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- •СОдержание
- •Введение
- •Unit 1. Family life. Text 1. About myself and my family
- •Vocabulary to remember
- •Practice:
- •1. Read the text ‘About Myself and My Family’ and answer the questions.
- •2. Read the dialogues in pairs.
- •3. Work in pairs.
- •4. Speak about your own family. The following questions will help you.
- •Text 2. Family problems
- •Practice:
- •Practice:
- •1. Talking points:
- •2. Indicate one of the meanings in which the given word is used in the Text.
- •3. Choose the synonyms from the right column to the phrases given in the left one.
- •4. What would you say if you took part in the following dialogue? Act it.
- •Text 2. University education
- •In great britain: “oxbridge”
- •Cambridge
- •Practice:
- •1. Write a word to each definition:
- •2. Correct the following sentences beginning with: “I am afraid that is wrong” or “That is not true to the fact”.
- •3. Consider the following statements.
- •5. Discuss pros and cons of the fact that some people think that Oxford and Cambridge Universities are too old-fashioned, traditional, and elitist.
- •Unit 3. English-speaking countries text 1. Great Britain
- •Practice:
- •1. Choose the Russian equivalents from the right column to the following English words and phrases.
- •2. Put in the words omitted in the following; the sentences are all in the piece you have just read.
- •3. Finish up the sentence of the Text.
- •4. What would you say if you took part in the following dialogue? Act it.
- •Text 2. The usa
- •Practice:
- •1. Indicate one of the meanings in which the given word is used in the Text. The paragraph number is given in brackets.
- •2. Choose the synonyms from the right column to the phrases given in the left one.
- •3. Finish up the sentences of the Text.
- •4. What would you say if you took part in the following dialogue? Act it.
- •5. Reproduce the topic “The United States of America” in English according to the plan made up.
- •6. Make up the presentation of culture, geography or history facts of the usa. Use different sources of information. Unit 4. Language in our life text 1. Learning foreign languages
- •Practice:
- •3. Read the text ‘Learning Foreign Languages’ and answer the questions:
- •Text 2. English around the world
- •Practice:
- •Identify the key-words concerning the functions of the English language and write them out.
- •Unit 5. Ecological problems. Text 1. The problem of environmental protection
- •Practice:
- •2. Match all the possible pairs and give the proper translation of the word combinations:
- •3. Write a word to each definition:
- •4. Write an essay or make up the report (or presentation) on the most important ecological risks for today’s life. Use different sources of information. Text 2. Once again about ozone holes
- •Practice:
- •1. Suggest Russian translation for:
- •2. Give the English equivalents for the following phrases. Consult the text.
- •3. A) Give synonyms for the following words:
- •4. Answer the following questions:
- •6. Agree or disagree with the following statements. Begin you answer with:
- •Unit 6. Youth’s world. Text 1. The problems of youth.
- •Practice:
- •2. What is missing? (Find the omitted words and define the part of the speech. Give the translation of the sentence):
- •Text 2. The younger generation knows best
- •Practice:
- •3. Read the text once again and point out the statements you completely agree or disagree. Put them in the table. Give your arguments.
- •5. Translate the quotations. Try to explain these sayings. Describe the situation where you can use these proverbs or write the essay.
- •Unit 7. Science in our life. Text 1. The progress of science
- •Practice:
- •1. Answer the questions:
- •2. Read the text and find the derivatives from the following worlds. Define what parts of speech they are. Translate them into Russian:
- •3. Use the English equivalents for the words and phrases in brackets.
- •4. Complete the following sentences. Use the vocabulary of the text.
- •5. Find in the text the English equivalents for the following Russian phrases:
- •6. Use the key phrases given below to retell the text:
- •7. Guess the things which we use in our everyday life.
- •8. Discuss in your groups the main advantages and disadvantages of television, write them in two columns on your paper and express your own opinion.
- •Text 2. Inventors and their inventions
- •Practice:
- •1. Find the names of the inventors who gave their names to the things they created using different sources of information. Put them down in the table.
- •2. Find in the text the famous words of Edison proving his idea of a genius. Do you agree with him ?
- •5. Make a list of the Seven Wonders of the 20th century. Write them in the order of their importance.
- •Getting a job
- •Moving up
- •Leaving the company
- •Hard times
- •Happier times
- •Practice:
- •1. Write a single word synonym for each of these words/phrases.
- •3. Complete these sentences with a suitable word or phrase.
- •How to succeed at interviews
- •Practice:
- •2. What factors do you think a job applicant should keep in mind when being interviewed?
- •Unit 9. Youth rights and duties. Text 1. Human rights.
- •Practice:
- •1. Answer the following questions:
- •2. Read the text again and find Russian equivalents or explain the following phrases:
- •3. Problem discussion “Violence is always wrong”.
- •3. Translate the quotations. Find Russian equivalents and try to explain these sayings. Describe the situation where you can use these proverbs or write the essay. Give as many arguments as possible.
- •Text 2. Youth rights movement
- •Organizations in Europe
- •Organizations in the United States
- •Practice:
- •Unit 10. Healthy way of life. Text 1. New anti-drugs campaign for young people
- •Drug facts
- •Practice:
- •2. Read the text again and find Russian equivalents or explain the following phrases:
- •3. Test yourself “How much do you know about drug addiction”?
- •Vocabulary you may need:
- •4. Make a survey on the situation on the drug problem in your educational establishment, your native city. Report in class about its results.
