English for Experts on Merchandise

О.А. Брумина

 

 

English for Experts on Merchandise

 

Английский язык для товароведов

 

Методические указания

 

Кинель

РИЦ СГСХА

ББК 81.2 АнглР

УДК 811. 07

Б-89

 

 

Брумина, О. А.

Б-89 English for Experts on Merchandise. Английский язык для товароведов: методические указания. – Кинель: РИЦ СГСХА, 2012. – 96 с.

 

Данные методические указания являются основной частью учебного комплекса по курсу «Английский язык специальности».

 

Издание состоит из 4 разделов, своей тематикой отвечающих про-фессиональным интересам обучающихся по направлению подготовки 100800 «Товароведение», профиль подготовки – «Товароведение и экс-пертиза в сфере производства и обращения сельскохозяйственного сырья и продовольственных товаров».

 

 

© ФГБОУ ВПО Самарская ГСХА, 2012 © Брумина О.А., 2012

 

Предисловие………………………………………….………
Unit 1	Production / Производство……………….……………
Unit 2	Utility and Prices / Потребительная стоимость товаров

и их цены……………………………………………………….. 29

 

Unit 3 Marketing / Маркетинг………………………………….
Unit 4 Insurance / Страхование товаров…………………….…
Glossary / Алфавитный словарь лексики………………….…..

 

ПРЕДИСЛОВИЕ

 

 

Целью данных методических указаний является формирова-ние коммуникативных умений студентов в таких видах речевой деятельности как говорение, чтение и частично письмо в ситуаци-ях профессионального общения, первичных переводческих уме-ний; развитие познавательной активности и самостоятельности студентов, готовности к взаимодействию; а также памяти, логиче-ского мышления, компенсаторных языковых навыков.

 

Издание состоит из четырех разделов: Production (Производ-ство), Utility and Prices (Потребительная стоимость товаров и их цены), Marketing (Маркетинг), Insurance (Страхование товаров), которые соответствуют профессиональным интересам направле-ния «Товароведение».

Каждый раздел имеет следующую структуру.

1. Warm-up / Section Overview – секция краткого обзора пред-стоящей деятельности. Определяет тематику и спектр вопросов, предусмотренных разделом; готовит аудиторию к их рассмотре-нию. Позволяет выявить уже имеющиеся знания и умения по за-явленной тематике; обеспечивает связь между темой и личным опытом (мнением) студентов.

 

2. Vocabulary / Developing Vocabulary – активный словарь раздела (общенаучная и терминологическая лексика подлежащая заучиванию) и словарные (фонетические, лексико-термино-логические) упражнения.

 

3. Reading – основной текст раздела, отражающий его тему, и на основе которого отрабатываются навыки различных видов чте-ния; равно как требующий тщательного перевода и самостоятель-ной работы со справочными материалами (словарями, методиче-скими указаниями по грамматике английского языка).

 

4. Comprehension – проверка понимания прочитанного текста посредством упражнений на разные виды чтения: чтение с выбо-рочным извлечением информации – scanning (поисковое), чтение с пониманием основного содержания, с извлечением основной ин-формации – reading for gist (ознакомительное), чтение с полным пониманием текста, с извлечением полной информации – under-standing the reading, reading for detail (изучающее).

 

5. Speech Practice – практика устной монологической речи

 

представлена двумя компонентами: подготовительным переводческим упражнением (Say it in English) и презентацией-

 

 

обобщением изученного по теме (Presentations 1, 2, 3, 4), постро-енных на изученной лексике и основном тексте раздела. Однако презентация не может быть ограничена опорой только на один учебный текст, поэтому наиболее продвинутые студенты получа-ют возможность для развития своих исследовательских способно-стей, познавательной активности и самостоятельности в подготов-ке более расширенной презентации с использованием дополни-тельной информации из зарубежных источников и применением технических средств обучения.

 

6. Dialogue(s) – диалог(и) и упражнения по развитию навы-ков диалогической речи закрепляют использование новой лексики

 

в диалогической форме общения. Тематика диалогов идет в кон-тексте с общей тематикой разделов. Упражнения выстраиваются в логической последовательности от тренировочные (подготови-тельных) до речевых (коммуникативных).

