牛津版八年级英语Unitampnbsp1ampnbsp教案

　　牛津版八年级英语unit1教案
　　friends
　　languagefunctionsandfocus
　　1。useanadjectivebeforeanounorafteralinkingverbtodescribesomeonesomething
　　e。g。：shehasshorthair。
　　herhairisshort。
　　2。usecomparativestocomparetwopeoplethings
　　e。g。：sandy’shairislongerthanmillie’shair。
　　3。usesuperlativestocomparethreeormorepeoplethings
　　e。g。：heisthetallestboyinmyclass。
　　4。use‘as’adjective‘as’tocomparepeoplethings
　　e。g。：millieisastallaskitty。
　　5。useadjectivestodescribesomeone’sphysicalfeaturesandappearance
　　e。g。：sandyistallandhaslonghair。
　　languageskills
　　listening
　　1。identifymainideastoobtaininformationaboutafriend
　　2。interpretinformationtoobtainageneralunderstandingofthepeopleinaconversation
　　3。identifyspecificandrelevantinformationtocompletelettersaboutteenagers’futureplans
　　speaking
　　1。usequestionsandanswerstotalkaboutpeople’sappearanceandpersonality
　　2。useeverydayexpressionstoshowagreementandconfirminformation
　　reading
　　1。guessgeneralmeaningfromkeywordsandcontext
　　2。skimtextforoverallmeaningandscanfordetails
　　3。identifyspecificinformationaboutdifferentpeoplefromtheirfriends’descriptions
　　writing
　　1。collectinformationandorganizeideastodescribetheappearanceandpersonalityofafriend
　　2。produceaparticulartexttypeforanaudienceusingagivenmodel
　　studyskills
　　lookformainpointsandkeywordstohelpunderstandandrememberapassagemoreeasily
　　backgroundinformation
　　book8acontinuesthestoryaboutthelivesandexperiencesofthesixcentralcharactersintroducedinbook7a。here，thecharactersaregrade8students。yourstudentswillbeabletoidentifywiththedifferentsituationsandcontexts。languageispresentedthroughreallifeexperiences，exposingstudentstorealcommunication。
　　overviewoftheunit
　　themaintopicofthisunitisdescribingtheappearanceandthequalitiesofagoodfriend。studentslearntotalkabouttheirfriendsandtheirfutureplans。
　　unitopening
　　backgroundinformation
　　theopeningpagearousesstudents’interestinthetopicoftheunitthroughthefunnyinteractionsoftwocartooncharacters（eddieandhobo）。thisopeningpageintroducestheideaoffriendshipandsharing。
　　warmupactivities
　　1。readtheconversationbetweeneddieandhobo。checkunderstandingof‘kind’and‘share’。ask，
　　e。g。：whatdoeseddiegivehobo？（hegiveshimsomecakeandmilk。）
　　isthereanythingelseinthefridge？（no，thereisn’t。）
　　whatdoeshobowant？（hewantstoshareeddie’spizzainthebowl。）
　　2。introducetheideaofsharingandfriendship。ask，
　　e。g。：areeddieandhobogoodfriends？（yes，theyare。theysharethings。）
　　whodoyoulikemore？why？（ilikeeddiebecauseheshareshisfoodwithhobo。）
　　asktwomoreablestudentstoroleplaytheconversationinfrontoftheclass。
　　welcometotheunit
　　objectives
　　1。torevisevocabularyandexpressionstodescribepeople
　　2。toguessmeaningfromcontext
　　3。togenerateideasaboutpeople’sappearanceandpersonalities
　　4。tocategorizeadjectivestodescribeimportantqualitiesofafriendaccordingtopersonalpreferences
　　backgroundinformation
　　thissectionintroducesstudentstotheunittopicaboutdifferentpersonalitiesoffriends。studentsanswersomequestionsinamagazineaboutthequalitiesofabestfriend。italsopreteachessomeusefulwordsandexpressions。
　　teachingprocedures
　　1。askmoreablestudents
　　e。g。：doyouhaveaspecialfriend？whatmakeshimherspecial？
　　acceptallreasonableanswers。（heshehelpsmewithmyhomework。icanalwaystalktohimheraboutmyproblems，etc。）
　　2。askstudentstolookatpartaandexplainthattheywillbereadinganadvertisementinteenagers’magazine。theyhavetomatchthequalitieswiththequestions。forweakerclasses，gothroughthewordsandphrasesontheleft。thenaskeachquestionatatimeandinvitestudentstosaythecorrectwordorphrase。thenasktheclasstowritethecorrectlettersontheirown。
　　3。goaroundtheclasstocheckthatstudentshavewrittenthecorrectletters。
　　4。askmoreablestudentstothinkofotherqualitiesofagoodfriend，e。g。，generous，clever，kind，understandsmyproblems，makesmelaugh。writethewordsandphrasesontheboard。
　　5。readthelistofwordsinpartbandchickthatstudentsunderstandtheirmeanings。checkalsounderstandingof‘quiteimportant’and‘veryimportant’。
