- •Ббк 81.2 Англ.
- •Contents
- •1. Ask and answer the questions.
- •Lifelong learning
- •3.At what age do people in your country usually do these things?
- •4A. Read the introduction to a radio programme. Is this true of people where you live?
- •4C. Match them with pictures a-c.
- •4D. Can you remember the answers to these questions?
- •Vocabulary 6a. Who mentions these subjects? What do they say about them?
- •6 C. Complete the sentences from the interviews with words or expressions from the box.
- •6D. Which words in the box in 6с can go with these verbs? do get pass/fail
- •8. Complete the sentences using the prepositions at, from, in, with
- •Former student
- •Vocabulary 11. Study this list of some of the subjects included in his Diploma course. In which of these subject areas would he study the following topics?
- •1 2B.. Listen to Part 2 of the recording and answer these questions:
- •12C. Listen to Part 3 of the recording to answer these questions:
- •Computer Use and Applications
- •Role-play game
- •Strengths and Weaknesses
- •1 B. Listen again and underline the personal characteristics in the box that best describe Federico.
- •5.Now give some more information about your strengths and weaknesses. Try to use the following phrases.
- •7.Match the personal characteristics (1-6) to their meanings (a-f).
- •Transferable skills
- •Vocabulary 9. Match the transferable skills (1-8) to the examples of professional behavior (a-h).
- •Job advertisements
- •13.Look at the online profile for Charles Graham. Which of the jobs above is most appropriate for him?
- •The work quiz
- •Posted by: Marco
- •Posted by:noname99
- •3.Posted by: Lauren101
- •3. Complete the magazine article using the words and expressions in the box.
- •My working life
- •5.Rate the ten job factors according to their importance to you. Think of reasons for your choice.
- •In pairs, discuss the following question.
- •My English
- •7. Read what these people say about using English at work. Are these sentences true or false?
- •YourEnglish
- •Explore Writing
- •I would like I have studied I have worked
- •What do the following people in computing do? Compare answers with your partners.
- •2A. Complete these definitions with jobs from the box.
- •3C. For which of the careers described are these statements true?
- •7.In pairs, choose one of the computing careers from the list provided. Your partner must find out what your job is by asking only Yes / No questions.
- •Systems Analyst
- •Software Engineer/Designer
- •Computer Services Engineering Technician
- •4.Network Support Person or Computer Engineer: Network Support
- •Computer Salesperson
- •Applications Programmer
- •Systems Support Person
- •Hardware Engineer
- •8 B. Listen and check your answers.
- •8C. Listen again to find the answers to the questions.
- •Becoming Certified
- •Qualifications
- •9D. Sum up the information on the text. What should employees take into consideration if they want to upgrade their skill-set? Role-play game “Job Interview”
- •Structuring your cv
- •1. Discuss the following questions.
- •2B. Listen again and complete the following cv structures.
- •2C. Look at the two versions of her cv that Silvia prepared. Which approach has she followed for each version? Which cv do you prefer?
- •2D. Complete the following cv using a past form of the verbs in the box.
- •2E. Complete the following cv using the skills headings in the box.
- •Tips for writing an impressive cv
- •Creating a strong first impression
- •Vocabulary 4a. Read Silvia’s personal statement from her skills-based cv and find words and phrases which demonstrate the following points.
- •4C. How would you answer these questions?
- •Vocabulary 5a.Complete the table using the words in the box.
- •2. Detailing your education and qualifications
- •6A. Look at the education section of Silvia’s cv. Identify five sentences which mention her education and qualifications.
- •6B. Discuss the following questions.
- •3.Highlighting your work experience
- •4.Identifying your key skills
- •Demonstrating your interests
- •It can be more effective to present your interests in terms of who you are, instead of what you like doing, using adjectives and nouns to describe yourself.
- •Vocabulary 11a. Add more words and phrases to each column in the following table.
- •11B. Match the adjectives with the nouns to make true phrases for you.
- •6.Providing references
- •14B. Match the questions (1-7) to the following expert advice (a-g). Do you agree with the advice?
- •Cv writing
- •Is it a chronological or a skills-based cv? Curriculum Vitae Paul w Cair
- •15B. Compare Paul’s c.V. With Maria’s one. Is there any difference? Curriculum Vitae
- •It skills
- •Effective cover letters
- •Identifying features of a cover letter
- •1. In pairs, discuss the following questions.
- •What is a cover letter?
- •2B. Find an alternative expression for cover letter in the text 1b.
- •3B. Listen to the beginning of the phone call and answer the following questions.
- •3 C. Read the statements below and predict whether Felix recommends them (V) or not (X).
- •3D. What do you think is the most important advice that Felix gives Vicky?
