Let's invite our friends to join our band.
B: That's a great idea! I will ask _____________ and _____________ .
A: Okay, I will ask _______________ too. Hopefully they can join us.
B: Yes, it will be fun to play music together.
This document provides the plan and objectives for an English language lesson about music. The lesson aims to introduce new vocabulary related to music, practice language skills like reading, speaking, and writing, and develop logical thinking and cooperation. Key activities include playing vocabulary games, reading a text and answering comprehension questions, group projects identifying classmates involved with music, and practicing grammar structures for discussing future music-related plans. The lesson concludes with assigning homework and allowing time for student feedback.
This document contains information about an English language textbook for 3rd grade students in Ukraine. It includes the front cover of the textbook, which lists the authors and publisher, as well as the year of publication and ISBN number. It also provides a brief summary of the content and purpose of the textbook, which is to teach English according to the state standards for primary education in Ukraine. The textbook has a communicative and activity-based approach and is intended to develop critical thinking skills.
The document discusses appropriate behaviors in different foreign cultures, noting that in England people should queue and wait their turn, physical displays of affection are inappropriate in many Asian countries, and exchanging business cards is important in Japan. It includes questions about cultural behaviors and a listening activity to match behaviors to countries. Students are instructed to role play cultural behaviors from assigned countries.
This document provides information about three ancient empires: the Roman Empire, Mongol Empire, and Aztec Empire. It compares key details of each empire such as time period, geographic reach, population size, and notable rulers. The document also includes an activity where the listener chooses one of the empires to imagine ruling over and draws a picture designing protections against invasion.
This document provides information about three ancient empires - the Roman Empire, Mongol Empire, and Aztec Empire. It includes vocabulary terms, a description of the superlative structure, and listening activities to complete while and after listening to a passage about the empires. The activities include filling out a table with details about each empire, identifying correct statements, summarizing using a spider map, and designing pictures to protect an empire from invasion.
A meddlesome woman gets lost in the desert and is rescued by a couple of eagles. While they carry her to safety, she tries to turn them against each other with gossip, causing them to drop her."
"Villagers prepare weapons to kill a tiger threatening their village. When the tiger hears that one man claims his weapon is his penis, it runs away in fear and later dies after encountering a pregnant woman."
"A new monk is taught by his elder how to receive offerings by having an egg hurled at his head. Later, when people bring the elder monk's favorite fruit, the new monk remembers the lesson and hurls the fruit at the elder, surprising him."
This document provides the plan and objectives for an English language lesson about music. The lesson aims to introduce new vocabulary related to music, practice language skills like reading, speaking, and writing, and develop logical thinking and cooperation. Key activities include playing vocabulary games, reading a text and answering comprehension questions, group projects identifying classmates involved with music, and practicing grammar structures for discussing future music-related plans. The lesson concludes with assigning homework and allowing time for student feedback.
This document contains information about an English language textbook for 3rd grade students in Ukraine. It includes the front cover of the textbook, which lists the authors and publisher, as well as the year of publication and ISBN number. It also provides a brief summary of the content and purpose of the textbook, which is to teach English according to the state standards for primary education in Ukraine. The textbook has a communicative and activity-based approach and is intended to develop critical thinking skills.
The document discusses appropriate behaviors in different foreign cultures, noting that in England people should queue and wait their turn, physical displays of affection are inappropriate in many Asian countries, and exchanging business cards is important in Japan. It includes questions about cultural behaviors and a listening activity to match behaviors to countries. Students are instructed to role play cultural behaviors from assigned countries.
This document provides information about three ancient empires: the Roman Empire, Mongol Empire, and Aztec Empire. It compares key details of each empire such as time period, geographic reach, population size, and notable rulers. The document also includes an activity where the listener chooses one of the empires to imagine ruling over and draws a picture designing protections against invasion.
This document provides information about three ancient empires - the Roman Empire, Mongol Empire, and Aztec Empire. It includes vocabulary terms, a description of the superlative structure, and listening activities to complete while and after listening to a passage about the empires. The activities include filling out a table with details about each empire, identifying correct statements, summarizing using a spider map, and designing pictures to protect an empire from invasion.
