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Файл:Английский язык. Учебное пособие по деловой коммуникации для студентов бакалавриата, обучающихся по направлению 38.03.01«Экономика», профили «Мировая
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UNIT V
SETTING A STAGE FOR
A SUCCESSFUL CAREER
Objectives:
1. Find out about job perspectives in the UK.
2. Consider different stages of recruitment.
3. Learn about a good CV/resume and a covering letter.
4. Practice job interviewing.
5. Check what you have learnt.
Lead-in. Answer the following questions
Which of these are more important for you: the type of work,
the pay, colleagues or working conditions?
How many times do you think you should apply for a new
position during your career? How often do you expect to change
your job? What problems concerning this issue can we face in
Russia?
Discuss the statements. Work in small groups
1. Performance is less important than appearance at work.
2. It is recommended to keep your private life absolutely
separate from your work.
3. People do not change a lot during their working lives.
4. Everybody should retire at 50.
5. Students face a lot of problems when they graduate.
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Reading I. Job perspectives for graduates in the UK
1. Read the (incomplete) summary and state briefl y what
it is about
Students who work need to make sure that they are not being taken advantage of. If they are aware of (1)………. , they
can ensure that their employers treat them fairly. If they are (2)
………. than twenty-one years old, they should be earning just
under £6.00 per hour. The law is also clear about the right to
certain breaks and to a (3) ………. .
However, agency workers have fewer rights than (4) ……….
. Student workers also have responsibilities, for example, they
have to pay (5) ………. .
2. Scan the passage and fi nd the section that relates to
the topic of the summary in Exercise 1 above
The current graduate job market is the toughest in recent
memory. The traditional recruiters are taking on fewer graduates. But the diffi culties for students do not end there: for those
either starting or returning to a course this autumn, the market
for part-time work is just as tough.
For the majority of full-time undergraduates, part-time employment is a vital source of supplementary income. Most studies show that at least 50 per cent of students work during term
time, and around 90 per cent in vacations. About 70 per cent of
those in work say that they do so to cover basic living expenses,
so this is not just to fund socialising either.
It seems likely, however, that the current cohort of students
may fi nd it more diffi cult than their predecessors to fi nd such
employment. There are fewer jobs to fi nd, and much greater
competition from the non-student population for those that still
exist — recent estimates put the number of people in part-time
employment at record levels, as fewer full-time posts are available in the general economy.
But if you are a student looking for additional income, there
are steps that you can take to maximise your chances of getting
122
a job. Most universities will have a job shop, operated by the
institution or the students’ union. As these cater specifi cally for
students, they will at least make the search easier. In addition,
most if not all will, to some extent, fi lter the jobs to ensure that
the employers are not completely evil, and will offer help with
key job application skills such as writing CVs, personal statements and interview techniques.
Students’ unions themselves often employ large numbers
of student staff, usually with relatively good pay and conditions.
The trick here is to apply well before term starts, as any jobs are
usually gone by freshers’ week (not least because the staff need
to be in place by then).
If you do not like the idea of a boss, you could also consider
self-employment. For those of you who do fi nd work, there are
also various points to keep in mind. The National Union of Students is often asked to put a fi gure on the maximum hours that a
student should work. There are a range of opinions on this: often
the fi gure of 16 hours a week is mentioned, whereas Cambridge
University forbids its students from taking up employment during term time. Of course, what is suitable for you will depend on
your circumstances — a history student with ten hours of formal
classes a week might be able to work more than a medicine
student with 35.
Research has shown that there is a correlation between a
high number of hours worked and the likelihood you will end
up with a lower degree classifi cation, so you should be careful
about balancing any work with your studies. You might also want
to consider when you work: night shifts might pay better but they
can have a harmful effect on your coursework. Then there is the
issue of what sort of work. In an ideal world, students would be
able to fi nd employment in areas that are relevant to their future
careers, or at least which pay well. Alas, this was never easy,
and may well be all the more diffi cult now. In any case, most
students are still to be found in low-paid and low-skilled jobs in
catering and retail.
123
But whether you are bar staff or an agency nurse, you need
to know your rights. Employers have to obey the law, no matter how challenging the job market is. For example, you should
be paid at least the minimum wage — from October it is £4.92
an hour if you are 18–21 or £5.93 an hour if you are older. All
employees are entitled to a written contract, and a rest period if
your shift is six hours or longer. Part-time employees cannot be
treated less favourably than full-time workers, although if you
work through an agency, you can be treated less favourably at
present than permanent employees in certain circumstances, so
be careful.
http://www.nuanskitabevi.com/media/pdf/collinsreadingforielts.pdf
3. Complete the summary in Exercise 5 using no more
than TWO WORDS taken from the text for each gap. (Only
the relevant part)
4. Answer the following questions:
1. Why do undergraduates have to work part-time? What
problems do they face?
