Казахские национальные инструменты

Unit of a long term plan: Music

School: № 26

Date: 19.02.18

Teachers name: Khodnitskaya O.E

Class: 5

Number present: 15

Absent: 0

Lesson title: Kazakh national musical instruments.

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

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

5.W3 write with support factual descriptions of Kazakh national instruments ant it`s history

5.UE1 use appropriate words and phrases , including common noun phrases describing theme “ Music”, on a limited range of familiar general and curricular topics. Express your attitude towards music and instruments.

Lesson objectives

All learners will be able to:

• Apply new words to give an opinion about music and instruments

Most learners will be able to:

• Make up sentences concerning this theme

Some learners will be able to:

• Write and talk about traditional musical instruments

Language objectives

Topical Vocabulary: play musical instruments, sing a song, beautiful, sad, relax, nice , exciting, rock, folk, classical, ethnic, heavy metal, disco, pop

Useful classroom language for dialogue/writing:

Discussion points: What types of musical instrument do you know?

What is your favorite kind of music?

Assessment criteria

• apply new words to give an opinion at sentence level on the topic music

• write with support factual descriptions at text level which describe types of music and musical instruments

• differentiate nouns and use them

Value links

Appreciate art, music, Kazakh literature, history of Kazakhstan

Level of

thinking skills

High level of thinking

Cross curricular links

Music, Kazakh literature, history of Kazakhstan

ICT skills

PPT

Previous learning

(1 min)

Present Simple is/ are

It is a wind instrument.

It is made of metal.

Plan

Planned timings

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

Resources

Start

( 5 min)

( 5 min)

( 10 minutes )

(

( 5 minutes)

( 3 minutes)

( 2 minutes)

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

To give different interesting tasks, to teach the pupils to think logically using their fantasy and creativity.

VIII

Reflection ( 3 min)

Where the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives /learning objectives?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

1. Organization moment.

Students go in to music into the classroom , and choose the picture, according to which they are divided into groops. ( Music and English teacher)

II. Divided pupils into two groups according to pictures

1^st group – dombras

2^nd group – zhetygen

3- sybyzgy

4- kobyz

Greeting. ( song in 3 languages. Music teacher)

III. Explain new theme: “ Guess the new theme” ( according to music)

Warm up: “ Brainstorming” strategy (WW)

Pupils watch the pictures and say what are they?

-What types of musical instruments do you know?

-What is it?

-How do you think why we use it?

Name the words which are associated with this theme.

IV . Group work.

Before teacher explains and pay attention on rules of work in groups. ( active board) .

Two groups are going to work with Kazakh legends and the other two will make poster about Kazakh instruments.

One group is answering , the others evaluate them.

1 group- legend about kobyz, 2- legend about zhetigen, 3- poster about history of dombra, 4- poster about sybyzgy .( using pictures, phrases)

Descriptor: A learner must do it nice and correctly with a logical meaning.

• Each group defends posters, Assessment

V. Musical quiz.

To introduce musical instruments by mnemonics. Strategy “ Pictionary” (WW)

Every learners must show any musical instrument and guess it ( each group have listened an instrument- the task to show , how can we play it)

VI. Listen and match the system of sounds in the pictures ( active board)

Strategy “Name that tune”(WW)

DO RE MI FA SOL LA SI DO

VII. Sing English song” Sounds of Music” by R. Rogers together , according to showing these system of sounds.

Doe - a deer, a female deer,
Ray - a drop of golden sun,
Me - a name I call myself,
Far - a long, long way to run.
Sew - a needle pulling thread,
La - a note to follow sew,
Tea - a drink with jam and bread
That will bring us back to Do –

Assessment-how are you planning to check learners learning?

Movement around the room

This can be adapted in many contexts:

1) each corner of the room could represent ‘strongly agree’, ‘agree’,

‘disagree’,‘strongly disagree’.

2) stand by the image

that best matches your viewpoint. 3) stand by the correct example/definition.

Criteria – based assessment.

“5” Students were able to ask and answer the questions used vocabulary made sentences and for good reading and translating.

“4”The students made more errors in pronounciation , made some mistakes in two tasks.

3” The students made more errors in pronounciation, made more the 6-7 mistakes in each tasks.

“2”made more than 8 errors in each tasks.

1.The lesson objectives were realistic for the children 5^th form.

2.All the learners achieve the lesson/learning objectives.

3.We did a lot of exercises. The lesson was very interesting because it was model lesson. I sticked to timings.

IX. Saying good bye to pupils.

( Sing a short song ) .

Evaluation of students.

Students leave the room accompanied by the music of musical band “ Ulytau”

Pictures

Active board

Musical instruments

Microphone

Poster

audio

Cards, Mnemonics

CD

Pictures