1、Unit 1 FriendsLanguage functions and focus1. 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.: Sandys hair is longer than Millies hair.3. Use superlatives to compar
2、e three or more people things e.g.: He is the tallest boy in my class.4. Use as+ adjective+ as to compare people / things e.g.: Millie is as tall as Kitty.5. Use adjectives to describe someones physical features and appearance e.g.: Sandy is tall and has long hair.Language skillsListening 1. Identif
3、y main ideas to obtain information about a friend2. Interpret information to obtain a general understanding of the people in a conversation3. Identify specific and relevant information to complete letters about teenagers future plansSpeaking1. Use questions and answers to talk about peoples appearan
4、ce and personality2. Use everyday expressions to show agreement and confirm informationReading 1. Guess general meaning from keywords and context2. Skim text for overall meaning and scan for details3. Identify specific information about different people from their friends descriptionsWriting1. Colle
5、ct information and organize ideas to describe the appearance and personality of a friend2. Produce a particular text-type for an audience using a given modelStudy skillsLook for main points and keywords to help understand and remember a passage more easilyBackground informationBook 8A continues the
6、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 comm
7、unication.Overview of the unitThe 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 openingBackground informationThe opening page arouses students interest in the topic of the unit through t
8、he funny interactions of two cartoon characters (Eddie and Hobo). This opening page introduces the idea of friendship and sharing.Warm-up activities1. 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
9、 milk.) Is there anything else in the fridge (No, there isnt.) What does Hobo want (He wants to share Eddies 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 beca
10、use he shares his food with Hobo.) Ask two more able students to role-play the conversation in front of the class.Welcome to the unitObjectives 1. To revise vocabulary and expressions to describe people2. To guess meaning from context3. To generate ideas about peoples appearance and personalities4.
11、To categorize adjectives to describe important qualities of a friend according to personal preferencesBackground informationThis 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.
12、It also preteaches some useful words and expressions.Teaching procedures1. Ask more able studentse.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 loo
13、k 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. Th
14、en 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 a
15、nd 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 quali
16、ties 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 partners choice of qualities. Write s
