his interpretation with his/her classmates voices.




OBJECTIVES:-To enjoy listening to music, singing, improvising, interpreting and dancing.-To learn a new choreography.

CONTENTS:-Dance: North Sea Waltz.-The body’s expressive and movement possibilities. -Body control: movement, rest and breathing. BASIC COMPETENCES:Social and Citizenship Competences

-To use dancing as a means to promoting good relationships with fellow students.

LESSON GUIDELINES:-Listening to the North Sea Waltz.-Learning a new choreography.-Practising the dance.

MIXED ABILITY:Consolidation-The photocopiable activities proposed in the Teacher’s Guide.

EVALUATION:What to evaluate-Adapts and coordinates his/her movements to the available space and other classmates movements. -Shows interest and enjoys learning new dances.



english tarantella 3 secuenciación didáctica

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