1. For stronger classes, tell students to close their books and listen to you while you read the conversation. For weaker classes, allow students to follow the conversation in the book. Read the conversation line by line focusing on intonation and sentence stress. Ask students to underline words that are stressed.

5. To interact with others in a familiar context

Background information

Explain the common context of introducing and describing friends to other people while showing their photos. Sandy and her cousin Helen are looking at Sandy’s photo album with photos of her friends. Helen is asking Sandy questions about her friends and Sandy is describing them.

Teaching procedures

4. To show agreement and confirm information

3. To respond to questions about people’s appearance and personalities

2. To formulate questions about people’s personalities

1. To use adjectives to describe friends and young people

2. If time allows, ask students to write a letter about their own future hopes and/ or plans using one of the letters as a model. Add the letters to the display of group survey.

Pat B

Objectives

1. Divide students into pairs and invite them to talk about their own future hopes and/ or plans. Write down some useful questions for students to ask each other, e.g., ‘What would you like to be/do?’, ‘What do you hope to become when you grow up?’, ‘What kind of person would you like to be?, ect.

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

Extension activities

8. For weaker classes, you may want to ask students to close their books and listen to the recording. Then check general comprehension of the conversation by asking questions such as “Are Sandy and Kitty going shopping this weekend? Why not? What’s Sandy doing to do next month? What does she love doing? What does she hope to become when she grows up?” Then play the recording again and ask students to complete Sandy’s letter. Allow less able students to check spelling of words in the table on page 12.