COURSE SYLLABUS

Tarantella 3
PRIMARY EDUCATION
__________________
Music
Secuenciacin didctica Tarantella 3 1
1
st
Term
Unit 1: Cinderella
PROFILE COMPONENTS Lesson 1
OB!ECTI"ES
-To enjoy listening to classical musical.
-To listen, read and understand a story in English.
-To listen and extract specific information.
-To value the bodys movement and instrumental possibilities.
-To experiment and practise voice education techniues: breathing, intonation,
vocali!ation and articulation.

CONTENTS
-"verture from Cinderella by #. $ossini.
-The story Cinderella.
-%oice education techniues.

BASIC COMPETENCES
Linguistic Competences
-To learn and use ne& vocabulary through listening to stories, singing and acting
out little plays.
- To develop and put into practise the techniues for breathing and elocution.
LESSON #UIDELINES
-"bserving the illustrations.
-'istening to the overture from Cinderella by #. $ossini.
-$eading the introduction to the story.
-$eading and completing the story on pages ( and ) of the activity boo*.
-'istening to the song Bibbidi-bobbidi-boo.
-+ractising voice education techniues: breathing, intonation, vocali!ation and
articulation.
- +laying a game to follo& the rhythm of the song.
Secuenciacin didctica Tarantella 3 ,
MI$ED ABILITY
C%ns%li&ati%n
- $eading the completed story on pages ( and ) of the activity boo* to strengthen
vocabulary and pronunciation.
--inging the song to the base music.
E'tensi%n
--inging the song and modifying the chorus &ith one single vo&el each time.
E"ALUATION
()at t% e*aluate
-'istens and extracts specific information a story in English.
-Ta*es an active part in group activities that involve movement and singing.
-.evelops autonomous learning strategies to evaluate his/her o&n progress in the
music and language learning process, identify mista*es and correct them.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 2
PROFILE COMPONENTS Lesson 2
OB!ECTI"ES
-To experiment &ith sound and silence.
-To distinguish and define sound and silence.
-To define the concept of beat.
CONTENTS
--ound and silence.
-The beat.
--ound: sensorial perception.
-The sounds in ones o&n personal environment.
BASIC COMPETENCES
Knowledge and Interaction with the Physical World
-To appreciate the importance of the sounds in ones o&n natural and home
environment.
LESSON #UIDELINES
-+laying The Statue ame: dancing to the rhythm of the music from Cinderella.
-$eciting a rhyme to practise body percussion.
-$eading and defining the concept of beat.
-$eading and playing unconventional sounds and silences.
-3ompleting exercises ,, 2 and ( on page 4 of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-The photocop5able activities proposed in the Teachers #uide.
E'tensi%n
-$eciting and moving around individually.

E"ALUATION
()at t% e*aluate
-Experiments and defines situations &ith sound and silence.
-0&areness and use of the bodys instrumental possibilities.
Secuenciacin didctica Tarantella 3 (
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.

Secuenciacin didctica Tarantella 3 )
PROFILE COMPONENTS Lesson 3
OB!ECTI"ES
-To be a&are of the bodys expressive ualities for movement, gestures and as a
musical instrument.
-To experiment and enjoy using the body as a musical instrument.
CONTENTS
-The bodys expressive ualities
-The body as an instrument: different timbres.
BASIC COMPETENCES
Learning !o" to Learn Competences
-To explore and experiment &ith the the different sensorial aspects of sound.
LESSON #UIDELINES
-$evising voice techniues.
-'istening to the song #$ %ou&re !app'.
-6emori!ing and singing the song.
--inging and accompanying the song &ith body percussion.
--inging the song &ith the recording.
-7nterpreting a seuence of sounds &ith body percussion.
-3ompleting activities ) and 4 on page 8 of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-The photocopiable activities proposed in the Teachers #uide.
E'tensi%n
-7nventing a ne& text for the song.

E"ALUATION
()at t% e*aluate
-Experiments and uses the bodys sound possibilities.
--ho&s a positive attitude and interest in learning music.

Secuenciacin didctica Tarantella 3 4
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.

Secuenciacin didctica Tarantella 3 8
PROFILE COMPONENTS Lesson (
OB!ECTI"ES
-To identify and define the musical form echo.
-To read and follo& the beat.
CONTENTS
-6usical forms: echo.
-The beat.
BASIC COMPETENCES
Linguistic Competences
-To learn and use ne& vocabulary through listening to stories, singing and acting
out little plays.
-To develop and put into practise the techniues for breathing and elocution.
LESSON #UIDELINES
-+ractising breathing exercises.
-6emori!ing and singing the song )ipidu.
-$eading and defining the concept of echo.
-'istening to identify the echo.
-%ocal improvisation.
-$eciting to follo& the beat.
MI$ED ABILITY
C%ns%li&ati%n
-%ocal improvisation to define the ualities of sound.
E'tensi%n
-The photocopiable resources proposed in the Teachers #uide.
E"ALUATION
Secuenciacin didctica Tarantella 3 9
()at t% e*aluate
-7dentifies and defines the musical form echo.
-.evelops and uses voice training techniues: breathing, intonationation,
vocali!ation and articulation.


+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 :
PROFILE COMPONENTS Lesson *
OB!ECTI"ES
- To recogni!e and define the concept of d'namics ;intensity< in music.
CONTENTS
-.ynamics and ho& they are &ritten.
BASIC COMPETENCES
#n$ormation and )igital Competences
-To extract specific information from a &ritten or oral text by observing the
information depicted in the illustrations or listening to a 3. recording.
LESSON #UIDELINES
-$eading and accompanying a text &ith sounds and gestures.
-7dentifying the signs that represent intensity.
-+laying a game to strengthen the concept of beat.
-7nterpreting a rhyme &ith different degrees of intensity.
-3ompleting exercises 8 and 9 on page 9 of the 0ctivity 1oo*.

E"ALUATION
()at t% e*aluate
-7dentifies intensity as a uality of sound.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.

Secuenciacin didctica Tarantella 3 1=
PROFILE COMPONENTS Lesson +
OB!ECTI"ES
-To understand and define the ualities of sound:timbre, pitch, length, intensit'.
-To read and interpret unconventional music scores.

CONTENTS
-The timbre.
->nconventional graphics.
-#estural expression in music.
->nconventional instruments.
BASIC COMPETENCES
-utonomous learning competences

-To use the recreational aspect of music to consolidate vocabulary, pronunciation,
intonation and rhythm.
LESSON #UIDELINES
-'istening to identify different timbres.
-+laying unconventional instruments.
-$elating the unconventional instruments to the characters in the story Cinderella.
-$eading and interpreting unconventional graphics.
-0cting out a story &ith unconventional instruments.
MI$ED ABILITY
C%ns%li&ati%n
-'istening to identify the timbre of different unconventional instruments.
E'tensi%n
-3reating a simple composition &ith conventional or unconventional instruments.
E"ALUATION
()at t% e*aluate
-$ead and interprets an unconventional music score.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 11
PROFILE COMPONENTS Lesson .
OB!ECTI"ES
-To identify and define pitch as a uality of sound.
-To distinguish high and lo& sounds.
-To interpret with the voice and instruments the parametres of sound.
-To explore, discover and identify the sounds in the environment.
CONTENTS
-+itch: high and lo& sounds.
-"nomatopoeic sounds.
BASIC COMPETENCES
Learning !o" to Learn Competences
-To explore and experiment &ith the the different sensorial aspects of sound.
LESSON #UIDELINES
-+roducing high and lo& sounds &ith the voice.
-Exerimenting &ith ones o&n voice posibilities.
--inging and practicing the echo &ith the notes -ol/# and 6i/E.
-+laying a game for the song.
-3ompleting exercise : on page : of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-7nterpreting high and lo& sounds from the environment.
-3arrying out an experiment to produce high and lo& sounds.
E'tensi%n
-The photocopiable activities proposed in the Teachers #uide.
E"ALUATION
()at t% e*aluate
-7dentifies and defines the concept of pitch correctly and coherently.
-Explores, discovers and identifies the sounds in ones o&n personal environment.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 1,
PROFILE COMPONENTS Lesson /
OB!ECTI"ES
-To identify and define opera as a musical genre.
-To listen to a passage from an opera and match it to the corresponding scene.
CONTENTS
-The opera as a musical play.
-The descriptive value of music.
BASIC COMPETENCES
Cultural and -rtistic Competences
-To appreciate the importance of artistic manifestations from ones o&n country
and from other nationalities.
LESSON #UIDELINES
-'istening to Cenerentola 0ien 1ua by #. $ossini.
-$eading and learning about the composer and his &or*.
-'istening and matching the music to the corresponding scene.
-3ompleting exercise 1= on page : of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-The photocopiable activities proposed in the Teachers #uide.
E'tensi%n
-'istening and acting out the story in groups of five pupils.
E"ALUATION
()at t% e*aluate
- 'istens to a passage from an opera and matches it to the corresponding scene.
-7nterest and curiosity for learning about different composers and their &or*.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.

