UNIT/TITLE OF THE LESSON : MUSIC (THE ROOTS OF MODERN MUSIC, MUSIC MEGA-MIX) SUPPORT LESSONS : "A ROCK CONCERT,

HERE TODAY, GONE TOMORROW, THE HISTORY OF ROCK MUSIC, THE ROOTS OF MODERN MUSIC, M USIC MEGAMIX CLASS/LEVEL : IX COURSEBOOK: ENGLISH MY LOVE MATERIALS: ENGLISH MY LOVE, LEAFLETS , THE INTERNET, HANDOUTS TYPE OF THE LESSON:GENERAL KNOWLEDGE ABOUT THE ABOVE MENTIONED ISSUE , NEW TOPICS, VOCABULARY, GEBERAL TOPICS, GRAMMAR SECTION AIMS: to improve free developing of ideas on this topic, to create an advanced conversational atmosphere in class, brainstorming, exchange of views on the same subject, also related to the previous parts , listed above as support lessons, knowing about different styles of music, about the development of music in th

e past , up to the present times, favourite singers, gossips from the media about singers, the singers' life or oddities about them. Moods and feelings that we get from listening to music, how does music influence our lives? Anticipated problems : students must know all about the above mentioned topics . with teacher`s help, they will link the ideas in a logical way, getting to know new things and having a general and particular conversation expressing varied points of view on this topic . Introduction: Warm-up, greetings :free conversation upon the saying:Music is the universal language of mankind . In what way does music speak to people , is it a language indeed, a way of communicating, a cosmic harmony , a way of conveying the message of a a whole universe, or of our own universe, an art , a way of living? How is music perceived by pupils, as a general idea, firsthand? 5 min Presentation/elicitation: I. 1. The teacher asks pupils to give personal opinions about music, about what music is, in an enlarged manner . How many kinds of music do they know? Does music reflect past and present , what about the evolution of music and musical instruments ? What are the roots of modern music? What they have read about this in Lesson 4, if they encountered some problems while reading it, the teacher highlights the main ideas for them . 2. What about classical and country/ folk music , do they know about these two styles? 3. In what way does music reflect the specific of one people, region , the human heart and soul 4. About modern music , pupils are asked to give as many examples of musical styles as they can, and to name famous or favourite singers . 5. Comment upon some favourite singers /the way they sing, their appearance , the way they dress, their lives, the way that the press interacts with them , gossips in the media about singers and their lives . In this section the pupils must express likes or dislikes, they must give appreciation upon persons , or upon the songs and singers they like, must tell in an indirect speech about the relationship media-singers or public-singers , using formal and /or informal language .15 min II. Enlarge upon the roots of modern music and upon some music styles that were representative of this , from past times to present . What does modern music express? What are the topics in the songs, what aspects of life do we meet in the songs we keep hearing ? What about moods and feelings generated from music ? Do the moods generate music or does the music generate feelings ?

Also , to speak about music that we do not like /expressing dislikes. Give reasons why we do not like a certain music style or singer. Formal/informal/expressing dislikes. III. A short dictionary of proverbs in songs (ex. American country music, etc ) A short history of rock music .Other kinds of music /spiritual /religious music Going to concerts or discos , what is the best atmosphere for listening to music ? Also , would the pupils have a singing career ? Why and why not ? The way that music is taught in schools. In our country and abroad .General facts. /music for kids /kids as music stars .15 min IV. Grammar section : useful language/instructions for technical apparatuses . Reading instructions , making up dialogues. Remember Going to future. Punctuation. Info The use of past tenses, present tenses and future tenses while expressing the chronology or the history of music /example:predicting the future of music . Spoken language in songs Exercise using hardly/scarcely/barely/no sooner , which have been studied in the previous unit Alternation past tense/past perfect Setting homework (IV section 15 min) Written and oral class work contains : vocabulary , expressions, dialogues, formal and informal speech, punctuation, grammar section (tenses , exercises) ; spoken language in songs, proverbs, sayings, personal reflections . Fillers : proverbs /sayings about music , facts read on the internet, Romanian culture versus foreign culture . Opinions , data from the websites, etc