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Module I

Computers and Information Technology

Unit 1

Introduction to Computers

Unit 2

Computer Hardware

Unit 3

Computer Software

Unit 4 The Internet Vocabulary 1. create [krı'eıt] творить, создавать2. network ['netwɜ:k] (инфор.) сеть3. spread [spred] распространять(ся), простирать(ся) 4. share [ʃeə] делиться; поделиться5. transfer ['trænsfɜ:] перемещать, передавать6. backbone ['bækbəυn] главная опора; основа; суть7. maintain [meın'teın] (тех.) обслуживать; содержать в исправности8. provide [prə'vaıd] предоставлять (услуги), давать9. provider (информ.) провайдер, поставщик информационных и коммуникационных услуг10. browse [braυz] просмотреть11. browse facility [fə'sılətı] (компьют.) средство просмотра12. feature ['fi:tʃə] (компьют.) функция, функциональность, опция, (сленг) фича (у программного продукта, системы)13. surf the Internet [sɜ:f] «путешествовать» по Интернету (тж. surf the net)14. etiquette ['etıket] этикетпрофессиональная этика15. netiquette ['netıket] (информ.) сетевой этикет16. flood (with spam) [flʌd] засыпать; заваливать(спамом)17. evaluate [ɪ'væljυeɪt] оценивать4.1. How would you describe what the Internet is? Discuss it with your partner.4.2. Match the terms and their definitions.a) Internet b) World Wide Web c) e-mail1. A global network connecting millions of computers. 2. The transmission of messages over communications networks. 3. A system of Internet servers that support specially formatted documents. 4.3. Now read the text and try to describe the Internet again using the key vocabulary in bold type.Believe it or not, the Internet was created way back in 1969, during the Cold War, by the United States military. It was meant to be a "nuke-proof"(1) communications network. Today, the Internet spreads across the globe and consists of countless networks and computers, allowing millions of people to share information. Data that travels long distances on the Internet is transferred on huge lines known collectively as the Internet backbone. The Internet is now maintained by the Internet service pro-viders.Many people think the Internet and the World Wide Web are the same thing. They're not! The World Wide Web is what you are browse. It is one of the many features of the Internet. E-mail, FTP(2), and Instant Messaging (3) are also features of the Internet.(http://www.sharpened.net)(1) "nuke-proof" устойчивый к воздействию ядерного оружия(2) FTP File Transfer Protocol протокол передачи файлов (используемый в Internet протокол передачи файлов между хост-компьютерами)(3) Instant Messaging система мгновенной передачи текстовых сооб-щений4.4. Interview your partners if they surf the Internet. Use the questions given below. Do you often surf the Internet? Which websites do you usually visit? Do you download any programs from the Internet? If so, what are they? Do you belong to any chat forum? Why? / Why not? What feature of the Internet do you consider the most attractive? Why? What is netiquette? 4.5. Read the passage below and think if you always follow the netiquette. Why? / Why not? Discuss it with your partner.Netiquette, or net etiquette, refers to etiquette on the Internet. Good netiquette involves respecting others' privacy and not doing anything online that will annoy or frustrate other people. Three areas where good netiquette is highly stressed are e-mail, online chat, and newsgroups. For example, people that spam other users with unwanted e-mails or flood them with messages have very bad netiquette. You don't want to be one of those people. If you're new to a newsgroup or online chat room, it may help to observe how people communicate with each other before jumping in.4.6.Think of good and bad points of the Internet and fill in the table. You can work either individually or in pairs. Advantages of the Internet Disadvantages of the Internet 4.7. Read Text A, compare your ideas with information given, and extend the table. How many advantages/disadvantages are there in your table? First, study the vocabulary you may need to understand the text.mankind [mæn'kaɪnd] (n) 1) человечество; человеческий род ['mænkaɪnd] 2) мужчины, мужской полmagnitude ['mæɡnɪtju:d] (n) 1) величина, paзмеры, 2) важность; значимостьoutweigh [̗aυt'weɪ] (v) быть тяжелее, превосходить в весеwealth [welθ] (n) изобилие, избытокtarget ['tɑ:ɡɪt] (n) цельadvent ['ædvent] (n) наступление (какой-л. эпохи, какого-л. события), available [ə'veɪləbl] (adj) доступный; имеющийся в распоряжении, entertainment [̗entə'teɪnmənt] (n) развлечение; зрелищное мероприятиеnumerous ['nju:mǝrəs] (adj) многочисленныйavailable [ə'veɪləbl] (adj) доступный; имеющийся в распоряженииtheft [θeft] (n) воровство, кражаobstruct [əb'strʌkt] (v) препятствовать, затруднять, мешатьprone (adj) подверженный (чему-л.)TEXT AAdvantages and Disadvantages of the InternetThe Internet has been perhaps the most outstanding innovation in the field of communication in the history of mankind. As with every single innovation, the Internet has its own advantages and disadvantages. But usually, greater magnitude of advantages outweighs its disadvantages. Today the Internet has brought a globe in a single room. Right from news across the corner of the world, wealth of information to shopping, purchasing the tickets of your favourite movie.Advantages CommunicationThe main target of the Internet has always been the communication. By the advent of the Internet, our earth has become a global village. Now we can communicate with a person who is sitting in the other part of the world.Information Information is probably the biggest advantage the Internet offers. Students and children are among the top users who surf the Internet for research. Today, it is almost required that students should use the Internet for research purpose of gathering resources. Entertainment Downloading games, visiting