 

7. Role-Play – ролевая игра по теме раздела. Содержит описа-ние ситуации общения, коммуникативные задачи участников об-щения и опорный сценарий для каждого из них; стимулирует об-мен мнениями, выражение собственных мыслей по вопросам раз-дела. Данная структурная единица является итоговой в разделе и параллельно решает две задачи: контроль усвоения тематического материала и «выход в речь». Однако данное коммуникативное за-дание возможно только при достаточном уровне сформированно-сти языковых и речевых коммуникативных умений студентов. Данный структурный элемент также содержит, так называемый Appendix, то есть приложение, в котором собраны ситуативно-обусловленные фразы и речевые клише, полезные при продуциро-вании презентаций, собственных диалогов и ведения аргументи-рованной дискуссии в ролевой игре, предназначенные для само-стоятельного изучения.

 

После второго и четвертого разделов издания помещены упражнения проверки усвояемости лексики – Vocabulary Revision, основанные на схожести значений некоторых изученных слов и выражений. В конце издания алфавитный словарь обобщает всю изученную лексику.

 

 

Unit 1. Production

 

		AGENDA
1.1.	Warm-up	Section Overview
1.2.	Vocabulary	Developing Vocabulary
1.3.	Reading	Production
1.4.	Comprehension	Reading for a Gist
		Understanding the Reading
		Scanning
		Reading for Detail
1.5.	Speech Practice	Say it in English
		Presentation 1
1.6.	Dialogues	Recruitment, An Interview for a Job
1.7.	Role -Play	Finding a Job
	Appendix 1	Giving, Accepting and Rejecting Advice

 

 

Warm-up

 

Section Overview¹

 

Production is a very complicated process which aims to give birth to goods and services in order to reach the general public or final con-sumers. It includes three branches or lines. Millions of people are en-gaged in industry, commerce and direct services providing either visi-ble or invisible products. You are going to be involved in this process as an expert on merchandise². Bear in mind your remaining a consumer as well. In this unit you will study the meaning of production, its branches and chains. The understanding of these points will help you to realize the place and significance³ of your own future activity to this extensive process.

 

 

1.1.1. Discuss the following questions in pairs, make use of the prompts in brackets:

 

¹ Секция краткого обзора предстоящей деятельности.

² Товаровед.

³ Важность, значение, смысл.

 

1. Do you think it’s right to identify producers with consumers? (partially, members of the public, to take part, production of goods and services, to receive a salary, to buy).

 

2. What line of production does merchandise consulting belong to? (to be a kind of commercial activity, to be in control of technological decisions in a factory, to be responsible for the quality of goods and their being up to the accepted standard).

 

Vocabulary

 

activity n – деятельность, активность advertise v – рекламировать

 

advertisement n – реклама, рекламное объявление aids n – вспомогательные средства

 

application n – заявка, заявление; применение apply v – подавать заявление; применять

 

be involved in – быть вовлеченным во что-либо buy / purchase v – покупать

chain n – система, сеть, цепочка

 

commerce n – торговля, коммерческая деятельность construct v – строить, воздвигать, конструировать, создавать consume v – потреблять, расходовать

 

consumer goods – потребительские товары consumer n adj – потребитель, потребительский consumption n – потребление, расход curriculum vitae [΄vi:taı] – автобиография deliver v – доставлять, поставлять

demand n – спрос, требование

employ v – нанимать, занимать

expert on merchandise – товаровед

extract v – извлекать, выжимать, добывать

extractive adj – добывающий

final consumer – конечный потребитель

 

goods, commodity, merchandise n – товары, товар, изделия increase v – увеличиваться, возрастать

industry n – промышленность

insurance n – страхование

 

interview v – проводить собеседование, интервьюировать interviewee n – интервьюируемый

 

 

interviewer n – интервьюер luxuries n – предметы роскоши manufacture v – производить, обрабатывать merchandise studies – товароведение

 

necessities n – вещи (предметы) первой необходимости personal services – частные услуги

