- •Unit I negotiating the job market Ex.1. Read the text and do the assignments that follow.
- •A) Translate the words and word combinations in bold type into Russian. B) Answer the questions.
- •Ex.2. Translate into Russian. University career services
- •Ex.3. Use an appropriate word or phrase from the box to complete each sentence. For example, though, whereas, in addition, similarly
- •Ex.4. Read the text and do the assignments that follow. Graduate employment
- •Ex.7. Fill in the words. Career (n) — career (a) — make / have a career
- •Ex.8. Fill in the words. Qualify (V) — qualification (n) — qualified(a) overqualified (a)-- underqualified (a) — unqualified (a)
- •Ex.9. Fill in the words. Employer — employee; interviewer — interviewee; examiner — examinee; trainer — trainee
- •Ex.10.Put one of the following words in each space in the sentences below.
- •Ex.11. Choose the word or phrase which best completes each sentence.
- •A) human b) personnel c) personal
- •Ex.13. Here is a list of words and expressions connected with work. Divide them into the following categories:
- •Ex.14. Fill in the gaps with the words from 1) and 2) to learn about unemployment benefit.
- •Qualify, get by, report, fire, look for
- •Besides, that’s why, secondly, so
- •Ex.15. Fill in the words. Commute, salary, prospects, promotion, retire, pension, ambitious, perks, increments, commission choosing the right job
- •Ex.16. Complete the following passage about the role of search firms in recruiting, using topical words.
- •Which of the job-titles would best describe the following?
- •Ex.18. Look at these job advertisements. Change them so that a man or a woman should feel equally free to apply.
- •Ex.19. Compare the meanings of the words in each group. Consult the dictionary if necessary. Use the words in sentences of your own.
- •Ex.20. Translate into English.
- •Talking points:
- •How would you go about looking for a job in Russia?Unit II job applications
- •Letters of application (covering letters)
- •Ex.1. Here is an example of a letter of application. Notice how it is laid out.
- •Ex.2. Read the following letter of application and replace the underlined sentences with more appropriate ones from ex.1.
- •Ex.3.Which of these endings to job application letters are most (least) effective? Why? Which encourage the reader to look favourably on the application?
- •Ex.4.What kind of letters do employers like to receive? Tick what you think correct.
- •Read this letter. Do you think the writer will get the job? Why? Note down what you think is right and what is wrong with j. Henderson’s letter.
- •Ex.5. Complete the extract from the letter of application below, using an expression from a) in the correct form and a preposition from b).
- •To believe, to collaborate, to result, to report, to benefit, to apply, to work, to be, responsible, to be involved, to succeed;
- •From, in (4), to, on, for (2), with.
- •Ex.6. Translate into English.
- •Curriculum vitae
- •Ex.7. Read the newspaper article about curriculum vitaes and answer questions 1-15 by choosing from the sections of the article (a-f).You may choose any of the sections more than once. Which section:
- •Story of your life
- •Ex.8. Give the layout of a standard cv by referring to the above article. Ex.9. Put the parts of the text in the right order. Begin with 1. Application forms
- •Ex.10. Fill in the words. Refer, referred, referring (V), reference (n)
- •Referee(s) x6, applicant(‘s) x5, employees, employers, report on, quote, job description, assessment, reference referees and the references they give
- •Ex.12. Open the brackets to use topical words and phrases.
- •Informal letter
- •Ex.15. Translate into English.
- •Ex.16. Fill in the blanks with topical words.
- •Ex.17.Render into English.
- •Ex.1. Read the text and answer the questions.
- •Interview technique What to wear
- •Arriving for interviews
- •Talking shop
- •Leaving the interview
- •Ex.2.Refer to the text and make a list of important dOs and don'Ts.
- •Be up to, bring out, call in, come up,get by, go on, look over, take on
- •Ex.4. Fill in the words.
- •Interview(V) — interview (n) — interviewer-- interviewee
- •Ex.5. Replace the words and expressions in italics with words which are similar in meaning, in the correct form.
