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it makes him much in demand as concert artist, lecturer and jury
member.
b). Make up a story about professional skills and teaching practice of
your teacher or colleague.
c). Make up your Curriculum Vitae using expressions from the text above.
d) Speak on your experience of being a teacher/concertmaster/soloist…
Was your experience negative?
II. GETTING A JOB.
JOB HUNTING
Resume
An excellent resume may help you get the job of your dreams and
a; poor resume may mean a lost opportunity.
Since this is the first piece of information a company will receive
about; you, it is critically important that your resume be well-written.
It should be presented at the beginning of any interview that you
have with a company. Ideally, resume should not be longer than one
page.
The contents of a resume can be roughly categorized as:
1) PERSONAL INFORMATION (address and telephone number),
2) JOB OBJECTIVE 3) EDUCATION, 4) EXPERIENCE, 5) SKILLS,
6) EXTRACURRICULAR ACTIVITIES, 7) REFERENCES.
The resume begins with PERSONAL INFORMATION, nаmе, address, telephone number centered at the top page.
After your address, a statement of intent or JOB OBJECTIVE
should be written. This objective should be well thought out from the
very beginning since it will influence how you will write the rest of the
resume. It should not be too general, e. g: "To obtain a managerial position in a Western company."
Think about your job search and career goals carefully, write them
down in a way that shows you have given this much thought.
For example: "Objective: To obtain a position in telecommunication that will allow me to use my knowledge of engineering and take advantage of my desire to work in sales."
31
Notice that your desire to have a well-paid job is not included in
this statement. A focus on money in your resume's first sentence will not
make the best impression anywhere in the world, not just in Russia.
After the statement of intent, describe your EDUCATION.
List the universities, institutes and colleges you have attended in
reverse chronological order.
Any studying you have done abroad should be included and courses that you have taken that are relevant.
If you graduated with honors, you should definitely include this. A
"red diploma" can be called "graduated with high honors" in English. Do
not include your high school.
Your working EXPERIENCE is the next section. List your experience starting with your most recent place of employment and work
backwards. Spell out the exact dates of employment, your position, and
the name of the company you worked for.
Provide information about your responsibilities, emphasizing important activities by listing the most relevant to your objective. Do not
use complete sentences! List your responsibilities in short statements
that do not include the words "my" or "1".
Following experience, you should list your special SKILLS. These
include your language skills, computer abilities, and any other talent that
relates to your statement of intent.
When describing your language abilities, it is best to be honest
about your level, "Fluent English," "native Russian," "intermediate
'German", and "beginning French" are all ways to describe your language abilities.
EXTRACURRICULAR ACTIVITIES should be included in the
next section. Student or professional organizations you belong to, travel,
sports and hobbies should be listed here.
Do not list "reading" or "writing" as an activity. It is assumed most
people with a higher education do these things regularly.
The last section of your resume is the REFERENCE section. List at
"least two people, not related to you, who can describe your qualification
for the job.
Their names, titles, places of work, and telephone numbers should
be included. If you do not have space on your resume for this, write
"Available upon request." You will then be expected to give this information to a prospective employer if it is requested.
32
The style and format of a resume are extremely important. Your re-
EXPERIENCE
April – 2002
till now
January – March
2001
Insurance Co.Rodina Ros
Duties: schedules of meetings, appointments and recording of the personnel, interpreting and translation
of documents, Personal assistant and secretary to Mr.
Ron Black at the office of Operation Carelift. Mr.
Black, a former member of the Pennsilvania House of
Representatives supervised the activities of this NGO
in distributing humanitarian assistance.
Duties: interviewing and screening Russian organizations which applied for humanitarian assistance, ar-
sume must be typed, preferably on a computer in order to format it most
effectively. A neat and well-written resume with no spelling mistakes
will give an employer the impression that you are accurate and take care
of details.
A resume will not get you a job. An interview with a company will
get you a job. In order to have the opportunity of interviewing with a
company you should send your resume with a cover letter.
