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COURSE SYLLABUS

Tarantella 6

PRIMARY EDUCATION__________________

Music

1

1st TERM

Unidad 1: Record and Keep Music

PROFILE COMPONENTS: Lesson 1OBJECTIVES-To listen, read and understand a text in English.-To appreciate the importance of music in our lives.-To learn and sing a song correctly.

CONTENTS:-Record and Keep Music-Song: Come by the Hills

BASIC COMPETENCES:Linguistic CompetenceTo 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 value the importance of movement and the expressive possibilities of one’s own body.

Autonomy and Personal Initiative To develop a positive attitude towards hard work, responsibility and perseverance.

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:-Discussing life without music and how the pupils record and save music.-Reading about how music was handed down from generation to generation and the many different ways of recording music today.-Reading and defining the voice as our first instrument.-Memorizing and singing the song Come by the Hills.

-Completing exercises 1, 2, 3 and 4 on pages 4 & 5 of the Activity Book.

2

MIXED ABILITYConsolidation-Writing out a list of daily situations where we can hear music.-Playing and singing a song with a small percussion accompaniment.

Extension:-Research activity about the different devices we can use to record music. EVALUATION:What to evaluate-The pupils’ ability to extract 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.

3

PROFILE COMPONENTS: Lesson 2OBJECTIVES-To identify and define the qualities of sound.

CONTENTS:-The qualities of sound: pitch, duration, volume and timbre

-Defining the functions of the qualities of sound and the physical phenomenon that causes them.-Allegro from Symphony No. 5 by L.v.Beethoven BASIC COMPETENCES:

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

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 defining the qualities of sound, their functions and the physical phenomenon that causes them. -Defining the tuning fork and how we use it. -Listening to Allegro from Symphony No. 5 to identify the qualities of sound. -Learning about the composer L.v. Beethoven and his work.-Completing exercises 5, 6 and 7 on pages 5 & 6 of the Activity Book.-Reproducible activities 1a and 1c.

4

MIXED ABILITY:Consolidation:-The reproducible activities to strengthen the qualities of sound proposed in the Teacher’s Guide.

Extension:-The reproducible activities for further practise with the qualities of sound proposed in the Teacher’s Guide.

EVALUATION:What to evaluate-The pupils’ definition of the qualities of sound and the physical phenomenon that cause 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.

5

PROFILE COMPONENTS: Lesson 3OBJECTIVES-To define rhythm correctly and coherently.-To identify the symbols for the musical signs and rests.

CONTENTS:-Defining rhythm-The elements of rhythm: beat, accent, measures, tempo

-Identifying binary and ternary rhythms: Allegro and Minuet from A Little Night Music by Mozart -Reviewing musical and rest signs: semibreve, minim, crotchet, quaver, semiquaver

-Expressing tempo: largo, adagio, andante, allegro, vivace, presto

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

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




LESSON GUIDELINES:-Reading and defining rhythm.-Reviewing the musical and rest signs.-Reviewing the binary, ternary and quarternary rhythms.-Listening to Allegro and Minuet from A Little Night Music by Mozart.-Reviewing the Italian words we use to express tempo.-Completing exercise 8 on page 6 of the Activity Book.-Reproducible activities 2a and 2b.

6

MIXED ABILITY:Consolidation-Reproducible activities 2a and 2b proposed in the Teacher’s Guide.Extension-Interpreting the melody in activity 8 on page 6 of the Activity Book.

EVALUATION:What to evaluate-How the pupils define the basic elements of rhythm. -The pupils’ ability to interpret a short melody 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.

7

PROFILE COMPONENTS: Lesson 4OBJECTIVES-To appreciate and use the body’s expressive possibilities.-To read and interpret a simple music score.

CONTENTS:-Making music with our body: corporal percussion -Group activity: improvising a rhythm with corporal percussion and repeating the rhythm in echo form

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


Knowledge and Interaction with the Physical World To value the importance of movement and the expressive possibilities of one’s own body. 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 body percussion.-Playing a rhythm with corporal percussion.-Improvising a rhythm with corporal percussion and repeating in echo form. -Completing exercise 9 on page 6 of the Activity Book. -Reproducible activity 2c.

MIXED ABILITY:

8

Consolidation-The reproducible activity 2c proposed in the Teacher’s Book.

Extension:-Practising the rhythm depicted on page 22 in canon form with corporal percussion.

EVALUATION:What to evaluate

-The pupils’ ability to accompany a rhythm creatively with corporal percussion.-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.

9

PROFILE COMPONENTS: Lesson 5

OBJECTIVES:

-To define the notes and how they were named.

CONTENTS:-Defining the notes and how they were named -Ascending and descending scales -Song: Minha Cancao

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





LESSON GUIDELINES:-Reading about musical notes and how they were given their names.-Reading and playing the notes.-Learning and singing the song Minha Cancao.-Completing exercises 10, 11, 12 and 16 on pages 7 & 9 of the Activity Book.-Reproducible activities 3a and 3b.

MIXED ABILITY:Consolidation-Reproducible activities 3a and 3b proposed in the Activity Book.

Extension:

10

-Research activity to find the definition of the words scale, notes, stave, treble clef and ledger lines.

EVALUATION:What to evaluate-The pupils’ definition of the notes and how they were given their names.-How the pupils interpret the notes and sing the song.

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.

11


OBJECTIVES-To identify percussion instruments with an unidentifiable and identifiable pitch. CONTENTS:-Classroom instruments -Percussion instruments with an unidentifiable and identifiable pitch BASIC COMPETENCES: Learning How to Learn CompetencesTo explore and experiment with the different sensorial aspects of sound.


Autonomy and Personal InitiativeTo develop a positive attitude towards hard work, responsibility and perseverance.

LESSON GUIDELINES:-Reading and defining percussion instruments with an unidentifiable and identifiable pitch.-Types of percussion instruments: wood, metal, skin.-Practise at playing instruments with bars. -Listening to a passage played on instruments with bars and guessing the name of the piece and who composed it.-Completing exercises 13 and 14 on page 8 of the Activity Book.-Reproducible activities 3c and 4a. MIXED ABILITY:Consolidation-The reproducible activity 3c proposed in the Teacher’s Guide.

Extension:-The reproducible activity 4a proposed in the Teacher’s Guide.

