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.

1. To listen for and identify specific information

12. In pairs, invite students to compare their answers and talk about what they think about the activities using ‘(not) as… as’. For less able students, tell them to use the conversation on the page as a model. Ask pairs of more able students to come forward and talk about what they think about the activities.

Extension activity

If there is time and interest, divide students into groups of 5-6 and ask them to do a similar survey of the classmates in their group using the table on the page as a model. Encourage more able students to include other activities in the survey and compare the activities using other criteria, e.g., popular, exciting, ect. Then make a display of the group surveys.

You can also draw the table without the information about Millie, Sandy, Daniel and Simon for students’ use. Students can add the names of the students in their group to the table.

牛津 8A Unit1 教案(5课时)

Integrated skills

Part A

Objectives

11. In part C2, ask students to complete the last column of Part C1 expressing their own opinions about the different outdoor activities included in the table.

10. If time allows, role-play the conversation. Check for correct pronunciation.

9. Ask students to work in pairs to complete the conversation. As this is a problem-solving task engaging students’ general knowledge as well as linguistic knowledge, you must allocate sufficient time to do this task. Check answers orally with the whole class.

8. Remind students that they need to pay attention to who is speaking in the conversation in order to refer to the correct column in the table for information.