Unit 1 Welcome to the unit (Pp. 2 – 3) Warming up
Objectives
- To revise vocabulary and expressions to describe people
- To guess meaning from context
- To generate ideas about people’s appearance and personalities
- To categorize adjectives to describe important qualities of a friend according to personal preferences
Language focus
Vocabulary
nothing bowl honest secret
joy problems teenager magazine
good-looking musical
Phrases
1. have something to drink
Can I have something to drink?
2. What about …?
What about some milk?
3. some more food
have some more food
4. nothing else
There’s nothing else in the fridge.
5. the pizza in your bowl
6. talk to him / her
talk to him / her when you are sad
7. talk to him / her about …?
talk to him / her about anything
8. have problems
9. Do you believe …?
Do you believe what he / she says?
10. write to us at ‘Teenagers’ magazine
Pre-task activities 1. Brainstorming and free discussion
- Are you hungry now?
- If you are very hungry, what can you do? What are you going to do?
- Do you want to have anything to drink, too? What would you like to drink?
- If you are still hungry, what can you do? (Have some more food.)
- If there’s nothing else in the fridge, what can you do?
During-task activities 2. Listening task
Listen to the conversation between Eddie and Hobo. Can you find out the answers to these questions:
1) ______ is / are hungry.
A. Eddie B. Hobo
C. Eddie and Hobo
2) Hobo wants to share the ______ with Eddie.
A. cake B. milk C. pizza
3. Reading
1) Read the conversation after the tape.
2) Explain the language points briefly.
- Do you want some?
Do you want some cake?
I have a cake.
- Can I Have something to drink?
Is there anything in the fridge?
- What about …?
- Have some more food
Have too much food
Have enough food
- Maybe we can share it.
3) Have my students read the conversation aloud.
4) Have my students act the conversation in pairs.
4. Talking about your best friend
My best friend in my class is ______.
He / She is ______.
(Ask questions according to the sentences given on Page 3.)
honest: Do you believe what he / she says?
Keep secrets: Can you talk to him / her about anything?
Share my joy: Do you talk to him / her when you are happy?
5. Qualities of a good friend (Page 3)
- Have my students finish the exercises by themselves.
- Check the answers in class
6. What are the important qualities of a god friend? Complete the table on Page 3.
Post-task activities Discussion: If you were Eddie, you are hungry, too. Do you want to share your pizza with Hobo? Why or why not?
Unit 1 Best friends (Pp. 4 – 6) Reading
Objectives:
- To guess general meanings from keywords and context
- To skim text for overall meanings and scan for details
- To identify specific information about different people from their friends’ descriptions
- To use adjectives to describe people’s appearance and characteristics
- To recognize the use of comparatives and superlatives
Language focus
Vocabulary
slim generous willing ready
seat singer wonderful almost
poor eyesight smart sense
humour bored unhappy joke
fit knock advertisement shoulder-length
true vote
Phrases
1. as slim as I am
2. for a long time
3. be generous
4. be willing to share things with her friends
5. be ready to help people
6. any time
7. help me with my homework
8. give seats to people
9. in need
10. on the bus 11. want to be a singer
12. travel around the world
13. grow up
14. see each other often
15. have a wonderful friend named Max
16. almost 1.75 metres
17. have poor eyesight
18. because of
19. too much computer work
20. wear small, round glasses 21. make him look smart
22. have a good sense of humour
23. feel bored or unhappy
24. be with me
25. tell funny jokes
26. make me laugh
27. walk fast
28. walk past me
29. knock over our books and pens
30. be so funny
Pre-task activities 1. Who is your best friend in your class? He / she is …
2. classify the words into the following parts:
appearance
personality
ability
future plan
During-task activities 1. Read the passages, find out the key words of each passage.
- Betty is _____________.
- Max is ____________.
- May is _____________.
Betty Max May
Appear. Slim
Short hair Tall, poor eyesight
Glasses – smart Small straight, shoulder – length hair – pretty
Person. Generous
Helpful A good sense of humour A true friend
Special Wants to be a singer funny Kind
2. Choosing the best friend
- Have my students finish the exercises on page 5. Check the answers in pairs.