- •4B. Do you think it’s a good example of a cover letter?
- •4C. Read Felix’s advice (1-12). Are the tips followed in Anna’s cover letter? Tick yes (V) or not (X).
- •4D. Look at the cover letter again. In which paragraph does Anna
- •Using appropriate language
- •Vocabulary 5a. Complete the following table using the words in the box.
- •5B. Complete the following sentences using the formal words in Exercise 1a. In sentences 4 and 5, why is should used instead of if?
- •5C. The following extract from a cover letter is too informal. Rewrite the extract using appropriate formal language.
- •Writing a cover letter
- •Successful interviews
- •Preparing for the interview
- •Making positive first impression
- •In pairs, discuss what you can do to create a positive first impression with an interviewer. Think about the following points.
- •5A. Look at the following common interview questions. Write the type of question (a-c) next to each question (1-14).
- •6 E. Complete Alejandro’s improved answers using the correct form of the verbs in the box.
- •7A. Underline useful phrases from Alejandro’s answers in Exercise 6e which you could use to answer the same questions. For example, I put a lot of effort into everything I do.
- •Avoiding common mistakes
- •8B. Can you remember if these sentences are true or false? Lauren:
- •Role-play game “Job Interview”
- •Common interview questions
- •Evaluation sheet
- •Appendix 1 grammar past simple
- •Present perfet 1 – for experience
- •I’ve done
- •In which sentence is he talking about:
- •2. Complete the sentences with have, has, 've, haven't, hasn't.
- •3. Complete the questions with the past participles of the verbs in (brackets).
- •4. Complete these sentences with the verbs in (brackets) in the present perfect or past simple.
- •I’ve worked here for
- •2. Complete the sentences using the verbs in the box in the present perfect and for or since.
- •3. Add for or since to these sentences.
- •Need to, have to, must, be
- •Appendix 2 writing
- •Read the e-mail to a language school. Tick (V) the questions that Adriano wants the school to answer.
- •Look at the underlined expressions (exercises 2, 4). Fill in the table.
- •How would the expressions be different in an informal e-mail (or letter)?
- •Read the advertisements and choose a course. Think of two or three questions you would like to ask.
- •Write a formal e-mail for information. Write two paragraphs.
- •Appendix 3 tests
- •Vocabulary
- •Working words
- •Studying
- •Working conditions
- •Presenting yourself
- •Grammar
- •1. Present perfect for experience
- •2Present perfect with for and since
- •Make each of these essential specifications for an it Team Leader into a sentence using the words given in brackets. (5 marks)
- •Listening
- •Interview with a Network Designer
- •Listen to Sami describing his career path to becoming a Network Designer. Complete the table with what Sami was doing at different ages. (6 marks)
- •Listen again and answer the questions. (8 marks)
- •Reading
- •Writing
- •Audioscripts
- •Answer key unit 1. Work and study
- •2A. Listening
- •12 C) Listen to Part 3 of the recording and answer the questions.
- •13) What questions might the interviewer have asked to obtain the information in italics?
- •Unit 2. Researching yourself
- •1A) Listening. Answer the questions.
- •1B) Listen again and underline the personal characteristics in the box that best describe Federico.
- •3) Match the personal characteristics to the questions.
- •Unit 3. A great place to work
- •Unit 4. Jobs in computing
- •2A) Complete these definitions with jobs from the box.
- •2B) Listening.
- •3A) Reading.
- •4) Grammar.
- •5) Describe the requirements using nned to, have to, must
- •9C) Mark the following statements as true or false.
- •Unit 5. Professianal cv writing
- •1) Discuss the following questions
- •2A) Listening
- •2B) Listen again and complete the following cv structures
- •4B) Write sentences next to the questions that they answer.
- •5A) Complete the table using the words in the box.
- •6A) Look at the education section of Silvia’s cv. Identify five sentences which mention her education and qualification.
- •Unit 6. Effective cover letters
- •4A) Reading. Complete the letter with the words in the box.
- •5A) Vocabulary. Complete the following table using the words in the box.
- •5B) Complete the following sentences using the formal words.
- •5C) Rewrite the extract using appropriate formal language.
- •Unit 7. Successful interviews
- •5A) Write the type of question (a-c) next to each question (1-14).
- •6A) Listening.
- •6B) Suggested answers.
- •6D) How has Alejandro improved his responses?
- •Appendix 3. Tests
- •Literature (Библиографический список)
- •Учебное пособие по практике устной и письменной речи на английском языке для студентов направления подготовки «Информатика и вычислительная техника», «Информационные системы и технологии»
- •443022, Самара, Заводское шоссе, 18.
- •443022, Самара, Заводское шоссе, 18.
