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2. Are people born in the Year of the Tiger brave? 3. What is Joe?s cousin Julie?s animal sign? 4. What is Julie?s personality ? 5. Can we believe what the animal signs say? Task 4 1.Get some of the Ss reading speak up. 2.Ask students to make up dialogues as many as you can about animal signs. Task5 Exercises Do corresponding exercises. Task 6. Draw a conclusion Get some of the Ss draw a conclusion of the lesson Task6 Finding and writing expressions ½Ìºó¼Ç

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Ä꼶 ¿ÎÌâ ÊڿνÌʦ ÊÚ¿Îʱ¼ä ³õÈý Unit 1 Task Ó¢Óï Èν̰༶ Äê Ô ÈÕ µÚ ÖÜ ÐÇÆÚ ¶þ´Î±¸¿Î ѧ¿Æ Ö÷±¸ÈË Ö÷±¸½Ìʦ½ÌѧÉè¼Æ 1. To organize ideas and build a justification for those ideas. 2. To use examples to support ideas. ½ÌѧĿ±ê 3. To write a formal letter with the correct degree of formality. 4. To write about a person?s characteristics and abilities. To organize ideas and build a justification for those ideas. ÖØÄѵã To write a formal letter with the correct degree of formality. To write a formal letter with the correct degree of

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formality. Teaching procedures Task 1 Presentation Tell students that creating a graph or chart can be a good way to help them organize their thoughts and ideas. Task 2 task A 1Point out to students that for each adjective in the flow chart in Part A on page 17, there should be an example to back up this adjective. 2 Ask students to work in pairs to complete the flow chart in Part A. Then ask each pair to give their answer of the chart. Task 3 task B 1Tell students to work on their own to fill in the blanks in part B. Remind them to use the flow chart on page 17 as a guide. 2A few minutes for them to have a check with each other. The get some of them report the answers. Task 4 Practice 1Tell students to work in pairs to make a flow chart about someone from the class. for stronger classes, encourage students to choose someone for chairperson about whom they do not know very much. Encourage them to ask this student questions in an interview format so they can find out more about that student. For weaker classes, students may feel more comfortable writing about someone they know well. 2Ask students to start off by writing down some adjectives to describe the student they have chosen. Then they need to write down concrete. Provide a list of different adjectives to describe characteristics for students? reference. Task 5 Assignment Ask students to write a formal letter of their own. Remind them to use the flow chart they created as a guide for the letter. Also remind them they can use Kitty and Millie?s letter as a model. ½ÌѧÁ÷³ÌÉè¼Æ 10

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