12

EVALUATION:What to evaluate-The pupils’ ability to define percussion instruments with an unidentifiable and identifiable pitch and their characteristics.


13


OBJECTIVES-To be aware of the correct postures for playing the recorder correctly.-To play a melody correctly on the recorder.

CONTENTS:-The recorder -Review: How to play the recorder correctly -Recorder: I’m a Believer and Come on Everybody

BASIC COMPETENCES:Linguistic Competences To use the language acquired in reading and singing activities as a means to improving communicative skills and expressing feelings

Mathematical CompetencesTo use mathematical elements and reasoning to follow and play a simple music score.




LESSON GUIDELINES:-Reading and defining the recorder.-Reviewing advice on how to play the recorder correctly. -Playing I’m a Believer and Come on Everybody.-Reproducible activity 4b.

MIXED ABILITY:Consolidation-Reproducible activity 4b proposed in the Teacher’s Guide.

Extension

14

-Further practise with the recorder: playing the ascending and descending scales.-Learning new melodies proposed by the teacher or playing songs or melodies from grade 5.

EVALUATION:What to evaluate-The pupils’ ability to play the recorder correctly and creatively.


15


OBJECTIVES-To show an interest in learning about the composer Gioachino Rossini and his composition William Tell.

CONTENTS:-Defining music as a means to expressing emotions and telling stories.-William Tell by G: Rossini-Performance directions: p, mf, f, ff

-Composer: Gioachino Rossini 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.

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


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 defining music as a means to expressing emotions and telling stories. -Listening to passages from Wllliam Tell.-Accompanying the passages with instruments and Interpreting the performance directions.-Completing exercises 15 and 17 on page 9 of the Activity Book.

16

MIXED ABILITY:Consolidation-Learning and writing out the story of William Tell.

Extension:-Finding and watching the video of the overture from William Tell on You Tube.

EVALUATION:What to evaluate -The pupils’ ability to define the performance directions correctly and coherently.-The pupils’ interest in learning about Gioachino Rossini and his composition William Tell.


17


OBJECTIVES-To learn a choreography and dance the Charleston correctly.

CONTENTS:-Reading and learning about the dance.-Dance: The Tennessee Wig Walk (Charleston) 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.

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. To value the importance of movement and the expressive possibilities of one’s own body.



LESSON GUIDELINES:-Reading and learning about the dance.-Listening to The Tennessee Wig Walk.-Learning the choreography for the dance.-Practicing the dance.-Reproducible activities 25a and 29a.

MIXED ABILITY:Consolidation

18

-Further practise with The Tennessee Wig Walk choreography and corporal percussion.

Extension-Reproducible activity 25a. Learning to sing The Tennessee Wig Walk.-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.


19

Unidad 2: Live Music


OBJECTIVES

-To read and extract specific information from a text in English.-To appreciate the importance of live concerts.-To develop an interest in opera.

CONTENTS:-Live Music-Defining opera-The Magic Flute by W.A. Mozart-Composer: W.A. Mozart

BASIC COMPETENCES:Linguistic CompetencesTo understand and communicate correctly in the English language. To understand and extract specific information from a text in English. 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.

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:-Discussing personal preferences in music. -Reading about the music profession and live concerts.-Reading the story of The Magic Flute.

-Listening to Das Klinget so Herrlich from The Magic Flute.

20

-Listening to identify different voices and the glockenspiel.-Memorizing and singing the song.-Completing exercises 1, 2 & 3 on page 10 of the Activity Book.

MIXED ABILITYConsolidation-Writing out a list of situations in real life where you can listen to live music.-Accompanying The Magic Flute with instruments and corporal percussion.

Extension:-Researching for information about Orpheus, the story of Orpheus and Eurydice and musicians that were inspired by this story.-Researching for information about W. A. Mozart.

EVALUATION:What to evaluate-How the pupils tell the story of The Magic Flute in their own words.-The pupils’ ability to sing and accompany a song with percussion instruments


21


OBJECTIVES-To identify and define the signs that lengthen notes. CONTENTS:-The signs that extend sounds: dot, tie and pause

-Melody: O Son do Ar

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.



LESSON GUIDELINES:- Defining the signs that extend sounds: dot, tie and pause.-Reading and listening to the music score of O Son do Ar.-Playing O Son do Ar-Completing exercises 4, 6, 7 and 8 on pages 11 & 12 of the Activity Book. -Reproducible activities 5a and 5b. MIXED ABILITY:Consolidation-The reproducible activity 5a proposed in the Teacher’s Guide.

Extension:-The reproducible activity 5b proposed in the Teacher’s Guide.

EVALUATION:

22

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

-How the pupils interpret a melody on their recorder.


23


OBJECTIVES-To identify and classify different types of human voices.

CONTENTS:-Types of voices-Defining the concept of pitch-Listening to the characters from The Magic Flute-Lullaby.

BASIC COMPETENCES:Linguistic Competences To understand and extract specific information from a text in English. 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 pitch.-Classifying voices.-Listening to identify different voices. -Completing exercises 5 and 9 on pages 11 & 12 of the Activity Book.-Reproducible activity 6a.

MIXED ABILITY:Consolidation- Reproducible activity 6a proposed in the Teacher’s Book.

Extension-Searching YouTube for videos of passages from The Magic Flute.

EVALUATION:

24

What to evaluate-The pupils’ ability to identify and define the different types of female, male and children’s 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.

25


OBJECTIVES-To identify and define the accidentals.

CONTENTS:-The accidentals: sharp, flat and natural

-Christmas carol: Good King Wenceslas

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

Autonomy and Personal Initiative To develop a positive attitude towards hard work, responsibility and perseverance. LESSON GUIDELINES:-Defining the accidentals sharp, flat and natural.-Listening and reading the music score of the Christmas carol Good King Wenceslas.-Playing and singing Good King Wenceslas.-Completing exercises 10 and 11 on pages 12 & 13 of the Activity Book.-Reproducible activity 6b proposed in the Teacher’s Guide.


Extension

26

-Singing and learning to play Al Coger el Trébole on the recorder. Page 72 of the Pupil’s Book.

EVALUATION:What to evaluate-The pupils’ ability to define the accidentals sharp, flat and natural and how we use them.


27


OBJECTIVES -To review and define the characteristics of string instruments

correctly and coherently.

