1. Explain the context of entering a writing competition of a teenage magazine. If possible, find out about similar writing or drawing competitions in magazines or newspapers, and show them to the students.

5. To develop an understanding of the structure of the letter: introduction, main body and conclusion

Background information

Each main task requires students to use a range of skills (reading, writing, speaking and listening) in order to produce a final product. It also further develops the main theme of the unit-writing an article about a friend for a newspaper competition. Students have a chance to look at Daniel’s notes and his article about his best friend. Explain that this is a specific genre which is different form ordinary letters or stories. Students need to understand the purpose of the article and the audience they are writing for. Emphasize the fact that this article is for a competition in a magazine and will be read by the teenage readers of the magazine who will make their choice of the ‘best friend’ based on the qualities described in the article.

Teaching procedures

4. To write for a newspaper competition using appropriate register

3. To write for an audience

2. To write a description of the appearance and personality of a friend

1. To plan ideas for personal writing

2. Ask more able students to write a problem letter to a teenage magazine or newspaper using Cindy’s letter as a model. Tell students to write down the keywords describing their problems and the main points of their letters first. Then ask them to formulate complete sentences using the main points and keywords. Encourage students to read their letters in class.

牛津 8A Unit1 教案(7课时)

Main task

Objectives

1. For stronger classes, cut out or photocopy problem letters from magazines and newspapers. Give them out to groups of students. Ask students to go through their letters and identify the main points and keywords, invite a representative form each group to talk about the group’s letter in class.

8. Tell students to read the main points and keywords again, and answer the ‘Wh-’ questions. Students can work in pairs or groups of four. Then ask some of the pairs or groups to answer the questions in class.

Extension activities

7. You can ask more able students to underline main points and circle keywords at the same time.