六年級(jí)上冊(cè)英語(yǔ)教案－unit 5open day 牛津上海版

Unit 5 Open DayTasks in this unitTalking about future events; planning events; sequencing activities; writing invitations; reading captions; writing a description of events.Period OneLanguage focus:Using the simple future tense to talk about future eventse.g., Your parents will arrive at two oclock.Using adverbs of timee.g., What will they do first?Language skills:ListeningRecognize the difference in the use of intonation in questions, statements (including approval) and commands, and respond appropriatelySpeakingUse appropriate intonation and stress to convey intended meanings and feelingsReadingRead written language in meaningful chunksWritingDevelop written texts by expressing own ideasMaterials:1. Students Book 6A page 322. Workbook 6A pages 28 and 29來(lái)源:3. Cassette 6A4. Cassette playerPre-task preparationAsk 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 procedure1. 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.來(lái)源:ZXXK7. 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? Consolidation:Workbook 6a page 28-29來(lái)源:Period TwoLanguage focus:Using the simple future tense to talk about future eventse.g., Ill be in classroom 6ALanguage skills:ListeningListen for specific informationSpeakingMaintain an interaction by agreeingReadingRead written language in meaningful chunksMaterials:1. Students Book 6A page 332. Workbook 6A pages 313. Cassette 6A4. Cassette playerPre-task preparation Review: ground/ first/second/third/ floor. Ask: Where is the library/hall/ Arts and Crafts room? To elicit: e.g., Its 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: Its on the third floor.2. Play the cassette for Look and Listen. The students listen. Ask: Where will kitty be? To elicit: Shell 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: Ill 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 32Period ThreeLanguage focus:Using the simple future tense to talk about future eventse.g., What will our parents do first?Using formulaic expressions to begin and end a lettere.g., Dear; YoursLanguage skills:ListeningIdentify details that support a main ideaSpeakingMaintain an interaction by replyingReadingRecognize format and language features when reading non-narrative textsWritingDevelop written texts by using appropriate format, conventions and language features來(lái)源:ZXXKMaterials:1. Students Book 6A page 342. Workbook 6A pages 32, 343. Cassette 6A4. Cassette playerPre-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, 34Period FourLanguage focus:Using the simple past tense to talk about past activitiese.g., The parents arrived at Rose Garden School at two oclock.Language skills:ListeningListen for specific informationSpeakingMaintain an interaction by replyingReadingIdentify details that support a main ideaWritingDevelop written texts by presenting main and supporting ideasMaterials:來(lái)源:學(xué)+科+網(wǎng)Z+X+X+K1. Students Book 6A page 352. Cassette 6A3. Cassette playerPre-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 oclock. 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.宋以后，京師所設(shè)小學(xué)館和武學(xué)堂中的教師稱(chēng)謂皆稱(chēng)之為“教諭”。至元明清之縣學(xué)一律循之不變。明朝入選翰林院的進(jìn)士之師稱(chēng)“教習(xí)”。到清末，學(xué)堂興起，各科教師仍沿用“教習(xí)”一稱(chēng)。其實(shí)“教諭”在明清時(shí)還有學(xué)官一意，即主管縣一級(jí)的教育生員。而相應(yīng)府和州掌管教育生員者則謂“教授”和“學(xué)正”?！敖淌凇薄皩W(xué)正”和