　　6。ontheboard，write‘whatqualitiesofagoodfriendareimportanttoyou？’。asktheclasstothinkcarefullyaboutwhatqualitiestheyappreciateinfriendsandputticksunderthecorrectheadingsinthetable。encouragestudentstoworkontheirown。thenaskthemtocomparetheiranswerswithapartner。askinpidualstudentstotelltherestoftheclassabouttheirownchoiceandtheirpartner’schoiceofqualities。writesomestructuresontheboardtoenablestudentstofocusonthechoiceofadjectivesandtomaintainafluentoralperformance。
　　extensionactivity
　　youcancopythetable。moreablestudentscanaddmoreadjectivesdescribingqualitiesofagoodfriend。studentscanalsointerviewseveralclassmatesusingthistable。theyshouldwritetallymarksinsteadofticksinthetable。thentheycancomparetheirresultswithapartnerorinclasstofindoutwhichqualitiesarethemostpopular。
　　game
　　askeachstudenttowritethreeadjectivesorphrasestodescribeaclassmateonapieceofpaper。remindstudentstowritehisorhernameaswell。encouragethemtoworkontheirownandnottoshowtheirchoiceofwordstootherstudents。thencollectthepiecesofpaperandputthemtogether。drawoneatatimeandreadeachdescription。invitetheclasstoguesswhomitdescribes。
　　reading
　　objectives
　　1。toguessgeneralmeaningsfromkeywordsandcontext
　　2。toskimtextforoverallmeaningsandscanfordetails
　　3。toidentifyspecificinformationaboutdifferentpeopleformtheirfriends’descriptions
　　4。touseadjectivestodescribepeople’sappearanceandcharacteristics
　　5。torecognizetheuseofcomparativesandsuperlatives
　　parta
　　backgroundinformation
　　thissectionpresentsthreelettersabout‘bestfriends’forawritingcompetitionheldby‘teenagers’magazine。thecontextinvitesstudentstothinkaboutqualitiesintheirfriends。
　　teachingprocedures
　　1。reviewkeyvocabularyaccordingtothegeneralabilityoftheclass。telltheclassaboutafriendorrelative。ifpossible，showhisherphoto。say，
　　e。g。：mybestfriendissmallandthinwithlonghair。sheisverysmartandhelpful。
　　thenaskquestionstocheckunderstanding。（ismyfriendtall？isherhairshortorlong？isshewillingtohelp？）
　　2。pidetheclassintothreegroupsandallocateonearticletoeachgroup。whilestudentsskimthetextontheirown，askthemtounderlinethewordstheydonotknow。thengothroughthewordsstudentshaveunderlined。
　　3。ontheboard，writetheheadings‘appearance’and‘personality’。askeachgrouptogothroughtheirletteragainandfindwordsorexpressionstomatcheachheading。invitestudentsfromeachgrouptocomeforwardandwritetheirwordsandexpressionsunderthecorrectheading。
　　4。writethefollowingquestionsontheboardforstudentstocopyintheirbooks。
　　whatdoesheshelooklike？（forappearance）
　　whatkindofpersonisheshe？（forpersonality）
　　whatdoesheshedoorwanttodointhefuture？（forfutureplan）
　　invitestudentsfromeachgrouptoaskandanswerthesequestionsanddescribetheteenagerineacharticle。
　　partb
　　teachingprocedure
　　1。explainthecontextandcheckthatstudentsunderstandwhataneditorofmagazineornewspaperdoes。thenreviewtheadjectivesandnounsintheboxinpartb1。askstudentstofindthewordsinthearticlesonpage4。
　　2。askstudentstodopartb1ontheirown。tellthemthattheyneedtolookforspecificdetails，whichfiteachofthepersonsdescribedinthearticles。encouragestudentstochecktheiranswerswithapartner。thenaskstudentstoreadoutthecompletedcaptionsoneatatime。
　　3。explainthecontextofpartb2andaskstudentstofindeachdescriptioninthecorrespondingletter。pointtothephotosinpartb2andaskmoreablestudentstobrieflydescribeeachperson。forweakerclasses，readthesentencestothestudentsandaskthemtomatchthemwiththecorrectphotos。studentscouldworkinpiduallyorinpairs。
　　game
　　1。cutoutsomepicturesofpeopleofdifferentheightandappearance。numberthepicturesorgivefamiliarnamestoeachpersoninthepictures（mary，tom，peter，ect。）。stickthepicturesontheboard。describeoneofthepeoplewithoutpointingorevenlikingathisherphoto。invitestudentstoguessthepersonyouhavedescribed。（that’spicturenumberfive。that’smary。）thenaskinpidualstudentstodothesamewhiletherestoftheclassguesstheperson。
　　2。alternatively，youcanpidetheclassintothreeorfourcompetingteams。eachteamcanworkoutdescriptionfortheotherteamstoguess。giveascoreonlyforthefirstcorrectguess。
　　partc
　　teachingprocedures
　　1。explainthecontextofpartc1andreadthesixsentencesforweakerclasses。dependingonstudents’abilities，setthisactivityeitherasaninpidualactivityorasaquiz。
　　2。ifyouuseitasaquiz，pidetheclassintoteamsof45students。setatimelimit。theteamwhogetsallthecorrectanswersfirstisthewinner。
