Підручник Англійська мова 9 клас (9-й рік навчання) - Карпюк О. Д. - Астон 2017 рік
Unit 2 WHAT'S YOUR CHOICE?
Lesson 2 CAREER CHOICES
READING & VOCABULARY
1. Read the article and be ready to answer the following questions.
• What idea has become old-fashioned?
• Where will many people work in the future?
• Which skills have become very important?
One of the most important decisions in the life of every person is to choose the right career or occupation. With hundreds jobs to choose from, it’s never too early to begin thinking about your future career.
As a teenager today, you can expect to work for approximately 40 years. During this time, you may have several jobs. Changes in the world will affect the jobs available. The idea of a ‘job for life’ has already become old-fashioned. In the future most people will work for several companies instead of just for one. A lot of people already work from home, connected to the Internet, and there will be many more in the years to come.
We often speak of full-time jobs or part-time jobs, regular jobs or odd jobs. People may lose their jobs, become unemployed and have to look for new jobs. Different jobs require different things. For example, some require special training and meeting people, others require a good imagination or travelling a lot, physical strength or working late hours...
Choosing a career is not easy. A lot of people are encouraged by their teachers, parents and friends. Some people change their minds many times or follow in someone’s footsteps. Others are influenced by certain people or certain events. When you look for a career, you should look carefully at all aspects of the job. You must also take a good look at yourself.
Firstly, it is important to consider your interests. You may enjoy working with people, or you may enjoy working with your hands. You may like reading, using words, and writing. Numbers and solving problems may hold a special appeal to you.
Secondly, you should find out what your aptitudes are. Your aptitudes are your natural abilities or talents. An aptitude means it is easy for you to learn certain things. One way to focus on your aptitudes is to ask yourself some questions:
• In what school subjects do I get the highest marks?
• What talents or natural abilities do I seem to have? (talking, writing, singing, painting or taking objects apart and putting them back together)
• What do I think I could learn to do well?
• What do other people think I could do?
Besides, there are special aptitude tests you can take. Careers officers can help and advise young people to get good training in order to have some skills.
Thirdly, different people are good at different skills. A skill is the learnt capacity for doing something. For example, you can possess skills in typing, drafting, cooking, sewing and auto repair. It’s useful to learn the skills like leadership skills, teamwork skills, critical thinking, writing and reading skills, etc.
Communication skills, in general, should be at the top of the list. Communicating with people, especially from other cultures, understanding their minds and culture, will be even more important in the future. English has become the international language of communication. Millions of people use it in their jobs every day. In the future most people will need English for their jobs.
We live in the computer age. There are about 100 million computers in the world at the moment. You don’t need to be a computer genius to work with a computer but your computer skills need to be good and you have to work on them all the time.
Education is important in your future career prospects. A high school graduate has a better chance. Specialised training opens up even more job opportunities. You can get this training in vocational high school, in a college, in vocational-technical school, or through on- the-job training.
A career is a professional growth a person does in his or her life, usually in one field.
A job is the work that a person does regularly in order to earn money.
A profession is a job that requires special training, often a university education.
An occupation is a job or profession.
2. Complete the sentences based on the article.
a) It’s never too early to begin ...
b) Changes in the world will ...
c) We often speak of full-time jobs or ...
d) People may lose their jobs and ...
e) Some jobs require ...
f) In their career choices some people are influenced by ... and a lot of people are encouraged by ..., some follow ...
g) Your aptitudes are ...
h) Skills are ...
i) Specialised training opens ...
3. Answer the questions.
1. What is one of the most important decisions in the life of any personality?
2. Is choosing a career easy?
3. What does the phrase ‘to take a good look at oneself’ mean?
4. What questions can help to focus on aptitudes?
5. Who can help young people to get good training?
6. What are the examples of skills that can be useful?
7. Why is education important?
8. Where can you get specialised training?
4. Fill in with the words ‘job’, ‘profession’, ‘occupation’ or ‘career’.
a) — How long has Linda been unemployed?
