T: I love music. It is my life. Who likes music? Who has an 'ear' for music? Ss: Engagement T: I have an 'ear' for music. T: Let's listen to the beginning of this music piece. What instruments do you hear?

T: Show vocabulary slides, talk with your partner about these instruments. Try to come up with the word. Ss: takes 3 minutes to discuss pictures T: CCQ- Elicit names, What don't we know? T: HANDOUT T: Lets Listen to some instrumental sounds and write the number in the box T: ICQ- instrumental sound 1-2-3-4, write the number in the box T: (B) Listen and Check T: What other words do we know for instruments and musicians? [if some, write a chart] [ ^--PREPARE TEACHERS BOOK--^ T: (CCQ) Drill-->Name words we have questions about

T: What is a borrowed word? Ss: Response for grade. T: Some borrowed words are modified, like Boeuf (French), has been modified into english sounds and matching letters.--> Others have been unchanged. In English we tend to allow the foreign words to keep the original sounds of the consonant. T: Elicit, Give me a musical word that is borrowed? T: Write--> Italian=Cello, Concerto, Mezzo-Soprano(Mezzo means 'middle') Greek= Orchestra, Choir, Chorus French= Encore, Genre Where is the stress? ^--PREPARE TEACHERS BOOK FOR STRESSES--^ HANDOUT --> Work with a partner and practice saying these words (d) T: Play tapescript because it will allow them to hear the stresses, even though some of the words aren't on their sheet.

T: Lets see which words we don't know. Talk with a group about these words Ss: Group Work T: What words don't we know? Ss: Group discuss T: Show the words on the projector and go over them and then demonstrate (see analysis) T: What origin do they come from? Put them into groups and give them cards to put into a chart on the class board T: PREPARE TEACHERS BOOK--^

T: I really love reggae music. Island music and soft guitar and bass guitar sounds. T: Take this information and have a conversation with your partner.