剑桥国际英语教程Unit16共63页

合集下载

剑桥国际英语教程2b unit16

What's your excuse?JuneSome good excuses•"Morning. I'm not going to be in today. I was up all last night sick. My stomach feels terrible."•"I won't be in today, I am not feeling well." •"I've spent the last 12 hours either in bed or in the bathroom. I don't think I should go to work today."•"I feel terrible, and I just don't think it would be fair to you or my co-workers to come to work in this condition -I'd be pretty useless."I never seem to have enough time•"My schedule this week is a little tight."•"I’m all booked up. I’m booked solid."•"I’m otherwise engaged."•"I’ve already made other arrangements."•"I just can’t make it."•"I don’t seem to have the time."Different kinds ofexcuses----When you want be lazyFIRST------Disease•1 Have a fever•2 Have a toothache and want to see a doctorFIRST------Disease•3 Have a stomachache•4 Have abdominal[æbˈdɑmənəl] pain (girls may use it usually)•……SECOND------Accident•3A roommate was ill and must sent him or her to hospital•4 Money was stolen•……THIRD------Other•1 I’m not in the mood•2 My bed was broken•3 Student union have activities •……1 Snapshot•Have you ever heard any of these excuses? Have you ever used any of them.•Which are good excuses? Which are bad excuses?•What other excuses can you make for not accepting an invitation?2 Perspectives Who said it?• A Who do you think made these requests? Listen and match each request with a person. • B Pair work Can you think of another request each person might make?4 Speaking What a request!• A Think of requests that people have made recently. Write two things people asked you to do and two things people asked you not to do .• B Group work Compare with others. Who has the most interesting or unusual requests? Who did what was asked?•Example:•A: My mom asked me to get a haircut.•B: What did you tell her?5 Word Power• A Find three words or phrases in the list that are usually paired with each verb. Then compare with a partner.• B Pair work•Example:• A I never tell a lie.• B Are you sure? What if someone asks how much you weigh?6 ConversationAre you doing anything on Saturday?•Book closed:•Daniel is going to Albert's surprise birthday party. Amanda told him not to say anything to Albert. Now Albert is calling to invite Daniel to dinnerthat night! If you were Dainel, would you tell the truth or a lie?Questions: ( Listen to the CD )•1.Does Daniel make an excuse ? an apolopy ?• 2. How does Albert respond? Does he express anger? regret?• 3. What should Daniel have done ? What would you have done in Albert's situation?Vocabulary•How are things: How are you?•Oh, that's too bad ! : I'm sorry to hear that sth. disappointing/ bad has happened.•make it: be able to go to an eventB Pair Work•Make up you own excuse for not accepting an invitation.Making appointments•How about the…•Is the _________ convenient for you…•What about next….•I’m sorry I can’t but _______ is free, is that good for you?•Is _________ good for you?Politely Apologizing•I’m extremely sorry…•I hate to do this but…•I can’t be sorry enough but…•My deepest apologizes…•Unfortunately…•If there were any way I could, I would b ut…7 Listening He said, she said Tips:•be around: at here•see you around: see you then •I'm wondering•run-down: weak• a dance club•set up•look forward to•terrific surprise7 Listening He said, she said• A• d e b a•B•Albert came here singing " happy birthday " to himself. When he opened the door, all his friends shouted, " Surprise! Surprise ! Happy birthday!" Albert was really surprised and said," I can't believe it!" He immediately asked Amanda if she set it up.10 Speanking Good intentions• A Group work What are some things you would like to do in the near future? Think of three intentions.•A: I'm going to learn how to sail.•B: That sounds fun. Are you going to take lessons?10 Speanking Good intentions• B Class activity•Report the best intentions you heard. Then predict which ones will happen.•"Tatyana said she was going to learn how to sail, but she doesn't want to take lessons."11 Writing A voice mail message •Listen to messages•Tips:•Seafood GrillReading P111When is it ok to tell a little white lie?•When is it ok to lie? Is it ok to lie to avoid taking the blame? Avoid hurting someone’s feelings?•Are you ok with little white lies?•How often do people lie?•Who lies more, men or women?Men are bigger liars than women, says survey•In a poll of 3,000 people, researchers found that the average British man tells three lies every day, that's equivalent to 1,092 a year.•However the average woman appears more honest, lying 728 times a year -around twice a day.•Moms are the people mostly likely to be lied toTop Lies•Men1. I didn't have that much to drink2. I had no signal3. I’m stuck in traffic4. No, that doesn’t make you look fat •Women1. Nothing's wrong, I'm fine2. It wasn't that expensive3. It was in the sale4. I’ve got a headache13 Reading P111•big lies•protect a fiendship•the average people•hide something•date sb.•make an excuse•stretch the truth13 Reading P111• C Group work•Can you think of other reasons people tell white lies? What white lies have you told recently?。

