1. To guess general meanings from keywords and context

6. On the board, write ‘What qualities of a good friend are important to you?’. Ask the class to think carefully about what qualities 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 partner’s choice of qualities. Write some structures on the board to enable students to focus on the choice of adjectives and to maintain a fluent oral performance.

Extension activity

You can copy the table. More able students can add more adjectives describing qualities of a good friend. Students can also interview several classmates using this table. They should write tally marks instead of ticks in the table. Then they can compare their results with a partner or in class to find out which qualities are the most popular.

Game

Ask each student to write three adjectives or phrases to describe a classmate on a piece of paper. Remind students to write his or her name as well. Encourage them to work on their own and not to show their choice of words to other students. Then collect the pieces of paper and put them together. Draw one at a time and read each description. Invite the class to guess whom it describes.

Reading

Objectives

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’.

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 and phrases on the board.

3. Go around the class to check that students have written the correct letters.

2. Ask students to look 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. Then ask the class to write the correct letters on their own.

1. Ask more able students

e.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.)

4. To categorize adjectives to describe important qualities of a friend according to personal preferences

Background information

This 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. It also preteaches some useful words and expressions.

Teaching procedures

3. To generate ideas about people’s appearance and personalities

2. To guess meaning from context