Music

УРОК АНГЛИЙСКОГО ЯЗЫКА ПО ТЕМЕ “MUSIC”

ORGANIZING FORM – Организационная форма: работа в группах

AIM – Цель: содействовать формированию межкультурной коммуникативной компетенции учащихся на основе базового уровня владения английским языком с использованием учебного материала по теме «Музыка»

OBJECTIVES – Задачи:

1. Создавать условия для повышения информированности учащихся по теме «Музыка», в т.ч.: определение термина «Музыка», история музыки,

2. Способствовать формированию готовности учащихся вступать в иноязычное общение

3. Создавать условия для развития у обучающихся умения выражать свое отношение, оппонировать и защищать свою позицию при беседе по теме; развивать навыки работы в группах, навыки взаимоподдержки, само- и взаимооценки; нести ответственность за работу в команде.

TYPE OF THE LESSON – Тип урока: комбинированный

METHODS OF THE LESSON – Методы урока: grammar – translation: reading, translation, using new words; audio-lingual: group work, listening, speaking; explanatory, illustrative, writing, communicative, interactive, group work, work as a class

EQUIPMENT – Средства обеспечения: Active board – slides, flipcharts, video, постеры по теме, доска для постеров, карточки с заданиями, фломастеры, листы для работы

SPADE-WORK – Подготовительная работа: работа с литературой, работа с интернет-ресурсами, написание плана, подготовка средств обеспечения

BOOK – Учебник: Аяпова Танат Танирбердикызы (доктор филологических наук, профессор, академик), Абильдаева Збира Скендиркызы, Тутбаева Жаннат Абдыкаимкызы. Английский язык: Учебник для 9 класса общеобразовательной школы с русским языком обучения (на английском и русском языках). 3-е издание, переработанное и дополненное. – Алматы: Издательство «Мектеп», 2013. – 280 с.: ил.

ENGLISH PROGRAM – Программа по английскому языку: составлена на основе учебных программ по предметам образовательной области «язык и литература» уровня основного среднего образования (5-9 классы), разработанных Национальной академией образования им. Ы. Алтынсарина МОН РК, Астана 2013 год

PRINCIPLES OF THE LESSON CONSTRUCTION – Принципы построения урока: развитие языковых навыков

PROCEDURE – ХОД УРОКА

I. Организационный момент

1. Приветствие

2. Вступительная беседа учителя

3. Сообщение цели урока

4. Деление класса на 4 микрогруппы

5. Распределение ролей в группе:

1) LEADER Лидер (руководит всей группой, отвечает за работу группы в целом, организует, направляет работу группы в течение всего урока)

2) SECRETARY Секретарь (ведет записи, необходимые при разрешении поставленных проблем)

3) PRESENTER Представитель (представляет находки и решения группы всему классу)

4) MONITOR-SPEAKER Ответственный Спикер (отвечает за устные презентации группы)

5) ENFORCER Координатор-консультант (является креативным «мозгом» группы, отвечает за решение поставленных перед группой проблем)

6. Запись в тетрадях (число, тема урока)

II. Основная часть

PROCEDURE OF THE LESSON

Students come into the classroom and take seats in groups as they like:

GROUP 1 – STRING, GROUP 2 – WOODWIND, GROUP 3 – BRASS,

GROUP 4 – PERCUSSION (guests)

TEACHER: Good afternoon!

STUDENTS: Good afternoon!

TEACHER: Let’s begin our lesson and at first have a look at the board, please!

• SLIDE 1. VIDEO – KAZAKH MUSICAL ORCHESTRA “BABALAR CAZY” IN HAMBURG, GERMANY. (15 sec.)

TEACHER: (work as a class) Can you guess the subject of our today’s lesson? What are we going to speak about?

STUDENTS: Music, musical orchestra, musical instruments etc.

TEACHER: Yes, you are right! Open your copy-books and write the date and the topic of our lesson: “MUSIC”

• SLIDE 2. DATE AND SUBJECT OF THE LESSON

TEACHER: Tell me, please, do you like music? Why do we listen to music?

STUDENTS: (sample answers) We listen to music to relax, to make friends, to learn language, to express feelings, to know culture, to meet people, to have fun, for pleasure etc.

• SLIDE 3. WARM-UP / BRAINSTORMING – WHY DO WE LISTEN TO MUSIC? (work as a class)

- Do you listen to music? - Why do you listen to music?

TEACHER: We are speaking about music now, but do you know what the music is itself?

STUDENTS: (sample answers) Music is an arrangement of sounds etc.

• SLIDE 4. THE DEFINITION OF THE WORD “MUSIC” – WHAT IS THE MUSIC? (work as a class)

♪ Music is an arrangement of sounds that are played on instruments or sung.

(Oxford Wordpower Dictionary for Learners of English)

♪ Music is a series of sounds made by instruments or voices in a way that is pleasant or exciting.

(Longman Exams Dictionary)

TEACHER: Choose one of the definitions you like better and write in the copy-books.

(students write the definition of the word – MUSIC)

TEACHER: Now you know what the word MUSIC means, but do you know the history of MUSIC and the first musical instruments of people? Now we listen to your friend’s report about this topic.

