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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