第一部分：教學(xué)設(shè)計

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 ‘a(chǎn)s+ 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

LANGUAGE POINTS AND FOCUS

VOCABULARY 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 (四會) teenager, musical, sense, humor, vote, height, competition, cycling, skiing, diving, outdoor, editor, social, nervous, general, appearance (三會) generous, shoulder-length, hiking, secondary, ponytail (二會)

EXPRESSIONS 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

STRUCTURE 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.

PERIOD 1: COMIC STRIPES & WELCOME TO THE UNIT

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 b1.co 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

My best friend in my class is ______.He / She is ______.

(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:

appearance

personality

ability

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新課標(biāo) 第一網(wǎng)

Betty is _____________.Max is ____________.May is _____________.

Betty Max May

Appearance Slim

Short hair Tall, poor eyesight

Glasses – smart Small straight,

shoulder – length hair

pretty

Person Generous , Helpful a good sense of humour a true friend

Special Wants to be a singer funny Kind

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.

Betty

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.)

May

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.

PERIOD 3: READING II

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 loudly.

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.)

Betty

Max

May

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.

PERIOD 4: VOCABULARY

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 ‘端莊的’ 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)

Fourth, let’s talk about one’s nose.

big, small, flat, hooked

Fifth, let’s talk about one’s ear.

big, small, look like two small fans

Finally, let’s talk about one’ s mouth.

big small, wide

Well, it may seem a little bit boring if we only name and write the words on the blackboard. So it is important for me to do something to take control of the class.

I think it is good way to describe the students in the class, as I am teaching the words. The students will be well-motivated to describe the students around them.

They will surely have fun this way.

STEP 5 Activity

Now, we can easily write about someone’s appearance. Can your write about one of your classmates? Let the others guess who he /she is? You need to write at least 5 sentences.

Give the students 5-6 minutes to write the passage. Get some of the students to read aloud

STEP 6 A summary

Make a general summary. Read the words on the blackboard.

General appearance: slim, thin, fat, strong, tall, short, beautiful, smart, good-looking, handsome, pretty, tidy, clean

Face: long, short, round, square

Eyes: big, small, round, bright, smiling

Nose: long, short, big, small

Hair: black, dark brown, long, short, shoulder-length, straight, ponytail

STEP 7 Homework

a. Read and learn these words by heart.

b. Write about one of your best friends.

c. Finish off the exercises in the Evaluation Handbook and Learning English.

PERIOD 5: GRAMMAR I

Teaching Objectives

● To learn to use an adjective before a noun or after a linking verb to describe someone or something

● To help students understand the structure “l(fā)inking verb+ adjective”

● To use comparatives to compare two people or things

● To use superlatives to compare three or more people or things

● To get students focus on how to form comparatives and superlatives with adjectives

● To help students to have some general ideas about when to use comparatives and when to use superlatives

Teaching Procedures

STEP 1 Having a revision

Sam has a square face. Jude has long and black hair.

Sam’s face is square. Jude’s hair is long and black.

Jimmy is a tall boy. Sandy is a pretty girl .

Jimmy is tall. Sandy is pretty.

Get your students to read and compare these sentences.

The conclusion: We can use adjectives to describe someone or something. We can put and adjective before a noun or after a linking verb.

Get the students to talk about the sample sentences in Part A to check if we make the right conclusion.

STEP 2 Being followed by adjectives

Usually, verbs are followed by adverbs. But they can be followed by adjectives. Why? Because they are different kind of verbs. If a verb can be followed by an adjective, then we can make a conclusion that the verb is a ‘linking verb’. Get the students to think of more examples.

When you grow older, you may understand this.

Spring is here. Trees turn green.

The dumplings smell nice.

He does exercises to keep healthy.

After a long walk, I felt tired.

The flowers in the garden look beautiful.

(The verb ‘look’ can be used in other structures, ‘He looked at me angrily. ’ In this example, ‘look’ is not used as a linking verb, so it is modified not by an adjective but by an adverb ‘a(chǎn)ngrily’. The structure is different from ‘He looked angry’)

Your white coat gets dirty.

He seems happy today.

STEP 3 Talking about the pictures

Show two pictures to the students and get one or two students to talk about the pictures.

Jim is tall. Sam is tall, too. (Let’s compare. Who is taller?) Sam is taller.

Show one more picture. Get the students to compare the three pictures. They may easily come out with the following sentence, ‘Sam is the tallest.’

(I may use more pairs of pictures like this to talk about it.)

Tell the students that we use comparatives to compare two people or things. When we compare three or more people or things, we use superlatives.

STEP 4 Forming comparatives and superlatives

Ask the students, do you know how to form comparatives and superlatives.

