UNIT: THE ORCHESTRA. Fernando Solsona Berges. Subject: Methodology for Multilingual Education and Learning Foreign Languages. Teacher: Inma López

Transcription

1 UNIT: THE ORCHESTRA Fernando Solsona Berges Subject: Methodology for Multilingual Education and Learning Foreign Languages Teacher: Inma López

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4 Unit: The string section Lesson: 2/4 Learning Outcomes Content Communication Cognition Culture Identification of the string Sound of the different string Use of the strings in the orchestra Use of the string in a chamber group Content language and compatible language Tell and show: The question is: Which string instrument are you hearing? The answer is: I m hearing a Is it a violin, viola, cello, double-bass, harp Comparing, classifying and identifying Composing and arranging music for violin and harp Work in pairs String in different musical styles: classical and folk Promote interest in string Comparing plucked bowed and string Introduction/ Revision Revision of vocabulary referred to music and string Introducing the topic and setting and setting outcomes Describe with gestures how its played a violin or a cello Warm up Sound games Do know any violinist player? / Did you ever see a film with a violin in it? Bowed or plucked string instrument? Main 1 st : Introducing key vocabulary (all) 2 nd : Identify string and sounds: Matching with their photo (PDI). Work in pairs 3 rd : Playing with flashcards (work in pairs) 4 th : Complete this worksheet String Worksheet (individually) 5 th : Searching musical samples on Youtube Edu Channel (work in groups) Want to know/ Reinforcement/ Extension Some pupils may need with the Reading/writing activity Extension: encourage children to go to a luthier workshop Assessment/ Reflection Observe pair work interaction Assess work in notebooks and give feedback Assess the ability to complete the string worksheet and informally their participation based on this rubric Materials/ Resources PDI Teacher s PC and students laptops A plucked and a bowed string instrument String photos Flashcards String instrument Worksheet Rubric

5 Unit: The wind section Lesson: 3/4 Learning Outcomes Content Communication Cognition Culture Introduction to the wind Sound of the different wind Use of the wind in the orchestra Use of the string in a brass band Content language and compatible language Tell and show: The question is: Which wind instrument are you hearing? The answer is: I m hearing a Is it a horn, trumpet, trombones, euphonium, tuba, flute, oboe, clarinet, saxophone, bassoon. Comparing, classifying and identifying Composing and arranging music for trumpet and clarinet Work in groups, work in pairs Wind in different musical styles: classical and jazz Comparing brass and wood wind Promote interest in street festive bands Introduction/ Revision Warm up Watch a 2 minutes video on brass Revision of vocabulary referred to brass and wood wind Introducing the topic and setting and setting outcomes Make a question: Do you like brass or wood sound? Guessing games Wind instrument in classical or jazz style? Main 1 st : Introducing key vocabulary (all) 2 nd : Identify wind and sounds: Matching with their photo (PDI). Work in pairs 3 rd : Playing with flashcards (work in pairs) 4 th : Complete this worksheet Wind worksheet (individually) 5 th : Explore the internet for information on wood wind and brass instrumets (work in groups) Want to know/ Reinforcement/ Extension Some pupils may need with the Reading/writing activity Extension: encourage children to hear on the internet Serenade for wind from Dvorak Assessment/ Reflection Observe pair work interaction Assess work in notebooks and give feedback Assess the ability to complete the wind worksheet and informally their participation based on this rubric Materials/ Resources PDI Teacher s PC and students laptops A brass and a wood wind instrument Brass and wood wind photos Flashcards Wind Worksheet Rubric

6 Unit: The section Lesson: 4/4 Learning Outcomes Content Communication Cognition Culture Introduction to the Sound of the different Use of the in the orchestra Use of the in a Content language and compatible language Tell and show: The question is: Which instrument are you hearing? The answer is: I m hearing a Is it a xylophone, tubular bells, cowbells, celesta, timpani, snare drum, cymbal, hand, maracas, gong, tambourine, marimba, chimes, guiro? Comparing, classifying and identifying Composing and arranging music for cowbell and xylophone Percussion in different musical styles: classical and rock/pop Comparing tuned and unturned Introduction/ Revision Revision of vocabulary referred to tuned and untuned Introducing the topic and setting and setting outcomes Warm up Instrument basket game Do you think that are the easier? Percussion instrument in classical or rock style? Main 1 st : Introducing key vocabulary (all) 2 nd : Identify tuned and untuned and sounds: Matching with their photo (PDI). Work in pairs 3 rd : Playing with flashcards (work in pairs) 4 th : Complete this worksheet Percussion worksheet (individually) 5 th : Playing percussive and what are they made of Want to know/ Reinforcement/ Extension Some pupils may need with the Reading/writing activity Extension: encourage children to browse Sibelius web page and listen to audio samples. Extension: encourage children to participate in a street batucada Assessment/ Reflection Observe pair work interaction Assess work in notebooks and give feedback Assess the ability to complete the worksheet and informally their participation based on the rubric Materials/ Resources PDI Teacher s PC and students laptops A tuned and a unturned instrument Tuned and unturned photos Flashcards Percussion Worksheet Rubric