7нн. Методические указания и задания к занятиям семинарского типа, контрольной и самостоятельной работе по дисциплине
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PART 2. APPLYING YOUR KNOWLEDGE PROJECT WORK 1. Analyzing job advertisements Research the market and find a number of job advertisements for vacancies that match your criteria for work. Analyse the advertisements and identify whether you have the transferable skills and experience required for the position. You are to hire a Teacher of English on behalf of the Siberian University of Consumer Co-operatives. Write a job advertisement for the post containing the details of education, experience, relevant skills and necessary personal characteristics. 2 Writing a cover letter Find a job advertisement that interests you, and write a cover letter in response. 3. Writing a CV 1. Create your own CV. 2. In pairs, evaluate each other’s CVs. Think about the following questions. Is the English natural and accurate? Does everything make sense? Do you get a good idea of your partner’s life by reading their CV? Is the language impressive and persuasive? If not, how can you improve it? Is the layout attractive and logical? If not, how can you improve it? Does your partner’s CV demonstrate a wide range of transferable skills? If not, where could you add more proof? Does your partner’s CV demonstrate that your partner is suitable for the job they want? If not, why not? Is the CV too long? If so, which words/sentences/sections would you delete or edit? When you are happy with the feedback you have received, rewrite your CV. Repeat the process until your CV is perfect. ROLE PLAY Job Fair STUDENT ROLES/INSTRUCTIONS You are either an employee seeking an appropriate job or an employer looking to hire the most appropriate candidate for the one position you have available. Employees: You are currently unemployed and looking for a job. You have decided to attend a local job fair. There will be several employers there looking to hire the right candidate for the job. (See the employers listed below.) In order to prepare, you need to create a resume that reflects your skills and prepare to answer likely interview questions. Find a description below of the experience, education, and skills of the character named on your index card. You may work with someone else who has similar skills and prepare to role-play the character at the job fair simulation. Once you receive your role card, do the following: Find another employee to work with. Review the skills that are identified for your character. Plan your approach to the upcoming job fair. Make a list of the top three employers with whom you wish to interview, because they match your skills and experience (not necessarily the same as your partner). Brainstorm with your partner qualifications that would ensure the most success in gaining employment at the specified companies. Add three more qualifications to your already assigned role. Write a resume to highlight the skills of your character. Work with your partner to revise and edit one another's resumes. Research possible interview questions in order to prepare answers for the upcoming interview. The following website gives several sample questions organized by type of position. http://www.jobinterviewquestions.org/questions/questions-use.asp. Practice interviewing your partner and discuss how to dress appropriately for the job fair simulation. Employers: You are an employer looking to fill one position for your respective company. Money is tight at your organization, so you want to find the employee who has the right skills, but isn't overqualified or too expensive to hire. You have decided to attend a local job fair. There will be several employees there looking for the right job. (See the employees listed above.) In order to prepare, you need to create a poster that describes your organization and the position available. You will also prepare appropriate interview questions to help you find the best employee for the right price. Find a description below of the company named on your index card. You may work with someone else who has a similar position available and prepare to role-play the character at the job fair simulation. Once you receive your role card, do the following: Pair with another employer (does not have to match yours). Review the job description of the position available for your character's organization. Plan your approach to the upcoming job fair. Make a list of the top three employees who you wish to interview, because they match your skills and experience (not necessarily the same as your partner). Construct a job advertisement poster for the position available. You will post this at your table or station during the job fair simulation. Include specific qualifications, expectations for the position, and a possible salary. Write 7-10 interview questions that will help you determine the skills and work habits of the interviewees. Design interview questions to make sure you hire a quality candidate for the position. You will only have 5 minutes to interview your candidate, so plan your questions carefully. The following website gives several sample questions organized by type of position. http://www.jobinterviewquestions.org/questions/questions-use.asp. Work with your partner to revise and edit one another's interview questions and posters. Practice interviewing your partner and discuss how to find the best candidate. Discuss how to dress appropriately for the job fair simulation. Employee role cards Recent college graduate – You have a university degree in Computer Science. The only job you have had is working for your parents’ small farm. Auto industry business worker – You worked with a company for 30 years. You were about to retire when you lost your job. You have a college degree in business from a 4-year university. You speak Japanese. CEO of major investment firm – You have a master’s degree in Finance/Marketing. You have 25 years of experience. You were about to retire when you lost your job. In college you worked as a manager at Chuckie Cheese. High school student – You are a junior and an average student. You are looking to make money for college. You do not have any work experience. You are fluent in Spanish. Airline pilot – You have 10 years experience as a pilot and you graduated from a 4-year