Most short adjectives+-er/-est cold, kind, round smart

Short adjectives ending in e +-r/-st nice, fine, brave

Short adjectives ending in a consonant +y -y+-ier/-iest

funny, lazy, pretty, easy, early

Short adjectives ending in a vowel + a consonant

slim, big, hot, fat, thin

‘+more/most’ before long adjectives

important, helpful, polite, interesting, careful

Replace the irregular adjectives with new words

good/well, better, best

bad/ ill/ badly, worse, worst

little, less, least

much/many, more, most

old, elder/older, eldest/eldest

far, farther/further, farthest/ furthest

Get the students to finish Part B1 on page 9.

STEP 5 Finishing Part B2 on page 10

Get the students to finish Part B2 on page 10. Remind the students that the structures like ‘of the three, of all, in+ a noun’ usually go with superlatives. While the word ‘than’ is usually used with comparatives. It is also important to tell the students to add a ‘the’ before superlatives.

If necessary, I think the teachers should give some examples to show the students how to read and understand the structures. Then use questions to help them.

STEP 6 Summary

Compare two people and things:

A is_______ ______B.(tall)

A is_______ ______B.(slim)

A is _______ ______B.(heavy)

This pencil case is_____ _____that one.(nice)

English is_____ _____ ________Maths.(interesting).

A is _____ ______ B at English .(good)

Compare three or more things:

Sam is____ ____ of the three. (tall)

The bag is ____ _______ of all. (heavy)

The girl is_____ ________in our class. (thin)

The weather in Kunming is______ ______in China.(fine)

Li Yuchuan is _______ _______ _______ super girl of the three.(wonderful)

STEP 7 Additional exercises

Jim is very __________. Tom is much ___________

than Jim. Tom is _________ of the three. (tall)

Who is _________, Daniel or Millie?(thin)

Li Lei is __________ than Li Xin and Wang Fei. He is

______________ in his class. (early)

This story is ____________ than that one. (interesting)

This first girl is quite _________. The second one is __________ than the first one. But the third one is ________________ of all. (pretty)

STEP 8 Homework

Review what we have learnt.

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

PERIOD 6: GRAMMAR II

Teaching Objectives

● To consolidate the usage of comparatives and superlatives

● To continue to talk about how to compare people and things

● To use ‘(not) as …so/as…’ to compare people or things, when people or things are (not) the same in some ways

Teaching Procedures

STEP 1 Using comparatives

Get two pencils (One is new, the other is used.) in hands and show them to the students. Get the students to talk about the two pencils using comparatives.

A is longer than B. B is shorter than A.

A is as long as C.

Use pictures and things to do this several times. Make sure that the students can speak this structure very well.

STEP 2 Talking about the table

Ask the students to look at the table on page 10 again. Get them to talk about the table once again.

Millie is 1.5 meters tall. Sandy is 1.5 meters tall, too.

Millie is as tall as Sandy.

Amy is 40 kg. Kitty is 40kg, too. Amy is as heavy as Kitty.

Millie is 150cm. Peter is 168cm.

Millie is not as tall as Peter.

Millie is shorter than Peter.

Encourage the students to make more sentences, using ‘(not) as …so/as…’the more sentences, the better.

STEP 3 Filling in the blanks

Show the students a table as following.

A B C D

Age

Height

Weight

Running (50m)

Maths test

Englih test

Chinese test

Ask the students to work in groups of four and first fill in the blanks by asking each other questions. Then get the students to talk about this information in groups of 4 students. Encourage them to use comparatives, superlatives and ‘(not) as… so /as…’to compare people or things. STEP 4 Making sentences

Tell the students that stars show how interesting the activity is and the triangles show that how dangerous the activity is.

Get the students to talk about Millie’s opinion first.

Hiking is as interesting as skiing.

Swimming is not as interesting as hiking.

Camping is not as interesting as swimming.

Diving is not as interesting as camping.

Cycling is not as interesting as diving.

Skiing is as dangerous as diving.

Swimming is as dangerous as camping.

Hiking is as dangerous as cycling.

Cycling is not as dangerous as diving.

Hiking is not as dangerous as swimming. …. AND SO ON.

Give the students 3 minutes to finish the exercises in Part C1 on page 15.

(For weaker classes, the teacher better explain how all this works.

For stronger classes, just let the students to do it by themselves. )

Check the answers together.

Ask the students to fill in their own information and talk about it in groups.

Encourage the students to make more sentences like this. Here I can organize a competition among different groups. Or I can organize some chain work.

STEP 5 A summary

We use ‘(not) as…so/as…’ to compare people or thing, when they are (not) the same in some ways.