(student’s report about the history of MUSIC and the first musical instruments)

SLIDE 5. 6. 7. 8. THE HISTORY OF MUSIC – THE MUSIC OF PRIMITIVE PEOPLE. THE FIRST PRIMITIVE MUSICAL INSTRUMENTS. THE MUSIC OF THE MIDDLE AGE. (work as a class, individual work)

• SLIDE 5. THE MUSIC OF PRIMITIVE PEOPLE.

There was not present-day music without music of the stone age. The people of the stone age did their own instruments from different things.

• SLIDE 6. THE MUSIC OF PRIMITIVE PEOPLE.

Probably, the oldest "musical instrument" is human body. The first sounds appeared because of patter or blow on different parts of the body (for example, on bosom or hip). They used them, for example, for hunting to warn from danger. At the same time these instruments were used as the objects for mutual contact.

• SLIDE 7. THE FIRST PRIMITIVE MUSICAL INSTRUMENTS.

pipes from bone flutes from bone animal’s horns pipes from seashells drums from animal’s skin musical bows (bows of hunters)

• SLIDE 8. THE MUSIC OF THE MIDDLE AGE.

The appearance of several voices instead of traditional one voice was a real break in the history of music. For people of that time the merging of some voices, which met in one tune, was something new and unnatural, but the innovation became acclimated and survived till our time.

TEACHER (to the reporting student): Thank you! Have you got any questions for the groups?

REPORTING STUDENT: Yes, I’ve got some questions (work as a class)

QUESTIONS:

GROUP 1 – What is the oldest “musical instrument”? (a human body)

GROUP 2 – What are the first primitive musical instruments? (pipes from bones, seashells etc.)

GROUP 3 – What is the Middle Age famous for? (merging of some voices instead of one voice)

TEACHER: Thanks. Now you have some information about the history of MUSIC. But what about the modern MUSIC, modern musical instruments and modern musical orchestra? Let’s watch some video.

• SLIDE 9. VIDEO – THE 4 FAMILIES OF THE ORCHESTRA

(1 min. 45 sec.)

TEACHER: So, I’ve got some questions to you (group work)

(method of examination tickets – students take out the question and answer it, discussing in the group)

QUESTIONS:

GROUP 1 – How many main families of instruments are there in the present-day orchestra? (4 main families)

GROUP 2 – What are the 4 main families of instruments in the orchestra? (STRING, WOODWIND, BRASS and PERCUSSION)

GROUP 3 – What’s the way of grouping the instruments? (the way the instrument produces vibration)

1	How many main families of instruments are there in the present-day orchestra?
2	What are the 4 main families of instruments in the orchestra?
3	What’s the way of grouping the instruments?

TEACHER: Well, now you understand why you are divided in 4 groups.

• TASK 1. MATCH THE WORDS (group work)

		TASK 1.	MATCH THE WORDS
1	STRING			reed and air vibration	A
2	WOODWIND			lip vibration	B
3	BRASS			struck or shaken to make vibration	C
4	PERCUSSION			string vibration	D
1….. 2….. 3….. 4…..

• SLIDE 10.

• KEYS. TASK 1.

		TASK 1. KEYS.	MATCH THE WORDS
1	STRING			reed and air vibration	A
2	WOODWIND			lip vibration	B
3	BRASS			struck or shaken to make vibration	C
4	PERCUSSION			string vibration	D
1D 2A 3B 4C

TEACHER: count your points and write in your SELF ASSESSMENT.

Every right answer = 1 point. MAXIMUM IS 4 POINTS.

TEACHER: Let’s remember some musical instruments of the orchestra.

• TASK 2. FILL IN THE MISSING WORDS IN ENGLISH, RUSSIAN OR KAZAKH

(THE POLICY OF THREE LANGUAGE-SPEAKING COUNTRY) (group work)

		TASK 2.	FILL IN THE MISSING WORDS IN ENGLISH, RUSSIAN OR KAZAKH
ENGLISH			RUSSIAN	KAZAKH
1			скрипка	скрипка
2			музыкальные тарелки	ұрмалы тарелкалар
3	clarinet		кларнет
4	trumpet			керней
5			барабаны	дабыл
violin труба кларнет drums cymbals

• SLIDE 11.

• KEYS. TASK 2.

		TASK 2. KEYS.	FILL IN THE MISSING WORDS IN ENGLISH, RUSSIAN OR KAZAKH
ENGLISH			RUSSIAN	KAZAKH
1	violin		скрипка	скрипка
2	cymbals		музыкальные тарелки	ұрмалы тарелкалар
3	clarinet		кларнет	кларнет
4	trumpet		труба	керней
5	drum		барабан	дабыл

TEACHER: count your points and write in your SELF ASSESSMENT.

Every right answer = 1 point. MAXIMUM IS 5 POINTS.

TEACHER: So, you know the 4 main families of the modern orchestra, some musical instruments and the way of their grouping in the orchestra.

TEACHER: But what can you say about KAZAKH NATIONAL MUSICAL ORCHESTRA AND INSTRUMENTS?

