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COURSE SYLLABUS

Tarantella 5

PRIMARY EDUCATION__________________

Music

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1st TERMUnidad 1: The First MusicPROFILE COMPONENTS: Lesson 1OBJECTIVES -To listen, read and understand a text in English.-To read and listen for specific information.-To appreciate the importance of sound and silence.-To memorize and sing a song.

CONTENTS:- The First Music.-Song: Boys and Girls come out to play.

BASIC COMPETENCES:Linguistic Competences

To use the language acquired in reading and singing activities as a means to improving communicative skills and expressing feelings

Knowledge and Interaction with the Physical World To appreciate the importance of the visual and sound qualities of one’s own environment and relate movement to sound.

Learning How to Learn CompetencesTo explore and experiment with the different sensorial aspects of sound.

LESSON GUIDELINES:-Reading about the origin of music.-Memorizing and singing the song Boys and Girls come out to play.

-Dancing to the song.

MIXED ABILITYConsolidation-Writing out a list of daily situations where we can hear music.-Playing ‘The Musical Hug’ as a group activity.Extension:-Research activity about the origin of music.-Learning and dancing a simple choreography.

EVALUATION:

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What to evaluate-Listens and extracts specific information from a text in English.-How the pupil identifies his/her own possibilities and shortcomings in music and communicating in the English language and develops autonomous strategies to improve them.

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

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PROFILE COMPONENTS: Lesson 2OBJECTIVES-To identify the qualities of sound.-To revise and identify the notes and musical signs.

CONTENTS:-Musical rhythms: binary, ternary and quarternary measures.

-The musical signs: semibreve, minim, crotchet, quaver and semiquaver. -The qualities of sound.-Interpreting a rhythmical recitation.

BASIC COMPETENCES:

Mathematical CompetencesTo use mathematical elements and reasoning to define the concept of musical notes, signs and rhythm.


Information and Digital Competences To develop and use techniques to extract specific information from a written or oral text by observing the information depicted in the illustrations or listening to a CD recording.

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

LESSON GUIDELINES:-Reading and defining musical rhythms.-Interpreting a rhythmical recitation with the voice and corporal percussion.-Completing exercises 1, 2 and 3 on page 4 of the Activity Book.-Completing exercise 5 on page 5 of the Activity Book.-Reproducible activity page 38.

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

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Extension:-The reproducible activities proposed in the Teacher’s Guide.

EVALUATION:What to evaluate-The pupils’ definition of the qualities of sound.-The pupils’ ability to identify the different musical signs, measures and interpret a simple 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.

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PROFILE COMPONENTS: Lesson 3OBJECTIVES-To interpret simple music scores with the voice and an instrument.

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

CONTENTS:-The voice as the first instrument.-The respiratory system.-Singing a song in echo form: Epo e tai tai e

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


Information and Digital Competences

To develop and use techniques 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 learning about the voice and the body as a musical instrument.-Revising the respiratory system. -Listening to the song Epo e tai tai e. -Memorizing and singing the song.-Singing in echo form and accompanying the song with body percussion.-Completing exercises 4 and 5 on page 5 of the Activity Book.

MIXED ABILITY:

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Consolidation-Singing the lesson song with one single vowel and changing the vowels in each repetition.Extension-Repeating the song omitting some of the words each time.

EVALUATION:What to evaluate-How the pupils experiment and use the body’s sound possibilities creatively. -The pupils’ ability to use the voice as a musical instrument. 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.

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PROFILE COMPONENTS: Lesson 4OBJECTIVES-To revise and identify the notes, the musical signs and their functions.-To read and interpret a simple music score.

CONTENTS:-The notes, the musical signs and their functions.-Song: Sing, Sing.

BASIC COMPETENCES:Mathematical CompetencesTo use mathematical elements and reasoning to define the concept of musical notes, signs and rhythm.




LESSON GUIDELINES:-Reviewing the notes and the elements on the stave.-Reading a music score.-Singing the song Sing, Sing depicted on page 8 of the Pupil’s Book. -Completing exercises 7, 8 and 9 on page 6 of the Activity Book. -Reproducible activity Page 39. MIXED ABILITY:Consolidation-The reproducible activities 2a proposed in the Teacher’s Guide.

Extension:-The reproducible activities 2b and 2c proposed in the Teacher’s Guide.EVALUATION:

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What to evaluate

-The pupils’ definition of the notes, the musical signs and their functions.-The pupils’ interpretation of a simple 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.

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PROFILE COMPONENTS: Lesson 5

OBJECTIVES:

-To learn about music from Ancient Egypt.-To identify the instruments from Ancient Egypt.

CONTENTS:-Music from Ancient Egypt.-Egyptian instruments: Clarinet with two tubes, Sneb, Lute and Zither.-Egyptian songs: Ren Sun and Tua Ra, Adoration of Ra.

BASIC COMPETENCES:

Linguistic Competences


Knowledge and Interaction with the Physical World To appreciate the importance of the visual and sound qualities in the environment and relate movement to sound.


Information and Digital Competences -To develop and use techniques 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 about music and life in Ancient Egypt.-Listening to Ren Sun.-Listening to Tua Ra, Adoration of Ra. -Completing exercise 13 on page 8 of the Activity Book.-Reproducible activity page 40.

MIXED ABILITY:

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Consolidation-Reproducible activity 3a. Drawing Ancient Egyptian instruments.

Extension:-Research activity to find information about other ancient instruments.-Listening to the instrumental passage Ramses’ Dance

EVALUATION:What to evaluate-The pupils’ definition of music, life and instruments in Ancient Egypt.


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OBJECTIVES

-To define the concept of timbre.

-To identify and name percussion instruments.-To identify tuned and untuned percussion instruments.

CONTENTS:-Timbre and instruments.-Percussion instruments with indeterminate and determinate sounds. BASIC COMPETENCES:Knowledge and Interaction with the Physical World To appreciate the importance of the visual and sound qualities in the environment and relate movement to sound.



LESSON GUIDELINES:-Reading the definition of timbre and how different instruments produce their sounds. -Listening to examples of metal, wood and skin percussion instruments. -Completing exercises 10 and 11 on page 7of the Activity Book.-Reproducible activity page 41. MIXED ABILITY:Consolidation-The reproducible activities 4a to review the characteristics of different instruments.

Extension:-Research activity to find more information on the instruments named in the Dictionary of Musical Instruments pages 76 and 77 of the Pupil’s Book.

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EVALUATION:What to evaluate-The pupils’ ability to define the concept of timbre and identify and name percussion instruments and their characteristics. 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.

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OBJECTIVES-To read and extract specific information from a text in English.-To invent a story and interpret the characters with instruments.

CONTENTS:-Performance directions.-Inventing a story, creating characters with instruments and creating the qualities of sound for each one.

BASIC COMPETENCES:Linguistic Competences


Mathematical CompetencesTo use mathematical elements and reasoning to define the concept of musical notes, signs and rhythm.




LESSON GUIDELINES:-Reading about performance directions: piano, mezzoforte and forte.- Inventing a story, creating characters with instruments and creating the qualities of sound for each one. -Completing exercise 12 on page 8 of the Activity Book.

MIXED ABILITY:

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Consolidation-Writing out the individual parts to be played in the story invented beforehand.

Extension-Acting out the story the pupils have written.

EVALUATION:What to evaluate-The pupils’ ability to extract specific information from a text in English.-The pupils’ creativity to invent a story and interpret the characters with instruments.


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OBJECTIVES -To read and listen for specific information.-To show interest in learning about Giuseppi Verdi and his opera Aida.

CONTENTS:-Defining opera.-Glory to Egypt from the opera Aida.

