2. To assess students’ ability to transfer information from graphical presentation into writing.

1. To assess students’ understanding and correct use of adjectives, comparatives and superlatives in a new context.

13. Ask volunteers to read out their articles in class. Display the articles in the classroom.

Additional exercise

Ask more able students to make new sentences replacing Daniel’s 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.

Check out

Objectives

12. Ask students to rewrite their articles on a separate sheet of paper. Encourage students to add illustrations or photos of their best friends to make their articles more attractive.

11. In pairs, students read, check and correct their partners’ 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.

10. Ask students to write a rough draft using their notes in Part B, Daniel’s article as a model and the plan in Part D.

9. Make sure that students are aware of the use of pronouns, which help link different ideas and sentences together and avoid repetition of names.

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.

7. Ask students to underline the adjectives in the article.

6. Ask students to read Daniel’s article in Part C on their own. Then ask general questions to check comprehension, e.g., ‘Who is Daniel’s best friend? Where does she live? What does she look like? What’s she like? What would she like to be when she grows up?