1. To use adjectives to describe people’s physical features

8. Divide students into pairs and ask them to vote for one of the ‘best friends’ described in the articles on page4. Write down the number of votes for each person on the board.

Extension activity

Organize a class vote for a ‘best friend’. On a piece of paper, ask students to write a brief description about a person they consider to be a best friend. Invite 6-7 students to put up their descriptions on the board. Then read the descriptions one at a time and ask the class to vote for one of them. Ask individual students why they have voted for that particular person.

7. For weaker classes, read the sentences in the speech bubbles before you ask the students to find out who each of the characters will vote for and fill in the blanks. Then ask ‘Who will Amy/ Simon/ Sandy vote for?’ to check the answers.

6. Explain the context of Part C2 and check that students understand the idea of voting for somebody or something. If time allows, organize a class vote. Name a job, e.g., a class monitor, a student representative, etc. ask stronger classes to make a list of qualities required for the job. Write all the qualities suggested by the students on the board. For weaker classes, provide this table with the adjectives.

Then ask the students to vote for each quality. Before each vote, invite more able students to explain why they will vote or not vote for that particular quality. Accept all reasonable answers, e.g.: I will vote for ‘clever’ because it’s important that a class monitor learns and understands things quickly.

5. Ask more able students to do the extra sentences in Part C1. You can also ask them to correct the false sentences.

4. Ask students to correct the false sentences.

3. Alternatively, you can ask students to close their books while you are reading each sentence. Give a score to the team who gives the first correct answer.

2. If you use it as a quiz, divide the class into teams of 4-5 students. Set a time limit. The team who gets all the correct answers first is the winner.

1. Explain the context of Part C1 and read the six sentences for weaker classes. Depending on students’ abilities, set this activity either as an individual activity or as a quiz.

2. Alternatively, you can divide the class into three or four competing teams. Each team can work out description for the other teams to guess. Give a score only for the first correct guess.

Part C

Teaching procedures