Composer: Giuseppi Verdi. BASIC COMPETENCES:Cultural and Artistic CompetencesTo appreciate the importance of artistic manifestations from one’s own country and from other nationalities.

Linguistic CompetencesTo use the language acquired in reading and singing activities as a means to improving communicative skills and expressing feelings



LESSON GUIDELINES: -Reading and defining opera.-Reading a short summary of the story of Aida.-Listening to Glory to Egypt from the opera Aida.

-Completing exercises 14 and 15 on page 9 of the Activity Book.

MIXED ABILITY:Consolidation-Class discussion on the pupils’ reactions to the music from the opera Aida.

Extension:-The pupils’ ability to tell the story of Aida in their own words.

EVALUATION:What to evaluate

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-The pupils’ ability to read, listen and extract specific information.-The pupils’ interest in learning about Giuseppi Verdi and his opera Aida.


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OBJECTIVES-To learn a choreography and dance with classmates.

CONTENTS:-Dance: the polka as a popular European and North American dance in the 19 th

century.-Dance: Little Polka

BASIC COMPETENCES:

Social and Citizenship Competences To use games, dances and classroom activities as a means to promoting good relationships, integration and respect.

To show a respectful and tolerant attitude towards other people’s creative and interpretive skills.




LESSON GUIDELINES:-Reading to define the concept of polka.-Listening to Little Polka-Learning the choreography for the dance.-Practicing the dance.-Reproducible activity page 66.

MIXED ABILITY:Consolidation-Further practise with the polka choreography.Extension

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-Reproducible activity 29a. Self evaluation of the pupils’ own personal achievements in unit 1.

EVALUATION:What to evaluate-The pupils’ ability to learn a choreography and dance with their classmates creatively.

-The pupils’ respectful and tolerant attitude towards other people’s participation in classroom activities.


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Unidad 2: Music for Autumn and Christmas

PROFILE COMPONENTS: Lesson 1OBJECTIVES

-To identify the music we hear in autumn, at Halloween and at Christmas.-To sing and accompany the song with percussion instruments in ostinato.

CONTENTS:-The music we hear in autumn, at Halloween and at Christmas.-The Skeleton Dance.

BASIC COMPETENCES:

Linguistic CompetencesTo understand and communicate correctly in the English language. To understand and extract specific information from a text in English. Knowledge and Interaction with the Physical World To appreciate the importance of the movement and the expressive possibilities of one’s own body in the surrounding environment.

Cultural and Artistic Competences

To appreciate the importance of artistic manifestations from one’s own country and from other nationalities. Autonomous learning competences To use the recreational aspect of music to consolidate vocabulary, pronunciation, intonation and rhythm.

LESSON GUIDELINES:

-Discussing Halloween, All Saint’s Day and Christmas.-Reading about the music we hear in autumn and at Christmas.-Listening to the song The Skeleton Dance.

-Memorizing and singing the song.-Completing exercise 1 on page 10 of the Activity Book.

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MIXED ABILITYConsolidation-Writing out a list of well known Halloween and Christmas songs.Extension:-Researching for information about celebrations that take place in the pupils’ own region to celebrate Saint Cecilia’s Day.

EVALUATION:What to evaluate-How the pupils identify and describe the music we hear in autumn, at Halloween and at Christmas.-The pupils’ ability to sing and accompany a song with percussion instruments in ostinato.


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OBJECTIVES-To practise the signs we use to lengthen a note: dot, tie and pause. CONTENTS:- The signs that extend sounds: dot, tie and pause.

-Interpreting rhythms with dots.

BASIC COMPETENCES:

Mathematical competences-To use mathematical elements and reasoning to understand a music score.

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

Learning How to Learn -To identify one’s own possibilities and shortcomings in music and communicating in the English language and develop autonomous strategies to improve them.

LESSON GUIDELINES:- Defining the signs that extend sounds: dot, tie and pause.-Completing exercises 2, 3 and 4 on page 10 of the Activity Book. -Reproducible activity page 42. MIXED ABILITY:Consolidation-The reproducible activity 5a. Matching signs that extend sounds with their definition.

Extension:-Improvising rhythms in ostinato with body percussion.

EVALUATION:What to evaluate-The pupil’s definition of the signs we use to lengthen a note: dot, tie and pause.

How to evaluate

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PROFILE COMPONENTS: Lesson 3OBJECTIVES- To define how to play the recorder correctly.

CONTENTS:-The recorder.-Reviewing how to place the recorder correctly.-Lullaby.

BASIC COMPETENCES:Linguistic Competences To understand and extract specific information from a text in English.

Mathematical CompetencesTo use mathematical reasoning to understand the function of the elements on the stave.

Autonomous learning competences

To use the recreational aspect of music to consolidate vocabulary, pronunciation, intonation and rhythm.

Learning How to Learn To identify one’s own possibilities and shortcomings in music and communicating in the English language and develop autonomous strategies to improve them.

LESSON GUIDELINES:-Reading and defining the recorder.-Reading to review how to play the recorder correctly.-Playing a melody on a recorder: Lullaby.-Completing exercises 5 and 6 on page 11 of the Activity Book.

MIXED ABILITY:Consolidation-Playing different sounds on the recorder.-Practise activity on page 71 of the Pupil’s Book.

Extension

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-Learning how to play the song Frère Jacques. Page 72 of the Pupil’s Book.

EVALUATION:What to evaluate-The pupils’ ability to define the recorder as an instrument and how to play it 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.

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OBJECTIVES-To identify some string instruments and how they are played.

CONTENTS:-String instruments.-How we play string instruments. BASIC COMPETENCES:

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


Cultural and Artistic Competences To appreciate the importance of learning music as a valuable source of knowledge and personal enrichment.

LESSON GUIDELINES:-Defining how we play string instruments.-Classifying percussion instruments.-Reading the definition of each instrument in the Dictionary of Musical Instruments Pages 76 – 77 of the Pupil’s Book.-Completing exercise 7 on page 12 of the Activity Book.

MIXED ABILITY:Consolidation-Reproducible activity 6a. Matching instruments to their names.

Extension-Viewing the DVD Symphonic Orchestra proposed in the Teacher’s Guide.

EVALUATION:

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What to evaluate-The pupils’ ability to identify the string instruments how we play them.


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OBJECTIVES-To enjoy listening to classical music.-To describe the story of Dance Macabre.

CONTENTS:-Dance Macabre (C. Saint-Saëns)-Composer: Camille Saint-Saëns

BASIC COMPETENCES:

Knowledge and Interaction with the Physical World To appreciate the importance of the movement and the expressive possibilities of the body in the surrounding environment. Autonomous learning competences To use the recreational aspect of music to consolidate vocabulary, pronunciation, intonation and rhythm.


To explore and experiment with the different sensorial aspects of sound.

LESSON GUIDELINES:-Listening to Dance Macabre.-Telling the story of Dance Macabre.-Reading about Camille Saint- Saëns.-Completing exercises 8 on page 12, exercise 9 on page 13 and exercise 13 on page 15. MIXED ABILITY:Consolidation-Viewing Silly Symphony- The Skeleton Dance (Walt Disney).Extension-Inviting volunteers to explain what they know about C. Saint-Saëns and Dance Macabre.

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EVALUATION:What to evaluate-The pupils’ ability to describe Dance Macabre in their own words.

How to evaluate


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-To read and learn about American music.-To interpret American music.-To play a song on the recorder.

CONTENTS:-Music from America. -Mayan music: Kahazah Nohol. -Nana Caliche.

BASIC COMPETENCES:Social and Citizenship Competences -To take good care of one’s own and the classroom learning materials.

Linguistic Competences To understand and extract specific information from a text in English.


To appreciate the importance of artistic manifestations from one’s own country and from other nationalities. Autonomous learning competences To use the recreational aspect of music to consolidate vocabulary, pronunciation, intonation and rhythm.


