牛津译林版高中英语必修1Unit 1School lifeTask教案4

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.
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.
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 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
.