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.

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.

Integrated skills

Part A

Objectives