剑桥少儿英语预备级上册第16单元ppt课件

21
--What does Kim want(想要) for a new year present(礼物)?
--She wants a doll.
--What has she got then? --She’s got a mirror.
Monkey
Kim
Tom
Sue
mirror
camera
Munchy pineapple
可编辑课件PPT
15
可编辑课件PPT
16
camera
mirror
可编辑课件PPT
17
可编辑课件PPT
18
可编辑课件PPT
19
• doll
• mirror
• toy car
• camera
• schoolbag
• present
• jacket
• watch
可编辑课件PPT
20
可编辑课件PPT
Tom camera
可编辑课件PPT
27
schoolbag Bill
watch
可编辑课件PPT
28
jacket Sam
toy car
可编辑课件PPT
29
banana
Monkey
Munchy
pineapple
可编辑课件PPT
30
Panda bamboo
Pandy
carrot
可编辑课件PPT
31
jacket
May doll
Panda
Pandy carrot
Bill
Sam
watch toy car
pineapple
carrot

剑桥少儿英语二级上unit 16(课堂PPT)

a bus station
34
a shop
35
a cinema
36
a lake
37
a shark
38
a kangaroo
39
a guitar
40
❉ ① This is a place. You can see a film there.
A cinema
❉ ② This is a place where you can catch a bus.
There are
.
8
How many are there in the picture?
There are
.
9
How many are there in the picture?
There is
.
10
2. What’s the weather like in each season ?
11
(1)
Spring Festival ！
29
Valentine’s day ！ 30
❉ Winter has come.
冬天已经来啦！
❉ Hip, hip, hooray.
嘿! 万岁！
❉ There’s no more school, 不用再去上学。
❉ But a holiday. 只有假期！
31
❉ Staying at home,
天气
What’s the weather like in spring ?
It is warm in spring .
温暖的
12
(2) What’s the weather like in summer ? It is hot in summer .

剑桥少儿英语二级上unit 16 PPT

A bus station
❉ ③ You can use this to find your way in the town.
A map
❉ ④ This is a place where you can buy things.
A shop
❉ ⑤ This is a kind of fish which can eat people.
make a
snowman Enjoy and play 堆雪人
snowball fight 打雪仗
ski 滑雪 25
• Do you know • what are the festivals in winte26r ?
!
感恩节
27
Merry Christmas !
圣诞节~
28
New Year‘s Day ！ 29
22
汉译英
• 1. 一年有多少个季节？（写答句2个） • 2. 图片里面有多少个学校？ • （写答句1个学校） • 3. 春天的天气怎么样？（写答句） • 4. 你最喜欢的季节是什么？为什么？ • （写答句3个）
23
4. What can you do in winter ?
24
skate 滑冰
A shark
❉ ⑥ You can play music on this.
A guitar
42
•Q : • ① How many seasons are there
in a year?
•A : • ① There are _f_ou_r_seasons in a
year. 43
• Q: • ② What are they?
a bus station

剑桥国际英语教程入门Unit 16

exotic
[ɪg‘zɒtɪk; eg-] adj. 异国的；外来的；异国情调的
nature park
[‘neɪtʃə] n. 自然；性质；本性；种类 trick
[trɪk] vi. 刺耳响；争论，吵架 n. 诡计；恶作剧；窍门；花招；骗局； island 欺诈 vt. 欺骗；哄骗；装饰；打扮 [‘aɪlənd] vi. 哄骗；戏弄 n. 岛；岛屿；安全岛；岛状物 adj. 特技的；欺诈的；有决窍的 adj. 岛的 vt. 孤立；使成岛状
babysit
[‘beɪbɪsɪt]Hale Waihona Puke vi. （临时代人）照看婴孩
headache
[‘hedeɪk]
n. 头痛；麻烦；令人头痛之事 laundry [‘lɔːndrɪ]
n. 洗衣店，洗衣房；要洗的衣服；洗熨；洗好的衣服
go to (the movies/a party) go (dancing/shopping) go on vacation study for (a test/an exam) go out with (my girlfriend/ boyfriend)
Dolphin Mall 1. buy clothes or jewelry ______________ Broward Community College _____________________ South Beach 2. Buy food _____________________ Broward Community College ___________________ Museum of Discovery and Science 3. Sit indoor ________________________ Dolphin Mall ______________________ Parrot Jungle Island 4. Be outdoors _____________________ South Beach ________________ Parrot Jungle Island 5. See a live performance _________________ South Beach __________________

