2. Explain the difference between the structure in Part A and the structure in Part B. In part A, students learn to express what they think about someone else’s actions. In Part B, students learn to express what they think about a person’s personality and abilities.

1. Tell students that we can also use the verb ‘to be’ + adjective + ‘enough’ + ‘to’-infinitive structure to talk about a person’s personality and abilities.

4. Ask a pair of students to read out what they have written. Check for incorrect answers and mispronunciation.

Part B

Teaching procedures:

3. Ask students to complete the exercise on their own. Students have to write the correct words form the box in the blanks without making any changes.

2. Ask three students to read the three sentences in the grammar table at the top of page 9. Encourage students to ask questions if they are unsure of the meaning.

1. Tell students that we use the ‘it is’+ adjective + ‘of’… + ‘(not) to’-infinitive structure to talk about our feelings towards people and what they do.

3. To use the basic sentence elements to make up a sentence

part A

teaching procedures

2. To use the verb ‘to be’ + adjective + ‘enough’ + ‘to’-infinitive to describe a person’s characteristics and abilities.

Objectives

1. To use ‘it is’+ adjective + ‘of’… + ‘(not) to’-infinitive to express opinions about a person’s actions.

Objectives

1. To understand what star signs are and what they represent

2. To recognize and understand vocabulary about characteristics

3. To use adjectives to describe someone’s characteristics

teaching procedures:

1. Brainstorm the vocabulary that is used to describe people’s characteristics. Encourage students to explain each word to their classmates.

2. Read the passage aloud to students. Ask them to listen carefully to you and follow the text on page 4 and 5.

3. Ask one student at a time to read a paragraph. After each paragraph, ask students to say which parts of the text they do not understand. Less able students may find some of the names of the star signs difficult. If so, do not force them to learn them by heart because they are only used here to arouse students’ interest. It is more important for them to learn the adjectives that describe people’s characteristics. This will enable them to complete the Main Task at the end of the unit.

4. Ask some questions to check understanding.

Part B

Teaching procedures

1. Before doing Part B, review adjectives used to describe characteristics. Ask students to describe their classmates.

2. Ask less able students to work in pairs. Tell them to skip the ones they are not sure about and do the easier ones first. Check answers as a class.

Part C

Teaching procedures

1. Tell students to work in pairs to complete Part C1. When students have completed all the answers, ask them to raise their hands. The first pair to complete the exercise correctly is the winner.

2. After students have finished, give the correct answer to each question. Highlight where students can find the answers in the passage. This will help them when correcting their own mistakes and provide them with a better understanding of where they went wrong.

3. For stronger classes, ask students to correct the incorrect sentences.

4. Review key vocabulary learnt in the reading passage. Ask more able students to describe their partners using these adjectives.

5. Ask students to do Part C2 on their own and check their answers with their partners. Ask students to refer to the reading passage on page 4 and 5. If students have different answers, ask them to discuss the answers.

Part D

Teaching procedures

1. For weaker classes, write a list of characteristics on the board for students’ reference

2. Ask less able students to pick five characteristics that describe themselves and write them in the blanks in part D1. Tell more able students that they can also use characteristics that are not listed on the board. Tell less able students to refer to the reading passage on pages 4 and 5 if they need help with ideas.

3. Now, ask students to read the description of their star sign on pages 4 and 5. Ask them to write whether the characteristics listed under their star sign match the characteristics they have listed.

4. Ask all those who think their characteristics match their star sign to raise their hands. Then ask all those whose characteristics do not match to raise their hands.

5. Do a class survey. Ask students whether they believe in star signs. Count how many say ‘yes’ and how many say ‘no’. Write the numbers on the board. For more able students, ask them to say why they believe or do not believe in star signs.

6. Divide the class into pairs. Ask students to write down five words that describe their partner’s characteristics in Part D2.

7. Ask students to exchange books and compare what they have written.

8. Homework:　 《课时练》P3-6hHjhj

9A　 Unit 1 Star Signs

第四课时　 Vocabulary　 主备：金宁来

Objectives

1. To use adjectives to describe characteristics

2. To recognize whether an adjectives is positive or negative

teaching procedures

1. Divide the class into groups of four. Each group works together to complete Part A. One student in each group writes down the answers on a piece of paper. Groups raise their hands when they have finished.

2. When all the groups have finished, each group must give their answers to another group to mark. Remind students to put the name of their group at the top of the paper.

3. Read out the correct to the class. Each group marks another group’s answers. The group with the most correct answers wins.

4. Ask students to work on their own to do Part B. Remind them to look at the pictures and the words provided.

5. Ask students to compare their answers with their neighbours and discuss the differences.

6. When the discussion is finished, ask a student for the answer to No.1. Ask all students who agree to raise their hands. If a student gives an incorrect answer, ask other students what the correct answer should be.

7. Homework:　 《课时练》P7-8hHjhj

9A　 Unit 1 Star Signs