chat rooms or just surfing the Web are some of the entertainments. In fact, the Internet has been successfully used by people to find life long partners. When people surf the Web, there are numerous things that can be found. Music, hobbies, news and more can be found and shared on the Internet. Services Many services are now provided on the Internet such as online banking, job seeking, purchasing tickets. Often these services are not available off-line or can cost you more. E-Commerce It has got a really amazing and wide range of products from technology to household needs. Disadvantages Theft of personal information If you use the Internet, you may be facing danger as your personal information such as name, address, credit card number, etc. can be accessed and used by a criminal.SpammingSpamming refers to sending unwanted e-mails, which provide no purpose and obstruct the entire system. Virus threat Computers attached to the Internet are more prone to virus attacks and they can end up into crashing your whole hard disk. PornographyThis is perhaps the biggest threat related to your children’s healthy mental life. (http://www.buzzle.com)4.8. Match the words below to make word partners.1. global a. chat rooms2. surf b. privacy3. visit c. danger4. download d. village5. household e. needs6. face f. disk7. hard g. the Internet8. respect h. games4.9. Now use the word partners to complete these sentences. McLuhan believes that the world is rapidly becoming a ________, in which mankind is interconnected by contemporary technology, especially television and the world wide web. This method will allow you to _________ without leaving any information about what browser you're using, which computer system you have. Many people who ________ use them as a place to discuss their problems and get a kind of a support. People of all ages visit special free sites to safely ___________ of high quality. You are not computer addict, so low-powered computer is suitable for all your _________. How does computer software usually react when it ________ of virus attack? _____ can store anywhere from 20MB to more than 200GB. Sites like Facebook must ___________. They should not tell my friends what I buy on other sites. 4.10. Analyse the “-ing” form words in bold type in Text A. Are they gerunds? Why/Why not?Do you know that…? Because a gerund (base form of VERB+ -ing) acts as a noun, it can be used after prepositions, too. (e.g. That computer programmer is famous for spilling coffee into his keyboard. Complete the sentences, using gerund.1. He never thought of ____.2. This student is very clever at _____.3. I don’t insist on ____.4. We were tired of _____.5. Did you succeed in ____?6. Who is responsible for ____?7. They were grateful for ____.8. He had some difficulty in ____.Now give your own examples.4.11. Work in pairs or in small groups. Discuss if you always trust the information from the Internet? Why/Why not?Now skim Text B and say what the main idea of the text is.4.12. Read Text B and give your ideas on what could help Zack to understand that Professor Butz's Web page wasn't a reliable source of information?(To understand the text better use the vocabulary given below.)TEXT BThe Web – Teaching Zack to ThinkAs more and more students access the Internet for research, it's important that they learn how to validate online information. The Internet is a place where you can find "proof" of almost any belief system that you can imagine. And, for too many students, "If it's on the Internet, it must be true."The following story is also true.Fourteen-year-old Zack was asked to research a unique topic for his history class. Zack knew a bit about using reliable sources on the Internet, so when he found some information on a Web page on the US Northwestern University site he felt sure that he had found a reliable source of information for his project. The topic was unique too–Holocaust Revisionism–Zack had never heard of that before, so he decided to write his history paper on "How the Holocaust Never Happened."Zack found his "information" from a Web page at http://pubweb. northwestern.edu/abutz/ (no longer at this URL), titled "Home Web Page of Arthur R. Butz." On his low-key home page, Butz explained that he wrote "A short introduction to the study of Holocaust revisionism" and that his material was intended for "advanced students of Holocaust revisionism." At the top of the page Butz identified himself as "Associate Professor of Electrical and Computer Engineering, Northwestern University». His article began with the following: “I see principal reasons for the widespread but erroneous belief in the legend of millions of Jews killed by the Germans during World War II: During both world wars Germany was forced to fight typhus… That was one of the main reasons for a high death rate in the camps, and the crematoria... Look at the above situation from the perspective of a 14-year-old, untrained to think critically about information. He's researching the Holocaust, and suddenly finds this Web page. His teacher told him to find a unique topic, and this certainly fit the bill. The page is simple and clear. It's written in a calm, logical tone. The page is clearly intended for experts in its field. Best of all is the source: Northwestern University! And a professor to boot! Perfect. validate ['vælɪdeɪt] v проверять достоверностьproof [pru:f] (n) доказательствоbelief [bɪ'li:f] (n) убеждение, мнение; вераreliable [rɪ'laɪ əbl] (adj) заслуживающий доверия, достоверныйreliable information – достоверные сведенияreliable source – достоверный, надежный источникlow-key (adj) 1) неброский; сдержанный2) гамма тёмных тоновin a lowkey – в тёмных тонах Associate Professor доцент университетаwidespread ['waɪdspred] (adj) широко распространённыйerroneous [ɪ'rəυnɪəs] (adj) ложный; ошибочный;typhus ['taɪfəs] (n) сыпной тифfit the