1． Knowledge Objects

(1) Key Vocabulary

　wipe, napkin, stick, chopstick, rude, point, pick up

(2) Target Language

　We’re supposed to eat with chopsticks．

　Yes, and it’s rude to eat with our hands．

2． Finish off the exercises on pages 49-50 of the workbook．

The Fourth Period

Step Ⅰ Revision

T: In last period, we summed up the expressions for telling what you are supposed to do． Now I’ll check your homework． I’ll ask some pairs to act out the conversations before the class．

Step Ⅱ 3a

Read the instructions． Do you know what an opinion is?

Ask a student to answer it． (An opinion is what you think or how you feel about something． )

Look at the chart． Point to the word attitude on the chart and say, An opinion is like an attitude． Tell students what they will write in the chart．

Ask students to read the first paragraph on their own． When they read, move around the classroom helping them as necessary． Then ask students to read the second paragraph． Again, as they read, move around the classroom answering any questions． Then read the instructions again and point out the chart． Point to the words attitude toward and ask what other words in the instruction line mean the same thing(opinions of)．

Invite a student to read the sample answer to the class． Then let him point out which sentence the answer is found in．

Ask students to read the paragraphs again and complete the chart on their own．

Correct the answers with the class．

Step Ⅲ 3b

Go through the instructions for the activity with the class．

Look at the example in the box． Ask two students to read the conversation to the class．

First practice this conversation with a partner． Then talk about your attitude toward being on time and getting together with your friends． Use true information．

Have students work in pairs．

Ask some different pairs to say their conversations to the class．

Step Ⅳ Part 4

Let students read the instructions．

Ask a pair of students to model the sample dialogue． Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．

Get students to complete the work in pairs． As they work, walk around the classroom offering help as needed．

Review the task． Ask a few students to share their conversations with the whole class．

Step Ⅴ Homework

1． Write a conversation using the information in Part 4．

How to improve students’ integrating skills．

Train students’ integrating skills．

2． Ability Objects

(1) Train students’ integrating skills．

(2) Train students’ communicative competence．

1． Knowledge Objects

(1) Key Vocabulary

　land, drop by, after all, relaxed, a bit

(2) Target Language

　Can you tell me the things I’m supposed to do?

　The first thing is to greet the teacher．

　Okay． What should I say?

　You are supposed to say "good morning, teacher．"

Step Ⅰ Revision

Check homework． Ask some pairs to act out their conversations according to Activity 1a．

Step Ⅱ 2a

Look at the picture and ask students to tell What is happening．

Help students understand that the people are at a picnic．

Point to Maria and ask, what’s Maria wearing? (She is wearing a dress．)Ask, Does she look comfortable? (No．)

Read the instructions and point to the four mistakes on the list． Ask different students to read the mistakes to the class．

Listen to Maria talking to a boy about what happened at the picnic． She made several mistakes． Listen to the recording and check the mistakes she made．

Play the recording． Students only listen the first time．

Play the recording again． Get students to check the mistakes Maria made．

Check the answers with the class．

Step Ⅲ 2b

Go through the instructions with the class． Point out the blanks in the four sentences． Invite a student to read the first sentence．

Play the recording again． Let students fill in the blanks with the words they hear alone．

Correct the answers with the class．

Step Ⅳ 2c

Read the instructions for the activity to the class．

Look at the example in the box． Ask two students to read the conversation to the class．

Point out the mistakes in Activity 2a and the sentences in Activity 2b． Role play Dan and Maria’s conversation using information from Activities 2a and 2b．

Ask students to work in pairs． As they work, move around the classroom checking the progress of the pairs and offering help as needed．

Check the answers by calling on different pairs to say their conversations to the class．

Step Ⅴ Grammar Focus

Review the grammar box． Get different students to say the questions and answers．

Step Ⅵ Homework

Ask students to write at least two sentences with the sentence starters in Grammar Focus．

The Third Period

2． How to improve students’ listening ability．

1． the target language