Secuenciacin didctica Tarantella 3 12
PROFILE COMPONENTS Lesson 2
OB!ECTI"ES
-To identify duration as a uality of sound.
-To interpret rhythms &ith body percussion.
-To distinguish and define long and short.
CONTENTS
-.uration.
-The bodys expressive ualities.
-1ody control: movement, rest and breathing.
-7nterpretation of unconventional graphics.
-.ances from around the &orld: the pol*a.
BASIC COMPETENCES
Social and Citi3enship Competences
-To use games, dances and classroom activities as a means to promoting good
relationships, integration and respect.

LESSON #UIDELINES
-'istening to play and dance.
-6oving free style to practise gestural expression to the music proposed.
-7nterpreting conventional and unconventional graphics.
-.ancing.
MI$ED ABILITY
C%ns%li&ati%n
-To practise the dance &ith the variations proposed in the Teachers #uide.

E"ALUATION
()at t% e*aluate
- 0dapts his/her o&n movements to the rhythm and space available.
-0 respectful and tolerant attitude to&ards othe peoples participation and ideas in
classroom activities.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 1(

Unit -: 4uss in Boots
PROFILE COMPONENTS Lesson 1
OB!ECTI"ES
-To enjoy listening to classical musical.
-To listen, read and understand a story in English.
-To listen and extract specific information.
-To practise voice education techniues: breathing, intonation, vocali!ation and
articulation correctly.
CONTENTS
-The overture from 4uss in Boots by ?avier 6ontsalvatge.
-The story: 4uss in Boots.
-+ractising voice education techniues: breathing, intonation, vocali!ation and
articulation.
BASIC COMPETENCES
Linguistic Competences
-To develop and use voice training techniues to improve vocali!ation and
elocution.
-To understand and interpret different texts and songs.
-To recite &ith the correct intonation and pronunciation.
LESSON #UIDELINES
-"bserving the illustrations.
-$eading the introduction to the story.
-'istening to the overture from 4uss in Boots by ?. 6ontsalvatge.
-7nventing ne& steps and dancing free style to the music.
-'istening to the song 4uss in Boots.
-+ractising voice education techniues: breathing, intonation, vocali!ation and
articulation.
-'istening and reading the story on pages 1= and 11 of the activity boo*.
Secuenciacin didctica Tarantella 3 1)
MI$ED ABILITY
C%ns%li&ati%n
-@urther practise for listening and reading the story on pages 1= and 11 of the
activity boo*.
--inging the lesson song to strengthen intensity and speed.

E'tensi%n
-3reating movements and gestures to imitate the characters from the story.
-7nventing ne& &ords for the song.
E"ALUATION
()at t% e*aluate
-$eading comprehension and ans&ering uestions on the text correctly.
-6emori!ing a song and singing &ith the correct pronunciation and intonation.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 14
PROFILE COMPONENTS Lesson 2
OB!ECTI"ES
. To identify and name the signs semibreve, minim, crotchet, uaver and their
rest signs.
-To identify and define note length and silences.
-To accompany songs &ith body percussion.
-To interpret rhythm and length depicted by unconventional graphics.

CONTENTS
-6usical signs and their rests.
-1ody percussion.
BASIC COMPETENCES
5athematical competences
-To use mathematical elements and reasoning to understand the euivalents
bet&een musical signs and their rests.
LESSON #UIDELINES
-.efining note lengths and silences.
-+ractising the echo &ith crotchets and uavers.
-"bserving musical signs and their corresponding unconventional graphics.
-$hythmical game using the AodBly method.
->sing rhythmical syllables to practise the echo.
-+laying the musical card game.
-3ompleting exercises 2 and ( on page 1, of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-The photocopiable activities proposed in the Teachers #uide.
E'tensi%n
-The photocopiable activities proposed in the Teachers #uide.
E"ALUATION
()at t% e*aluate
-7dentifies and defines note length and silences.
-@ollo&s a seuence depicted &ith unconventional graphics
Secuenciacin didctica Tarantella 3 18
-0ccompanies songs &ith body percussion.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 19
PROFILE COMPONENTS Lesson 3
OB!ECTI"ES
-To memori!e and sing a song.
-To accompany songs &ith body percussion.
-To sing &ith the correct pronunciation and intonation.

CONTENTS
--ong: 5eo", 5eo".
-The voice as a means of musical expression.
-The AodCly method.
-1ody percussion.
BASIC COMPETENCES
Linguistic Competences
-To understand and interpret different texts and songs.
-To recite &ith the correct intonation and pronunciation.
LESSON #UIDELINES
-'istening to the song.
-6emori!ing and singing the song.
--inging and accompanying a song &ith body percussion
-$eading a music score using the AodCly method.
-3ompleting exercise ) on page 1, of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-$hythmical dictation.
E'tensi%n
--inging the lesson song as a canon.
E"ALUATION
()at t% e*aluate
.@ollo&s the rhythm and accompanies songs &ith body percussion correctly.
-+articipates responsibly in group activities.
Secuenciacin didctica Tarantella 3 1:
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.

Secuenciacin didctica Tarantella 3 ,=
PROFILE COMPONENTS Lesson (
OB!ECTI"ES
-To identify and define the musical notes, treble clef and the stave.
-To define &here &e &rite the notes on a stave.

CONTENTS
-The musical notes.
-The parts of a stave.
-The treble clef.
BASIC COMPETENCES
5athematical competences
-To use mathematical elements and reasoning to interpret music and the position of
the notes on the stave.
LESSON #UIDELINES
-$eading the unit page and identifying the musical notes, stave and treble clef.
-7nterpreting the seuences proposed on page (= of the +upils 1oo*.
-3ompleting exercises 4 and 8 on page 12 of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-The photocopiable activities proposed in the Teachers #uide.
E'tensi%n
-The photocopiable activities proposed in the Teachers #uide.
E"ALUATION
()at t% e*aluate
-7dentifies and interprets the notes in the activities proposed.
Secuenciacin didctica Tarantella 3 ,1
-7dentifies and defines the notes, stave and treble clef correctly.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 ,,
PROFILE COMPONENTS Lesson *
OB!ECTI"ES
-To identify music as a form of expression.
-To memori!e and sing a ne& song.
CONTENTS
-%oice education techniues: breathing, intonation, vocali!ation and articulation.
--inging &ith instrumental accompaniment
BASIC COMPETENCES
Linguistic Competences
-To develop and use voice education techniues to improve vocali!ation and
elocution.
-To understand and interpret different texts and songs.
-To recite &ith the correct intonation and pronunciation.
LESSON #UIDELINES
-'istening to the song.
-$eading and memori!ing the song.
--inging the song &ith and &ithout the base music.
-7nventing gestures to accompany the song.
-0ccompanying the song &ith body instruments.

MI$ED ABILITY
C%ns%li&ati%n
--inging and improvising body percussion.
E'tensi%n
-7nvestigation activity proposed in the Teachers #uide.
E"ALUATION
()at t% e*aluate
->ses music as a means of expressing feelings.
--ings and ma*es up ne& gestures and movements to act out a song.
Secuenciacin didctica Tarantella 3 ,2
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.

