Підручник Англійська мова (9-й рік навчання) - Алла Несвіт - Генеза 2017 рік
Unit 7 Career Magic
Lessons 5-6. Career Prospects
1. a) You’re going to listen to three people talking about their professions. As you listen, match each speaker with a picture given below.
b) Copy the statements into your exercise book. Then listen to the speakers again and tick the statements: M (Mary), J (John), P (Patrick).
1. When I was studying at school my favourite subjects were Chemistry and Physics.
2. First I studied a lot at school: Maths, Computer Studies, English.
3. I’m happy that I can make medicines, which will help sick people.
4. Driving a truck or a van seemed a little boring to me.
5. I can say so, because I’ve made a lot of efforts to become a real professional!
6. I was sure that it would be a job connected with driving.
2. Look at the pictures on p. 176 and name the objects. Say who uses these things, what kind of job it is, where these people work and what they do.
A: A camera is used by a photographer. The photographer takes pictures of people, places, objects, and events. Photography is both an artistic and a technical job. A photographer uses his camera much the way an artist uses his brush, as a tool to show the beauty of the world around him.
B: A tractor is used by a farmer. Farmers work in the fields or on the farms. They plan their crops, grow vegetables, or take care of animals. Even with modern advances in farming technology, it’s hard work requiring long, working hours. Farmers make difficult decisions about how to use the resources and deal with problems, such as insects, drought, and fire. Farmers also arrange for the storage, transportation, purchase, and sale of produced items.
3. a) Work in pairs. Write a list of questions to ask your friends about the professions in Ex. 2. Start them with: What…? Where…? Why…? How…?
b) Discuss the questions in small groups. Use the modal verbs, words and phrases from the Vocabulary File given below.
• to take a serious decision • to plan the steps • to achieve success in life • to choose • to get advice from • to develop natural abilities • to get a good education • to support • to encourage • to take into consideration • to do someone’s best • to be organized • job opportunities • to develop a personality • features of character •
4. Speak in class. Talk about different kinds of job. Use the plan to help you.
1. Name of job.
2. Type of job: white/blue collar.
3. Type of workplace (office, factory, hospital).
4. Typical hours: regular, irregular.
5. Usual work schedule (e.g. 9 to 5).
6. Brief description of job duties (e.g. teach children to speak English).
7. Good points.
8. Bad points.
9. Would you like to do it? Why yes, or why not?
A white-collar worker is a person who has a job in an office, bank, etc. A blue collar worker is a person who does manual work and has a job working in factories, building things, cleaning, etc.
5. You are going to read the information about the child employment in the UK. Some sentences or phrases are missing. First read the text quickly, ignoring the gaps. Try to understand the main ideas of it. Then fill in the gaps (1-8) with the sentences (A-H) to complete the text.
A they will need to get a performance licence
B without taking a break of at least one hour
C They can do a part-time job.
D The youngest age children can work part-time is 13 years old
E the child’s education will not suffer should that licence be granted
F may work a maximum of 35 hours per week
G during the school holidays in each calendar year
H or eight hours for 15 to 16 year olds
Sometimes children in the UK may want to work to earn some extra pocket money. (1) There are the rules that apply to children of compulsory school age.
Compulsory school age
Children are of compulsory school age up to the last Friday in June in the academic year of their 16th birthday, after which is the Mandatory School Leaving Age (MSLA) and the child can apply for their National Insurance Number and may work full time.
(2) …. , with the exception of children involved in television, theatre, modelling or similar activities.
If a child is offered work in these areas, (3) …. . Performance licences are issued by the local authority. Before granting a licence the local authority will check with the headteacher of the child’s school to ensure that (4) … .
Children may not work:
• without an employment permit issued by the education department of the local council;
• in any industrial setting, e.g. factory, industrial site, etc.;
• during school hours;
• before 7.00 a.m. or after 7.00 p.m.;
• for more than one hour before school;
• for more than four hours (5) …. ;
• in any occupations prohibited by local by-laws or other legislation, e.g. pubs, betting shops;
• in any work that may be harmful to their health, well-being or education;
• without having a two week break from any work (6) ….. .
During term time children may work a maximum of 12 hours per week, of which:
• a maximum of two hours on school days and Sundays;
• a maximum of five hours on Saturdays for 13 to 14 year olds, (7) …. .
During school holidays 13 to 14 year olds may work a maximum of 25 hours per week, of which:
• a maximum of five hours on weekdays and Saturdays;
• a maximum of two hours on Sunday;
During school holidays 15 to 16 year olds (8) …., of which:
• a maximum of eight hours on weekdays and Saturdays;
• a maximum of two hours on Sunday.
6. Read and say if the statements are true or false.
1. Children in the UK may work part-time at the age of 16.
2. The authorities give the permission for a teenager to start work if there are no problems with the child’s performance at school.
3. Children can work in any branch of economy if they are working together with their parents.
4. During term time children are allowed to work no more than 10 hours a week.
5. Children can work during their summer holidays as much as they want but no more than 8 hours a day.
6. During school holidays children in the UK can work every day.
7. Read and complete the sentences.
1. Children are of compulsory school age up to … .
2. Children who are involved in television, theatre, modelling or similar activities …. .
3. Performance license are issued by …. .
4. Children may not work …. .
5. There are special rules and regulations about child’s work during …. .
6. Children work because …. .
Read and act out a situation.
You are going to take a part-time job during your summer holidays. You are discussing the situation with your parents. Explain them why you want to start working part-time. Ask them if they agree with your decision and your choice. Ask them for advice.
9. Work in pairs. Your penfriend has written to you that he has got a part-time job. Ask him as many questions as you can to get more information about his job.
10. Read and complete the text with the correct modal verbs.
Finding a Career That’s Right for You
In Ukraine the ninth-formers (1) (can/may/must) …. either continue their secondary education at school, or enter a technical college or a vocational school. While choosing a college or a vocational school for yourself, you (2) (can/should/must) …. decide what kind of job you want to have in future and what type of career would suit you better. First of all, think what (3) (can/has to/have to) …. motivate you as a person. Make a list of activities you’ve enjoyed both inside and outside school. What was it about them you liked? There is no right or wrong answer - but, for example, you (4) (might/must) …. find that you enjoyed: getting to know more about a particular subject, solving challenging problems, working as a part of a team, or meeting new people.
Once you’ve got a clear idea of your interests, you (5) (should/must) …. start looking for a career that matches up with them. Finding a rewarding career is important to most people and you (6) (should/are able to)…. take a little planning as well.
Advice of family and friends is vital to give you the best possible chance of getting into the career that you dream about. It (7) …. (can/ought to) …. be useful to get advice from the people who know you best, but they won’t always know a lot about the career you’re interested in.
Remember - it’s your career. You know what you’re good at and you know what you want to do.