college. Hotel manager – You have 5 years work experience and have a degree in Hotel and Tourism Management. Retail store manager – You have not determined what career is best for you. You have some college education. You have 1 year experience working as a manager at Bed, Bath and Beyond. Car dealership owner – You have 20 years of experience as an owner. You began as a car wash worker to put yourself through business school. You have a bachelor’s degree in business. Factory worker – You graduated from high school with a diploma. You immediately began working for a paper plate factory and did not go to college. Restaurant cook – You did not finish high school and you did not attend college. You have limited English speaking ability. You work on cars for side jobs. Office worker – You attended 2 years of community college and have earned your Associate’s Degree. You have 2 years of experience in the office environment. Employer role cards: organizations and positions available: Fast Food Restaurant – Manager position -- The current crew is working well together, but this manager will keep them motivated and doing their best. The job involves scheduling, keeping people on task, and making sure the food is prepared correctly and delivered to the customers correctly and hot. Large Retail Store – Stock room worker-- This position is for first-shift, working in the back room organizing boxes and bringing stock out to the store to fill shelves, as needed. Local Hospital – Janitor -- This person must have high standards for cleanliness, be self-motivated, and work well with people. Car Wash Company -- Supervisor -- This second-shift supervisor keeps other employees on task, monitors the maintenance of the car wash, and is responsible for scheduling. Restaurant – Waiter -- This three-star restaurant is seeking employees who have experience handling food and are hardworking, friendly, and neat. Small Business – Executive assistant -- This position is for a hardworking, organized individual who can multi-task and remains pleasant and helpful under stress. Grocery Store – Cashier -- A busy store needs a person who is good with math and has experience working with customers. Cell Phone Company – Sales person -- This second-shift position is for someone who is self-motivated and hardworking and has experience working with customers. Advertising Agency – Office Worker -- A successful ad agency is seeking a marketing specialist who is creative and hardworking. Must be able to work with a variety of customers and under tight deadlines. Now, role-play a job fair and report to the whole class on the results. CASE STUDY 1 DO WE UNDERSTAND EACH OTHER? The following are two letters written by employees of a British-based international public relations firm. The two employees work together as editors.
Reviewing the case Underline all the complaints Sakiko had about Tdmundo in her letter and all the complaints Edmundo had about Sakiko in his letter. Put the complaint in the correct categories in the chart.
Making Inferences In the situation described above, there are two people from different countries working together. They each have their individual style, personality, and experiences, but they also have cultural expectations. They expect other people to behave according to their own cultural ways. For example, Edmundo expects Sakiko to look at him while they speak to each other. In his culture eye contact is an important part of communication. When she doesn't frequently look him in the eye, he thinks that she isn't listening to him. He understands her behavior according to his culture's rules. But Sakiko is acting in accordance with her own cultural rules. In her culture it is common to look away frequently while speaking and listening. She expects him to also look away from time to time. When he doesn't, she feels uncomfortable with him. Read the following list of expectations. Decide which are Edmundo's (E) and which are Sakiko's (S). Share your answers in groups. The first one is done for you.
Problem Solving: Simulation You are the editor-in-chief. You want to keep both Sakiko and Edmundo because they are both excellent editors. How can you help them resolve their conflict? With a partner, talk about a possible solution. Write out a plan of action that will help the two employees resolve their differences. Think about the following questions: Why are Sakiko and Edmundo having problems with each other? What specific behaviors are causing the misunderstandings? What small things can they do to work together better on a daily basis? What is the best way for you, the editor-in-chief, to communicate with them? Should you write them each a letter? Or should you call a meeting with both of them? How much should you, the editor-in-chief, be involved in their cultural misunderstandings? Discussion Read your action plan to the class. As a class, discuss the advantages and disadvantages of each solution. Consider the following questions: Does the solution consider each employee's cultural style? Is the solution feasible for the two employees? How will the solution affect their future relationship? How will the solution affect the work environment and other employees? Language expansion Expressions and idioms When we talk about people from other cultures we often express our understanding or lack of understanding. Here are some of the more common idioms that express understanding or inability to understand. Match the idioms with their definitions.
Complete the following sentences with the correct idioms. Most training programs give the trainees a few months to __________________to how the business works. That new computer program___________________ him. He just doesn't understand the most basic applications. It is important to ___________________________ even when you are angry. Many communication problems develop because people just don't try to listen to one another. That is a very well-marketed product. I can ______________________ why it is so successful. When negotiating with people from other cultures, it is important to consider everything carefully and to ___________________. What someone does not say is often as important as what one says. Word Forms Often the same word base can be used in verb, noun, and adjective forms. Complete the following chart with the missing forms.
