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1、Unit 1 FriendsMain taskObjectives1. To plan ideas for personal writing2. To write a description of the appearance and personality of a friend3. To write for an audience4. To write for a newspaper competition using appropriate register5. To develop an understanding of the structure of the letter: int
2、roduction, main body and conclusionBackground informationEach 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 unitwriting an article about a friend for a newspaper comp
3、etition. Students have a chance to look at Daniels 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
4、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 procedures1. Explain the context of entering a writing competition of a teenage magazin
5、e. 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 Daniels notes in Part A. for weaker classes, read the words students and explain the meanings of difficult words. Ask some students to read the
6、words to check for correct pronunciation.3. Remind students that when we take notes we do not need to write in complete sentenceswe just need to write down the keywords.4. For less able students, tell them to look back at Daniels list and underline the adjectives which can be included in their own w
7、riting 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 spe
8、lling.6. Ask students to read Daniels article in Part C on their own. Then ask general questions to check comprehension, e.g., Who is Daniels best friend? Where does she live? What does she look like? Whats she like? What would she like to be when she grows up?7. Ask students to underline the adject
9、ives 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 st
10、udents 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, Daniels article as a model and the plan in Part D.11. In pairs, students read, check and correct their pa
11、rtners 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
12、 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 exerciseAsk more able students to make new sentences replacing Daniels 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.
