Unit 3 Art (Vocabulary and Language School: K.Smagulov Focus ) Date: 10.11.23 Teacher’s name: Head of Department: Zinulla Erkebulan Grade: 5 Number absent:0 present:24 Theme of the lesson: Music Learning -use appropriate subject-specific vocabulary and syntax to objectives(s) talk about a range general and some curricular topics that this lesson - evaluate and respond clearly to feedback is contributing - write with minimal support about real and imaginary to events that action right now, activities and experiences on a range of familiar general topics and some curricular topics Lesson All/: - Apply nouns and verbs to do with the music in objectives speech. SWBAT Recognize the theme about music in our time. Most: - Discuss and give opinions about advantage of music. Some: - Express ideas about own experiences building extended sentences. Language Focus on speaking, listening and writing skills objectives Value links Respecting diversity of opinion Cross curricular Humanitarian subjects links ICT skills Class CD, Video Success criteria Descriptors Plan Planned timings Stage aim Teacher activity Learner activity Anticip Resources ated proble m and solution Introduc tion 11 min. Greetings 1 min. Greetings : create a friendly atmosphe re for gaining knowledg e English plus 5 grade Student’s book Greetings: -Good morning guys!Glad to see your faces.So how are you feeling?I hope it’s good. Be active and wake up Warm up 5 min. Lead in 3 min. Warm up: give a charge of energy with your charisma to “enliven” the class. Warm up: -So guys, let's warm up a little before we start the lesson.First, we must stand in a circle and the one to whom I give the toy ball must name the word, looking at the last letter of the previous word.For example,I L I S T E N Lead in: Present the material that the teacher plans to cover in class Predictio n 2 min. Predictio n: help children develop critical thinking will say “apple” and the next one to whom I throw the ball must name the word starting with the letter “e”.Is Students guess everything the topic of the clear?OK,th lesson en let’s start “Bus” and Marat will continue. Well done guys. Now let's take our seats and begin our topic for today. -Lead in: So guys, before we start a new lesson, I have an interesting question for you: Have Nur.kz you ever been to toyah? If so, have you heard how funny adults parody Dimash Kudaibergen' s voice in contests? -Funny, isn't it? Anyway, all of us want to have the same pure talent as Dimash. -Prediction: -So what do you think is the topic of our lesson? -If you can't guess,you can look at the image and guess the missing word, this is the main topic of the lesson Main part Pre reading: the point Prereading is to 5 min. prepare students for reading, “... is like a dream. One that I cannot hear.” – Beethoven “I wanted to prove the sustaining power of ...” – David Bowie “...touches us emotionally, where words alone can’t.” – Johnny Depp “... in the soul can be heard by the universe.” – Lao Tzu -That's right, well done guys.Today's topic is music Pre reading: Guys by the end of the lesson we have to achieve three goals: Youtube(v ideo) increase the understan ding and digestibili ty of the text. While reading 6 min. While reading: the point Skimmin is that g students 2 min. should understan d the meaning 1. Students should learn and understand Learns new the topic of vocabulary the lesson Watch and listen and answer the questions that the teacher asked. 2. Students need to understand the power and its impact on society. Before we move on to the text, I will show a video about the topic of the lesson,where there will be new words that we will repeat and write down.I will explain and translate words unfamiliar to students. TEMPO[tem. poʊ]-the Focus on text and answers the questions Speaking,commu nication English plus 7 grade Student’s book of the text. Skimmin g: Scanning help to quickly 4 min. identify the main theme of the text. Post reading 14 min. Scanning : help to quickly find specific informatio n in text. speed of the music SINGER[sɪŋ. ɚ]-a musician who uses his or her voice to make Speaking,commu musical nication sounds CHOIR[kwaɪ ər]- a musical scale that uses do, re, mi, fa, sol, la, Writing ti, do While reading: Post reading: help children develop informatio n, test understan ding and get feedback -Do Writing you like pop music? -No, I don’t. I like classic music. Have you ever Think listened to it? -Yes, I have. We often do it on my music lesson. What kinds of music do you listen to else? -I like rockand-roll and rock.Someti mes it helps me to do my homework. -Oh, you do your homework with music? And what do your parents say toy you about this? -They say nothing. They see that I can do homework without mistakes listening to music. -I think it is wonderful! As for me, I can’t do it with music because I always do lots of mistakes. -And what about you? What is your favorite kind? -I like everything! It depends on my mood. If I am bad, I like to switch on slow and not bright melody. If I am good, I like to listen to loud pop music. Check what the children have learned using the true or false task. I'll hand out A4 and markers and ask divide the children into groups and choose your favorite genre of music they will be to like.Ask students to change the ending story. Changing the ending of the story to something unpredictabl e develops the imagination of students. Conclusi Use third-party learning platforms such as on: Wordwall to attract 4 min attention and students have learned the lesson topic. Speaking, give feedback Receive the feedback Show three pictures with three emotions "from happy to sad" and "ask how did this lesson affect you?" Additional information Differentiation – how do you Assessment – how are you plan to give more support? planning to check learner’s learning? Health and safety check How do you plan to challenge the more able? Differentiation is done by task: By “traffic light” and tasks Exercises -Provide less able with new which include speaking and for eyes in vocabulary for less able feedback the middle -More modelling and drilling of of the new words in monitoring and lesson. supporting less able groups -Monitoring of pronunciation of new words in pair and group tasks Reflection Use the space below to reflect on your lesson. Answer the most Were the relevant questions from the box on the left about your lesson. lesson objectives/le arning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiatio n work well? Did I stick to timings? What changes did I make from my plan and why? Summary evaluation What two things went really well (consider both teaching and learning)? 1: communication and interaction with students 2: student involvement What two things would have improved the lesson (consider both teaching and learning)? 1: use of presentation and video materials 2: use of different learning activities, assignments and resources to develop students' skill, knowledge and understanding What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson? I have learned from this lesson how to organize and manage the lesson. Students were very active and quick to answer during the lesson. Every student achieved the learning outcomes of this lesson. The strength of this lesson was that students were actively involved and things that are relevant in their lives were used as part of the lesson.