LESSON GUIDELINES:-Reading and learning about American music.-Listening to Mayan music: Kahazah Nohol. -Playing and singing Nana Caliche.-Completing exercises 11 and 12 on page 14 of the Activity Book.

MIXED ABILITY:

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Consolidation-Searching the web for pictures and making a wall mural with pictures of American instruments.

Extension-Researching for information about the Mayan, Inca and Aztec civilizations.

EVALUATION:What to evaluate-The pupils’ ability to define and interpret American music. 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.

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OBJECTIVES-To differentiate types of human voices.

CONTENTS:-Types of human voices.-Song: Let us Sing Together.

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

Knowledge and Interaction with the Physical World To appreciate the importance of the movement and the expressive possibilities of one’s own body in the surrounding environment. Autonomous learning competences To use the recreational aspect of music to consolidate vocabulary, pronunciation, intonation and rhythm.


LESSON GUIDELINES:-Reading to define different types of human voices.-Listening to different types of voices.-Singing to identify one’s own type of voice.

MIXED ABILITY:Consolidation-Reproducible activity 7a for further practise at classifying human voices.Extension-Reproducible activity 7b. Reading and crossing out the words that do not belong.


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-The pupils’ ability to distinguish the different types of human voices. 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.

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OBJECTIVES- To sing and accompany the song with percussion instruments in ostinato. CONTENTS:-The Christmas season.-Christmas carol: We Three Kings.

BASIC COMPETENCES: Autonomy and Personal Initiative To develop a responsible attitude and perseverance in one’s own work as a means to achieving self-esteem and self criticism.

To evaluate his/ her own progress in the language learning process, identify mistakes and correct them.

Cultural and Artistic Competences To appreciate the importance of artistic manifestations from one’s own country and from other nationalities. Autonomous learning competences To use the recreational aspect of music to consolidate vocabulary, pronunciation, intonation and rhythm.


LESSON GUIDELINES:-Reading about the Christmas season.-Memorizing and singing the carol We Three kings. -Accompanying the song with instruments in ostinato. -Completing exercise 10 on page 13 of the Activity Book. MIXED ABILITY:Consolidation-Singing and accompanying the song with body percussion.Extension-Creating new lyrics for the Christmas carol.

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EVALUATION:What to evaluate -The pupils’ ability to memorize, sing and accompany the Christmas carol with instruments in ostinato. 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.

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OBJECTIVES-To sing a traditional Christmas Carol correctly.-To interpret simple music scores with small percussion instruments. CONTENTS:-Reading and defining the concept of Christmas carol.-Christmas carol: The First Noel.

BASIC COMPETENCES:Linguistic CompetencesTo develop and use voice education techniques to improve vocalization and elocution. To understand and interpret different texts and songs. Cultural and Artistic CompetencesTo appreciate the importance of artistic manifestations from one’s own country and from other nationalities. Autonomous learning competences To use the recreational aspect of music to consolidate vocabulary, pronunciation, intonation and rhythm.


LESSON GUIDELINES:-Reading and defining the concept of Christmas carol.-Listening to the Christmas Carol The First Noel.-Reading and memorizing the lyrics.-Completing exercise 14 on page 15 of the Activity Book. MIXED ABILITY:Consolidation-Further practise at interpreting the Christmas carol.

Extension-Reproducible activity 8a The Musical Quiz.

EVALUATION:

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What to evaluate-The pupils’ ability to sing and play a Christmas Carol correctly on the recorder. -To accompany a Christmas Carol with small percussion instruments. 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.

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OBJECTIVES

-To follow a choreography and dance correctly with classmates. CONTENTS:-Dance: Christmas Cha cha cha.

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

Knowledge and Interaction with the Physical World To appreciate the importance of the movement and the expressive possibilities of one’s own body in the surrounding environment.

Cultural and Artistic CompetencesTo appreciate the importance of artistic manifestations from one’s own country and from other nationalities. Learning How to Learn -To identify one’s own possibilities and shortcomings in music and develop autonomous strategies to improve them.

LESSON GUIDELINES:-Defining the origin of the Cha cha cha.-Dancing free-style to the music.-Following instructions to learn the new choreography.-Practicing the dance.-Revision: reproducible activities page 66.

MIXED ABILITY:Consolidation-Reproducible activity 29b. Self evaluation of the pupils’ own personal achievements in unit 2.

Extension-Reproducible activity 8a The Musical Quiz.

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EVALUATION:What to evaluate-The pupils’ ability to learn and dance a traditional Cuban dance.-Unit 2 evaluation activities.


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2nd TERM

Unidad 3: Music Unites Us

PROFILE COMPONENTS: Lesson 1 OBJECTIVES:-To appreciate the importance of the language of music. -To read and extract specific information.

CONTENTS:

-Music Unites Us: Music as an international language. BASIC COMPETENCES:Linguistic Competences To use the language acquired in reading and singing activities as a means to improving and building on communicative skills. To understand and interpret different texts and songs in the English language. Social and Citizenship Competences To show a respectful and tolerant attitude towards other people’s ideas, opinions and participation in classroom activities.

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.

Cultural and Artistic Competencies

To value the importance of cultural and artistic manifestations from one’s own and other nationalities.

LESSON GUIDELINES: -Reading the introduction to the text.-Reading about music as an international language.-Listening to the song I Will Sing, You Will Sing.-Reading and learning the song.-Singing and creating a new accompaniment with instruments and body percussion.-Completing exercise 1 on page 16 of the Activity Book. MIXED ABILITY

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Consolidation-Pairwork: Writing out a list of songs that have a relaxing effect. Extension-Research activity to find information on a modern group and the instruments they play.

EVALUATION:What to evaluate-The autonomous strategies the pupils use to extract and learn specific information from a text.-The pupils’ interest in learning new songs and their ability to sing with the correct pronunciation and intonation.

How to evaluate


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OBJECTIVES-To sing songs in canon form.

CONTENTS:-The canon.-Singing in canon form and Tin Ton.

BASIC COMPETENCES: Mathematical CompetencesTo use mathematical elements and reasoning to define the function of the elements on the stave.

Social and Citizenship Competences To use games, dances and classroom activities as a means to promoting good relationships, integration and respect.

To show a respectful and tolerant attitude towards other people’s ideas, opinions and participation in classroom activities.

Knowledge and Interaction with the Physical World To appreciate the importance of the movement and expressive possibilities of one’s own body and adapt them to the surrounding environment.

Cultural and Artistic Competencies To value the importance of cultural and artistic manifestations from one’s own and other nationalities. Autonomy and personal initiativeTo take responsibility for his/her own work, to evaluate his/her own progress in the music and language learning process, identify mistakes and correct them. LESSON GUIDELINES:-Practising rhythms in echo form with percussion instruments and the recorder.-Listening to Singing in canon form and Tin Ton.-Interpreting the scores depicted on page 28 of the Pupil’s Book in canon form. -Playing the songs to accompany the base music.-Completing exercises 2 and 3 on page 16 of the Activity Book.

MIXED ABILITY:

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Consolidation:-The reproducible activities 9a and 9b proposed in the Teacher’s Guide.

Extension:-Further practice at playing and singing the songs in canon form.

EVALUATION:What to evaluate-The pupils’ ability to define and sing in canon form creatively.


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OBJECTIVES-To identify music from oriental countries.

CONTENTS:-Oriental music.-The Biskra Song from Algeria.-Eram Sam Sam (Arabia). -Oriental instruments: Darbuka, Sitar, Ney, Gong, Bendir.

BASIC COMPETENCES:Linguistic CompetencesTo use the language acquired in reading and singing activities as a means to improving and building on communicative skills. 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.