 

produce n – продукция, результат produce v – производить, вырабатывать

product n – продукт, продукция, изделие, фабрикат

producer – производитель

production n – производство

raw materials – сырье

recruit v – нанимать на работу

 

recruitment n – наем на работу, подбор кадров, комплектование retailing n, retail trade – розничная торговля

salary n – жалование, оклад

sell v – продавать

service n – услуга, обслуживание, сфера услуг

 

staff n – штат служащих, служебный персонал, кадры store house n – склад

store v – хранить

trade n – торговля

 

home trade – внутренняя торговля foreign trade – внешняя торговля value n – ценность, стоимость warehouse n – склад warehousing n – складирование wholesale trade n – оптовая торговля

 

Developing vocabulary

 

1.2.1. Consult the dictionary and practice the pronunciation of the following words.

 

Public, production, to touch, stage, to provide, provision, to use, to spend, to rise, unlimited, to create, need, distinction, to realize, branch, to obtain, coal-miner, to assemble, means, to distribute, in turn, export, import, to allow, to enable, communications, to classify, to il-lustrate, to rely on, interdependence.

 

1.2.2. Match the English word combinations in the left-hand col-umn to the Russian equivalents in the right-hand column.

 

1.	members of the public	1.	быть доставленным по морю
2.	consumer spending	2.	возрастающая стоимость
3.	to invent new consumer	3.	быть на испытательном сроке
	goods	4.	полагаться друг на друга
4.	direct services	5.	упрощенная система производства
5.	oil rigs	6.	заявление о приеме на работу

6. to convert the raw materi-7. объявить о наличии вакансии на

	als		должность или рабочее место
	into semi-finished prod-	8.	образованная и здоровая	рабочая
	ucts		сила
7.	to make up commerce	9.	потребительские траты
8.	to provide compensation	10.	относиться к процессу обеспечения
9.	to be delivered by sea		товарами
10.	to be concerned with the	11.	члены общества
	provision of goods	12.	получить приглашение на собесе-
11.	commercial workers		дование
12.	an educated and healthy	13.	непроизводственные	(прямые)
	work force		услуги
13.	a simplified chain of pro-	14.	нефтяные вышки
	duction	15.	изобретать новые потребительские
14.	increasing value		товары
15.	to rely on each other	16.	подавать заявление на рабочее м е-
16.	to advertise the job or po-		сто
	sition	17.	коммерческие работники

 

17. in the appointing page of a18. превращать сырье в полуфабрикат

	newspaper	19.	составлять коммерческую деятель-
18.	a letter of application		ность
19.	to be invited to an inter-	20.	обеспечивать компенсацию
	view	21.	в разделе рекламы рабочих мест
20.	to apply for the position		газеты
21.	to be a back-room girl	22.	работать в «подсобке», т.е. оформ
22.	to be on probation		лять операции, вести счета

 

Re ading

 

Production

 

***

Production involves all those activities which are needed so that goods and services can be used by members of the public. Production therefore includes the provision of goods which can be seen and touched; and the provision of services which cannot be seen and touched.

 

***

Anyone involved, at any stage, in the provision of goods or ser-vices is a producer. Thus a typist providing a service in steelworks is just as much a part of production as those directly involved in making steel.

 

In contrast consumers are members of the public who use goods and services. A part of consumer spending is on necessities (food and drink, clothing and shelter which are essential for survival). The rest is spent on luxuries (televisions, cameras etc.)

 

As incomes rise and as new consumer goods are invented, con-sumers are able and willing to buy more and more goods and services because human wants are unlimited. This, in turn, creates the need for work and production because producers are needed to provide the goods and services to satisfy human wants.

 

Although a distinction has been made between consumers and producers, it should be realized that those who are producers are also consumers. Thus those providing goods and services receive a wage or salary, which is then used to buy goods and services.

 

***

Production can be divided into: industry, commerce and direct services. Industrial workers, in their turn, can be divided into (a) ex-tractive, (b) manufacturing, and (c) constructive workers.

 

Extractive workers obtain raw materials and food from the landand the sea. Examples of such workers are farmers, fishermen, coal-miners and workers on oil rigs.

 

Manufacturing workers take the raw materials from extractiveindustry and convert (or change) the raw materials into semi finished or finished products. Thus sand and other raw materials will be used to make glass windscreens for cars.

 

Constructive workers take the products from manufacturing in-

 

 

dustry and build other products, for example, roads nd houses. Those who, for example, assemble cars are also part of the constructive indus-try.

