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 1
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 2
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
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