5. Ask students to start off by writing down some adjectives to describe the student they have chosen. Then they need to write down concrete examples to back up their opinions. You can consult a dictionary and provide a list of different adjectives to describe characteristics for students' reference. Tell them to present their flow charts clearly and neatly, as they will be displayed on the wall of the classroom.

4. Tell students to work in pairs to make a flow chart about someone from the class.

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.

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.

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 boxes) in the flow chart in Part A on page17, 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 centre 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 from 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.

4. You should not use informal greetings.

A formal recommendation

3. I think David should be the new chairperson because he’s just as smart as my uncle.

2. 学生们推荐John作为他们的班长。The students recommend John as their monitor.

1. Peter 足够聪明能提出新想法。Peter is imaginative enough to come up with new ideas.

4. To present a recommendation

Revision