CONTENTS:-String instruments and how we play them: violin, viola, cello, double bass, harpsichord, harp.

-Listening to string instruments in different passages: Winter by Vivaldi, L'Arlésienne by Bizet, The Swan by Saint Saëns, The Elephant by Saint Saëns, Italian Concert by Juan Sebastián Bach, Estudiantina by Joaquín Rodrigo.

BASIC COMPETENCES:Linguistic CompetencesTo understand and communicate correctly in the English language. To understand and extract specific information from a text in English. Autonomous learning competencesTo 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:-Reading and defining how we play string instruments: violin, viola, cello, double bass, harpsichord, harp.

-Listening to different passages to identify the string instruments: Winter by Vivaldi, L'Arlésienne by Bizet, The Swan by Saint Saëns, The Elephant by Saint Saëns, Italian Concert by Juan Sebastián Bach, Estudiantina by Joaquín Rodrigo.-Completing exercises 13 and 14 on pages 13 & 14 of the Activity Book.-Reproducible activities 7a and 7b proposed in the Teacher’s Guide.

28

MIXED ABILITY:Consolidation-Reproducible activity 7a proposed in the Teacher’s Guide.

Extension-Reproducible activity 7b proposed in the Teacher’s Guide.

EVALUATION:What to evaluate-The pupils’ ability to define the characteristics of the string instruments and identify them when listening to different passages.

How to evaluate


29

PROFILE COMPONENTS: Lesson 6OBJECTIVES

-To play a Christmas carol correctly on the recorder.

CONTENTS:

-Christmas carol: Silent Night.

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.

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


LESSON GUIDELINES:-Reviewing how to play the recorder correctly.-Listening to Silent Night.-Playing Silent Night on the recorder.-Completing exercise 12 on page 13 of the Activity Book.

MIXED ABILITY:Consolidation-Further practise with the recorder: page 70 of the Pupil’s Book.

Extension-Searching the web to find the lyrics to the Christmas carol Silent Night.

EVALUATION:What to evaluate-The pupils’ ability to play a Christmas carol correctly and creatively. How to evaluate

30


31


OBJECTIVESTo listen to a passage from ‘’The Four Seasons’’ and act it out.

CONTENTS:-Winter from The Four Seasons-Defining a concert-Winter: Illustrations and reading the story-Listening to the music and acting it out-Composer: Antonio Vivaldi

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

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.

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 concept of concert as a musical form in four parts.-Winter: Observing the illustrations and reading the story.-Listening to Winter from The Four Seasons and acting out the story.-Completing activities 17 and 18 on page 15 of the Activity Book.-Reproducible activity 8a proposed in the Teacher’s Guide.

MIXED ABILITY:Consolidation-Reproducible activity 8a proposed in the Teacher’s Guide.Extension

32

-searching YouTube for a video of Winter by Antonio Vivaldi.

EVALUATION:What to evaluate-The pupils’ ability to understand and act out a story creatively.-The pupils’ respectful and tolerant attitude towards other people’s ideas, opinions and participation in classroom activities.


33


OBJECTIVES-To explain the origin of Christmas carols correctly and coherently. CONTENTS:-Christmas carols and their origins-Christmas carol: Ding Dong Merrily on High

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 music and 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 Christmas carols and their origins.-Listening and reading the Christmas carol Ding Dong Merrily on High.-Listening to identify the different voices: soprano, contralto, tenor and bass. -Completing exercise 15 on page 10 of the Activity Book. MIXED ABILITY:Consolidation-Listening and accompanying the Christmas carol with small percussion instruments.Extension-Consulting page 74 of the Pupil’s Book and searching for information on the Renaissance Period.

34

EVALUATION:What to evaluate -The pupils’ ability to identify the different voices in a listening activity.-How the pupils play and accompany the 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.

35


OBJECTIVES-To sing a traditional Christmas Carol correctly.-To interpret simple music scores with small percussion instruments. CONTENTS: -Christmas carol: Deck the halls

BASIC COMPETENCES:Linguistic CompetencesTo understand a simple music score 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. 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: -Listening to the Christmas Carol Deck the Halls.-Reading the music score and interpreting the melody.-Playing an accompaniment on small percussion instruments and instruments with bars.-Completing exercise 16 on page 15 of the Activity Book.-Reproducible activity 25a. MIXED ABILITY:Consolidation-Further practise at interpreting the Christmas carol. Reproducible activity 25a proposed in the Teacher’s Guide.

Extension-Creating a simple choreography for the music of the Christmas carol Deck the Halls. -Learning the song Aquí te Traigo María on page 72 of the Pupil’s Book.

36

EVALUATION:What to evaluate-The pupils’ ability to play a Christmas Carol correctly on the recorder and interpret an accompaniment with small percussion instruments. -The pupils’ interest and imagination for creating a simple choreography. 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.

37


OBJECTIVES-To follow a choreography and dance correctly with classmates.

-To review and explain the concepts presented in units 1 & 2 correctly in their own words.

CONTENTS:-Dance: Ding Dong Merrily on High

BASIC COMPETENCES: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 dance. -Following instructions to learn the new choreography.-Practicing the dance.-Reproducible page 29b. MIXED ABILITY:Consolidation-Further practise with the dance including the new steps proposed in the Teacher’s Guide.-Reproducible activity 29b. Self evaluation of the pupils’ own personal achievements in unit 1.

Extension

38

-Research activity to find more information on the dance on the Internet or in reference books.

EVALUATION:What to evaluate-The pupils’ ability to learn and dance a traditional French dance creatively.-How the pupils explain the concepts presented in units 1 & 2 in their own words.-Unit 2 evaluation activities.


39

2nd TERM

Unidad 3: So Classical

PROFILE COMPONENTS: Lesson 1 OBJECTIVES:-To read and extract specific information from a text in English.-To define the characteristics of classical music.-To sing and identify one’s own vocal register.

CONTENTS:

-So Classical: the characteristics of classical music-Instruments-Discovering one’s own vocal register 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.


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: -Discussing classical music.-Reading about the characteristics of classical music.-Reading about the characteristics of instruments.

