111Unit1 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. Shepherds life: lazy/free/dangerous 2. Football players life: interesting/exciting/stressful 3. Business managers life: busy/exciting/boring 4. Students life: interesting/active/stressfulExercise 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 managerTapescript 1. Football player: Being famous isnt 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 Im not so sure! You know, Ive got lots of work to do and theres 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. Its peaceful, and theres no one to tell me what to do. But its not so good when the weathers bad! 4. Business manager: Im very busy, and I dont 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: “Im 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 its . 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 farmers life is like? Student B: I think a farmers life is healthy and active but maybe its sometimes tiring. This can be done as a team game with points awarded for correct, “sensible” answers.111