- Check the answers in class.
3. Detailed study of the passages
- Read the passages one paragraph after another. Ask students questions and help them take down the key phrases. Have my students retell the passages.
- Explain the language points as well.
4. What makes a best friend?
- Have my students finish Part C, on Page 6. Check the answers in pairs.
- Check the answers in class.
Language study 1. as … as …
She is as slim as I am.
She is as tall as I am.
I am as tall as she is.
I run as fast as she does.
She runs as fast as I do.
I drove as quickly as she did.
She drove as quickly as I did.
I am driving as carefully as she is.
She is driving as carefully as I am.
I can run as fast as she can.
She can run as fast as I can.
2. be willing to do sth.
be ready to do sth.
3. want to be …
want to do …
4. I have a wonderful friend named Max.
I have a wonderful friend called Max.
5. … because of too much computer work.
… because he has too much computer work.
6. … and they make him look smart.
they: the glasses
look smart (adj.)
make sb. do sth.
make me laugh
7. I never feel bored or unhappy when he is with me.
feel bored (adj.)
8. … and they do not fit under the school desks.
fit v.
9. … when he walks past the desks, …
pass & past
10. knock over
11. think of …
12. Everyone thinks she is pretty.
13. When something worries me, …
14. say a bad word about anyone.
Exercises:
I want to ______ ______ ______（告訴你關(guān)于……的事） my best friend Betty. She is ______ ______ ______（和……一樣苗條） I am. She has short hair. We have been best friends ______ ______ ______ ______（一段很長(zhǎng)的時(shí)間）.
Betty is generous. She is willing to share things ______ her friends. She is also very helpful and is ready to help people any time. She helps me ______ my homework and she always gives seats ______ people ______ need ______ the bus.
Betty ______ ______ ______ ______ ______（想要當(dāng)一名歌手） and ______ ______ ______ ______（環(huán)游世界） when she ______ ______（長(zhǎng)大）. We may not get to ______ ______ ______（看見彼此）often but we will always be best friends.
I have a ______ （出色的）friend ______（叫做） Max. He is very tall - ______（幾乎） 1.75 metres. However, he has ______ ______ （視力不好） ______ ______ （因?yàn)椋?______ ______ （太多的） computer work ______ ______ （在夜晚）. He ______ （戴） small, round ______ （眼鏡） and they make him ______ ______ （看上去聰明的）.
Max _______________ （富有幽默感）. I never _______________ （覺得厭煩或不開心） when he _______________ （與我在一起）. He _______________ （講述奇怪的笑話） and always _______________ （使我開懷大笑）.
His legs ______ (be) very long and they ______ (not fit) under the school desks. He can ______ (walk) ______ (fast) but when he ______ (walk) ______ (pass / past) the desks, he often ______ (knock) over our books and pens. He ______ (be) so funny.
I ______ ______ （想到） my good friend May when I read your advertisement. She is small and she has ______ （直直的）, ______ （齊肩發(fā)） hair. Everyone ______ （認(rèn)為） she is pretty.
May is a ______ （忠實(shí)的）friend. When something ______ （困饒我）, I can always go to her. I can tell her ______ （任何事情） because she can keep a ______ （秘密）.
She is kind and never ______ (say) a bad word about ______ (someone).
Unit 1 Describing people’s appearance (P. 7) Vocabulary
Objectives:
- To use adjectives to describe people’s physical features
- To use adjectives to describe general appearance of people
- To select and use adjectives that are appropriate to describe the appearance of boys and girls
Language focus:
Vocabulary: thin, square, handsome
Pre-task activities Weekly Quiz 4:
I. Vocabulary (60’)
generous unhappy wonderful
almost advertisement shoulder-length
II. Phrases (24’)
1. travel around the world
2. each other
3. have poor eyesight
4. too much computer work
5. have a good sense of humour
6. tell funny jokes
7. knock over …
8. think of …
III. Sentences (16’)
1. I have a good friend named Max.
2. The teacher makes me do a lot of exercises every day.
3. Everyone calls me Betty.
4. He saw three policemen when he walked past the police station.
5. Be quick! Don’t walk so slowly.
6. She is as slim as I am.
7. She is willing to share things with her friends.
8. She wants to be a singer when she grows up.
9. We didn’t go to the park yesterday because of the heavy rain.
10. I never feel bored when he is with me.
11. Max is my best friend. He is an honest boy.
12. He is a clever boy. = He is smart.
During-task activities 1. Have my students study the new words by themselves: thin, square
2. Daniel is … / Daniel looks …
3. Pattern drills:
What is Daniel like?
