Матеріали для Нової української школи 1 клас - планування, розробки уроків, дидактичні та методичні матеріали, підручники та зошити

Підручник Англійська мова 9 клас для спеціалізованих шкіл з поглибленим вивченням англійської мови - Л.В. Калініна - Генеза 2017 рік

Unit 3 Preparing For The Future

3.1. A Good Starting Point

Word Bank

Phrase Bank

Communication Box

• indecision;

• vision;

• prestige;

• sociable;

• nursing;

• caring;

• personnel.

• to have a way with somebody/ something;

• to require serious thinking;

• to do well in;

• to be worth doing;

• to have a head for;

• to become a good ... as...go;

• to take responsibility for doing something;

• to have a promising future ahead of somebody;

• at a great personal sacrifice;

• to revolve life around something;

• to get on well with somebody;

• to take great pleasure in doing something.

• It’s up to you to decide...

• Nowadays...

I. Go Ahead!

Look at the photos and say what activity is attractive for you and may influence your choice for the future. You may add your own.

Example: If you ask me, I’ll choose sports. I’m a member of our school football team and my coach says I have good abilities for playing this game.

ІІ. Reading

Read what people of different professions say about possible good starting points and say which of them you like best and why.

You are not so far from the end of school and choosing what to do with your life requires serious thinking. Nowadays, many school leavers indecisions become a problem. You can be encouraged or discouraged by your friends, parents, teachers, but it’s up to you to decide, the final decision should be yours. I believe, a career used to be for life and if you don’t want to make a mistake you need to ask yourself: what am I good

at? If you do well in sciences, it may be worth thinking about engineering. If you have a head for computers, think of jobs in computing like designing web-sites, making programmes, coordinating on-line courses. If you like learning languages, consider being an interpreter or a philologist. So make up your mind yourself and think about your abilities and inclinations.

Helen Kovalenko, a psychologist

* * *

To decide what you want to be is not an easy question at the age of 15 or 16 when you don’t have enough experience. I didn’t plan to be a doctor but I liked to solve problems. I also knew that this profession required a university education and I was able to cope with a long period of study. If you want to become a good doctor as doctors go, prepare for hard work as a student. I adore my job as I have to use my brains and hands every day. Moreover, it’s a great responsibility of a doctor to make right decisions, because they influence the patients’ lives. If you are ready to take responsibly for doing it, then it’s your profession.

Andrew Pylypenko, a doctor

* * *

The school leavers have a promising future ahead of them and some students want to be rock stars or famous actors, actresses, models or painters because of all the success and admiration they get. If you are considering a job connected with creativity, you must have talent or artistic abilities at least. Creative professions require special skills of transformation: role-playing, creating new visions or ideas, producing innovations etc. Besides, creative people lead a life, which is revolved around their profession at a great personal sacrifice.

My advice to young people who make up their minds to have a creative profession is to ask yourself why you want to take it. If it is for the prestige or money, find a different profession.

Alla Budko, a singer

I did well in school and took an active part in different activities. I’m a very sociable person. I can get on well with people and take great pleasure in communicating with them. If you do the same you may think about nursing, social work or other caring jobs. You may consider jobs that require meeting people - a teacher, a personnel manager, a photographer. To do these jobs successfully, you need such qualities as being cheerful, calm, patient, attentive, polite. Also remember that your success in these professions often depends on your ability to listen and to be considerable of other people’s feelings when you finish school you’ll make the only right decision, I’m sure.

Petro Scherbak, a manager

III. Language Track

1. From the text, reproduce sentences which begin with ‘if or ‘when’ with correct intonation, following the pattern.

1. Study the difference in meaning. Find and reproduce the sentences with them in context and make up your sentences by analogy.

ability - the state of being able to do something.

talent - a natural ability to do something.

Example: The ability to communicate effectively is important.

Example: Joe has a considerable musical talent.

skill - an ability to do something well, especially because you have learned or practised it.

Example: Roy had good computer skills.

