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?

5. Encourage students to use a variety of adjectives to avoid repetition. Remind them of the adjectives they have learned in this unit. Allow them to go through the pages of the unit to look for suitable vocabulary. Go around the classroom to offer help with spelling.

4. For less able students, tell them to look back at Daniel’s list and underline the adjectives which can be included in their own writing to describe their best friends.

3. Remind students that when we take notes we do not need to write in complete sentences-we just need to write down the keywords.

2. Ask students to look at Daniel’s notes in Part A. for weaker classes, read the words students and explain the meanings of difficult words. Ask some students to read the words to check for correct pronunciation.