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111 Unit1 School life教學(xué)指導(dǎo) Unit objectives Draw students’ attention to the unit objectives at the top of the page (In this unit you will ...). This is a regular feature on the first page of each unit. Encourage each student to think about which is the most important for them. Resource used Cassette. Exercise 1 Key Words boring, busy, dangerous, active, easy, lazy, exciting, free, interesting, peaceful, relaxing, stressful ■ Students look at the photos and the Key Words. Check students’ understanding of the Key Words, e.g. by asking them to translate them. ■ Point out that all the important words can be found in the dictionary. ■ Draw students’ attention to the sentence structure “I think ... but ...” to express first a positive view and then a negative idea. Students write sentences similar to the example sentence about each of the photos, using the key words and other words if they wish. ■ Elicit and check answers. Some sentences could have been said by different people. Allow all possible answers. Answers 1. Shepherd’s life: lazy/free/dangerous 2. Football player’s life: interesting/exciting/stressful 3. Business manager’s life: busy/exciting/boring 4. Student’s life: interesting/active/stressful Exercise 2 Useful vocabulary: famous, cheer, team, training, nature, deal with, suppose. This exercise trains gist listening, i.e. the student understands the main point in the text but is not required to understand every word. ■ Students look at the photos as they listen to the cassette and note down who is speaking. ■ Students can compare answers with a partner before listening to the cassette a second time. Answers 1. a football player 2. a student 3. a shepherd 4. a business manager Tapescript 1. Football player: Being famous isn’t easy, you know. I travel a lot-I have matches in different countries. But my job is exciting, very exciting! I love the matches, the people cheering, know what I mean? 2. Student: My dad says these are the best days of my life?- but I’m not so sure! You know, I’ve got lots of work to do and there’s not much time really. I also play football for the school team and we have to do training three nights a week. 3. Shepherd: I love the animals and I love nature. It’s peaceful, and there’s no one to tell me what to do. But it’s not so good when the weather’s bad! 4. Business manager: I’m very busy, and I don’t have time to see my husband and children. Mmmm and my life is very stressful, I suppose. I mean, I have to deal with lots of money. But I find it really exciting. ■ In pairs, students tell each other which of these four lifestyles they would like and which they would definitely not like, giving reasons. Exercise 3 ■ Read the texts about the aunt and Fang Ming with the whole class. ■ Students use the dictionary as they work in pairs talking about the lifestyles of the aunt and Fang Ming. ■ In groups of four, students can share their ideas about the lifestyles. Exercise 4 ■ Demonstrate the activity first if you think it would be helpful. Example: “I’m an artist. I live in Milan. I like painting because it is interesting and relaxing. My work is never boring. I love painting nature and being alone all day.” ■ Individually, students write five sentences about their ideal lifestyle. ■ In groups (or to the whole class) students read out their sentences, but not saying what their job is. The other students have to guess the job. Options Practice ■ Write the sentence pattern from Exercise 1 on the board with some jobs that have not already been included in the lesson: waiter, pilot, nurse, secretary, teacher, scientist, farmer, dancer. I think a ...’s life is ... and ... but maybe it’s ... sometimes. ■ In groups or as a whole class, students ask and answer questions, using the words on the board and any other jobs they know. Example: Student A: What do you think a farmer’s life is like? Student B: I think a farmer’s life is healthy and active but maybe it’s sometimes tiring. This can be done as a team game with points awarded for correct, “sensible” answers. 111