剑桥英语教学能力认证考试教程-TKTCourse-Unit16

剑桥英语教学能力认证考试教程-TKTCourse-Unit16Unit16 Practice activities and tasks for language and skills developmentWhat are practice activities and tasks for language and skills development?These are activities and tasks designed to give learners opportunities to practice and extend their use of language, such as new vocabulary, functional exponents or grammatical structures, or of the subskills of reading, listening, speaking or writing. There are many different kinds of activities and tasks with different names and different uses.Key conceptsHere are two writing activities. Can you find three teaching differences between them?Activity 1Complete these sentences about yourself with can or can’t.1.I ……… swim.2.I ……… speak Mandarin.3.I ……… play the guitar.4.I ……… use a computer.5.I ……… run very fast.Activity 2Write an invitation inviting your friends to your birthday party.●Invite them.●Tell them:the datethe timethe address of the party.We can see that both these activities give learners an opportunity to use language, but in different ways.Activity 1Activity 2●is a controlled/restricted practice activity because learners can only usecertain items of language●focuses on accur ate use of language●is a gap-fill exercise.●is a less controlled/freer practice activity because the language the learnerswill use is not carefully limited or controlled●focuses on communicating a message●is a task.The same kinds of differences can also be seen in other activities for speaking, writing and learning new language. Drills (guided repetitions), copying words or sentences, jazz chants, dictation and reading aloud are other examples of controlled practice activities. In freer activities the teacher or the materials do not limit the language that learners use. Examples of these are: discussions; solving problems through exchanging ideas; sharing or comparing ideas, information or experiences; writing emails, stories, letters, invitations or compositions.Here are six more activities. What skill/subskill/language do they focus on? What is the name of the type of activity?1.Read the story. Then answer these question:a How old is girl?b Where does she live?c What is her friend’s name?2. A Listen to the tape and choose the best answer:The children’s school is:a near their houseb near the shopsc opposite the post officeB Now listen again. Are these sentences true or false?a The school is new.b The classroom is big.c The library has may books.3. Look at these pictures and then read the story. Put the pictures in the correctorder. Write the correct number (1-6) under each picture.4. Listen to the tape, and in pairs fill in this form:Girl’s name: ………………….Girl’s address: ………………..Name o f girl’s friend: ………..5.Work in pairs. Each of you should use one of these role cards.A Your friend has a problem. Give him/her the best advice you can.B You have a problem. You want to go to university, but you findstudying very difficult. Ask your friend for advice.6. Get into groups of four. Find out which food your friends like and dislikemost. Ask:Which food do you like most?Which food do you dislike most?Here are the answers to the question above:We can see that activities can differ in several ways: the skill or subskill they focus on; what type they are and what interaction patterns they use. The kinds of skills or language they focus on and the interaction patterns they use are not fixed. So, for example, multiple-choice questions could be used for reading, listening or grammar activities and can be done individually, in pairs or in groups.Similarly, form-filling could be used for reading, listening or grammar practice, and done individually, in pairs or in groups.Activities 5 and 6 both involve learners talking to one another to exchange information they don’t know. This means they are talking order to communicate, not just to practice language. This kind of activity in which learners exchange information that only one of them has is called an information gap or a communicative activity.An activity may focus on accuracy or communication depending on how it is introduced by the teacher or the materials. For example, the survey above is focused on accuracy because it limits the language that learners use to ask and answer two specific questions. If the instructions for the activity were ‘Findout about your friends’likes and dislikes in food’, this would not restrict learners’choice of language and the activity would focus on communication.Key concepts and the language teaching classroom●When selecting activities for practising language or the skills of speaking orwriting, we need to decide whether to do a controlled practice or a freer practice activity, an activity that focuses on accuracy or on communication.●When choosing activities for developing skills, we need to decide which skillor subskill to focus on.●Lessons usually consist of a series of linked activities. There are severaldifferent ways of linking activities in lessons. These are just some of them:1.PPP:Presentation →controlled practice activities →freer practiceactivities2.TBL: Discussion →tasks →presentation →focus on form3.Skills-based lessons: Warmer and lead-in →comprehension tasks →post-task activitiesExample I: A listening skills lessonLead-in: discussing the topic of the listening and learning any important new vocabulary →Comprehension tasks: listening to the recorded conversation again and completing a form with specific information →Post-task activities: brief discussion of the topic of the conversation.You can see that the comprehension activities (for listeningor reading) start with focusing on more general levels of comprehension before moving on to subskills that require paying more detailed or specific attention to the text.Example 2: A topic-based lesson which develops several skills Lead-in: speaking about the topic and doing related language work →T asks: listening to a recording about the topic →reading a text about the topic →Post-task activities: discussing the topic and/or focus on the language of the topic →writing a composition about the topic.See Unit 18 and 20 for planning activities for lessons and Unit 26 for language useful to the teacher for carrying out activities.FOLLOW-UP ACTIVITIES (See page 173 for answers)A.choral drilling of pronunciationB.role-playC.dictationD.discussionsE.gap-fill exercisesF.story writingG.copying wordsH.repeating new wordsI.describing picturesJ.learning conversations by heartK.problem solving2.Which skill(s) could these activities be used to develop?A.story completionB.form-fillingrmation gapD.true/false questionsE.role-playREFLECTIONThink about these learners’ comments:1.I don’t like doing lots of different activities –it’s confusing.2.I like doing a mixture of activities with some focusing on accuracy and someon fluency. That really helps me learn.DISCOVERY ACTIVITIES1.Look through two pages of your coursebook. Can you name all the differentkinds of activities it contains? What is the purpose of each activity?2.Look at to see lots of different activities fordeveloping skills and language.3.Look back over this unit and find a type of activity that you have never taughtbefore. Try it with one of your classes. Did it work well? Was it successful?Write up your thoughts in your TKT portfolio.e the TKT Glossary to find the meaning of these terms: chant, jumbledpictures, labeling, prioritizing, project work.TKT practice task (See page 176 for answers)For question 1-7, match the descriptions with the teaching activities listed A-H. There is one extra option which you do not need to use.Descriptions1.The teacher says a word and asks all the learners to repeat it together.2.The teacher puts learners in pairs and asks one of them to act as a lost touristasking the way, and the other as a local person giving directions.3.The learners use maps to work out the best way to get from X to Y.4.The learners listen to a tape and complete a timetable.5.The learners ask all their classmates their opinion about something and thennote it down.6.The learners go to the local museum, the library and the internet to find outabout dinosaurs. They then make an exhibition of wall posters about them. 7.The learners choose names of objects from a list and write the names underpictures of the objects.。

