国产免费视频,中文字幕精品久久久久人妻,久久精品a一国产成人免费网站,成年性生交大片免费看,国产精品美女久久久久久,久久人人爽人人爽人人片av高清,影音先锋人妻每日资源站,精品人妻无码一区二区三区蜜桃一

牛津版新教材8A Unit 1 Friends

發(fā)布時(shí)間:2016-7-28 編輯:互聯(lián)網(wǎng) 手機(jī)版

Language functions and focus

1. Use an adjective before a noun or after a linking verb to describe someone/ something

e.g.: She has short hair.

Her hair is short.

2. Use comparatives to compare two people /things

e.g.: Sandy’s hair is longer than Millie’s hair.

3. Use superlatives to compare three or more people things

e.g.: He is the tallest boy in my class.

4. Use ‘a(chǎn)s’+ adjective+ ‘a(chǎn)s’ to compare people / things

e.g.: Millie is as tall as Kitty.

5. Use adjectives to describe someone’s physical features and appearance

e.g.: Sandy is tall and has long hair.

Language skills

Listening

1. Identify main ideas to obtain information about a friend

2. Interpret information to obtain a general understanding of the people in a conversation

3. Identify specific and relevant information to complete letters about teenagers’ future plans

Speaking

1. Use questions and answers to talk about people’s appearance and personality

2. Use everyday expressions to show agreement and confirm information

Reading

1. Guess general meaning from keywords and context

2. Skim text for overall meaning and scan for details

3. Identify specific information about different people from their friends’ descriptions

Writing

1. Collect information and organize ideas to describe the appearance and personality of a friend

2. Produce a particular text-type for an audience using a given model

Study skills

Look for main points and keywords to help understand and remember a passage more easily

Background information

Book 8A continues the story about the lives and experiences of the six central characters introduced in Book 7A. Here, the characters are Grade 8 students. Your students will be able to identify with the different situations and contexts. Language is presented through real-life experiences, exposing students to real communication.

Overview of the unit

The main topic of this unit is describing the appearance and the qualities of a good friend. Students learn to talk about their friends and their future plans.

Unit opening

Background information

The opening page arouses students’ interest in the topic of the unit through the funny interactions of two cartoon characters (Eddie and Hobo). This opening page introduces the idea of friendship and sharing.

Warm-up activities

1. Read the conversation between Eddie and Hobo. Check understanding of ‘kind’ and ‘share’. Ask,

e.g.: What does Eddie give Hobo? (He gives him some cake and milk.)

Is there anything else in the fridge? (No, there isn’t.)

What does Hobo want? (He wants to share Eddie’s pizza in the bowl.)

2. Introduce the idea of sharing and friendship. Ask,

e.g.: Are Eddie and Hobo good friends? (Yes, they are. They share things.)

Who do you like more? Why? ( I like Eddie because he shares his food with Hobo.)

Ask two more able students to role-play the conversation in front of the class.

Welcome to the unit

Objectives

1. To revise vocabulary and expressions to describe people

2. To guess meaning from context

3. To generate ideas about people’s appearance and personalities

4. To categorize adjectives to describe important qualities of a friend according to personal preferences

Background information

This section introduces students to the unit topic about different personalities of friends. Students answer some questions in a magazine about the qualities of a best friend. It also preteaches some useful words and expressions.

Teaching procedures

1. Ask more able students

e.g.: Do you have a special friend? What makes him/her special?

Accept all reasonable answers. (He/She helps me with my homework. I can always talk to him/her about my problems, etc.)

2. Ask students to look at Part A and explain that they will be reading an advertisement in “Teenagers’ magazine. They have to match the qualities with the questions. For weaker classes, go through the words and phrases on the left. Then ask each question at a time and invite students to say the correct word or phrase. Then ask the class to write the correct letters on their own.

3. Go around the class to check that students have written the correct letters.

4. Ask more able students to think of other qualities of a good friend, e.g., generous, clever, kind, understands my problems, makes me laugh. Write the words and phrases on the board.

5. Read the list of words in Part B and chick that students understand their meanings. Check also understanding of ‘quite important’ and ‘very important’.

6. On the board, write ‘What qualities of a good friend are important to you?’. Ask the class to think carefully about what qualities they appreciate in friends and put ticks under the correct headings in the table. Encourage students to work on their own. Then ask them to compare their answers with a partner. Ask individual students to tell the rest of the class about their own choice and their partner’s choice of qualities. Write some structures on the board to enable students to focus on the choice of adjectives and to maintain a fluent oral performance.

Extension activity

You can copy the table. More able students can add more adjectives describing qualities of a good friend. Students can also interview several classmates using this table. They should write tally marks instead of ticks in the table. Then they can compare their results with a partner or in class to find out which qualities are the most popular.

Game

Ask each student to write three adjectives or phrases to describe a classmate on a piece of paper. Remind students to write his or her name as well. Encourage them to work on their own and not to show their choice of words to other students. Then collect the pieces of paper and put them together. Draw one at a time and read each description. Invite the class to guess whom it describes.

Reading

Objectives

1. To guess general meanings from keywords and context

2. To skim text for overall meanings and scan for details

3. To identify specific information about different people form their friends’ descriptions

4. To use adjectives to describe people’s appearance and characteristics

5. To recognize the use of comparatives and superlatives

Part A

Background information

This section presents three letters about ‘best friends’ for a writing competition held by ‘Teenagers’ magazine. The context invites students to think about qualities in their friends.

Teaching procedures

1. Review key vocabulary according to the general ability of the class. Tell the class about a friend or relative. If possible, show his/her photo. Say,

e.g.: My best friend is small and thin with long hair. She is very smart and helpful.

Then ask questions to check understanding. (Is my friend tall? Is her hair short or long? Is she willing to help?)

2. Divide the class into three groups and allocate one article to each group. While students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined.

3. On the board, write the headings ‘Appearance’ and ‘Personality’. Ask each group to go through their letter again and find words or expressions to match each heading. Invite students from each group to come forward and write their words and expressions under the correct heading.

4. Write the following questions on the board for students to copy in their books.

What does he/she look like? (For appearance)

What kind of person is he/she? (For personality)

What does he/she do or want to do in the future? (For future plan)

Invite students from each group to ask and answer these questions and describe the teenager in each article.