Autonomy and personal initiativeTo take responsibility for his/her own work, to evaluate his/her own progress in the music and language learning process, identify mistakes and correct them. LESSON GUIDELINES:-Reading about Oriental music and instruments.-Listening to The Biskra Song to identify the bendir and the ney.-Listening to Eram Sam Sam, a canon in two voices. -Singing Eram Sam Sam accompanied by body percussion. -Completing exercises 4 and 5 on page 17 of the Activity Book.

MIXED ABILITY:Consolidation-Research activity: searching the web for photographs to make a wall mural of oriental instruments.

Extension

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-Searching the web for information about ancient civilizations: Mesopotamia, Phoenicia and Persia.-Reading and playing the Japanese song Oshogatsu. Play and Sing Activity page 73 of the Pupil’s Book.

EVALUATION:What to evaluate-The pupils’ interest in learning about oriental music.-The pupils’ interest in playing and singing oriental songs and music. 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.

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PROFILE COMPONENTS: Lesson 4OBJECTIVES-To identify and name wind instruments.

CONTENTS:-Wind instruments: Classification and how we play them.-Woodwind: oboe, bassoon, flute, piccolo, saxophone and clarinet. -Brass: trombone, tuba, horn and trumpet.

-How wind instruments produce their sounds. BASIC COMPETENCES:

Linguistic CompetencesTo use the language acquired in reading and singing activities as a means to improving and building on communicative skills. Social and Citizenship Competences To show a respectful and tolerant attitude towards other people’s ideas, opinions and participation in classroom activities.


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 to define how we classify and play wind instruments. -Listening to identify the different wind instruments.-Miming how we play the different instruments. MIXED ABILITY:Consolidation-Reproducible activity 11a to strengthen the classification of woodwind instruments.

Extension

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-Reading the description of the woodwind instruments in the Dictionary of Musical Instruments pages 76 – 77 of the Pupil’s Book. -Reviewing the instruments with the DVD Symphonic Orchestra.

EVALUATION:What to evaluate-How the pupils classify and define the characteristics of the woodwind instruments.


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OBJECTIVES-To interpret a music score with the recorder and percussion instruments. CONTENTS:-Instrumental passage: The Merchants.

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

Mathematical CompetencesTo use mathematical elements and reasoning to define the function of the elements on the stave.

Social and Citizenship Competences To show a respectful and tolerant attitude towards other people’s ideas, opinions and participation in classroom activities.

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:-Listening and reading the music score of The Merchants adapted from In a Persian Market.-Playing The Merchants on the recorder and small percussion instruments.-Completing exercises 6, 7, 8 on page 18 and exercise 9 on page 19 of the Pupil’s Book. MIXED ABILITY:Consolidation-The reproducible activity 10a to complete the music scores proposed.-The reproducible activity 10b for further practise with the recorder.Extension-Observing the piano keys depicted on page 71 of the pupil’s Book to identify the four keys that are not needed to interpret The Merchants.

EVALUATION:

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What to evaluate

-The pupils’ ability to interpret a music score with the recorder and percussion instruments.-The pupils’ active and responsible participation in group activities. How to evaluate


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OBJECTIVES-To act out a musical story.

CONTENTS:-In a Persian Market. (A.W. Ketèlbey)-Composer: Albert William Ketèlbey

BASIC COMPETENCES:Linguistic CompetencesTo use the language acquired in reading and singing activities as a means to improving and building on communicative skills. To understand and interpret different texts and songs in the English language. Social and Citizenship Competences To use games, dances and classroom activities as a means to promoting good relationships, integration and respect.



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:-Listening to the story and answering questions on the text.-Listening and acting out the story as a class.-Acting out the story in small groups. -Completing exercise 10 on page 19, exercises 11 & 12on page 20 and exercises 13 & 14 on page 21 of the Activity Book.

MIXED ABILITY:Consolidation-The reproducible activity 12a proposed in the Teacher’s Guide.Extension

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-Searching the web for videos of In a Persian Market.

EVALUATION:What to evaluate-The pupils’ interest in learning and acting out a story creatively.-The pupils’ participation in group activities.


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OBJECTIVES-To enjoy singing songs with classmates.

CONTENTS:-Song: You’ve Got a Friend in Me. (From the film Toy Story)

BASIC COMPETENCES:Information and Digital Competencies -To extract specific information from a written or oral text by observing the information depicted in the illustrations or on a DVD.

Linguistic CompetencesTo use the language acquired in reading and singing activities as a means to improving and building on communicative skills. To understand and interpret different texts and songs in the English language. Social and Citizenship Competences To use games, dances and classroom activities as a means to promoting good relationships, integration and respect.


Cultural and Artistic Competencies To value the importance of cultural and artistic manifestations from one’s own and other nationalities.

LESSON GUIDELINES:-Talking about the importance of Peace Day.-Listening to the song You’ve Got a Friend in Me.-Reading and memorizing the song.-Singing and accompanying the song with percussion instruments.-Accompanying the song with corporal percussion.

MIXED ABILITY:Consolidation-Further practise at playing and singing the lesson song.Extension-Searching the web for information on the soundtrack of the film Toy Story.

EVALUATION:

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What to evaluate-The pupils’ interest in singing and taking part in group activities with their classmates. How to evaluate


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OBJECTIVES-To understand and follow a simple choreography.-To coordinate dance steps with classmates.

CONTENTS:-Dance: Zemer Atik (Israel). BASIC COMPETENCES: Social and Citizenship: To respect the physical and intellectual differences amongst classmates and help others with learning difficulties.

To use games and classroom activities as a means to promoting good relationships, integration and respect.

Autonomy and Personal Initiative -To develop a responsible attitude and perseverance in one’s own work as a means to achieving self-esteem and self criticism.




LESSON GUIDELINES:-Listening to the music for the dance Zemer Atik.-Learning the choreography.-Practising the dance. MIXED ABILITY:Consolidation-Further practise with the dance.

Extension-The reproducible activity 30a proposed in the Teacher’s Guide.

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-Reproducible activity 29b. Self evaluation of the pupils’ own personal achievements in unit 3.

EVALUATION:What to evaluate-The pupils’ ability to understand and follow a simple choreography and how they coordinate dance steps with their classmates.-Unit 3 evaluation activities.


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Unidad 4: Music and Humour

PROFILE COMPONENTS: Lesson 1OBJECTIVES-To read and extract specific information from a written text.-To listen and identify humorous music.-To sing songs in canon form.

CONTENTS:-Music and Humour-Song: The Orchestra Song

BASIC COMPETENCES:Linguistic CompetencesTo build on and use the language acquired in reading and singing activities as a means to improving communicative skills.

Social and citizenship competencesTo respect the physical and intellectual differences amongst classmates and help those with less capacity than themselves. To acknowledge and use the appropriate social norms when participating in group activities.

Cultural and Artistic Competences To appreciate the importance of music as a cultural patrimony and as an important source for learning and enjoyment. Autonomy and personal initiativeTo take responsibility for his/her own work, to evaluate his/her own progress in the music and language learning process, identify mistakes and correct them.

Autonomous learning competencesTo use autonomous learning strategies to organize the concepts presented and complete the activities proposed. LESSON GUIDELINES:-Reading the text to define humorous music. -Listening to The Orchestra Song.-Reading and memorizing the song.-Singing the song in canon form.-Completing activity 1 on page 22 of the Activity Book.

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MIXED ABILITYConsolidation-Pairwork: writing out a list of humorous songs.-Further practise with the lesson song in ostinato.

Extension:-Research activity to find information on the opera The Marriage of Figaro.-Watching and listening to the song in an extract from the film You’ve got Mail on the web page proposed in the Teacher’s Guide.

