1、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.
2、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 feelingsRea
3、dingRead written language in meaningful chunksWritingDevelop written texts by expressing own ideasMaterials:1. Students Book 6A page 322. Workbook 6A pages 28 and 29来源:3. Cassette 6A4. Cassette playerPre-task preparationAsk the students: What do we do on Open Day? What do parents do? Write a list on
4、 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 gr
5、oups 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.来源:ZXXK7. Ask further qu
6、estions: 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来源:Period TwoLanguage focus:Using the s
7、imple 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. C
8、assette 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 nam
9、es 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 y
10、ou 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
11、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 feature
12、s when reading non-narrative textsWritingDevelop written texts by using appropriate format, conventions and language features来源: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 invit
13、ations? 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
14、 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
15、 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 si
16、mple 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 mai
17、n and supporting ideasMaterials:来源:学+科+网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 d
18、id 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 Pl
19、ay 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，京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习”。到清末，学堂兴起，各科教师仍沿用“教习”一称。其实“教谕”在明清时还有
20、学官一意，即主管县一级的教育生员。而相应府和州掌管教育生员者则谓“教授”和“学正”。“教授”“学正”和“教谕”的副手一律称“训导”。于民间，特别是汉代以后，对于在“校”或“学”中传授经学者也称为“经师”。在一些特定的讲学场合，比如书院、皇室，也称教师为“院长、西席、讲席”等。Consolidation 要练说，得练看。看与说是统一的，看不准就难以说得好。练看，就是训练幼儿的观察能力，扩大幼儿的认知范围，让幼儿在观察事物、观察生活、观察自然的活动中，积累词汇、理解词义、发展语言。在运用观察法组织活动时，我着眼观察于观察对象的选择，着力于观察过程的指导，着重于幼儿观察能力和语言表达能力的提高。Co
21、py the new words“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。孟子中的“先生何为出此言也？”；论语中的“有酒食，先生馔”；国策中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其实国策中本身就有“先生长者，有德之称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。称“老师”为“先生”的记载，首见于礼记?曲礼，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之意基本一致。Recite the passage.