剑桥二级上册Unit 16

Winter fun
Cathy
Part 1 Look,search, count and talk
• • • • • • • • Where are the animals? How many trees? hats? children? als? snowballs? snowmen? houses?
Part 3 Listen, chant and sing
• • • • • • The snow, the snow, the snow is nice. The snow is falling from the sky. The snow, the snow, the snow is nice. The children are out on the ice
Part 6
• • • • • • • • Winter has come. Hip, hip, hooray. There’s no more school, but a holiday. Staying at home, or going away. We can watch TV, and enjoy everyday.
Part 7
• Martin the mouse wanted to go to school. He got up at six and put on his best hat. It was his first day of school and he didn’t want to be late. On the road, he saw a big piece of cheese in a shop window. It was beautifu. He wanted to eat that cheese. So he got in the window quietly. He put his hand on the cheese and pulled it hard. But he couldn’tmove it at all. It was cold and hard. When he wanted to getout of the window, he saw many people standing in front of the window, laughing. He was in the shop window.

剑桥英语教学能力认证考试教程-TKT Course-Unit16

Unit16 Practice activities and tasks for language and skills development⏹What are practice activities and tasks for language and skillsdevelopment?These are activities and tasks designed to give learners opportunities to practice and extend their use of language, such as new vocabulary, functional exponents or grammatical structures, or of the subskills of reading, listening, speaking or writing. There are many different kinds of activities and tasks with different names and different uses.⏹Key conceptsHere are two writing activities. Can you find three teaching differences between them?Activity 1Complete these sentences about yourself with can or can’t.1.I ……… swim.2.I ……… speak Mandarin.3.I ……… play the guitar.4.I ……… use a computer.5.I ……… run very fast.Activity 2Write an invitation inviting your friends to your birthday party.●Invite them.●Tell them:the datethe timethe address of the party.We can see that both these activities give learners an opportunity to use language, but in different ways.Activity 1Activity 2●is a controlled/restricted practice activity because learners can only usecertain items of language●focuses on accurate use of language●is a gap-fill exercise.●is a less controlled/freer practice activity because the language the learnerswill use is not carefully limited or controlled●focuses on communicating a message●is a task.The same kinds of differences can also be seen in other activities for speaking, writing and learning new language. Drills (guided repetitions), copying words or sentences, jazz chants, dictation and reading aloud are other examples of controlled practice activities. In freer activities the teacher or the materials do not limit the language that learners use. Examples of these are: discussions; solving problems through exchanging ideas; sharing or comparing ideas, information or experiences; writing emails, stories, letters, invitations or compositions.Here are six more activities. What skill/subskill/language do they focus on? What is the name of the type of activity?1.Read the story. Then answer these question:a How old is girl?b Where does she live?c What is her friend’s name?2. A Listen to the tape and choose the best answer:The children’s school is:a near their houseb near the shopsc opposite the post officeB Now listen again. Are these sentences true or false?a The school is new.b The classroom is big.c The library has may books.3. Look at these pictures and then read the story. Put the pictures in the correctorder. Write the correct number (1-6) under each picture.4. Listen to the tape, and in pairs fill in this form:Girl’s name: ………………….Girl’s address: ………………..Name of girl’s friend: ………..5.Work in pairs. Each of you should use one of these role cards.A Your friend has a problem. Give him/her the best advice you can.B You have a problem. You want to go to university, but you findstudying very difficult. Ask your friend for advice.6. Get into groups of four. Find out which food your friends like and dislikemost. Ask:Which food do you like most?Which food do you dislike most?Here are the answers to the question above:We can see that activities can differ in several ways: the skill or subskill they focus on; what type they are and what interaction patterns they use. The kinds of skills or language they focus on and the interaction patterns they use are not fixed. So, for example, multiple-choice questions could be used for reading, listening or grammar activities and can be done individually, in pairs or in groups.Similarly, form-filling could be used for reading, listening or grammar