| 12+ Свидетельство СМИ ЭЛ № ФС 77 - 70917 Лицензия на образовательную деятельность №0001058 |
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 | Селезнёва Нина Александровна17 Казахстан, Северо-Казахстанская область, г. Петропавловск |
Конспект урока «Musical instruments», 3 класс
Short term plan
| Unit of a long term plan. Art and music | School: SKO Petropavlovsk Secondary school №9 | ||||||
| Date: 27.07.18 | Teacher name: Seleznyova Nina Alexandrovna | ||||||
| CLASS: 3 | Number present: | absent: | |||||
| Lesson title | Musical instruments | ||||||
| Learning objectives(s) that this lesson is contributing to (link to the Subject programme) | 3.L8 understand short, narratives on a limited range of general and some curricular topics 3.S3 give short, basic description of people and objects on a limited range of general and some curricular topics 3.S5 pronounce familiar words and short phrases intelligibly when reading aloud 3.S8 express basic likes and dislikes 3.R1 recognise, identify and sound with support a limited range of familiar words in simple sentences 3.R2 read and follow with limited support familiar instructions for classroom activities | ||||||
| Lesson objectives | - use short, narratives on the topic “Musical instruments” - produce description of people and musical instruments - demonstrate musical instruments intelligibly - explain likes and dislikes - identify and articulate with support names of musical instruments - reproduce instructions for classroom activities | ||||||
| Assessment criteria | All learners will be able to: - pronounce musical instruments correctly - find musical instruments in the list of words | ||||||
| Most learners will be able to: - match the words with translation - write down 8 names of musical instruments with some support | |||||||
| Some learners will be able to: - identify the describing of the picture - describe pictures without support | |||||||
| Language objective | Subject-specific vocabulary and terminology | ||||||
| keyboard, accordion, mandolin, banjo, maracas, flute, saxophone, tambourine, clarinet, harmonica | |||||||
| Useful classroom language for dialogue/writing: | |||||||
| Discussion points: | |||||||
| I can play… He plays the guitar… There are/There is… He/She has got… | |||||||
| Writing prompts: | |||||||
| Values links | Value of environment. Teamwork: Students will work well together in pairs/ groups showing respect and being polite with each other. | ||||||
| Cross-curricular links | Music, Maths | ||||||
| Previous learning | My music | ||||||
| Plan | |||||||
| Planned timings | Teacher/Students performance | Resources | |||||
| Start | |||||||
| Organization moment Greeting 2 min | Activity 1 “Say “Hello” Instruction: - Listen and sing the song with the recoding | Song “Hello” Adapted from: | |||||
| Warm – up 3 min | Activity 2 “Poem” Instruction: I can play the piano, Listen to me play! Plonkety-plonk, plonkety-plonk, Listen to me play! - Have a card with poem - Listen to the poem - Read the poem yourself Note: Teacher gives cards with the poem to each student Differentiation: by scaffolding (Teacher use the cards) | Poem Adapted from: | |||||
| Setting the theme of the lesson and lesson objectives 5 min | Activity 3 “First letter” Instruction: - Look at the pictures - Name only the first letter of each word - Collect these letters in one word - Say the word - Answer the question: What is the theme of the lesson? What do you want to know? What do you want to understand? What do you want to be able to do? (Acquaintance with the lesson objectives. Teacher reads and explains them.) Note: Pictures are on the board Differentiation: by scaffolding (Teacher use the pictures) | Pictures (Appendix 1) Adapted from: | |||||
| Middle | |||||||
| Pre-teaching vocabulary 5 min | Activity 4 “Introduction of vocabulary” Instruction: - Answer the questions: What musical instruments do you know? - Look at the pictures - Listen to the teacher - Repeat words after the teacher - Read the words Note: Pictures and words are on the board Differentiation: by scaffolding (Teacher present new vocabulary through both auditory and visual means) | Pictures (Appendix 2) Adapted from: | |||||
| Flashcards game 2 min | Activity 5 “Flashcards game” Instruction: - Close your eyes - Open your eyes (after my signal) - Say what is missing - Look at the picture (Teacher shows pictures very fast) - Say the word Note: Pictures are on the board. Students close their eyes, and then teacher hides one card. After the signal students open their eyes and say the name of missing musical instrument Differentiation: by scaffolding (Teacher use visual aids) | Pictures (Appendix 2) | |||||
| Reading and matching words 10 min | Activity 6 “How many words do you remember?” Instruction: - Form three groups (Teacher divides pupils by their abilities) - Have the envelope with new words and their translation from the center of your table - Take away the cards from the envelope - Match words and translation (after my signal) - Have 3 minutes and stop after the signal - Say the numbers of connected words (quantity) - Have the keys and check your work in group - Say the numbers of correctly connected words (quality) - Have the list of words (everyone) - Read the words one by one - Write down these words into vocabularies at home Note: Teacher draws the table on the board which includes quantity of collected words and correctness of the collected words Differentiation: by success criteria (Most learners will be able to complete the task); by scaffolding (Learners have the pictures of musical instruments on the board) | Cards (Appendix 3) | |||||