— She’s been looking for a ... for two months.
b) Please, write your ... on this form and hand it in.
c) His ... as a boxer came to an end after that fight.
d) My mother is a doctor. I like this ... and I may follow her in her footsteps.
5. a) Read the text below and guess the missing word and the job which is described.
I work six days from seven in the morning till half past two in the afternoon.
I really like my job. I take ... to 250 addresses. I really like it when I give somebody a ... and it makes them happy. It means my job is important to many people. However, I don’t like rainy and snowy days and I can’t stand dogs.
b) In pairs, think and write down as many jobs as you can during one minute.
How many jobs can you and your friend think of in one minute? Compare your results with the class.
6. Find the names of jobs in the snake below and match right descriptions to them.
a ... travels with someone important and protects them from attack
a ... repairs toilets, baths and sinks
a ... cuts and does ladies’ hair
a ... operates and controls a plane
a ... tries to get secret information about another country
a ... helps a doctor to look after sick people
a ... repairs cars
a ... shops, cooks and cleans the house for someone
an ... designs houses and buildings
a ... writes programmes for computers
1. Say which of the jobs are traditional career choices for men and which are for women. Explain why this is so.
2. Listen to Ana’s story and say if the statements below are true or false.
a) Ana is a car and truck mechanic.
b) She has always wanted to do this job.
c) She has her own workshop now.
3. Listen to the story again and answer the questions.
1. What job did Ana do?
2. Why did she give up this job?
3. Why did she buy a book on car repairs one day?
4. What did she do after that?
5. What makes her a successful mechanic today?
4. Listen to the interview with Bruno for ‘Active Teenagers’, a school magazine, and find out what his summer plans are.
5. a) Write about Bruno.
Put the verbs into the correct form.
What happened last summer?
Last summer Bruno (have) ... a job. He (notlike) ... it at first. He (have to) ... get up early. After two weeks he (start) ... enjoying it. He (meet) ... a lot of people, (earn) ... some money and (have) ... a good time. The job (be) ... his mum’s idea. She (think) ... Bruno (need) ... some action.
What is going to happen this summer?
This summer Bruno (work) ... in a pizzeria. He (deliver) ... pizzas. He (earn) ... some money. Then he (visit) ... his friend Anita in Sweden. He (take) ... a bus. He (stay) ... in Stockholm most of the time.
b) In pairs, agree or disagree. Explain why.
Bruno is too young to travel abroad alone.
6. Read the following sentences and say if you agree or disagree with them.
1. Girls do more housework than boys.
2. Boys have more freedom than girls.
3. Girls are better pupils than boys.
4. Boys are better at sports than girls.
5. Boys are better at maths and physics than girls.
6. Girls are better at languages and art than boys.
7. Girls are more polite than boys.
Later on in life
8. Men get better jobs than women.
9. Very few women get to be managers.
10. Men have more free time.
Say why you agree with some of the statements above. Use the ideas below.
I agree that ... because...
• parents are less worried about boys
• girls spend more time studying
• girls are not as fast as boys
• parents don’t ask them to do much at home
• boys are better at numbers than girls
• girls speak more than boys
• parents expect them to be
• for women the family is more important than work
• men don’t help much at home
1. a) Look at the sentences (a-d) and complete the rules in the box.
a) The career that comes to mind is most probably a doctor.
b) Columbus was the person that brought cocoa beans to Europe.
c) It was H. Cortes who really brought chocolate to Europe.
d) They considered it a divine drink which gave energy to those who drank it.
We use the relative pronoun …
We use the relative pronoun …
for animals and things.
We use the relative pronoun …
for people and things.
b) Copy the rules in your notebook.
2. Complete the following sentences with ‘who’ or ‘which’.
1. Peter Parker is a photographer ... changes into Spider-Man to fight criminals.
2. Batman has a special car ... can travel very fast.
3. Superman is the best-known hero of American comic books ... fights for truth and justice.
4. The only thing that can harm Superman is a green rock ... comes from the planet Krypton.
5. He is a well-known character in American comics ... wears a bat costume.
6. Not only can he climb buildings and high walls but he can also catch criminals in a web ... he throws over them.
3. Work in pairs. Think of four words and write definitions of these words in your notebook. Then read your definitions and let your partner guess.