 

Commerce is concerned with the means by which raw materials and finished products are distributed to those who wish to buy them. The activities which make up commerce are shown in fig 1.

 

 

			COM M ERCE
						AIDS TO
	TRADE
					TRADE

 

 

FOREIGN

HOME

 

 

1.	Wholesale	1. Export	1. Warehousing
2.	Retail	2. Import	2. Insurance
			3.	Banking.
			4.	Advertising
			5.	Transport
			6.	Communications

Fig. 1

 

 

The basic commercial activity is trade, which is the buying and selling of goods. Thus in home trade, wholesalers buy goods from manufacturers and sell them to retailers who, in turn, sell goods to the general public. In foreign trade, goods are sold to and bought from oth-er countries (exports and imports).

 

So that trade can easily take place, the aids (or ancillaries) to trade are necessary. Thus, for example, warehousing is needed to store goods. Insurance provides compensation if goods are stolen and bank-ing allows payments to be made or received by cheque as well as bor-

 

 

rowing, using l oans and overdrafts. Advertising makes goods known to the public. Transport enables goods to be delivered by sea, for exam-ple, to other countries and communications allow firms to make contact by telephone. The activities just described are only a few examples of trade and aids to trade.

 

Those involved in direct services are not connected with the pro-duction of goods but, provide personal services to the public. To be more exact, services are activities which a person or a group performs for another person or organization. For instance, an auto mechanic per-forms a service when he repairs a car. A doctor also performs a service by taking care of people when they are sick. Some more examples of service workers are dentists, the police, teachers and entertainers.

 

It is true that those working in banks and shops also provide services to public. However they have already been classified as com-mercial workers and do not therefore, belong to direct services. Direct service workers are an important part of production because: (a) an ed-ucated and healthy work force allows the output of goods and services to be increased, and (b) the demand by individuals for direct services rises with the improvement in a country’s standard of living.

 

***

A chain of production shows different stages of production nec-essary for a good to eventually reach the final consumer. Figure 2 (page 13) shows a simplified chain of production for chocolate.

 

Chains of production can be used to illustrate:

> increasing value at each stage of production;

 

> interdependence;

 

> the distinction between consumer goods and producer goods. In fig. 2, for example, cocoa worth $2000 may be sold to manu-

 

facturing industry, where it is converted into chocolate which is sold for $5000. Manufacturing industry has, therefore, added value of $3000. The values added at each stage of production form the basis of value-added tax.

 

 

EXTRACTIVE INDUSTRY

 

(the growing of cocoa, sugar cane, etc.)

 

M ANUFACTURING INDUSTRY (con-

 

verts raw materials into chocolate)

 

WHOLESALES

 

RETAILERS

 

 

FINAL CONSUM ER

(the general public)

 

 

Fig. 2. A chain of production

 

AIDS TO

 

TRADE

 

assist at

each

stage of

 

production

 

 

***

Interdependence means that individuals, firms and countries rely on each other. Thus, firms in manufacturing industry need extractive industry to provide them with raw materials. At the same time, firms in extractive industry need manufacturing industry to provide them with machinery to extract the raw materials. Similarly, manufacturing indus-try relies on direct services, such as doctors to help provide a healthy work force, and doctors need manufacturing industry to provide drugs and medical equipment. Consumption takes place at each stage of the process. For example, manufacturing industry buys or consumes raw materials from extractive industry. When the general public buys the chocolate, however, it is not for resale and the chain of production stops at that point. The general public are, therefore, final consumers. Goods bought by final consumers are consumer goods. Goods bought by firms to make consumer goods are called producer goods. Therefore if a person buys a car for his own personal use it is a consumer good. If, instead, the car is bought by a firm for one of its salesmen, it is a producer good.

 

Notes on the Text

 

 

1. human wants – человеческие потребности

 

2. to satisfy human wants – удовлетворять потребности людей

 

3. to make a payment by cheque – производить оплату по чеку

4. borrowing – заем

5. loan – ссуда

 

6. (over) draft – вексель, соглашение с банком по которому вы можете использовать деньги сверх суммы, находящейся на вашем банковском счете

 

7. standard of living – уровень жизни

8. added value – добавленная стоимость

 

9. value-added tax – налог на добавленную стоимость

 

Compre he nsion

 

1.4.1.Reading for a Gist⁴

 

Name the parts of the text using the following headings. (Be aware that the number of the parts is less than that of the headings).

