|Long-term plan unit:Traditions and folklore||School: №50 after Abay|
|Date:||Teacher`s name: Shadimkhanova Bakytzhan|
|Grade: 1||Number present:||Absent:|
|Theme of the lesson:||Musical instruments|
|Learning objectives(s) that this lesson is contributing to||1.L1 understand a range of short basic supported classroom instructions
1.L3 recognise with support common names and names of places
recognise the spoken form of a limited range of everyday and classroom words
1.S3 pronounce familiar words and expressions intelligibly
1.S5 use words in short exchanges
|Lesson objectives||All learners will be able to:
· know the different types of music
· describe what people listen usually
· ask and answer to the questions about music
Most learners will be able to:
· Recognize the names of musical instruments;
· Make a short sentence using “can”, “can’t”;
Some learners will be able to:
|Success criteria|| Recognize the different types of musical instruments
Answer the multiple choice questions
|Value links||In result of application pupils learn to express their thoughts in accordance with theme, to develop competitiveness of pupils in a free way.|
|Cross curricular links||Kazakh language , Russian language (naming things in Kazakh, Russian and English) Music, Art.|
|ICT skills||Using pictures and videos, interactive websites, flashcards|
|Previous learning||Food and drink|
|Planned timings||Planned activities (replace the notes below with your planned activities)||Resources|
1. 1. Pronounce the names of musical instruments intelligibly;
2. 2. Recognize musical instruments;
3. 3. Make sentences using “can”, “can’t”, “trumpet, guitar, drum, piano, recorder”.
Pupils stand in a circle and greet each other. E.g. Hello! Pupils sing “Make a circle”.
Make a circle big, big, big
Small, small, small, big, big, big,
Make a circle small, small, small,
Hello, hello, hello
Make a circle round and round,
Hello, hello, hello.
Make a circle, up, up, up.
Game “Missing word”
Teacher writes the food items from the previous lesson on the active board and allows the pupils some time to look at them. Then she asks pupils to close their eyes. Teacher erases one of the words and asks the pupils to open their eyes and tell which food item is missing.
|Listen, point and repeat.
Teacher shows new words on the active board, points to each musical instrument and presents them. The pupils repeat chorally and individually. Asks individual pupils to say the word. Asks the rest of the class.
· Listen and repeat the names of instruments;
· Name the instruments;
2. “Simon says” game.
Teacher explains the rules of the game, that they have to clap their hands if preceded by the phrase Simon says.
e.g. Teacher: Simon says: trumpet!
(Pupils clap their hands)
(Pupils don’t clap)
Pupils have worksheets with the pictures and names of musical instruments. They match the words with the musical instruments.
· Match the piano with its picture;
· Match the drum with its picture;
· Match the trumpet with its picture;
· Match the guitar with its picture.
4. Pair work.
Pupils watch the video about musical instruments. They divide into pairs. The pupils look at the pictures. Then they make sentences using “can/can’t” and tell it to each other. e.g. I can play the piano. I can’t play the guitar. They look at the pictures and circle the instrument that Lilly and Liam play.
· Pupils circle the trumpet and the guitar.
· Pupils make sentences using “can”:
· Pupils make sentences using “can’t”.
Extension activity (Optional).
Teacher asks the pupils to take out their story cutouts. She asks them to shuffle them. Plays the dialogue for the first frame. Teacher asks the pupils to show the corresponding cutout.
Time to dance
Pupils watch the video and dance.
5. Group work
Pupils divide into 3 groups. The pupils from the group mime playing a musical instrument. The other groups try to guess what is it. Whoever guesses correctly comes to the front of the class and the game continues.
Teacher’s Resource Pack CD-ROM
|At the end of the lesson pupils make short dialogues using “can/can’t” and the names of the musical instruments. They come to the front of the class and play it.
Colour the ball
· I like the lesson very much – green
· I like the lesson a little – yellow
· I didn’t like the lesson – red
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support
|Assessment – how are you planning to check learners’ learning?
— Monitor individual / group work, listen to discussions, check set’s understanding of classroom instructions
— Consider results of self-assessment and peer assessment
|Health and safety check
— Work with the SMART board not more than 10 minutes. Make short breaks.
— Ensure proper ventilation
— Monitor classroom space when sts start moving around
Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? 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.
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?