(abridged from "The St. Petersburg Press")
Study the resume below and try to write one for yourself:
RESUME
Peter Smirnoff
37, Tchaikovsky St.,apt.87
Saratov, 410030,
Russia
Phone: +7 918 234 0765
OBJECTIVE: Obtain employment in the field of public relations
that will allow me to use my ability to work with
people and take advantage of my knowledge of
English
EDUCATION: Saratov State University
1997–2002 Diploma in English and French.
Qualified as English interpreter.
WORK Assistant, Interpreter of Director General
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ranging and supervising of deliveries of children's
shoes and boots in Saratov, scheduling of the drivers
and Russian personnel.
LANGUAGES:
ENGLISH Fluent reading, writing and speaking ability. Qualified as interpreter and translator.
FRENCH Good reading and translating ability.
GERMAN Rudimentary conversation. German ac-
quired during several visits to Germany.
OTHER SKILLS:COMPUTER Microsoft Word and Excel. Typ-
Mr.Peter Bright,
Manager Anglo-American
School US Consulat General
St. Petersburg
Phone: +7 812 325 62 47
ing, fax, xerox.
HOBBIES & ACTIVITIES: Theatre, music, tourism, sports.
REFERENCES
Mrs. Elena Petrova, Assosiate
professor St.Petersburg,
State University 11,
Universitetskaya Nab.
St.Petersburg
Phone: +7 812 218 95 65
III. As you know, folklore is often called the soul of a nation:
аs the body without the soul is dead, so a nation without folklore is
not a nation anymore, but population.
Read the text and get ready to discuss this statement with your classmates. Memorize the key sentences.
FOLKLORE IS THE SOUL OF A NATION.
The life of a folk song depends not upon print, but upon its appeal
to children. If the young ones don't like what they hear their old folks
singing, those songs will be forgotten. In this sense folk song is made for
children and that is why, since the facts of childhood are pretty much the
same everywhere in our culture, folk song has a permanence not shared
by any other kind of music. The songs especially created with children in
mind, therefore, possess incomparable vitality and staying power. Since
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they must please the most critical and candid of audiences, they have
unmatched charm, subtlety, strength, and, above all, fancy.
Thus, in their long march across this great continent of America
the people have tossed off thousands of such rhymes, creating for their
children an American Mother Goose that includes riddles, rib-ticklers,
knee-bouncers, tongue-twisters, finger plays, rocking songs, and every
other sort of silly trick and fancy for the imagination of kids to feed upon. These are the songs you remember until the day you die. These are
the songs by means of which you learned to sing. These are the songs
from which you learned to understand and enjoy rhyme and rhythm and
melody.
When the first settlers came from England to the New World, the
violin was still a folk instrument, popular at country dances in the shires,
but not yet accepted in polite society. For frontier America, however, the
fiddle was not just another musical instrument, it was music itself.
Played but against chest, rather than under the chin, sounding the old
English and Irish reels and the wild bagpipe melodies of the Scottish
Highlands, its wailing throbbing voice rang through the wilderness like
the crow of a rooster, calling the folks to their hoedowns, husking bees,
log-rollings, corn-shuckings, weddings, and infares. The ingredient most
necessary to the fun at a frolic was the fiddle. Its resin scream could cut
through the racket of the rowdiest of country balls, echoing the screech
of the catamount, the war-cry of the Indian, the sobbing of a woman, the
soft and tender voice of the little turtle dove. Light and portable, it rode
the packs of the men who walked across the Appalachians into the dark
forests beyond, it sailed all the great inland rivers with the raftsmen, the
keelboatmen, and the stevedores, it stowed away in the covered wagons
that lumbered over the Rocky Mountains to the western ocean, it was
tied in the saddle strings of cowboys moving their wild herds north from
Texas to Montana. So the fiddle traveled with the pioneers from the Atlantic to the Pacific, acquiring on the way a bag of tunes the names of
which, themselves, make a catalogue of early American fancies and
folkways.