Secuenciacin didctica Tarantella 3 ,(
PROFILE COMPONENTS Lesson +
OB!ECTI"ES
-To identify and classify the three types of percussion instruments: Dood, metal,
s*in.
-To discover the sound possibilities of percussion instruments depending on
&hat
they are made of. ;Dood, metal, s*in.<
CONTENTS
-+ercussion instruments.
-Dhat percussion instruments are made of.
BASIC COMPETENCES
Knowledge and Interaction with the Physical World
-To appreciate the importance of the sound, visual and aesthetic ualities of ones
o&n natural and home environment.
LESSON #UIDELINES
-"bserving the instruments depicted in the +upils 1oo*.
-'istening to the different instruments.
-Experimenting and interpreting &ith classroom percussion instruments.
-@orming a classrrom orchestra.
-3ompleting exercise 11 on page 1) of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-The photocopiable activities proposed in the Teachers #uide.
E'tensi%n
-The photocopiable activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 ,)
E"ALUATION
()at t% e*aluate
-7dentifies the percussion instruments, their timbre and &hat they are made of.
-7mprovises &ith small percussion instruments.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 ,4
PROFILE COMPONENTS Lesson .
OB!ECTI"ES
-To define the concept of ostinato.
-To apply the *no&ledge of The Language o$ 5usic.
-To act out a story.
CONTENTS
-$eading and &riting music.
-6usical forms: the echo.
BASIC COMPETENCES
Social and Citi3enship Competences

-To sho& a respectful and tolerant attitude to&ards other peoples creative and
interpretive s*ills.
LESSON #UIDELINES
-7mprovising &ith small percussion instruments.
-.efining the concept of ostinato.
-7mprovising the musical forms ostinato and echo.
-"bserving the music scores depicted on +age ,1 of the +upils 1oo*.
-$eading and interpreting a music score &ith body percussion.
-'istening and accompanying the story &ith small percussion instruments.

MI$ED ABILITY
C%ns%li&ati%n
-'istening and distinguishing the different ostinato rhythms from the story.
E'tensi%n
-0nalysing the characteristics of the length of the sound of each instrument.
E"ALUATION
()at t% e*aluate
-7dentifies and names the language of music concepts learnt todate.
-.efines and plays a piece of music in ostinato correctly.

Secuenciacin didctica Tarantella 3 ,8
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 ,9
PROFILE COMPONENTS Lesson /
OB!ECTI"ES
-To memori!e and sing a 3hristmas 3arol.
-To distinguish the notes -ol/# and 6i/E.
CONTENTS
-.istinguishing sounds by their height.
BASIC COMPETENCES
Linguistic Competences
-To develop and use voice education techniues to improve vocali!ation and
elocution.
-To understand and interpret different texts and songs.
-To recite &ith the correct intonation and pronunciation.
LESSON #UIDELINES
-'istening to the 3hristmas 3arol.
-6emori!ing and singing the song.
-+ractising the notes -ol/# and 6i/E.
-#estural representation of the notes -ol/# and 6i/E.
-+laying melodic echoes &ith the notes -ol/# and 6i/E.
-+laying the music score depicted on page ,, of the +upils 1oo*.
-3ompleting exercises 9, : and 1= on page 1( of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
--inging and defining the height of the notes &ith corporal gestures.
E'tensi%n
-%ocal improvisation.
E"ALUATION
()at t% e*aluate
-.istinguishes the height of the different notes.
-.istinguish the sounds in 2.E 6inor.
Secuenciacin didctica Tarantella 3 ,:
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 2=
PROFILE COMPONENTS Lesson 2
OB!ECTI"ES
-To memori!e and sing a traditional 3hristmas 3arol.
-To accompany a song &ith percussion instruments.
CONTENTS
-3hristmas 3arol: # Sa" Three Ships.
-+ercussion instruments.
BASIC COMPETENCES
Linguistic Competences
-To develop and use voice education techniues to improve vocali!ation and
elocution.
-To understand and interpret different texts and songs.
-To recite &ith the correct intonation and pronunciation.
LESSON #UIDELINES
-6emori!ing the song.
-.ifferentiating the t&o types of chorus.
-0ccompanying the song &ith conventional and unconventional percussion
instruments.
--inging the song &ith and &ithout the base music.

MI$ED ABILITY
C%ns%li&ati%n
-7nterpretation of the song omitting different parts to strengthen pronunciation and
intonation.
E'tensi%n
-The photocopiable activities proposed in the Teachers #uide.
E"ALUATION
()at t% e*aluate
-7nterest in learning traditional 3hristmas songs
--ings a 3hristmas 3arol and plays a musical accompaniment.
Secuenciacin didctica Tarantella 3 21
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 2,
PROFILE COMPONENTS Lesson 16
OB!ECTI"ES
-To enjoy listening to music.
-To express feelings and emotions.
CONTENTS
-'istening and movement.
-The body as musical expression.
BASIC COMPETENCES
Social and Citi3enship Competences
-To sho& a respectful and tolerant attitude to&ards other peoples creative and
interpretive s*ills.
LESSON #UIDELINES
-'istening to the music )ance to 4uss in Boots.
-'earning a ne& choreography.
-+ractising the dance.
-The composer ?. 6ontsalvatge and his &or*.
-3ompleting exercise 1, on page 1) of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-.ancing to the different variations proposed.
E'tensi%n
--inging and dancing to the rhythm of the song.
E"ALUATION
()at t% e*aluate
-@ollo&s the instructions for a dance and adapts his/her movements to fello&
students and the availabale space.
-7nterest for learning about composers and their &or*.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.

Secuenciacin didctica Tarantella 3 22
2nd TERM
Unit 3: 7ungle Boo8
PROFILE COMPONENTS Lesson 1
OB!ECTI"ES
-To listen and understand a story in English.
-To listen and extract specific information.
- To ta*e an active part in group activities that involve movement, singing and
playing instruments.

CONTENTS
-The 7ungle Boo8.
-"verture from 7ungle Boo8.
-%oice Education: projecting the voice and articulation.
-The characteristics of the sounds in the environment: sounds from nature and
the animal &orld.
BASIC COMPETENCES
Linguistic Competences
-To learn and use ne& vocabulary through listening to stories, singing and acting
out little plays.
-To develop and put into practise the techniues for breathing and elocution.
Knowledge and Interaction with the Physical World
-To appreciate the importance of ones o&n natural and home environment.
LESSON #UIDELINES
-"bserving the illustrations.
-$eading the introduction to the story.
-'istening to the overture from 7ungle Boo8 by #. 1runs.
-7nventing ne& steps and dancing free style to the music.
-'istening to the song -bi'o'o.
Secuenciacin didctica Tarantella 3 2(
-+ractising voice education techniues: breathing, intonation, vocali!ation and
articulation.
-'istening and reading the story on pages 14 and 18 of the activity boo*.

MI$ED ABILITY
C%ns%li&ati%n
-$e-reading the story on pages 14 and 18 of the activity boo* to pracitise
pronunciation and intonation.
--inging the lesson song to practise speed and intensity.

E'tensi%n
-0cting out the story.
-7nventing ne& lyrics for the song.
E"ALUATION
()at t% e*aluate
-Enjoys the activities in the music and language learning process.
-$eads and extracts specific information from a story.
-7mproves his/her voice techniues.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 2)
PROFILE COMPONENTS Lesson 2
OB!ECTI"ES
-To imitate the animals from the story &ith percussion instruments and singing.
-To interpret binary and ternary rhythms.
-To understand and interpret unconventional and conventional graphics.
CONTENTS
-7mitating characters from the story &ith percussion instruments and singing.
->nconventional graphics.
-The binary and ternary rhythm.
-The accent.
BASIC COMPETENCES
Social and Citi3enship Competences
-To use games, dances and classroom activities as a means to promoting good
relationships, integration and respect.