| Task for Formative Assessment 10 min | Activity 7 “Who knows everything?” (for FA) Instruction: - Take the handout from your table - Solve the task in group Tasks for groups: Group №1 «Word search» Instruction: - Look for the words written under “The word search” - Read the words - Find and circle names of musical instruments in “The word search” - Take the keys - Check your work in group Group №2 «Solve the crossword» Instruction: - Look at the numbers on the pictures - Write the musical instruments vocabulary in the crossword puzzle - Take the keys - Check your work in group Group №3 «Little musicians» Instruction: - (For one pupil) Describe the picture - (For other pupils) Try to identify it and write numbers in the box - Take the keys - Check your work in group Differentiation: by group ability, by success criteria, by type of task, by difficulty of task, by roles within groups. | Task for formative assessment (Appendix 4) Task “Word search” Adapted from:
Task “Solve the crossword” Adapted from:
Picture Adapted from: | |||||
| End | |||||||
| Reflection 3 min | Activity 8 “Task for reflection” Instruction: - Take a green and red leaves - Look at the blackboard - Come to the board - Stick green leaf on the tree if our lesson was good and all was clear - Stick red leaf if you didn’t like our work and you didn’t understand theme | Pictures “The tree of success” (Appendix 5) Adapted from: | |||||
| 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? | Health and safety check | |||||
| Types of differentiation used: - scaffolding - group ability - success criteria - type of task - difficulty of task - roles within groups Less able students name musical instruments, spell words and do tasks with teachers support and scaffolding, modeling tasks. Teacher changes task types to matching or multiple-choice format. Visual aids: flashcards, videos, cards. Students that are more able describe the pictures, solve crossword without teacher’s support. Teacher uses technology to extend learners. | Using eavesdropping technique and going around the students when they are doing tasks teacher should give advice and hints where children have mistakes. During all doing tasks there are criteria and children can assess each other (Peer/group assessment). At the end of the lesson using self-assessment evaluation (The tree of success) teacher can identify who didn’t understand the theme. | Work with the SMART board not more than 10 minutes; Monitor classroom space when students start moving around; Use water based markers. | |||||
| Reflection | Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. | ||||||
| Summary evaluation What two things went really well (consider both teaching and learning)? 1: What two things would have improved the lesson (consider both teaching and learning)? 1: What have I learned from this lesson about the class or individuals that will inform my next lesson? | |||||||
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Picture 1
Picture 2
Picture 3
Picture 4
Picture 5Appendix 1
Appendix 2
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Appendix 3
| keyboard [’ki:bɔ:d] | синтезатор |
| accordion [ə’kɔ:diən] | аккордеон |
| mandolin [mændə’lin] | мандолина |
| banjo [’bændʒəʊ] | банджо |
| maracas [mə’rækəz] | маракасы |
| flute [flu:t] | флейта |
| saxophone [’sæksəfəʊn] | саксофон |
| tambourine [tæmbə’ri:n] | бубен |
| clarinet [klæri’net] | кларнет |
| harmonica [ha:’mɒnikə] | губная гармоника |
Appendix 4
Task for Formative Assessment
| Unit Topic | Art and music Musical instruments | |
| Learning objectives | 3.R2 Read and follow with limited support familiar instructions for classroom activities | |
| Level of thinking skills | Knowledge and comprehension Application | |
| Assessment criteria | Read and follow classroom instructions with some support | |
| Task | ||
| Group №1 Find and circle the words in the word search puzzle and number the pictures.
Group №2 Look at the numbers on the pictures and write the musical instruments vocabulary in the crossword puzzle.
Group №3 Try to describe picture while your group try to identify it and write numbers in the box.
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| Assessment criteria | Descriptor | |
| Read and follow classroom instructions with some support | Group №1 • reads and follows the instructions; • circles the names of 16 musical instruments in the word search. | |
| Group №2 • reads and follows the instructions; • write the names of 16 musical instruments in the crossword puzzle. | ||
| A learner • reads and follows the instructions; • describes picture Group №3 • reads and follows the instructions; • identify picture and write numbers in the box. | ||
Appendix 5
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