35
Lesson Three
MOZART: POVERTY AND GENIUS
Part I
(continued)
III
They went to Munich first, and the townspeople went wild over the
children. Then they sailed down the Danube, stopping off to play at various noblemen's houses. Wolfgang astonished the monks in a monastery
along their way by playing the organ, and in one place he played the violin to the customs officials so sweetly that they did not charge any toll.
All up and down the Danube people were soon talking of the gifted
children, and invitations came pouring in for them to play at the palaces
of dukes and counts. At length an invitation came from the Empress Maria Theresa, and they performed at the court of Schonbrunn.
They returned home for a short while and then went to Paris and
played for Madame de Pompadour; they were royally feasted in the great
hall of Versailles; they crossed the English Channel and played for the
King and Queen of England. They continued to travel and give concerts
though they had various illnesses. The boy wrote his first symphony in
England, his first light opera in Vienna, his first Mass in Salzburg.
And then in 1769, because Leopold was convinced that Italy was
the very fountainhead of music, he took the boy across the Alps. Wolfgang loved the journey. He wrote his mother on the way, "My heart is
completely ravished from sheer joy because the journey is so jolly, because it is so warm in the coach, and our coachman is a splendid fellow
who when the road permits goes like the wind." In the end they made
not one Italian journey but three, and they were triumphal tours.
In Italy the pope conferred the Order of the Golden Spur on Mozart, and the Accademia Filarmonica at Bologna set aside its age requirements and admitted him to membership. There too he received instruction and help from Padre Giovanni Battista Martini, who was a
great musician and teacher and who had a music library of some seventeen thousand volumes. In Milan an opera the young Mozart wrote was
performed with enormous success at the famous opera house, La Scala; in
Naples he played the pianoforte so brilliantly that the audience thought
there must be magic in the ring he wore. He took off the ring and played
again, but the magic was still there.
(to be continued)
36
1. noblemen – аристократы, знать
Present Continu-
ous
Past Continuous
Future Continu-
ous
His father is playing a
quartet in the garden.
They were playing a
quartet in the garden,
when the little boy
joined them.
They will be playing
a quartet tomorrow at
2. went wild over – сходили с ума от…
3. monk – монах
4. customs officials – таможенники
5. duke – герцог
сount – граф
empress – императрица (emperor – император)
at court – при дворе
6. at length – наконец
7. for a short while – на короткое время, ненадолго
8. the very fountainhead of music – тот самый (перво)источник
музыки
9. in the end – в конечном итоге
10. confer on – присваивать (звание), присуждать ученую степень
11. set aside its age requirements – отменить условия, касающи-
VOCABULARY NOTES
еся возраста (академика)
12. admit to membership – принять в члены
13. some seventeen thousand volumes – около 17 тысяч томов
14. music library – нотная библиотека
TERMINOLOGY
Give concerts; symphony; light opera; Mass; triumphal tours;
music library; opera house; pianoforte; play brilliantly.
GRAMMAR COMMENTARY
1. People were talking of the gifted children
ВРЕМЕНА ГРУППЫ CONTINUOUS ACTIVE
37
Is he still playing in
the garden?
Were they playing
music when the boy
joined them?
Will they be playing
tomorrow at 5
o’clock?
He is not playing in
the garden, he is read-
ing a newspaper.
They were not play-
ing when the boy
joined them, they
were having lunch.
They will not be play-
ing music tomorrow at
5. They will be listen-
ing to music records.
EXERCISES
A. COMPREHENSION
MOZART: POVERTY and GENIUS
1. Answer the questions:
Was the boy’s performance a success? Were people really impressed
by his talent?
Were noble people in Europe eager to invite the gifted children to play
for them at their Palaces and houses?
Did young Mozart compose music during his tour? What pieces did he
write?
Did Wolfgang love the journey? Why do you think so? Give your reasons.