 

1. Production Chains.

2. Specialization in Production.

3. Production Lines.

 

4. Interdependence in Production.

5. The Meaning of Production.

6. Producers and Consumers.

 

7. Advantages and Disadvantages of Specialization

 

1.4.2.Understanding the Reading⁵

A.

 

Give extensive answers to the questions. Use the following expressions to start your answers:

In my opinion …,

Personally, I think that …,

As I see it …,

It would seem to me that …,

 

⁴ Чтение с целью определения основной мысли текста.

⁵ Чтение с целью понимания общего смысла текста, обобщен ия получен-ной информации.

 

As far as I am able to judge ….

According to the text ….

 

1. What does production involve?

 

2. How can producers be divided? What is the difference between them?

 

3. What are the activities which make up commerce? (Make use of fig. 1)

4. What is meant by trade? What are aids to trade?

5. How do aids to trade work?

6. What categories of the public are involved in direct services?

 

7. What line of production does merchandise consulting belong to? (Give your reasons).

8. What does a chain of production show?

9. How important is interdependence?

10. What is meant by the stop-point of any chain of production?

 

B.

Look at the chart and

 

a) say in what industries different methods of distribution are possible;

b) speak about the differences between the channels of distribution.

 

Spe ech Practice

 

1.5.1.Say it in English

 

A: Обеспечение товарами и услугами, необходимыe для выжива-ния, остальное, необходимо осознавать, примерами таких ра-ботников являются, для изготовления лобовых стекол авто-машин, покупка и продажа товаров, хранить товары, действи-тельно так, различные этапы производства, обеспечить сырь-ем, в личное пользование.

B: 1. В производство вовлечены виды человеческой деятельности

по обеспечению общества товарами и услугами.

 

2. Промышленные рабочие могут быть подразделены на рабо-чих добывающей, сырьевой отраслей, а также отрасли про-изводства конечного продукта.

 

3. Коммерсанты могут быть заняты как в торговле, так и в обеспечении торговой деятельности, например, в банковском деле, рекламе, страховании, транспортной службе и осу-ществлении связи.

 

4. Работники сферы услуг не связаны с коммерцией, но пред-ставляют обществу частные услуги.

 

5. Система производства отображает различные производ-ственные этапы, проходя через которые, продукт достигает своего конечного потребителя.

 

Presentation 1

 

Sum up everything you came to know about the process of production, its branches and chains, producers and consumers, goods and services.

 

Make up a presentation on the topic “Production”. Arrange your speech with the topic sentence, several developers, a restatement and a conclusion. Be enthusiastic to give your personal view on the topic of speaking or the text itself. Address the listeners with your presentation. Use the following helpful phrases:

 

Topic sentence:

 

This text	is about	such points /
The text we have read	deals with	questions /
	describes	problems /
	is devoted to	topics as …

 

· The main idea /purpose /intention of the text is …

 

Developers:

 

· The text can be divided into (5) logical parts. They are …

· Let`s go point by point …

· First of all, I`d like to focus on …

· First comes …

 

· Then /next / secondly comes …

· Now let me turn to …

· We now can look at …

 

Restatement and conclusion:

 

· So, now you see that …

· So, to make a long story short…

 

· Now it is obvious that …

· It should be once more underlined that …

· In conclusion I can say that …

 

· To finish with …

· In view of the above, I`d like to conclude that …

· All in all, …

 

 

· I think / believe / suppose …

· Personally …

 

Dialogue

 

Dialogue 1: Recruitment

 

Read dialogue 1 and put the points Personnel Manager (P.M) talks about in the right order.

 

- the mistakes a candidate can make in an interview;

- the qualities and abilities a candidate must have;

 

- his advice to interviewees;

- what a candidate is expected to know and understand.

 

When a company needs to recruit or employ new people, it may decide to advertise the job or position in the appointing page of a newspaper. People who are interested can then apply for the job by sending in a letter of application and curriculum vitae containing de-tails of their education and experience. The company will then draw up

 

a list of candidates, who are invited to attend an interview. See how the Personnel Manager (P.M.) of a company answers questions about the way he interviews and selects candidates.