　　3。alternatively，youcanaskstudentstoclosetheirbookswhileyouarereadingeachsentence。giveascoretotheteamwhogivesthefirstcorrectanswer。
　　4。askstudentstocorrectthefalsesentences。
　　5。askmoreablestudentstodotheextrasentencesinpartc1。youcanalsoaskthemtocorrectthefalsesentences。
　　6。explainthecontextofpartc2andcheckthatstudentsunderstandtheideaofvotingforsomebodyorsomething。iftimeallows，organizeaclassvote。nameajob，e。g。，aclassmonitor，astudentrepresentative，etc。askstrongerclassestomakealistofqualitiesrequiredforthejob。writeallthequalitiessuggestedbythestudentsontheboard。forweakerclasses，providethistablewiththeadjectives。
　　thenaskthestudentstovoteforeachquality。beforeeachvote，invitemoreablestudentstoexplainwhytheywillvoteornotvoteforthatparticularquality。acceptallreasonableanswers，e。g。：iwillvotefor‘clever’becauseit’simportantthataclassmonitorlearnsandunderstandsthingsquickly。
　　7。forweakerclasses，readthesentencesinthespeechbubblesbeforeyouaskthestudentstofindoutwhoeachofthecharacterswillvoteforandfillintheblanks。thenask‘whowillamysimonsandyvotefor？’tochecktheanswers。
　　8。pidestudentsintopairsandaskthemtovoteforoneofthe‘bestfriends’describedinthearticlesonpage4。writedownthenumberofvotesforeachpersonontheboard。
　　extensionactivity
　　organizeaclassvotefora‘bestfriend’。onapieceofpaper，askstudentstowriteabriefdescriptionaboutapersontheyconsidertobeabestfriend。invite67studentstoputuptheirdescriptionsontheboard。thenreadthedescriptionsoneatatimeandasktheclasstovoteforoneofthem。askinpidualstudentswhytheyhavevotedforthatparticularperson。
　　vocabulary
　　objectives
　　1。touseadjectivestodescribepeople’sphysicalfeatures
　　2。touseadjectivestodescribegeneralappearanceofpeople
　　3。toselectanduseadjectivesthatareappropriatetodescribetheappearanceofboysandgirls
　　backgroundinformation
　　thissectiondevelopstheuseofadjectivestodescribepeople’sappearance。studentsshouldbeencouragedtodeveloptheirrangeofadjectivesasmuchaspossibleusingthetasksonthepageasastartingpoint。
　　asstudentsbecomemoreandmoreabletounderstandthesubtlemeaningsofwords，theywillbeabletodevelopwaysofaccessingimaginativeandcreativetextstofostergenuineinterestandpleasureinwhattheyread。inturn，theywillgraduallybeabletouseadjectivestowritemoreinterestingandcreativetextsthemselves。
　　teachingprocedures
　　1。explainthecontextofthetasks。askstudentstostudythepicturesandwords。forweakerclasses，gothroughthewordsandpreteachunknownwords。askstudentstodopartaontheirownfirstandthencompareanswerswithapartner。askseveralstudentstoreadtheiranswerstocheckcorrectuseofadjectives。
　　2。gothroughthewordsintheboxinpartb。lessablestudentsarenotlikelytoknowtheadjectiveswhichareonlysuitabletodescribemalesorfemales。youmayneedtogivethemsomehints。askstudentstousethewordsinsentencestocheckthattheyunderstandthemeaningsanduseofwords。thenaskstudentstocompletethelistsingroupsof45。checkanswersorallywiththeclass。
　　extensionactivities
　　1。askstudentstofindmoreadjectivesforeachcategoryoftheadjectivesusedinparta。drawthistableontheboardandbrainstormasmanywordsaspossible。
　　gothroughtheadjectivesandaskstudentstodrawsimpleillustrationsoftheadjectivesonpiecesofpaper。invitesomestudentstoshowtheirillustrationstotherestoftheclass。
　　providepicturesofpeopleeitherpinnedupontheboardorcutoutofmagazinestogroupsoffourstudents。fayanadjectiveandaskstudentstofindapictureillustratingit。
　　2。askstudentstoselectandwritesuitableadjectivestodescribethemselvesonapieceofpaper。invitesomestudentstocomeforwardandreadtheadjectives。makesurethattheatmosphereissupportiveandthattherestoftheclassdonotmakeanyunpleasantcomments。
　　3。askstudentstodescribetheirfriends，classmates，relativesorpopsportsstarsusingtheadjectivestheyhavelearned。forstrongerclasses，encouragethemtouseanyadjectives。
　　game
　　1。bringsomepicturesofpeopleintotheclassroomoraskstudentstobeingpictures。thesecanbemagazineornewspapercuttingsorphotos。pidestudentsintogroupsoffive。giveapicturetoonlyonestudentineachgroupandaskhimhernottoshowittotheotherstudents。giveblankpiecesofpapertotheotherstudents。thestudentwiththepicturedescribesthefeaturesofthepersoninthepicturewhiletheotherstudentsdrawtheperson。ontheboard，displaythedrawingstogetherwiththeoriginalpicture。forstrongerclasses，invitestudentstofindoutthemistakes。forweakerclasses，askstudentstovoteforthebestdrawingwhichresemblesthepicture。
