Конспект урока в 5 классе Creativity

Unit of a long term plan. Creativity

School: Esil secondary school №1

Date:

Teacher name: Aidarbekova Irina Valerievna

CLASS: 5

Number present: 15

absent:

Lesson title

Music 1

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5.S3 give an opinion at sentence on a limited range of general and curricular topics

5.UE1 use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics

5.W3 write with support factual descriptions at text level which describe people, places and objects

5.C9 use imagination to express thoughts, ideas, experiences and feelings

Lesson objectives

all learners will be able to:

• Express an opinion using phrases and sentences with support

• List countable and uncountable nouns when differentiating music styles with support

• Make up 3 phrases about music, describing people, places and objects with support

• Name and explain ideas, including emotions and feelings with support.

Most learners will be able to:

• Explain their opinion using phrases and sentences with a less support

• Introduce 3 sentences about music, describing people, places and objects with less support

• Analyzeand explainideas, including emotions and feelings with little support.

Some learners will be able to:

• Prepare 5sentences and 3 questions about music, describing people, places and objects without support

• Show separately, explain, analyses and compare ideas, including emotions and feelings without support

Assessment criteria

• Tell the opinion in related sentences about music.

• Apply time and location on music topics using countable and uncountable nouns

• Analyse information about music to write sentences that describe people, places and objects.

• Compose amazing ideas, including emotions and feelings

Language objective

Violin,cello,harp,oboe,clarinet, trumpet, trombone, drums, xylophone, guitar, dombra,orchestrarock, jazz, pop, classic, rap.

Useful classroom language for dialogue/writing:

I like listening rock…..

I playing on guitar…..

A don`t like Jazz…..

I playing on dombra…..

Values links

Mangilik Yel, Respect each other, trust

Cross-curricular links

Self-knowledge, Art,Music

Previous learning

Art

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

4-6

Class routine:

Good morning!

How are you today? ...

STARTER

Teacher asks students to watch the video and try to sing and dance.

[T-S]

Teacher asks students to watch the pictures on the board and answer the question:

What do you think what is the theme of our lesson? Learner try to guess the theme of the lesson.

Introduction

Teacher introduces learners with the learning and lesson objectives:

ELICITING

Teacher elicits the background knowledge of learners about music by asking questions.

Interactive pattern: T-S

What musical styles do you know?

What musical instruments can you name?

Learners gives answers then the teacher thanks for the answers and pays their attention to the interactive board.

https://www.youtube.com/watch?v=69f9sCwhwYk

http://54433345.m.mp3sort.biz/viewtn.php?start=380&t=39342

https://www.liveinternet.ru/users/4403733/post197546709/

Middle

7-10

11-16

17-30

31-35

Development

Activity 1

[W]Drilling:

Teacher asks students to look at the board and repeatthe new words. [T-S]

Violin, cello, harp, oboe, clarinet, trumpet, trombone, drums, xylophone, guitar, dombra, orchestrarock, jazz, pop, classic, rap.

[W, G]Changing opinion:

Teacher divides the class into two groups (teacher counts learnersup to 3) and asks “Tell please what musical instrument and styles you can remember from PPP?”.

Interactive pattern [T-S]

1^st group: names the musical instruments.

2^nd group: names the musical styles

Descriptor: a learner

• Readsand namesnew words about music

• explains their opinion using phrases and sentences

• makes up sentencesusing topical vocabulary about music correctly

Oral assessment (Good job, Awesome, magnificent)

//Activity 2 “Music it is Life”

Pre-reading: [T-S]

Teacher asks students to answerthe questions.

What do you know about music?

Can you guesswhat is the text about?

While reading[S]

“Music in Our Life”

Post reading

[G] Teacher asks students to put the words into the right box on the board. [T-S]

SCAFFOLDING BY GRAPHIC ORGANIZER

Violin, cello, harp, oboe, clarinet, trumpet, trombone, drums, xylophone, guitar, dombra, orchestrarock, jazz, pop, classic, rap

Descriptor: A learner

• puts the words into the right column

• Lists countable and uncountable nouns when differentiating music styles

• Makes up sentences with the word

Self-assessment “sticker” a learners glue the stickers on the colored cycle on the board (Green- I did it, Yellow-I did it with support, Pink – I did it with support but I need help )

Teacher dividesclass andasks students to read the text and answer the questions. [Ss-Ss]

Differentiation by type of task

Group 1. Choose the right answer (T-True, F-False)

1. People cannot live without music ____________

2. Symphonic orchestras in small halls perform classical music_________

3. Most young people like dance and pop___________

4. Musical clips are long films accompanied by the melody__________

5. People like to watch clips

Group 2

Answer the questions

What kind of music do you prefer?

___________________________________

What is you favourite group and singer?

_____________________________________________

Were are we listening to music?

_______________________________________

What is it “clip”?

____________________________________

Why people likes to watch clips?

___________________________________

Group 3

Writing: describe your opinion about music and musical stile 5 sentences and 3 questions.

________________________________________________________________________________________________________________________________________________________________________

Descriptor: a learner

• Writesabout music, using countable and uncountable nouns correctly

• Uses 3 sentences about music, describing objects

• preparesand explains 5sentences and 3 questions about music

2 Stars and a wish assessment

Teacher uses group assessment. After doing excises each group exchanges cards and checks each other’s’ works. After that they say 2 good things and 1 wish.

// Activity 3

Interactive pattern [T-S, S-S]

«Hot chair»

Teacher divides students according to the colors into 3 groups and explains the rule of this game.

One student sitsdown on the chair, at this momentthe teacher shows cards with new words to the other students and then they start explaining the word to the student who is sitting on the chair by gestures.

Discriptor: a learner

• shows the word by mimics

• explains by giving definitions of the word

• namesthe word

Peer assessment A star.Each learner gives a star to another learners wich was better .[S-S]

Presentation

https://nsportal.ru/shkola/inostrannye-yazyki/angliiskiy-yazyk/library/2015/10/19/prezentatsiya-muzykalnye-instrumenty

http://engmaster.ru/topic/2941

cards

stickers

Cards

Card 1

Card 2

Card 3

End

35-40

Plenary

(W) “Feedback Sandwich” [S-S]

The learner asks their partner 3 Positive comments

I Liked…….

I Liked……because ……..

I liked …………but the next time …….

“Traffic light” Teacher asks students shows the colored cards (yellow, green and red).

Class routine:

Home task: Teacher asks students to make up a crossword with new words using pictures.

“The lesson is over. Good bye, children. See you soon!” [T-S]

https://s-media-cache-ak0.pinimg.com/originals/18/3b/12/183b1228a353201eb0324a50f9f2ee3c.png

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

Differentiation by teacher support, by group ability, by task, by scaffolding.

Oral assessment,

Peer assessment, 2 Star and wish assessment, Group assessment, Traffic light” assessment , Self-assessment “sticker”.

Interactive board. (15 min)