2． How to use the target language．

1． How to improve students’ writing and speaking ability．

2． Target Language

　Can you tell me where there’s a good place to eat?

　Of course． What kind of food do you like?

1． Key Vocabulary

　convenient, safe, restroom inexpensive

2． Ability Objects

(1) Train students’ writing and speaking ability．

(2) Train students’ ability to understand the target language in spoken conversation．

(3) Train students’ ability to use the target language．

1． Knowledge Objects

(1)Key Vocabulary

fascinating, convenient, safe, restroom, inexpensive

(2)Target Language

Can you tell me where there’s a good place to eat?

Of course． What kind of food do you like?

2． Finish off the exercises on pages 46-47 of the workbook．

The Fourth Period

Step Ⅰ Revision

T: Yesterday we learned the structures．

Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?

Step Ⅱ 3a

Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．

You will write your answers in these blanks．

Read the first two sentences at the top of the article．

Explain that the interviewer will talk to several teenagers．

Get students to read the interview on their own quickly．

When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．

Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．

Step Ⅲ 3b

Read the instructions． Point out the conversation in the box and invite two students to read it to the class．

Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．

Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary． Make sure they talk about both advantages and disadvantages．

Ask several groups to act out part of their conversation to the class．

Step Ⅳ 4

Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．

Point out the sample language in the box． Invite a student to read it to the class．

Ask students to say the names of some stores and other places in the community and write them on the board． Say,

Each group can choose three of these places to write about, or you can choose another place you know of

Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．

When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．

Step Ⅴ Homework

1． Ask students to choose two places in the community and write careful directions from the school to each place．

How to improve students’ integrating skills．

Train students’ listening, speaking, reading and writing ability．