Datum: 16. 8. 2011
Projekt OBOGATENO UČENJE TUJIH JEZIKOV
KONČNO POROČILO
o delu tujega učitelja v šolskem letu 2010/11
Priloga 1
Ciljni tuji jezik(i):
Šolski center Rudolfa Maistra Kamnik
Matična šola
Music
A general overview of music and musical instruments (vocabulary,
general knowledge and grammar).
Angleščina
Št. znakov (s presledki):
Avtor(ji) in delež(i):
773
Andrea Marie Jadrzyk
Šola:
Status šole:
Naslov priloge:
Kratek opis (vrsta in vsebina):
Operacijo delno financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo za šolstvo in šport. Operacija se izvaja v okviru Operativnega programa razvoja človeških virov v obdobju 2007-2013,
razvojne prioritete: Razvoj človeških virov in vseživljenjsko učenje; prednostne usmeritve: Izboljšanje kakovosti in učinkovitosti sistemov izobraževanja in usposabljanja.
Music (Glasba)
The lesson is centered around the general topic of music and is appropriate for students in the
first and second years of high school (gimnazija), but can easily be adapted to students of lower levels.
Students are expected to work both individually, in groups and also to discuss answers in class.
The necessary teaching materials include the attached handout for the students (with an
answer key provided for the teacher), a black or whiteboard, markers / chalk and, optionally, a
computer with an internet connection and good speakers.
Time
5’
10’
15’
10’
5’
Teacher Activity
I greet the students and dispense the
handout. I introduce the topic and ask the
students how many of them own mp3
players or iPods and why. We establish the
widespread human love of music and I then
ask the students to individually answer the
questions on the first page.
We go through the questions together
writing down various genres and musical
instruments on the board, while the other
questions are discussed verbally.
I ask the students to work in pairs or small
groups to match up the songs with their
artists / bands. When they finish we check
the answers and if the resources are
available, play the songs the students do not
know (music videos) on youtube.com.
I then ask the students to match the verbs
and the nouns in the next exercise and to
use the words in exercise III to fill in the
blanks in exercise IV.
We correct the answers and I ask if there
are any questions or comments concerning
the exercises (vocabulary, etc.) or the topic
of music in general before dismissing the
students.
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Student Activity
The students listen and respond to the
questions posed to the class.
The students answer the questions on the
front page of the handout individually.
The students listen and offer their opinions
and answers to the questions. They make note
of any genres and instruments they may be
missing on their handout.
The students listen and work together to
match up the answers. They inform the
teacher of any unknown songs and listen to
the ones they did not recognize.
The students complete the final exercises on
the worksheet asking for help if necessary.
The students listen and correct their work
asking questions if necessary.
Refleksija/Evalvacija
The main goal of the lesson is to enhance and review the students' knowledge of music and
music vocabulary, while allowing them to express their own opinions and enjoy themselves. Students
are encouraged to consider their own perception of music along with that of the human race as a
whole. Most students are surprised by how far back the existence of musical instruments and music
can be connected to mankind and are able to offer explanations.
A lesson of this type absent some form of musical interruption would be a shame, so if a
computer and internet connection are not available, all of the songs listed could be easily brought on a
CD and played during the lesson. The students generally enjoy listening to classic songs from the past
and they often even tend to sing along. The songs themselves can be altered and updated depending on
what is popular at the time, including a wider variety of genres which may be more suitable for a
specific group of students.
The vocabulary exercises serve to make connections and phrases that will be useful for
everyday life as well as reviewing the musical instruments they know of and perhaps adding in some
that they do not. It is here that the computer and internet can be used to enhance the learning
experience. By projecting the website: www.eflnet.com/vocab/music_vocabulary.php onto the board,
the teacher can quickly skim though musical instruments and their provided pictures via an
alphabetical list. Thus, instruments that are well known to students may be skipped and instruments
that are unfamiliar can be directly targeted.
In general, students enjoy this lesson as music is very important to today's youth. It is
important to mention, though, that some students may not wish to reveal their own musical
preferences to their class. It is in my opinion more suitable to ask students to volunteer this particular
information instead of questioning a single student. In this way, no students are 'singled out' or put in
an unnecessarily uncomfortable situation.
