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
1st group – dombras
2nd group – zhetygen
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.
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’,
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 5th 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”