Why does the author of the book call these tours of the young musicians triumphal?
What impression did the prodigy make on the audience in Naples? In
Milan?
Have you ever performed for a wide public in your green years?
Do you think it to be a hard trial for a young player?
2. Say in English:
Сначала они поехали в Мюнхен, где жители были от детей без
ума. Вольфганг поразил монахов в монастыре игрой на органе. Он
настолько прекрасно сыграл на скрипке таможенникам, что те не обложили их пошлиной. В Париже он играл для мадам Помпадур, их покоролевски принимали в Версале. Они пересекли Ла-Манш и играли
для короля и королевы Англии.
Мальчик написал свою первую симфонию в Англии, первую оперу в Вене, первую мессу в Зальцбурге.
38
Леопольд Моцарт был убежден, что Италия – первоисточник му-
зыки, и повез мальчика через Альпы. Вольфгангу путешествие очень
нравилось.
Это были триумфальные гастроли. Папа римский наградил Мо-
царта орденом Золотой Шпоры. В Милане в оперном театре La Scala
была исполнена опера юного Моцарта.
B. COMMUNICATION
I. Improve your speech habits.
OUR CHANGING EARTH
The earth is always changing. Old mountains wear away. New
mountains appear. Rivers of ice come and go. The sea eats into the land.
These changes are usually very slow. They often take thousands of
years.
We do not usually notice the changes in the earth. Our lives are too
short. We do not see these changes in our lifetime.
A. Choose the correct word from the words listed below each sentence.
1. The main subject of this reading is .
(a) the changing weather (b) mountains (c) the changing earth
2. The changes are usually .
(a) quick (b) first (c) slow
3. The word………… does not appear in the reading.
(a) land (b) wind (c) river
4. We do not see these changes .
(a) at first (b) in our lifetime (c) in the beginning
5. Our lifetimes are ………. .
(a) long (b) too short (c) changing
B. Add the word in parentheses to the sentence.
Example: He is right, (usually) He is usually right.
1. The weather is changing, (always)
2. We're busy, (usually)
3. He comes here on Saturday, (often)
4. We notice changes in the earth, (never)
5. He changes jobs, (often)
39
C. Make a correct sentence with these words: very, are, changes, slow,
A
to set a table
B
to run over
hors-d’oeuvre
broth
to dine at a restaurant(not at home)
to lay the table
to wash the dishes
a slow oven
very hot
square
barely warm (of liquids)
appetizer
substantial (meal)
to put on weight
these, usually
II. Talk on familiar topics:
ARE YOU A HEAVY EATER?
1. Answer the questions:
1. Do you like to eat out? Give your reasons. 2. Do you like tea?
How do you make your tea? 3. When do you like to have coffee? Nowadays many people prefer instant coffee. Why? 4. Do you know what
food-stuffs are fattening? 5. What kind of food is convenient for picnics?
6. Are you fond of cooking? Have you taught yourself through cookerybooks or did somebody teach you? 7. Who does the cooking in your
house? Do other members of the family help? In what way? 8. If you are
just a "consumer" tell what dishes you like. 9. When a woman goes out
to work, cooking substantial and complicated meals makes a great problem, doesn't it? How do you think this problem should be dealt with?
10. Shopping is another problem, isn't it? How do you solve it? 11. What
kind of food do we eat? 12. What do we usually have for breakfast,
lunch, dinner, supper? 13. What is your favourite dish? 14. What must
we do to get potatoes ready for boiling or frying? 15. What do we boil
(roast, stew, fry, bake)? 16. What is the difference in the procedures of
frying, roasting, grilling and broiling meat? 17. What do we sprinkle
some dishes with before serving them? 18. What vegetables are usually
grated for salads? 19. How are macaroni and rice cooked? 20. Think of a
menu for a birthday or housewarming party. 21. What dairy products
(fruit, berries, vegetables) do you know?
2. Give equivalents from B to the words and expressions from A:
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