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.