A meddlesome woman gets lost in the desert and is rescued by a couple of eagles. While they carry her to safety, she tries to turn them against each other with gossip, causing them to drop her."
"Villagers prepare weapons to kill a tiger threatening their village. When the tiger hears that one man claims his weapon is his penis, it runs away in fear and later dies after encountering a pregnant woman."
"A new monk is taught by his elder how to receive offerings by having an egg hurled at his head. Later, when people bring the elder monk's favorite fruit, the new monk remembers the lesson and hurls the fruit at the elder, surprising him."
The document provides information about making pizza, including ingredients and cooking instructions. It discusses the topics of food and general cultural information about pizza. The document contains 5 sections that include vocabulary words, grammar rules, pre-reading questions, activities for while-reading and post-reading, and a rubric for assessment. Some of the key details are that the ingredients of pizza include flour, water, yeast, sauce, cheese, and toppings and there are 4 activities suggested which are ordering a pizza, answering questions, decision making, and fantasizing about pizza.
This document contains information about teaching a lesson on the life cycle of frogs:
1. It includes teaching procedures, learning activities, texts and powerpoint slides about the stages of a frog's development from tadpole to adult frog.
2. Students will learn about the present simple tense and use it to describe the different stages such as "a tadpole grows legs" and "a frog lives on land and in water".
3. The lesson incorporates group activities, videos and songs to reinforce the concepts being taught.
The document provides instructions for an experiment on acids and bases. Students are asked to:
1) Perform experiments dropping blue-pea juice into lemon juice, orange juice, soap, and detergent and observe any color changes.
2) Record the results and whether each solution demonstrated acidic or basic properties.
3) Present their lab results to the class.
The document also includes a listening quiz where students will hear descriptions of solutions and write down the solution name and whether it is acidic or basic.
The document provides instructions for making pizza, including using a comma to separate elements in a series and connect independent clauses, as well as setting off introductory elements. It discusses the key ingredients needed like crust, flour, water, yeast, sauce, cheese, and various toppings. The passage also includes questions to test comprehension of the pizza making process and ingredients.
The document discusses several students and their musical abilities, with Abby playing piano for many years, Nita playing guitar for two years, Carlos singing in a choir for a year, and Paul playing drums at home for two years. It also mentions the students' idea to start a band together and talk to Abby's cousin about joining his music group.
The document discusses homeschooling and regular school education. It includes 4 post-writing activities:
1) A crossword game completed while writing.
2) Completing sentences while writing.
3) Working in pairs to write statements supporting the idea that homeschooling will remain popular, and that some parents prefer homeschooling to regular school, citing facts from the passage.
4) Working in pairs to decide whether they would choose homeschooling or regular school for their own child and explain their reasoning.
Anne told Sam about her family's summer vacation. She went camping with her family and went hiking near their campsite. While hiking, they reached the top of a high mountain where the view was beautiful. On the way back from hiking, Anne found an old bronze jar buried in the ground. Her father dug it up. When they returned from vacation, they took the jar to a museum since it was hundreds of years old. Anne seemed to enjoy her camping trip with her family where they went hiking and discovered an ancient artifact.
This document provides information on appropriate behaviors in different cultures. It discusses behaviors like exchanging business cards in Japan, standing in lines in England, and not hugging or kissing in many Asian countries. Imperative sentences are used to give examples of dos and don'ts, such as not putting a business card in your pocket right away or remembering to call professionals "dottore" in Italy.
Here are two facts from the passage to support each statement using transitional words:
Homeschooling is likely to remain popular:
The United States has the highest number of homeschooled children with as many as 1.1 million. Furthermore, homeschooling has grown in popularity since the 1970s.
Some parents prefer homeschooling to regular school:
Some parents thought the local schools were bad, so they decided to teach their children themselves. In addition, some parents wanted their children to learn about religion, which was not taught in school.
The document describes the life cycle of frogs, noting that frogs live both on land and in water, mother frogs lay eggs in the water, and tadpoles hatch from the eggs and grow legs as they develop into frogs. Key stages include tadpoles growing inside eggs, emerging from eggs, growing legs, and eventually transforming into frogs that can lay more eggs.
This document provides information about teaching speaking skills to English language learners. It discusses four activities that can be used:
1. Discussions - Students discuss topics in small groups to share ideas and practice speaking. Agree/disagree discussions are suggested.
