8A Unit ONE

By Scott Powell,2014-09-12 12:39
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8A Unit ONE



    Unit Goals

    ? To learn how to use adjective properly

    ? To learn to use comparatives to compare two people or two things, to use superlatives to compare three or more people or things and to use „as+ adjective + as‟ to compare people or things

    ? To collect information and organize ideas to describe their friends‟ appearance and personality

    ? To develop the skills of looking for main points and keywords

    ? To develop some ideas about making friends



     More, nothing, bowl, honest, secret, joy, special, sad, believe, magazine, good-looking, slim, willing, ready, singer, almost, eyesight, round, smart, bored, joke, fit, off, advertisement, everyone, true, thin, square, handsome, cheerful, printer, better, worse, worst, test, dangerous, camping , activity, solve, future, become, famous, sporty, agree, runner, reader, uncomfortable, miss, advice, bright, smiling, dark, fat, neat, pleasant, wear, climbing, exciting, correctly (四会) teenager,

    musical, sense, humor, vote, height, competition, cycling, skiing, diving, outdoor, editor, social, nervous, general, appearance (三会) generous, shoulder-length, hiking, secondary, ponytail (二会)


     as … as, give seats to, travel around the world, has poor/good eyesight, think of, keep a secret, say a bad word about, try to do sth., try one‟s best to do sth., feel uncomfortable, sit alone


     She is willing to share things with her friends.

    He has a good sense of humour.

    When something worries me, I can always go to her.

    I think swimming is not as interesting as cycling.

    I can listen to people‟s problems and help them solve their problems.

    I will be happy if I can make people happy again.

    I am unhappy these days because I have some problems with my new school.


    Teaching Goals

    ? To revise vocabulary and expressions used 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

    Teaching Procedures ww w. xk m

    STEP 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?

    STEP 2 A 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

    STEP 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 the students read the conversation aloud.

    4) Have the students act the conversation in pairs.

    STEP 4 Discussions

    a. If you were Eddie, you are hungry, too. Do you want to share your pizza with Hobo? Why or

    why not?

    b. Do you think Eddie is a good friend?

    c. What do you think should do?

    STEP 5 Talking about your best friend

    (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? Make me happy: Do you talk to him / her when you are sad?

    Helpful: Do you talk to him/her when you have problems.

    STEP 6 Qualities of a good friend

    a. Have the students finish Part A (Page 3).

    b. Check the answers in class.

    c. Get the students to make a summary as the following:

    A good friend can make you happy.

    A good friend should be helpful. He/she helps you solve problems. A good friend should be honest. You always believe what he/ she says. A good friend shares your joy. He/she shares your sadness, too. A good friend should keep secrets. You can tell him / her everything. \ d. showing the qualities of a good friend.

    STEP 6 What‟s important?

    a. A good friend may have lots of qualities. It is also very important for us to figure out what the

    most important qualities are, because the students may need these to tell about good friends. These

    will definitely help the students a lot in making friends with each other. b. Have the students finish the table in groups of four. I think it is important to get the students to


    discuss it before we come to any conclusion. Or simply, we don‟t need any conclusions here. The thing that matters is that they start to think about this on their own. I think it very helpful to give

    the students the sentence patterns before they start to talk about this topic. The sentence patterns

    are listed as follows.

    It is very important for my good friend to be polite.

    It is quite important for my good friend to be clean and tidy. It is not important for my good friend to be good looking.

    It is very important for my good friend to….

    It is quite important for my good friend to….

    It is not important for my good friend to….

    STEP 7 Homework

    a. Read the comic stripes and try to remember it. Try your best to act it out. b. Try to read your notes about the qualities of good friends. If possible, think of other qualities a

    good friend should have.

    c. Finish off the exercises in the Evaluation Handbook and Learning English. PERIOD 2: READING I

    Teaching Goals

    ? To guess general meanings from the key words 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

    Teaching Procedures

    STEP 1 Let‟s talking about your best friends

    Get the students to talk about their friends. They may just say a few words or some very short

    sentences, but they are encouraged to speak out what they have already learned to describe a person. Then classify some of the words they used on the blackboard in different categories.

    1. Who is your best friend in your class? He / she is …

    2. Classify the words into the following parts:




    future plan

    3. Get the students to read the words on the blackboard together. STEP 2 Finding out the key words

    “In our textbook, three students has written (wrote) about their friends for a competition. Can your find their names as quickly as possible. “(Betty, Max and May)

    Read the passages, and find out the key words for each of the passages Betty is _____________.Max is ____________.May is _____________. Betty






Short hair

     Tall, poor eyesight

    Glasses smart

     Small straight,

    shoulder length hair



     Generous , Helpful

     a good sense of humour

     a true friend


     Wants to be a singer



     STEP 3 Choosing the best friend

    Have the students finish the exercises on page 5. Check the answers in pairs. Or Check the answers in class. STEP 4 Detailed study of the passages

    Read the passages one paragraph after another. Ask students questions and help them take down the key phrases.


    1. Is Betty the writer‟s new friend? (No, they have been friends for a long time.)

    2. What does Betty look like? (She is as slim as the writer and has short hair. ) 3. What are Betty‟s personalities? (She is generous and helpful.)

    4. How can we know she is generous? (She is willing to share things with her friends.) 5. How can we know she is helpful?

    She is ready to help people any time. She helps writer with her homework. She always gives seat to people in need on the bus. )

    6. What does Betty want to do when she grows up?

    (She wants to be a singer and travel around the world when she grows up. ) Max

    1.What is Max like?

    (He is very tall--- almost 1.75metres. His small, round glasses make him look smart.) 2.Why does he have poor eyesight?(Because of working on the computer too much at night.)