Part B

Teaching procedure

1. Explain the context and check that students understand what an editor of magazine or newspaper does. Then review the adjectives and nouns in the box in Part B1. Ask students to find the words in the articles on page4.

2. Ask students to do Part B1 on their own. Tell them that they need to look for specific details, which fit each of the persons described in the articles. Encourage students to check their answers with a partner. Then ask students to read out the completed captions one at a time.

3. Explain the context of Part B2 and ask students to find each description in the corresponding letter. Point to the photos in Part B2 and ask more able students to briefly describe each person. For weaker classes, read the sentences to the students and ask them to match them with the correct photos. Students could work individually or in pairs.

Game

1. Cut out some pictures of people of different height and appearance. Number the pictures or give familiar names to each person in the pictures (Mary, Tom, Peter, ect.). Stick the pictures on the board. Describe one of the people without pointing or even liking at his/her photo. Invite students to guess the person you have described. (That’s picture number five./ That’s Mary.) Then ask individual students to do the same while the rest of the class guess the person.

2. Alternatively, you can divide the class into three or four competing teams. Each team can work out description for the other teams to guess. Give a score only for the first correct guess.

Part C

Teaching procedures

1. Explain the context of Part C1 and read the six sentences for weaker classes. Depending on students’ abilities, set this activity either as an individual activity or as a quiz.

2. If you use it as a quiz, divide the class into teams of 4-5 students. Set a time limit. The team who gets all the correct answers first is the winner.

3. Alternatively, you can ask students to close their books while you are reading each sentence. Give a score to the team who gives the first correct answer.

4. Ask students to correct the false sentences.

5. Ask more able students to do the extra sentences in Part C1. You can also ask them to correct the false sentences.

6. Explain the context of Part C2 and check that students understand the idea of voting for somebody or something. If time allows, organize a class vote. Name a job, e.g., a class monitor, a student representative, etc. ask stronger classes to make a list of qualities required for the job. Write all the qualities suggested by the students on the board. For weaker classes, provide this table with the adjectives.

Then ask the students to vote for each quality. Before each vote, invite more able students to explain why they will vote or not vote for that particular quality. Accept all reasonable answers, e.g.: I will vote for ‘clever’ because it’s important that a class monitor learns and understands things quickly.

7. For weaker classes, read the sentences in the speech bubbles before you ask the students to find out who each of the characters will vote for and fill in the blanks. Then ask ‘Who will Amy/ Simon/ Sandy vote for?’ to check the answers.

8. Divide students into pairs and ask them to vote for one of the ‘best friends’ described in the articles on page4. Write down the number of votes for each person on the board.

Extension activity

Organize a class vote for a ‘best friend’. On a piece of paper, ask students to write a brief description about a person they consider to be a best friend. Invite 6-7 students to put up their descriptions on the board. Then read the descriptions one at a time and ask the class to vote for one of them. Ask individual students why they have voted for that particular person.

Vocabulary

Objectives

1. To use adjectives to describe people’s physical features

2. To use adjectives to describe general appearance of people

3. To select and use adjectives that are appropriate to describe the appearance of boys and girls

Background information

This section develops the use of adjectives to describe people’s appearance. Students should be encouraged to develop their range of adjectives as much as possible using the tasks on the page as a starting point.

As students become more and more able to understand the subtle meanings of words, they will be able to develop ways of accessing imaginative and creative texts to foster genuine interest and pleasure in what they read. In turn, they will gradually be able to use adjectives to write more interesting and creative texts themselves.

Teaching procedures

1. Explain the context of the tasks. Ask students to study the pictures and words. For weaker classes, go through the words and preteach unknown words. Ask students to do Part A on their own first and then compare answers with a partner. Ask several students to read their answers to check correct use of adjectives.

2. Go through the words in the box in Part B. less able students are not likely to know the adjectives which are only suitable to describe males or females. You may need to give them some hints. Ask students to use the words in sentences to check that they understand the meanings and use of words. Then ask students to complete the lists in groups of 4-5. Check answers orally with the class.

Extension activities

1. Ask students to find more adjectives for each category of the adjectives used in Part A. draw this table on the board and brainstorm as many words as possible.

Go through the adjectives and ask students to draw simple illustrations of the adjectives on pieces of paper. Invite some students to show their illustrations to the rest of the class.

Provide pictures of people either pinned up on the board or cut out of magazines to groups of four students. Fay an adjective and ask students to find a picture illustrating it.

2. Ask students to select and write suitable adjectives to describe themselves on a piece of paper. Invite some students to come forward and read the adjectives. Make sure that the atmosphere is supportive and that the rest of the class do not make any unpleasant comments.

3. Ask students to describe their friends, classmates, relatives or pop/sports stars using the adjectives they have learned. For stronger classes, encourage them to use any adjectives.

Game

1. Bring some pictures of people into the classroom or ask students to being pictures. These can be magazine or newspaper cuttings or photos. Divide students into groups of five. Give a picture to only one student in each group and ask him/her not to show it to the other students. Give blank pieces of paper to the other students. The student with the picture describes the features of the person in the picture while the other students draw the person. On the board, display the drawings together with the original picture. For stronger classes, invite students to find out the mistakes. For weaker classes, ask students to vote for the best drawing which resembles the picture.

2. Alternatively, tell students who are drawing the pictures to ask as many questions as possible to get information about the person they are drawing, e.g., ‘Is your person a boy/ a man/ a woman/ tall /small /fat /thin? Is his/ her face square/ round?’ The student looking at the picture is only allowed to say ‘Yes.’ or ‘No.’.

Grammar

Objectives

1. To use an adjective before a noun or after a linking verb to describe someone/ something

2. To use comparatives to compare two people/ things

3. To use superlatives to compare three or more people/ things

4. To compare two people/ things using ‘(not) as’+ adjective+ ‘a(chǎn)s’

Background information

This section further develops the use of adjectives already introduced in the reading and vocabulary sections. The story moves on from describing best friends for a magazine competition to describing classmates at Beijing Sunshine Secondary School. Daniel wants to write to his e-friends about his classmates. We already know some students’ features from earlier passages but we will learn more about their physical appearance and abilities in this section. Most adjectives are familiar so that students are able to focus on using them accurately in sentences. The use of ‘(not) as’+ adjective+ ‘a(chǎn)s’ is introduced in the context of a survey about outdoor activities.