2. Role play - Students pretend social roles and contexts to speak in different situations.
3. Simulations - Similar to role plays but more elaborate, bringing props to create realistic environments.
4. Picture prompts - Students describe pictures to practice vocabulary and sentence structures related to topics like vacations. Feedback is provided to improve speaking.
This document provides information about teaching speaking skills to English language learners. It discusses four activities that can be used:
1. Discussions - Students discuss topics in small groups to share ideas and practice speaking. Agree/disagree discussions are suggested.
2. Role play - Students pretend social roles and contexts to speak in different situations.
3. Simulations - Like role plays but more elaborate, bringing props to create realistic environments for speaking practice.
4. Picture prompts - Students describe pictures to practice vocabulary and speaking about visual content. Suggestions are given for implementing these activities effectively in the classroom.
This document discusses acids and bases. It defines them according to Arrhenius' theory as substances that produce H+ ions (acids) or OH- ions (bases) when dissolved in water. Acids have a pH below 7 and taste sour, while bases have a pH above 7 and taste bitter. Examples of common acids and bases are provided, along with their properties. The document also introduces the pH scale and explains how pH values indicate acid strength. Finally, it describes an experiment to test solutions and identify them as acids or bases using blue-colored juice that changes color in their presence.
Abby asks Nita if she can play any instruments. Nita says she can play the guitar and has been playing for two years. Abby has been taking piano lessons since age six. Carlos says he can sing in a choir but cannot play an instrument. Paul has been playing drums at home for two years without lessons. Abby proposes they start a band and will talk to her cousin about it.
Abby asks Nita if she can play any instruments. Nita says she can play the guitar and has been playing for two years. Abby has been taking piano lessons since age six. Carlos says he can sing in a choir but cannot play an instrument. Paul has been playing drums at home for two years without lessons. Abby proposes they start a band and will talk to her cousin about it.
Abby asks Nita if she can play any instruments. Nita says she can play the guitar and has been playing for two years. Abby has been taking piano lessons since she was six years old. They ask Carlos and Paul, where Carlos says he can sing in a choir but not play an instrument, and Paul has been playing drums at home for two years. Abby suggests they start a band and will talk to her cousin about it.
Abby asks Nita if she can play any instruments. Nita says she can play the guitar and has been playing for two years. Abby has been taking piano lessons since age six. Carlos says he can sing in a choir but cannot play an instrument. Paul has been playing drums at home for two years without lessons. Abby proposes they start a band and will talk to her cousin about it.
Abby asks Nita if she can play any instruments. Nita says she can play the guitar and has been playing for two years. Abby has been taking piano lessons since age six. Carlos says he can sing in a choir but cannot play an instrument. Paul has been playing drums at home for two years without lessons. Abby proposes they start a band and will talk to her cousin about it.
The document discusses the use of the modal verb "can" to talk about ability and possibility. It provides examples of using "can" to express what is possible or what someone is able to do. It also discusses using "can" in questions to make requests or ask someone to do something. The document includes a sample conversation where the characters ask each other if they can play instruments and what instruments they can play, using the modal verb "can".
The document discusses the use of the modal verb "can" to talk about ability and possibility. It provides examples of using "can" to express what is possible or what someone is able to do. It also discusses using "can" in questions to make requests or ask someone to do something. The document includes a sample conversation where the characters ask each other if they can play instruments and what instruments they can play, using the modal verb "can".
The document discusses several students and their musical abilities, with Abby playing piano for many years, Nita playing guitar for two years, Carlos singing in a choir for a year, and Paul playing drums at home for two years. It also mentions the students' idea to start a band together and talk to Abby's cousin about joining his music group.
This document provides an overview of a music lesson on pulse and rhythm. It includes 4 activities:
1) Singing a song and moving to the pulse, discussing pulse and beat.
2) Performing and notating rhythmic patterns using body movements.
3) Performing rhythmic patterns on instruments while singing.
4) An evaluation with questions about differentiating sounds, rhythmic patterns, and participation. The lesson teaches students about the basic elements of pulse, rhythm, and musical notation through singing, movement, and playing instruments.
