TTeeaacchhiinngg OObbjjeeccttiivveess

UUnniitt:: TTHHEE SSOOUUNNDDSS OOFF TTHHEE OORRCCHHEESSTTRRAA

� To know the main characteristics of the musical instruments of the orchestra.

� To identify the families of the musical instruments. � To understand how the musical instruments produce the

sound. � To develop the ability to distinguish different musical

instruments in the orchestra using the listening. � To take care with the musical instruments. � To increase the musical sensitivity. � To build a simple musical instrument. � To participate in group activities, respecting and valuing

other interventions.

ÁÁrreeaa:: MMUUSSIICC LLeessssoonnss:: 44 EEdd.. LLeevveell:: 55NNDD GGRRAADDEE

FFiinnaall TTaasskk

Students will elaborate a mind map using the Cmap Tools, with all the musical instruments of the orchestra. The musical instruments must be organized by families. The mind map must include images, sounds and videos.

AAsssseessssmmeenntt CCrriitteerriiaa

Acquisition of the content: � Musical instruments of the orchestra. � Instrument families. � High/low register.

Use of proper linguistic structures: � “The ... is a string / brass / woodwind / percussion instrument.” � “It’s sounding a …” � Comparative: “the … is bigger/smaller than the …”; “the … register

is higher / lower than the …” � Passive: “the … is played with (a) bow / single reed / double reed /

mouthpiece / sticks / mallets.”, “it’s made of ...” Knowledge of the vocabulary of the unit:

� Violin, viola, cello, double bass, piano, guitar, piccolo, flute, oboe, clarinet, bassoon, saxophone, trumpet, French horn, trombone, euphonium, tuba, bass drum, snare drum, cymbals, timpani, xylophone.

� Bow, single/double reeds, mouthpieces, sticks, mallets. � The string/brass/woodwind/percussion family. � Verbs: to sound, to play, to compose.

Attitude: � Take care of the musical instruments. � Pay attention in the listenings.

MMaatteerriiaallss Resources

KKeeyy CCoommppeetteenncceess

� Cultural and artistic competence � Competence to learn by itself � Digital competence � Linguistic competence � Social competence � Autonomy and personal initiative.

� Flashcards. � Cards. � Bow, single/double reeds, mouthpieces, sticks, mallets. � Pupil’s instruments. � Worksheets. � Compact discs. � PCs, projector and Internet. � Materials in order to make an instrument.

Material creat i adaptat de diversos autors pel Servici d’Ensenyaments en Valencià - Conselleria d’Educació. (2010)

� Musical instruments of the orchestra. � Instrument families. � Parts of the instruments. � High/low register.

CCoommmmuunniiccaattiioonn

CCuullttuurree

� To understand and appreciate the special characteristics of the identity of Valencian community.

� To appreciate and respect all the cultures of the world.

� Co-operative work. � Interest in listening to the symphonic bands of

the town. � Curiosity in learning how we learn best. � Interest in learning English.

SSttrruuccttuurreess VVooccaabbuullaarryy

LLaanngguuaaggee ffoorr iinntteerraaccttiioonn

� Present simple: “the ... is a string / brass / woodwind / percussion instrument.”

� Present continuous: “it’s sounding a …” � Comparative:

� “The … is bigger / smaller than the …” � The … register is higher / lower than

the …” � Passive:

� “The … is played with (a) bow / single reed / double reed / mouthpiece / sticks / mallets.”

� “It’s made of ...”

� What instrument is this? This is a ... � What instrument is sounding? It’s

sounding a ... � Is the ... a string, a brass, a woodwind or a

percussion instrument? � What does the ... need for sounding? � Which instrument is bigger/smaller the ...

or the...? � Which instrument is lost?

SSttuuddeenntt LLeeaarrnniinngg

OOuuttccoommeess

CCooggnniittiioonn

CCoonntteenntt � To identify the musical instruments of the

orchestra. � To know the most important parts of the

instruments. � To connect the size of the instrument with its

register � To classify the instruments by families. � To understand how the instruments produce

the sound. � To recognize the sound of the instruments.

LLaanngguuaaggee ffoorr tthhee ttooppiicc

Nouns: � Violin, viola, cello, double bass, piano,

guitar, piccolo, flute, oboe, clarinet, bassoon, saxophone, trumpet, French horn, trombone, euphonium, tuba, bass drum, snare drum, cymbals, timpani, xylophone.

� Bow, single/double reeds, mouthpieces, sticks, mallets.

� The string / brass / woodwind / percussion family.

Verbs: to sound, to play, to compose.

UUnniitt:: TTHHEE SSOOUUNNDDSS OOFF TTHHEE OORRCCHHEESSTTRRAA

ÁÁrreeaa:: MMUUSSIICC

LLeessssoonnss:: 44

EEdd.. LLeevveell:: LLeevveell:: 55NNDD GGRRAADDEE

Material creat i adaptat de diversos autors pel Servici d’Ensenyaments en Valencià - Conselleria d’Educació. (2010)