【正文】 Ⅳ． Teaching Procedures Step I Revision Review the target language presented in this unit． Check homework． Step Ⅱ 3a Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class． Ask students to read the article again and plete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers． Step m 3b Read the instructi ons to the class． Point to the first two sentences and ask a student to read these sentences to the class． Look back at Activities 2a and 2b． Use this information to help you plete the guide to Sunville． Ask the students to plete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed． Invite a student to read the pleted article to the class． Step Ⅳ 3c Read the instructions to the class． Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides． Ask students to work on their own． Tell them that they can use what they wrote for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed． Correct the students’ work． Ask some students to read their guides and correct them． Step Ⅴ Part 4 Go through the instructions with the class． Get students to look back at the guides they wrote in Activity 3c． Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate． Ask one or two groups to say one of their conversations to the class． Step Ⅵ Homework 1． Read the article in 3a again 2． Write a guide to our city． The Sixth Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （ 1） Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating． （ 2） Write some questions using the target language． 2． Ability Objects Train students’ writing ability． Ⅱ． Teaching Key Points 1． Fill in blanks and make sentences． 2． Write questions using the target language． Ⅲ． Teaching Difficult Point Make sentences using beautiful, safe, delicious, convenient, fascinating． Ⅳ． Teaching Procedures Step Ⅰ Revision[ Check homework． Ask a few students to read the article in 3a． Then ask a few students to read their guides． Step Ⅱ Part 1 Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement． Ask students to fill in the blanks on their own． Check the answers． Step Ⅲ Part 2 Go through the instructions with the class． Look at the example with the students． Ask students what the answer would be． Ask a student to read the question and answer it． Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt． Get students to plete the work in pairs． Check the answers． Ask a few students to read their questions． Step Ⅳ Just for Fun! Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the pla Mars． There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant． Invite some pairs of students to present this conversation to the rest of the class． Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the qu