The document provides information about making pizza, including ingredients and cooking instructions. It discusses the topics of food and general cultural information about pizza. The document contains 5 sections that include vocabulary words, grammar rules, pre-reading questions, activities for while-reading and post-reading, and a rubric for assessment. Some of the key details are that the ingredients of pizza include flour, water, yeast, sauce, cheese, and toppings and there are 4 activities suggested which are ordering a pizza, answering questions, decision making, and fantasizing about pizza.
This document contains information about teaching a lesson on the life cycle of frogs:
1. It includes teaching procedures, learning activities, texts and powerpoint slides about the stages of a frog's development from tadpole to adult frog.
2. Students will learn about the present simple tense and use it to describe the different stages such as "a tadpole grows legs" and "a frog lives on land and in water".
3. The lesson incorporates group activities, videos and songs to reinforce the concepts being taught.
The document provides instructions for an experiment on acids and bases. Students are asked to:
1) Perform experiments dropping blue-pea juice into lemon juice, orange juice, soap, and detergent and observe any color changes.
2) Record the results and whether each solution demonstrated acidic or basic properties.
3) Present their lab results to the class.
The document also includes a listening quiz where students will hear descriptions of solutions and write down the solution name and whether it is acidic or basic.
The document provides instructions for making pizza, including using a comma to separate elements in a series and connect independent clauses, as well as setting off introductory elements. It discusses the key ingredients needed like crust, flour, water, yeast, sauce, cheese, and various toppings. The passage also includes questions to test comprehension of the pizza making process and ingredients.
The document discusses several students and their musical abilities, with Abby playing piano for many years, Nita playing guitar for two years, Carlos singing in a choir for a year, and Paul playing drums at home for two years. It also mentions the students' idea to start a band together and talk to Abby's cousin about joining his music group.
The document discusses homeschooling and regular school education. It includes 4 post-writing activities:
1) A crossword game completed while writing.
2) Completing sentences while writing.
3) Working in pairs to write statements supporting the idea that homeschooling will remain popular, and that some parents prefer homeschooling to regular school, citing facts from the passage.
4) Working in pairs to decide whether they would choose homeschooling or regular school for their own child and explain their reasoning.
Anne told Sam about her family's summer vacation. She went camping with her family and went hiking near their campsite. While hiking, they reached the top of a high mountain where the view was beautiful. On the way back from hiking, Anne found an old bronze jar buried in the ground. Her father dug it up. When they returned from vacation, they took the jar to a museum since it was hundreds of years old. Anne seemed to enjoy her camping trip with her family where they went hiking and discovered an ancient artifact.
This document provides information on appropriate behaviors in different cultures. It discusses behaviors like exchanging business cards in Japan, standing in lines in England, and not hugging or kissing in many Asian countries. Imperative sentences are used to give examples of dos and don'ts, such as not putting a business card in your pocket right away or remembering to call professionals "dottore" in Italy.
Here are two facts from the passage to support each statement using transitional words:
Homeschooling is likely to remain popular:
The United States has the highest number of homeschooled children with as many as 1.1 million. Furthermore, homeschooling has grown in popularity since the 1970s.
Some parents prefer homeschooling to regular school:
Some parents thought the local schools were bad, so they decided to teach their children themselves. In addition, some parents wanted their children to learn about religion, which was not taught in school.
The document describes the life cycle of frogs, noting that frogs live both on land and in water, mother frogs lay eggs in the water, and tadpoles hatch from the eggs and grow legs as they develop into frogs. Key stages include tadpoles growing inside eggs, emerging from eggs, growing legs, and eventually transforming into frogs that can lay more eggs.
This document provides information about teaching speaking skills to English language learners. It discusses four activities that can be used:
1. Discussions - Students discuss topics in small groups to share ideas and practice speaking. Agree/disagree discussions are suggested.
2. Role play - Students pretend social roles and contexts to speak in different situations.
3. Simulations - Similar to role plays but more elaborate, bringing props to create realistic environments.
4. Picture prompts - Students describe pictures to practice vocabulary and sentence structures related to topics like vacations. Feedback is provided to improve speaking.
This document provides information about teaching speaking skills to English language learners. It discusses four activities that can be used:
1. Discussions - Students discuss topics in small groups to share ideas and practice speaking. Agree/disagree discussions are suggested.
