5. Ask students to use the hints given in the pictures to make sentences. Make sure they understand all of the pictures. When everything is clear, ask students to complete the exercise. Remind them that they must write complete sentences. For weaker classes, students can work in pairs. For stronger classes, students should work on their own.

4. Ask students what their food preferences are, using this structure.

3. Give students some examples of how the structure works by writing some sample sentences on the board, e.g., Jerry, prefers chocolate to ice cream.　 Jerry prefers bananas to oranges. Jerry prefers coffee to tea. Explain to students that when using this structure, the thing you like best comes first. Ask students to tell you what Jerry favourite foods are, based on the sample sentences. The correct answers are 'chocolate', 'bananas' and 'coffee'.

2. Tell students that we can also use the structure 'prefer ... to ...' to talk about preferences.

1. Explain the context. Suppose your students are at the shopping mall with the Class 1, Grade 9 students. As they go into different shops, students say which items they like.

6. Ask students to complete 'Work out the rule!' on their own.

Part B

5. Once students have finished, ask one student to play the role of Millie and another to play the role of Amy. Ask them to read out the completed conversation. Correct mistakes and mispronunciation.

4. For weaker classes, students can work in pairs to complete the exercise. For stronger classes, students should be able to finish the exercise on their own.

3. Tell students that we use the 'would rather ... than ...' structure to talk about preferences, i.e., that we like one thing more than another. When we write or talk to our friends, we use the contracted form 'I'd rather ...'.

2. Then explain the context. Amy and Millie are chatting on the Internet. They want to go shopping tomorrow and are trying to decide where to go. They are talking about where they like to shop and what they want to eat for lunch.