bill отвечать всем требованиямto boot к общей пользе; вдобавок; к тому же4.13. Now read Text C and check your ideas. (To understand the text better use the vocabulary given below.)TEXT CThinking about What We've FoundThe fact is that students increasingly depend on the Internet for information, so it's important that they develop ways to evaluate their findings. Zack could have used some, or all, of the following techniques to decide whether the site was a reliable source for information.PurposeTry to determine a Web site's purpose. What is it trying to do? Why was it created? Most Web sites are designed to sell services and products, present information, put ideas forward, or entertain. Many sites do several of these at once.A Web site's purpose will not always be clear. Look at Butz's site. His purpose is surely advocacy, although he comes across as an objective information provider, especially in the closing sentence of his article: "Surely any thoughtful person must be skeptical." Would a 14-year-old know how to distinguish between objective information and propaganda?Understand the purpose(s) of a Web site, and that those purpose(s) may not be entirely obvious. Author The next step in validation involves the site's author. We all know that it's easy to fool people. Many people will believe someone if he or she sounds authoritative. Butz is a professor, sure, but he's an Engineering professor. How does that qualify him to speak as an expert on the Holocaust? It doesn't. But people see "Professor" and take what he says seriously.Zack didn't know anything about Butz, but could have researched his background. If Zack ran a search for "Arthur Butz," on the search engine Google, he would find Butz's name on a page titled "Holocaust Deniers" at the Web site for the anti-hate organization HateWatch (http://www.spl-center.org/intel/hatewatch/). Similarly, Zack would find Butz's article at a second hate directory site listed under "A Guide to Hate Groups on the Internet: Hate Books, Newsletters and Articles". Zack would find Butz mentioned negatively in a March 1998 USA Today article titled, "College anti-Semitism on the rise, according to new report." Zack would also find Butz's book described as popular among "anti-Semites" in a review of Deborah Lipstadt's book Denying the Holocaust.If Zack had run this multi-search on Butz, he would have seen how other people categorize Butz' work.Establish the credibility of the author. Meta-Web Information Meta-Web information validates Web pages solely within the context of other Web pages.Let's start with the URL, or address, of a Web page. You need to know when they're accessing a personal home page. Most Internet Service Providers give their subscribers a few megabytes of free space on a Web server to use as they want.Here are two sample URLs: and stefan/>. An experienced Web user knows that both URLs point to personal home pages.In the first example, the word "users" is the user name of someone who accesses the Internet through cdsinet.net. In the second example, focus on the . A tilde () indicates a Web site that has been created by someone given space on a Web server. "stefan" is the user name of someone who accesses the Internet through icon-stl.net.Knowing the above, if Zack had looked at Butz's URL - abutz/index.html> – he'd have seen the , an indicator that this is a personal Web site. Just as Zack can know something about individuals by their clothing, he can learn about a Web site by looking at its URL. Clothing tells us a lot, but the company a person keeps tells us more. Learning how a Web page interacts within the network of all other Web sites is valuable information.Meta-information sources.It is always a good idea to look beyond the Internet for sources of authentic information.evaluate [ɪ'væljυeɪt] (v) оценивать; определять количество, качество и т. п.technique [tek'ni:k] (n) метод; способdetermine [dɪ'tɜ:mɪn] (v) определять; устанавливатьentertain [̗entə'teɪn] (v) развлекать, заниматьadvocacy ['ædvəkəsɪ] (n) 1) защита2) пропаганда (взглядов и т. п.)distinguish [dɪ'stɪŋɡwɪʃ] (v) различать, распознаватьauthoritative [ɔ:'θɒrɪtətɪv] (adj) авторитетный; надёжныйdeny [dɪ'naɪ] (v) отрицать, отвергатьdenier тот, кто что-либо отвергаетcredibility [̗krədə'bɪlətɪ] (n) вероятность, правдоподобиеexperienced [ɪk'spɪərɪənst] опытный, знающийtilde ['tɪldə] (n) (полигр.) тильда (tilde)beyond [bɪ'jɒnd] (prep) за; по ту сторону, внеauthentic [ɔ:'θentɪk] (a) 1) подлинный, аутентичный2) достоверный, верный4.14. Translate the text into English and then finish it. Use the vocabulary from the Texts B,C.Все большее количество студентов используют Интернет как источник информации для своих исследований. Сегодня в Интернете можно найти доказательства любых идей, которые могут прийти вам в голову. А ведь многие считают ту информацию, которая представлена в Интернете вполне достоверной. Но это не так. Поэтому очень важно научиться оценивать достоверность такой информации. Для того чтобы определить является ли сайт надежным источником информации, можно использовать несколько методов: ___________4.15. Write a list of recommendations to help students critically evaluate the reliability of a Web site.4.16. Do the crossword.1. Electronic messages sent to someone over the Internet. 2. Copy information from a web site to your own computer.3. The place on the Internet where a company/organization/etc stores its documents. 4. A system linking millions of documents stored on Internet computers around the world.5. Move form one document or web site to another, to find information.6. Text, image or button that connects to other destination on the web.7. A device that makes connecting to the Internet possible.8. A group of computers joined together. 9. Now provide your own definition. 9 1 o o o o o o o o 2 3 4 5 6 7 8 1   2   3   4   5   6   7   8   9   ...   15