2. Role play - Students pretend social roles and contexts to speak in different situations.
3. Simulations - Like role plays but more elaborate, bringing props to create realistic environments for speaking practice.
4. Picture prompts - Students describe pictures to practice vocabulary and speaking about visual content. Suggestions are given for implementing these activities effectively in the classroom.
This document discusses acids and bases. It defines them according to Arrhenius' theory as substances that produce H+ ions (acids) or OH- ions (bases) when dissolved in water. Acids have a pH below 7 and taste sour, while bases have a pH above 7 and taste bitter. Examples of common acids and bases are provided, along with their properties. The document also introduces the pH scale and explains how pH values indicate acid strength. Finally, it describes an experiment to test solutions and identify them as acids or bases using blue-colored juice that changes color in their presence.
Abby asks Nita if she can play any instruments. Nita says she can play the guitar and has been playing for two years. Abby has been taking piano lessons since age six. Carlos says he can sing in a choir but cannot play an instrument. Paul has been playing drums at home for two years without lessons. Abby proposes they start a band and will talk to her cousin about it.
Abby asks Nita if she can play any instruments. Nita says she can play the guitar and has been playing for two years. Abby has been taking piano lessons since age six. Carlos says he can sing in a choir but cannot play an instrument. Paul has been playing drums at home for two years without lessons. Abby proposes they start a band and will talk to her cousin about it.
Abby asks Nita if she can play any instruments. Nita says she can play the guitar and has been playing for two years. Abby has been taking piano lessons since she was six years old. They ask Carlos and Paul, where Carlos says he can sing in a choir but not play an instrument, and Paul has been playing drums at home for two years. Abby suggests they start a band and will talk to her cousin about it.
Abby asks Nita if she can play any instruments. Nita says she can play the guitar and has been playing for two years. Abby has been taking piano lessons since age six. Carlos says he can sing in a choir but cannot play an instrument. Paul has been playing drums at home for two years without lessons. Abby proposes they start a band and will talk to her cousin about it.
Abby asks Nita if she can play any instruments. Nita says she can play the guitar and has been playing for two years. Abby has been taking piano lessons since age six. Carlos says he can sing in a choir but cannot play an instrument. Paul has been playing drums at home for two years without lessons. Abby proposes they start a band and will talk to her cousin about it.
The document discusses the use of the modal verb "can" to talk about ability and possibility. It provides examples of using "can" to express what is possible or what someone is able to do. It also discusses using "can" in questions to make requests or ask someone to do something. The document includes a sample conversation where the characters ask each other if they can play instruments and what instruments they can play, using the modal verb "can".
The document discusses the use of the modal verb "can" to talk about ability and possibility. It provides examples of using "can" to express what is possible or what someone is able to do. It also discusses using "can" in questions to make requests or ask someone to do something. The document includes a sample conversation where the characters ask each other if they can play instruments and what instruments they can play, using the modal verb "can".
The document discusses several students and their musical abilities, with Abby playing piano for many years, Nita playing guitar for two years, Carlos singing in a choir for a year, and Paul playing drums at home for two years. It also mentions the students' idea to start a band together and talk to Abby's cousin about joining his music group.
This document provides an overview of a music lesson on pulse and rhythm. It includes 4 activities:
1) Singing a song and moving to the pulse, discussing pulse and beat.
2) Performing and notating rhythmic patterns using body movements.
3) Performing rhythmic patterns on instruments while singing.
4) An evaluation with questions about differentiating sounds, rhythmic patterns, and participation. The lesson teaches students about the basic elements of pulse, rhythm, and musical notation through singing, movement, and playing instruments.
This document provides an overview of a music lesson plan for teaching rhythm and pulse. It includes 4 sections over 4 weeks. Students will learn about pulse, beat, rhythm, and ostinato through singing songs, clapping rhythmic patterns, playing instruments, and analyzing rhythmic elements in music. The lesson incorporates group activities and evaluation to assess students' understanding of rhythmic skills and active participation.
This document provides an overview of a music lesson on pulse and rhythm. It includes 4 activities:
1) Singing a song and moving to the pulse, discussing pulse and beat.