　　2。alternatively，tellstudentswhoaredrawingthepicturestoaskasmanyquestionsaspossibletogetinformationaboutthepersontheyaredrawing，e。g。，‘isyourpersonaboyamanawomantallsmallfatthin？ishisherfacesquareround？’thestudentlookingatthepictureisonlyallowedtosay‘yes。’or‘no。’。
　　grammar
　　objectives
　　1。touseanadjectivebeforeanounorafteralinkingverbtodescribesomeonesomething
　　2。tousecomparativestocomparetwopeoplethings
　　3。tousesuperlativestocomparethreeormorepeoplethings
　　4。tocomparetwopeoplethingsusing‘（not）as’adjective‘as’
　　backgroundinformation
　　thissectionfurtherdevelopstheuseofadjectivesalreadyintroducedinthereadingandvocabularysections。thestorymovesonfromdescribingbestfriendsforamagazinecompetitiontodescribingclassmatesatbeijingsunshinesecondaryschool。danielwantstowritetohisefriendsabouthisclassmates。wealreadyknowsomestudents’featuresfromearlierpassagesbutwewilllearnmoreabouttheirphysicalappearanceandabilitiesinthissection。mostadjectivesarefamiliarsothatstudentsareabletofocusonusingthemaccuratelyinsentences。theuseof‘（not）as’adjective‘as’isintroducedinthecontextofasurveyaboutoutdooractivities。
　　parta
　　teachingprocedures
　　1。tellstudentsthatweuseadjectivestodescribepeopleandthings。explainthatwecanputanadjectivebeforeanounorafteralinkingverb。readtheexamplesonthepageandinvitestudentstothinkofmoreexamples。promptstudentsbygivinganexamplewithanadjective，e。g。，placedbeforeanoun，andaskstudentstoputtheadjective，e。g。，afteralinkingverbandmakeanothersentence。
　　2。forweakerclasses，readthelinkingverbsinthetipboxandcheckunderstanding。forstrongerlasses，elicittheverbs。
　　3。forlessablestudents，gothroughthewordsinpartatocheckunderstanding。askstudentstorearrangethewordsontheirown。theninviteseveralstudentstoreadouttheircompletesentencestochecktheanswers。
　　4。givelessablestudentssomeextrawordstorearrangeandformcompletesentences。youcanusetheadditionalitemsonthepage。forstrongerclasses，pidethestudentsontopairsandaskeachstudenttothinkofsomejumbledwordsforhisherpartnertorearrangeintoacompletesentence。makesurestudentsincludeadjectivesintheirsentences。tomaketheactivitymeaningful，tellstudentstodescribefriends，classmatesorotherfamiliarpeople。
　　partb
　　teachingprocedures
　　1。itisagoodideatousepicturesofpeople，animalsorthingstoteachcomparativesandsuperlatives。forexample，usepicturesoftwopopsportsstars，toelicitexampleswithcomparativeforms，e。g。，‘jackyistallerthanandy。andyisthinnerthanjacky。andyismorehandsomethanjacky。’makesureyouusebothshortandlongadjectives。writethecomparativeformsontheboardintwocolumns（shortandlongadjectives）andtrytoelicittheruleformthestudents，e。g。，weadd‘er’toshortadjectivesanduse‘more’forlongadjectives。thenweadd‘than’afterthecomparatives。
　　2。addoneortwomorepicturesofpopsportsstarstoelicitexampleswithsuperlativeforms。writethesuperlativeformsontheboardintwocolumns（shortandlongadjectives）andtrytoelicittheruleformstudents，e。g。，weadd‘est’toshortadjectivesanduse‘most’forlongadjectives。thenweadd‘the’beforethesuperlatives。
　　3。forstrongerclasses，pointouttheexceptions，e。g。，‘morepleased’，‘themostpleased’；‘morereal’，‘themostreal’。
　　4。thetableshowsthechangeofformofadjectiveswhen‘er’‘est’or‘more’‘most’areadded。italsoincludessomeirregularforms。gothroughitwithstudents。checkunderstandingbyaskingstudentstoformcomparativesandsuperlativeswithotheradjectives。youcanusetheadditionalexamplesonthepage。invitestudentstowritetheexamplesontheboardtocheckthecorrectspelling。
　　5。forstrongerclasses，askstudentstoclosetheirbooksandelicitthespellingrulesfromtheexamplesyouhavewrittenontheboard。thenaskthemtolookatthetabletocheckiftheyhaveformulatedthecorrectrules。givemoreablestudentstheirregularformsof‘old’and‘far’。
　　6。askstudentstocompletethetableinpartb1ontheirown。remindlessablestudentstorefertothetableatthetopofthepage。theninvitestudentstocompareanswersinpairs。gothroughtheexerciseagainwiththewholeclass。