Module II

Fundamentals of Engineering

Unit 5

Engineering

Unit 6

Engineering Materials

Unit 7

Nanotechnology

Unit 8

Robotics

Unit 9

My Faculty

Module III

Job-hunting

Unit 10

Finding a Job

Unit 11

Making a Choice

Unit 12

Working Life

Unit 13

Employment

Unit 14

A Job Interview. CV. A Letter of Application

References

Unit 13

Employment

Vocabulary

1. accept (v) [әk´sept] принять

2. accounts department (n) [ә´ka|nts] бухгалтерия

3. challenge (n) сложная задача

4. be in charge of (v) возглавлять; отвечать за

5. day off sick (n) больничный лист на день

6. dozen (n) [dšzn] дюжина

7. fill in (v) заполнить

8. flexible (adj) гибкий

9. be keen on doing / интересоваться, увлекаться

be keen to do smth (v)

10. lazy (adj) ленивый

11. look through (v) просматривать

12. offer (v) предлагать

13. previous (adj) [´pri:vıәs] предыдущий

14. prospect (n) [´prãspәkt] перспектива

15. promote (v) продвигать по службе

16. referee (n) [‚refә´ri:] арбитр; лицо, дающее

рекомендацию

reference (n) [´ref(ә)rәns] ссылка; рекомендация, отзыв

17. rely on (v) [rı´laı] полагаться на

18. reply (n) [rı´plaı] ответ

19. resign (v) [rı´zaın] отказаться от должности

20. retire (v) [rı´taıә] выйти на пенсию

21. be sacked (v) быть уволенным

22. satisfactory (adj) [‚sætıs´fæktәri] удовлетворительный

23. self-confidence (n) [´kãnfıdәns] уверенность в себе

24. stall (n) [sté:l] киоск, прилавок

25. take over (v) принять на себя руководство

делом

26. tidy (adj) [´taıdi] опрятный

27. be on top of one’s успешно справляться

work (v) с работой

28. trainee (n) [‚treı´ni:] стажер
13.1. Read the words, guess their meaning.