2) Performing and notating rhythmic patterns using body movements.
3) Dividing into groups to perform rhythmic patterns while singing.
4) Evaluating skills like differentiating sounds, performing patterns, and participating in groups.
The lesson teaches that pulse is the regular underlying beat in music and can be expressed through movement. Rhythmic patterns involve long and short sounds and silence.
This lesson plan outlines a music class that teaches students about sound and silence through rhythmic patterns. The objectives are to relate images with sound/silence in patterns and maintain steady beats when singing, moving, or playing instruments. Students will study patterns representing sounds and rests, then perform the patterns through clapping, tapping, chanting or playing instruments. They will learn that rhythmic notation uses symbols to represent sounds and silence in music.
This document provides an overview of the first quarter music lessons for students. It includes 6 lessons on topics like pulse in music, rhythm, and ostinato. The lessons involve singing songs, performing rhythmic patterns through body movements, playing instruments, and evaluating musical skills. Students are divided into groups to collaborate on activities like creating simple ostinato patterns to accompany songs. The goal is to help students understand foundational musical concepts and work together through experiential learning.
The document provides teachers with materials to prepare students for a visit from the Winston-Salem Symphony string ensemble, including background information on string instruments, the program for the performance, musical terms, and lesson plans focusing on the properties of sound produced by strings. It aims to enhance students' musical knowledge and understanding before the ensemble's visit through engaging lessons and activities. The packet is compiled from various existing education resources to supplement the classroom curriculum.
Musical instruments are important for bringing songs to life by producing sounds that make music pleasing to the ear. They help bring out the best in songs by serving as backgrounds. The document then lists and describes 10 different musical instruments: the bell, gong, triangle, drum, castanet, maracas, cymbals, rhythm sticks, sand blocks, and xylophone. Each instrument is explained in one to two sentences.
This document outlines a music lesson plan with the following key points:
- The objective is to relate images with sound and silence within a rhythmic pattern.
- Students will study rhythmic patterns using songs, charts, and improvised instruments. They will identify symbols that represent sounds and silence.
- The lesson procedures include practicing rhythmic patterns through clapping, chanting, and moving to the beat. Students will discuss how movements are used to demonstrate sounds and silence.
- Students will be evaluated on their ability to differentiate sounds from silence, identify unheard beats, perform rhythmic patterns correctly, and participate actively in group activities.
This document outlines a music lesson plan with the following key points:
- The objective is to relate images with sound and silence within a rhythmic pattern.
- Students will study rhythmic patterns using songs, charts, and improvised instruments. They will identify symbols that represent sounds and silence.
- The lesson procedures include practicing rhythmic patterns through clapping, chanting, and moving to the beat. Students will discuss how movements are used to demonstrate sounds and silence.
- Students will be evaluated on their ability to differentiate sounds from silence, identify unheard beats, perform rhythmic patterns correctly, and participate actively in group activities.
This document outlines a music lesson plan with the following key points:
- The objective is to relate images with sound and silence within a rhythmic pattern.
- Students will study rhythmic patterns using songs, then discuss how movements represent sounds and silence.
- An assessment asks students to evaluate their ability to differentiate sounds, identify sounds without hearing, and perform rhythmic patterns through various means.
- The lesson aims to have students maintain a steady beat through different movements while singing. Rhythmic instruments will be used to demonstrate steady beats.
- Stick notation will be introduced to represent rhythmic patterns. Students will clap patterns from a song and discuss long and short sounds. Instruments will be
The violin is the smallest and highest pitched string instrument. The order of string instruments from highest to lowest pitch is violin, viola, cello, and double bass. The double bass is the largest and lowest pitched due to its size allowing for greater vibration. String instruments can be played by bowing or plucking, and the bow is typically made of horsehair.
1. Activity 1 (Getting 1)
Complete each word by use the letter cards.
1.
3.
4.
5.
2. 6.
7.
Exercise 1 (Getting 2)
Listen to the sound and write the words you hear in the blank to complete the
conversation.
Nita: Can you (1) an instrument?
Abby: Yes, I can play the piano. I have been taking lesson since I was six years old. Can you
play an instrument?
Nita: Yes, I can play the (2) .
Abby: How long have you been playing?