What does Daniel look like?
4. Describing the appearance of boys and girls.
Post-task activities General appearance:
slim, thin, fat, strong, tall, short, beautiful, smart, good-looking, handsome, pretty, tidy, clean
Face: long, short, round, square
Eyes: big, small, round, bright, smiling
Nose: long, short, big, small
Hair: black, dark brown, long, short, shoulder-length, straight, ponytail
Unit 1 Grammar (Pp. 8 – 11) Grammar
Objectives:
- To use an adjective before a noun or after a linking verb to describe someone / something
- To use comparatives to compare two people / things
- To use superlatives to compare three or more people / things
Language focus:
Vocabulary: cheerful, than
The comparative and superlative forms of the following adjectives:
Tall, small / nice, fine / pretty, easy / slim, big / beautiful, important / good, bad, etc.
Pre-task activities 1. Write one sentence to describe the appearance of your partner.
2. Write several sentences about the appearance of your partner.
General appearance, face, eyes, nose, hair, etc.
During-task activities 1. Change the sentence forms:
Millie has short hair.
Millie’s hair is short.
2. Comparatives
Have my students study the forms of the comparative forms of adjectives:
Tall, small, nice, easy, big, beautiful, good, bad, etc.
3. Superlatives
Have my students study the forms of the superlative forms of adjectives:
Tall, small, nice, easy, big, beautiful, good, bad, etc.
4. Part B1, on page 9.
5. Part B2, on page 10.
6. Word study:
Outdoor activities: hiking, cycling, camping, skiing, diving
7. Using ‘ (not) as ’ + adjective + ‘a(chǎn)s’
She is as slim as I am.
8. Part C1, on page 11.
Post-task activities What do you think about the activities?
Talking about the activities with a partner using ‘(not) as … as’.
Unit 1 My best friend (Pp. 15 – 16) Main task
Objectives:
- To plan ideas for personal writing
- To write a description of the appearance and personality of a friend
- To write for an audience
- To write for a newspaper competition using appropriate register
- To develop an understanding of the structure of the letter: introduction, main body and conclusion
Language focus:
Vocabulary:
Smiling, general, appearance, pleasant, ability, wear
Pre-task activities Task I: Brainstorming and free discussion
Who is your best friend?
… is _________. (Ask my students to give as many words as possible. Classify the words into different groups while writing.)
Face: long, short, round, square
Eyes: big, small, round, bright, smiling
Nose: long, short, big, small
Hair: black, dark brown, long, short, shoulder-length, straight, ponytail, bunches
General appearance: slim, thin, fat, strong, tall, short, beautiful, smart, good-looking, handsome, pretty, tidy, clean
Personality: friendly, kind, polite, happy, honest, helpful, cheerful, pleasant
Abilities: smart, clever, hard-working, musical
During-task activities Task II: John’s best friend
- Do you know who my best friend is? (Show my students the picture of Kate, on page 16.)
- What is she like? What does she look like?
1) General appearance: tall and slim
2) face: square
3) nose: long
4) eyes: bright, smiling
5) hair: black, should-length, long
- What is her personality?
- Look at this picture, what is she doing? (She is helping Daniel with his homework.)
- What is her personality, can you guess? (She is helpful.)
Task III: Listening task
Listen to my speech; tell me my friend’s name, appearance, personality and her future plan.
(Ask my students to take notes while listening.)
Personality: helpful, friendly, kind, happy, cheerful, pleasant
Task IV: Reading task
Read the passage on page 16 and find out Kate’s ability.
She is clever.
Task V: My best friend
1. Read the passage after the tape.
2. Say something about Kate according to the notes the students have taken.
Post-task activities Ask my students to write his / her best friend in class. Ask other students guess who he / she is.