【正文】 rding 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 plete the column on the right. For stronger classes, play the recording for Part A2 a third time and ask students to plete the column on the right.15. Ask students to volunteer answers to the questions, checking for mistakes and mispronunciation.Part BObjectives1. To exchange information about others2. To talk about a person’s characteristics3. To discuss the positive and negative aspects of a person’s character, relative to a task or positionteaching procedures1. 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.2. Introduce the topic and language structures to students in a lighthearted way, to build up their confidence.3. Ask three students to read the profiles of Peter, Suzy and David out loud.4. Ask two of the more able students to read the conversation between Millie and Kitty.5. Ask students to work in pairs. Encourage them to discuss Suzy and David. Remind them that they can use the conversation in Part B as a model. For weaker classes, allow students to write down their conversations first.6. For stronger classes, ask students to talk about a student in their class who would make a good chairperson of the Students’ Union. Remind them to give reasons for their choice.7. Ask a few pairs to present their conversations to the class.8. Homework: 《課時練》P1314hHjhj 9A Unit 1 Star Signs第八課時 Study skills Objectives1. To recognize and understand different levels of formality in the English language, both when writing and speaking English.2. To recognize and correct mistakes about inappropriate level of formality in finished workteaching procedures1. 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第九課時 Main task Objectives1. To organize ideas and build a justification for those ideas2. To use examples to support ideas3. To write a formal letter with the correct degree of formality4. To write about a person’s characteristics and skills5. To present a remendationteaching procedures1. 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 outs