5. Listen to the conversations as you walk around the class. Make corrections and give advice as you go along. Also praise students for any good work they have done. Ask more able students to role-play their conversation in front of the class.

Homework

Finish off the workbook exercise.

◇ 第 16 课时

Pronunciation

Objectives

4. Divide the class into pairs. Ask students to make suggestions about clothing and to talk about preferences, using Millie and Andy's conversation as a model. More able students should create an original conversation. Less able students can simply replace the underlined words in Millie and Andy's conversation with their own information. Allow really weak students to write down their conversations before doing the role-play.

3. Write some vocabulary on the board for students to use, e.g., 'blouse', 'coat', 'trousers', 'loose', 'tight' and 'comfortable'. Remind students that each colour represents something different. Ask them to refer to the reading passage to check what each colour represents.

2. Ask one student to play the role of Millie and another student to play the role of Andy. Ask these two students to read the conversation aloud.

1. Review 'advice'. For stronger classes, ask students to give the definition. For weaker classes, tell students that 'advice' means 'suggestions'.

12. Ask several students to report their answers to the class. Check for mistakes and mispronunciation.

Part B

11. This listening task may be a bit difficult for less able students. Pause the recording between the questions and give students more time to look for the correct answers by referring back to the information in Part A1 on page 32. If necessary, read the questions again to help those students who have missed them. Also give less able students some time to read the three choices before playing a question on the recording.

10. Play the recording again. Stop for students to write answers if necessary. Tell students to circle the correct answers. There is only one correct answer for each question. Play the recording again for students if necessary.

9. Play the recording once. Tell students that they should not write anything but listen carefully the first time the recording is played.

8. Explain to students that this is a listening exercise. It is part of a conversation between Millie and Amy. What they are going to hear are only Amy's questions. They will have to choose the correct replies given by Millie. Ask students to read each set of possible answers on page 33 carefully before listening.