STEP 6 Additional exercises

I. Fill in the blanks

I think English is as________(important) as Chinese.

Swimming is as _______(interesting) as cycling.

Amy is not as_________(careful) as Simon.

Maths is not as________(difficult) as English.

II. Translation

我認(rèn)為游泳不如徒步旅游有趣。I think swimming is___________________.

不僅滑雪而且騎自行車都沒有潛水危險。

________skiing______cycling____________________________diving.

我認(rèn)為如果我們小心，所有戶外活動都不危險。

I ______________________________ are dangerous if we are___________.

STEP 8 Homework

a. Go over what we have learnt.

b. finish off the exercises in the Evaluation Handbook and Learning English.

PERIOD 7: INTEGRATED SKILLS

Teaching Objectives

● To listen for and identify specific information

● To understand the people of his/ her future plan and find out why they want to have the plan

● To respond to written text and information got from listening

● To select proper information or details, to consolidate information and complete two letters to the editor of a magazine

Teaching Procedures

STEP 1 Showing some pictures

Show some pictures of some famous persons, asking the students if their know about these persons and their jobs. Teach the word ‘popular’.

A lot of students know about the people above. They like them. Get the students to read the names correctly, especially Celine Dion.

Get the students to talk about their future plans, using the following sentences.

I want to be a ______ when I grow up.

I would like to be as popular as ____ is when I grow up.

I hope to become a famous _______ and _______ in the future.

Encourage the students to give their reasons very briefly. And lead them to think about what they can do for other people and what they can do for the society.

make other people happy travel around the world

be kind/helpful/popular make money to help more people

STEP 2 Listening to the tape

STEP 3 Read the passage

Get the students to read Part A2 aloud. Ask the students to read the passage silently and find out What Millie tries to do and why Millie wants to be a social worker.

What does Millie try to do?

a. She tries to be kind to his classmates.

b. She tries her best to help her friends.

Why does Millie want to be a social worker?

a. She can listen to people’s problems.

b. She can help people to solve their problems.

c. She will be happy if she can make people happy again.

It is because of Millie’s personality (kind and helpful) that she wants to be a social worker. Social workers are also kind and helpful. Personally, I think this may help to develop the students’ ability to organize their speech and writing.

STEP 4 Listening to the tape

Say ‘Sandy wants to write about her future plans to Mr. Zhou, too. She is talking to kitty about it.’ Ask the students to listen to the tape and tick out Sandy’s future plans in Part A1.

Play the tape twice, if necessary.

Help Sandy to complete the letter to Mr. Zhou.

STEP 5 Read the passage together

Get the students to read the passage together. Ask the students to read the passage silently and find the answer to the question why Sandy wants to be a singer.

Why does Sandy want to be a singer?

a. She thinks it is great to sing for people.

b. She’d like to make people happy.

c. She wants to be as popular as Celine Dion.

d. She wants to travel around the world.

Get the students to focus on these sentence patterns, because they may be very useful when the students write their own articles. They also help to get the students to think about the reasons of their own future plans.

STEP 6 Making your own future plans新課標(biāo)第一網(wǎng)

Encourage the students to have their own future plans. Work in groups to talk about them. Encourage the students to speak out the reasons for having such a future plan.

STEP 7 Finding out the answers

Ask the students, ‘Do you know a lot about your patterns future plans? Let’s talk about our best friends. First, let’s listen to the sample dialogue here.’

Ask the students to listen carefully and find out the answers to the questions.

Who are they talking about? (They are talking about Peter.)

How does peter look? (He looks sporty. He is the fastest runner. )

What is Peter like? (He is friendly and helpful.)

What’s his future plan? (He’d like to be a doctor when he grows up.)

STEP 8 Completing the dialogue

Helen and Sandy are going to talk about a girl. Work in pairs and complete their dialogue. Encourage the students to use their own language.

---Who’s the girl next to Peter? --- She ‘s Mary. I think she ‘s very ___ .

--- Yes , I agree . -- -She’s one of _____ girls in my school .

--- What’s she like ? -- -She’s ___ and ___ .

---She would like to be ___when she grows up .

STEP 9 Homework

Read the two passages and try to learn it by heart.

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

PERIOD 8: STUDY SKILLS

Teaching Objectives

● To show the students how to find the main points of a passage

● To help the students to guess the meaning and to generate mental pictures while reading

● To encourage the students to help others to solves the problems

Teaching Procedures

STEP 1 Enjoy yourselves!

Get 8 pieces of paper that are about the same size. Write 8 long sentences on each. Divide the class into 8 groups column by column. Do chain work and get the students to pass the sentence orally to see which column get all the sen