Cultural and -rtistic Competences
-To appreciate the importance of artistic manifestations from ones o&n country and
from other nationalities.
LESSON #UIDELINES
-+resenting the binary and ternary rhythms.
-$hythmical games.
-7mprovising &ith small percussion instruments.
-.efining the accent.
-7mprovising rhythms &ith different accents.
-$eading and playing the seuences depicted on page ,9 of the +upils 1oo*.
-7nterpreting the passage assigned to each instrument.
-7nterpreting the characters &ith percussion instruments.
MI$ED ABILITY
C%ns%li&ati%n
-'istening and identifying ostinato rhythms.
E'tensi%n
-0cting out the story &ith body percussion and sounds.
Secuenciacin didctica Tarantella 3 24
E"ALUATION
()at t% e*aluate
-+articipates actively in group activities.
-7dentifies and plays the binary and ternary rhythms.
-7nterprets unconventional graphiccs.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.

Secuenciacin didctica Tarantella 3 28
PROFILE COMPONENTS Lesson 3
OB!ECTI"ES
-To explore and experiment &ith the voice as a musical instrument.
-To use voice training techniues to improve vocali!ation and elocution.
CONTENTS
-The song 7ungle 9h'thm.
-%ocal expression: the voice as part of a musical creation.
-The voice as a means of musical expression.
BASIC COMPETENCES
Linguistic Competences
To develop and use voice training techniues to improve vocali!ation and elocution.
LESSON #UIDELINES
-+ractising voice education techniues.
-'istening to the song 7ungle 9h'thm.
-$eading and memori!ing the song.
--inging the song.
-7mprovising onomatopoeic sounds for the story.
MI$ED ABILITY
C%ns%li&ati%n
-The photocopiable activities proposed in the Teachers #uide.
E'tensi%n
-The photocopiable activities proposed in the Teachers #uide.
E"ALUATION
()at t% e*aluate
-.iscovers, uses and values the voices musical possibilities.
--ho& confidence in his/her o&n musical interpretations.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 29
PROFILE COMPONENTS Lesson (
OB!ECTI"ES
-7dentifies and plays binary and ternary rhythms.
CONTENTS
-1inary and ternary rhythms.
-6usical signs: crotchet, uaver and minim.
BASIC COMPETENCES
5athematical Competences
-To use ones o&n ability for using numbers in relation to the length of notes and
musical signs.
LESSON #UIDELINES
-$eciting melodies and clapping to the rhythm.
-"bserving the difference in accent bet&een t&o melodies.
-3orporal expression to accompany a binary and ternary rhythm.
-$evising the musical signs depicted on page 2= of the +upils 1oo*.
-$hythmical recitation follo&ing the AodCly method.
-3ompleting exercises (, ) and 4 on page 19 of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-7nterpreting rhythmical echoes on percussion instruments.
E'tensi%n
-The photocopiable activities proposed in the Teachers #uide.
E"ALUATION
Secuenciacin didctica Tarantella 3 2:
()at t% e*aluate
-7dentifies and names the crotchet, uaver and minim.
-7nterprets binary and ternary rhythms correctly.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 (=
PROFILE COMPONENTS Lesson *
OB!ECTI"ES
-To identify and define instruments &ith bars: xylophone, metallophone and
gloc*enspiel.
-To sing and play instruments &ith bars correctly.
-To interpret unconventional graphics.
-To learn the musical scale.
CONTENTS
-+ercussion instruments &ith bars.
->nconventional graphics.
-The scale.
BASIC COMPETENCES
Linguistic Competences
-To appreciate the importance of listening, understanding and communicating
correctly
Cultural and -rtistic Competences
-To identify different artistic codes.
-To use the different technical and musical resources.
LESSON #UIDELINES
-'istening to instruments &ith bars.
-Exploring the different sound possibilities of each instrument.
-7dentifying the characteristics of each instrument.
-7mprovising on percussion instruments &ith bars.
-+laying a card game to strengthen the musical signs.
-'earning to play the scale.
-7nterpreting the unconventional graphics depicted in the +upils 1oo*.
-3ompleting activities 8 and 9 on page 1: of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-The photocopiable activities proposed in the Teachers #uide.
E'tensi%n
-7mprovising a rondo.
Secuenciacin didctica Tarantella 3 (1
E"ALUATION
()at t% e*aluate
-7dentifies and describes the characteristics of instruments &ith bars.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 (,
PROFILE COMPONENTS Lesson +
OB!ECTI"ES
-To explore the sound possibilities of percussion instruments &ith bars.
-To practise height &ith the notes -ol/# and 6i/E.
-To continue practising binary rhythms.
CONTENTS
-7nstruments &ith bars.
-The notes -ol/# and 6i/E.
-The binary rhythm.
BASIC COMPETENCES
5athematical Competences
-To use ones o&n abilityfor using numbers in relation to the length of notes and
musical signs.

LESSON #UIDELINES
-$evising &here &e &rite the notes -ol/# and 6i/E on the stave.
--inging the notes -ol/# y 6i/E &ith the syllable Cu.
-7mprovising an echo.
-+laying the notes -ol/# y 6i/E on instruments &ith bars.
-+laying the musical card game.
-6emori!ing and singing the song.
-$eading the music score depicted &ith conventional graphics.
-3ompleting exercises : and 1= on page ,= of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-The photocopiable activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 (2
E'tensi%n
-7mprovising and interpreting a ne& cantilena for the melody of the lesson song.
E"ALUATION
()at t% e*aluate
- Ta*es good care of the classroom instruments and learning materials.
-Ta*e an activie part in group activities.

+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 ((
PROFILE COMPONENTS Lesson .
OB!ECTI"ES
- To sing a song &ith a percussion instrumental accompaniment.
-To identify and play ostinato rhythms.
-To identify the rondo form.
CONTENTS
--ong: :ith m' :him :ham :addle-oh.
-7nstrumental accompaniment.
-The ostinato rhythm.
-The rondo
BASIC COMPETENCES
Knowledge and Interaction with the Physical World
-To discover and use music as a means to interpreting the natural and animal
&orld.
LESSON #UIDELINES
-6emori!ing and singing the song.
-'istening to the song :ith m' :him :ham :addle-oh.
-0ccompanying the song &ith percussion instruments and body percussion.
-7nterpreting the song &ith the instruments depicted on page 22 of the +upils
1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-The photocopiable activities proposed in the Teachers #uide.
E'tensi%n
-#roup &or*: creating ne& &ords for the lesson song.
Secuenciacin didctica Tarantella 3 ()
E"ALUATION
()at t% e*aluate
->ses instruments as a means of communication.
-7dentifies and interprets a rondo.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide
Secuenciacin didctica Tarantella 3 (4
PROFILE COMPONENTS Lesson /
OB!ECTI"ES
-To discover the descriptive value of music.
-To learn a simple choreography and dance correctly.
-To develop an interest in learning about different composers and listening to music
from other periods in history.

CONTENTS
.The Carni;al o$ the -nimals by Camille Saint-Sa<ns.
-6usic and movement.
-The descriptive value of music.
-3amille -aint--aFns and his &or*.
BASIC COMPETENCES
Social and Citi3enship Competences
-To participate responsibly in group activities.
Cultural and -rtistic Competences
-To identify different artistic codes.
-To use the different technical and musical resources.
-To experiment and improve body language techniues.
LESSON #UIDELINES
-'istening to The Carni;al o$ the -nimals by Camille Saint-Sa<ns.
-'earning about the composer and his &or*.
-3ompleting activities 11 and 1, on page ,1 of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-'istening to passages from The Carni;al o$ the -nimals by Camille Saint-Sa<ns.
E'tensi%n
-'istening to other passages from The Carni;al o$ the -nimals.
E"ALUATION
()at t% e*aluate
->ses his/her body to express feelings and imagination &ith the correct postures
and musical coordination.
--ho&s interest in listening to music from other periods in history.
Secuenciacin didctica Tarantella 3 (8
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide
Secuenciacin didctica Tarantella 3 (9
PROFILE COMPONENTS Lesson 2
OB!ECTI"ES
-To appreciate the importance of learning musical traditions from other countries.
CONTENTS
-The bodys expressive ualities.
-1ody control: movement, rest and breathing.
-.ance from the >-0: Sno"bird on the -shban8.
BASIC COMPETENCES
Social and Citi3enship Competences
-To respect other peoples ideas, cultures, beliefs and their individual and collective
experiences.
Cultural and -rtistic Competences
-To identify different artistic codes.
-To experiment and improve body language techniues.
LESSON #UIDELINES
-'istening to the music.
-7dentifying the instruments in the musical passage.
-'earning a ne& choreography.
-.ancing.
MI$ED ABILITY
C%ns%li&ati%n
-'istening to passages from Sno"bird on the -shban8.
E'tensi%n
-.ressing up in animal costumes to continue practising the dance.
E"ALUATION
()at t% e*aluate
-0dapts his/her movemnts to the available space.
-3oordinates his/her movements and postures to the rhythm of the music.
Secuenciacin didctica Tarantella 3 (:
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.