Part A

Teaching procedures

1. Tell students that we use adjectives to describe people and things. Explain that we can put an adjective before a noun or after a linking verb. Read the examples on the page and invite students to think of more examples. Prompt students by giving an example with an adjective, e.g., placed before a noun, and ask students to put the adjective, e.g., after a linking verb and make another sentence.

2. For weaker classes, read the linking verbs in the tip box and check understanding. For stronger lasses, elicit the verbs.

3. For less able students, go through the words in Part A to check understanding. Ask students to rearrange the words on their own. Then invite several students to read out their complete sentences to check the answers.

4. Give less able students some extra words to rearrange and form complete sentences. You can use the additional items on the page. For stronger classes, divide the students onto pairs and ask each student to think of some jumbled words for his/her partner to rearrange into a complete sentence. Make sure students include adjectives in their sentences. To make the activity meaningful, tell students to describe friends, classmates or other familiar people.

Part B

Teaching procedures

1. It is a good idea to use pictures of people, animals or things to teach comparatives and superlatives. For example, use pictures of two pop/sports stars, to elicit examples with comparative forms, e.g., ‘Jacky is taller than Andy. Andy is thinner than Jacky. Andy is more handsome than Jacky.’ Make sure you use both short and long adjectives. Write the comparative forms on the board in two columns (short and long adjectives) and try to elicit the rule form the students, e.g., we add ‘-er’ to short adjectives and use ‘more’ for long adjectives. Then we add ‘than’ after the comparatives.

2. Add one or two more pictures of pop/sports stars to elicit examples with superlative forms. Write the superlative forms on the board in two columns (short and long adjectives) and try to elicit the rule form students, e.g., we add ‘-est’ to short adjectives and use ‘most’ for long adjectives. Then we add ‘the’ before the superlatives.

3. For stronger classes, point out the exceptions, e.g., ‘more pleased’, ‘the most pleased’; ‘more real’, ‘the most real’.

4. The table shows the change of form of adjectives when ‘-er’/ ‘-est’ or ‘more’/ ‘most’ are added. It also includes some irregular forms. Go through it with students. Check understanding by asking students to form comparatives and superlatives with other adjectives. You can use the additional examples on the page. Invite students to write the examples on the board to check the correct spelling.

5. For stronger classes, ask students to close their books and elicit the spelling rules from the examples you have written on the board. Then ask them to look at the table to check if they have formulated the correct rules. Give more able students the irregular forms of ‘old’ and ‘far’.

6. Ask students to complete the table in Part B1 on their own. Remind less able students to refer to the table at the top of the page. Then invite students to compare answers in pairs. Go through the exercise again with the whole class.

7. Ask students to complete ‘Work out the rule!’ at the top of page 10. For less able students, ask them to refer to the rules on page8 and the table on page9.

Part B2

Background information

Part B2 is a problem-solving task. Students must work out the answers form the information given in the table. Although this is a cognitively demanding task, as it requires comparing numbers, the vocabulary and language structures used in the activity are within students’ linguistic abilities.

Teaching procedures

1. For more able students, ask them to complete the sentences on their own and compare answers with a partner.

2. For less able students, go through the words and numbers in the table and ask questions. revise the adjectives in brackets before starting this task.

3. Check answers orally with the class.

Extension activity

Divide students into groups of 5-6. ask students to collect information about their own group and present it in a similar table. Students can include ‘Height’, ‘Weight’, ‘Running’, ‘Maths test’, etc. Tell students not to worry about the accuracy of their scores but to include approximate figures. Then ask them to write a group profile using sentences 1-9 as models.

Part C

Teaching procedures

1. Use the information collected by students to introduce the new structures in Part C. If you have not done the extension activity, use the information in the table in Part B2. prompt the students to complete the sentence to elicit the new structure.

2. Invite students to make their own sentences based on the information in their table or the table on the page. Write the sentences on the board. Elicit the rule form more able students. For less able students, read the explanation at the bottom of the page.

3. Before starting Part C1, revise the meaning of the nouns used in this activity ---- ‘hiking’, ‘swimming’, ‘camping’, ‘cycling’, ‘diving’ and ‘skiing’. Elicit the nouns by pointing at the pictures in the table. Invite students to think of other outdoor activities.

4. Elicit the meanings of the two key adjectives ---- ‘interesting’ and ‘dangerous’. List things, people, phenomena or activities and ask whether they can be dangerous or interesting, e.g., a fire, a favourite book, a lesson, a typhoon, ice-skating, etc.

5. Explain the context to students. Point out that the table in Part C1 is another way of presenting information of a survey. Encourage students to use this as a model for presenting survey results about their own classmates.

6. Give students enough time to study the table carefully. Encourage students to ask questions to clarify or confirm meanings of specific details.

7. For weaker classes, read the conversation together with the students and explain any unfamiliar words/phrases first. Remind students not to use comparatives and superlatives, but only ‘(not) as…as’.

8. Remind students that they need to pay attention to who is speaking in the conversation in order to refer to the correct column in the table for information.

9. Ask students to work in pairs to complete the conversation. As this is a problem-solving task engaging students’ general knowledge as well as linguistic knowledge, you must allocate sufficient time to do this task. Check answers orally with the whole class.

10. If time allows, role-play the conversation. Check for correct pronunciation.

11. In part C2, ask students to complete the last column of Part C1 expressing their own opinions about the different outdoor activities included in the table.

12. In pairs, invite students to compare their answers and talk about what they think about the activities using ‘(not) as… as’. For less able students, tell them to use the conversation on the page as a model. Ask pairs of more able students to come forward and talk about what they think about the activities.

Extension activity

If there is time and interest, divide students into groups of 5-6 and ask them to do a similar survey of the classmates in their group using the table on the page as a model. Encourage more able students to include other activities in the survey and compare the activities using other criteria, e.g., popular, exciting, ect. Then make a display of the group surveys.

