牛津版八年級英語Unit 1 教案

3. to respond to written text and information obtained from listening.
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
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.
2. invite students to talk about their own and their partners’ future hopes.
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.
4. if many students have got wrong answers, play the recording again. stop the recording after each phrase listed in part a1 if necessary.
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.
6. read the completed letter or ask a student to read it to check the correct answers.
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.
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.
9. read the completed letter or ask a student to read it to check the correct answers.
extension activities
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.