　　7。askstudentstocomplete‘workouttherule！’atthetopofpage10。forlessablestudents，askthemtorefertotherulesonpage8andthetableonpage9。
　　partb2
　　backgroundinformation
　　partb2isaproblemsolvingtask。studentsmustworkouttheanswersformtheinformationgiveninthetable。althoughthisisacognitivelydemandingtask，asitrequirescomparingnumbers，thevocabularyandlanguagestructuresusedintheactivityarewithinstudents’linguisticabilities。
　　teachingprocedures
　　1。formoreablestudents，askthemtocompletethesentencesontheirownandcompareanswerswithapartner。
　　2。forlessablestudents，gothroughthewordsandnumbersinthetableandaskquestions。revisetheadjectivesinbracketsbeforestartingthistask。
　　3。checkanswersorallywiththeclass。
　　extensionactivity
　　pidestudentsintogroupsof56。askstudentstocollectinformationabouttheirowngroupandpresentitinasimilartable。studentscaninclude‘height’，‘weight’，‘running’，‘mathstest’，etc。tellstudentsnottoworryabouttheaccuracyoftheirscoresbuttoincludeapproximatefigures。thenaskthemtowriteagroupprofileusingsentences19asmodels。
　　partc
　　teachingprocedures
　　1。usetheinformationcollectedbystudentstointroducethenewstructuresinpartc。ifyouhavenotdonetheextensionactivity，usetheinformationinthetableinpartb2。promptthestudentstocompletethesentencetoelicitthenewstructure。
　　2。invitestudentstomaketheirownsentencesbasedontheinformationintheirtableorthetableonthepage。writethesentencesontheboard。elicittheruleformmoreablestudents。forlessablestudents，readtheexplanationatthebottomofthepage。
　　3。beforestartingpartc1，revisethemeaningofthenounsusedinthisactivity‘hiking’，‘swimming’，‘camping’，‘cycling’，‘ping’and‘skiing’。elicitthenounsbypointingatthepicturesinthetable。invitestudentstothinkofotheroutdooractivities。
　　4。elicitthemeaningsofthetwokeyadjectives‘interesting’and‘dangerous’。listthings，people，phenomenaoractivitiesandaskwhethertheycanbedangerousorinteresting，e。g。，afire，afavouritebook，alesson，atyphoon，iceskating，etc。
　　5。explainthecontexttostudents。pointoutthatthetableinpartc1isanotherwayofpresentinginformationofasurvey。encouragestudentstousethisasamodelforpresentingsurveyresultsabouttheirownclassmates。
　　6。givestudentsenoughtimetostudythetablecarefully。encouragestudentstoaskquestionstoclarifyorconfirmmeaningsofspecificdetails。
　　7。forweakerclasses，readtheconversationtogetherwiththestudentsandexplainanyunfamiliarwordsphrasesfirst。remindstudentsnottousecomparativesandsuperlatives，butonly‘（not）asas’。
　　8。remindstudentsthattheyneedtopayattentiontowhoisspeakingintheconversationinordertorefertothecorrectcolumninthetableforinformation。
　　9。askstudentstoworkinpairstocompletetheconversation。asthisisaproblemsolvingtaskengagingstudents’generalknowledgeaswellaslinguisticknowledge，youmustallocatesufficienttimetodothistask。checkanswersorallywiththewholeclass。
　　10。iftimeallows，roleplaytheconversation。checkforcorrectpronunciation。
　　11。inpartc2，askstudentstocompletethelastcolumnofpartc1expressingtheirownopinionsaboutthedifferentoutdooractivitiesincludedinthetable。
　　12。inpairs，invitestudentstocomparetheiranswersandtalkaboutwhattheythinkabouttheactivitiesusing‘（not）asas’。forlessablestudents，tellthemtousetheconversationonthepageasamodel。askpairsofmoreablestudentstocomeforwardandtalkaboutwhattheythinkabouttheactivities。
　　extensionactivity
　　ifthereistimeandinterest，pidestudentsintogroupsof56andaskthemtodoasimilarsurveyoftheclassmatesintheirgroupusingthetableonthepageasamodel。encouragemoreablestudentstoincludeotheractivitiesinthesurveyandcomparetheactivitiesusingothercriteria，e。g。，popular，exciting，ect。thenmakeadisplayofthegroupsurveys。
　　youcanalsodrawthetablewithouttheinformationaboutmillie，sandy，danielandsimonforstudents’use。studentscanaddthenamesofthestudentsintheirgrouptothetable。
　　integratedskills
　　parta
　　objectives
　　1。tolistenforandidentifyspecificinformation
　　2。tointerpretinformationandobtainageneralunderstandingofthepeopleinvolvedinaconversation。
　　3。torespondtowrittentextandinformationobtainedfromlistening。
　　4。toselectspecificandrelevantdetails，toconsolidateinformationandcompletetwoletterstotheeditorofamagazine。
　　backgroundinformation