2. In the text, find and reproduce the words/phrases with the opposite meaning in context. Interpret their meaning and illustrate in your own examples.

Example: decision - indecision

Nowadays many school leavers have indecisions.

• encourage;

• same;

• inability;

• unsociable;

• difficult;

• unsuccessful;

• unattentive;

• impatient;

• irresponsibility;

• inconsiderate.

m the text, find and reproduce phrases with the verbs from the box in context and comment on their usage. Make up your own sentences with them.


If you don’t want to make a mistake, you need to ask yourself a question I try not to make mistakes.

• to require;

• to have;

• to be;

• to do;

• to get;

• to take.

1. From the text, read out sentences beginning with ‘if’ and say if they have the same function.

2. Complete the sentences.

• If you can sing well then...

• You may become a teacher if...

• When you make a decision...

• ... if you are a good leader.

• If you have social skills...

• ...if you are strong enough.

• If you have a head for...

• ...if you have a talent for painting.

• When you enter a university...

• If you are ready to help others...

3. Look at the pictures and give advice to school leavers about their starting point using ‘if’ or ‘If...then...’or ‘when’.

IV. Communication Track


a) Say how you are planning on preparing for the future. Use guiding questions.

Guiding questions

1. What did you want to do as a child?

2. Have you changed your mind?

3. What or who influenced your decision?

4. What activity helped you in choosing your future?

5. What abilities do you have for your future job?

6. What skills are required for this job?

7. How are you preparing for you future?

b) Interview your friend about his / her future plans. In pairs, restore the dialogue below.

A: I say, Ann, have you already decided what to do with your life?... .

B: ... .

A: Since you are very sociable and have a way with people why not try journalism?

B: ... .

A: I see. And what profession do your parents recommend you?

B: ... .

A: You did well at school. What do your teachers advise you?

B: ... .

A: Agreed. It’s up to you to decide and you have a promising future ahead of you, I’m sure.

B: ... .

c) In groups, decide what questions a school leaver must answer making the right choice for the future. Put them in order of importance.


a) Before you listen

You are going to listen to Jim’s story about his starting point. He said: “When I left

school I didn’t think about higher education. All I wanted was to go out into the world, feel independent and start working”.

Look at the pictures and say what job the boy might choose. Explain why you think so.

b) While you listen

Listen to Jim’s story and put the sentences in the right order.

I compiled my CV and sent about 20 copies to supermarkets, coffee shops, offices, restaurants etc.

My dad offered me a job to help him out in the newspaper office.

Now I’m a newspaper photographer and feel proud to follow in my father’s footsteps.

I had dreams of earning my own money and had ambitions.

I tried six other jobs and I didn’t fit in.

I always wanted to work.

I helped to take pictures and deliver films and I realized I was enjoying the job. I got a part time job in a coffee shop.

As you see it took me a while to find out and understand what I really wanted for a career.

It was monotonous, so after two weeks I was bored and wasn’t getting any satisfaction.

c) After you listen

Think and say why it is difficult to decide your future at the age of 15-16. Is indecision also your problem?


a) Before you write

If you decide to continue your studying at a college, write an application form.

• Brainstorm with your friends what college seems to be attractive for you and why.

b) While you write

• This form is filled out and sent to the institution you’ve chosen.

• It may have different formats and contain different items to cover.

• It provides college / university with all necessary information about an applicant.

How to Write a College/University Application Form

Content Tips

Language Tips

• Fill out all blanks and follow the instructions. Never have an item blank. If it doesn’t apply to you, enter N/A or write ‘Non-applicable’ in the blank.

• Be sure all information is accurate and agrees with your other documents.

• If you are asked to provide references, offer at least three.

• Use formal but correct English.

• I apply for.

• I attended high school.

• I graduated from high school.

• I’ve taken a course for.

• I’ve earned.

• I pursued an activity.

• I’d like to focus on the highlights of.

• I attach my CV.

At Home: In you WB, fill out the application form as if you are applying to a college.


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