You can also draw the table without the information about Millie, Sandy, Daniel and Simon for students’ use. Students can add the names of the students in their group to the table.

Integrated skills

Part A

Objectives

1. To listen for and identify specific information

2. To interpret information and obtain a general understanding of the people involved in a conversation.

3. To respond to written text and information obtained from listening.

4. To select specific and relevant details, to consolidate information and complete two letters to the editor of a magazine.

Background information

In this section, Millie and Sandy are each writing about their own hopes for the future to Mr. Zhou, the editor of ‘Teenagers’ magazine. Before writing their respective letters, they discuss their future plans with their friends, Amy and Kitty.

Teaching procedures

1. Ask less able students to read the list of future plans before playing the recording. Check understanding. Encourage more able students to guess the meaning of phrases.

2. Invite students to talk about their own and their partners’ future hopes.

3. Play the recording. Students listen to the recording and put a tick next to each correct phrase as they hear it. Ask them to read the phrases they have ticked to check the correct answers.

4. If many students have got wrong answers, play the recording again. Stop the recording after each phrase listed in Part A1 if necessary.

5. For stronger classes, ask students to read Millie’s letter addressed to Mr. Zhou, the editor, on their own. For weaker classes, read the letter together with the students. Check general understanding of the letter and explain words and phrases if necessary. Ask students to read the list of phrases in Part A1 again and use the information to complete the letter.

6. Read the completed letter or ask a student to read it to check the correct answers.

7. For stronger classes, play the recording for Part A3 and ask students to complete Sandy’s letter on page 13 on their own. For weaker classes, go through the list of phrases in the table on page 12 again before playing the recording. Read the incomplete letter and check that students understand all the words.

8. For weaker classes, you may want to ask students to close their books and listen to the recording. Then check general comprehension of the conversation by asking questions such as “Are Sandy and Kitty going shopping this weekend? Why not? What’s Sandy doing to do next month? What does she love doing? What does she hope to become when she grows up?” Then play the recording again and ask students to complete Sandy’s letter. Allow less able students to check spelling of words in the table on page 12.

9. Read the completed letter or ask a student to read it to check the correct answers.

Extension activities

1. Divide students into pairs and invite them to talk about their own future hopes and/ or plans. Write down some useful questions for students to ask each other, e.g., ‘What would you like to be/do?’, ‘What do you hope to become when you grow up?’, ‘What kind of person would you like to be?, ect.

2. If time allows, ask students to write a letter about their own future hopes and/ or plans using one of the letters as a model. Add the letters to the display of group survey.

Pat B

Objectives

1. To use adjectives to describe friends and young people

2. To formulate questions about people’s personalities

3. To respond to questions about people’s appearance and personalities

4. To show agreement and confirm information

5. To interact with others in a familiar context

Background information

Explain the common context of introducing and describing friends to other people while showing their photos. Sandy and her cousin Helen are looking at Sandy’s photo album with photos of her friends. Helen is asking Sandy questions about her friends and Sandy is describing them.

Teaching procedures

1. For stronger classes, tell students to close their books and listen to you while you read the conversation. For weaker classes, allow students to follow the conversation in the book. Read the conversation line by line focusing on intonation and sentence stress. Ask students to underline words that are stressed.

2. Ask students to repeat the sentences as thy hear them. Make sure they so not sound monotonous or mechanical. If they have problems pronouncing particular words, practice the words separately first.

3. Ask students to practice the conversation in pairs and then change roles. Ask more able students to role-play the conversation in front of the class.

4. Ask students to bring photos of their friends. Invite more able students to show their photos while you ask them questions such as ‘Who is the boy/ girl on the left/ right/ in the middle/ next to…? What’s he/ she like? What would he/ she like to be when he/ she grows up?’ Students who do not have any photos to show can draw simple pictures to their friends.

5. Divide students in to pairs and invite them to ask each other questions about the people in their photos. Ask students to make up their own conversations based on the model. For less able students, allow them to write down their conversations first before role-playing them.

6. While students are practicing the conversation in pairs, move around the classroom providing help with correct pronunciation and fluency.

Study skills

Objectives

1. To find the main points of a passage in order to understand and memorize it more easily

2. To identify keywords in order to develop general understanding of a passage

3. To guess meaning and generate mental pictures

Background information

This section focuses on encouraging students to look for the main points and keywords in a passage so that they can understand and remember it more easily. The passage which students are required to read and understand in this section is a problem letter by a teenager in ‘Teenagers’ magazine. You need to introduce the genre of problem letters in magazines and newspapers. Arouse students’ interest in the topic by bringing some magazines or newspapers with such letters or replies to them.

Teaching procedures

1. Ask more able students what they want to find out when they read a passage. Write ‘What is it about?’ on the board and try to elicit the other questions listed on the page. Underline the ‘Wh-’ words.

2. For weaker classes, read the questions on the page together with the students and explain that answering these questions will help them find the main points or ideas in a passage. Tell students that not all the words in a passage are important and that they should always look for keywords (words of great importance) in a passage.

3. Read the letter to the whole class. You can ask more able students to close their books while you read. Then ask some open questions, e.g., ‘Who is Cindy? Why is Cindy unhappy? What is Cindy’s problem?’ Elicit a list of the details which describe Cindy and her problems. Explain difficult or unfamiliar words.

4. Briefly explain to students that they can understand information more quickly if they identify main points and keywords first. It is a good idea if students remember the questions listed on page 14 so that they can use them when reading through other texts. Ask students to study the questions for one minute, then close their books and say them to their partners to check if they have memorized them.

5. Ask students to read the letter carefully and underline the main points on their own suing a pencil initially. Remind them to refer to the ‘Wh-’ questions at the top of the page. Divide the class into groups of four and ask students to compare the main points they have underlined. Go through the letter again sentence by sentence and check the answers.

6. Now ask students to read the letter again and circle the other keywords using a pencil. Invite students to compare their answers in their groups. Then check the answers orally with the whole class.

7. You can ask more able students to underline main points and circle keywords at the same time.

8. Tell students to read the main points and keywords again, and answer the ‘Wh-’ questions. Students can work in pairs or groups of four. Then ask some of the pairs or groups to answer the questions in class.