— It’s a person who works in a restaurant.
— a waiter / waitress
— It’s a thing which you use for writing.
— a pen or a pencil Start your definitions with:
It’s a person... It’s somebody... or It’s a thing... It’s something...
4. Look at the following sentences and complete the rules below, choosing the correct item.
a) That’s the boy whose cat disappeared.
b) That’s the village where my mother was born.
c) I still remember the time when we met.
1. We use where / when for a place.
2. We use whose / when for a time.
3. We use whose / where for possessions.
Match the sentences (a-c) with the rules (1-3).
5. Choose the correct pronoun to complete the sentences.
a) The jeans where / which my mother bought are too small.
b) I’d like to meet the girl who / which wrote that poem.
c) That was the time where / when I had straight As at school.
d) Is that the boy which / whose dog I found?
e) That’s the shop that / where I bought my bike.
f) Is that the kind of food that/ who you like?
6. Fill in the gaps with ‘who’, ‘which’, ‘whose’, ‘where’, ‘when’.
1. What do you call the profession ... is the most popular nowadays?
2. It’s a new kind of car ... runs on electricity.
3. That’s the shop ... they sell skateboards.
4. That’s the boy ... dog attacked me.
5. I remember the day ... there was a festival in our town.
6. A job is the work ... a person does regularly in order to earn money.
7. The people ... live above our flat are very noisy.
8. The school subject ... everybody likes is PE.
9. I hate people ... complain all the time.
10. A profession is a job ... requires special training, often a university education. 7
7. Finish the sentences in any way you like.
1. A good friend is someone who ...
2. A secret is something which...
3. Home is the place where...
4. Christmas is the time when...
5. A career is a professional growth ...
1. a) In groups, read the list of some important jobs and explain what people in those jobs do.
• accountant [ә'kaʊntәnt]
• architect ['a:kıtekt]
• carpenter ['ka:pәntә]
• chef [ʃef]
• model (fashion model)
• interpreter / translator
• computer operator
• photographer [fә'tɒgrәfә]
• pharmacist ['fa:mәsıst]
• electrician [ı.lek'trıʃn]
• interior [ın'tıәrıә] decorator
• machine [mә'ʃi:n] operator
• engineer [endӡı'nıә]
• estate [l'steıt] agent
• fashion designer
• designer [dı'zaınә]
• lawyer ['Iɔ:jә]
• musician [mju:'zıʃn]
• physician [fı'zıʃn]
• physicist ['fızısıst]
• social worker
• sports instructor
• surgeon ['sз:d3ӡәn]
• travel agent
• vet (veterinarian)
b) Refer the jobs above to the characteristics below.
1. dangerous jobs
2. jobs which require a university degree
3. jobs which are primarily done by men
4. jobs which are primarily done by women
5. jobs which are the most prestigious
6. jobs which are the least prestigious
7. jobs which are well paid
8. jobs which are low paid
2. Say what you think on the following questions.
1. Can men and women really do any job they like?
2. What may be some of the problems?
3. What are you good at?
4. What subjects at school are difficult for you?
5. What subjects are you really interested in?
6. What subjects are you not interested in?
7. What jobs do you do at home?
8. Which of them do you like doing and which of them do you hate doing? Why?
3. Work in pairs. Choose a job. Think of at least three things you do in this job. Let the class guess the profession. Think of various jobs and take turns.
A, “I’ve just finished the plan of your house.”
B, “You are a person who is called an architect.”
4. Say what qualities these jobs require.
a police officer
brave, careful, caring,
a shop assistant
fair, honest, punctual,
an estate agent
reliable, skillful, smart,
5. Imagine you are being interviewed by a career officer. Complete the conversation and act it out with your partner.
Career officer: Please, take a seat.
Career officer: Now, what’s your name?
Career officer: Where do you go to school?
Career officer: What kind of a pupil are you?
Career officer: Which are your favourite school subjects?
Career officer: Do you have good marks in those subjects?
Career officer: Which subjects are you really good at?
Career officer: Which subjects are you not so good at?