 

Reporter: What do you think is the most important thing to pay atten-tion to when interviewing a candidate?

 

Personnel Manager: There are some of them, to my mind. The mostimportant things, in my view, are the character, the ability to re-act, intelligence and suitability for the position for which the candidate is being interviewed.

 

R. And to what extent does the person’s appearance influence your decision?

 

P.M. It is important that the person is well presented, is neat and tidy,and that he or she has good manners, because that shows a lot about personality.

 

R. Do you expect the candidate to be prepared in any way for the inter-view, or how should he prepare himself for the interview?

 

P.M. Normally the candidate has had one or two interviews with juniormembers of the staff before he gets to my level, and I expect the

 

 

person concerned to have a good knowledge of what the compa-ny does, what he’s expected to do, and who he is going to report to. If the candidate doesn’t give an impression of understanding one of those three items, then he gets marked down accordingly.

R. How does a candidate go wrong?

 

P.M. The major way a candidate goes wrong is by basically becoming

a yes-man or a yes-woman and agreeing with everything you say. Also you have to feel that the candidate is going to be good and he has to show himself to be not just «Yes, sir, thank you very much. Yes, I agree with that». Sometimes I lay dummyquestions, in which I want a «no» answer, and if he continues to say «yes», then he goes down.

 

R. What would you advise to a candidate, going to an interview? P.M. I would say to him first of all to listen; secondly, to ask the right

questions; and, thirdly, perhaps, the most important, to create the right kind of relationship, I would call it an adult-to-adult rela-tionship with the interviewee or the interviewer. When you get a yes-man in front of you, he is creating an adult-to-a-child con-versation and in most cases managers are not interested in em-ploying a child.

 

1.6.2.Dialogue 2: An Interview for a Job

 

Read dialogue 2; study the notes and do the exercises on the dialogues.

 

Secretary: Come in! (A young woman enters, rather formally dressed,smiling to cover her nervousness.) Janet Nicholson, isn’t it?

Janet: Yes, that’s right.

 

S Do sit down, Janet. Now – you’re 21, and you’ve just finished at the University of Kent. Your professor thinks you ought to get a good degree in French, statistics and finance. What made you

 

choose finance? It’s not a subject studied in school – perhaps that was why?

J Well, partly.

S And partly what else?

J I thought I’d like to learn something about financial matters.

 

S Now you have applied to work with us as a junior assistant: sup-

pose you tell me a bit more about yourself?

J (rather taken aback): What sort of thing?

 

 

S Do you think you’d like working in an office?

 

J I did so for three weeks as a temp in my Easter vac – just filing, and that sort of things. But I want to use my university subjects re-ally.

 

S Of course. Do you think you would mind routine work, like read-

ing foreign papers for us every day?

J I’d love it.

S And wouldn’t you mind being just a back-room girl?

 

J I don’t think so. I like making digests. I did a little for my Prof. last vac.

S Good, good. Now isn’t there anything you want to ask me?

 

J (Nervously): You said «good salary» in the advertisement, but you actually didn’t say how much.

 

S We were thinking of $ 900 as the rate for the first three months:

You’d have to be on probation for three months, and then if every-thing was satisfactory we’d raise it to $ 1,000 after that.

 

J (rather surprised at her own boldness) I suppose you couldn’t make it $ 1,000 for a start and $ 1,100 afterwards?

 

S Well, I’ll tell you what we’ll do. My partner wants to give you a written test now, if you’ll go to the room at the end of the corridor.

 

Assuming you pass that, write to us when you’ve got your degree results, and if you get an upper second we’ll start you at $1,000.

 

J Thank you. (Rising) I’ll let you know. Goodbye. (She goes out.) Notes on the Dialogues

1. Personnel Manager – менеджер по работе с кадрами (по персоналу)

2. intelligence – ум, интеллект, смышленость

3. to what extent – до какой степени, насколько

4. to get marked down – получать низкую оценку

5. to lay dummy questions – задавать подставные вопросы

 

6. temp n – (сокр. от temporary) разг. временный работник (особенно секретарь)

7. Easter vac – (сокр. от vacations) пасхальные каникулы

8. filing – подшивка бумаг, документов, ведение картотеки

9. to make a digest – составлять протокол, отчет

Exercises on the Dialogue

 

1. Give English equivalents to the following Russian words and ex-

 

pressions.