Extension activities

1. For stronger classes, cut out or photocopy problem letters from magazines and newspapers. Give them out to groups of students. Ask students to go through their letters and identify the main points and keywords, invite a representative form each group to talk about the group’s letter in class.

2. Ask more able students to write a problem letter to a teenage magazine or newspaper using Cindy’s letter as a model. Tell students to write down the keywords describing their problems and the main points of their letters first. Then ask them to formulate complete sentences using the main points and keywords. Encourage students to read their letters in class.

Main task

Objectives

1. To plan ideas for personal writing

2. To write a description of the appearance and personality of a friend

3. To write for an audience

4. To write for a newspaper competition using appropriate register

5. To develop an understanding of the structure of the letter: introduction, main body and conclusion

Background information

Each main task requires students to use a range of skills (reading, writing, speaking and listening) in order to produce a final product. It also further develops the main theme of the unit-writing an article about a friend for a newspaper competition. Students have a chance to look at Daniel’s notes and his article about his best friend. Explain that this is a specific genre which is different form ordinary letters or stories. Students need to understand the purpose of the article and the audience they are writing for. Emphasize the fact that this article is for a competition in a magazine and will be read by the teenage readers of the magazine who will make their choice of the ‘best friend’ based on the qualities described in the article.

Teaching procedures

1. Explain the context of entering a writing competition of a teenage magazine. If possible, find out about similar writing or drawing competitions in magazines or newspapers, and show them to the students.

2. Ask students to look at Daniel’s notes in Part A. for weaker classes, read the words students and explain the meanings of difficult words. Ask some students to read the words to check for correct pronunciation.

3. Remind students that when we take notes we do not need to write in complete sentences-we just need to write down the keywords.

4. For less able students, tell them to look back at Daniel’s list and underline the adjectives which can be included in their own writing to describe their best friends.

5. Encourage students to use a variety of adjectives to avoid repetition. Remind them of the adjectives they have learned in this unit. Allow them to go through the pages of the unit to look for suitable vocabulary. Go around the classroom to offer help with spelling.

6. Ask students to read Daniel’s article in Part C on their own. Then ask general questions to check comprehension, e.g., ‘Who is Daniel’s best friend? Where does she live? What does she look like? What’s she like? What would she like to be when she grows up?

7. Ask students to underline the adjectives in the article.

8. Ask students to identify the four paragraphs in the article. Help them identify the purpose of each paragraph. Then focus on the layout of the article, e.g., introduction, main body and conclusion. Ask stronger classes to write a heading for each paragraph.

9. Make sure that students are aware of the use of pronouns, which help link different ideas and sentences together and avoid repetition of names.

10. Ask students to write a rough draft using their notes in Part B, Daniel’s article as a model and the plan in Part D.

11. In pairs, students read, check and correct their partners’ drafts. Encourage more able students to comment on their partners’ drafts. Go around the class to correct spelling and grammatical mistakes and to suggest improvements in the use of words and structures.

12. Ask students to rewrite their articles on a separate sheet of paper. Encourage students to add illustrations or photos of their best friends to make their articles more attractive.

13. Ask volunteers to read out their articles in class. Display the articles in the classroom.

Additional exercise

Ask more able students to make new sentences replacing Daniel’s adjectives with their own adjectives to describe a real or imaginary friend.

Game

Display only the photos or show only the illustrations on the board. Invite volunteers to read their articles or other students’ articles while the rest of the class try to match each description with a photo or an illustration.

Check out

Objectives

1. To assess students’ understanding and correct use of adjectives, comparatives and superlatives in a new context.

2. To assess students’ ability to transfer information from graphical presentation into writing.

3. To assess students’ understanding of a range of adjectives and set phrases to describe people’s appearance and personalities

4. To use noun and adjective collocations to describe people’s appearance and personalities

Background information

This section encourages students to find out how much they have learned and how well their learning strategies are working. In Part A of the Checkout section, students have a chance to meet Daniel’s best friend Kate. In Part B, they read a diary entry written by Daniel.

Teaching procedures

1. Tell students that they will be able to check their use of adjectives, comparatives and superlatives in the structures they have learned earlier in the unit by doing Part A.

2. Ask students to read through the table and complete the conversation. Set a time limit.

3. For stronger classes, ask students to correct themselves, or divide the class into pairs. Students correct each other’s work and write the score in the ‘paw’.

4. Tell students that they need to select the correct adjectives and noun phrases to fit the context of the sentences in the diary entry in Part B. set a time limit.

5. Ask more able students to work in pairs and check each other’s work. Remind them to write the score in the ‘paw’. For less able students, check answers with the whole class. Explain strategies on how to improve if students have problems. Suggest that they try to learn the adjective and the noun as a unit wherever possible.

6. For weaker classes, go through the diary entry and check that they understand all the words and phrases. Ask more able students to think of other adjectives or nouns to fit the context of the sentences. Write the appropriate suggestions on the board.

Extension activity

Ask students to write their own diary entries about some of the ‘best friends’ in this unit. Allow students to read the descriptions of Betty, Max and May on page 4, the letters on pages 12 and 13, and the description of Kate on page 16 again.