Career officer: Do you have any hobbies? Something you like doing? You: ...
Career officer: What sort of job would you like to have one day? You: ...
Career officer: Why do you think you’d like doing that?
Career officer: Thank you very much.
I’d like you to take this test now...
6. In groups, speak on the items.
• Four factors that influence career choices.
• How do hobbies and interests affect career choices?
• The difference between an aptitude and a skill.
• How does education influence career advancement1?
7. Role-play the situation in a group of three.
A, imagine that you are an employer2 interviewing teens for a parttime job. Think of a kind of job and list five qualities that you would look for in the employee. Take them into account while interviewing the candidates and decide which candidate suits the job more.
B, C, you are the candidates to have a part-time job. You are interviewed by the employer, so be ready to answer his/her questions.
8. Divide into two teams to debate on the statements below.
1an advancement [әd'va:nsmәnt] — просування вперед; успіх; (тут) зростання
2an employer [ım'pɔıә] — роботодавець
1. a) Think about some qualities of a good babysitter / shop assistant / DJ, etc. and make up a job questionnaire.
b) Interview your partner and write your report about if he / she can do this job and explain why.
2. Do an individual research work.
a) List three of your interests.
b) Next, list two skills you have that match your interests.
c) Do a research paper on a career that calls for your interest and skills.
d) At the end of your paper state whether this career would suit you.
1. a) Ask a small group about their TV habits. Use the questionnaire below.
1. What kind of programmes do you usually watch?
2. What kind of programmes do you enjoy most?
3. Which ones did you watch yesterday?
4. What kind of new programmes would you like to watch?
5. What programmes are good for teenagers?
2. Put the following statements in the right order (1-7). Explain your choice.
1 = the most important 7 = the least important
The Internet is a great idea because:
□ I can get free entertainment, (music, films...)
□ I can buy things I can’t buy from other places.
□ I can improve my English.
□ I can make new friends.
□ I can easily find information I need.
□ I can keep in touch with friends.
□ I can do things my parents know nothing about.
3. Say which of these you often see / don’t see in TV commercials. Explain why it is so.
• happy families
• people who are ill
• bright colours
• pretty girls
• famous people
• people who are old and tired
• teenagers with problems
• dirty streets
• old dogs
• young people in nice clothes
• dark colours
4. Work in pairs. Think of your favourite commercial.
Describe what is going on to your parnter.
She / He should guess what the commercial is for.
5. a) Match the lines (a-i) on page 102 to make a dialogue with the lines (1-10) below. Then listen to the text and check.
1. Hi David. I can’t start my recorder. And I have this chat show at five.
2. Well, the host is a famous teenage psychologist.
3. And the kids write anonymous questions.
4. No, it’s a great show. I haven’t missed a single one yet. And I have my French class at five. Help!
5. Tell me which buttons to press to get it started.
6. Come on, it’s urgent.
7. The what button? How do you spell it?
8. OK, I’ve found it. What now?
9. David, you saved my life. You’re an angel!
10. Ugh, I’ve never been good at spelling, but here you are: A - n - g - e -l. See you at school tomorrow.
a) See you.
b) So what do you want from me?
c) Teenage problems. "I’ve been in love with this girl but I don’t know how to tell her...”
d) Or, "I’ve got bad skin problems. Please help!” It all sounds boring.
e) D - V - D - H - D. And mode is m - o - d - e, silly. Don’t panic.
f) What chat show?
g) Do you see the DVD HD mode button?
h) A what? How do you spell it?
i) Press it together with the red button to start the recording. Is anything happening?
b) Read the dialogue out with a partner. Act it out in pairs.
6. Read the description of a game show and change all the relative clauses into defining and non-defining ones.
The Generation Game, which is on television on Saturday evenings, is a very popular game show. The host of the programme is Bruce Forsyth, who is a well-known comedian. The contestants are pairs of people who are from different generations of the same family, for example, father and daughter or aunt and nephew. The contestants have to do funny activities, like dancing activity and making models. Experts who have shown the contestants how to do the activities then give them scores. In the first round two pairs play against each other. The pair that gets the higher score goes through to the last round. In the second round another two pairs play against each other. In the last round the two pairs who won the first two rounds play against each other. At the end a lot of different prizes are shown to the winning pair.
