3. Explain the context of Part A. Millie has a word game about synonyms. Tell students to complete Part A. For stronqer classes, ask students to cover the jumbled letters on the right and write a synonym for each of the words. For weaker classes, ask students to read the words provided and rearrange the letters in the right column to get the synonyms.

2. For stronger classes, ask students to give some examples of synonyms. For weaker classes, write the examples on the board. You may consider jumbling up the words for students to match.

1. Ask students whether they know what synonyms are. Encourage more able students to give an oral explanation. For weaker classes, explain to students that synonyms are two different words that mean the same thing.

9. When students have finished, ask five or six of the more able students to stand up and read what they have written to the rest of the class. Praise them for any parts they have done well. Try not to focus only on their mistakes.

Homework:

Finish off the workbook exercises.

◇ 第 13 课时

Vocabulary &Grammar(Parts A and B)

Vocabuary

Objective

To understand what synonyms are

Teaching procedures

8. Ask students to compare what they have written in the third and fourth blanks. They should decide whether their characteristics match what their favourite colour represents. Then they should tick 'Yes' or 'No' in the fifth blank.

7. Encourage students to think about their own characteristics. Remind them that they can also use words that are not on the board. Ask them to write their characteristics in the fourth blank.

6. Now, ask students to think about why they like this colour. Encourage them to think about how this colour makes them feel. For weaker classes, write a list of adjectives that may be useful to students on the board, e.g., calm　 energetic 　patient　 　sad cheerful　 peaceful　 stressed 　confident　　 powerful　 tired 　contented　 relaxed 　warm

5. Ask students to check in the reading passage to see what this colour represents. They should then write what the colour represents in the second blank.

4. Tell students that it is time for them to think of their favourite colour. Tell them to write the name of this colour in the first blank in Part C2.

3. Ask five students to read out one thought bubble each. Make corrections as you go along and explain why the answers are incorrect.