您正在看的初中三年级是:You’re supposed to shake hands。 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.

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

　　The Fourth Period

　　Ⅰ. Teaching Aims and Demands

　　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. Ability Objects

　　(1) Train students’ listening ability.

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

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

　　Ⅱ. Teaching Key Points

　　1. Key Vocabulary

　　wipe, 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.

　　Ⅲ. Teaching Difficult Points

　　1. Flow to improve students’ listening ability.

　　2. How to use the target language.

　　Ⅳ. Teaching Procedures

　　Step Ⅰ Revision

　　Check homework. Get some students to read out their conversations using the target language in Section A 4. Collect their conversations and help correct their errors.

　　Step Ⅱ Part 1

　　Look at the picture and ask students to say what is happening in it.

　　Look at the title, Mind your manners!

　　Ask. What do you think it might mean?

　　Read the instructions and point to the five statements about manners. Ask students to read the statements.

　　Review the five statements to be sure students understand what each one means. Ask students to act out them.

　　Then ask students to complete the quiz on their own.

　　Correct the answers with the class.

　　Step Ⅲ 2a

　　Read the instructions to the class. Review what an exchange student is and what table manners are. If necessary, translate them into Chinese.

　　Look at the four pictures. You will hear the exchange student Steve, talking with his Japanese friend, Satoshi.

　　Satoshi is eXPlaining some things you are and aren’t supposed to do when eating in Japan.

　　Point to the boxes where students are supposed to write a number next to each picture. Say, Number these 1 through 4 to show the order you hear Satoshi talk about, these things in the recording.

　　Play the recording the first time.Students only listen.

　　Play the recording a second time.As they listen to the recording this time, let students number the pictures.

　　Correct the answers with the class.

　　Step Ⅳ 2b

　　Read the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings. Ask different students to read the two lists.

　　You will hear the same recording again.

　　Play the recording again. Ask students to write t