Прочитайте тексты о школьниках, планирующих своё будущее, и установите соответствие между текстами и утверждениями: к каждому тексту, обозначенному буквами А – Е, подберите соответствующее утверждение, обозначенный цифрами 1 – 6. Используйте каждую цифру только один раз. В задании есть один лишнее утверждение. The person has too many career choices.
The disability doesn’t stop the person planning a career.
Work experience was valuable to the person.
The person is unsure about his/her future.
The person has found out what is necessary for the future career.
The person follows his/her dream since childhood.
A. Zoe is in Year 9 and has always had a keen interest in animals. She plants to work for the RSPCA in the future as an inspector. She has researched the entry requirements for this type of work and has discussed the skills and experience that are needed with her personal adviser at school. Zoe has chosen to attend college in Year 10 to study a City& Guilds course, which she will combine with GCSE in school. She knows that she needs to achieve A C grades at GCSE to train with RSPCA. From her research Zoe has found that as well as academic qualifications it is important to get as much experience with animals as possible. As a result, she spends time helping on a local farm and goes horse-riding.
B. Michael is in Year 9 and enjoys most of his school subjects. He has decided to take GCSEs in additional science, product design and food technology. But he doesnt have a clear career plan at the moment. Michael talked to a range of people in and outside of school to help him make his option choices.I had an opportunity to talk to my teacher about my option choices. I also use the school's option booklet which I went through with my parents. Michael found it invaluable talking to lots of different people about what to do after Year 9, even though he doesnt have a career idea yet.
C. Michelle is in Year 10 and has a specific learning difficulty. She attends a local school where she has support in lessons. She finds the theory work very difficult and uses support from learning support assistants for reading and written work as she has problems with reading and writing. Despite her difficulties, Michelle is extremely hard-working and has already begun to plan her career. She would like to manage her own bat in the future. So, she is studying a GSCE in food technology. Michelle plans to study catering at college and will continue to get support with the theory work when she is there.
D. Since he was six years old, Ethan has loved performing and he joined his first dance school at the age of ten. Even at such a young age it was clear he was talented and in Year 8 he transferred from his local secondary school to a full-time school for performing arts. Now in Year 10, he studies acting, singing, music and dancing and a range of GCSE subjects. At first children used to tease Ethan about his singing and dancing. He thinks it has made him work harder to succeed. He has a lot of support from his family and from his teachers. Ethan's dream is to perform in the West End musical theatre, and he knows how competitive this type of work is.
E. Ann has always enjoyed sciences. She chose A levels in biology, chemistry and mathematics. During Year 12, Ann started researching careers that use sciences, and decided that she liked dentistry. She learned about courses and found some work at a dental practice. But she didnt enjoy it and it put her off a career in dentistry. Ann thought carefully about why she had not enjoyed her work experience and realised that she like research. She started to look at careers that involve scientific research. Ann finally decided that biochemistry would be perfect for her. She now has a place to study biochemistry at university. She is really glad that she arranged some work at the dental practice. I could have easily gone into dentistry without knowing fully what the job requires. It would have been wrong for me.
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Утверждение

хорошист438    2   14.03.2022 21:44    1