性高朝久久久久久久久久| 国产精品三级国产电影| 又硬又粗又大一区二区三区视频| 亚洲色大成网站www看下面| 色午夜一av男人的天堂| 欧美成人亚洲高清在线观看| 亚洲国产成人久久综合碰碰免| 亚洲丰满熟女一区二区蜜桃 | 国产成人av性色在线影院色戒| 国产精品美女乱子伦高| 精品国产sm最大网站 | 成人无码av免费网站| 国产区图片区小说区亚洲区| 日本老熟妇乱子伦精品| 日本一道高清一区二区三区| 久久久橹橹橹久久久久| 亚洲va欧美va国产va综合| 亚洲成av人网站在线播放| 久久久久久好爽爽久久| 久久午夜无码免费| 色婷婷亚洲婷婷五月| 亚洲精品久久久无码一区二区| 欧美日韩精品一区二区三区在线| 亚洲国产精品国自产拍电影| 疯狂的欧美乱大交| 精品欧美h无遮挡在线看中文| 97久久超碰国产精品最新| 超碰人人模人人爽人人喊手机版| 男女无遮挡激情视频| 国产精品久久久久久无码五月| 亚洲欧美精品综合一区| 精品人人妻人人澡人人爽人人| 欧美性暴力变态xxxx| 国产成久久免费精品av片| 亚洲真人无码永久在线| 亚洲 暴爽 av人人爽日日碰 | 中日韩中文字幕无码一本| 亚洲精品久久久久高潮| 国产乱色国产精品播放视频| 亚洲免费人成视频观看| 婷婷色婷婷深深爱播五月| 国产精品久久久天天影视香蕉| 亚洲熟女片嫩草影院| 亚洲综合色婷婷在线影院p厂| 亚洲一本大道av久在线播放| 精品国产sm最大网免费站| 国产亚洲精品aa片在线观看网站| 浴室人妻的情欲hd三级| 亚洲综合小说另类图片五月天| 成年美女黄网站18禁免费| 狠狠色狠狠色五月激情| 99久久精品无码专区| 欧美国产综合欧美视频| 人妻中文无码就熟专区| 国产成人亚洲欧美日韩| 丰满人妻被中出中文字幕| 国产精品亚洲视频在线观看| 在线a亚洲v天堂网2018| 久久人人爽人人爽人人片dvd| 肉体裸交137日本大胆摄影| 无码av一区二区三区不卡| 久久久无码精品亚洲a片0000| 乱人伦无码中文视频在线| 国产办公室无码视频在线观看 | 亚洲人成网址在线播放小说| 国产精品自在自线视频| 亚洲国产成人爱av网站| 国产亚洲熟妇综合视频| 无码日韩人妻av一区二区三区| 久久午夜无码免费| 国产饥渴孕妇在线播放| 亚洲精品久久久久久久久毛片直播| 亚洲成国产人片在线观看| 国产精品久久久久久99人妻精品| 中文字幕一区二区三区波多野结衣| 国产精品无码制服丝袜网站 | 亚洲高清无码加勒比| 久久精品国产99久久6动漫| 无码人妻丰满熟妇啪啪网不卡| 51视频国产精品一区二区| 精品精品国产欧美在线小说区| 国产精品成人免费视频一区| 亚洲依依成人综合网址| 日本免费人成视频在线观看| 制服国产欧美亚洲日韩| 亚洲欧美成人中文日韩电影网站 | 日本中文字幕有码在线视频 | 欧美日韩亚洲国产欧美电影| 国产精品高潮呻吟av久久无吗| 国产婷婷在线精品综合| 国产精品自在自线视频| 亚洲免费人成视频观看| 国产成人无码a区视频在线观看| 人妻加勒比系列无码专区| 亚洲欧美另类久久久精品| 桃花综合久久久久久久久久网| 无码国产偷倩在线播放老年人| 99久久成人精品国产网站 | 在线精品国产一区二区三区| 亚洲伊人五月丁香激情| 色爱av综合网站| 综合无码成人aⅴ视频在线观看| 丰满岳乱妇在线观看中字| 亚洲精品欧美综合一区二区| 国产在线一区二区在线视频| 国产午夜福利片1000无码| 日韩欧美一区二区三区永久免费 | 无码中文字幕va精品影院| 久久伊人精品青青草原vr| 高清国产一区二区三区在线| 亚洲综合色婷婷在线影院p厂| 亚洲欧美国产免费综合视频| 中文字幕久久久人妻无码| 中文字幕无码第1页| 亚洲精品国产一二三无码av| 未满十八18禁止免费网站| 中文无码一区二区视频在线播放量| 热久久视久久精品2019| 日本理论片午午伦夜理片2021| 亚洲国产精品无码一区二区三区| 亚洲 欧美 综合 在线 精品| 久久久国产99久久国产久| 亚洲国产一区二区三区在观看 | 亚洲欧美日本久久综合网站| 亚洲人成图片小说网站| 无遮挡十八禁污污网站在线观看| 国产蜜芽尤物在线一区| 亚洲国产欧美在线观看片| 大伊香蕉在线精品视频75| 午夜爽爽爽男女污污污网站| 午夜男女爽爽爽在线视频| 东北粗壮熟女丰满高潮| 亚洲精品tv久久久久久久久| 欧美顶级少妇作爱| 久久无码中文字幕无码| 国产香蕉一区二区三区在线视频 | 亚洲精品入口一区二区乱麻豆精品 | 成人性欧美丨区二区三区| 久久99精品久久久久久清纯| 成年美女黄网站18禁免费| 亚无码乱人伦一区二区| 国产精品白丝av网站在线观看| 精品欧美成人一区二区不卡在线| 亚洲中文波霸中文字幕| 精品av国产一二三四区| a国产一区二区免费入口| 日本无码人妻精品一区二区蜜桃| 亚洲午夜av久久久精品影院| 亚洲中文字幕av无码专区| 国产在线精品无码二区二区| 又色又爽又黄还免费毛片96下载| 综合久久婷婷综合久久| 中文无码vr最新无码av专区| 国产明星裸体xxxx视频| 激情综合亚洲色婷婷五月| h番动漫福利在线观看| 国产剧情福利av一区二区| 看曰本女人大战黑人视频| 亚洲综合色成在线观看| 2020久热爱精品视频在线观看| 亚洲中文精品久久久久久不卡| 任你躁久久精品6| 亚洲 暴爽 av人人爽日日碰| 伊人婷婷六月狠狠狠去| 