Secuenciacin didctica Tarantella 3 )=
Unit /: The !app' =armer
PROFILE COMPONENTS Lesson 1
OB!ECTI"ES
-To listen and understand a story in English.
-To read, listen and extract specific information.
-To observe and appreciate the ualities of sound in the natural and rural
environment.
CONTENTS
-The characteristics and ualities of the sounds in the environment in spring.
-.escriptions of sounds.
BASIC COMPETENCES
Knowledge and Interaction with the Physical World
-To appreciate the importance of interacting &ith the natural environment and of
the changes man has made to the environment.
-To discover and use music as a means to interpreting the animal &orld.
LESSON #UIDELINES
-"bserving the illustrations.
-$eading the introduction to the story.
-'istening to the music The !app' =armer by $obert -chumann.
-'istening and reading the story on pages ,, and ,2 of the activity boo*.
-'istening to the song >ats, Beans and Barle' ro".
Secuenciacin didctica Tarantella 3 )1
-$eading about $obert $obert -chumann and his &or* on page 8: of the +upils
1oo*.
-+ractising voice education techniues: breathing, intonation, vocali!ation and
articulation.
-3ompleting activities 1 and , on page ,2 of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-$e-reading the story on page ,, and ,2 of the 0ctivity 1oo* to strengthen
vocabulary and pronunciation.
-The photocopiable activities proposed in the Teachers #uide.
E'tensi%n
-7nterpreting the text in small groups.
-7nterpreting the song &ith the base music.

E"ALUATION
()at t% e*aluate
->ses music as a means to interpreting the animal &orld.
-+articipates respectfully in classroom activities.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 ),
PROFILE COMPONENTS Lesson 2
OB!ECTI"ES
-To play a song on instruments &ith bars.
-To identify and play the note 'a/0.
CONTENTS
-$evision of the notes -ol/# and 6i/E.
-7nstruments &ith bars.
-$hythmical recitation.
-The binary rhythm.
BASIC COMPETENCES
Learning !o" to Learn Competences
-To develop and use ones o&n sense of observation.
LESSON #UIDELINES
-+laying the note 'a/0.
-$evising the notes -ol/# and 6i/E.
-7mprovising cantilena.
-$eading a music score.
-+laying the musical card game to revie& the notes 'a/0, Sol? and 5i?@.
-+laying a song on instruments &ith bars.
-7mprovising a ne& text for the song.
MI$ED ABILITY
C%ns%li&ati%n
-The photocopiable activities proposed in the Teachers 1oo*.
E'tensi%n
-The photocopiable activities proposed in the Teachers 1oo*.
E"ALUATION
()at t% e*aluate
Secuenciacin didctica Tarantella 3 )2
. 7dentifies and plays the notes 'a/0, Sol? and 5i?@.
->ses both hands to play an instrument &ith bars.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.



Secuenciacin didctica Tarantella 3 )(
PROFILE COMPONENTS Lesson 3
OB!ECTI"ES
-To identify and name some string instruments.
-To classify string instruments by the &ay they are played.

CONTENTS
--tring 7nstruments.
BASIC COMPETENCES
Learning !o" to Learn Competences
-To develop and use ones o&n sense of observation.
Autonomy and Personal Initiative
-To be confident in his/her own learning strategies and creations.
LESSON #UIDELINES
-To identify timbre as a uality of sound.
-$eading about ho& &e play string instruments on page 2: of the +upils 1oo*.
-'istening to string instruments.
-3ompleting exercise ( on page ,( of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-The photocopiable activities proposed in the +upils 1oo*.
E'tensi%n
-7nvestigation activity to find information on one of the instruments depicted in the
+upils 1oo*.
E"ALUATION
()at t% e*aluate
-To identify, name and classify string instruments.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
Secuenciacin didctica Tarantella 3 ))
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.

PROFILE COMPONENTS Lesson (
OB!ECTI"ES
-To identify and define the concepts of rhythm, bar lines and double bar lines.
CONTENTS
-$hythm.
-1ar line.
-.ouble bar line.
BASIC COMPETENCES
Learning !o" to Learn Competences
-To develop and use ones o&n sense of observation.
Autonomy and Personal Initiative
-To be confident in his/her own learning strategies and creations.
LESSON #UIDELINES
-"bserving an unconventional music score.
-$eading and playing a music score &ith percussion instruments.
-7nterpreting the binary and ternary rhythms of the &ords on page (= of the +upils
1oo*.
-3ompleting exercises ), 4, 8 and 9 on page ,) of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
Secuenciacin didctica Tarantella 3 )4
-%ocal improvisation.
E'tensi%n
-The photocopiable activities proposed in the +upils 1oo*.
E"ALUATION
()at t% e*aluate
-7dentifies and interprets a binary and ternary rhythm.
-7dentifies and defines the concepts of rhythm, bar lines and double bar lines.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide
Secuenciacin didctica Tarantella 3 )8
PROFILE COMPONENTS Lesson *
OB!ECTI"ES
-To sing and use creative gestures.
CONTENTS
--ong: La Bella 4olenta.
-The bodys expressive ualities.
BASIC COMPETENCES
Linguistic Competences
-To develop and use voice education techniues to improve vocali!ation and
elocution.

LESSON #UIDELINES
.+ractising voice education techniues: breathing, relaxation, pronunciation and
intonation.
-'istening to a song to identify the parts that are repeated.
-$eading and memori!ing a song.
-0ccompanying a song &ith the gestures proposed in the +upils 1oo*.
--inging &ith a musical accompanimment.

MI$ED ABILITY
C%ns%li&ati%n
--inging the song &ith the modification proposed in the Teachers #uide.
E'tensi%n
-The photocopiable activities proposed in the +upils 1oo*.
E"ALUATION
()at t% e*aluate
Secuenciacin didctica Tarantella 3 )9
.7nterprets and enjoys singing traditional songs &ith his/her classmates.
->ses the voice as a musical instruments and as a means of communication.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide
Secuenciacin didctica Tarantella 3 ):
PROFILE COMPONENTS Lesson +
OB!ECTI"ES
-To enjoy the descriptive ualities of sound.
-To imitate the characters &ith percussion instruments.
CONTENTS
--inging and palying percussion instruments to imGtate the characters in the story.
-3onventional graphics.
-#estural expression to accompany music.
BASIC COMPETENCES
Linguistic Competences
-To appreciate the importance of listening, understanding and communicating
correctly.
Autonomy and Personal Initiative
To be confident in his/her own learning strategies and creations.
LESSON #UIDELINES
-+ractising the rhythms depicted on page (, of the +upils 1oo* &ith corporal
percussion.
-7nstrumental improvisation.
-7mprovising and repeating an echo.
-"bserving and interpreting the seuences proposed on page (, of the +upils
1oo*.
-7nterpreting the passage assigned to each character.
-3ompleting exercise 2 on page ,2 of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-'istening to identify the ostinato rhythms.
E'tensi%n
-0cting out the story of The !app' =armer "ith corporal eApression.
E"ALUATION
()at t% e*aluate
-.eciphers and follo&s unconventional graphics
-.evelops personal strategies to improve his/her musical competences.
Secuenciacin didctica Tarantella 3 4=
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 41
PROFILE COMPONENTS Lesson .
OB!ECTI"ES
-To identify and define the &alt!.
-To identify the &alt! as a ternary rhythm.
CONTENTS
-Dalt!: The :alt3 o$ the =lo"ers by +.7. Tchai*ovs*y.
-The ternary rhythm.
-$hythmical recitation.
-'istening and movement.
BASIC COMPETENCES
Cultural and -rtistic Competencies
-To value the importance of music in the different periods in history.
Autonomy and Personal Initiative
-To be confident in his/her own learning strategies and creations.
LESSON #UIDELINES
-$eading and reciting the song.
-$hythmical reading using the AodCly method.
-'istening to The :alt3 o$ the =lo"ers by +.7. Tchai*ovs*y.
-.ancing the &alt!.
-3ompleting exercise 1, on page ,8 of the 0ctivity 1oo*.