EVALUATION:What to evaluate-The pupils’ ability to read and extract specific information from a written text.To listen and identify humorous music and to sing songs in canon form.


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OBJECTIVES-To identify and define tempo musical.

CONTENTS:-Tempo.-The metronome.-Crazy Dialogue.



Cultural and Artistic CompetencesTo appreciate the importance of music as a cultural patrimony and as an important source for learning and enjoyment.

Autonomy and personal initiativeTo take responsibility for his/her own work, to evaluate his/her own progress in the music and language learning process, identify mistakes and correct them.

Autonomous learning competencesTo use autonomous learning strategies to organize the concepts presented and complete the activities proposed.

LESSON GUIDELINES:-Playing songs the pupils have learnt at different speeds.-Reading and defining tempo.-Reading and revising the Italian words we use to express tempo.-Singing songs the pupils have learnt at different speeds.-Defining digital and mechanical metronomes.-Following the speed indications on the metronome and reciting the rhyme Crazy Dialogue depicted on page 38 of the pupil’s Bok.-Completing activities 2 and 3 on pages 22 and exercises 4 and 5 on page 23 of the Activity Book.

MIXED ABILITY:

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Consolidation:-Reciting the Crazy Dialogue with body percussion accompaniment.

Extension:-Improvising rhythms with percussion instruments.

EVALUATION:What to evaluate-The pupils’ ability to define tempo and the metronome correctly and coherently.


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PROFILE COMPONENTS: Lesson 3OBJECTIVES-To define a symphonic orchestra.

CONTENTS:-The symphonic orchestra.-The Farewell Symphony.Composer: Franz Joseph Haydn.


Cultural and Artistic Competence To appreciate the importance of music as a cultural patrimony and as an important source for learning and enjoyment. Autonomy and personal initiativeTo take responsibility for his/her own work, to evaluate his/her own progress in the music and language learning process, identify mistakes and correct them.


To develop a responsible attitude and perseverance in one’s own work as a means to achieving self-esteem and self criticism.

LESSON GUIDELINES:-Reading to define the symphonic orchestra and the symphony.-Listening to The Farewell Symphony. -Listening and following the story of The Farewell Symphony depicted in the Pupil’s Book.-Completing exercises 7 & 8 on page 25 and exercise 9 on page 25 of the Activity Book.

MIXED ABILITY:Consolidation-Reading the information on the following instruments in the Dictionary of Musical Instruments pages 76 – 77 of the Pupil’s Book: oboe, viola, horn, double bass and bassoon.

Extension-Revising the instruments in a symphonic orchestra.

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EVALUATION:What to evaluate- The pupils’ ability to define a symphony and a symphonic orchestra correctly and coherently.


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PROFILE COMPONENTS: Lesson 4OBJECTIVES-To define Monophony and Polyphony-To sing in ostinato to practise polyphonic singing.

CONTENTS:-Reading to define monophony and polyphony. Song: The Lion Sleeps Tonight from The Lion King.

BASIC COMPETENCES:Knowledge and Interaction with the Physical World -To discover and use music as a means to interpreting the sounds in the natural and home environment.


Social and citizenship competences To respect the physical and intellectual differences amongst classmates and help those with less capacity than themselves. To acknowledge and use the appropriate social norms when participating in group activities.




LESSON GUIDELINES:-Listening to the song The Lion Sleeps Tonight.-Reading and learning the song.-Singing the song in small groups.-Singing the song in ostinato form.-Playing the song with the base music. -Listening to compare the song recording with the original film version of the song.

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MIXED ABILITY:Consolidation-The reproducible activity 13a. Completing a crossword to strengthen the concepts presented in this lesson. Extension-The reproducible activity 13b for further practise at playing the song The Lion Sleeps Tonight.


-The pupils’ ability to define Monophony and Polyphony and sing in ostinato to practise polyphonic singing. How to evaluate


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OBJECTIVES-To sing and play African music.

CONTENTS:-African music: characteristics and instruments.-The Tama drum: characteristics of the Tama drum.-Song: the Zulu song Senjua

BASIC COMPETENCES:Linguistic CompetencesTo build on and use the language acquired in reading and singing activities as a means to improving communicative skills. Social and citizenship competences To respect the physical and intellectual differences amongst classmates and help those with less capacity than themselves. To acknowledge and use the appropriate social norms when participating in group activities.




LESSON GUIDELINES:

-Reading to define African music: characteristics and instruments.-Listening to the sound of the Tama drum.-Defining the characteristics of the Tama drum.-Listening to the Zulu song Senjua-Singing the Zulu song Senjua in canon form.-Singing the Zulu song Senjua with the base music.-Completing exercise 10 on page 25 of the Activity Book.

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MIXED ABILITY:Consolidation-Reproducible activity 14a to reinforce the names of instruments.Extension-Interpreting the song Senjua on xylophones and the recorder. EVALUATION:What to evaluate

-The pupils’ ability to define, sing and play African music.

How to evaluate


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OBJECTIVES-To sing and act out the story from a song.

CONTENTS:-Song: Soldier, Soldier.

BASIC COMPETENCES:Linguistic CompetencesTo build on and use the language acquired in reading and singing activities as a means to improving communicative skills. Social and citizenship competences To respect the physical and intellectual differences amongst classmates and help those with less capacity than themselves. To acknowledge and use the appropriate social norms when participating in group activities.





LESSON GUIDELINES:-Reading information about the song Soldier, Soldier.-Reading and memorizing the song.-Listening to the song.-Singing and acting out the roles of the characters in the song.-Singing the song to the base music.-Completing exercise 11 on page 26 of the Activity Book.

MIXED ABILITY:

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Consolidation-Singing and playing small percussion instruments.-Reproducible activity 16a. Writing the missing words in the lyrics.

Extension-Watching a video of the song in the folk festival proposed in the Teacher’s Guide.

EVALUATION:What to evaluate-The pupils’ ability to sing and act out a song creatively.-How the pupils sing the song while playing percussion instruments.


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OBJECTIVES-To participate in a carnival festival. CONTENTS:-Defining Carnival Time. -Song: Carnival Time.

BASIC COMPETENCES:Cultural and Artistic Competences To appreciate the cultural and artistic manifestations from one’s own culture and from other nationalities as an important source for learning and enjoyment.

Linguistic CompetencesTo build on and use the language acquired in reading and singing activities as a means to improving communicative skills.



LESSON GUIDELINES:-Reading and learning about carnival.-Listening to the song Carnival Time.-Reading and memorizing the song.-Interpreting the song in small groups with different instruments.-Creating new lyrics for the song.-Completing exercise 6 on page 23 and exercise 14 on page 27 of the Activity Book.

MIXED ABILITY:Consolidation-Improvising gestures and movements to accompany the song.Extension-Searching for elements that produce indeterminate sounds in the pupils own environment: stones, sticks, etc.-Interpreting the song with the objects that produce sounds.

EVALUATION:

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What to evaluate-The pupils’ ability to describe carnival celebrations and create new lyrics for the carnival song.


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OBJECTIVES-To enjoy listening to classical music.-To enjoy playing music with classmates.

CONTENTS:-The Carnival of the Animals. (C. Saint-Saëns).-Can-Can.

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.

Linguistic CompetencesTo build on and use the language acquired in reading and singing activities as a means to improving communicative skills.



LESSON GUIDELINES:-Reading and learning about The Carnival of the animals. -Listening to passages from The Carnival of the animals -Listening to the melody Can-Can.-Reading and learning how to play Can-Can.-Completing exercises 12 and 13 page 27 of the Activity Book. -Interpreting Can-Can with the voice and the recorder.

MIXED ABILITY:Consolidation-The reproducible activity 15a. Matching each character with its instrument.