- •Practice:
- •2. Organize a group discussion. On the following problems:
- •3. Below you have some of the amazing achievements of modern technology. Match the names on the left with the definitions on the right.
- •4. Think of the benefit and harm of these or other inventions widely applied in today’s life. Put your results into the table “Benefit/Harm”
- •5. Take the Quiz. This test will only be scored correctly if you answer each one of the questions.
- •Screening test scoring ranges:
- •80 To 100, Significantly Above Average!!! unit 11. Cooperative movement. Text 1. Role and contribution of the cooperative movement in today’s world
- •Practice:
- •2. Match the pairs:
- •4. Read the sentences and tick () the statements which are true to the text. Correct the false statements.
- •5. Choose one of the following topics and prepare a report on it:
- •Text 2. From the history of co-operative education
- •Practice:
- •1. Find the English equivalents in the right-hand column for the following:
- •3. What is missing? (Find the omitted words and define the part of the speech. Give the translation of the sentence):
- •4. Talking points:
- •Список литературы
- •Интернет-ресурсы
3. Complete these sentences with a suitable word or phrase.
I don't want a full-time job. I'd prefer to work …
She'd like to go on another training…
I'm bored in my job. I need a fresh…
He works on a stall in the …
At the end of this year we should get a good pay…
She's got more than a hundred workers under…
I didn't know he was the new manager. When did he take…
It's a boring job and the pay is awful. Why did he…
4. Have you got a job in a company? If so, answer these questions as quickly as you can. Ask another person the same questions.
What does your job involve?
Are you responsible for anything or anyone?
Have you had much training from the company?
Have the company sent you on any training courses?
Have you been promoted since you starred in the company?
Do you normally get a good pay rise at the end of each year?
How do you feel about your future prospects in the company?
Are you happy in the job or do you feel it is time for a fresh challenge in another company?
5. Imagine the career ladder of your own. Describe the most important stages.
6. Enumerate some important conditions mostly required for successful career ladder running.
7. Essay: “Is it necessary to be at the top of career ladder?”
TEXT 2. THE INTERVIEW
Active vocabulary to remember
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interview tool subordinate staff regulation job performance application private interviewer interviewee senior executives alteration support swap social skills qualities carefully strengths and weaknesses assess influence decision prospects arrangement job applicant efficiently
development promotion permission waste time promptly acceptance reputation fluster irritate appearance fiddling wander mumble gabble restrict continue tricky think ahead anticipate appointment verbally current resignation ' put on airs and graces reference employer
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собеседование инструмент подчиненные правило, положение устава выполнение работы заявление частный, личный, приватный интервьюер, берущий интервью интервьюируемый, дающий интервью старший персонал, руководство изменение, перемена поддержка смена, перемена, замена навыки общения характеристики, качества тщательно, осторожно сильные и слабые стороны оценивать влиять решение перспективы мероприятие, условие претендент на рабочее место эффективно, продуктивно, результативно развитие продвижение разрешение тратить время быстро, немедленно, срочно принятие репутация суетиться, волноваться раздражать внешность, внешний вид пустой; занятый пустяками отклоняться бормотать, бурчать говорить неясно и быстро, бормотать ограничивать продолжать каверзный думать наперед, предугадывать упреждать; предупреждать встреча вербально, на словах текущий, на данный момент, настоящий уход с должности, отставка, уход в отставку манерничать; важничать (зд.) поддержка, опора Сотрудник, коллега |
The interview is a very frequently used tool of communication—not only as part of the process of selecting someone to do a job, but in a host of other ways. Managers and officials need above all things, information, which is often in the possession of subordinate staff; sometimes staff members break company rules or regulations or develop personal problems which affect their job performance; at other times, senior executives make decisions which need to be explained to other staff who have to carry them out. Most interviews take place in private on a one-to-one basis between interviewer and interviewee.
Perhaps the best way to consider the interview is as a transaction, from which both the interviewer and interviewee gain something. For example, in a job interview the employer is 'selling' salary, prospects, working conditions and fringe benefits in order to 'buy' hard work, specialist skills, loyalty and integrity. Likewise the job applicant offers his инструментskill and experience in return for a satisfying, rewarding and challenging job, or, more accurately, career.
The skills of interviewer and interviewee
Such a process requires the development of oral and social skills. The interviewer needs to do his homework before the interview, to decide exactly what the job entails, and the qualities needed in the person to do it. He then has to look carefully at the documents of all short-listed candidates and form questions to find out more about their strengths and weaknesses, so that their suitability may be assessed. Moreover, at interview he has to do this in such a way that the candidate is kept at ease and remains willing to answer questions fully and freely.
For his part, the interviewee also has to prepare himself before the interview – to draw up questions about the job and firm which will influence his decision to accept the job, should he be offered it.
Such a checklist of questions will include:
What prospects does the post offer? What are the arrangements for salary increases? Will there be an opportunity for further education or training? Will the job involve the opportunity for travel?
For his part, the interviewer usually rates the performance of each candidate against a checklist of required standards embodied in the following:
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physique/health |
appearance |
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intelligence |
education/experience |
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skills/specialisms |
qualifications |
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personality/character |
circumstances |
The job applicant attending an interview will need to be smartly turned out, polite and alert and ready to impart information about himself. The way he 'holds himself during the interview, answers questions and poses his own will affect the way in which the interviewer assesses him. The interviewer is usually looking not only for someone to carry out the job on offer efficiently, but also for someone who will fit into the organisation generally and who displays potential for development and promotion.
The following list gives the major points which the job candidate should keep in mind and attend to before, during and after the interview.