　　inthissection，millieandsandyareeachwritingabouttheirownhopesforthefuturetomr。zhou，theeditorof‘teenagers’magazine。beforewritingtheirrespectiveletters，theydiscusstheirfutureplanswiththeirfriends，amyandkitty。
　　teachingprocedures
　　1。asklessablestudentstoreadthelistoffutureplansbeforeplayingtherecording。checkunderstanding。encouragemoreablestudentstoguessthemeaningofphrases。
　　2。invitestudentstotalkabouttheirownandtheirpartners’futurehopes。
　　3。playtherecording。studentslistentotherecordingandputaticknexttoeachcorrectphraseastheyhearit。askthemtoreadthephrasestheyhavetickedtocheckthecorrectanswers。
　　4。ifmanystudentshavegotwronganswers，playtherecordingagain。stoptherecordingaftereachphraselistedinparta1ifnecessary。
　　5。forstrongerclasses，askstudentstoreadmillie’sletteraddressedtomr。zhou，theeditor，ontheirown。forweakerclasses，readthelettertogetherwiththestudents。checkgeneralunderstandingoftheletterandexplainwordsandphrasesifnecessary。askstudentstoreadthelistofphrasesinparta1againandusetheinformationtocompletetheletter。
　　6。readthecompletedletteroraskastudenttoreadittocheckthecorrectanswers。
　　7。forstrongerclasses，playtherecordingforparta3andaskstudentstocompletesandy’sletteronpage13ontheirown。forweakerclasses，gothroughthelistofphrasesinthetableonpage12againbeforeplayingtherecording。readtheincompleteletterandcheckthatstudentsunderstandallthewords。
　　8。forweakerclasses，youmaywanttoaskstudentstoclosetheirbooksandlistentotherecording。thencheckgeneralcomprehensionoftheconversationbyaskingquestionssuchasaresandyandkittygoingshoppingthisweekend？whynot？what’ssandydoingtodonextmonth？whatdoesshelovedoing？whatdoesshehopetobecomewhenshegrowsup？thenplaytherecordingagainandaskstudentstocompletesandy’sletter。allowlessablestudentstocheckspellingofwordsinthetableonpage12。
　　9。readthecompletedletteroraskastudenttoreadittocheckthecorrectanswers。
　　extensionactivities
　　1。pidestudentsintopairsandinvitethemtotalkabouttheirownfuturehopesandorplans。writedownsomeusefulquestionsforstudentstoaskeachother，e。g。，‘whatwouldyouliketobedo？’，‘whatdoyouhopetobecomewhenyougrowup？’，‘whatkindofpersonwouldyouliketobe？，ect。
　　2。iftimeallows，askstudentstowritealetterabouttheirownfuturehopesandorplansusingoneofthelettersasamodel。addtheletterstothedisplayofgroupsurvey。
　　patb
　　objectives
　　1。touseadjectivestodescribefriendsandyoungpeople
　　2。toformulatequestionsaboutpeople’spersonalities
　　3。torespondtoquestionsaboutpeople’sappearanceandpersonalities
　　4。toshowagreementandconfirminformation
　　5。tointeractwithothersinafamiliarcontext
　　backgroundinformation
　　explainthecommoncontextofintroducinganddescribingfriendstootherpeoplewhileshowingtheirphotos。sandyandhercousinhelenarelookingatsandy’sphotoalbumwithphotosofherfriends。helenisaskingsandyquestionsaboutherfriendsandsandyisdescribingthem。
　　teachingprocedures
　　1。forstrongerclasses，tellstudentstoclosetheirbooksandlistentoyouwhileyoureadtheconversation。forweakerclasses，allowstudentstofollowtheconversationinthebook。readtheconversationlinebylinefocusingonintonationandsentencestress。askstudentstounderlinewordsthatarestressed。
　　2。askstudentstorepeatthesentencesasthyhearthem。makesuretheysonotsoundmonotonousormechanical。iftheyhaveproblemspronouncingparticularwords，practicethewordsseparatelyfirst。
　　3。askstudentstopracticetheconversationinpairsandthenchangeroles。askmoreablestudentstoroleplaytheconversationinfrontoftheclass。
　　4。askstudentstobringphotosoftheirfriends。invitemoreablestudentstoshowtheirphotoswhileyouaskthemquestionssuchas‘whoistheboygirlontheleftrightinthemiddlenextto？what’sheshelike？whatwouldhesheliketobewhenheshegrowsup？’studentswhodonothaveanyphotostoshowcandrawsimplepicturestotheirfriends。
　　5。pidestudentsintopairsandinvitethemtoaskeachotherquestionsaboutthepeopleintheirphotos。askstudentstomakeuptheirownconversationsbasedonthemodel。forlessablestudents，allowthemtowritedowntheirconversationsfirstbeforeroleplayingthem。
　　6。whilestudentsarepracticingtheconversationinpairs，movearoundtheclassroomprovidinghelpwithcorrectpronunciationandfluency。
　　studyskills
　　objectives
