English_Book_2-Teacher_300913

14 Listening (10 min.)A.• Read the instructions aloud and have studentslook over the list of occupations before you playthe audio.• 63 Play the audio two or more times. Then checkanswers orally.Answer keye, f, d, b, g, iB.• Have students read through the items in theexercise. Elicit or explain the meanings of policeofficers and firefighters.• 64 Play the audio again two or more times asstudents circle the correct answers. Check orally.(10 min.)• GROUPS. Read the instructions, then read theUseful language aloud and have the class say itafter you. Make sure students understand wouldlike to, when you grow up, and Maybe.• Model a conversation with a strong student.• Have groups choose a representative to notedown the most popular occupations mentioned intheir discussion.• Walk around, helping with vocabularyand grammar.• Have group representatives share their noteswith the class. Write the occupations mentionedby each group and find the three most popularoccupations in the class.TEACHER’S NOTESAnswer key1. 21st 2. an airplane 3. mom 4. doctor 5. police officersAudioscriptDavid: So here we are—our last topic for this seasonis Occupations in the 21st century. Here’s myquestion: When your grandparents and parentswere kids, what did they want to be when theygrew up? Yes, Mario?Mario: My dad wanted to be a pilot.David: Did he become a pilot?Mario: No. He’s an airplane mechanic. He fixes airplanes.Girl: He can fix airplanes? That’s awesome! Can he makeone, too?Mario: Yeah, a toy airplane. He made several for me whenI was a kid.David: We’d love to see them, Mario. Bring one to theshow next time. What about your grandparents,Isabel?Isabel: Umm, my grandma wanted to be a doctor.David: And . . . ?Isabel: She didn’t become one because they had nomoney. But my mom is a doctor.David: That’s awesome, Isabel. And what about you?What do you want to be?Isabel: Not sure. Maybe like my mom—a doctor.David: Let’s see. Who would like to be a dentist? . . .Nobody. What about a police officer . . . Almost allthe boys. Interesting. What about a virtual-realityactor?Kids: A what? What’s that?David: Good question. We’ll find out from our next guest,Larry Hagens. Larry’s going to talk about hot jobsfor the 21st century. Before we do that, let’s have acommercial break.15 Reading (20 min.)A.• Read the instructions and call on a student to readthe underlined words aloud.• Have students form small groups. Make sureeach group has a dictionary. Tell them to find thedefinitions for each word and write them down.• Check by saying each word and calling ona volunteer to give its definition. If studentshave used English dictionaries, help the classunderstand the definition.B.• 65 Play the audio and have students read alongas they listen.• Go through the article with the class to elicit orexplain new vocabulary such as hot jobs, continue,hotline, toasters, reality, however, request, pay, be partof, and interact.• Have students read the article again silently.16 Comprehension (5 min.)• Go over the questions with the class. Then havestudents answer the questions in pairs, discussingand agreeing upon the answers.• Have volunteers share their answers.Answer key1. doctor, lawyer, and engineer2. take care of appliance problems from their computers3. interact with them17 Speaking (10 min.)• GROUPS. Have volunteers read the questionsaloud. Have students form groups of four anddiscuss the questions. Alternately, discuss thesequestions as a class.T58Postcards_splitB_TE1_U06.indd T582/27/07 10:21:46 AM