| Short-term plan Module 6 My Music Lesson 1 Musical instruments | Subject: English “Smiles 1”, Pupil’s book, Activity Book for Kazakhstan, Grade 1 «Express publishing - 2016» (66 hours – two hours a week) Jenny Dooley, Virginia Evans |
| Date | 09.12.2019 |
| School name | l №11 |
| Teacher | Shukirbaeva Akerke |
| Grade 1 | Number present: 10 | Number absent: 0 |
| Theme of the lesson: | Musical instruments |
| Learning objectives that this lesson is contributing to
| 1 UE use words and expressions in their speech 1L recognise the names of the musical instruments with support 1S pronouns words and expressions intelligibly ,use words in short exchanges, to talk about ability 1 R read words and expressions with support 1W write words with support |
| Target vocabulary | Musical instruments : trumpet , guitar, drum, piano, recorder |
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Language focus
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| Lesson objectives | All learners will be able to recognise the names of the musical instruments with support |
| Most learners will be able to pronouns words and expressions intelligibly ,use words in short exchanges, to talk about ability |
| Some learners will be able to read words and expressions, to write words with support, to use in their speech |
| Success criteria | word recognition, pronunciation of words, spelling words, setting the dialogue by analogy, critical thinking skills, evaluation of their responses |
| Anticipated problems | Learners will know the words (trumpet , guitar, drum, piano, recorder), will use them in their speech, will write these words, will learn a song, dialogue, will talk about his musical skills |
| Thinking skills | THINK! Thinking skills
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| Value links | love for music, desire for knowledge, friendship, ability to listen , ability to assess |
| Cross curricular links |
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| ICT skills | Listening skills of recording Doing the tasks on the interactive whiteboard |
| Previous learning Пре | Module 5 My Food Milk, cheese, bananas, juice, eggs, chicken, apples, carrots, pears, onions, tomatoes
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| Extra materials
| Slips of paper with the food items from the previous module written on them for the Beginning the Lesson activity The My music poster; Story cutouts from the Activity Book for Ex.4 Extension activity (Optional) Video (DVD PAL - Module 6) (Smiles1) Tasks on the Interactive White Board (Smiles1)
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| The course of the lesson |
| STAGE AND ITS OBJECTIVES |
PROCEDURE |
INTERACTION |
TIME |
| Beginning the lesson
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Game 1 “How many words can you say in English? “ Aim: The pupils should say the learning words in English
Game 2 “Name the food items” Aims : repeat “the food items” - milk, cheese, bananas, juice, eggs, chicken, apples, carrots, pears, onions, tomatoes
| Get students ready to the class by greeting them, asking questions about their feelings. Hello! How are you today?
Game 1 T: How many words can you say in English?
Game 2 “Name the food items” (An activity to revise the vocabulary from the previous module) Before going into class Prepare slips of paper for each pupil with the food items from the previous module written on them. Hand out the slips of paper to each pupil. Call out each word in random order. The pupils hold up their slips of paper as soon as they hear their word. Repeat with some more pupils.
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T S,S (Teacher asks students individually)
T Class (Teacher addresses the whole class)
| 1 min
1 min
3min |
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PRESENTATION AND PRACTICE (Activities to present and activate the new language) |
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Task: Using “The My music poster” Aim: presentation the new words by teacher. The pupils should learn the new language (to say the words and remember )
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“The My music poster” Presentation and practice (Activities to present and activate the new language) Pupils’ books closed. Put up the My Music! poster on the board . Point to each musical instrument, one at a time, and present them. The pupils repeat, chorally and /or individually. Point to each instrument in random order. Ask individual pupils to say the word. Ask the rest of the class for verification.
| T Class (Teacher addresses the whole class)
T S,S (Teacher asks students individually)
| 3 min |
| 2. Task: Listen, point and repeat. (Track 14 CD2) Aim: The pupils listen, point to the pictures and repeat the word. | Pupil’s books open. Play the CD (Track 14 CD2). The pupils listen, point to the pictures and repeat the word. Play the CD again pausing after each word. The pupils repeat, chorally and / or individually.
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T Class (Teacher addresses the whole class)
T S,S (Teacher asks students individually)
| 2 min |
| 3.Task: Colour. Write. Say and do.
Aim: The pupils should colour, write, say the musical instruments and do action “I can play the trumpet! Listen!” Check pupils' answers -formative assessment ( to assess each other's work) Взаимооценивание по ключам
| Ex.1, page 74 Colour. Write. Say and do.
Point to the musical instruments, one at a time, and elicit the words. Revise the colours by pointing to different items around the classroom and eliciting the colour. Allow the pupils enough time to colour the musical instruments any colour they like. For stronger classes, the pupils can also write the name of the instrument. Check pupils' answers. Answer key 1 trumpet 3 recorder 5 drum 2 guitar 4 piano
The pupils use the sentence at the bottom of the page as a reference to say and do.
| T S,S (Teacher asks students individually I (Individual work
I (Individual work)
GW | 5 min |
| 4. Task: “Mime” Пантомима
Aim: The pupils should mime playing the piano and say: I can play the piano, listen to me play!