On the whole, students are willing and able to discuss their knowledge of music and of the
technology that goes along with it. Such a lesson can also lead to further discussions on the music
industry, fame, creativity, illegal downloading, fallen stars (Janis Joplin, James Morrison, Amy
Winehouse, etc.) and so on.
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I.
i. How many different types of music do you know of? What is your favorite genre?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
ii. Do you have a favorite song? Why (not)? _______________________________________
___________________________________________________________________________
___________________________________________________________________________
iii. What are some of the most popular songs or bands you know of? ____________________
___________________________________________________________________________
___________________________________________________________________________
iv. The entire human race has loved music since prehistoric times. Why do you think this is?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
v. Brainstorm the names of as many musical instruments as you can think of. Do you have a
favorite one?
Musical Instruments
vi. Do you play a musical instrument? Why (not)? __________________________________
___________________________________________________________________________
___________________________________________________________________________
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II. Here is a list of musical hits from all over the world. How many of them have you
heard of? Can you match the songs to their bands?
SONGS
Bohemian Rhapsody
(I Can't Get No) Satisfaction
Yesterday
Smells Like Teen Spirit
One
Hound Dog
Born This Way
Stairway to Heaven
Blitzkrieg Bop
Dancing Queen
1
2
3
4
5
6
7
8
9
10
a
b
c
d
e
f
g
h
i
j
ARTISTS
Elvis Presley
The Ramones
Led Zeppelin
ABBA
Queen
Nirvana
Metallica
The Beatles
Lady Gaga
The Rolling Stones
III. Match the verb in the left column to the correct noun on the right!
1
2
3
4
5
6
7
8
9
10
VERB
compose
conduct
write
play
blow
tap
improvise
sing
hum
beat
a
b
c
d
e
f
g
h
i
j
NOUN
tune
drum
horn
instrument
piece of music
orchestra
lyrics
song
solo
foot
IV. Fill in the verb in the blanks with a word from the exercise above.
Make sure to conjugate the verbs!
1.
2.
3.
4.
Don't you think the Maestro __________________ the orchestra well?
He beat the _________________ like a madman!
John Lennon _________________ the lyrics to many of The Beatles' best songs.
You can tell when Peter is in a good mood. He always _____________ one of his
favorite tunes!
5. The most famous opera _______________ by Mascagni was “Cavelleria Rusticana”.
6. Jazz musicians almost always ______________________ their solos.
7. The _____________________ always tune their instruments before they begin a
concert.
8. I can remember the time when Presidents Clinton got up on MTV to ______________
his horn, the saxophone.
9. Would you please not tap your ________________________ in time to the music?
10. Some of the best rock singers don’t _________________ their songs, they shout them!
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MUSIC – ANSWER KEY
II.
1) Bohemian Rhapsody – (e) Queen
2) (I Can’t Get No) Satisfaction – (j) The Rolling Stones
3) Yesterday – (h) The Beatles
4) Smells Like Teen Spirit – (f) Nirvana
5) One – (g) Metallica
6) Hound Dog – (a) Elvis Presley
7) Born This Way – (i) Lady Gaga
8) Stairway to Heaven – (c) Led Zeppelin
9) Blitzkrieg Bop – (b) The Ramones
10) Dancing Queen – (d) ABBA
III.
1) compose – (e) piece of music
2) conduct – (f) orchestra
3) write – (g) lyrics
4) play - (d) instrument
5) blow – (c) horn
6) tap – (j) foot
7) improvise – (i) solo
8) sing – (h) song
9) hum – (a) tune
10) beat – (b) drum
IV.
1) conducts
2) drum
3) wrote
4) hums
5) composed
6) improvise
7) orchestra
8) blow
9) foot
10) sing
RESOURCES:
1)
2)
3)
4)
http://esl.about.com/od/vocabularyintermediate/a/Gap-Fill-Music.htm
www.eflnet.com/vocab/music_vocabulary.php
http://en.wikipedia.org/wiki/Pop_music
http://en.wikipedia.org/wiki/Origins_of_rock_and_roll
PICTURES:
1) http://www.sodahead.com/entertainment/are-you-a-music-or-movie-person/question1722861/
2) http://www.luuux.com/entertainment/whats-your-favorite-music-tell-me-d
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