The Theme: Music Styles

The theme: “Music Styles.”

Objectives:

· To enrich students’ vocabulary on the topic;

· To develop pupils’ communicative skills;

· To develop pupils’ reading skills.

Equipment:

Recordings of different music styles, handout, sticks for beating the rhythm, screen.

After silence, that comes nearest to expressing

the inexpressible is music.

Aldous Huxley.

1. Starting point. Greeting. Saying compliments.

Nice meeting you, children. To relax the atmosphere, we’ll start our lesson in an unusual way. Say compliments to each other one by one. You look great today, Vlad

P1 P2 P3 P4…

2. Warming up.

T: Close your eyes, relax and concentrate your attention on the sounds around you. At first it may seem that silence fills in the classroom. If you listen more attentively you’ll hear different sounds: the cars driving along the streets; the clock ticking; somebody’s knocking.

But if you use your imagination you might hear – rustling of the leaves in the autumn forest; rolling the sea waves; you can even feel the sun touching your face. These are natural sounds, but there are sounds composed by a person and they are not less wonderful as they reflect our feelings, emotions and the state of the soul.

(The music is playing)

I see you’ve already understood what I mean, haven’t you?

P1: No doubt, it’s music.

T: Right you are. This is the theme of our lesson. Thomas Carlyle once said, “Music is well said to be the speech of angels.” It may provoke different emotions. What do you feel while listening to music?

Melodious

Unforgettable

Sensitive

Indelible

Contradictory

3. Phonetic drill.

We can apply music to the language. Each language has its own melody, rhythm and stress. The languages are either “stress-timed” or “syllable-timed”.

English is a stress-timed language. When we speak English, all the stressed syllables in our sentences tend to come at roughly identical intervals of time. The alternation of stressed and unstressed syllables occurring on a regular beat produces the characteristic rhythm of English.

Listen to the rhythmic dialogue. Take the sticks and beat on stressed syllable.

One and two and three and four.

Who’s that knocking at my door?

Five, six, seven, eight.

Birthday party don’t be late.

For the disco, disco, disco dancing.

Descending sliding scale.

One and two and three and four.

4. Presenting new vocabulary.

Look at the screen. Read the styles of music. Match the extracts with the types of music you hear on the tape.

5.Work in pairs.

I think it’s interesting for you to find out what styles of music your classmates prefer. Make two circles facing each other. Ask and answer with a partner.

P11 P2 P3

P12 P4

P9 P10 P6 P5

Possible answers:

· What’s your favourite type of music?

· I’m a pop fan and I love dance music. It’s the music of today.

· I prefer folk. It’s traditional music of the people.

· I hate classical music. It’s boring and the musicians wear old-fashioned clothes.

· I love classical music. It’s got feeling and emotion. Pop music is just noise.

· Jazz is for me. I like the mixture of different types of music.

6. Selecting and matching activity.

Look at these words and expressions and make sure you understand them. Which ones describe the style of music that you like?

Classical: soothing, gentle, melodious, full of emotion.

Rap: rhythmic, joyful, noisy.

Blues: exciting, romantic, sad.

7. Speak out. Echo questions.

Use the adjectives of the previous exercise in the echo questions. We use echo questions with a rising intonation to show interest and get more information.

Compare with REALLY? Fill in the chart.

Positive

Negative

Be

/ He isn’t fond of listening to reggae.
Isn’t he? / He isn’t.

Have

/ He’s learned to play the guitar.
Has he? / He has?

Do

Modals

/ I can play the violin.
Can you?

8. Classifying.

Complete the table in your notebook. Use these words.

Guitar, cellist, drums, piano, drummer,

violin, guitarist, trumpet, cello,

pianist, violinist, trumpeter.

Instrument / Person
violin / violinist

10. Match the pictures with the words in the box. Then listen and repeat.

Complete the text using the words from the

box.

11. Select the position.

Friederich Nietzsche said, “Only sick music makes money today.”

Those who support his opinion take seats at the table on the right, those who disagree – on the left. The ones, who hesitate what position to choose, stay where you are.

Think of the arguments supporting your position. Try to persuade your opponents.

Pupils’ possible answers.

12. Summing-up.

Dear children you have worked well today. You have learned to identify different styles of music, to characterize them. You’ve displayed your attitude to music. You have your own point of view and can persuade your classmates.

Now I want to give you some marks.

Your home assignment is to learn the vocabulary in writing; write ten echo questions.