40

-Listening to the song Instruments.-Reading and learning the song.-Completing exercises 1, 2, 3, 4, 5 on pages 16 & 17 of the Activity Book.-Reproducible activity 9a. MIXED ABILITYConsolidation-Reproducible activity 9a proposed in the Teacher’s Book. Extension-Identifying classical music in the different periods in history. Pages 74 & 75 of the Pupil’s Book.

EVALUATION:What to evaluate-The autonomous strategies the pupils use to extract and learn specific information from a text.-The pupils’ interest in learning to identify their own vocal register.

How to evaluate


41


OBJECTIVES-To sing songs in canon form.

CONTENTS:-The canon-Playing the melody Balalaika (Popular Russian song)-Singing in canon form Three Blind Mice (Traditional song)

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

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.


To show a respectful and tolerant attitude towards other people’s ideas, opinions

and participation in classroom activities.

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:-Explaining the characteristics of the balalaika.-Listening to the melody Balalaika.-Interpreting the scores depicted on page 28 of the Pupil’s Book in canon form on the recorder and instruments with bars.-Playing the melody to accompany the base music.-Learning and singing Three Blind Mice in canon form.-Completing exercises 6 and 6 on pages 17 & 18 of the Activity Book.

42

MIXED ABILITY:Consolidation:-The reproducible activities 10a proposed in the Teacher’s Guide.

Extension:-Further practice at playing melodies in canon form.

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


43


OBJECTIVES-To classify and explain the characteristics of wind instruments correctly.

CONTENTS:-Wind instruments-How we classify wind instruments-Woodwind instruments: clarinet, piccolo, concert flute, oboe, bassoon, saxophone -Metal wind (Brass): trumpet, horn, trombone, tuba

-Concert for Carinet and Orchestra by W.A. Mozart-Concert for Trumpet and Orchestra by J. Haydn

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:-Reviewing and defining wind instruments and how we classify them.-Identifying and naming woodwind and brass instruments.-Listening to Concert for Clarinet and Orchestra by W.A. Mozart -Listening to Concert for Trumpet and Orchestra by J. Haydn-Completing exercises 8,9,10 on page 18 of the Activity Book.-Reproducible activity 10b proposed in the Teacher’s Book.

MIXED ABILITY:

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Consolidation-Reproducible activity 10b proposed in the Teacher’s Book. Extension

-Listening to the two passages Concert for Clarinet and Orchestra andConcert for Trumpet and Orchestra to compare the similarities and differences between the two.

EVALUATION:What to evaluate-The pupils’ definition of wind instruments and how we classify them.-The pupils’ ability to express similarities and differences between two pieces of 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.

45

PROFILE COMPONENTS: Lesson 4OBJECTIVES-To define the use of compliment and preparatory rests.

CONTENTS:-The compliment and preparatory rests-Polka Pizzicato by Johann Strauss (son)-Composer: Johann Strauss (son) 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.



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 to define the compliment and preparatory rests.-Observing the music score depicted on page 30 to identify the different rests.-Listening to Polka Pizzicato by Johann Strauss (son).-Playing Polka Pizzicato on small percussion instruments.-Reading about the composer Johann Strauss (son)-Completing activity 12 on page 19 of the Activity Book.-Reproducible activity 11a.

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MIXED ABILITY:Consolidation-Reproducible activity 11a proposed in the Teacher’s Book.

Extension-Searching YouTube for videos of Polka Pizzicato in a New Year’s concert in Vienna.

EVALUATION:What to evaluate-How the pupils classify and define the characteristics and use of the use of compliment and preparatory rests. -The pupils’ ability to read and interpret a music score correctly.


47


OBJECTIVES-To explain the characteristics of different types of musical groups.

CONTENTS:-Orchestras: Chamber Orchestra, Band, Jazz band-Badinerie by J.S. Bach.

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. 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 defining different musical groups and how we classify them: Chamber Orchestra, Band, Jazz band-Listening to a passage from Badinerie by J.S. Bach to say what type of orchestra it is.-Defining the concept of Suite.-Completing exercise 11 on page 19 of the Pupil’s Book.-Reproducible activity 11b proposed in the Teacher’s Book. MIXED ABILITY:Consolidation-Reproducible activity 11b proposed in the Teacher’s Book.

48

Extension-Reading page 74 of the Pupil’s Book and finding more information about the Baroque Period.

EVALUATION:What to evaluate-The pupils’ ability to explain the characteristics of different types of musical groups.

How to evaluate


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OBJECTIVES-To define the characteristics of ballet.-To play a short passage from a ballet on the recorder.

CONTENTS:-Ballet-The difference between ballet and opera.-Sleeping Beauty by P.I. Tchaikovsky-Composer: Piotr Ilitch Tchaikovsky

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.



LESSON GUIDELINES:-Reading and defining the characteristics of ballet.-Differentiating ballet and opera.-Listening to Sleeping Beauty by P.I. Tchaikovsky-Reading about the composer Piotr Ilitch Tchaikovsky-Reading and interpreting the adaptation of Sleeping Beauty on the recorder. -Completing exercises 13 and 16 on pages 19 & 20 of the Activity Book.

MIXED ABILITY:Consolidation-Playing the traditional Spanish song proposed on page 72 of the Pupil’s Book.Extension

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-Reading about music notation software on page 76 of the Pupil’s Book.

EVALUATION:What to evaluate-The pupils’ interest in learning about ballet and defining the differences between ballet and opera.-The pupils’ interpretation of the music score proposed on page 32 of the Pupil’s Book.


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OBJECTIVES-To play an adaptation of Ode to Joy on the recorder.

CONTENTS:-Ode to Joy, Symphony No. 9 by L.v. Beethoven

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




LESSON GUIDELINES:-Reading and defining symphonies.-Reading and learning about Ludwig Van Beethoven.-Listening to Ode to Joy.-Interpreting the adaptation of Ode to Joy.-Listening to different versions of Ode to Joy.-Completing exercises 15 and 17 on pages 20 & 21 of the Activity Book.-Reproducible activity 12a proposed in the Teacher’s Book.

MIXED ABILITY:ConsolidationReproducible activity 12a proposed in the Teacher’s Book.

Extension

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-Searching the web for information about the concert conducted by Leonard Bernstein in 1989 to commemorate the fall of The Wall of Berlin.

EVALUATION:What to evaluate-The pupils’ definition of the concept of symphony and how they follow a music score to interpret a melody.

