Підручник Англійська мова (9-й рік навчання) - Алла Несвіт - Генеза 2017 рік

Unit 7 Career Magic

Lessons 3-4. A Day in the Life of.

Reading Lab

1. Write down as many jobs as you can in 3 minutes. Next, decide and say which of these jobs:

• you would most / least like to do;

• is well-paid;

• is the most prestigious;

• is the least popular;

• is the most dangerous;

• is the least stressful.

2. a) Look at the list of qualities. Consult the dictionary if you don’t know any of them.

b) Say which of the professions, described in Lessons 1-2, they are necessary for.

• ambitious • calm • careful • caring • communicative • creative • decisive • dedicated • easy going • energetic • flexible • friendly • hardworking • helpful • honest • humorous • imaginative • intellectual • intelligent • organized • persuasive • quick-minded • responsible • supportive • tactful

3. a) You are going to read the text about a day in the life of a zoologist. Read and order the paragraphs (A-D).

b) Say what the main responsibilities of a zookeeper are.

A Day in the Life of a Zoologist

A Zookeepers in small zoos have to work with all the animals, while those in larger zoos specialize. Because animals must be cared for around the clock, zookeepers can work a variety of schedules. When emergencies arise, like illness, the keeper may put in extremely long hours.

B The zookeeper has to provide the daily care of feeding, cleaning, and monitoring the animals and their habitats. As the health of the animals is in the hands of the zookeeper, he or she must prepare the food according to each animal’s specialized diet. A zookeeper should make sure that they have enough water, he or she should also feed and groom them, and clean both the animals and their grounds.

C A day at the zoo with a zoologist can find him or her employed in one of three fields: curating, directing, or zookeeping. Curators and directors work closely together to determine the best way to contain the ^animals, maintain their habitats, and manage the facility.

D When animals transfer locations, the zookeeper must attend them and arrange their new environment. The zookeeper should supervise the animals and record their activities continuously. If the keeper notices any change in the animal’s behaviour, he/she must bring it to the attention of the veterinarian. The zookeeper often trains the animals to move in ways that can help veterinarians examine them.

4. Look through the text above and explain what the highlighted words mean from the context. If you have any difficulties, consult the dictionary.

Vocabulary File

• to specialize • a schedule • an emergency • curating • to determine • to maintain • a facility • to transfer • to supervise •

5. Find a word or phrase in the article that has a similar meaning to each of these phrases. Read the sentences with them.

1. To do a job - …. .

2. An unexpected and dangerous situation - …. .

3. To be concerned about something - …. .

4. To limit your business to a particular activity - …. .

5. To give something to someone - …. .

6. The kind of food that a person or an animal eats every day - …. .

7. To teach someone the skills of a particular job or activity - …. .

8. To be in charge of an activity or a person, and make sure that things are done in the correct way - …. .

9. To move from one place to another - …. .

Gamma Lab

Modal Verbs

6. Read the sentences and compare them. Say which of the sentences, 1 or 2, expresses:

a) ability:

1. My mother is a doctor. She treats patients.

2. A doctor can treat the patient’s illness.

b) permission:

1. Office workers may have their break at 12 o’clock.

2. You may follow advice of your parents when you choose your future career.

c) advice:

1. If you like cooking so much, you should become a cook.

2. He can cook delicious dishes.

d) obligation:

1. That report will be finished today.

2. You must get that report finished today.

7. Read and choose the correct words to complete the sentences.

1. The modal verb usually changes/doesn’t change the meaning of the sentence.

2. The modal verbs can/cannot be used in different tenses.

3. An infinitive without ’to’ is used after/before modal verbs.

8. Read the information and say how the modal verb changes the meaning of the main verb.

Modal Verbs: Ability, Permission, Advice, Obligation

We can use modals (can, could, may, must, should) and semi-modals (have to, ought to) to express permission, ability, obligation, and advice.

While modals and ought to have only one form (I should, he should, etc.), have to changes its form depending on a person and tense.

She has to go home now.

Modals are never followed by the infinitive with to. Use the infinitive without to.

She could play the guitar when she was three.


• Use can to talk about ability now or generally.