Extension-Searching the web for different interpretations of The Carnival of the animals.

EVALUATION:

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What to evaluate -The pupils’ interest in listening to classical music and taking part in interpretations with other classmates.


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-To follow a choreography and dance with classmates. CONTENTS:-Reading and defining Salsa.-Dance: Life is a Carnival.

BASIC COMPETENCES:Linguistic CompetencesTo appreciate the importance of language and music to convey feelings and emotions. Social and citizenship competences To respect the physical and intellectual differences amongst classmates and help those with less capacity than themselves. Cultural and Artistic Competences




LESSON GUIDELINES:-Reading and defining Salsa as a type of dance. -Listening to Life is a Carnival.-Learning the choreography for the dance in pairs.-Practising the dance.-Dancing the salsa steps without a partner. MIXED ABILITY:

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Consolidation-Further practise with the dance. Extension-Dancing new variations of the dance. EVALUATION:What to evaluate -The pupils’ ability to follow a choreography and dance with classmates. 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.

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OBJECTIVES-To explain the concepts presented in Units 3 & 4 correctly

CONTENTS:Revision:-Wind instruments.-Rhythmical cells.-Symphonic orchestra.-Musical forms.-Oriental music.-African music.





To appreciate the importance of music as a cultural patrimony and as an important source for learning and enjoyment.



LESSON GUIDELINES:

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-Revising the concepts presented in units 3 and 4. MIXED ABILITY:Consolidation-Inviting volunteers to explain the contents presented in units 3 & 4.

Extension-The reproducible activity 30b proposed in the Teacher’s Guide. Self evaluation of the pupils’ own personal achievements in unit 4.

EVALUATION:What to evaluate-The pupils’ ability to explain the contents presented in units 3 & 4. -Unit 4 evaluation activities.


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3rd TERM

Unidad 5: Music and NaturePROFILE COMPONENTS: Lesson 1

OBJECTIVES-To listen to and appreciate music inspired by nature.-To sing, learn the second voice and accompany the song with percussion instruments.

CONTENTS:-Music and Nature-Song: Early One Morning.

BASIC COMPETENCES: Linguistic CompetencesTo build on and use the language acquired in reading and singing activities as a means to improving communicative skills in oral and writing activities. Information and Digital Competences

To extract specific information from a written or oral text by observing the information depicted in the illustrations, on the interactive CD or listening to a CD recording.

Social and Citizenship Competences To take good care of the classroom musical instruments, other learning materials and personal belongings.


To appreciate the importance of the artistic manifestations from one’s own country and from other nationalities.

LESSON GUIDELINES:-Reading the introduction to the text. -Discussing the things in nature that have been represented by music.-Listening to the song Early One Morning. -Reading and memorizing the song.-Practising the voice with one and then two voices.

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-Singing and accompanying the song with percussion instruments.-Completing exercises 1 and 2 on pages 28 of the Activity Book.

MIXED ABILITYConsolidation-Pairwork: writing out a list of songs and musical compositions about elements in nature.Extension:-Research activity: searching for information about The Alpine Symphony (Strauss), The Four Seasons (Vivaldi) and Symphony No. 6 (Beethoven).-Creating new lyrics for the song Early One Morning.

EVALUATION:What to evaluate-The pupils’ interest in listening to music inspired by nature.-The pupils’ ability to sing correctly and accompany the song with percussion instruments. 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.

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PROFILE COMPONENTS: Lesson 2OBJECTIVES- To compose music in round (rondo) form.

CONTENTS:-The Round (Rondo)

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


Learning How to Learn Competences -To identify one’s own possibilities and shortcomings in communicating in music and in the English language and develop autonomous strategies to improve them.

LESSON GUIDELINES:-Reading and defining the round.-Practising the pentatonic scale on instruments with keys and hammers.-Improvising a simple melody with the pentatonic scale.-Composing a round.-Completing exercise 3 and 4 on page 28 of the Activity Book.

MIXED ABILITY:Consolidation:-Reproducible activity 17a proposed in the Teacher’s Guide.

Extension:-Reproducible activities 27a and 28a (The Musical Signs and Rest Domino).

EVALUATION:What to evaluate-The pupils’ interest and creativity in composing a melody in round (rondo) form.

How to evaluate

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PROFILE COMPONENTS: Lesson 3OBJECTIVES-To identify and appreciate traditional Spanish music.

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-To sing traditional songs.

CONTENTS:-Traditional Spanish Music.-Petenera.-Song: The Month of May.

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

Linguistic CompetencesTo build on and use the language acquired in reading and singing activities as a means to improving communicative skills in oral and writing activities. Information and Digital Competences To extract specific information from a written or oral text by observing the information depicted in the illustrations, on the interactive CD or listening to a CD recording. Social and Citizenship Competences

To take good care of the classroom musical instruments, other learning materials and personal belongings. Learning How to Learn Competences To identify one’s own possibilities and shortcomings in communicating in music and in the English language and develop autonomous strategies to improve them.

LESSON GUIDELINES:-Reading and learning about traditional Spanish music.-Listening to Petenera to identify the timbre of the guitar and castanets.-Listening and accompanying Petenera with corporal percussion.-Listening to the song The Month of May.-Reading and memorizing the song.-Singing and playing the song as a class.-Completing exercises 5 and 6 on page 29 of the Activity Book.

MIXED ABILITY:

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Consolidation-Reproducible activity 18a proposed in the Teacher’s Guide.

Extension-Research activity: searching the web for information on traditional music, instruments and dances.

EVALUATION:What to evaluate-The pupils interest in learning about traditional Spanish music and how they sing traditional songs.


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PROFILE COMPONENTS: Lesson 4OBJECTIVES-To identify traditional Spanish instruments.

CONTENTS:-Traditional instruments: Wind instruments: accordion, bagpipes and shawm. String: guitar, lute, rebec, bandurria and Canarian timple.

Percussion: cowbell, castanets, mortar, shells, square tambourine, rattle and cut glass bottle.

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

Information and Digital Competences To extract specific information from a written or oral text by observing the information depicted in the illustrations, on the interactive CD or listening to a CD recording.


Learning How to Learn Competences To identify one’s own possibilities and shortcomings in communicating in music and in the English language and develop autonomous strategies to improve them.

LESSON GUIDELINES:-Explaining the characteristics of traditional instruments. -Practising with the traditional instruments available in the classroom-Completing exercises 7 and 8 on page 30 of the Activity Book.

MIXED ABILITY:Consolidation-The crossword reproducible activity 19a proposed in the Teacher’s Guide.

Extension

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-Reading and copying the characteristic of the traditional instruments depicted on page 52 of the Pupil’s Book in the Dictionary of Musical Instruments. -Writing out a complete description of the instrument of each pupil’s own choice.


-The pupils’ ability to identify traditional Spanish instruments and their interest in researching for more information about the instrument of their choice. How to evaluate


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OBJECTIVES-To interpret an instrumental passage.-To sing a song with the correct pronunciation and intonation.

CONTENTS:-Song: I like the Flowers.

BASIC COMPETENCES:Linguistic CompetencesTo build on and use the language acquired in reading and singing activities as a means to improving communicative skills in oral and writing activities. Information and Digital Competences To extract specific information from a written or oral text by observing the information depicted in the illustrations, on the interactive CD or listening to a CD recording.


To acknowledge and use the appropriate social norms when participating in group activities.


LESSON GUIDELINES:-Listening to the song I Like the Flowers.-Reading and memorizing the song.-Reciting the rhythm of the song.-Singing with an instrumental accompaniment.-Learning a choreography to accompany the song.-Completing exercises 9 and 11 on page 31 of the Activity Book.

MIXED ABILITY:

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Consolidation-Further practise with the song.Extension-Playing the song on the recorder and other classroom instruments.