MI$ED ABILITY
C%ns%li&ati%n
-The photocopiable activities proposed in the 0ctivity 1oo*.
E'tensi%n
-7nventing an alternative choreography for the music.
E"ALUATION
()at t% e*aluate
-To identify and define the &alt!.
-To practise and play a ternary rhythm correctly.
Secuenciacin didctica Tarantella 3 4,
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 42
PROFILE COMPONENTS Lesson /
OB!ECTI"ES
-To revie& and practise the notes -ol/#, 'a/0 and 6i/E.
-To practise playing instruments &ith bars.
CONTENTS
--ong: 9oses are 9ed.
- The notes -ol/#, 'a/0 and 6i/E.
-+itch.
-7nstruments &ith bars.
BASIC COMPETENCES
Learning !o" to Learn Competences
-To develop and use ones o&n sense of observation and criteria.
Autonomy and Personal Initiative
-To be confident in his/her own learning strategies and creations.
LESSON #UIDELINES
-'istening to the song 9oses are 9ed.
-$eading the music score for the song.
-6emori!ing and singing the song.
-$evising the notes in the song.
-7mprovising cantilenas.
-7nterpreting the melody &ith instruments &ith bars.
-7mprovising a ne& text to end the song.
-3ompleting the exercises on page ,4 of the +upils 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-6usical card game.
E'tensi%n
-+laying and singing the musical scores on pages 84 and 88 of the +upils 1oo*.
E"ALUATION
()at t% e*aluate
-+lays instruments &ith bars correctly and creatively.
Secuenciacin didctica Tarantella 3 4(
--ho& is interest and uses his/her imagination to create ne& cantilenas.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 4)
PROFILE COMPONENTS Lesson 2
OB!ECTI"ES
-To identify and define the musical form rondo.
-To sing and a ccompany a song &ith percussion instruments and body percussion.
CONTENTS
--ong: -ll the Colours.
--inging &ith a musical accompaniment.
-Experimenting &ith ones o&n voice possibilities and its function as a means of
musical expression.
- The musical form rondo.
BASIC COMPETENCES
Social and Citi3enship Competences
-To appreciate the importance of singing and dancing as a means to promoting
respect and good relationships &ith others.
LESSON #UIDELINES
-+ractising pronunciation of the &ords from the song.
-'istening to the song -ll the Colours.
-6emori!ing and learning the song.
-3lapping hands to accompany the song.
-0ccompanying the song &ith percussion instruments.
--inging to accompany the base music.

MI$ED ABILITY
C%ns%li&ati%n
-'istening to short passages from the song.
E'tensi%n
-@urther practise &ith percussion instruments to accompany the song.
E"ALUATION
()at t% e*aluate
-+articipates actively in group activities.
->ses the voice as an instrument and as a means of communication.
Secuenciacin didctica Tarantella 3 44
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 48
PROFILE COMPONENTS Lesson 16
OB!ECTI"ES
-To enjoy listening to music.
-To follo& instructions and carry out a ne& choreography.
CONTENTS
-.ance: Tarantella o$ the rape !ar;est.
-'istening and movement.
-3horeography
BASIC COMPETENCES
Social and Citi3enship Competences
-To appreciate the importance of dancing as a means to promoting respect and
good relationships &ith others.
LESSON #UIDELINES
-'istening to the music Tarantella o$ the rape !ar;est.
-'earning a ne& choreography step by step.
-.ancing the Tarantella.
MI$ED ABILITY
C%ns%li&ati%n
-To dance the different variations proposed.
E'tensi%n
-.ancing and humming the tune.
E"ALUATION
()at t% e*aluate
-0dapts and coordinates his/her movements to the available space and other
classmates movements.
--ho&s interest and enjoys learning ne& dances.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
Secuenciacin didctica Tarantella 3 49
-The evaluation criteria and activities proposed in the Teachers #uide.

3
rd
Term
Unit 0: The 4ied 4iper o$ !amelin
PROFILE COMPONENTS Lesson 1
OB!ECTI"ES
-To listen and understand a story in English.
-To listen and extract specific information.
-To experiment and strengthen voice education techniues: breathing, vocali!ation,
intonation and articulation.

CONTENTS
--tory: The 4ied 4iper >$ !amelin.
-The Concert $or =lute by Dilliam 1abell.
-$eading the introduction to the story.
-%oice education.
--ong The To"n o$ !amelin.

BASIC COMPETENCES
Linguistic Competences
-To use the vocabulary from song and stories to express him/herself correctly to
define concepts, feelings and opinions.
LESSON #UIDELINES
-$eading the introduction to the story.
-'istening to The Concert $or =lute by Dilliam 1abell.
-%oice education: breathing, intonation and articulation.
-'istening to the song The To"n o$ !amelin.
-6emori!ing and singing the song.
--inging the song &ith musical accompaniment and gestures.
-$eading the story on pages ,9 and ,: of the 0ctivity 1oo*.

MI$ED ABILITY
C%ns%li&ati%n
Secuenciacin didctica Tarantella 3 4:
-$e- reading the story on pages ,9 and ,: of the 0ctivity 1oo*.
--inging the song &ith the different variations proposed in the Teachers #uide.

E'tensi%n
-0cting out the story.
-7nventing ne& lyrics for the song.
E"ALUATION
()at t% e*aluate
-+articipates responsibily in group activities.
->ses autonomous strategies to strengthen voice education techniues: breathing,
vocali!ation, intonation and articulation.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 8=
PROFILE COMPONENTS Lesson 2
OB!ECTI"ES
-To identify, name and classify &ind instruments.
CONTENTS
-Dind instruments.
BASIC COMPETENCES
Linguistic Competences
To express him/herself correctly to define concepts, feelings and opinions.
LESSON #UIDELINES
-$evie&ing and classifying &ind instruments.
-$evising timbre as a uality of sound.
-"bserving the instruments and listening to the sounds they ma*e.
-3ompleting exercise ( on page 2= of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-'istening to identify different &ind instruments.
E'tensi%n
-7nvestigation activity to find more information on one of the instruments depicted
on page )= of the +upils 1oo*.
E"ALUATION
()at t% e*aluate
-'istens and identifies the different &ind instruments correctly.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 81
PROFILE COMPONENTS Lesson 3
OB!ECTI"ES
-To identify a band as a musical group of &ind and percussion instruments.
- To sing a song and accompany it &ith a second voice in ostinato.

CONTENTS
-The band.
-0 song &ith a second voice.
-The ostinato.
BASIC COMPETENCES
Cultural and Artistic Competences
-To appreciate the cultural and artistic manifestations in ones o&n culture and from
other nationalities.
LESSON #UIDELINES
-$eading the definition of band.
-+ractising voice education techniues.
-'earning the melody for the lesson song.
-6iming playing the instruments in the song.
-'istening to the song.
--inging a song and accompanying it &ith a second voice.

MI$ED ABILITY
C%ns%li&ati%n
-The photocopiable activities proposed in the Teachers #uide.
E'tensi%n
-0ccompanying the song &ith small percussion instruments.
E"ALUATION
()at t% e*aluate
-7dentifies a band as a musical group of &ind and percussion instruments.
--ings a song &ith a second voice accompaniment.