The doctor can see you now. Terry can speak Arabic.

• Use can to talk about the decisions made now about future ability.

We can go the concert tomorrow, if you like.

• Use will be able to talk about future ability.

You will be able to take your driving test after a few more lessons.

• Use could to talk about ability in the past.

Tommy could read when he was two years old.

Can cannot be used as an infinitive. Use to be able to:

I’d love to be able to go on a round-the-world cruise.

(NOT: I’d love) to can go on a round-the-world cruise.)


• Use can, could or may to ask for and give permission now, for the future, or generally. They mean the same thing, but could is more polite than can, and may is more polite than could.

Can/Could/May I go on the school trip next week?

• To talk about past permission, we don’t usually use a modal.

I was allowed to go on the school trip. (NOT: I could go on the school trip.)

Note: We do use could to talk about past permission in the Reported Speech.

My parents said I could go on the school trip.


• ought to has a similar meaning to should

• Use should or ought to to ask for and give advice now, for the future, or generally. They have a very similar meaning, but should is much more common in spoken and written English (both formal and informal) than ought to.

You should/ought to eat less fast food.


• We often use must for personal obligation now, in the future, or generally.

I must remember to get Dad a birthday present.

• have to has a similar meaning to must

• We often use have to for external obligation now, in the future, or generally.

I have to study for a test tonight.

• We also use will have to for future obligation.

I’ll have to be more careful in future.

• For personal or external obligation in the past, use had to.

I had to tidy my bedroom last night.

Note: It is very unusual to use must for questions. We usually use have to.

Do I have to be at home by midnight?

You mustn’t eat that! = Don’t eat that!

You don’t have to eat that. = You can eat it if you want to but it isn’t necessary.

Must cannot be used as an infinitive. Use to have to:

I’d hate to have to go to school on Sundays. (NOT: I’d hate to must go to school on Sundays.)

Read and choose the correct words to complete the sentences according to the rules of Ex. 8.

1. We use …. to talk about future ability.

2. We use …., …. or …. to ask for and give permission now, for the future, or generally.

3. We use …. or …. to ask for and give advice now, for the future, or generally.

4. We use …. or …. to express obligation.

10. Look through the text of Ex. 4 on, p. 167 again. Find the sentences with the modal verbs and write them down into your exercise book. Underline the modal verbs and explain how they change the meaning of the main verb.

Complete the sentences with the given modal verb and the words or phrases from the box.

a) can

• cook • to dance • to communicate • analyzing •

1. You …. choose a career of a journalist if you like …. with people.

2. Your soup is so delicious! You …. be a good …. .

3. If you are good at working with computers and …. information, you …. be a computer analyst.

4. You …. very well. You …. be a good dancer.

b) should

• develop your professional skills • repairing cars • change your job • get a high qualification •

1. Taras is good at …. . He …. become a mechanic.

2. If you want to be successful in your career, you …. …. .

3. If you …., you …. do your best to prove that you are really a good specialist.

4. If you want to earn more money, you …. … .

c) have to / has to

• tax laws • a uniform • good at spelling • heavy things • good with numbers •

1. A policeman …. wear …. .

2. Accountants …. be …. and adhere to …. .

3. A secretary …. be …. .

4. Builders …. carry …. .

12. Match the halves (1-6) and (a-f) of the sentences. Fill in might be into the gaps.

1. Tania sings very well,

a) so he …. a lawyer.

2. Andriy is interested in economy,

b) so he …. a farmer.

3. Nina loves flowers,

c) so she …. a painter or an interior designer.

4. Ihor knows laws and history very well,

d) so she …. a singer in future.

5. Petro likes growing vegetables,

e) so she …. a florist or a gardener.

6. Ann is good at drawing and painting pictures,

f) so he …. a manager or an accountant.

13. Speak in class. Talk about the specialists who work in the national parks and in the zoos. Describe their daily routine. What personal qualities do you think they possess? Why is their job so important?

Think of a job (e.g. a doctor, a teacher, etc.) and write about a typical day of someone who does that job, as well as some typical characteristics of the job itself. Use the modal verbs and the text of Ex. 3 on pp. 170-171 as a model.

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