EVALUATION:What to evaluate- The pupils’ ability to interpret an instrumental passage creatively and sing a song with the correct pronunciation and intonation.


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OBJECTIVES-To recognize how nature is represented with music.

CONTENTS:-The Moldava (B. Smetana).-Composer: Bedrich Smetana.

BASIC COMPETENCES: Linguistic CompetencesTo build on and use the language acquired in reading and singing activities as a means to improving communicative skills in oral and writing activities. Information and Digital Competences To extract specific information from a written or oral text by observing the information depicted in the illustrations, on the interactive CD or listening to a CD recording.

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


LESSON GUIDELINES:-Defining the symphonic poem.-Listening to The Moldava by B. Smetana. -Talking about the composer’s work.-Listening and reading the story to discover the different parts of the river.-Completing exercise 10 on page 31, exercise 12 on page 32 and exercise 13 on page 33 of the Activity Book.

MIXED ABILITY:Consolidation-Reproducible activity 20a proposed in the Teacher’s Guide.

Extension

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-Experimenting and playing The Moldava by ear.

EVALUATION:What to evaluate-The pupils’ interest in listening to classical music and recognize how nature is represented with music.


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OBJECTIVES-To create lyrics for a melody.

CONTENTS:-The Birds Have Come (German melody)

BASIC COMPETENCES:Information and Digital Competences

To extract specific information from a written or oral text by observing the information depicted in the illustrations, on the interactive CD or listening to a CD recording.



To appreciate the importance of the artistic manifestations from one’s own country and from other nationalities. Learning How to Learn Competences To identify one’s own possibilities and shortcomings in communicating in music and in the English language and develop autonomous strategies to improve them.

Social and Citizenship To use games and classroom activities as a means to promoting good relationships, integration and respect.

LESSON GUIDELINES:-Reading about the bird as a source of inspiration for composers.-Listening to The Birds Have Come.-Practising and playing The Birds Have Come on the recorder and other classroom instruments.-Playing the tune to accompany the base music.-Group work: creating lyrics for the music.-Completing exercises 14 and 15 on page 33 of the Activity Book.

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MIXED ABILITY:Consolidation-Group work: creating a choreography for the music The Birds Have Come.Extension-Reading and interpreting the music score for A la Flor del Romero and Las Montañas on page 73 of the Pupil’s Book.

EVALUATION:What to evaluateThe pupils’ ability to create lyrics for a melody and interpret a music score 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.

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OBJECTIVES- To learn a choreography dance with classmates.-To coordinate the pupil’s own interpretation with others.

CONTENTS:-Dance: Crossing the Rhone (Popular French dance)

BASIC COMPETENCES:

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

Information and Digital Competences To extract specific information from a written or oral text by observing the information depicted in the illustrations, on the interactive CD or listening to a CD recording.



LESSON GUIDELINES:-Reading about the River Rhone.-Listening to Crossing the Rhone.-Learning the choreography for the dance.-Practising the dance.

MIXED ABILITY:Consolidation-Further practise with the dance.

Extension

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-Reproducible activity 31a proposed in the Teacher’s Guide. Self evaluation of the pupils’ own personal achievements in unit 5.

EVALUATION:What to evaluate-The pupils’ ability to explain the contents presented in unit 5. -Unit 5 evaluation 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.

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.Unidad 6: Music and Adventures

PROFILE COMPONENTS: Lesson 1OBJECTIVES-To sing and act out songs from films.-To listen to and identify passages from sound tracks.

CONTENTS:-Music and Adventure.-Song: A Whole New world.

BASIC COMPETENCES:Linguistic Competences To build on and use the language acquired in reading and singing activities as a means to improving one’s own communicative competences. To read and extract specific information from a written and oral text. Cultural and Artistic Competences

To appreciate the importance of musical and artistic manifestations as part of the country’s cultural patrimony and as an important source for learning and enjoyment.

Autonomous learning competencies

To use the recreational aspect of music and language learning to consolidate vocabulary, pronunciation, intonation and rhythm.

Autonomy and Personal Initiative


LESSON GUIDELINES:-Reading and learning about how music can tell stories.-Defining the concept of soundtracks.-Listening to the song A Whole New world to identify the male and females voices.-Reading and memorizing the song.-Practising the song.-Singing the male and female roles.

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MIXED ABILITYConsolidation-Further practise with the song-Pair work: writing out a list of songs or compositions that tell stories.

Extension:-Watching the video of the film on the website proposed in the Teacher’s Guide.

EVALUATION:What to evaluate-The pupils’ intonation and pronunciation singing and acting out the song from the film. 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.

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PROFILE COMPONENTS: Lesson 2OBJECTIVES-To define the concept of syncopation.-To interpret syncopated rhythms.

CONTENTS:-Syncopation. -Musical score with syncopation: Finda Alexi (African song)

BASIC COMPETENCES:Mathematical Competences

-To use mathematical reasoning to interpret the musical signs and their equivalents. Cultural and Artistic Competences To appreciate the importance of learning music as a valuable source of knowledge and personal enrichment.






LESSON GUIDELINES:-Reading and defining syncopation.-Practicing the activities proposed in the Pupil’s Book with body percussion and classroom instruments. -Listening to Finda Alexi.-Practising Finda Alexi and acting out the gestures. -Completing exercises 1, 2 and 3 on page 34 of the Activity Book.

MIXED ABILITY:

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Consolidation:-Reproducible activity 21a for further practise with syncopation.

Extension:-Improvising corporal percussion to accompany rhythms with syncopation.-Reproducible activities 27a and 28a. Game for further practise with syncopation.

EVALUATION:What to evaluate-The pupils’ ability to identify and interprets scores with syncopation.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.

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PROFILE COMPONENTS: Lesson 3OBJECTIVES-To show an interest in learning more about music in films.

CONTENTS:-Music in films.Song: Cerf-volant from the film The Chorus.

BASIC COMPETENCES:Linguistic Competences To build on and use the language acquired in reading and singing activities as a means to improving one’s own communicative 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. Cultural and Artistic Competences


Autonomous learning competenciesTo use the recreational aspect of music and language learning to consolidate vocabulary, pronunciation, intonation and rhythm.

LESSON GUIDELINES:-Reading and learning about music in the film industry: composers and their soundtracks.-Listening to soundtracks and guessing which film they are from.-Listening to the song Cerf-volant.-Reading and memorizing the song.-Practicing the song. -Completing exercises 4 and 5 on page 35 and exercise 8 on page 37 of the Activity Book.

MIXED ABILITY:

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Consolidation-Reproducible activity 22a to strengthen the names of soundtracks and their composers.Extension-Playing soundtracks by ear.

EVALUATION:What to evaluate-The pupils’ interest in learning about well-known soundtracks and their composers.


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PROFILE COMPONENTS: Lesson 4OBJECTIVES- To identify and name the instruments in modern music and bands.

CONTENTS:-The Band: concert bands, jazz band and rock band.

BASIC COMPETENCES: Cultural and Artistic Competences To appreciate the importance of musical and artistic manifestations as part of the country’s cultural patrimony and as an important source for learning and enjoyment.

Autonomous learning competenciesTo use the recreational aspect of music and language learning to consolidate vocabulary, pronunciation, intonation and rhythm.


To develop a responsible attitude and perseverance in one’s own work as a means to achieving self-esteem and self criticism. LESSON GUIDELINES:-Observing photographs, reading and defining the different types of bands. -Listening to identify and name different types of bands.-Completing exercise 6 on page 36 of the Activity Book.

MIXED ABILITY:Consolidation-Reproducible activity 23a for further practise with the different types of bands.Extension-Group work: making a wall mural about a band.

