Long-term plan: Unit 5 Creativity

School: Daryinskaya Secondary school

Date:

Teacher name: Samartseva D.R.

Grade: 5

Number present:

absent:

Lesson title: Music

Holidays

Learning objectives(s) that this lesson is contributing to

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

5.R2 Understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

5.W1 Plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

Lesson objectives

All learners will be able to:

• name and define new words about music

• read and understand the general information in the text

Most learners will be able to:

• identify details in a text with little support

• ask and answer the questions

Some learners will be able to:

• plan, write, edit and proofread work at text level

• tell about musical instruments

Assessment criteria

• understand the specific information from the text

• name and use subject- specific vocabulary on topic

• write and tell about musical instruments

Value links

To bring up the culture of personality through music (Mangilik Yel, Value 6)

Cross curricular links

Music

ICT skills

Video, presentation

Previous learning

Art

Plan

Planned timings

Planned activities

Resources

Start

2 min

3 min

3 min

(W) Greetings

– Hello my dear students! Say “hello” to each other. I’m glad to see you. Sit down please! How are you? Let’s start our lesson

(W) Brainstorming Activity 1 Videoclip: “Kinds of music”

– Ok. Look at the active board, please, and try to guess our new theme from this video

– Yes, our new theme is “Music” I think it’s very interesting theme

(W) Speaking Activity 2

Teacher asks questions for the learners to identify their interests to music and for developing of oral speech.

• What’s your favourite type of music?

• Do you play any musical instrument?

• How often do you listen to music?

• Who is your favourite singer/pop group?

• What’s your favourite record/song?

• Do you like singing? Why/why not?

• Can you dance?

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

Middle

5 min

5 min

10 min

8 min

2 min

5 min

(W), (I) Speaking Activity 3

The teacher explains that to make kinds of music people use many different musical instruments and he is going to introduce some of them. The teacher shows a presentation, name the words. Learners repeat the words after the teacher at first, then the teacher shows the presentation again and learners name the words in chorus and individually.

(G) Reading Activity 4 “Guess and match the types of musical instruments”

Pre-reading Game

Learners are divided into two groups. Teacher explains that learners must guess and match pictures of musical instruments with the groups of musical instruments and divides the flashcards: guitar, violin, piano, trumpet, drum,

flute, cello, clarinet, saxophone, xylophone, tambourine, maracas and names of groups of musical instruments: stringed instruments, wind instruments, percussion instruments, keyboard instruments between two groups.

(W) (G) Activity 5

While-reading

Read the text, find a specific information and do the tasks in groups.

Musical Instruments

Can you think of a day without music? We can hear music everywhere: in the streets and at home, over the radio and on TV, in the shops and in the parks. People all over the world are fond of music. They listen to music, they dance to music, they learn to play musical instruments. People use their voice to sing. To make other kinds of music they use many different musical instruments. Most musical instruments fall into one of four groups. Stringed instruments, like violins and harps, have tight strings that make sounds when people pluck or rub them. Wind instruments, like trumpets and saxophones, make sounds when people blow into them. Percussion instruments, like drums and rattles, make sounds when people hit or shake them. Keyboard instruments, like pianos and accordions, make sounds when people press their keys, buttons or levers.

Differentiation by tasks

Task for the first group

Teacher asks the first group to complete cluster with the names of instruments from the texts. Students have a poster. The central word is Musical instruments

Musical

instruments

Task for the second group

Write the musical instruments in the correct group

Task for the third group

Complete the crossword and find the mystery word

(P) Post-reading Activity 6

Read the text again and ask the following questions then make dialogues with your partners

1. Where can we hear music?

2. Do people all over the world like music?

3. What musical instruments are stringed instruments?

4. What group of musical instrument is a trumpet?

5. Is a drum a percussion instrument?

6. Is a piano or a guitar keyboard instrument?

(I) True False Activity 7

Which of these remarks are true? True (T) or False (F)

1. We can hear music only in the streets. _____

2. People use their voice to sing. _____

3. Most musical instruments fall into one of four groups. _____

4. Wind instruments, like pianos and drums, make

sounds when people blow into them. _____

5. Percussion instruments, like violins and harps, have tight strings that make sounds when people pluck or rub them. _____

6. Keyboard instruments, like pianos and accordions, make sounds when people press their keys, buttons or levers _____

(G) Speaking Activity 8 Feedback

Make up the short description of one of the musical instruments in four groups.

Presentation with new words

Flashcards with the pictures of musical instruments, pieces of paper with names of groups of musical instruments

Text is given in resources

Poster

Table

Crossword

Cards

End

2 min

Evaluation Final Self-Assessment Tick “Yes” or “No”