亚洲国产精品无码久久网速快| 又大又爽又黄无码a片| 狠狠躁天天躁无码中文字幕图| 亚洲中文字幕无码日韩| 国产人成无码视频在线软件| 男女裸交无遮挡啪啪激情试看| 一本一道av中文字幕无码| 动漫精品啪啪一区二区三区| 久热这里只精品99国产6-99re视… | 成人麻豆亚洲综合无码精品| 99久久免费国产精品四虎| 少妇爆乳无码av无码专区| 国产内射一区亚洲| 99re66久久在热青草| 麻豆天美国产一区在线播放| 国产丝袜在线精品丝袜| 亚欧成人中文字幕一区| 少妇无码精油按摩专区| 国产成人综合久久精品推最新| 亚洲老熟女与小伙bbwtv| 亚洲中文字幕aⅴ天堂自拍| 四虎亚洲国产成人久久精品| 日韩欧美一中文字暮专区| 翘臀后进少妇大白嫩屁股| 中文字幕成人精品久久不卡| 精品国产三级大全在线观看| 青青草国产成人久久| 乌克兰粉嫩xxx极品hd| 国产亚洲产品影市在线产品| 免费精品国自产拍在线不卡| 东京热中文字幕a∨无码| 中文字幕无码日韩欧免费软件| 欧美大屁股流白浆xxxx| 精品国产成人高清在线观看| 久久精品国内一区二区三区| 亚洲制服丝袜中文字幕在线| 国产明星裸体无码xxxx视频| 早起邻居人妻奶罩太松av| 午夜爽爽爽男女免费观看麻豆国产| 国产精品美女乱子伦高潮| 偷偷做久久久久免费网站| 亚洲免费最大黄页网站| 亚洲成在人线aⅴ免费毛片| 青楼妓女禁脔道具调教sm| 久久久久国内精品影院| 欧美特黄特色三级视频在线观看 | 日产乱码一二三区别免费麻豆| 天天爽夜夜爽人人爽免费| 大香j蕉75久久精品免费8| 美国人性欧美xxxx| 国产成人8x人网站视频在线观看| 午夜成人精品福利网站在线观看| 亚洲欧美日韩国产综合一区二区| 亚洲欧洲无卡二区视頻| 久久天天躁狠狠躁夜夜av不卡 | 无码尹人久久相蕉无码| 精品欧美h无遮挡在线看中文| 国产精品午夜无码av天美传媒| 丰满人妻跪趴高撅肥臀| 久久99久久99小草精品免视看| 国产精品自产拍在线观看花钱看 | 999精品视频在这里| 边做饭边被躁bd苍井空图片| 欧美男男作爱videos可播放| 国产精品青青青高清在线| 久久精品人人做人人爱爱漫画| 鲁丝一区二区三区免费| 国产区女主播在线观看| 少妇熟女天堂网av| 极品美女高潮呻吟国产剧情| 亚洲欧美日韩人成在线播放| 大地资源中文第二页日本| 精品无码人妻夜人多侵犯18| 亚洲色成人网站www永久男男| 又色又爽又黄的视频日本| 久久狠狠爱亚洲综合影院| 69国产精品成人aaaaa片| 欧美乱妇高清免费96欧美乱妇高清 | 国产成人高清亚洲一区| 国产精品久久久久久久伊一| 久久精品国内一区二区三区 | 99久久精品国产第一页| 无码专区狠狠躁躁天天躁| 国内精品伊人久久久久av| 久久天天婷婷五月俺也去| av蓝导航精品导航| 亚洲精品无码专区久久久| 不卡无码人妻一区三区| 四虎影库久免费视频| 久久综合伊人九色综合| 18禁无遮挡无码网站免费| 超碰97人人做人人爱网站| 欧洲女人牲交性开放视频| 国产乱码日产精品bd| 久久香综合精品久久伊人 | 男人边吃奶边做好爽免费视频| 亲胸揉屁股膜下刺激视频免费网站| 夜晚成人18禁区导航网站| 伊人久久大香线蕉av色| 色婷婷亚洲十月十月色天 | 777国产偷窥盗摄精品品在线| 无码av喷白浆在线播放| 国产精品va尤物在线观看蜜芽 | 少妇人妻中文字幕污| 久久久精品中文字幕乱码18| 国产av天堂亚洲国产av天堂| 欧美激情性xxxxx高清真| 四房播色综合久久婷婷| 色综亚洲国产vv在线观看| 国产精品无码人妻在线| 尤物国产在线精品一区| 国产超碰97人人做人人爱| www.一区二区三区在线 | 中国 | 久久人人爽人人爽人人片av超碰| 成人免费无码h在线观看不卡| 精品第一国产综合精品蜜芽| 亚洲理论在线a中文字幕| 亚洲成av人不卡无码影片| 波多野结av在线无码中文| 国产乱码精品一区三上| 午夜免费啪视频| 国产二区交换配乱婬| 免费久久99精品国产自在现| 国内精品人妻无码久久久影院| 自拍偷在线精品自拍偷| 亚洲精品久久久无码一区二区| 少妇被粗大猛进去69影院| 国产美女自卫慰视频福利| 成人免费网站视频www| 欧美日韩精品成人网视频| 亚洲已满18点击进入在线观看| 久久精品青青草原伊人| 国产成人av亚洲一区二区| 亚洲欧美综合精品成人导航| 天天躁夜夜躁狠狠躁2021a2| 夜夜躁狠狠躁日日躁202| 四虎国产精品永久地址99| 乱码视频午夜在线观看| 伊人婷婷六月狠狠狠去| 国产色爱av资源综合区| 色婷婷综合和线在线| 亚洲国产精品电影人久久| 成人动漫综合网| 无码超级大爆乳在线播放| 超碰97人人做人人爱亚洲| 玖玖资源 av在线 亚洲| 日韩精品无码一区二区视频| 婷婷久久香蕉五月综合| 国内精品久久久久影院亚瑟 | 国内精品久久久久久久久电影网| 久久无码精品一一区二区三区| 女人夜夜春精品a片| 丰满少妇大力进入av亚洲 | 久久综合九色综合久99| 国产精品一区二区av在线观看| 正在播放熟妇群老熟妇456| 精品国产一区二区三区四区动漫a| 国产成人一区二区无码不卡在线| 精品国产高清毛片a片看| 2021国产精品视频网站| 69天堂人成无码免费视频| 亚洲精品无码av专区最新| 天天摸天天做天天添欧美| 