2. Why do students’ unions employ student staff?
3. Why is it recommended to consider self-employment?
4. Comment on the current situation of undergraduates’ employment in Russia. What problems are students facing?
5. Skim the text and fi nd the words which denote the
following:
1. Group of people of the same age;
2. One who came before;
3. One in their fi rst year at the university;
4. Mutual connection between two or more things;
5. Assignments required for a course;
6. Exclamation expressing sorrow or concern;
7. To support;
8. Scheduled work period;
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9. An amount of money given or allotted usually at regular
intervals;
10. Containing or derived from a mistake.
6. Summarise the whole text
LEXIS
1. Complete each space in the text with a word formed
from the word in capitals
This year (1)………. in the plant has
suffered because of the a lack of expert
technical knowledge. As a result we
have made very substantial (2)………. in
sending employees on training courses.
The fact remains that it is becoming
increasingly diffi cult to get qualifi ed and
skilled workers with the right (3)………. ,
experience, and above all, (4)………. .
The company has also suffered this year
from industrial (5)………. in October, which
saw 340 union members walk out in a pay
dispute. Union (6)………. eventually sat
down with management and negotiated a
5 % pay rise, but not until 4 working days
had been lost to the strike. As a result of
such problems we recognise the need to
(7)………. in certain areas, and, on the
advice of our external (8)………. Ernst and
Young, we have identifi ed the need for at
least 2 departments to be (9) ………. . It
is thought that this will mean the loss of
between 6 and 10 jobs, though the exact
fi gures and nature of the redundancies will
be (10)………. in the next report.
PRODUCT(1)
INVEST(2)
QUALIFY(3)
EXPERT(4)
ACT(5)
REPRESENT(6)
ECONOMY(7)
CONSULT(8)
STREAM(9)
CLEAR(10)
2. Circle the correct word and explain your choice
1. The union/ charity he is a member of it calling for a strike
next month.
2. She’s recently become a full-time employee/ employer/
staff after the trial period of 2 months.
125
3. You’ll get a weekly salary/ pay/ wage of about 200£ before
deductions.
4. Have you had any news about the career/ work/ job you
applied for yet?
5. Not only did they all have to work promotion/ overtime, but
they also weren’t paid for that.
6. My granddad had to retire/resign, because he was already
70 and couldn’t work anymore, and he now receives promotion/
pension.
7. The recent raise/rise in infl ation resulted in devaluation of
domestic currency.
8. It’s fi rm/ company/ business policy not to allow the use of
mobile phones during working hours.
JOB VS WORK
Job:
A task (countable) — It’s impossible to do things simultane-
ously;
A position — How is her new job going?
Completed work — The programmers have done an excellent
job updating the whole system.
Work:
An activity (uncountable) — When will the work on this project
be fi nished?
A place — I go to work every day.
Paintings, writing or music by an artist — The complete works
of Shakespeare.
3. Fill each gap with ‘work’ or ‘job’.
1. I’ve seen a … that might interest you advertised in the
paper.
2. She’s not really a hippy. She’s just allergic to ….
3. What time do you fi nish … on Tuesday?
4. If a … is worth doing, it’s worth doing properly.
5. How long does it take you to get to…?
6. He’s the best person for the … .
126
7. Worryingly, … losses have increased sharply over the last
12 months.
8. A little hard ... never hurt anyone.
9. Being an economist in a huge corporation is tiring … .
10. The Pushkin museum is currently exhibiting … by Pi-
casso.
4. Phrasal verbs
• When you talk informally about your work and career
a. Match the phrasal verbs with their defi nitions
1. To go ahead in smth a. To accept a particular job or
responsibility
2. To fi ll smb in b. To do or complete smth,
especially smth important
3. To take on c. To succeed in
4. To take on (responsibili-
ties)
5. To step down e. To give instructions how to
6. To take over f. To give smb else responsi-
7. To hand over g. To start doing a job smb was
8. To carry out h. To employ
d. To resign, to leave a job or
an offi cial position
do smth
bility and control
responsible for before
b. Fill in the gaps using the appropriate preposition
1. Well, to … a job like mine you have to be prepared to …
a lot of responsibility and work long hours.
2. When the boss fi rst … me … he … me … what the job
involved, but he didn’t tell me I would have to do so much travelling!