- •Ex.6. Read and answer the questions. Job benefits
- •Ex.7.True or false? If false, correct it.
- •Job seekers ill-suited for interviews
- •Ex.8. Render into English. Собеседование
- •Ex.9. Read the text and answer the questions. Fit for hiring? it's mind over matter
- •Talking points
- •Ex.10.This is part of a report that a personnel manager wrote after interviewing a candidate for the position of Director of Software Development. Put the verbs in brackets into the correct tense.
- •Interview assessment
- •Ex.11. Here is a list of phrases generally used in business interviews to help you role-play interviews for a job. Questions frequently asked by interviewers
- •Possible Questions and Statements by Someone Looking for a Job.
- •Application form
- •The interview
- •Hard times
- •Happier times
- •Ex.15. Put the words in the blanks. What do the phrases in italics mean? Can you think of other contexts where they might be used? Work, job, trade, earn
- •Ex.16. Write a composition on this topic.
- •Additional reading
- •University arranges jobs for students
- •Focus words
- •Increment
- •Vocation
Федеральное агентство по образованию
Государственное образовательное учреждение высшего
профессионального образования
«МОСКОВСКИЙ ГОСУДАРСТВЕННЫЙ ЛИНГВИСТИЧЕСКИЙ
УНИВЕРСИТЕТ»
Зарубина В.К., Махрова О.Ф.
ЗАДАНИЯ ПО ПРАКТИКУМУ
ПО КУЛЬТУРЕ РЕЧЕВОГО ОБЩЕНИЯ
«ПРОБЛЕМЫ ТРУДОУСТРОЙСТВА МОЛОДЕЖИ»
(для студентов III курса)
Москва 2006
Unit I negotiating the job market Ex.1. Read the text and do the assignments that follow.
As a major industrial country Britain has a labour force with high levels of technical and commercial skill. However, in common with other industrial countries, it has suffered in recent years from high levels of unemployment.
The Government's employment strategy is to maintain an economic, financial and industrial climate in which businesses can operate successfully and create jobs. It is taking action to improve the labour market by encouraging better training, removing regulatory barriers which hinder recruitment by firms, and providing an extensive range of employment and training measures for those most affected by unemployment (particularly the long-term unemployed and the young) to help them into productive work.
Advice on manpower policy issues is provided by the Manpower Service Commission. It is a body in which employers, trade unions, local authorities and educational interests are represented. Most of its activities are financed from public funds. The main public employment services arе provided in Great Britain by the MSC which offers a comprehensive service for employers needing staff and for people seeking jobs.
Local education authorities provide a careers service, i.e. vocational guidance for people attending all educational institutions, except universities, which have their own careers service, and an employment service for those leaving them. Authorities may also provide an employment service for other people in their early post-school years.
A large number of 16 and 17 year-olds enter Youth Training programmes established by the Government as a means of helping young people to gain vocational experience through training. The Government guarantees a place on the scheme to everybody under 18 who is not in full-time education or in work. Youth Training programmes cover a wide range of vocational skills from hairdressing to engineering, and a large percentage of trainees are able to find work once they have completed a Youth Training course.
Professional and Executive Recruitment is a specialist branch of the MSC which helps employers looking for professional, managerial, scientific or technical staff and assists people seeking employment at this level. It operates nationally, through a network of offices. It offers a comprehensive recruitment service based on a weekly jobs newspaper.
Another option is to become self-employed. This requires a product or service which has a clear market, as well as good advice and motivation. It is not easy, as is testified by the high proportion of business start-ups which fail during their first year. However, a number of organisations offer grants as well as start-up advice. For example, The Prince's Youth Business Trust (a sister of The Prince's Trust organisation) helps unemployed and disadvantaged 18 to 29 year-olds set up viable businesses and provides grants and loans to both individuals and groups. Free advice is offered by the network of Training and Enterprise Councils (TECs), co-ordinate through the Department of Trade and Industry and run by professional advisers and business people. Also the Business Enterprise Programme provides training in skills needed to run small businesses.