You have got some pictures of Kazakh National Musical Instruments.

Your task is to choose the ones that belong to your family of instruments and stick them to the POSTER: “THE 4 FAMILIES OF THE ORCHESTRA” on the board.

• TASK 3. CHOOSE THE PICTURES THAT BELONG TO YOUR FAMILY OF INSTRUMENTS AND STICK THEM TO THE POSTER: “THE 4 FAMILIES OF THE ORCHESTRA” ON THE BOARD

(group work)

• SLIDE 12.

• KEYS. TASK 3.

STRING		WOODWIND	REED (NO BRASS)	PERCUSSION
1	DOMBYRA	KERNEI	SHANKOBYZ	DANGYRA
2	ADYRNA	SYBYZGY		DAUYLPAZ
3	KOBYZ	SAZ SYRNAI		SHYNDAUYL
4	ZHETIGEN	UZKIRIK		ASATAYAK
5	SHERTER

TEACHER: count your points and write in your SELF ASSESSMENT

MAXIMUM IS 1 POINT.

• SLIDE 13. THE STATE MUSEUM OF NATIONAL MUSICAL INSTRUMENTS IN KAZAKHSTAN (p. 145-146)

The State Museum of National Musical Instruments

The State Museum of National Musical Instruments was created in 1980. It is one of the cultural sights of "The Southern Capital". Kazakh musical instruments have been collected in the Museum from all regions of Kazakhstan, as well as from the CIS countries and other parts of the world. The collection includes personal dombyras of poets, zhyrau and composers, such as: Abai, Zhambyl, Makhambet, Amre, Dina and other figures of the musical arts. The Museum is located in a traditional Russian wooden building, dating to 1907.

• A MUSICAL PAUSE

TEACHER: We have the guest who will play the dombyra for us.

TEACHER: As you know MUSIC has got different types or genres. Let’s speak about them. Look at the VIDEO, please.

• SLIDE 14. VIDEO – THE DIFFERENCE BETWEEN MUSIC GENRES (1 min. 55 sec.)

THE DIFFERENCE BETWEEN MUSIC GENRES		6	BLUES
1	JAZZ	7	CLASSICAL
2	HIP-HOP	8	REGGAE
3	ROCK	9	GOSPEL
4	FOLK	10	COUNTRY
5	ELECTRONIC DANCE	11	POP

• SLIDE 15 – 1. TASK 4.

VIDEO – SAY THE NUMBER, THE COLOUR AND THE TYPE OF MUSIC (1 min. 08 sec.)

	TASK 4.	SAY THE NUMBER, THE COLOUR AND THE TYPE OF MUSIC
1 PINK
2 ORANGE
3 YELLOW
4 BLUE
5 PINK

• SLIDE 15 – 2. KEYS. TASK 4. VIDEO – LET’S SEE THE ANSWERS (1 min. 08 sec.)

	TASK 4. KEYS.	SAY THE NUMBER, THE COLOUR AND THE TYPE OF MUSIC
1 PINK			POP
2 ORANGE			REGGAE
3 YELLOW			COUNTRY
4 BLUE			RAP
5 PINK			OPERA

TEACHER: count your points and write in your SELF ASSESSMENT.

Every right answer = 1 point. MAXIMUM IS 5 POINTS.

TEACHER: Different times have different music. Let’s see what young and older generations speak about modern music.

• SLIDE 16. LISTENING (p. 145-146)

A teenager says about the modern music (25 sec.)

Her grandmother says about the modern music (30 sec.)

• SLIDE 17. TASK 5 – TEST.

TEACHER: count your points and write in your SELF ASSESSMENT.

Every right answer = 1 point. MAXIMUM IS 5 POINTS.

TEACHER: Now in “Baldauren” we have the 3^rd term that is called “The sport-healthy rally – Baldauren Olymp”. Most of you are sportsmen. You know that some time ago the 22^nd Winter Olympic Games took place in Sochi, Russia. Tell me, please, what winter sport requires musical accompaniment?

STUDENTS: figure-skating.

TEACHER: You are right. Figure-skating is the sport that cannot be without music. Please, look at the board and watch some video.

• SLIDE 18. VIDEO – DENIS TEN IN SOCHI (32 sec.)

TEACHER: Who is this? What can you say about him? What’s his result at the 22^nd Winter Olympic Games in Sochi?

STUDENTS: Denis Ten won the bronze medal in the competition in Sochi.

TEACHER: I wish all of you to go to the Olympic Games, to win and to make our Kazakhstan famous all over the world by our sportsmen.

III. Итоги урока

1. REFLECTION – Рефлексия урока (учащиеся записывают свои мнения и пожелания на английском языке – карточки вывешиваются на доске)

2. SELFMARKS: WITH CORRECTIONS AND COMMENTS OF THE GROUPMATES AND THE TEACHER – самооценки учащихся (самооценки учащихся с необходимыми корректировками и пояснениями одногруппников и учителя)

3. TEACHER’S «THANK YOU – WORDS» - Заключительное слово учителя

NOTES – ДЛЯ ЗАМЕТОК УЧИТЕЛЯ

(комментарии и дополнения по проведению урока)

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