practice, and done individually, in pairs or in groups.Activities 5 and 6 both involve learners talking to one another to exchange information they don’t know. This means they are talking order to communicate, not just to practice language. This kind of activity in which learners exchange information that only one of them has is called an information gap or a communicative activity.An activity may focus on accuracy or communication depending on how it is introduced by the teacher or the materials. For example, the survey above is focused on accuracy because it limits the language that learners use to ask and answer two specific questions. If the instructions for the activity were ‘Find out about your friends’likes and dislikes in food’, this would not restrict learners’choice of language and the activity would focus on communication.⏹Key concepts and the language teaching classroom●When selecting activities for practising language or the skills of speaking orwriting, we need to decide whether to do a controlled practice or a freer practice activity, an activity that focuses on accuracy or on communication.●When choosing activities for developing skills, we need to decide which skillor subskill to focus on.●Lessons usually consist of a series of linked activities. There are severaldifferent ways of linking activities in lessons. These are just some of them:1.PPP:Presentation →controlled practice activities →freer practiceactivities2.TBL: Discussion →tasks →presentation →focus on form3.Skills-based lessons: Warmer and lead-in →comprehension tasks →post-task activitiesExample I: A listening skills lessonLead-in: discussing the topic of the listening and learning any important new vocabulary →Comprehension tasks: listening to the recorded conversation again and completing a form with specific information →Post-task activities: brief discussion of the topic of the conversation.You can see that the comprehension activities (for listening or reading) start with focusing on more general levels of comprehension before moving on to subskills that require paying more detailed or specific attention to the text.Example 2: A topic-based lesson which develops several skillsLead-in: speaking about the topic and doing related language work →Tasks: listening to a recording about the topic →reading a text about the topic →Post-task activities: discussing the topic and/or focus on the language of the topic →writing a composition about the topic.See Unit 18 and 20 for planning activities for lessons and Unit 26 for language useful to the teacher for carrying out activities.FOLLOW-UP ACTIVITIES (See page 173 for answers)A.choral drilling of pronunciationB.role-playC.dictationD.discussionsE.gap-fill exercisesF.story writingG.copying wordsH.repeating new wordsI.describing picturesJ.learning conversations by heartK.problem solving2.Which skill(s) could these activities be used to develop?A.story completionB.form-fillingrmation gapD.true/false questionsE.role-playREFLECTIONThink about these learners’ comments:1.I don’t like doing lots of different activities – it’s confusing.2.I like doing a mixture of activities with some focusing on accuracy and someon fluency. That really helps me learn.DISCOVERY ACTIVITIES1.Look through two pages of your coursebook. Can you name all the differentkinds of activities it contains? What is the purpose of each activity?2.Look at to see lots of different activities fordeveloping skills and language.3.Look back over this unit and find a type of activity that you have never taughtbefore. Try it with one of your classes. Did it work well? Was it successful?Write up your thoughts in your TKT portfolio.e the TKT Glossary to find the meaning of these terms: chant, jumbledpictures, labeling, prioritizing, project work.TKT practice task (See page 176 for answers)For question 1-7, match the descriptions with the teaching activities listed A-H. There is one extra option which you do not need to use.Descriptions1.The teacher says a word and asks all the learners to repeat it together.2.The teacher puts learners in pairs and asks one of them to act as a lost touristasking the way, and the other as a local person giving directions.3.The learners use maps to work out the best way to get from X to Y.4.The learners listen to a tape and complete a timetable.5.The learners ask all their classmates their opinion about something and thennote it down.6.The learners go to the local museum, the library and the internet to find outabout dinosaurs. They then make an exhibition of wall posters about them. 7.The learners choose names of objects from a list and write the names underpictures of the objects.。

