Life in the past, present and future
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8B Unit 8 Writing
Life in the past, present and future
By Yao Qin
Shenzhen Longgang Foreign Language School
I. Analysis of the Materials
➢ As a writing example of 8B Unit 8 in the textbook (Oxford English of Shenzhen, published by
Shanghai Education Press), Life in the past and present is rich in functional features as an
Internet post.
➢ As an indivisible part of this unit in which life in the future has been mentioned a lot, Life in the
past and present leaves enough space and provides a great chance for students to add an ending
part of the future creatively.
ⅠI. Analysis of the Students
➢ What they already know:
- a lot about life in the present, a little about life in the past and future;
- what an Internet post is；
- how to talk about feelings and give ideas.
➢ What they want to know:
- more about life in the past and future;
- how to write an Internet post logically, critically and creatively.
➢ What they should know:
- how to make a writing outline logically for the topic;
- how to compare living styles in the past and present logically and critically.
III. Learning Objectives
By the end of this lesson, students will be able to:
➢ know about how people live in the past, present and future extensively;
➢ make a writing outline for the old and new living style topics logically;
➢ realize the dual character of both the old and new living styles objectively;
➢ take a deeper look at living styles in the past, present and future critically;
➢ write an Internet post about life in the past, present and future creatively;
➢ have the awareness of copyright protection in Network Era preliminarily.
IV. Key Points and Difficult Points
➢ Key points:
make an outline for a relating topic logically;
take a deeper look at different living styles critically;
write an Internet post about life in the past, present and future.
➢ Difficult points:
compare living styles in the past and present logically and critically;
image about life in the future reasonably and creatively.
V. Teaching and Learning Approach
1) Teaching Approach ➢ Situational approach
➢ Task-based approach
➢ Communicative approach
2) Learning Approach
➢ Acquisition model of peer mutual aid
➢ Communicative language learning approach
VI. Learning Procedures
Steps Learning Activities Purposes
1. Lead in ➢ Watch a video clip about how
teenagers created a robot in 1960.
➢ Guess:
① Who are they?
② What were they doing? ➢ Arouse students’ interest in the lesson.
➢ Activate students’ perception of time,
space, life, social and technology
development in the past which is quite
far away from them nowadays.
➢ Help students realize that life in the past
is quite different from what we have in
the present.
2. Prewriting ➢ Get to know the 5 writing subtopics in
Unit 8 in the textbook.
➢ Learn about one of the students’ peers
---Ella’s report on the subtopic of
doing housework in the past and
present.
➢ Learn from Ella’s presentation in a
video clip on how to make a helpful
outline for the given topic.
➢ Improve the outline on P123 in the
textbook in the way Ella presented. ➢ Introduce students to the 5 optional
writing subtopics.
➢ Allow students to know about a good
writing example from a peer who is
good at generating ideas on this topic,
which is easier to arouse students’
writing interest.
➢ Help students to apply what they have
learnt from the above example and
practice to get the consolidation of how
to make a reasonable outline before
writing.
3. Writing
Part I ➢ Choose a writing topic from the 5
given ones.
➢ Work out the outline for the chosen
topic. ➢ Allow students to make an outline
based on their own interests.
➢ Help students get prepared for the
following writing steps.
4. Writing
Part II ➢ Answer the following question:
How do people like the way to keep in
touch with others? (Outline step 4)
➢ Appreciate the presented answering
sentences to talk about the advantages
and disadvantages:
-People felt worried when waiting.
-People were full of joy when they
received letters.
-It’s convenient to keep in touch with
others. ➢ Guide students to realize the dual
character of both the old and new living
styles objectively.
➢ Provide topical words and sentence
patterns for students to talk and write
about people’s feelings and ideas.
