新牛津上海版一起六年级上册unit 5《open day》优秀教案(重点资料).doc

Unit 5 Open Day
Tasks in this unit
Talking about future events; planning events; sequencing activities; writing invitations; reading captions; writing a description of events.
Period One
Language focus:
Using the simple future tense to talk about future events
e.g., Your parents will arrive at two o’clock.
Using adverbs of time
e.g., What will they do first?
Language skills:
Listening
Recognize the difference in the use of intonation in questions, statements (including approval) and commands, and respond appropriately
Speaking
Use appropriate intonation and stress to convey intended meanings and feelings
Reading
Read written language in meaningful chunks
Writing
Develop written texts by expressing own ideas
Materials:
1.Student’s Book 6A page 32
2.Workbook 6A pages 28 and 29
3.Cassette 6A
4.Cassette player
Pre-task preparation
Ask the students: What do we do on Open Day? What do parents do? Write a list on the board as the students mention activities. Play the cassette for Look and learn. The students repeat. While-task procedure
1.Give the students time to read Look and read silently.
2.Play the cassette. The students follow in their books.
3.In groups of six, students practise the dialogue. Select
groups to read the dialogue.
4.In pairs, students complete the programme with the correct
time.
5.Ask questions about the programme: e.g., What time will the
parents arrive? What will they do first/next/then/after that/ finally? When?
6.Select other groups to read the dialogue.
7.Ask further questions: e.g., Where will they meet their
parents? What will they look at in the classroom and Arts and Crafts room> What will they do in the hall? What will they look at in the library? What will they have in the Music room? 8.
Consolidation:
Workbook 6a page 28-29
Period Two
Language focus:
Using the simple future tense to talk about future events
e.g., I’ll be in classroom 6A
Language skills:
Listening
Listen for specific information
Speaking
Maintain an interaction by agreeing
Reading
Read written language in meaningful chunks
Materials:
1.Student’s Book 6A page 33
2.Workbook 6A pages 31
3.Cassette 6A
4.Cassette player
Pre-task preparation
Review: ground/ first/second/third/ floor. Ask: Where is the library/hall/ Arts and Crafts room? To elicit: e.g., It’s on the first floor.
While-task procedure
1. Give the students time to look at the floor plan of the school. Ask individual students to read the names of the rooms. Ask: Where is the Arts and Crafts room? To elicit: It’s on the third floor.
2. Play the cassette for Look and Listen. The students listen. Ask: Where will kitty be? To elicit: She’ll be in the Arts and Crafts room.
3. Select students to be Kitty, Peter, Alice and Jill. Ask: Where will you be, Kitty? To elicit: I’ll be on the third floor.
4. In pairs, students practise Ask and answer.
5. Workbook 6A page 31
a. Give the students time to look at the pictures.
b. Play the cassette. The students listen and match.
Consolidation
Workbook 6A page 32
Period Three
Language focus:
Using the simple future tense to talk about future events
e.g., What will our parents do first?
Using formulaic expressions to begin and end a letter
e.g., Dear…; Yours
Language skills:
Listening
Identify details that support a main idea
Speaking
Maintain an interaction by replying
Reading
Recognize format and language features when reading non-narrative texts
Writing
Develop written texts by using appropriate format, conventions and language features
Materials:
1.Student’s Book 6A page 34
2.Workbook 6A pages 32, 34
3.Cassette 6A
4.Cassette player
Pre-task preparation
Talk about invitations. Ask: When do you send invitations? To elicit: e.g., for a birthday party. Try to get the students to mention other occasions.
While-task procedure
1. Read the outline of the dialogue in Plan and speak.
Ask the students to suggest a list of five activities. Write them on the board.
2. In pairs, students decide on the activities and complete the
programme. They then practice the dialogue.
3. Ask individual students about their programme using the questions in Plan and speak. q5 The students complete Read an write. Ask one or two students to read their completed reports.
4.Give students time to read Read, think and write. In groups, students discuss how to complete the invitation. Ask a representative from each group to rea their invitation.
5.The students write the invitation to their parents. Ask
individual students to read their invitations.
Consolidation
Workbook 6A pages 32, 34
Period Four
Language focus:
Using the simple past tense to talk about past activities
e.g., The parents arrived at Rose Garden School at two o’clock.
Language skills:
Listening
Listen for specific information
Speaking
Maintain an interaction by replying
Reading
Identify details that support a main idea
Writing
Develop written texts by presenting main and supporting ideas Materials:
1.Student’s Book 6A page 35
2.Cassette 6A
3.Cassette player
Pre-task preparation
Introduce the past forms of the verbs on this page. Write the verbs on the board; arrive- arrived; visit- visited; look-looked; listen- listened; have- had.
Ask: What time did you arrive at school? To elicit: e.g., I arrived at school at eight o’clock. Continue with: When did you visit your grandparents? When did you look at the noticeboard? What time did you have your breakfast?
While-task procedure
1 Give the students time to look at the pictures in Read and Match.
2 Play the cassette. The students listen. Play the cassette again. The students repeat.
3. In pairs, students match the pictures and sentences. Ask individual students to read a sentence in the correct order.
Consolidation
Copy the new words
Recite the passage.。