EVALUATION:What to evaluate-The pupils’ interest in learning about different types of bands and how they distinguish them.

How to evaluate

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OBJECTIVES- To coordinate and interpret musical pieces with classmates.

CONTENTS:-Reading and learning the story of Yellow Submarine.

-Song: Yellow Submarine (The Beatles). -Percussion instruments as an accompaniment for songs and melodies.

BASIC COMPETENCES:Linguistic Competences To build on and use the language acquired in reading and singing activities as a means to improving one’s own communicative competences. Mathematical competences To use mathematical elements and reasoning to interpret the music in the activities proposed. Cultural and Artistic Competences To appreciate the importance of musical and artistic manifestations as part of the country’s cultural patrimony and as an important source for learning and enjoyment.



Autonomy and Personal Initiative CompetencesTo develop the capacity for transforming ideas into reality in musical interpretations.

LESSON GUIDELINES:-Reading the story of the Yellow Submarine.-Listening to the song.-Reading and memorizing the song.-Singing the song.-Reading and interpreting the accompaniment. -Singing the song with the base music. -Completing exercise 7 on page 36 and exercise 9 on page 37of the Activity Book.MIXED ABILITY:

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Consolidation-Playing the song on the recorder.Extension-Learning how to play the melody Naveira on page 73 of the Pupil’s Book To Play and Sing.

EVALUATION:

What to evaluate-The pupils’ ability to coordinate and interpret musical pieces with classmates.-The pupils’ respectful and tolerant attitude towards other classmate’s participation 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.

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OBJECTIVES-To recite and learn a song.

CONTENTS:-Song: John Kanaka

BASIC COMPETENCES:Linguistic CompetencesTo build on and use the language acquired in reading and singing activities as a means to improving one’s own communicative competences. To develop and put into practise the techniques for breathing and elocution.

Cultural and Artistic Competences To appreciate the importance of musical and artistic manifestations as part of the country’s cultural patrimony and as an important source for learning and enjoyment.





LESSON GUIDELINES:-Reading and learning about the song John Kanaka.-Listening to the song. -Learning gestures to accompany the song.-Singing the song.-Singing the song with the base music. -Completing exercise 10 on page 38 of the Activity Book.

MIXED ABILITY:Consolidation-Singing the lesson song and playing small percussion instruments.

Extension

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-Reproducible activity 24a to complete a text and practise vocalization and breathing technique.

EVALUATION:What to evaluate-The pupils’ ability to learn gestures to recite and sing a song with the correct pronunciation and intonation. 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.

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OBJECTIVES-To learn and interpret musical pieces creatively with classmates.

CONTENTS:-Song: He’s a Pirate.

-Adaptation of the song.

BASIC COMPETENCES:Mathematical Competences

To use mathematical reasoning to interpret the notes and other musical signs. Cultural and Artistic Competences To appreciate the importance of musical and artistic manifestations as part of the country’s cultural patrimony and as an important source for learning and enjoyment.



LESSON GUIDELINES:-Reading about pirate songs.-Listening to He’s A Pirate.- Playing the melody on the recorder and other instruments.-Playing the melody with the base music.

MIXED ABILITY:Consolidation-Observing page 71 of the Pupil’s Book to identify the position of the notes on the recorder and keyboard.

Extension-Listening to the adapted version of He’s a Pirate CD 2 Track 43 and playing the missing part on the recorder.


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-The pupils’ interest and creativity for learning and interpreting musical pieces creatively with classmates.


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OBJECTIVES-To create a story with sound effects.

CONTENTS:-Music and sound effects in films.-How to produce sound effects.

BASIC COMPETENCES:Linguistic CompetencesTo build on and use the language acquired in reading and singing activities as a means to improving one’s own communicative competences. To read and extract specific information from a written and oral text. Autonomous learning competenciesTo use the recreational aspect of music and language learning to consolidate vocabulary, pronunciation, intonation and rhythm.


To develop a responsible attitude and perseverance in one’s own work as a means to achieving self-esteem and self criticism. Information and Digital Competencies To extract specific information from a written or oral text by observing the information depicted in the illustrations or on a DVD.

LESSON GUIDELINES:-Reading and defining the concept of special effects.-Reading and learning how to produce special effects. -Creating a story with special effects.-Recording the story for others to guess what the special effects are. MIXED ABILITY:

Consolidation-Further practise at making special effects with the materials available in the classroom.

Extension

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-Group work: preparing a video recording that includes images and sound effects.

EVALUATION:What to evaluate-The pupils’ autonomous strategies to create a story with sound effects.-Interest and curiosity for researching and learning more about other sound effects.


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OBJECTIVES-To listen, read and understand the story of Peer Gynt.

CONTENTS:-Descriptive music: Peer Gynt.

-Composer: Edvard Grieg.

BASIC COMPETENCES:Cultural and Artistic Competences To appreciate the cultural and artistic manifestations in one’s own culture and from other nationalities.To appreciate the importance of learning music as a valuable source of knowledge and personal enrichment.

Linguistic CompetencesTo build on and use the language acquired in reading and singing activities as a means to improving one’s own communicative competences. To read and extract specific information from a written and oral text. Autonomous learning competencies




LESSON GUIDELINES:-Reading and learning about the suite Peer Gynt.

-Listening to music and expressing opinions.-Listening to the music and reading the story.-Completing exercises 11 and 12 on page 38 of the Activity Book.

MIXED ABILITY:Consolidation-Listening to Peer Gynt and drawing scenes from the story.Extension:

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-Listening to different passages from the Peer Gynt Suite.

EVALUATION:What to evaluate-The pupils’ interest for listening, reading and understanding the story of Peer Gynt.


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OBJECTIVES -To learn a new choreography. -To dance a traditional dance creatively.

CONTENTS:-Dance: El Candil (Badajoz, Spain). BASIC COMPETENCES:Social and Citizenship Competences To use dancing as a means to promoting good relationships with fellow students.




Knowledge and Interaction with the Physical World To appreciate the importance of the movement and expressive possibilities of one’s own body in the surrounding environment.

LESSON GUIDELINES:-Listening to the music.-Learning a new choreography.-Practising the dance.

MIXED ABILITYConsolidation:-Further practise with new steps for the dance El Candil.

Extension:-Watching the DVD of the dance on the website proposed in the Teacher’s Guide.

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EVALUATION:What to evaluate-How the pupils learn a new choreography, adapt and coordinate their movements to the music, the available space and other classmates’ movements. 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

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-To appreciate the general knowledge acquired in the music and language learning process.-To review and explain the concepts presented in Units 5 & 6 correctly.

CONTENTS:Revision:-Syncopation.-Musical instruments: traditional, symphonic orchestra, rock group and jazz band.

-The recorder.-Musical forms: round, canon, symphonic poem and suite.

-Traditional songs.-Soundtracks. BASIC COMPETENCES:Linguistic CompetencesTo build on and use the language acquired in reading and singing activities as a means to improving one’s own communicative competences. To read and extract specific information from a written and oral text. Mathematical competencesTo use mathematical elements and reasoning to interpret the music in the activities proposed.




LESSON GUIDELINES:-Revising the concepts presented in units 5 and 6.-Completing exercises 13, 14 and 15 on page 39 of the Activity Book

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Mixed AbilityConsolidation:-The exercises proposed on page 39 of the Activity Book to review the notes on the stave and for the pupils to express their personal preferences about the concepts and music studied in grade 5.

Extension:-Reproducible activity 31b. Self evaluation of the pupils’ own personal achievements in unit 6.

EVALUATION:What to evaluate-The pupils’ appreciation of the general knowledge acquired in the music and language learning process.-How the pupils explain the concepts presented in Units 5 & 6 correctly. -Unit 6 evaluation 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.

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