Formative assessment “Word’s assessment” | “Mime” Пантомима Mime playing the piano and say: I can play the piano, listen to me play! The pupils repeat after the teacher. Follow the same procedure to present the rest of the song.
| T Class (Teacher addresses the whole class)
| 5 min |
| Task: Sing the song “I can play the piano!” Aim: The pupils should listen to the song and repeat the gestures teacher shows. Then sing and dance the song together. Formative assessment “Word’s assessment”
| Ex.2 Sing the song “I can play the piano!” (Track 15 CD2) Play the CD. The pupils listen to the song. Divide the class into five groups and assign a verse to each group. Play the song again for the groups to sing the assigned verses. Time permitting, play the song a third time for the pupils to sing the song as a class. AUDIOSCRIPT I can play the piano, Listen to me play! Plonkety-plonk, pionkety-pionk. Listen to me play!
I can play the trumpet. Listen to me play! Trumpety-trump, trumpety-trump. Listen to me play!
I can play the drum, Listen to me play! Boom-bada-boom, boom-bada-boom, Listen to me play!
I can play the guitar, Listen to me play! Strum-strum-strum, strum-strum-strum, Listen to me play! I can play the recorder. Listen to me play! Toot-toot-toot, toot-toot-toot. Listen to me play!
(See the Introduction for further ideas on how to exploit the songs.) |
T Class (Teacher addresses the whole class)
GW (Group work): Gr- 1, Gr- 2, Gr- 3,Gr- 4, Gr- 5
| 5 min |
| Listen and read. Task: Answer the teacher’s questions.
The pupils should answer what they can see in the pictures, listen and follow along in their books.
Formative assessment for the true answer each student have a present card (“Very good”, “Wonderful”, “Brilliant,”)
| Ex.3, page 75 Listen and read. (Track 16 CD2) Set the scene by asking the pupils questions about what they can see in the pictures. e.g. Teacher: (pointing to the trumpet in picture I) What's this? Class: A trumpet! Teacher: Lilly can play the trumpet, (pointing to picture 2) What can Liam play? Class: The guitar! etc. Play the CD and ask the pupils to listen and follow along in their books.
| T Class (Teacher addresses the whole class)
| 4 min |
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Thinking skills Task: Think! Circle. Aim: The pupils should look at the pictures, read the dialogue silently and circle the instrument that Lilly and Liam play. The pupils circle the trumpet and the guitar. Teacher must check their answers. Formative assessment Aim: The pupils should read the dialogue | Ex.4, page 75 Think! Circle. Explain the activity. The pupils look at the pictures, read the dialogue silently and circle the instrument that Lilly and Liam play. Allow the pupils some time to complete the activity. Check their answers. Answer key
Play the CD again pausing for the pupils to repeat, chorally and/or individually. Assign roles and ask individual pupils to read the dialogue out loud.
| I (Individual work)
I (Individual work)
| 3 min |
| Let’s have rest Aim: Pupils should do the activity for the resting
| Activity - Let’s have rest “Action Songs for Children – Move and Freeze https://www.youtube.com/watch | W (Whole class) | 1 min |
| Extension activity (Optional) Task : Act out the dialogue Aim: The pupils should act out the dialogue in pairs
Task : Use the story cutouts Aim: The pupils should take out their story cutouts, shuffle them, play the dialogue for the first frame, show the corresponding cutout, repeat with the rest of the dialogue
| For stronger classes: Select a short exchange from the dialogue (page 75 - PB) for the pupils to act out in pairs. Allow them some time to rehearse their exchanges. Encourage them to come to the front and perform their exchanges. Alternatively, assign roles and have the pupils come to the front and act out the whole dialogue.
For weaker classes: Ask the pupils to take out their story cutouts (page 131- AB). Ask them to shuffle them. Play the dialogue for the first frame. Ask the pupils to show you the corresponding cutout. Repeat with the rest of the dialogue
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P (Pair work)
GW (Group work) | 5 min |
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ENDING THE LESSON
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| Activity for production Aim: to consolidate the language of the lesson Some pupils should to mime playing a musical instrument The rest of the class should try to guess what it is. | (An activity to consolidate the language of the lesson.) Ask a pupil to mime playing a musical instrument. The rest of the class tries to guess what it is. Whoever guesses correctly comes to the front of the classroom and the game continues.
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W (Whole class) | 4 min |
| Activity for production Task: Look and trace the right word. Aim: The pupils should Look and trace the right word. | ACTIVITY BOOK (Optional) Ex.1, page 60 (AB) If you wish, you can do page 60 from the Activity Book during this lesson or the next one. Check pupil’s answers.
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I (Individual work)
| 2 min |
| Assessment | Assessment “ Traffic lights” |
| 1 min |
| Teachers reflection |
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