Part of the lesson/Time
|
Teacher’s activity
|
Student’s activity
|
Assessment
|
Resources
|
Beginning of the lesson
Warming-up
3 min.
|
Organization moment:
1.Greeting.
Ask about the weather.
|
The aim: To develop Ss speaking skills and create friendly atmosphere
Efficiency: By telling the wishes they show their appreciations .
|
At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:
“Good job!
Well done!”
|
CD player
Microphone
cards
|
Pre-learning
«Brainstorming» method
5 min.
|
T asks to listen to the music extracts and match them with origins.
T gives exercise 1 on page 71.
In differentiation part «Listen and match » method was used to check up student’s vocabulary knowledge and speaking
After that T introduces the aim and theme of the lesson.
|
Ss listen to the different extracts of music and match them with origins.
Work as a team.
Aim: revision of previous lesson
Efficiency: Ss refresh their mind before starting new theme.
|
Descriptor:
-know new words
-can translate them
Total: 1point
Praise Ss who has more cards and could name the cards.
|
Whiteboard
Cards
Student’s book
|
Middle of the lesson
Presentation part.
8 min.
|
T presents new lesson with presenting new words.
T gives each team three words:1.Wind, 2.String, 3.Percussion.
T asks Ss to write musical instruments under the headings.
Prepare the poster.
|
Ss start to work as a team.
Ss write names of musical instruments under each headings.
Ss present their posters and compare with others.
|
Descriptor:
-know musical instruments
-know the types of music
Total: 1point
|
Whiteboard
Student’s Book
|
«We suppose that…»
T asks Ss use this phrase and do presentation
|
Ss use T’s phrase and start presentation.
|
T praise active Ss with phrases such as: “Good job!
Well done!” “One more time, please”
|
Whiteboard
Student’s book Poster
|
6 min.
|
T gives exercise 2 b on page 71 as a team work.
T presents two different musical instruments: Dombra and The Tin Whistle.
T asks Ss to identify the type of musical instrument and it’s origin.
Aim: make them involved to the theme
Efficiency:
To develop Ss critical thinking skills and writing skills
Differentiation: «Verbal support» method is used to help Ss use new grammar in the sentences.
|
Ss look at the picture of musical instruments.
Name them.
Identify the origin and type of the musical instrument.
Try to give more information.
|
Descriptor:
-cooperate as a team
-know key words
-give extra information
Total: 2points
|
Whiteboard
Student’s book Poster
|
Individual work
8 min.
|
T gives exercises 3 on page 71.
T asks Ss to find all passive voice sentences and rewrite them as active.
|