3. What is the characteristic (性格) of Max? Max has a good sense of humour.)

4. Why does the writer say so?

    (The writer never feels bored or unhappy when he is with Max. He tells funny jokes and

always makes me laugh. )

5. Do Max‟s legs fit under the desks? Why? (No. Because his legs are very long.)


6. Why does the writer think Max is funny?

    (Because Max often knocks their things off the desks when he walks past their desks.)


1. What is May like?

(She is shorter than the writer and is very small. She has straight, shoulder-length hair. Everyone

    thinks she is pretty. )

2. What kind of friend is May? (May is a true friend. )

3. Why does the write think May is a true friend?

    (a. She can keep a secret. When something worries the writer, he can always go to her. The writer can tell May anything. )

(b. She is kind. She never says a bad word about anyone.)

    Have the students retell the passages, looking at the keywords on the blackboard.

STEP 5 What makes a best friend?

Have the students finish Part C1, on Page 6.

    Check the answers in pairs. OrCheck the answers in class. STEP 6 Discussion

    Which people would you like to have as your best friends Betty, Max or May? Why?

STEP 7 Homework

1. Read after the tape five times. Your parent‟s signature is needed.

    2. Finish the exercises in the Evaluation Handbook and Learning English.


Teaching Goals

? To figure out the structure of each passage

? To speak out the passage in their own words, following the structure of the passages


? To explain the language points in the passages

? To develop a good attitude towards friends

Teaching Procedures

STEP 1 Reading the passages together

Help students to remember what we learnt last time by getting them to read the passages together


    STEP 2 Figuring out what each paragraph is about

Help the students to figure out what each paragraph is about. It is important to encourage the

    students to speak out their ideas, and at the same time to give out their own reasons. (This is very

    important here, because it may make it easier for the students to understand the structure of a

    passage, and then remember it more easily.)

as slim as


have short hair

    be ready to

    be willing to share…with

Betty generous


    Help… with

    Give seat to people in need

    Future Plan

    want to be , travel around the world






    have poor eyesight because of working on the computer too much

    almost 1.75 meters

    the tallest

    wear glasses


make sb. look smart

    never feel bored or unhappy, be with sb.

     Max humorous have a good sense of humor Something special

    Tell funny jokes; make sb. happy

    long legs

    They don‟t fit under the desk

    Walk fast àknock…offàfunny

    shorter than I am

    very small

    Everyone thinks she is pretty.



    Have straight, shoulder-length hair

    When something worries me, I can go to her. Personality


a true friend

    keep a secret


    I can tell her anything.

    Never say a bad word about anyone

STEP 3 Explaining the sentences

Explain the sentences one by one and talk about the language points, by giving more examples.

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 …off

11. think of …

12. Everyone thinks she is pretty.

13. When something worries me, …

14. say a bad word about anyone.

STEP 4 Finishing the exercises

    Get the students to finish the following exercises without looking at the book to check if they have grasp the language points or remember the sentences.

STEP 5 Saying something about making friends

    It‟s the time for the student to say something about making friends. They are going to be motivated to think about the following questions.

a. What kind of people can be your best friend?


b. What kind of personality do you hope your best friends to have?

c. What do you think is the most important thing between two friends?

STEP 6 Homework

a. Recite the three passages fluently.

b. Tell your parents about your best friend at school.

c. Write about your best friend, following the structure.


Teaching Goals

? 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

? To make up more sentences talking about one‟s appearance

Teaching Procedures

STEP 1 A guessing game

    Take an exercise book to the classroom. Tell the students that one of them has done well in yesterday‟s homework. Can you guess who he/she is?In this way, the students‟ attention is drawn to describing a person. They will surely get the right person. If not, I will give them some hints.

STEP 2 Talking about one‟s appearance

It is important to learn to describe one‟s appearance.

    When we see a person, we don‟t pay attention to his facial appearance at the first sight. We can only tell his/her general appearance. Can you think of words that talk about one‟s general appearance?

    tall, short, strong, fat, thin, slim, tidy, clean, beautiful, good-looking, handsome, lovely, pretty, smart, lovely, cute


    Here we should pay attention to some of the words. For example, we seldom us „thin‟ or „fat‟ to talk about people, because they sounds impolite, sometimes it may hurt that people.

STEP 3 Boys or girls?

    Some of the words can only be used to talk about boy, while some only with girls. So it is also very important to make it clear.

a. Have the students finish Part B in two or three minutes.

    b. Discuss the answers with the students. Make sure they feel confident in using these words.

Boys: good-looking, handsome, smart

Girls: beautiful, good-looking, handsome, lovely, pretty, smart

    It must be stated very clear that handsome can not only go with boys but also with girls. But when it describes girls, it means „having an attractive appearance with large strong features‟, sometimes it means „端庄的‟ in Chinese.

    But, „beautiful‟ and „pretty‟ are not the same. Usually, „pretty‟ is used to modify girls who are small but beautiful.

STEP 4 Talking of something special about one‟s appearance

    However, it is not enough that we describe people‟s general appearance. For example, when I say „My friend is good-looking‟, do you know whom I am talking about? No. So it is really important for us to learn to describe one‟s facial appearance and learn to talk about something special about someone.

First. Let‟s talk about one‟s hairstyle.

    have black hair in a ponytail/in bunches, wears a modern hair style, have straight, shoulder-length hair, with short, straight hair on the forehead

Second, let‟s talk about one‟s face.

round, square, oval, small, big

Third, let‟s talk about one‟s eye.

    have big, bright and smiling eyes, round, big, small, have poor eyesight, wears (small, round) glasses (with black frames)


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