3. Well, I … as Chairman in 2016, and Michael … . As you
know, he has … some important reforms in the company and
has been very successful.
4. I’m 60 now, so I think it’s high time I … and … to a younger
person.
• When you are busy and work hard
127
c. Match the phrasal verbs with their defi nitions
1. To be tied up a. To spend some time on smth
2. To pile up b. To work very hard with little
or no rest
3. To slave away c. To avoid doing something,
very often in a dishonest
way.
4. To catch up with d. To ask people to do smth
that they haven’t done yet
5. To be snowed under e. To be busy and be unable to
speak or see anyone else
6. To stick at f. To continue to work hard at
something even if it’s hard
and time consuming
7. To work on smth g. To have so much work that
it’s hard to cope with it
8. To chase up smb h. To do smth you didn’t have
time to do earlier
9. To squeeze in (a meet-
ing)
10. To wriggle out of (infor-
mal)
i. To manage to do smth when
you’re very busy
j. To become more and more
(work, debts, bills)
d. Fill in the gaps using the appropriate phrasal verb
and tense form
1. Students have been …… hard ….. their course paper for
a month and still haven’t fi nished it.
2. Why should people ….. the whole life till 60 to get tiny
pensions afterwards?
3. Whenever there is a diffi cult task he prefers to ….. it.
4. We must ….. our paperwork before the clients arrive on
Saturday.
5. Maybe we can ….. a meeting before lunch?
6. The documents are just …... I don’t know what to start
with.
7. I can’t fi nish the report by the end of this week. I’m terribly
…...
128
8. It’s a challenging task to work out a new idea out of the
blue. - I’ll try to do it!. - I’ve always been good at ….. things.
9. I constantly have to ….. Michael so that we could keep
things moving along.
10. Alex was promoted last month and he has been ….. ever
since.
5. Idioms
a. Complete these idiomatic expressions with the fol-
lowing verbs and explain the meaning
1. Show a. ….. the career ladder
2. Hold b. ….. a name for yourself
3. Take on c. …..staff
4. Make d. ….. the boat
5. Go e. ….. someone the ropes
6. Climb f. ….. down someone’s neck
7. Rock g. ….. your feet
8. Breathe h. ….. over someone’s head
9. Find i. ….. a job down
10. Stand j. ….. for somebody
11. Land k. ..... can’t … the pace
12. Stand in l. ….. a job
b. Fill in the gaps using the appropriate idiom from ex1
1. Do you think it’s worth me doing a Master degree? It’s so
much work! — It depends on how much you want to …….... .
2. My new job is all right, but there are a lot of things I still
cannot get used to. — It’s absolutely normal. It always takes a
few months before you really ………. .
3. Where’s Michel working nowadays? — Oh, you haven’t
heard? He’s just …….. a great ………. with that the British bank
in the City.
4. I bumped into Lisa last week. He’s just started new job
in an accounting from. — I wonder if it ‘ll last long. She can’t
…….... for longer then 3 months.
129
5. Do you know that Annette is not going to put your idea
forward on the agenda for today’s meeting? Isn’t she? In that
case I’ll have to ………. And talk to her head of the department.
6. I suppose your busiest time is around New Year, isn’t
it? — Yes, our company always ………. extra ………. Just for
this period.
7. I’m going to have a word with Mr Smith and try to convince him to change his mind concerning my business trip. — Mr
Smith is away for 2 days, but his secretary is ………. So you’d
better wait till he gets back. You know what’s she like!
8. Are you and your deputy working late again tonight? —
I’m afraid so. Max’s ……….. for last month’s sales fi gures.
Work in small groups. Answer the following questions
using phrasal verbs and idioms.
1. White-collar workers usually work in the offi ce, while blue-
collar workers usually have manual jobs. Who is likely to be paid
a salary and who to get wages?
2. Would it be possible for you to work as a freelancer? Why/
why not? What are advantages and disadvantages of being a
freelancer?
3. What are the criteria in the organisation you would like to
work for?
WRITING
A covering letter
When you apply for a job, you normally send a curriculum
1
vitae
and a covering letter2. It is essential to target your CV to a
particular role to stand out from the competition. If your CV appears too generic it may seem that you have made little effort in
the application process. It is important to remember the following
points:
1
Curriculum vitae (BrE), origin: early 20th cent.: Latin, ‘course
of life’; résumé (AmE), origin from Latin resumere, from re- ‘back’ +
sumere ‘take’.
2
Covering letter (BrE) or cover letter (AmE) — a letter you send
with your CV/ résumé giving more information about yourself and why
you are suitable for the job.
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