The prizes, which include televisions, holidays, toys, vases, sports equipment, etc, pass in front of the pair on a conveyor belt. Then the pair of contestants has to remember as many of the prizes as possible in one minute. They get all the prizes that they remember.
7. a) Complete the text with the words from the box.
commercial, programmes, channel, Broadcasting, owners, educational, commercials, television, advertisements
TV IN BRITAIN
The British (1)... Corporation (BBC) has two television channels BBC1 and BBC2; the Independent Broadcasting Authority2 (IBA) has one (2)... ITV. In addition, there is another independent (3)... channel — Channel 4.
The BBC gets its funds1 from license fee2 which all (4)... of televisions must pay. There are no commercials on BBC (5)... . The IBA channels are funded by television (6) ... (commercials). Commercials occur at breaks within and between (7) ... . Political and religious
(8) ... and advertisements for tobacco are forbidden. Both the BBC and the IBA produce (9)... programmes for schools.
1funds [fʌnd] — фінанси
2license fee [ laısns fi:] — ліцензійний збір
b) Look and say what programmes are the most common on British TV.
c) Share the information about television in Britain with your partner.
8. Do a survey.
a) Make a questionnaire using the scheme below. Include the names of six programmes.
How many hours do you watch TV each week?...
When do you watch TV? ..................................
Do you like these programmes?........................
The names of the programmes
I like it
I don’t like it
I don’t know it
b) Ask five people the questions in your questionnaire.
c) Make a graph to show the favourite programmes of your interviewees. Add your commentary.
9. Role-play the situation in pairs.
Imagine that your friend and you were offered to run a youth channel on local television and you agreed.
Decide on the following:
a) What would you call your channel?
b) How are you going to make it different from the existing adult’s and children’s channels?
c) What kind of programmes do you want to have on your channel?
d) When will the programmes on your channel begin and finish?
e) What programmes are you going to show in prime time?
f) Will there be any commercials? If yes, what kind?
g) What kind of films (if any) would you show on your channel?
Make a 3 minute presentation about the channel you are going to run.
10. Guess the names of the jobs using these explanations.
a) a person whose job is to help people with the law or talk for them in court;
b) a person whose business is to buy, sell or look after houses/ land for people;
c) a person who works to improve bad social conditions and help people in need;
d) a person who welcomes or deals with people arriving at a hotel, at a place of business, visiting a doctor;
e) a person trained to look after sick animals;
f) a person whose job is to work with electricity;
g) a person who prepares or organises a newspaper, periodical or book;
h) a person who studies chemistry or a scientist who specialises in chemistry;
i) a person who makes and sells medicines;
j) a person who owns a travel agency or works there and whose business is to arrange travels.
11. Choose the adjectives from the box to complete the sentences and characterise the occupations.
exhausting, interesting, pleasant, tiring, skilful, dangerous, exciting, monotonous, creative, popular, rewarding
1. — You are not going to tell me that the life of an engineer is not as ... as the life of an architect.
— Well, I spend a lot of time travelling. Sometimes 5 or 6 hours a day in my car. It’s very ... .
2. Can you agree that the jobs of photographers, writers and journalists are ...?
3. Mary says that teaching is a very ... and ... profession.
4. Jobs of plumbers and carpenters can be characterised as ... .
5. Last year John gave up a really ... business career and came to some remote area to become a farmer.
6. I have always thought that any job in the theatre is very ... .
7. People who work as firemen should be brave as their job is very ... .
8. Careers of fashion models are very ... nowadays.
9. People who work as accountants love numbers but I think that working with numbers is very ...
12. a) Read a career officer’s point of view as for career choices of the British.
HELEN HUNT IS A CAREER OFFICER IN MANCHESTER
Career choices are certainly changing. Traditionally, girls used to choose jobs like working in shops, nursing or teaching. Nowadays, they are more interested in other jobs, like advertising, the computer industry and even some unusual jobs like car mechanics. Boys are also interested in all kinds of jobs. We try to make them aware of all job possibilities.