　　1。tofindthemainpointsofapassageinordertounderstandandmemorizeitmoreeasily
　　2。toidentifykeywordsinordertodevelopgeneralunderstandingofapassage
　　3。toguessmeaningandgeneratementalpictures
　　backgroundinformation
　　thissectionfocusesonencouragingstudentstolookforthemainpointsandkeywordsinapassagesothattheycanunderstandandrememberitmoreeasily。thepassagewhichstudentsarerequiredtoreadandunderstandinthissectionisaproblemletterbyateenagerin‘teenagers’magazine。youneedtointroducethegenreofproblemlettersinmagazinesandnewspapers。arousestudents’interestinthetopicbybringingsomemagazinesornewspaperswithsuchlettersorrepliestothem。
　　teachingprocedures
　　1。askmoreablestudentswhattheywanttofindoutwhentheyreadapassage。write‘whatisitabout？’ontheboardandtrytoelicittheotherquestionslistedonthepage。underlinethe‘wh’words。
　　2。forweakerclasses，readthequestionsonthepagetogetherwiththestudentsandexplainthatansweringthesequestionswillhelpthemfindthemainpointsorideasinapassage。tellstudentsthatnotallthewordsinapassageareimportantandthattheyshouldalwayslookforkeywords（wordsofgreatimportance）inapassage。
　　3。readthelettertothewholeclass。youcanaskmoreablestudentstoclosetheirbookswhileyouread。thenasksomeopenquestions，e。g。，‘whoiscindy？whyiscindyunhappy？whatiscindy’sproblem？’elicitalistofthedetailswhichdescribecindyandherproblems。explaindifficultorunfamiliarwords。
　　4。brieflyexplaintostudentsthattheycanunderstandinformationmorequicklyiftheyidentifymainpointsandkeywordsfirst。itisagoodideaifstudentsrememberthequestionslistedonpage14sothattheycanusethemwhenreadingthroughothertexts。askstudentstostudythequestionsforoneminute，thenclosetheirbooksandsaythemtotheirpartnerstocheckiftheyhavememorizedthem。
　　5。askstudentstoreadthelettercarefullyandunderlinethemainpointsontheirownsuingapencilinitially。remindthemtorefertothe‘wh’questionsatthetopofthepage。pidetheclassintogroupsoffourandaskstudentstocomparethemainpointstheyhaveunderlined。gothroughtheletteragainsentencebysentenceandchecktheanswers。
　　6。nowaskstudentstoreadtheletteragainandcircletheotherkeywordsusingapencil。invitestudentstocomparetheiranswersintheirgroups。thenchecktheanswersorallywiththewholeclass。
　　7。youcanaskmoreablestudentstounderlinemainpointsandcirclekeywordsatthesametime。
　　8。tellstudentstoreadthemainpointsandkeywordsagain，andanswerthe‘wh’questions。studentscanworkinpairsorgroupsoffour。thenasksomeofthepairsorgroupstoanswerthequestionsinclass。
　　extensionactivities
　　1。forstrongerclasses，cutoutorphotocopyproblemlettersfrommagazinesandnewspapers。givethemouttogroupsofstudents。askstudentstogothroughtheirlettersandidentifythemainpointsandkeywords，invitearepresentativeformeachgrouptotalkaboutthegroup’sletterinclass。
　　2。askmoreablestudentstowriteaproblemlettertoateenagemagazineornewspaperusingcindy’sletterasamodel。tellstudentstowritedownthekeywordsdescribingtheirproblemsandthemainpointsoftheirlettersfirst。thenaskthemtoformulatecompletesentencesusingthemainpointsandkeywords。encouragestudentstoreadtheirlettersinclass。
　　maintask
　　objectives
　　1。toplanideasforpersonalwriting
　　2。towriteadescriptionoftheappearanceandpersonalityofafriend
　　3。towriteforanaudience
　　4。towriteforanewspapercompetitionusingappropriateregister
　　5。todevelopanunderstandingofthestructureoftheletter：introduction，mainbodyandconclusion
　　backgroundinformation
　　eachmaintaskrequiresstudentstousearangeofskills（reading，writing，speakingandlistening）inordertoproduceafinalproduct。italsofurtherdevelopsthemainthemeoftheunitwritinganarticleaboutafriendforanewspapercompetition。studentshaveachancetolookatdaniel’snotesandhisarticleabouthisbestfriend。explainthatthisisaspecificgenrewhichisdifferentformordinarylettersorstories。studentsneedtounderstandthepurposeofthearticleandtheaudiencetheyarewritingfor。emphasizethefactthatthisarticleisforacompetitioninamagazineandwillbereadbytheteenagereadersofthemagazinewhowillmaketheirchoiceofthe‘bestfriend’basedonthequalitiesdescribedinthearticle。
　　teachingprocedures
　　1。explainthecontextofenteringawritingcompetitionofateenagemagazine。ifpossible，findoutaboutsimilarwritingordrawingcompetitionsinmagazinesornewspapers，andshowthemtothestudents。