punctual [´pšŋkt∫|әl]

to adapt [ә´dæpt]

official [ә´fı∫l]

situation [‚sıt∫|´eı∫n]

banking [´bæŋkıŋ]

junior [´džu:nıә]


13.2. Use the words below to complete the text.

qualifications application experience interview section CV

Looking for a Job

I thought it would be quite easy to find a job when I left school, but it’s been really difficult. I look through the job (1) _____ in the local paper every week, but everybody seems to want people with lots of (2) _____ and I didn’t do very well at school. I’ve sent my (3) _____ to dozens of companies in the local area but nobody has got back to me. I must have filled in at least thirty (4) _____ forms and I’ve only had one reply. I went for an
(5) _____ last week but it didn’t go very well – they said they wanted someone with more (6) _____, but I’ve never had a job! Sometimes I wonder if I’ll ever find anything.

13.3. Use the correct form of these verbs to complete the sentences.

offer go into send it off fill in find apply for


    1. I left university six months ago and I still haven’t _____ a job. It’s more difficult than I thought it would be.

    2. I’ve _____ a part-time job. I hope I get it – it’s four afternoons a week.

    3. I’m really sure what I want to do when I leave school. I might _____ banking like my Dad.

    4. I’ve _____ an application and _____, so now I’ve just got to wait until I hear from them.

    5. I can’t believe it. They’ve _____ me that job in New York. They want me to start next month.


13.4. What do you think of these personal qualities? Mark them P (positive) or N (negative). Explain why.

    1. She’s very ambitious. I’m sure she’ll be very successful one day.

    2. He isn’t very reliable. He takes a day off sick every two weeks.

    3. She’s a bit lazy. She doesn’t do anything if she doesn’t have to.

    4. She’s very flexible. She can adapt to most situations.

    5. He hasn’t got much self-confidence. He worries about what people think of him.

    6. He’s very punctual. He’s never late for meetings.

    7. She’s always on top of her work. Her desk is always tidy.


13.5. Match the first parts of the sentences with the endings.

1. I wish he were more independent. He tends to rely on

2. I have to keep telling him what to do. He doesn’t really ever think

3. Whatever you ask him to do, he does it wrong. He doesn’t seem to have

4. He’s just so flexible. He’ll adapt

5. You have to tell him what to do and when to do it. He never seems to use

6. You can always depend on him for an honest opinion. He’s not afraid to speak

a) his initiative.
b) much common sense.

c) his mind.

d) for himself.

e) to any situation.

f) other people too much.

13.6. Read the text and choose the headings for the parts A-E. One heading is extra.

  1. Moving up

  2. Hard times

  3. Getting a job

  4. Happier times

  5. High salary

  6. Leaving the company

The Career Ladder

A

When Paul left school he applied for a job in the accounts department of a local engineering company. They gave him a job as a trainee. He didn’t earn very much but they gave him a lot of training, and sent him on training courses.

B

Paul worked hard at the company and his prospects looked good. After his first year he got a pay rise, and after two years he was promoted. After six years he was in charge of the accounts department with five other employees under him.

C

By the time Paul was thirty, however, he decided he wanted a fresh challenge. He was keen to work abroad, so he resigned from the company and started looking for a new job with a bigger company. After a couple of months he managed to find a job with an international company, which involved a lot of foreign travel. He was very excited about the new job and at first he really enjoyed the traveling, but…

D

After about six months, Paul started to dislike the constant moving around, and after a year he hated it; he hated living in hotels, and never really made any friends in the new company. Unfortunately his work was not satisfactory either and finally he was sacked a year later. After that, Paul found things much more difficult. He was unemployed for over a year. He had to sell his car and move out of his new house. Things were looking bad and in the end he had to accept a part-time job on a fruit and vegetable stall in a market.

E

To his surprise, Paul loved the market. He made lots of friends and enjoyed working in the open air. After two years, he took over

the stall. Two years later he opened a second stall, and after ten years he had fifteen stalls. Last year Paul retired at the age of 55, a very rich man.
13.7. In the text, find words in bold type which have a similar meaning to the following.