Take housekeeping, for example. We have had some boys who have chosen it as their career and they are doing fine. The important thing, of course, is to judge somebody’s work by how a person does it, not by what sex a person is.
We have visited a lot of schools and talked to many pupils and parents. We have noticed that in families where boys and girls share the housework equally, children are more open to different careers and jobs. Everything begins at home, I would say.
b) Complete the sentences.
1. Helen works in ...
2. Career choices are ...
3. Girls are more interested in ...
4. Some boys are interested in ...
5. We should judge somebody’s work by ...
6. Everything begins at ...
7. In families where boys and girls share the housework, children are …
13. a) Read and speak on what some young people say in their letters about their ambitions and plans for the summer.
This hasn’t been a good year for me. I’m sick and tired of school, teachers and marks. This summer I'd like to sleep a lot and forget about everything. I have a feeling I’m not going to do it, though. My parents are very unhappy with my marks so I'm probably going to take some summer courses to improve1 my marks.
1to improve [ım'pru:v] — noкpaщyвати
Football Is number one for rue. I don't like school, ил. going to leave school as soow as possible. I'd like to be a professional footballer and get a place in the national team. Football Is everything: money, fame1 and traveling. This summer I'm going to spend з weeks Irr the camp for talented уoung footballers. I'm going to work hard, I know, but some important people are going to be there and who knows? Maybe l won't have to go back to school ever again.
1fame [feım] — cлавa
2a weird [wıәd] — дивак
b) Fill in the grid based on the information from the letters above.
Ambition would like to
Plan is going to
14. Ask and answer in pairs, then report back to the class.
a) Are you interested in foreign languages? How many can you speak?
b) Would you like to get a babysitting job in a foreign country?
c) Are you crazy about travelling? What are you crazy about?
d) Have you ever taken part in a campaign against or for something? What was it?
e) Have you ever won a competition?
f) Have you taken up any new activities or sports recently? What are they?
g) Are you sick and tired of school and marks?
h) Are you going to take any courses this summer?
i) Do you need to improve your marks?
j) What do you often volunteer to do at home or at school? 15
15. Discuss in groups which of the jobs are traditional career choices for men and which are traditional career choices for women in Ukraine. Don’t forget the jobs you mentioned before.
PAGES 4 READERS
1. Read the sentences and try to guess the meaning of the words in bold.
The floor is the people attending a public meeting or the public meeting place where people sit. The studio floor is the place where we can see studio audiences. The floor manager organises the work on the studio floor following the instructions of the director of a programme. He or she gets the director’s instructions through the headphones which he or she has on his ears. The floor manager doesn’t use a microphone. He or she uses gestures or signs.
2. Listen and read the article. Match its seven paragraphs to the topics (a-g).
(1) Some of us are ready to spend hours in front of the blue screens of our home cinema theatres, which sometimes demonstrate new and unusual shows. One of them is called Who Wants to Be a Millionaire?.
(2) The show is a worldwide hit. The contestants are ordinary1 people chosen from those who ring a special telephone number. The programme makers don’t meet the contestants until they arrive at the station. To win the jackpot a contestant has to answer 15 questions correctly.
1ordinary [ɔ:dınri] — звичайний
For each of these, they are shown the questions and four possible answers before deciding whether to play on or not. Then the contestant chooses an answer. If it is correct, they can stay in the game.
(3) The programme is very popular because viewers like to see ordinary people making decisions. When a contestant thinks he knows the answer but isn’t sure there is an excitement in the studio. The music becomes louder and the cold blue lights become darker. Some contestants take up to 15 minutes to answer a question, but we only see their worst moments. The fact that we can see the answers on the screen makes the game seem easier. All the time, the cameras take lots of pictures of the contestant struggling with the decision. This is a part of the appeal1.
(4) For the viewers the show offers a chance to feel that they could do better than any of the players, for the contestant — a chance to win a lot of money and to be a star for a short moment.
1an appeal [ә'pi:I] — заклик, звернення
(5) What does it take to make a top programme on TV? Lots of imagination, lots of energy, and lots of people. Who are these people?