日韩~欧美一中文字幕 | 久久精品av一区二区三| 老湿机香蕉久久久久久| aⅴ亚洲 日韩 色 图网站 播放 | 精品一区二区三区影院在线午夜| 99久久国产综合精品女同| 2023极品少妇xxxo露脸| 天码人妻一区二区三区| 日韩成人无码v清免费| 亚洲综合一区国产精品| 999zyz玖玖资源站在线观看| 国产精品香蕉视频在线| 国产超碰人人做人人爽av大片| 国产偷国产偷亚洲高清人| 欧美人禽杂交狂配免费看| 国产欧美亚洲精品第一页| 亚洲成色在线综合网站免费 | 国产+高潮+白浆+无码| 丰满少妇又爽又紧又丰满在线观看 | 四虎影库久免费视频| 精品伊人久久久99热这里只 | 中文字幕无码色综合网| 亚洲 欧美 日本 国产 高清| 国产桃色无码视频在线观看| 久久亚洲中文字幕精品有坂深雪 | 国产精品国产自线拍免费不卡| 亚洲欧洲无码av不卡在线| 欧美成人亚洲高清在线观看| 日韩激情电影一区二区在线| 日本成本人三级在线观看| 久久人人爽人人爽人人片dvd| 亚洲中文字幕无码天然素人| 亚洲精品国产av成拍色拍| 两性色午夜视频免费播放| 亚洲天天做日日做天天欢| 精品麻豆丝袜高跟鞋av| 久久午夜夜伦鲁鲁片免费无码影院| 天堂aⅴ无码一区二区三区| 亚洲成a人片在线观看无遮挡| 欧美成aⅴ人在线视频| 亚洲一线产区二线产区分布 | 久久精品人人爽人人爽| 日本成本人片免费网站| 亚洲国产精品无码专区在线观看| 老子午夜理论影院理论| 久久精品国产99久久香蕉| 日本精品无码一区二区三区久久久 | 亚洲色欲色欲www在线看| 亚洲图片另类图片激情动图 | 亚洲女初尝黑人巨| 屁屁影院ccyy备用地址| 国产成人卡2卡3卡4乱码| 午夜av无码福利免费看网站 | 久久夜色精品国产噜噜亚洲sv | 国产成人精选视频在线观看不卡| 337p日本欧洲亚洲大胆在线| 亚洲精品久久久打桩机| 亚洲精品一区三区三区在线观看| 国产成人亚洲综合二区| 伊人久久精品无码二区麻豆| 人妻熟女一区二区av| 精品av国产一二三四区| 国产成人青青久久大片| 亚洲鲁丝片一区二区三区| 成人区亚洲区无码区在线点播| 午夜国产亚洲精品一区| 久久精品国产99国产精品严洲| 大香伊蕉在人线国产免费| 无码毛片内射白浆视频| aⅴ亚洲 日韩 色 图网站 播放 | 成年无码av片在线狼人| 国产成人精品怡红院在线观看| 国产又色又爽又黄的在线观看视频| 欧美人禽杂交狂配免费看| 99久久免费国产精品四虎| 99国产在线精品视频| 一区二区三区高清av专区| 国产午夜亚洲精品不卡| 国产精品a国产精品a手机版| 久久久国产99久久国产久麻豆| 国产午夜亚洲精品不卡| 人人超碰人人超级碰国| 久久97超碰色中文字幕总站| 成人无码h动漫在线网站免费| 久久国产高潮流白浆免费观看| 亚洲日本一本dvd高清| 超碰97人人做人人爱综合| 九色porny丨国产首页注册 | 久久综合狠狠综合久久综| 亚洲区精品区日韩区综合区| 伊人大香线蕉精品在线播放| 男女裸交无遮挡啪啪激情试看| 国产精品爆乳在线播放第一人称| 欧美激情性xxxxx高清真| 日韩人妻无码一区二区三区俄罗斯 | 亚洲午夜未满十八勿入网站| 无码r级限制片在线观看| 色婷婷亚洲婷婷五月| 国产亚洲精aa在线看| 中文人妻无码一区二区三区在线| 国产色视频网免费| 男女爽爽无遮挡午夜视频| 成人无码潮喷在线观看| 狠痕鲁狠狠爱2021在| 四虎国产精品免费永久在线| 久久久亚洲欧洲日产国产成人无码| 午夜在线欧美蜜桃| 国产怡春院无码一区二区| 精品无码国产污污污免费网站国产 | 中文字幕理伦午夜福利片| 久久先锋男人av资源网站| 人妻aⅴ中文字幕| 亚洲国产成人精品激情姿源 | 精品人妻av区乱码| 狠狠狼鲁亚洲综合网| 伊人中文字幕无码专区| 久久伊人av综合影院| 国产麻豆精品福利在线观看| 久久精品99av高久久精品| 亚洲欧洲老熟女av| 亚洲免费最大黄页网站| 尤物精品视频无码福利网| 国内精品久久久久久久影院| 色婷婷亚洲婷婷7月| 精品亚洲韩国一区二区三区| 性做爰高清视频在线观看视频| 亚洲成av人片天堂网| 亚洲色爱免费观看视频| 久久国产精品娇妻素人| 亚洲午夜久久久影院伊人| 高清无码午夜福利在线观看| 国产精品亚洲片夜色在线| 人妻熟女少妇一区二区三区| 中文字幕 在线观看 亚洲| 亚洲国产av无码精品色午夜 | 中出人妻中文字幕无码| 午夜伦费影视在线观看| 伊人精品久久久大香线蕉| 嫩草研究院久久久精品| 欧美高清在线精品一区| 国产乱人伦偷精品视频免| 999精品视频在这里| 人妻免费久久久久久久了| 国产交换配乱婬视频| 亚洲精品国产一区二区图片| 亚洲人成小说网站色| 狠狠狼鲁亚洲综合网| 国产精品极品在线拍| 天堂va欧美va亚洲va好看va| 亚洲老熟女与小伙bbwtv| 亚洲国产精品va在线观看麻豆| 天天躁日日躁狠狠躁超碰97 | 四虎精品寂寞少妇在线观看| 国产精品va尤物在线观看蜜芽| 久久久无码精品亚洲a片0000| 亚洲人成精品久久久久桥本| 无码精油按摩潮喷在播放| 久久国产综合精品swag蓝导航| 亚洲欧美日韩高清一区| 人人爽人妻精品a片二区| 亚洲欧美日韩中文加勒比| 米奇欧美777四色影视在线| 免费看撕开奶罩揉吮奶头视频| 午夜成人福利片无码| 综合久久综合久久88色鬼|