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.

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.

4. Ask two of the more able students to read the conversation between Millie and Kitty.

3. Ask three students to read the profiles of Peter, Suzy and David out loud.

2. Introduce the topic and language structure to students in a light-hearted way, to build up their confidence.

1. 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.

15. Ask students to volunteer answers to the questions, checking for mistakes and mispronunciation.

　　 Tape script (Part A3)

　 　Let me predict what will happen to you for this month, Millie. I think you'll have a month of mainly bad luck. However, it'll be a good month for shopping. You'll get a new bicycle and you'll have lots of fun on it. I think you'll have fun in cooking this month. You can cook dinner for your family and they will enjoy it!

　 　You'll find some money while walking in the streets, but remember to give it to the police quickly!

　 Lastly, you'll go to a cinema to see a new film, but when you're there, you'll have problems with your seat. You'll sit behind a lady with big hair!

　Part B

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 complete the column on the right. For stronger classes, play the recording for Part A2 a third time and ask students to complete the column on the right.

13. Play the recording again, stopping after each answer for less able students to write the answers if necessary.

12. Now, ask students to read the incomplete notes under 'Amy's predictions'. Explain that they have to complete Amy's mistakes by listening to the recording.