　　2。askstudentstolookatdaniel’snotesinparta。forweakerclasses，readthewordsstudentsandexplainthemeaningsofdifficultwords。asksomestudentstoreadthewordstocheckforcorrectpronunciation。
　　3。remindstudentsthatwhenwetakenoteswedonotneedtowriteincompletesentenceswejustneedtowritedownthekeywords。
　　4。forlessablestudents，tellthemtolookbackatdaniel’slistandunderlinetheadjectiveswhichcanbeincludedintheirownwritingtodescribetheirbestfriends。
　　5。encouragestudentstouseavarietyofadjectivestoavoidrepetition。remindthemoftheadjectivestheyhavelearnedinthisunit。allowthemtogothroughthepagesoftheunittolookforsuitablevocabulary。goaroundtheclassroomtoofferhelpwithspelling。
　　6。askstudentstoreaddaniel’sarticleinpartcontheirown。thenaskgeneralquestionstocheckcomprehension，e。g。，‘whoisdaniel’sbestfriend？wheredoesshelive？whatdoesshelooklike？what’sshelike？whatwouldsheliketobewhenshegrowsup？
　　7。askstudentstounderlinetheadjectivesinthearticle。
　　8。askstudentstoidentifythefourparagraphsinthearticle。helpthemidentifythepurposeofeachparagraph。thenfocusonthelayoutofthearticle，e。g。，introduction，mainbodyandconclusion。askstrongerclassestowriteaheadingforeachparagraph。
　　9。makesurethatstudentsareawareoftheuseofpronouns，whichhelplinkdifferentideasandsentencestogetherandavoidrepetitionofnames。
　　10。askstudentstowritearoughdraftusingtheirnotesinpartb，daniel’sarticleasamodelandtheplaninpartd。
　　11。inpairs，studentsread，checkandcorrecttheirpartners’drafts。encouragemoreablestudentstocommentontheirpartners’drafts。goaroundtheclasstocorrectspellingandgrammaticalmistakesandtosuggestimprovementsintheuseofwordsandstructures。
　　12。askstudentstorewritetheirarticlesonaseparatesheetofpaper。encouragestudentstoaddillustrationsorphotosoftheirbestfriendstomaketheirarticlesmoreattractive。
　　13。askvolunteerstoreadouttheirarticlesinclass。displaythearticlesintheclassroom。
　　additionalexercise
　　askmoreablestudentstomakenewsentencesreplacingdaniel’sadjectiveswiththeirownadjectivestodescribearealorimaginaryfriend。
　　game
　　displayonlythephotosorshowonlytheillustrationsontheboard。invitevolunteerstoreadtheirarticlesorotherstudents’articleswhiletherestoftheclasstrytomatcheachdescriptionwithaphotooranillustration。
　　checkout
　　objectives
　　1。toassessstudents’understandingandcorrectuseofadjectives，comparativesandsuperlativesinanewcontext。
　　2。toassessstudents’abilitytotransferinformationfromgraphicalpresentationintowriting。
　　3。toassessstudents’understandingofarangeofadjectivesandsetphrasestodescribepeople’sappearanceandpersonalities
　　4。tousenounandadjectivecollocationstodescribepeople’sappearanceandpersonalities
　　backgroundinformation
　　thissectionencouragesstudentstofindouthowmuchtheyhavelearnedandhowwelltheirlearningstrategiesareworking。inpartaofthecheckoutsection，studentshaveachancetomeetdaniel’sbestfriendkate。inpartb，theyreadadiaryentrywrittenbydaniel。
　　teachingprocedures
　　1。tellstudentsthattheywillbeabletochecktheiruseofadjectives，comparativesandsuperlativesinthestructurestheyhavelearnedearlierintheunitbydoingparta。
　　2。askstudentstoreadthroughthetableandcompletetheconversation。setatimelimit。
　　3。forstrongerclasses，askstudentstocorrectthemselves，orpidetheclassintopairs。studentscorrecteachother’sworkandwritethescoreinthe‘paw’。
　　4。tellstudentsthattheyneedtoselectthecorrectadjectivesandnounphrasestofitthecontextofthesentencesinthediaryentryinpartb。setatimelimit。
　　5。askmoreablestudentstoworkinpairsandcheckeachother’swork。remindthemtowritethescoreinthe‘paw’。forlessablestudents，checkanswerswiththewholeclass。explainstrategiesonhowtoimproveifstudentshaveproblems。suggestthattheytrytolearntheadjectiveandthenounasaunitwhereverpossible。
　　6。forweakerclasses，gothroughthediaryentryandcheckthattheyunderstandallthewordsandphrases。askmoreablestudentstothinkofotheradjectivesornounstofitthecontextofthesentences。writetheappropriatesuggestionsontheboard。
　　extensionactivity
　　askstudentstowritetheirowndiaryentriesaboutsomeofthe‘bestfriends’inthisunit。allowstudentstoreadthedescriptionsofbetty，maxandmayonpage4，thelettersonpages12and13，andthedescriptionofkateonpage16again。