How to evaluate


53


OBJECTIVES-To listen and identify the different instruments in a symphony orchestra. CONTENTS:A Young Person’s Guide to the Orchestra (B. Britten)Composer: Benjamin Britten 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.


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



LESSON GUIDELINES:-Reading and defining an orchestra.-Listening to identify the different parts of an orchestra.-Reading and learning about Benjamin Britten. MIXED ABILITY:ConsolidationReproducible activity 12b proposed in the Teacher’s Book.

ExtensionReading page 75 of the Pupil’s Book to find which period Benjamin Britten lived in.

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EVALUATION:What to evaluate-The pupils’ ability to define an orchestra and identify the different instruments in a listening activity. 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.


55

-To learn a choreography and dance the Minuet correctly.

CONTENTS: -Defining the characteristics of the Minuet -Water Music by G.F. Haendel-Dance: The Minuet-Composer: Georg Friedrich Haendel

BASIC COMPETENCES:

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


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 and defining the characteristics of the Minuet.-Listening to Water Music and explaining when and why it was composed.-Reading and learning about G.F. Haendel.-Learning the choreography for the Minuet.-Dancing the Minuet.


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Research activity: consulting the web and reference books for more information about the Minuet.

Extension-Reproducible activity 30a. 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.


Unidad 4: Music from Here and There


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-To read and extract specific information from a text in English.-To appreciate the importance of folk music from around the world.-To listen to a song to identify the timbre of different instruments.-To memorize and sing a song. CONTENTS:-Music from Here and There-Song: Opa,Opa (Easter Islands)

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.

Cultural and Artistic Competences To appreciate the importance of music as a cultural patrimony and as an important source for learning and enjoyment. To value the importance of cultural and artistic manifestations from one’s own country and other nationalities.

Autonomous learning competences-To use autonomous learning strategies to organize the concepts presented and complete the activities proposed. LESSON GUIDELINES:-Discussing traditional songs and instruments.-Reading about music from different cultures and defining folk music.-Listening to the song Opa, Opa to identify the different instruments.-Reading and memorizing the song.-Singing the song.-Creating a simple choreography to accompany the song.-Completing activities 1,2,3,4 and 5 on pages 22 & 23 of the Activity Book.-Reproducible activity 13a proposed in the Teachers Book.

MIXED ABILITYConsolidation

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-Pairwork: writing out a list of popular, traditional songs the pupils know.-Reproducible activity 13a proposed in the Teachers Book.

Extension:-Research activity to find as much information as possible on folk music and the Charango.

EVALUATION:What to evaluate-The pupils’ ability to read and extract specific information from a written text.-To listen and identify different instruments in a song.


59


OBJECTIVES-To identify and define the pentatonic scale.-To improvise a melody on the pentatonic scale creatively.

CONTENTS:-Defining the pentatonic scale-Song: Fish Fang Lied (Taiwan)-Improvising melodies on the pentatonic scale.

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

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 competences-To use autonomous learning strategies to organize the concepts presented and complete the activities proposed.

LESSON GUIDELINES: -Reading and defining the pentatonic scale.-Observing the pentatonic scale in the Pupil’s Book.-Listening to the song Fish Fang Lied.-Interpreting the song with the voice and instruments. -Improvising a melody on the pentatonic scale.-Completing activities 6 and 7 on page 23 of the Activity Book.-Reproducible activity 13b.

MIXED ABILITY:Consolidation:-Reproducible activity 13b proposed in the Pupil’s Book.

Extension:

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-Improvising steps and movements to dance to the lesson song.

EVALUATION:What to evaluate-The pupils’ ability to interpret a song with the voice and instruments and to create a simple choreography to dance to the music.


61

PROFILE COMPONENTS: Lesson 3OBJECTIVES-To learn the names of traditional instruments from around the world.

CONTENTS:-Traditional instruments from around the world. -La Muixeranga: the shawm and the tabalet. (Valencia – Spain)

BASIC COMPETENCES: Cultural and Artistic Competence To appreciate the importance of music as a cultural patrimony and as an important source for learning and enjoyment. To value the importance of cultural and artistic manifestations from one’s own country and other nationalities.


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

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 and learning the names of traditional instruments around the world.-Listening to La Muixeranga to identify different instruments.-Improvising and interpreting with different classroom and unconventional instruments.-Completing exercise 8 on page 24 of the Activity Book.-Reproducible activity 14a.

MIXED ABILITY:Consolidation-Reproducible activity 14a proposed in the Teacher’s Book.Extension-Writing out a list of traditional instruments in the pupils’ own region.-Listening to recordings of traditional instruments for the pupils to guess what they are.

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EVALUATION:What to evaluate- The pupils’ ability to listen and identify different instruments.-The pupils interest in learning about the traditional instruments in their own region.


63

PROFILE COMPONENTS: Lesson 4OBJECTIVES-To define the concept of melody and recite a rhythmical melody.

CONTENTS:-Reading to define the concept of melody. -Music: De Allacito (Bolivia and Argentina)

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



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


LESSON GUIDELINES:-Reading and defining the concept of melody.-Reading the music score Da Allacito for the dance Carnavalito.-Interpreting the music score for Da Allacito.-Listening to the song Da Allacito. -Playing the song with the base music. -Completing activities 9 and 10 on page 25 of the Activity Book.-Reproducible activity 14b

MIXED ABILITY:

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Consolidation-The reproducible activity 14b proposed in the Teacher’s Book.

ExtensionGroup work: Inventing new lyrics for the lesson song.-Research activity: searching the web and reference books for information about the dance Carnavalito.

EVALUATION:What to evaluate-The pupils’ ability to read and follow a music score correctly and creatively.

How to evaluate


65


OBJECTIVES-To show an interest in learning about regional dances.

CONTENTS:-Traditional dances: Jotas, Muñeiras, Seguidillas, Fandangos, Malagueñas, Alegrías, Tanguillos and Danza Prima. BASIC COMPETENCES: 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 CompetencesTo value the importance of cultural and artistic manifestations from one’s own and other nationalities.


LESSON GUIDELINES:

-Reading to define traditional dances.-Learning the names of Spanish dances.-Listening to identify the dance music and where it is from.-Discussing the pupils’ own regional dances.-Completing exercises 11 and 12 on pages 25 & 26 of the Activity Book.-Reproducible activity 15a


-Reproducible activity 15a proposed in the Teacher’s Book.