 

Кандидатура, нанимать на работу, приглашать на собеседова-ние, влиять на решение, подготовиться к собеседованию, по трем пунктам, занижать оценку, создать правильные взрослые взаимо-отношения, быть незаинтересованным, закончить университет, младший ассистент, оклад, ставка, для начала, письменный тест, предположим, заявление о приеме на работу, автобиография, от-читываться.

 

2. Complete the following sentences using the appropriate words from the box below:

 

application, apply, curriculum vitae, candidates, fill in, probation, salary, report, file

 

1) When you see an advertisement for a job, and you want to

_________ for this job, you send in an _________.

 

2) You usually enclose a __________ with your letter.

3) Sometimes there are a great many __________ for a single job.

4) Please, ___________ the application form.

5) After having been on ____ for 2 months his ____ was raised to $1,500.

6) It will be quite enough if you ____ to a senior assistant once a week.

 

7) What will happen if I __________ the documents in the wrong place?

 

3. Study the following CV carefully to see how the information is pre-sented and decide where each of the following headings should be placed.

 

a) REFERENCES

b) INTERESTS

c) PERSONAL DETAILS d)PROFESSIONAL EXPERIENCE

 

E) EDUCATION

F) ADDITIONAL SKILLS

Curriculum Vitae

 

 

1 _____________
Name:	Susan Robertson
Date of Birth	6 June 1968
Nationality:	British
Address:	52 Hanover Street Edinburgh EH4 3LM Scotland
Telephone:
2 _____________
1991-1992	London Chamber of Commerce and Industry
1988-1991	Diploma in Public Relations
	University of London
	BA (Honours) In Journalism and Media Studies
	Fettes College, Edinburgh
1981-1988	A-levels in German (A), English (B), History (B)
3 _____________
1992 to present:	Scottish Wildfire Trust
Summers of	Department of Public Relations
1990 and 1991	Three-month training period with the Glasgow Herald.
Summer of 1989	Assistant to the sports editor.
	Sales assistant in the record department of Harris
	Stores Ltd., Edinburgh

 

4 _____________

Sports: Cross-country skiing, rock-climbing and swimming.

 

Secretary of the local branch of «Action», an association organizing sum-mer camps for disabled children.

 

5 ____________

Camp counselling certificate

Grade 3 ski instructor

Driver’s licenсe (car and motorcycle)

IBM PC user

 

Fluent German and good working knowledge of French 6_______________

 

Geoffrey Williams, Professor of Journalism, University of London Bill Denholm, Sports Editor, Glasgow Herald

 

4. Study the following letter of application. What paragraphs does it

 

 

contain? Use the model to make up the body of Jannet’s letter of a p-plication. (Go back to Dialogue 2).

 

The letter of application normally contains three or more para-graphs in which you should:

• confirm that you wish to apply where you learned about the

job;

 

• say why you are interested in the position and relate your inter-ests to those of the company;

 

• show what you can contribute to the job by highlighting your most relevant skills and experience;

 

• indicate your willingness to attend an interview (and possibly state when you would be free to attend).

 

Edith Roberts

6 Carlswood Street

Redhill

Surrey

8th January

 

Mrs Cynthia Dryden

44 Randolf Square

London EC 14BE

 

Dear Mrs Dryden,

 

I would like to apply for the post of personal assistant advertised in to-day’s Guardian.

 

As you can see from my curriculum vitae, I have had six year’s experi-ence as a personal secretary. Five of these have been in films and tele-vision and I am particularly keen to continue working in this industry.

 

I enclose my curriculum vitae and will be available for interview any day after 21 September and able to take up a new appointment from 1 October.

I look forward to your reply.

Yours sincerely

 

Edith Roberts

Enc: 1

 

5. Assuming

 

 

1) you have read an interview with the P.M. of the “N” company in a daily newspaper. It is of great interest to you. Discuss the topic questions of the interview with your friend (s).

 

2) you are invited to a job interview and you feel a bit nervous about it. Discuss the situation with your friend to get his (her) encourage-ment.

 

Role – Play

 

Consumer skills⁸: Finding a Job

 

Situation

 

You start looking for a job and learn how to do it using every op-portunity.

