Корейская косметика премиум класса

Music

 

Unit 5.Creativity

 School: Secondary School № 64 named after Zhusipbek Aimauytov

Date: 

Teacher's  name: Dinara Yeldesbayeva

The theme

Music

Class: 5

Number present:

Absent:

Learning objectives(s) that this lesson is contributing to

5.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics

5.3.3.1 give an opinion at sentence level on a limited range of curricular topics

Lesson objectives

All learners will be able to: practice topic- related vocabulary with visual support,

read and listen to the short story;

Most learners will be able to : use most of the active vocabulary in speech;

Some learners will be able to :spеak about singer, make up description of music, complete most of tasks cоrrectly with nо supporting visuals

Assessment criteria

Apply vocabulаry on music аppropriately in spееch in group  work .

 Identify the attitude and opinion of the author in  the text about music

Express a point of view in sentences

Values links

respect folk music and  folk musical instruments

Cross-curricular

Music , Art

Previous learning

Musical instruments

Plan

Planned timings

Planned activities

Resources

Beginning

2min

10 min

 

 

 

 

 

Organization moment. Make uр a dialoguе. Psychоlogical trаining.   The studеnts stаnd in a circle and the T asks them to tеll what they know about the previоus lesson Aftеr a student hаs givеn a wоrd or phrаse

 Students stand in circle.

Learners listen to the sоng and predict the theme of the lesson

 -What is music for you? Say in one word.

The topic and LOs are presented.

Dividing into groups using puzzles                      

Learners divide into 3 groups. 1- folk ,  2- classical, 3- rock

To remind the rules of the group

Checking the homework

Phonetic drill: Say the words following the rules of reading

[ai] - night, right, light, flight, bright, sight, delight

Which word doesn't rhyme with the question word?

bright       a)feet  b)tonight c)white d)bite

 

Work with PPP revise active vocabulary from previous lesson.

Descriptor:

  1. Match the pictures with their names
  2. Read and complete the sentences
  3. Look at each musical instrument and unscramble the letters and write the name of the instrument on the line.

Is music necessary in our life?

Do you remember kinds of music and musical instruments? Ask leaners how many new words about musical instruments they remember

Differentiation question for more able student:

Do you think that music can change your lives?  Why ?                                                                

Finger-assessment.

 

 

 

Slides

 

 

 

 

 

CD

 

 

 

 

 

Flashcards

 

 

 

 

Slides

 

Middle

 

3 min preparation time

 

 

 

 

 

3 min

 

 

 

 

 

2 min

 

 

 

 

 

 

 

 

15 min

activity

 

People can't live without music. They can listen to it everywhere even in the forest, when they walk and hear birds' singing. Music can be classical and modern. Classical music is performed by symphonic orchestra, it is serious and requires good understanding. Some people, especially teenagers, think that classical music is boring and dull. But they are not right! Most people prefer modem music. There are different kinds of modern music: pop

 Presentation

Learners are suggested to answer the question about music:

-What types of music do you know?

(pop, rock, classical) Learners are given presented other types of music in PPT

Descriptor:

      -learners listen to some part of a song and try to describe the types of music

        - completes the task

 

Exercise 1 p 39   Use the clues to complete the crossword

 Answers:   1- classical, 2-folk, 3- opera, 4-  hip-hop, 5- rock, 6-pop, 7- jazz,

 8- soul

 

Let’s have a rest:   Row your boat

 Singing, relaxing and dancing

 

Pre listening task:

Work with new words

catchy, modern, boring, not modern, loud, soft, pastry, couple

Listening task :

 Listen to the text about rock star Elisa. She talks about her daily routine.

Descriptor:

-fill in the gaps

- selects an appropriate answer

After listening task: Gallery walk

The students in groups move through different stations where a question is posted for them to answer and interact and share knowledge in the process. Activity ends when each group gives an oral presentation.

 

Differentiation by level:

Group A (More able learners): Answer the questions, retell the text

Group B : (Less able learners) Identify facts and details in extended talks with support

Assessment criteria: at least 3 answers correctly

  1. What type of music does Elisa like best?
  2. What does  Elisa  do   in the afternoon?
  3. What activities is Elisa involved in?

 

 

 

 

Slides

 

 

Worksheets

Traffic lights

 

 

 

 

 

 

 

 

 

 

CD

 

 

 

 

 

http://www.esl-lounge.com/student/

listening-elementary.php

 

 

 

 

 

 

Flashcards

5 min

Differentiation by grouping: Learners should be paired in mixed ability groups so that they finish at similar times and can support one another. Learners needing extra support may take their vocabulary words around the room with them.

1. Do you like the rock music?

2. Why/why not? (Is it fast /slow/ catchy/ boring/ modern/ not modern/ loud/ soft?)  3. Can you dance to it or not?  4. Is listening to music better than singing the song? Why? 5.What types of music do you know?

Reflection and feedback:

Students look at the board and add the words which they have learnt during the lesson

Ask learners to reflect on if they feel they have achieved the learning goals & what they liked/didn’t like about the lesson

Have learners quickly answer the following as an exit ticket assessment

 

Home task: Exercise 3  p 40  WB    Write sentences with prompts

 

 

 

smiley faces

 

 

 

 

 

 

 

 

 

Slides

 

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

 

Support for weaker students: working in pairs/groups, phrases

Challenges for more able students: Encouraged to do more writing; assist weaker students.

Pair work, Whole group work

Self  assessment chart,

Group assessment

Traffic light

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Reflection

 

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

 

 


Қарап көріңіз

×