Music: Appreciating music

LESSON:

Unit 6 World of work

CLIL. Music: Appreciating music

School: Atameken secondary school

Teacher’s name: Madenova Zhanar

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.W3 write with support factual descriptions at text level which describe people, places and objects

5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics

5. R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

5. S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

Lesson objectives

All learners will be able to:

They can describe the countries and explain why they like it;

Most learners will be able to:

Talk about their favourite music and musical instruments

Some learners will be able to:

understand the description of the types of music and give opinion

Language objectives

They can describe and give opinion of a piece of music

Value links

Respect, Support, Trust, academic honesty

Cross curricular links

Art, languages

ICT skills

PPT teacher’s use

Intercultural awareness

Students will be able to understand about music, culture and country has their own values.

Kazakh culture

Students will be able to differentiate values in Kazakh culture

Pastoral Care

Students will be able to understand the importance of respecting values

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords

Previous learning

Countries, people and jobs

Plan

Planned timings

Planned activities

Resources

2-3 minutes

Beginning

10 min.

1. Organization moment

1. Greetings!

2. Talk about with duty

3. Talk about the weather

2. Checking up home work

1. Children, come to me, stand in a circle. Our

psychological training is called “The heat of the heart”. Pupils say each other best wishes, Be happy, (clever, healthy, active, attentive, marvelous, patient, kind, responsible, reliable, tolerant!)

Teacher will divide pupils into 3 groups with sheet of musical instrument pictures

I group “PIANO” , II group “GUITAR” , III group “VIOLIN”

Checking homework:

BRAINSTORMING

Pupils talk and describe about New Zealand to point the pictures

PPT slide 1

Worksheet 1

Middle

5 min.

5 min.

5 min.

New theme: Music: Appreciating music

Task 4. Match the words with instrument 1-8

New words

Flute [flu:t] сыбызғы

Piano [pı’anəu] күйсандық

(Electric) guitar [ı’lektrik gı’ta:] электрлі гитара

Violin [vʌıə’lın] скрипка

Vocal [‘vəukl] вокал

Drums [drʌm] барабан

Keyboard [‘ki:bᴐ:d] музыкалық пернетақта

Saxophone [‘saksəfəun] саксофон

Task 2. Look at the types of music below. Which instruments in exercise 1 do you associate with these types of music?

Jazz pop traditional classical

Task 3.

2.25 Listen to four pieces of music A-D and answer the questions

1. What type of music is it?

2. How many musicians are there?

3. What instruments do you hear?

4. Is it fast or slow music?

Task 4.

2.25 Listen to A-D again and choose the correct words to complete the descriptions. Then choose an adjective in the box to give your opinion of each piece of music.

Sad Relaxing Happy Heavy

A. This piece of music is Elgar’s Enigma Variations. It is classical/traditional music. A large number of musicians play this music. There are a lot of violins/guitars and other instruments. The music is quite fast/slow

Task 5 Activate. Cinquain.

Think of a piece of music you like and answer the questions in exercise 3. Then write a description of the music

1. Noun

2. Adjective

3. Verbs

4. Sentences

5. Synonym or metaphora

Home task : Write a short essay about your favourite music.

Worksheet 2

End

5 min.

5 min.

Reflection (W)

Teacher asks learners

1) What was difficult to do at the lesson?

2) What do you need to work on?

Feedback (I)

Learners complete an evaluation sheet of what they did during the lesson writing a number in each statement or circling one word:

I know ________ (how many?) types of music?

I know ________ (how many?) instruments of music?

I know ________ (how many?) pieces of music and give opinion about them.

I can describe and talk about New Zealand

Evaluation sheet is given to all learners to fill in and all sheets should be collected for teacher’s reflection and further work on shortages.

Evaluation sheet

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?

Cross-curricular links
Health and safety check
ICT links
Values links

More support can be given at the start and in middle of lesson by providing less-able learners with story vocabulary in a word list so they can read examples of words seen or heard.

Monitor how much vocabulary learners can recall from images on the video without sound and then from video with sound.

Links to the L1: Do learners know this story in the L1 and do they know any other Aesop’s fables?

Make sure learners have sufficient space to act out the role-play.

As the unit is on the topic of values, it is very important to leave time to discuss the end two questions with the whole class.

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

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?