The of the lesson:  Musical instruments School:  №47 M.V.Lomonosov
Date: 13.02.2018  Teacher name: Shalabaeva  M
Grade:  1  Number present: absent:
Learning objectives(s) that this lesson is contributing to  1. UE — use words and expressions in their speech

1. L- recognise the names of the musical instruments with support

1. S — pronouns words and expressions intelligibly ,use words in short   exchanges, to talk about ability

1. R- read  words  and expressions with  support

1. W — write  words  with support

Lesson  objectives

 

 

 

 

All learners will be able to:
recognise  the names of the musical instruments  with  support
Most learners will be able to:
pronouns words and expressions intelligibly ,use words in short exchanges, to talk about ability
Some learners will be able to:
read words and expressions, to write words with support, to use in their speech
Success criteria  word recognition, pronunciation of words, spelling words, setting the dialogue by analogy, critical thinking skills, evaluation of their responses
Previous learning Milk, cheese, bananas, juice, eggs, chicken,  apples, carrots, pears, onions, tomatoes
ICT skills Listening skills of recording

Doing the tasks  on the   interactive board 

Target vocabulary Musical instruments: piano, guitar, drum, piano, recorder
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Interaction Resourcess
  Beginning the lesson    

 

    3min      

 

 

Middle

  10 min

 

 

 

 

 

 

 

 

     5 min

 

 

 

 

 

 

 

 

 

     5min

 

 

 

     7 min

 

 

 

 

 

 

 

      3min

 

 

 

 

 

 

 

 

 

 

Endining the lesson

 

 

 

    2min

Good  morning children. How are you? Who is on duty today?

Who is absent?

Warm up

Game1 “ How many words can you say in English?”

Aim: The pupils should say the learning words  in English

Game2 “Name the food items”

Aims: Repeat “ the food items” – milk cheese, bananas, juice, eggs, chicken , apples, carrots, pears, onions

Game2 “Name the food items”

An activity to revise the vocabulary from the previous module

Before going into class

Prepare slips of paper to each pupil with the food items from the previous module written on them.

Hand out  the slips  of paper to each pupil. Call out each  word in random order. The pupil hold up their slips  of paper as soon they hear their word. Repeat with some more pupils.

I give your smiles

Presentation and practice ( Activities to present and activate the new languages)

                “The my music poster”

Aim: Presentation the new words by teacher. The pupils should learn the new language (  to say  the  words and remember)

Pupils books closed, put up the My music! Poster on the board. Point to each musical instrument, random order. Ask individual pupils  to say the word. Ask the rest of the class for verification.

Task.2. Listen point and repeat ( Track 14 CD2)

Aim: The pupils listen, point to the pictures and repeat the  word.

Pupil’s books open. Play the CD ( Track 14 CD2).

The  pupils listen, point to the pictures and repeat the word. Play the CD again pausing after each word. The pupils  repeat, chorally and or individually.

I give your smiles

Task.3. Color. Write. Say and do.

Aim: The pupils should color, write, say the musical instruments and do action “ I can play the trumpet! Listen!”

Check pupils answers formative assessment

Ex.1 page74

Point  to the musical instruments, one at a time, and elicit  the words. Revise the colors by pointing to different items around the  classroom and eliciting the color. Allow the pupils enough time to color  the musical instruments any  color  the musical instruments  any color they like. For stronger  classes the pupils can also write the name of the instrument. Check pupils answers.

Task.4. “ Mime”

Aim: The pupils should mime playing the piano and say: I can play the piano, listen to me play!

The pupils repeat  after the teacher. Follow the same procedure to present the  rest of the  song.

I give your smiles

Task.5. Sing the song

“I can play the  piano!”

Aim: The  pupils should listen  to the song and repeat the gestures teacher shows, Then sing and dance the    song     together.

Play  the  CD. The pupils listen to the song. Divide the   class into five groups  and assign a verse to each   group. Play the song  again  for   the      groups  to   sing    the    assigned  verses. Time permitting  play the song  a third  time for    the    pupils to sing  the song as a class.

Audio script

I can play the  piano,

Listen to  me   play!

Plonkety – plonk,  Plonkety – plonk,

Listen to me play!

I can play the  piano,

Listen to  me   play!

Trumpety- trump, Trumpety- trump,

Listen to me play!

See  the Introduction for further ideas on how  to exploit the songs.

Task.6. Answer  the   teacher  questions.

Listen and read.  ( Track 16 CD2)

Set  the scene by asking   the   pupils    questions  about  what  they can see in the pictures.

What’s this?

Class: A trumpet!

Formative assessment for the true answer each pupil have a present card

“Very good”,

“Wonderful”,

“Brilliant,”

Teacher: Lilly can play the trumpet, (pointing to picture 2)

What can Liam play?

Class: The guitar! etc.

Play the CD and ask the pupils to listen and follow

Activity for production task: Look   and   trace  the   right word.

Ex.1 page 60 If you can do page     60 from the      Activity  Book during   this  lesson or  the    next one.

Check pupil’s answers.

Assessment “ Traffic lights”  

 

 

 

 

 

 

 

T>S,S

(Teacher asks students individually)

 

T> Class

(Teacher addresses the whole class)

 

 

 

 

 

 

 

 

T> Class

(Teacher addresses the whole class)

 

T>S,S

(Teacher asks students individually)

T> Class

(Teacher addresses the whole class)

 

 

 

T>S,S

(Teacher asks students individually)

 

 

 

 

 

 

 

T> Class

(Teacher addresses the whole class)

 

 

 

 

 

 

 

 

 

 

 

T>S,S

(Teacher asks students individually)

 

 

 

 

 

 

www.english kids com

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

www.english kids com

 

 

 

 

 

 

 

 

 

 

www.english kids com

 

 

 

 

Play  the  CD.

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:  These students may work with a stronger student to support them during the vocab activities. 

·      These students may cut and glue words instead of free writing

More-able learners:  Challenges for more able students: Encouraged to do more writing; assist weaker students.

Students will be assessed informally during the practice activities and more formally through the musical instruments  doc practice

 

 

 

 

·      Work with the SMART board not more than 10 minutes

  • Make sure power cords/outlets are not a tripping hazard
  • Everyday classroom precautions