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ExtensionResearch activity: Searching the web and reference books for as much information as possible about Flamenco music and dancing. EVALUATION:What to evaluate

-The pupils’ ability to define traditional dances and say where they are from.

How to evaluate


67


OBJECTIVES-To memorize and sing an Australian song.

CONTENTS:-Song: Kookaburra (Australia) 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 and defining the concept of traditional songs.-Listening to the song Kookaburra.-Reading and memorizing the song. -Singing the song in four voices while playing small percussion instruments in ostinato.-Singing the song to the base music.-Completing exercise 16 on page 27 of the Activity Book.

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MIXED ABILITY:Consolidation-Singing and omitting different words each time they sing the song.

Extension-Singing the lesson song in canon form.

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. 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.

69


OBJECTIVES-To define different types of traditional songs. CONTENTS:-Defining different types of traditional songs.-Song: A Roving (England)

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. 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.



LESSON GUIDELINES:-Reading and defining types of traditional songs.-Listening to the song A Roving to differentiate the voices. -Reading and memorizing the song.-Interpreting the song with corporal percussion.-Playing to accompany the base music.-Completing exercise 15 on page 27 of the Activity Book.

MIXED ABILITY:

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Consolidation-Further practise at singing the song to the base music.Extension-Group work: creating a choreography for the verses and chorus of the lesson song.

EVALUATION:What to evaluate-The pupils’ ability to differentiate voices in songs and create a simple choreography for the verses and chorus.


71


OBJECTIVES-To define the characteristics of the guitar.

CONTENTS:-The Spanish or classic guitar-The parts of a guitar-Learning how to play the guitar

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:-Discussing what the pupils know about guitars.-Learning the basic steps for playing the guitar. -Observing the chords on page 70 of the Pupil’s Book.-Completing exercise 13 page 26 of the Activity Book. -Reproducible activity 16a.

MIXED ABILITY:Consolidation-Reproducible activity 16a proposed in the Teacher’s Book.Extension-Making a wall mural of different types of guitars and their different parts.

EVALUATION:What to evaluate -The pupils’ interest in learning about the different types of guitars and how to play them.

72


73

PROFILE COMPONENTS: Lesson 9OBJECTIVES-To listen to a composition by Joaquín Rodrigo and identify the instruments and the rondo form.

CONTENTS:-Danza de la Hachas: Fantasía para un Gentilhombre by J. Rodrigo-The rondo (Round) form-Composer: Joaquín Rodrigo BASIC COMPETENCES:Linguistic CompetencesTo appreciate the importance of language and music to convey feelings and emotions.

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

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 learning about Joaquín Rodrigo and his composition Fantasía para un gentilhombre. -Listening to Danza de las Hachas.-Listening to identify the instruments and the rondo form.-Reading and practicing the musicgram with corporal percussion or small percussion instruments in a 4/4 rhythm.-Completing activities 14 and 17 on pages 26 & 27 of the Teacher’s Book.-Reproducible activities 16b and 16c.

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MIXED ABILITY:Consolidation-Reproducible activities 16b and 16c proposed in the Teacher’s Book. Extension-Creating a choreography for Danza de las Hachas. EVALUATION:What to evaluate -The pupils’ ability to follow a music gram and interpret a passage creatively.-The pupils’ ideas and strategies to create 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.

75


OBJECTIVES-To learn a choreography for a popular Argentinean dance.-To explain the concepts presented in Units 3 & 4 correctly

CONTENTS:Dance: Chacarera (Argentina)Revision:-Rests and notes-The pentatonic scale-Musical forms: canon, symphony, concert, ballet

-Symphonic Orchestra: string, wind, percussion

-Orchestras: Chamber Orchestra, Bands, Jazz band, Spanish guitar

BASIC COMPETENCES: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.

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. Cultural and Artistic Competences


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



76

LESSON GUIDELINES:-Reading and learning about the Chacarera.-Listening to guess which Spanish dances are similar to the Chacarera. -Learning and practicing the choreography.-Dancing the Chacarera.-Revising the concepts presented in units 3 and 4. MIXED ABILITY:Consolidation-Learning the text and intonation of the lesson song.-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 learn and carry out a simple choreography.-How the pupils explain the contents presented in units 3 & 4. -Unit 4 evaluation activities.


3rd TERMUnidad 5: Soundtracks

77


OBJECTIVES-To read and extract specific information from a text in English.-To appreciate the importance of soundtracks.-To sing a song from a well-known soundtrack.-To create new lyrics for a song.

CONTENTS:-Soundtracks-Song: My Favourite Things

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.

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.

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

LESSON GUIDELINES:-Discussing what the pupils know about soundtracks. -Reading and learning the characteristics of soundtracks.-Reading the song My Favourite Things.-Listening to the song My Favourite Things. -Learning the song.

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-Singing and accompanying the song with corporal percussion and small percussion instruments.-Interpreting the song with the base music.-Inventing new words for the song.-Completing exercises 1,2,3,4,5, 6 on pages 28 & 29 of the Activity Book.

MIXED ABILITYConsolidation-Pairwork: writing out a list of of soundtracks from the pupils’ favourite films.Extension:-Observing pages 74 & 75 of the Pupil’s Book to say in which period film music was produced.-Research activity: searching for information about the film The Sound of Music.

EVALUATION:What to evaluate-The pupils’ definition of soundtrack and their ideas and creativity for creating new lyrics for the song.-How the pupils sing 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.

79

PROFILE COMPONENTS: Lesson 2OBJECTIVES-To define triplets and sextuplets.-To play a short passage from a soundtrack.

CONTENTS:-Special values: triplets and sextuplets-Soundtrack: Star Wars by John Williams-Composer: John Williams

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.



LESSON GUIDELINES:-Reading and defining triplets and sextuplets -Practising the rhythmical echos and triplets.-Improvising rhythms with triplets.-Reading and learning about John Williams.-Listening to a small passage from Star Wars.-Playing the passage from Star Wars.-Completing exercises 7, 8, 9 on page 30 of the Activity Book. -Reproducible activity 17a.

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

Extension:-Further practise with the passage from Star Wars.