Secuenciacin didctica Tarantella 3 8,
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 82
PROFILE COMPONENTS Lesson (
OB!ECTI"ES
-To identify different *inds of flutes.
-To identify and name the parts of the recorder.
CONTENTS
-.ifferent *inds of flutes.
-The recorder.
-The parts of a recorder.
BASIC COMPETENCES
Cultural and Artistic Competences
-To appreciate the cultural and artistic manifestations in ones o&n culture and from
other nationalities.
-To be a&are of the cultural diversity around the &orld.
LESSON #UIDELINES
-$eading and learning about different *inds of flutes.
-$eading and learning the parts of the recorder.
-3ompleting exercise ) on page 21 of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
.7dentifies and names different *inds of flutes.
E'tensi%n
-$evising the parts of the reccorder to strengthen the lesson vocabulary.
E"ALUATION
()at t% e*aluate
--ho&s interest for learning about other *inds of instruments.
-7dentifies and names different *inds of flutes.
+%, t% e*aluate
Secuenciacin didctica Tarantella 3 8(
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 8)
PROFILE COMPONENTS Lesson *
OB!ECTI"ES
-To follo& instructions to learn ho& to play the recorder.
-To learn ho& to play the note -i/1 on the recorder.
CONTENTS
-The recorder.
-The note -i/1.
BASIC COMPETENCES
Social and Citizenship Competences
-To ta*e good care of the classroom instruments and learning materials.
LESSON #UIDELINES
-'earning ho& to ta*e care of the recorder.
-@ollo&ing instructions to learn ho& to play the recorder.
-+ractising breathing exercises.
-'earning ho& to play the note -i/1.
-'istening to a song to identify and learn ther note -i/1.
-+laying a simple tune on the recorder.
-+laying the recorder to accompany the base music.
-3ompleting exercise 4 on page 2, of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-The photocopiable activities proposed in the Teachers #uide.
E'tensi%n
-3reating short compositions &ith the note -i/1 on the recorder.
E"ALUATION
()at t% e*aluate
-7nterprets the note -i/1 correctly.
--ho& interest and curiosity for playing an instrument.
Secuenciacin didctica Tarantella 3 84
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 88
PROFILE COMPONENTS Lesson +
OB!ECTI"ES
-To practise and play the note -i/1.
-To learn the notes 'a/0 and -ol/#.
-To follo& a simple score and play the notes 'a/0, -i/1 and -ol/#.
CONTENTS
-The notes -i/1, 'a/0 and -ol/#.
BASIC COMPETENCES
Social and Citizenship Competences
-To ta*e good care of the classroom instruments and learning materials.
Cultural and Artistic Competences
-To appreciate the cultural and artistic manifestations in ones o&n culture and from
other nationalities.
LESSON #UIDELINES
-'earning tp play the notes 'a/0 and -ol/#.
-'istening, singing and playing the notes 'a/0, -i/1 and -ol/#.
-+laying the exercises proposed in the +upils 1oo*.
-+laying to accompany the base music.
-3ompleting activity 8 on page 22 of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-The photocopiable activities proposed in the Teachers #uide.
E'tensi%n
-The photocopiable activities proposed in the Teachers #uide.
E"ALUATION
()at t% e*aluate
-0dapts his/her breathing techniues to the vocal and instrumental interpretation.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
Secuenciacin didctica Tarantella 3 89
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 8:
PROFILE COMPONENTS Lesson .
OB!ECTI"ES
-To discover the expressive and narrative ualities of music.
-To represent the characters from the story &ith different instruments.
CONTENTS
-$epresenting the characters from the story &ith different instruments.
-The expressive and narrative ualities of music.
BASIC COMPETENCES
Information and Digital Competences
-To extract specific information from a &ritten or oral text by observing the
information depicted in the illustrations or listening to a 3. recording.
LESSON #UIDELINES
-3orporal percussion to play the rhythms depicted on page )) of the +upils 1oo*.
-7mprovisation &ith small percussion instruments.
-7mprovising rhythms &ith repetition in echo.
-+laying an instrument to imitate the character assigned.
-3ompleting exercise 2 on page ,: of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-'istening to distinguish the ostinatos.
E'tensi%n
-7nterpreting the characters in the story.
E"ALUATION
()at t% e*aluate
-$eads and uses conventional graphics to represent the sounds and their function
on a music score.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 9=
PROFILE COMPONENTS Lesson /
OB!ECTI"ES
-To read and follo& unconventional graphics.
CONTENTS
.>nconventional graphics.
-B4ol8a& from The olden -ge by .. -hota*Hvich.

BASIC COMPETENCES
Cultural and Artistic Competences
-To appreciate the cultural and artistic manifestations in ones o&n culture and from
other nationalities.
LESSON #UIDELINES
-'istening to B4ol8a& from The olden -ge by .. -hota*Hvich.
-7dentifying the instruments in the pol*a.
-"bserving the musigram depicted in the +upils 1oo*.
-$eading and learning about the composer and his &or*.
-3ompleting exercise 9 on page 22 of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-The photocopiable activities proposed in the Teachers #uide.
E'tensi%n
-'istening to the pol*a &ithout the musigram.
E"ALUATION
()at t% e*aluate
-'istens and follo&s a passage depicted &ith unconventional graphics.
--ho&s interest and curiosity for learning about other composers and their &or*.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 91
PROFILE COMPONENTS Lesson 2
OB!ECTI"ES
-To explore the bodys expressive possibilities.
-To learn a ne& dance.
CONTENTS
-.ance: !ua'no de la 9oca.
- The bodys expressive possibilities.
-3ontroling our o&n body: movement, relaxation, rest and breathing.
BASIC COMPETENCES
Social and Citizenship Competences
-To devlop and sho& a respectful attitude to&ards other nationalities, their
traditions and culture.

Cultural and Artistic Competences
-To appreciate the cultural and artistic manifestations in ones o&n culture and from
other nationalities.
-To be a&are of the cultural diversity around the &orld.
LESSON #UIDELINES
-.ancing free-style to the music.
-'earning a ne& choreography.
-.ancing !ua'no de la 9oca.
E"ALUATION
()at t% e*aluate
-0ppreciates the importance of cultural and artistic manifestations from other
nationalities.
-Enjoys participating in the activities proposed.

+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
Secuenciacin didctica Tarantella 3 9,
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 92
Unit 1: The Little 5ermaid
PROFILE COMPONENTS Lesson 1
OB!ECTI"ES
-To listen and understand a story in English.
-To listen and extract specific information.
-To carry out voice education and breathing techniues correctly.
CONTENTS
--tory: The Little 5ermaid.
--ong: - Sailor :ent to Sea.
-To practise voice education and breathing techniues correctly.
-6emori!ing and acting out a song.
BASIC COMPETENCES
Linguistic Competences
-To learn and use the ne& vocabulary learnt in songs and stories in communicative
situations.
-To read and understand childrens stories
LESSON #UIDELINES
-$eading the introduction to the story.
-'istening to The 5ermaids from Cocturnes by 3laude .ebussy.
-'earning about 3laude .ebussy and his &or*.
-'istening to the song - Sailor :ent to Sea.
-6emori!ing and singing the song.
-+laying a game.
--inging the song &ith muscal accompaniment.
-'istening to the -irens by 3laude .ebussy.
-$eading and completing the story.
-3ompleting exercises 1 and , on pages 2( and 2) of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-$e-reading the story on pages 2( and 2) of the 0ctivity 1oo*.
--inging a song &ith the variations proposed in the Teachers #uide.
E'tensi%n
-0cting out the story.
Secuenciacin didctica Tarantella 3 9(
-7nventing ne& lyrics for the song.
E"ALUATION
()at t% e*aluate
--ho&s a respectful attitude to&ards other peoples ideas and opinions in
classroom activities
+articipates and enjoys participating in classroom activities.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 9)
PROFILE COMPONENTS Lesson 2
OB!ECTI"ES
-To identify and define the ascending and descending scales.
CONTENTS
-The musical scale.
-+itch as a uality of sound.
BASIC COMPETENCES
5athematical Competences
-To use mathematical reasoning to interpret the stave and the position of the
notes.
LESSON #UIDELINES
-.efining the concept of scale.
-+ractising the scale &ith small percussion instruments.
-$eading the songs depicted on page 4= of the +upils 1oo*.
-+laying the songs.
--inging the songs as a class.
-3ompleting exercise 2 on page 24 of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-The photocopiable activities proposed in the Teachers #uide.
E'tensi%n
-$evising the notes on the scale in their ascending and descending forms.
E"ALUATION
()at t% e*aluate
-7nterprets the ascending and descending scales correctly.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 94
PROFILE COMPONENTS Lesson 3
OB!ECTI"ES
-To identify and interpret a canon.
-To sing a song &ith t&o voices and accompany it &ith instruments and gestures.
CONTENTS
-The canon.
--ong: Big Ship Sails.
BASIC COMPETENCES
Learning !o" to Learn Competences
-To identify ones o&n possibilities and shortcomings in the music and language
learning process and develop strategies to improve them.
LESSON #UIDELINES
-+ractising voice education techniues.
-'earning the melody of the song.
-6emori!ing and singing the song.
-0ccompanying the song &ith body percussion and instruments.
-'istening to the song.
--inging the song &ith the base music.

