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Planned activities (replace the notes below with your planned activities)
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Resources
1. Greeting & org. moment
- What did we learn at previous lesson?
Teacher introduces pupils with the theme, learning objectives and assessment criteria.
Divide into groups Violin and Piano.
Find out your piece of picture
Lets watch a video and you will understand the theme of our lesson.
Activity Numbers speak
1. What did you understand from this video?
2. Is music necessary in our life?
3. Do you remember kinds of music and musical instruments?
Differentiation question for more able student:
4. Do you think that music can change your lives? Why?
AFL: oral feedback
Excel
Divide into groups with the pictures of violin and piano.
Videoclip about music https://www.youtube.com/watch?v=wiF8YlKNx4g
Cards with numbers
G. 2. Listen and match the types of music A-H to the musical instruments in the pictures. Make up sentences with musical instruments.
A classical b rock c jazz d folk e heavy metal f disco g pop h ethnic
1 acoustic guitar 
2 synthesiser 
3 saxophone 
4. harp 
5 drums 
6 cello 
7 violin 
8 piano 
9 accordeon 
10.bass guitar 
Descriptors: A learner
- listens to the text carefully
- matches types of music with the musical instruments in the pictures.
- Say simple sentences using instruments.
AFL: Oral feedback
Grammar: The degrees of adjectives
(G) Activity Word tree
Teacher gives two word trees with adjectives according to music. There is one adjective on the leaf, so each team gives comparative and superlative degrees for adjectives. And give 
examples.
For example: famous. Famous more famous the most famous.
Kairat Nurtas is famous singer. Group 91is more famous than Kairat Nurtas. Dimash is the most famous singer.
Descriptors: A learner:
- Takes a leaf with adjective
- Gives comparative and superlative degrees
- Gives own examples
AFL: Expert Envoy
I. 4. Speak about your favourite singer (individual work)
Differentiation question for more able student:
Why do you like this singer? What do you know about his/ her lifestyle?
Descriptors: A Learner:
- speaks about his/her favourite singer
- adds information about his /her biography
- adds information about his/ her carreer
- says why does he/she like him /her
AFL: voting
Photos of musical instruments on the interactive board or on a computer
Excel
Excel
(G) 3. Make up sentences and compare the using the degrees of adjectives
- Group Violin compare guitar and dombra
- group Piano will compare violin and kobyz
AFL: Praising You are, you are super! for winner group.
Teacher encourages more able learners to help those students who need some help.
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Hometask
Board
Additional information
Differentiation how do you plan to give more support? How do you plan to challenge the more able learners?
Health and safety check
Differentiation by questioning:
Differentiation question for more able students:
1. Do you think that music can change your lives? Why?
For less able students:
1. What did you understand from this video?
2. Is music necessary in our life?
3. Do you remember kinds of music and musical instruments?
2. Differentiation by outcome:
II. 4. Speak about your favourite singer (individual work)
Differentiation question for more able student:
1. Why do you like this singer?
2. What do you know about his/her lifestyle?
Be careful and attentive
Energizer: 1-7
Reflection
Were the lesson objectives/learning objectives realistic?
Did all the learners achieve the lesson objectives/ learning objectives? If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why?
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