剑桥二级上Unit 16

Unit 16 Winter FunTeaching aims and demands:Use the old knowledge to describe four seasons, especially the winter. The main and difficult points:★New words: spring, summer, autumn, winter, warm, sunny, hot, cool, windy, rainy, cloudy, snowy, skating, snowman,hide-and-seek, snowball, snowflake, holiday, kangaroo★Description of the seasons.Teaching materials:课件Teaching process:Activity one: Free talkHow many people are there in your family?Who are they?How many days are there in a week?What are they?What do you do on Mondays?What time do you always eat ice cream?Do you eat ice cream in summer?How often do you eat ice cream in summer?Activity two: New lesson1. New words※Fetch out the words by the free talk above.2. Let them say the words after me, check chorally and individually.3. Say some riddles, let them guess and fill in the blanks.4. Use the sentence pattern below to practice.“How many seasons are there in a year?“What are they?”“What can you see in w inter?”“What do you often do in winter?”……………5. (Part 3) Ask them to listen to the chant and follow it sentence by sentence. After several times, check chorally and individually.6.Play the game, “Merry train”Activity two: Description1. Fetch out by asking a lot of relative questions.2. After their answer, write the key words on the blackboard.3. Connect the key words into sentences.4. Check chorally and individually.5. After that, let them say the description together.6. Give them some time to prepare the descriptions in groups. I’ll check some of them later.Activity three: Part 61. Fetch out by asking some questions.2. Ask them to listen to the tape and follow it.3. Correct some pronunciations.4. Let them say it in a competitive way.Activity four: Summary1.Pass the dice and let some students to say the descriptions of different seasons.2.Recite the chant.Activity five: Homework1.Listen to the tape and follow it.2.Write a passage about one of the seasons.课件使用说明：新知堂课件。

剑桥三级第16单元课件

第二十七页，共29页。
Bella
第二十八页，共29页。
内容(nèiróng)总结
Hello, welcome to my class。What do you want to be when you grow up。Bella
No Image
第二十九页，共29页。
Hello, welcome to my class!
第一页，共29页。
farmer
farm in the field
第二页，共29页。
cook
cook delicious food
第三页，共29页。
actress
actor
play a role in a film
第四页，共29页。
painter
fly a plane
第十八页，共29页。
clown
make you happy
第十九页，共29页。
barber
cut people’s hair
第二十页，共29页。
designer
design some things
第二十一页，共29页。
This is a person who can teach children at school.
draw pictures
第五页，共29页。
nurse
take care of patients
第六页，共29页。
doctor
cure the patients
第七页，共29页。
photographer take photos
第八页，共29页。
mechanic
work in the factory
第九页，共29页。