MI$ED ABILITY
C%ns%li&ati%n
--inging the song &ith the variation proposed in the Teachers #uide.
E'tensi%n
--inging the song &ith t&o voices.
E"ALUATION
()at t% e*aluate
-7dentifies and plays a canon correctly.
-.iscovers, uses and appreciates the bodys sound possibilities.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
Secuenciacin didctica Tarantella 3 98
-The evaluation criteria and activities proposed in the Teachers #uide.
PROFILE COMPONENTS Lesson (
OB!ECTI"ES
-To learn and play the notes @a/@ and 6i/E on the recorder.
CONTENTS
- The recorder: the notes @a/@ and 6i/E.
BASIC COMPETENCES
Linguistic Competences
-To learn and use the ne& vocabulary learnt in songs and stories in communicative
situations.
LESSON #UIDELINES
-'earning ho& to play the songs.
-+ractising breathing techniues.
-'istening to the songs.
-+laying the songs &ith the base music.
-3ompleting exercise ) on page 28 of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-The photocopiable activities proposed in the Teachers #uide.
E'tensi%n
-+laying songs from pages 84 and 88 of the +upils boo* for further practise &ith
the recorder.
E"ALUATION
Secuenciacin didctica Tarantella 3 99
()at t% e*aluate
-7dentifies and plays the notes @a/@ and 6i/E on the recorder.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.

Secuenciacin didctica Tarantella 3 9:
PROFILE COMPONENTS Lesson *
OB!ECTI"ES
-To play the classroom instruments and imitate the characters from the story.
CONTENTS
-6usical accompaniment for a story.
BASIC COMPETENCES
Social and Citizenship Competences
-To use singing and dancing as a means to promoting good relationships &ith fello&
students.
-To sho& a respectful attitude to&ards other peoples ideas and opinions in
classroom activities.
LESSON #UIDELINES
->sing corporal percussion to identify the rhythms depicted on page 42 of the
0ctivity 1oo*.
-'istening to identify the characters.
-7mprovising &ith the instrument assigned and repetition in echo form.
-"bserving and playing the rythms depicted &ith corporal percussion.
.7mitating the characters from the story &ith instruments.
-3ompleting exercise ( on page 24 of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-'istening and identifying different ostinatos.
E'tensi%n
-0cting out the story &ith corporal expression.
Secuenciacin didctica Tarantella 3 :=
E"ALUATION
()at t% e*aluate
--ho&s a respectful attitude to&ards other peoples ideas and opinions in classroom
activities.
-7dentifies and enjoys playing other instruments.

+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 :1
PROFILE COMPONENTS Lesson +
OB!ECTI"ES
-To adapt vocal expression to the music and the rest of the group.
-To listen and identify the instruments in a song.
CONTENTS
--ong: Dnder the Sea by 0.6en*en and I. 0shman.
-'istening and identifying the instruments in a song.
-7nstruments as an accompaniment for songs.
-%ocali!ation and expression.
BASIC COMPETENCES
Knowledge and Interaction with the Physical World
-To discover music as a means to interpreting the sounds in the natural
environment.
LESSON #UIDELINES
-'istening to the song Dnder the Sea.
-$eading the lyrics.
--inging the song.
-$eading comprehension of the song.
-+laying the song &ith the base music.
-3ompleting exercise 8 on page 29 of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-Datching part of the .isney film and listening to the song Dnder the Sea.
E'tensi%n
-The photocopiable activities proposed in the Teachers #uide.
E"ALUATION
()at t% e*aluate
-0dapts his/her breathing techniues to the vocal and instrumental
interpretations.
Secuenciacin didctica Tarantella 3 :,
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 :2
PROFILE COMPONENTS Lesson .
OB!ECTI"ES
-To listen and distinguish different instruments.
-To enjoy listening to music and learning about different composers.

CONTENTS
-Bet"een t"o :aters by +aco de 'ucGa.
-The rhythmical and expresive characteristics of music.
-To listen and identify the different timbres.
BASIC COMPETENCES
Autonomy and Personal Initiative Competences
-To develop the capacity for transforming ideas into reality in musical
interpretations.
LESSON #UIDELINES
-'istening to the music and follo&ing the musicgram.
-7dentifying the timbre of some instruments.
-'earning about the composer and his &or*.
-0ccompanying the music &ith body percussion and percussion instruments.
-3ompleting exercise 1= on page 2: of the 0ctivity 1oo*.
MI$ED ABILITY
C%ns%li&ati%n
-'istening to music &ithout the help of the musicgram.
E'tensi%n
-The photocopiable activities proposed in the Teachers #uide.
E"ALUATION
()at t% e*aluate
-7dentifies the timbre of some instruments.
Secuenciacin didctica Tarantella 3 :(
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 :)
PROFILE COMPONENTS Lesson /
OB!ECTI"ES
-To define and practise a canon.
CONTENTS
--ong: 9o", ro".
-The canon.
BASIC COMPETENCES
Cultural and Artistic Competences
-To appreciate the importance of learning music as an important source of
*no&ledge and personal enrichment.
LESSON #UIDELINES
-'istening to the song 9o", ro".
-$eading the& definition of canon in the +upils 1oo*.
-6emori!ing and singing the song.
-0ccompanying the song &ith gestures.
-7nterpreting the song as a canon.
-7nstrumental improvisation.
--inging the song &ith the base music.
MI$ED ABILITY
C%ns%li&ati%n
-The photocopiable activities proposed in the Teachers #uide.
E'tensi%n
-The photocopiable activities proposed in the Teachers #uide.
-7nterpreting the song &ith four voices.
E"ALUATION
()at t% e*aluate
-+articipates actively in classroom activities.
--ings a canon and coordinates his interpretation &ith his/her classmates voices.
Secuenciacin didctica Tarantella 3 :4
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 :8
PROFILE COMPONENTS Lesson 2
OB!ECTI"ES
-To enjoy listening to music, singing, improvising, interpreting and dancing.
-To learn a ne& choreography.
CONTENTS
-.ance: Corth Sea :alt3.
-The bodys expressive and movement possibilities.
-1ody control: movement, rest and breathing.

BASIC COMPETENCES
Social and Citizenship Competences
-To use dancing as a means to promoting good relationships &ith fello& students.
LESSON #UIDELINES
-'istening to the Corth Sea :alt3.
-'earning a ne& choreography.
-+ractising the dance.
MI$ED ABILITY
C%ns%li&ati%n
-The photocopiable activities proposed in the Teachers #uide.
E"ALUATION
()at t% e*aluate
-0dapts and coordinates his/her movements to the available space and other
classmates movements.
--ho&s interest and enjoys learning ne& dances.
+%, t% e*aluate
-"bservation of the pupils progress in the music and language learning process.
-0ctivity 1oo*.
-+articipation in individual and group activities.
-The evaluation criteria and activities proposed in the Teachers #uide.
Secuenciacin didctica Tarantella 3 :9
Secuenciacin didctica Tarantella 3 ::