Here you are.
The director is responsible for the programme. From the control room, the director decides which images to use at each stage.
It’s a very tiring job. The director must discuss the programme with the presenters before the show goes on air.
The floor manager is the director’s representative on the studio floor. He/she doesn’t have to make many decisions: the director’s instructions come through headphones. The floor manager must follow the director’s instructions and orders.
The camera operators must follow the director’s instructions on where to take the camera. They should have enough technical expertise1 to change camera lenses2.
The sound engineers control everything from microphones to mixing desks with a thousand lights and buttons. They are technical experts but they shouldn’t ignore the director’s instructions.
The presenters or the talk show hosts all have to arrive at the studios early enough for the make-up session.
1an expertise [,ekspз:'tі:zx] — експертиза
2lenses [ Ienzız] — лінзи
3male and female [ ,meıl ænd 'fi:meıl] — чоловіки і жінки
4an autocue ['ɔ:teʊkju:] — телевізійний суфлер
All presenters, male and female3, have to wear make-up because the cameras can make people look funny. Presenters don’t have to learn their lines because they can read them from the autocue4.
There are many other people: the vision manager, the production secretary, several technicians, and many others. It really takes a crowd to make a TV show!
(6) Everyone mentioned above is necessary but a face of any TV channel greatly depends on its announcers.
(7) What is the right personality to give a face to TV programme? There are several answers. A good appearance (an attractive face and a reasonably good figure) and the ability to hold himself / herself well.
Next comes intelligence and a good memory. Then you should have a friendly and likeable manner. The right kind of voice is important. And in this connection confidence is the most important thing of all, the ability to be posed and at ease before the cameras. If you have this gift by nature, you’ve gained a fortune: not too many have it. The majority of people start thinking about it when they face a microphone or a camera.
3. Work in pairs to answer the questions.
a) What is the director responsible for?
b) What is the floor manager? What are his duties?
c) Must the camera operator have technical expertise?
d) What does the sound engineer do?
e) Is it necessary for the presenters to learn their lines?
f) What other people are in the process of making a show?
4. Work in groups. Discuss the following items.
• Which of the qualities of a TV announcer mentioned in the article do you consider really very important and which ones, in your opinion, do not matter a lot?
• Are there any other qualities to be considered in addition to those mentioned in the text?
• Name a successful host of some TV programme. Explain your choice.
• Express your opinion about the role of the talk-show host.
• Do you agree that television created many popular personalities?
• Name a well-known TV announcer, a famous singer, a TV sporting reporter who enjoys popularity, a popular TV journalist and say what made these people so popular. What attracts the TV-viewers?
5. Read and role-play the situation in pairs.
It’s easy to visit a TV studio in the UK because a lot of programmes have studio audiences. If you phone the local TV station, they’ll tell you when to visit, and which programmes you can see. Imagine you are telling your friend about your visit to the studio. Your friend is asking questions. You may start like this:
A: First they told us to wait in a queue.
B: Oh, yeah? (Really?)
A: And then...
6. Write a paragraph about a TV programme which appeals to you most.
My Learning Diary
The topics of this unit are
I find this unit very easy /quite easy /quite difficult / very difficult. (Underline what is true for you)
I think that the most important thing I have learnt is
The most difficult thing for me was
The things that I enjoyed most in the Unit were
The things that I didn’t enjoy were
The ways I used working with the Unit were
My favourite activities / tasks were
The new grammar I have learnt in the Unit is
The best lesson I had in my English class was
The things that are easy to read are
The things that are easy to listen to
The things that are easy to talk about
The things that are easy to write about
The things that are difficult to read about
The things that are difficult to listen to
The things that are difficult to talk about
The things that are difficult to write about
Three things I would like to remember from this unit are because
I would like to improve my pronunciation /spelling / vocabulary / grammar/fluency. (Underline what is true for you.)
The things that I would like to learn are
You have finished the unit. Choose the adjectives that best describe how you feel about it
Are there any things which you don’t understand very well and would like to study again?
After the unit I can: