1a This activity reviews earlier vocabulary and introduces new words.
Read each of the words to the class. Ask the students to point to the jobs that appear in the picture. As they point, describe each person. For example, That's correct. She's going to be a computer programmer.
Explain what an engineer is, if necessary. You can explain that an engineer-is a kind of scientist. Engineers have to know a lot of math and science. If you know an engineer, tell students what he or she does at work.
Read the instructions and say, Put a I after the most interesting job. Put a 2 after the second most interesting Job, and so on.
Check to see which things are most interesting to students in the class. Ask a student to write the six jobs on the board. Then ask the class, How many students made computer programmer number 1? How many students made engineer number 1? Write the results after each phrase on the board.
1b This activity provides listening practice with the target language.
Read the instructions. Say, You will hear four conversations. After each conversation, draw a line between the job in the first column and the activity in the second column.
Point out the sample answer and read it to the class.
Play the recording the first time. Students only listen.
Play the recording again. Ask students to draw lines connecting the jobs and the activities.
Check the answers.
1 c This activity provides guided oral practice using the target language.
Read the instructions. Tell students they will be working with a partner.
Point out the example in the box. Ask two students to Read it to the class.
Say, Now work with a partner. Start by reading the conversation in the box with your partner. Then look at the other jobs in activity la and have conversations about these jobs.
As students talk, move around the room checking their work. Offer language support as needed.
Ask several pairs of students to say their conversations to the class.

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