80

EVALUATION:What to evaluate-How the pupils define triplets and sextuplets in their own words.-The pupils’ ability to play a passage from a soundtrack correctly and creatively.


81

PROFILE COMPONENTS: Lesson 3OBJECTIVES-To define and learn how to play the piano.

CONTENTS:-The Piano-How we play the piano-Music: Nocturne by F. Chopin

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.



LESSON GUIDELINES:-Reading and learning about the piano and its characteristics.-Reading advice on how to play the piano correctly.-Listening to the piano in Chopin’s Nocturne.-Observing a keyboard and learning how to play the chords.-Completing exercises 10, 11, 12 on page 31 of the Activity Book. -Reproducible activity 17b.


Extension

82

-Using only the black keys on the piano to improvise melodies on the pentatonic scale.

EVALUATION:What to evaluate-The pupils’ interest in learning how to play the piano and how they improvise melodies on the pentatonic scale.


83

PROFILE COMPONENTS: Lesson 4OBJECTIVES-To identify and explain the diatonic scale correctly and coherently.

CONTENTS:-The diatonic scale-Major and minor scales -Chords

BASIC COMPETENCES: Linguistic Competences

To 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.


LESSON GUIDELINES:-Explaining the characteristics of the diatonic scale. -Defining the major and minor diatonic scales.-Defining how we create melodies.-Defining how we create harmony.-Reproducible activities 18a, 18b and 19a.

MIXED ABILITY:Consolidation-Reproducible activities 18a and 18b proposed in the Teacher’s Guide.

Extension

-Reproducible activity 19a proposed in the Teacher’s Guide.

84


-The pupils’ ability to define the diatonic scale correctly and coherently. How to evaluate


85


OBJECTIVES-To create a harmonious accompaniment for a song.

CONTENTS:-Song: My Heart Will Go On

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


LESSON GUIDELINES:-Reading about the song and the film Titanic.-Listening to the song My Heart Will Go On.-Reading and memorizing the song.-Singing and accompanying the song with instruments. -Creating a new harmonious accompaniment for the song.-Completing exercise 13 on page 32 of the Activity Book.-Reproducible activity 19b.

MIXED ABILITY:Consolidation-Further practise with the song.Extension

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-Reproducible activity 19b proposed in the Teacher’s Book. EVALUATION:What to evaluate- The pupils’ ability to interpret an instrumental passage creatively and sing a song with the correct pronunciation and intonation.


87


OBJECTIVES-To sing in two voices correctly and creatively.

CONTENTS:-Songs in two voices-Music: Voir Sur Ton Chemin

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.




LESSON GUIDELINES:-Defining songs in two voices.-Listening to Voir Sur Ton Chemin.-Giving information about the music and the composer. -Identifying the two voices in the song.-Choosing a voice and learning the song.-Reviewing the concept Da Capo.-Completing exercises 16 and 17 on page 33 of the Activity Book.

MIXED ABILITY:ConsolidationFurther practise with the song.

Extension

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-Searching YouTube for videos of Voir Sur Ton Chemin.

EVALUATION:What to evaluate-The pupils’ interest in learning how to sing in two voices correctly and creatively.


89


OBJECTIVES-To explain the characteristics and special effects of music in soundtracks.-To create sound effects for a poem or a story.

CONTENTS:-Music and Audiovisual Resources-Creating sound effects for a poem or story

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. 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 about music and audiovisual resources.-Group work: choosing a poem or story.-Selecting and making sound effects for a poem or story. -Recording each group’s story and sound effects.-Completing exercise 15 on page 32 of the Activity Book.-Reproducible activity 20a.


90

Extension-Reading the information about Technology in Music: Audacity on page 77 of the Pupil’s Book. EVALUATION:What to evaluateThe pupils’ ability to create sound effects for a poem, story or legend creatively.


91


OBJECTIVES-To play a melody correctly on the recorder.-To identify the instruments in a soundtrack.

CONTENTS:-Soundtrack: The Good, the Bad and the Ugly-Composer: Ennio Morricone

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.


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 about the soundtrack The Good, the Bad and the Ugly-Observing the musicgram and learning to play the melody. -Playing the melody on the recorder.-Listening to the soundtrack The Good, the Bad and the Ugly.-Talking about the soundtrack and the composer.-Completing exercises 14 and 18 on pages 32 & 33 of the Activity Book.

MIXED ABILITY:Consolidation-Listening to the soundtrack and writing a list of all the instruments the pupils identify.

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Extension-Further practise with the recorder. Learning to play Con el Vito on page 73 of the Pupil’s Book.

EVALUATION:What to evaluate- The pupils’ ability to play a melody correctly on the recorder and identify the instruments in a soundtrack. 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.

93


OBJECTIVES-To learn a choreography for a dance from the Wild West. CONTENTS:-Dance: Oh, Susana! (USA)

BASIC COMPETENCES: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.

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.


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 song Oh, Susana!-Listening to the song Oh, Susana! -Learning the choreography for the dance.-Practising the dance.

MIXED ABILITY:Consolidation-Further practise with the dance.

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

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EVALUATION:What to evaluate-How the pupils carry out the choreography for the dance. -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.

Unidad 6: Summer Music

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PROFILE COMPONENTS: Lesson 1OBJECTIVES-To read and extract specific information from a text in English.-To recognize the importance of music in publicity.-To learn and sing a song about summer.

CONTENTS:-Summer Music-Song: Lazing in the Summer Sun

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.

Social and citizenship competencesTo respect the physical and intellectual differences amongst classmates and help those with less capacity than themselves.

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

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:-Discussing the music that reminds us of summer and the importance of music in publicity.-Reading and learning about music related to summer.-Listening to the song Lazing in the Summer Sun. -Reading and memorizing the song.

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-Singing the song in canon form and accompanying the song with percussion instruments and gestures.-Singing the song with the base music.-Completing activities 1,2,3,4 and 5 on pages 34 & 35 of the Activity Book. MIXED ABILITYConsolidation-Further practise with the song-Pair work: writing out a list of songs or compositions related to the summer season.

Extension:-Observing pages 74 & 75 of the Pupil’s Book to find the period the lesson song belongs to.-Creating new lyrics for the song.

EVALUATION:What to evaluate-How the pupils define music in publicity.-The pupils’ intonation and pronunciation in the song activity. 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 identify and define syncopation correctly.-To interpret syncopated rhythms.