И. Г. Баканова
ОБУЧЕНИЕ ДЕЛОВОМУ ОБЩЕНИЮ НА АНГЛИЙСКОМ ЯЗЫКЕ
МИНИСТЕРСТВО транспорта российской федерации
федеральное агенство железнодорожного транспорта
Федеральное государственное бюджетное образовательное учреждение высшего ппрофессионального образования
«Самарский государственный университет Путей сообщений»
И. Г. Баканова
ОБУЧЕНИЕ ДЕЛОВОМУ ОБЩЕНИЮ НА АНГЛИЙСКОМ ЯЗЫКЕ
Учебное пособие по практике устной и письменной речи на английском языке для студентов направления подготовки «Информатика и вычислительная техника», «Информационные системы и технологии»
Самара
2015
УДК
ББК 81.2 Англ.
Рецензенты:
Кандидат педагогических наук, доцент кафедры иностранных языков
Самарского государственного университета
Л. А. Кожевникова;
Кандидат педагогических наук, доцент кафедры иностранных языков
Самарского государственного университета путей сообщений
И. В. Зайцева
Баканова И. Г.
Б Обучение деловому общению на английском языке: учебное пособие по практике устной и письменной речи на английском языке для студентов направления подготовки «Информатика и вычислительная техника», «Информационные системы и технологии»/ И. Г. Баканова. – Самара: СамГУПС, 2015. – с.
Учебное пособие направлено на освоение общекультурной компетенции (ОК - 5), предусмотренной федеральным государственным образовательным стандартом высшего образования (ФГОС ВО) третьего поколения плюс для бакалавров направления подготовки 230100 «Информатика и вычислительная техника», 230400 «Информационные системы и технологии»: «способность к коммуникации в устной и письменной формах на русском и иностранном языках для решения задач межличностного и межкультурного взаимодействия».
Учебное пособие направлено на овладение студентами навыками устного и письменного делового общения для решения социально-коммуникативных задач в профессиональной и научной деятельности при общении с зарубежными партнерами; совершенствование лингвистической подготовки для дальнейшего самообразования.
Учебное пособие предназначено для студентов направления подготовки «Информатика и вычислительная техника», «Информационные системы и технологии», и всех, имеющих базовые знания английского языка и интересующихся аспектами делового общения.
УДК
Ббк 81.2 Англ.
© СамГУПС, 2015
© Баканова И. В.,2015
Contents
Introduction |
|
4 |
Unit 1: |
Work and Studies |
5 |
Unit 2: |
Researching yourself |
13 |
Unit 3: |
A Great Place to Work |
20 |
Unit 4: |
Jobs in Computing |
28 |
Unit 5: |
Professional CV Writing |
41 |
Unit 6: |
Effective Cover Letters |
55 |
Unit 7: |
Successful Interviews |
63 |
Appendix 1: |
Grammar |
74 |
Appendix 2: |
Writing |
79 |
Appendix 3: |
Tests |
82 |
Recording scripts |
|
88 |
Answer Key |
|
91 |
Literature |
|
111 |
ВВЕДЕНИЕ (INTRODUCTION)
Учебное пособие «Обучение деловому общению на английском языке» предназначено для использования на практических занятиях по дисциплине «Деловой иностранный язык».
Цель данного курса – обучить языковым средствам для эффективного делового общения; пониманию специальных научно-технических текстов в области компьютерных технологий; развить творческий потенциал.
Пособие состоит из семи уроков, которые содержат специальные тексты, упражнения, обучающие работе с текстом, извлечению базовой информации, ее обобщению, анализу и устному общению. Лексические упражнения обеспечивают эффективную повторяемость вокабулярных единиц в пределах тематического комплекса. Грамматические упражнения построены на лексике уроков. Задания на аудирование обучают восприятию лексических единиц на слух, способствуют развитию навыков коммуникации. Письменные задания предназначены для закрепления лексических единиц, ознакомления с навыками делового письма, составления резюме. Ролевые игры позволяют воссоздать ситуацию реального общения, закрепляют изученный материал, а также способствуют развитию креативных способностей обучающихся.
В пособие представлены некоторые теоретические основы грамматики, а также дополнительные разнообразные задания на отработку грамматического материала, навыков письменной речи. Учебное пособие содержит тестовые задания на выявление уровня усвоения материала по таким аспектам как «Грамматика», «Лексика», «Чтение», «Письмо», «Аудирование», «Говорение».
Обучение студентов деловому общению на английском языке в устой и письменной форме способствует расширению спектра профессиональных знаний, а также эффективному решению задач межличностного и межкультурного взаимодействия.
UNIT 1
Do teenagers work in
your country?
Lifelong learning
Former student
Role-play game
WORK AND STUDIES
