sp; 1. Tell students to work in pairs to complete Part C1. When students have completed all the answers, ask them to raise their hands. The first pair to complete the exercise correctly is the winner.
2. After students have finished, give the correct answer to each question. Highlight where students can find the answers in the passage. This will help them when correcting their own mistakes and provide them with a better understanding of where they went wrong.
3. For stronger classes, ask students to correct the incorrect sentences.
4. Review key vocabulary learnt in the reading passage. Ask more able students to describe their partners using these adjectives.
5. Ask students to do Part C2 on their own and check their answers with their partners. Ask students to refer to the reading passage on page 4 and 5. If students have different answers, ask them to discuss the answers.
Part D
Teaching procedures
1. For weaker classes, write a list of characteristics on the board for students' reference
2. Ask less able students to pick five characteristics that describe themselves and write them in the blanks in part D1. Tell more able students that they can also use characteristics that are not listed on the board. Tell less able students to refer to the reading passage on pages 4 and 5 if they need help with ideas.
3. Now, ask students to read the description of their star sign on pages 4 and 5. Ask them to write whether the characteristics listed under their star sign match the characteristics they have listed.
oup marks another group's answers. The group with the most correct answers wins.
4. Ask students to work on their own to do Part B. Remind them to look at the pictures and the words provided.
5. Ask students to compare their answers with their neighbours and discuss the differences.
6. When the discussion is finished, ask a student for the answer to No.1. Ask all students who agree to raise their hands. If a student gives an incorrect answer, ask other students what the correct answer should be.
7. Homework: 《课时练》P7-8
9A Unit 1 Star Signs
第五、六课时 Grammar
Objectives
1. To use 'it is'+ adjective + 'of'… + '(not) to'-infinitive to express opinions about a person's actions.
2. To use the verb 'to be' + adjective + 'enough' + 'to'-infinitive to describe a person's characteristics and abilities.
3. To use the basic sentence elements to make up a sentence
part A
teaching procedures
1. Tell students that we use the 'it is'+ adjective + 'of'… + '(not) to'-infinitive structure to talk about our feelings towards people and what they do.
2. Ask three students to read the three sentences in the grammar table at the top of page 9. Encourage students to ask questions if they are unsure of the meaning.
3. Ask students to complete the exercise on their own. Students have to write the correct words form the box in the blanks without making any changes.
4. Ask a pair of students to read out what they have written. Check for incorrect answers and mispronunciation.
Part B
Teaching procedures:
1. Tell students that we can also use the verb 'to be' + adjective + 'enough' + 'to'-infinitive structure to talk about a person's personality and abilities.
2. Explain the difference between the structure in Part A and the structure in Part B. In part A, students learn to express what they think about someone else's actions. In Part B, students learn to express what they think about a person's personality and abilities.
3. Ask three different students to read the sentences in the grammar table at the top of page 10. Encourage students to ask questions if they are unsure of the meaning.
4. For stronger classes, tell students to cover the adjectives on the right and work on their own to write the sentences for Part B. Remind them that they need to rearrange the order of the words, and choose a proper adjective for each sentence. For weaker classes, students can use the adjectives on the right to form sentences. Encourage more able students to write the sentences with their own adjectives. Accept any sensible answers.
5. Ask students to read out their sentences. Check for mistakes and mispronunciation.
Part C
Teaching procedures
1. Write a sentence on the board. Ask students to shorten the a
bove sentence to give the main idea of it. Explain to students that a sentence can be divided into different parts. We can add or remove the different parts of a sentence to clarify the meaning of it.
e top of the page in case they have missed something. Play the recording once more without stopping.
10. Ask students to read one answer each. Check for mistakes and mispronunciation. For weaker classed, it is useful to play the recording again once students have completed the exercise. This consolidates what students have learnt and gives them a sense of achievement.
11. Play the recording for Part A3 once. Tell students not to write anything, but to listen to the recording the first time it is played.
12. Now, ask students to read the incomplete notes under "Amy's predictions'. Explain that they have to complete Amy's mistakes by listening to the recording.
13. Play the recording again, stopping after each answer for less able students to write the answers if necessary.
14. Tell students that they need to write what Master Zhang says will happen to Millie under the heading 'Master Zhang's predictions'. For weaker classes, ask students to use the information on page 14 to complete the column on the right. For stronger classes, play the recording for Part A2 a third time and ask students to complete the column on the right.
15. Ask students to volunteer answers to the questions, checking for mistakes and mispronunciation.
Part B
Objectives
1. To exchange information about others
2. To talk about a person's characteristics
3. To discuss the positive and negative aspects of a person's character, relative to a task or position
teaching procedures
1. Review 'chairperson', 'imaginative', 'stubborn', 'give up' and 'outgoing'. For stronger classes, ask students to explain the meanings. For weaker classes, you can give them the meanings.
eaching procedures
1. Review 'formal or informal language', 'endings' and 'slang'. For stronger classes, ask students to explain the meanings of the words and/or give Chinese translations. For weaker classes, you can tell them the meanings.
2. Make sure students recognize that the picture of a pencil represents written language while the mouth represents spoken language.
3. Explain the difference between abbreviations and contractions. An abbreviation uses only the first letters of a name or phrase, or leaves out letters to shorten a word. A contraction is a short form of a word or words when an apostrophe replaces a letter or letters.
4. Ask students to work in pairs. First, ask them to underline parts of the letter on page 16 which they believe are inappropriate.
5. Ask students to write down why they believe a part of the letter is inappropriate. Remind them to use the phrases.
6. Ask a different pair in turn to give their answers for each number, noting mistakes and mispronunciation.
9A Unit 1 Star Signs
第九课时 Main task
Objectives
1. To organize ideas and build a justification for those ideas
2. To use examples to support ideas
3. To write a formal letter with the correct degree of formality
4. To write about a person's characteristics and skills
5. To present a recommendation
teaching procedures
1. Tell students that creating a graph or chart can be a good way to help them organize their thoughts and ideas. Point out to students that for each adjective in the flow chart in Part A on page 17, there should be an example to back up this adjective.
Tell more able students that this type of chart is often called a 'mind map'. In the centre is the main idea-in this case a person's name. Joined to the center are the main ideas-here are David's characteristics. On the outside are concrete examples to show how David demonstrates those characteristics. You can have any number of bubbles branching out form each idea. This is a useful way to plan a piece of writing as it allows the writer to visualize his/her ideas and how they are related to one another.
2. Ask students to work in pairs to complete the flow chart in Part A. Then ask each pair to give their answer for one number of the chart.
Remind students that this kind of writing is often objective-some people may value one characteristic more highly than another. Encourage them to think for themselves by telling them that there are no right or wrong answers, only that they must have a justification for their choice of good characteristics. This may give them some extra confidence ahead of the Main task.
3. Tell students to work on their own to fill in the blanks in part B. Remind them to use the flow chart on page 17 as a guide. Check answers as a class.
4. Tell students to work in pairs to make a flow chart about
someone from the class. for stronger classes, encourage students to choose someone for chairperson about whom they do not know very much. You could encourage them to ask this student questions in an interview format so they can find out more about that student. For weaker classes, students may feel more comfortable writing about someone they know well.
words.
3. Homework: 《课时练》P17-20