 

What you must decide

 

Find out where to start looking for a job, which documents should be presented/ filled out, how to get ready for an interview.

 

Student A

You are a student involved in job-hunting. You discuss this prob-lem with your friend, a final-year student. You wonder where you should start looking for job opportunities, what your first steps should be. If you were to begin looking for a job today, for what would you be qualified? What kinds of jobs are available to students? Would you need a resume?

 

Student В

You are a final-year student. You have some experience in job-hunting as you have started looking for a job and had talks with manag-ers in different places (supermarkets, fast-food restaurants, stores, shopping centers) in order to find out if any jobs are available. You explain to your friend that the market place does not hire just anyone.

 

⁸ consumer skills – азбука потребителя

⁹ job-hunting – поиск работы

 

In fact teenage unemployment is traditionally twice as high as overall unemployment rate. Where you look for work and the techniques you use in applying can be the difference between getting the job and re-maining unemployed.

 

Student С

You think that to begin with one should use all possible sources when job-hunting. You assume that one of the simplest but often over-looked sources is word-or-mouth. Your friend should let his friends and relatives know he is looking for a job and ask them whether they know of any job openings¹⁰.

 

Student D

You have tried another way that you consider often successful, e.g. to go to the supermarket near your home. You suggest asking the manager whether any jobs are available now or in the near future, fill out appli-cations for jobs, leave your name, address and telephone number so that they can contact you if any jobs become available.

 

Student E

That sounds a good idea to you. Besides you’ve heard that news-paper ads¹¹ are a good source of information for job openings. As far as you know, near the dean’s office there are often bulletin boards¹² where job openings may also be posted. Moreover, you know that public bul-letin boards in stores list job vacancies. You think it might be a good idea to use private job agencies. But in this case your friend must be very cautious¹³. Unlike public job agencies, the private firms charge a fee, sometimes a percentage of your salary. Whichever source your friend uses he shouldn’t be shy about seeking the job.

 

B. between Student A and Student F.

 

 

Student A Student F

 

¹⁰ consumer skills – азбука потребителя

¹¹ job openings – вакансии на рабочие места

¹² bulletin board – доска объявлений

¹³ cautious – осторожный, предусмотрительный

 

- So you finish with your first step in job-hunting and you know that the second step is to fill in an application. After you find a job that is available, you must show your potential employer why you are the right person for the job. In a sense, you are now selling a product — yourself. You want the employer to purchase your abilities rather than those of someone else.

 

 

- That seems like good advice. You thank your friend. You ask him to permit you to use his name as reference. You know that often an employ-ment application requires that you give names of friends or acquaintances as references. It’s a well-known fact that your prospective employer may contact these people to find out about your work hab-its and skills.

 

- You totally agree. You would like to point out that usually the employer asks you to fill in an application. You ask your friend to take into consider-ation that this step can be crucial. His potential employer must select can-didates to interview, often using the application as a guide. You think the applicant should read the application form through before beginning to write. Your friend should make sure he understands what information is being requested, write neatly, and provide complete information.

 

- You don’t object and you give per-mission to use your name as refer-ence. Moreover, you attract your friend’s attention to the following: employers looking for permanent, full-time workers often require a re-sume – an outline of your educational and employment background¹⁴ in ad-dition to an application. You know that some employers may want a re-sume for part-time employment. You emphasize¹⁵ that writing a resume while you are still a student provides practice at a skill you will need again in the future.

 

 

- You see what your friend means. So you put one more step into your plan, i.e. «Write a Resume». You are sure that

 

 

- From your point of view there is one more step that can affect an employ-er’s decision that is an interview.

 

You advise the beginner in job-

 

 

¹⁴ background – зд.: данные

¹⁵ emphasize – придавать особое значение, подчеркивать

 

it is very useful to have some-one else to read your resume. In your opinion these three steps are the most important ones in job-hunting.

 

hunting to find out something about the firm before going to the inter-view. First impressions are most im-portant. You advise your friend to be on time, dress neatly, comb his hair, be polite, answer questions thought-fully, speak clearly, and when he leaves, thank the interviewer for talk-ing with you.

 

 

Appendix 1

 

Unit 2 Utility and Prices

 

 

AGENDA