CONTENTS:-Syncopation. -Musical score with syncopation: Imagine by John Lennon

BASIC COMPETENCES: Mathematical competencesTo use mathematical elements and reasoning to interpret the music scores in the activities proposed.


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

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.



LESSON GUIDELINES:-Reading and defining syncopation.-Practicing the activities proposed in the Pupil’s Book. -Listening to Imagine.-Singing and playing Imagine.-Completing exercise 6 on page 36 of the Activity Book.-Reproducible activity 21a.

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

Extension:-Further practise with the recorder. Playing the melody Mareta on page 73 of the Pupil’s Book.

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


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PROFILE COMPONENTS: Lesson 3OBJECTIVES-To read and define the characteristics of popular modern music.

CONTENTS:-Instruments in modern music-Music: Smoke on Water by Deep Purple

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. Cultural and Artistic Competences





LESSON GUIDELINES:-Reading and learning about instruments in modern music. -Listening to the song Smoke on Water.-Identifying the instruments in the song. MIXED ABILITY:Consolidation-Reproducible activity 22a proposed in the Teacher’s Book. ExtensionResearching for information on other instruments that have not been mentioned in the text, for example instruments we shake such as maracas, etc.

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EVALUATION:What to evaluate-The pupils’ interest in learning about the instruments we use and how they define the characteristics of popular modern music.


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PROFILE COMPONENTS: Lesson 4OBJECTIVES-To listen to a song to identify the female and masculine voices and how the beats and syncopation are interspersed.

CONTENTS:-Song: Summer Nights

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.



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 about the song Summer Nights.-Listening to identify the choir and the female and masculine voices.-Observing how the beats and syncopation are interspersed.-Completing activities 7 and 8 on page 36 of the Activity Book.-Reproducible activity 23a.

MIXED ABILITY:Consolidation-Reproducible activity 23a proposed in the Teacher’s Book.Extension-Writing a fact file about a singer or a group.

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-How the pupils identify the female and masculine voices and how the beats and syncopation are interspersed.

How to evaluate


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OBJECTIVES-To read and define the characteristics of popular modern music.

CONTENTS: -Popular Modern Music-Reading and defining modern music-Song: Rock Around the Clock

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. 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 Competences

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

LESSON GUIDELINES:-Discussing the pupils’ ideas and opinions about modern music.-Reading and learning about popular modern music.-Listening to Rock Around the Clock. -Identifying the timbre of the different instruments in the song.-Completing exercises 7 and 8 on page 36 the Activity Book.-Reproducible activity 23a.


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Extension-Writing a fact file about a famous singer or group.

EVALUATION:

What to evaluate-How the pupils define modern music in their own words. 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 play a song with his/her classmates creatively.

CONTENTS:-Song: Waka Waka (Shakira and Freshly Ground)

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.



Autonomous learning competencies

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

LESSON GUIDELINES:-Reading and learning about the song Waka Waka.-Listening to the song. -Observing the music score and practicing all the rhythms. -Singing the song as a class.-Singing the song with the base music. -Completing exercise 11 on page 38 of the Activity Book.-Reproducible activity 24a.

MIXED ABILITY:Consolidation-Reproducible activity 24a proposed in the Teacher’s Book.Extension

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-Consulting page 76 of the Pupil’s Book to copy the music score with the Musical Notation Software.

EVALUATION:What to evaluate-The pupils’ ability to learn gestures to recite and sing a song with the correct pronunciation and intonation. -Watching the video of Waka Waka on the website proposed in the Teacher’s Book.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 and name the electronic instruments that modify sounds.

CONTENTS:-Electronic instruments: synthesizer and sequencer

-Soundtrack: Chariots of Fire

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 learning music as a valuable source of knowledge and personal enrichment. Autonomy and Personal Initiative


LESSON GUIDELINES:-Reading about electronic instruments.-Defining the synthesizer and sequencer.-Listening to Chariots of Fire.-Listening to Identify keyboard and the synthesizer.-Reproducible activities 24b.

MIXED ABILITY:Consolidation -Reproducible activities 24b proposed in the Teacher’s Book.

Extension-Reading about European Music Day on page 79 of the Pupil’s Book.

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EVALUATION:What to evaluate-The pupils’ ability to identify and define the electronic instruments that modify sounds.


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OBJECTIVES-To identify and define Spanish Light Opera.-To sing and act out a song from a light opera.

CONTENTS:-Spanish Light Opera-Song: Mazurca de las Sombrillas-Composer: Federico Moreno Torroba

BASIC COMPETENCES: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.To value the different forms of expressing feelings and ideas amongst classmates in creative activities.



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 Spanish Light Opera.-Listening to Mazurca de las Sombrillas.-Singing and acting out Mazurca de las Sombrillas.-Creating scenery and clothing for Mazurca de las Sombrillas. -Completing exercises 12 and 15 on pages 38 & 39 of the Activity Book.

MIXED ABILITY:

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Consolidation-Listening to Mazurca de las Sombrillas for further practise at singing the different roles in the song.

Extension-Recording the pupils singing Mazurca de las Sombrillas to discuss mistakes and ways of improving their interpretation.

EVALUATION:What to evaluate-The pupils’ definition of Spanish Light Opera and how they sing and act out a song.


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OBJECTIVES-To create a choreography for a song.-To explain the concepts presented in Units 5 & 6 correctly

CONTENTS:-Dance: Surfin’ USA (The Beach Boys)-How to create a choreography

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.

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. 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:-Reading and learning about the song and The Beach Boys.

-Listening to the song. -Reading the guidelines on how to create a choreography.-Creating a choreography for the song.-Revising the concepts presented in units 5 & 6: groups of special values, syncopation, chords, diatonic and pentatonic scales, musical forms and instruments.-Completing exercises 13 and 14 on page 39 of the Activity Book.

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MIXED ABILITY:Consolidation-Creating a choreography for a small part of the song.Extension: -Watching a video of the lesson song on the website proposed in the Teacher’s Book.-Reproducible activity 31b. Self evaluation of the pupils’ own personal achievements in unit 6.

EVALUATION:What to evaluate-The pupils’ ideas and imagination for creating a choreography for a song.-How the pupils explain the concepts presented in Units 5 & 6.


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