Урок "Music Styles" 8th form A. Nesvit

8^th form

Музичні інструменти

Мета: - формувати навички вживання нових ЛО;

              - вдосконалювати навички усного мовлення  й читання;

              - розвивати мовну здогадку й мовленнєву реакцію учнів;

               -прищеплювати любов до музики;

               - виховувати зацікавленість у розширенні своїх знань.

Обладнання: posters of musical instruments, cards, videos

ХІД УРОКУ

I Aim  

   T: Good morning, boys and girls! Glad to see you. Sit down, please. Today we shall talk, read about musical instruments and listen to some pieces of music. I gave you the vocabulary to look through. It will help you during the lesson.

Warm up 

  T:    Listen to the riddle and guess the instrument

 A riddle.                                      By Katrina Mc Fadden.

I’m a musical instrument. I was born far, far away in Iran, over two thousand years ago.

From there  I travelled all over Europe. You probably know me best as an instrument from one part of Great Britain.

I look very interesting: my body is leather and lots of pipes stick out of me. You blow into one. The other ones let the air out.

 How do you play me?  Well, you have to be very clever to play me. First you have to blow air into me. I keep it in my body. Then you have to squeeze it out again – very carefully  -- through the pipes. That’s what makes  the music.

Can you guess what I am?

What’s the answer to Katrina’s riddle?

a)recorder         b)bagpipes          c)trumpet       d)flute   

II. Presenting vocabulary

T:Music is performed by different musical instruments. Let’s listen to them and watch the musical instruments.

 2 videos: musical instruments /musical instruments sounds for kids (27 instruments).

Practice

1. T: Do you play any musical instruments?  Look at the pictures.  What musical instrument do you play? If you don’t play, what musical instrument would you like to play and why?

P: I play …   (I don’t play any musical instrument but I would like to play…) Учні складають речення.

2.T: Work in pairs to unscramble the words.

3.T: Look through the instruments very attentively and try to remember them in their groups.

Stringed instruments (that have strings)

The String family is named for the gut, wire or nylon cords that are stretched over the instruments. Striking, bowing, plucking or strumming the strings produces musical sounds that are amplified acoustically or electronically

The Percussion family  that we hit.

The Percussion family includes a vast range of instruments, which produce sounds when struck, scraped or shaken. Xylophones consist of a set of tuned wooden bars beaten with sticks. Metallophones look like xylophones but their bars are made of metal rather than wood.  Most of them have tubes or gourds set below each bar to increase the volume of the sound.

Keyboard instruments that have ‘keys’.

Wind instruments that we blow.

4.T: Game: Guess the instrument (учень загадує інструмент, називає групу, описує його - решта учнів мають відгадати його назву).

5.T: But there is one more classification of the musical instruments.

These terms are named after singing voice classifications:

• Soprano instruments: flute, violin, soprano saxophone, trumpet, clarinet, oboe, piccolo
• Alto instruments: alto saxophone, french horn, english horn, viola, alto horn
• Tenor instruments: trombone, tenor saxophone, guitar, tenor drum
• Baritone instruments: bassoon, baritone saxophone, bass clarinet, cello, baritone horn, euphonium
• Bass instruments: double bass, bass guitar, bass saxophone, tuba, bass drum

Some instruments fall into more than one category: for example, the cello may be considered tenor, baritone or bass, depending on how its music fits into the ensemble, and the trombone may be alto, tenor, baritone, or bass and the French horn, bass, baritone, tenor, or alto, depending on the range it is played in. Many instruments have their range as part of their name: soprano saxophone, tenor saxophone, baritone horn, alto flute, bass guitar, etc. Additional adjectives describe instruments above the soprano range or below the bass, for example: sopranino saxophone, contrabass clarinet.

5.Find your place

T: So you know the principal groups of musical instruments. Orchestras and bands get there distinctive   sounds from the different combinations of these groups. I want you to look through these instruments one more time and to their place in the orchestra (постер з малюнком оркестру в кінці уроку) .

 Get the cards with the pictures of  instruments and try to find your place in the orchestra. Imagine you are in London theatre and play wonderful music of our Ukrainian composers.

Pupils take their places according to the places of their instruments in the orchestra and listen to music that sounds.

III.Hometask: to learn the vocabulary , to write a letter to a friend about the last visit to a concert and about the instruments you’ve heard there.

     Summarizing.

Do the survey and fill in the chart.

Draw a conclusion: some pupils take music lessons, only two play in an orchestra, nobody plays in a band…