Unit 5: Creativity

School:

Date:

Teacher name:

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

Detect 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

They have known this theme according to the text “Kazakh national instruments” in previous grades

Plan

Planned timings

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

Resources

Start

7-min

Greeting.

The teacher greets the learners and divide them by pictures into two groups ‘dombyra’ and ‘kobyz’

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

Pre –listening task

Key words and phrase: Check the vocabulary by strategy ”Key words” Write on the board any words not already covered that you think your students may not know .Give each group one or two words look up in their dictionary. Then have students explain the meaning of their words to the class. Help with understanding and give further examples where necessary.

Classical rock jazz

Disco pop folk

While-listening task. Students watch a video about musical instruments.

1. Listen and match the types of music A-H to the musical instruments in the pictures. Make up sentences with musical instruments.

A classical b rock c jazz d folk e heavy metal f disco g pop h ethnic

1 acoustic guitar

2 synthesiser 3 saxophone

4. harp

5 drums

6 cello 7 violin

8 piano 9 accordeon

10 .bass guitar

Now, children you will check your answer according this video. Video clip about music https://www.youtube.com/watch?v=wiF8YlKNx4g

Descriptors : A learner

- listens to the text carefully

• matches types of music with the musical instruments in the pictures.

• Divides the instruments into groups

• Say simple sentences using instruments

• Differentiate kinds of music

Post – listening task. Activity “Raining questions”

Differentiation by teacher support

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

1. Do you remember kinds of 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? Why?\

AFL : oral feedback

Review Grammar

Students show the video about 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

3. Make up sentences and compare the using the degrees of adjectives

• Group “ dombyra” compare

• group “ kobyz” will compare

AFL : Praising “ You are, you are super !” for winner group.

Teacher encourages more able learners to help those students who need some help.

Video clip about music https://www.youtube.com/watch?v=wiF8YlKNx4g

Interactive board

End

3 min

Giving the home task: making up sentences +

Feedback: ‘ Medal and Mission”

This is one of the most well-known types of feedback refer to giving positive statements to the student so that they work with intrinsic motivation. These statements could include, for example ,praise about the good sentence structure, proper use of punctuations and a good use of factual date for a written assignment. This would keep the student encouraged to keep up the good work. However, the ‘Mission’ includes statements that would help him\her correct or improve the weaker areas of the work done by the student. These statements could include the idea of improvement in sentence structure and heavier use factual date in the same assignment.

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”.

Peer’s assessment through the strategy “The bank of words”.

Safety measurements when they use electronic devices

https://www.youtube.com/watch?v=wiF8YlKNx4g

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?