7. For stronger classes, play the recording for Part A3 and ask students to complete Sandy’s letter on page 13 on their own. For weaker classes, go through the list of phrases in the table on page 12 again before playing the recording. Read the incomplete letter and check that students understand all the words.

6. Read the completed letter or ask a student to read it to check the correct answers.

5. For stronger classes, ask students to read Millie’s letter addressed to Mr. Zhou, the editor, on their own. For weaker classes, read the letter together with the students. Check general understanding of the letter and explain words and phrases if necessary. Ask students to read the list of phrases in Part A1 again and use the information to complete the letter.

4. If many students have got wrong answers, play the recording again. Stop the recording after each phrase listed in Part A1 if necessary.

3. Play the recording. Students listen to the recording and put a tick next to each correct phrase as they hear it. Ask them to read the phrases they have ticked to check the correct answers.

2. Invite students to talk about their own and their partners’ future hopes.

1. Ask less able students to read the list of future plans before playing the recording. Check understanding. Encourage more able students to guess the meaning of phrases.

4. To select specific and relevant details, to consolidate information and complete two letters to the editor of a magazine.

Background information

In this section, Millie and Sandy are each writing about their own hopes for the future to Mr. Zhou, the editor of ‘Teenagers’ magazine. Before writing their respective letters, they discuss their future plans with their friends, Amy and Kitty.

Teaching procedures

3. To respond to written text and information obtained from listening.

2. To interpret information and obtain a general understanding of the people involved in a conversation.