    1. told to leave the company

    2. out of work

    3. left the company

    4. was given a better position in the company

    5. future possibilities in a job

    6. stopped working for ever

    7. workers in a company

    8. wrote an official request for

    9. responsible for/the boss of

    10. a very junior person in a company

    11. working only some of the day or some of the week

    12. took control of

    13. it needs a lot of skill, energy and determination to deal with

    14. included as a necessary part of an activity or situation


13.8. Find the logical answer for each of the questions.

1. Why did they sack him?

2. Why did they promote him?
3. Why did he apply for the job?

4. Why did he retire?

5. Why did he resign?
6. Why did he go on the course?

a) Because he was nearly 65.

b) Because he was late for work every day.

c) Because he needed more training.

d) Because he was out of work.

e) Because he was the best person in the department.

f) Because he didn’t like his boss.


13.9. Translate into English.

  1. Кажется, всем нужны высококвалифицированные работники, так что у меня мало шансов получить работу, поскольку у меня нет опыта.

  2. Если вы пройдете курсы повышения квалификации, вас назначат начальником бухгалтерии.

  3. Хорошо работать не значит сразу же получить повышение.

  4. Она была недостаточно гибкой, чтобы адаптироваться ко всем трудностям своей работы. Она решила, что подвергается слишком большому стрессу, и уволилась.

  5. Я хочу чего-то нового, что потребует от меня приложения всех моих сил и способностей. Поэтому я решил подать заявление о приеме на работу, связанную с заграничными командировками.

  6. Он начинал стажером, но через несколько лет сумел взять компанию под свой контроль и ушел на пенсию в 70 лет, будучи очень богатым и влиятельным человеком. Смог бы он этого добиться, если бы не был честолюбив и не работал усердно?


Unit 14

A Job Interview. CV. A Letter of Application

Vocabulary

1. asset (n) [´æsәt] имущество,

ценное качество

2. average (adj) [´æv(ә)rıdž] средний

3. the Cambridge First [sә´tıfıkәt] сертификат FCE

Certificate (n)

4. take care of smb, smth (v) заботиться о

5. convenient (adj) [kәn´vi:әniәnt] удобный

6. current (adj) [´kšrәnt] текущий, нынешний

7. curriculum vitae (CV)/ [kә´rıkj|lәm ´vi:taı] биография

re;´sume;´ (n)

8. driving licence (n) [laısns] водительское

удостоверение

9. enclose (v) вкладывать (в письмо)

10. first aid (n) первая помощь

11. fluent (adj) [´flu:әnt] беглый (о речи)

12. fly (v) летать

13. hard-working (adj) трудолюбивый

14. hesitate (v) [´hezı‚teıt] сомневаться, колебаться

15. literate (adj) [´lıt(ә)rәt] грамотный

16. look forward to (v) с нетерпением ожидать

17. response (n) [rıs´pãns] ответ

18. responsible (adj) [rıs´pãnsәbl] ответственный

19. thorough (adj) [´θšrә] тщательный,

основательный

20. tour guide (n) гид
14.1. State the difference between the following:

    1. an employer / an employee

    2. an interviewer / an interviewee

    3. an application form / a CV

    4. experience / qualifications

    5. a salary / a bonus

    6. a company / a factory


14.2. Which is right?

  1. Most of our employees / employers have been with the company since we started last year.

  2. A good interviewer / intervieweeknows how to ask good questions tofind out about people.

  3. I’m afraid we need someone for this job with much more experience / qualifications.

  4. If we reach our sales targets, we will get a 20 percent salary / bonus.

  5. I must fill in the application form / CVfor that job at CoffeeCo. today.

  6. Children used to have to work in terrible conditions, in companies/factories and mines.


14.3. Discuss with a partner the following:

  1. What qualities make a good interviewer / engineer / scientist?

  2. What information should you include in a CV?

  3. What is a typical salary in Russia for an engineer? What about other countries you know well?

  4. Would you rather have a high salary and no bonus, or an average salary and possible bonuses?

  5. Have you ever been an interviewee? What questions were you asked?


14.4. Read the Letter of application and define each part of it. Compare it with A formal letter given below.

Letter of Application

Dear Ms Brown,

I am writing to apply for the position of Tour Guide with your company. I saw your advertisement in the Buenos Aires Daily Planet and I would like to be considered for the job.

I believe I am suitable for this post as I already have experience working with young people. I worked at a summer camp in the United States last summer. I was responsible for a group of six children, and my duties also included taking care of basic first aid. I found the job very rewarding and I would like to work with this age again. I feel that my experience would be an asset as a tour group leader.

