Unit 5: Creativity

School: S.Kozhanov

Date:

Teacher name: Kalmuratova M.

CLASS: 5

Number present:

absent:

Lesson title

Music

Learning objectives(s)

5. L6 Deduce meaning from context in short supported talk on an increasing range of general and curricular topics

5. S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics

5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to :

• listen and repeat all new words, make up sentences with comparative and superlative adjectives according to the theme ‘‘Music’’ with support

Most learners will be able to :

• make up sentences to each musical instruments with some support

• compare them using the degrees of adjectives with some support

Some learners will be able to :

• discuss about musical instruments using a growing variety of adjectives without support

Assessment criteria

Understand the meaning from context in short supported talk on an increasing range of curricular topics

Communicate a point of view in sentences

Apply the rule for different adjectives, including comparative

and superlative adjectives

Values links

The Patriotic Act ‘‘Mangilik Yel’’6^th of value: Common history, culture and language

Cross-curricular link

Music , Art

Previous learning

Kazakh national instruments

Plan

Planned timings

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

Resources

Start

7-min

Greeting.

Teacher greets the learners and divide them into two groups by sending several balloons on the class, learners should blow the balloons not dropping to the floor. While blowing the learners divide into groups and take their seats.

Check up homework: write one excess word

Learning activity “Odd one out” Learners will recognize the words which don’t coincide to the theme art. f.e. Theatre cinema family

Warming up: “Instrument sing” Student will listen to sounds of musical instruments and find what instrument it is and try to understand the theme of the lesson.

pictures

worksheets

Middle

30. min

New Lesson

Task 1.Find the Kazakh equivalent

1 acoustic guitar

2 synthesiser 3 saxophone

4. harp

5 drums

6 cello 7 violin

8 piano 9 accordeon

10 .bass guitar

Task 2

• Matches types of music with the musical instruments in the pictures and say simple sentences using instruments

Task 3Answer the questions

1.Do you like music and musical instruments?

2.What kind of instrument can you play?

3.What did you understand from this video?

4.Is music necessary in our life?

5.Do you think that music can change your lives?

AFL : oral feedback

Explain the grammar adjectives

Differentiation by group ability

More able student help to less able students during the group work.

Activity “ Bank of Words ”

Teacher gives two words with adjectives according to music. There is one adjective in the bank, so each team gives comparative and superlative adjectives to next group.

For example: Famous – more famous – the most famous.

Zhetigen is famous instrument. Kobyz is more famous than Zhetigen. Dombyra is the most famous instrument.

Descriptors : A learner

• Takes a leaf with adjective

• Gives comparative and superlative degrees

• Gives own examples

AFL : Peer’s assessment

Interactive board

End

3 min

Giving the home task: Writing about musical instruments.

Feedback:

Learners are given sticky papers to write their opinion on the lesson, they should write WOW

• W – what disaster is the most dangerous;

• O – how often it happens in Kazakhstan;

• W –why they think so;

Board

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
ICT links

Differentiation by teacher support

More able students answer the question individually. Less able students answer the question with teachers support by eliciting techniques

Differentiation by group ability

More able student help to less able students during the group work.

The teacher will use such oral forms of formative assessment

As “Well done!”, “Good job!”, ”Good for you!”, “Praising of learners”.

Safety measurements when they use electronic devices

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?