Nita: For two years.
Abby: Let’s ask Carlos and Paul.
Nita: Can you play any instruments, Carlos?
Carlos: No, I can’t but I can sing. I have been (3) in a choir since last year.
3. Abby: What about you, Paul?
Paul: Well, I haven’t been taking lesson, but I have been playing the (4) at
home for two years.
Abby: Why don’t we start a (5) ? My cousin has a group. Let’s talk to him
about it.
Paul: That’s a great idea.
Activity 3 ( Using 1 )
The sentences in the dice board game.
1. Can you play guitar?
2. How long have you been taking piano?
3. Tell three name of instrument.
4. Ask your friend if he/she can play an instrument?
5. Have you been playing an instrument ?
6. How long have you been singing in a choir?
7. Sing a song.
4. Text 1
Vocabulary
Instrument (n.) : a device used to produce
music; also :
a singing voice.
drums (n.) : a percussion instrument consisting of a
hollow shell or cylinder with a drumhead stretched
over one or both end that is beaten with the hands or
with some implement.
Group (n.) : a number of individuals assembled
together or
5. having some
unifying relationship.
piano (n.) : a musical instrument having steel wire strings that
sound when struck by felt-covered hammers.
operated from a keyboard.
choir (n.) : an organized company of singers.
(as in a church service)
guitar (n.) : a flat-bodied stringed instrument with a long fretted neck and usually six strings
played with a pick or with the fingers .
sing (v.) : to produce musical tones by means of the voice.
6. Text 2
Structure
Present Perfect Continuous Tense
subject+ have/has+ been + v.ing
This tense is called the present perfect continuous tense. There is usually a connection
with the present or now. There are basically two uses for the present perfect continuous
tense.
1. An action that has just stopped or recently stopped
We use the present perfect continuous tense to talk about an action that started in the past and
stopped recently. There is usually a result now.
Here are some examples:
I'm tired because I've been running.
Why is the grass wet? Has it been raining?
You don't understand because you haven't been listening.
2. An action continuing up to now
We use the present perfect continuous tense to talk about an action that started in the past and
is continuing now. This is often used with for or since.
7. Here are some examples:
I have been reading for 2 hours. [I am still reading now.]
We have not been smoking. [And we are not smoking now.]
For and Since with Present Perfect Continuous Tense
We often use for and since with the present perfect tense.
We use for to talk about a period of time - 5 minutes, 2 weeks, 6 years.
We use since to talk about a point in past time - 9 o'clock, 1st January, Monday.
Here are some examples:
I have been studying for 3 hours.
I have been watching TV since 7 pm.
Text 3
Nita: Can you play tan instrument?
Abby: Yes, I can play the piano. I have been taking lesson since I was six years
old. Can you play an instrument?
Nita: Yes, I can play the guitar.
Abby: How long have you been playing?
Nita: For two years.
Abby: Let’s ask Carlos and Paul.
Nita: Can you play any instruments, Carlos?
Carlos: No, I can’t but I can sing. I have been singing in a choir since last year.
Abby: What about you, Paul?
Paul: Well, I haven’t been taking lesson, but I have been playing the drums at
home for two years.
8. Abby: Why don’t we start a group? My cousin has a group. Let’s talk to him
about it.
Paul: That’s a great idea.
Activity 2 (Getting 3)
The students make a group of five and the teacher opens the recording. The
one of each group runs in front of the class and try to draw a picture. The first
who finished drawing is the winner.
1. Monica has been playing piano for two years.
2. Tony has been playing drums since he was six years old.
3. Melissa has been singing in a choir for 1 year.
4. Abby has been playing guitar since he was eight years old.
5. Albert can play all instruments.
6. Jack stays in a group.
9. Task 1 (Using 2)
Draw a picture and describe your favorite instrument.
10. Our favorite instrument is…………………………….......................
We have been playing…..…………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
………………………………………………………………………..................................
Activity 4 (Using 3)
Role play
Situation: Your class mate and you are taking about playing an instrument.
A: Can you play an _____________ ?
B: Yes, I can play__________. I have been taking this lesson since ________.
What about you?
A: Yes, I Can you play _____________ ?
11. B: How long have you been playing?
A: For ______________.