In addition, I am hard-working and responsible. I passed my high school diploma with a distinction, and have recently passed the Cambridge First Certificate, so you can see that I have the language skills needed for this job. I speak Spanish fluently and have a good working knowledge of French.
I have a clean driving licence and have always been interested in British culture.

I would like to work for your company as it would give me an opportunity to develop my English skills further.


I am enclosing a copy of my CV with this letter. I would be available for an interview at any time convenient to you. Please do not hesitate to contact me if you have any further questions.

I look forward to hearing from you.

Yours,

Cesar Villaraga

Cesar Villaraga



14.5. Before you write your own letter of application, study the following:
Structure and useful phrases in a letter of application

Introduction

Qualifications and experience

Personal qualities
and addition-nal skills


Say why you want the job


End the letter


I am writing in response to the job which I saw advertised in the _____ .

I would like to be considered for the position of _____ .

I heard about this position through my careers officer at school.

I am writing to apply for a place on your work training scheme.

I believe that I have all the necessary skills and qualifications for this post.

I believe that I would be suitable for this post.
I have two years’ experience working in this field.

I have had considerable experience working with _____ .

I have been a qualified _____ for three years.

I am a fully qualified _____ .

I have passed the _____ (licence).

I have taken the course in Excel.

I graduated from university with a Grade Point Average of 4,5 (6.0 scale).

I am currently studying on a Master’s Degree Programme at _____ (name of the University).
I enjoy working in a team.

I enjoy the challenge of meeting targets.

I am patient and thorough in my work.

I am able to carry out most tasks in French.

I am fluent in German.

I am computer literate.

I have a good working knowledge of Excel.
I would like the opportunity to learn more about _____ .

I would like the opportunity to work for a large, international company like _____ .

This job would offer me more experience in my chosen field.

You will find a copy of my CV enclosed.

I would be happy to attend an interview at a time convenient to you.

Please do not hesitate to contact me if you require any further information.

I look forward to hearing from you soon.



14.6. Learn how to write your Curriculum vitae (CV).

Your curriculum vitae (CV) should be:

  1. Word processed

  2. Laser printed on good quality paper

  3. No longer than two pages of A4 paper


Your CV should include the following:

1. Personal details

The employer wants to know who you are and how to contact you (essential information only).

2. Education

3. Work experience

Don’t just describe the job – stress what you achieved and what you learnt.

4. Positions of responsibility

If you do not have a lot of work experience, this section will show employers your potential.

5. Skills

Be positive about your ability – never undersell your experience.

6. Interests

Stress any significant achievements related to your interests.

7. Referees

Current students and recent graduates should choose an academic referee and a personal one (this could be an employer).

CV /Re;ґsume;ґ/


Put your most recent education first.

Don’t go far back in time or leave any gaps.
Put your most recent experience first.

Give more detail about more relevant experience.

Miss this section out if you haven’t had a position of responsibility.
Don’t just list your interests – add a few details.
Give two referees.

Personal details

Melanie Henderson

99 Newlands Park

London

SE 30 8U

Date of birth

30.05 1978

Education

2000 – present

Degree in French and film studies, University of London

Specialist subjects: British cinema

1995 – 2000

Royal Latin School, Aylesbury

4 A Levels: French (B), (German) (C), English (B), History (B), Art (A), Maths (B), Economics (B)

Work experience

2003

Information officer Futuroscope, France

Responsible for dealing with enquiries in a busy office, responding to 2,000 enquiries a week. This demonstrated my ability to retain a professional approach and a sense of humour while working under pressure.

2002

Customer Services Assistant

Provided support for customer enquiries. Dealing with customers’ complaints demonstrated my ability to remain calm under pressure. Explaining complex issues simply and clearly helped me to develop my communication skills.

Positions of responsibility

In my final year at school, I helped organize a careers fair for all final year students.
Skills

Good working knowledge of Microsoft Word and Excel Spreadsheet

Working knowledge of French and Italian

Current clean driving license.

Interests

Travel: I have traveled extensively and independently in Europe.

Music: I play the guitar in a semi-professional band and played at student clubs.

Referees

Hamish Roberts Richard Gayle

(Tutor at University of London) (Customer Services

17 Woodland Avenue Manager/DAT)

Oxford 31 Pleasant Street

OX11 7GGR London

SE18 3LSR