Complete the following sentences with the correct verb, noun, or adjective form of the words in the chart above. Use one form of each word base, and do not repeat any words. They fired her after she yelled at the client. Her _________________ was rude and inappropriate. She stopped smoking last week. It is now impossible to work with her. She is too ___________________________ to do anything. He listened to her ideas and then said he would ___________________ using some of them. Learning how to speak a new language can _______________________ even the most patient student! They are quite a team! He has great creativity; she has lots of technical knowledge, and they _______________________ well together. She was confused by his question, so she didn't __________________. Some people see a couple of American movies and then ___________ that all Americans are violent. ________________________ prevents people from seeing one another with open minds. CASE STUDY 2 WHOM SHOULD WE HIRE? AgroWorld Inc. is a multinational company that produces agricultural products. Its main products are pesticides. AgroWorld has its headquarters in London and has plants in various parts of the world. AgroWorld was founded in 1950. For a long time, it was one of the fastest growing, most reputable companies in the industry. Then, in 1973, disaster struck at its Mexico City plant. Highly toxic chemical waste from the plant leaked into the surrounding farmlands. The leakage destroyed the farmlands and killed many farm animals. The Mexican government forced AgroWorld to shut down the plant. AgroWorld left Mexico in shame after paying millions of dollars to the community to compensate for the damages. The story was covered worldwide, and raised anger and concern across Latin America. Since 1973, AgroWorld has not had any problems. As part of its expansion and globalization plan for the 1990s, it is opening a plant outside of Quito, Ecuador. The plant will employ over 700 people and incorporate the newest technology in the industry. This technology is designed to prevent any leakage such as that in Mexico. The company is very aware of the community’s sensitivity to the Mexico disaster and is trying to do everything possible to become a welcome member of the community. The company is now in the process of hiring a public relations (PR) person. This person will act as a liaison, or bridge, between the company and the world and, especially, between the company and the local community. The position is a challenging one because the community is divided over the building of the plant. Some people want the plant because it will provide job opportunities and attract other industry to the area. Others argue that the plant could cause serious damage to the community’s health and farmlands as it did in Mexico. These people are especially concerned about the new technology because it has never been used before. In order to convince them that they are wrong, the PR person must promote and explain the company’s new technology. Promotion is done through press releases in the international, national, and local newspapers as well as through visits and lectures to local schools and businesses. The PR person has many other responsibilities as well. He or she must report back to top management at headquarters in London. Moreover, AgroWorld would like to build goodwill locally by donating money to be used for a health clinic, sports center, or community center. These projects can be successful in bmlding goodwill only if the PR person has been able to develop strong relationships with and win the trust of the community. Vocabulary Match the following words (taken from the story) to their definitions.
Reviewing the Case Answer the following questions and share your answers with a partner. What kind of people would use AgroWorld products? Why did AgroWorld shut its Mexico City plant? Why is AgroWorld opening a plant in Quito, Ecuador? What is AgroWorld doing to prevent leakage from the plant? How does the community feel about the AgroWorld plant? Why is the PR person important to the success of AgroWorld? Making inferences The following advertisement appeared in an international newspaper:
Answer the following questions and share your answers with a partner. Explain why AgroWorld wants the person it hires to have each of the qualifications mentioned in the advertisement How important are cultural sensitivity and cross-cultural communication skills for this position? Why are they important? Are there any other skills you think the candidate needs to have? What kind of personal and work-related background do you think the candidate should have? Explain your answers. Problem Solving: Information Gap AgroWorld has reviewed all the resumes and now has two final candidates. You and your classmates must decide which of these two candidates to hire. Divide into groups: A and B. Group A reads Manju Jairam's profile below. Group В reads Paul Fraser's profile (Activity ). Group A: Manju Jairam's Profile She graduated from Oxford University in London with an advanced degree in international business (1980). Since graduation she has been working for an international pesticide company in London. She started her career in marketing and is now the manager of the entire marketing division. Her division handles all marketing and promotion within the European Economic Community. As marketing manager, she was able to resolve a long-term dispute between the company's French and German subsidiaries. She also reorganized the marketing department during a financial crisis, which saved the company a great deal of money. Her marketing and promotional campaigns have won many international awards. Manju was born in England to Indian parents. She is not married. She speaks English and Hindi fluently and has studied French and German in the university. After reading the profiles, complete your part of the chart below. Next, find a partner from the other group and ask questions to complete the chart.
Discussion Go back to your groups, look at the completed chart, and answer the following. For each candidate go through the job requirements listed in the advertisement. State if and how the person meets the requirements. For each candidate go through the other skills and background you listed as important in Making Inferences. State if and how the person has the skills and background you listed. Choose your candidate and explain the reasons for your choice. Share your answer with the class. Group В: Paul Fraser's Profile Paul graduated from the University of Massachusetts in the United States with an undergraduate degree in Spanish (1981). After graduation he taught high school Spanish and at the same time completed a degree in engineering. He then worked for the Peace Corps in Guatemala for two years. For the past four years he has been working for the World Health Organization. His accomplishments include assisting in the design and implementation of a modern sewage (waste) treatment plant in a remote area of Peru. His responsibilities during this project included working with local politicians, businesspeople, and public health people to keep the cost of the sewage treatment system low. He also gave fund raising speeches raising over $200,000 to help with the cost of the plant. After the project was completed, he stayed to help run the plant. Paul was born in the United States. His mother is Colombian, and he lived in Colombia for ten years during his childhood. He is married to a Peruvian woman, has two children, and speaks Spanish fluently. 3.3. Задания к самостоятельной работе обучающихся SUPPLEMENTARY READING Job Ads: Reading between the Lines Read the following text which explains how job advertisements differ in three European countries Checking out job advertisements is popular with executives worldwide. But though the activity is universal, is the same true of the advertisements? Are executive positions in different countries advertised in the same way? A comparison of the jobs pages of The Times of London, Le Monde of Paris and Germany's Frankfurter Allgemeine Zeitung suggests not. First, what UK job seekers consider an essential piece of information -what the post pays - is absent from French and German adverts. It is often left to applicants to raise this themselves. In contrast, most British advertisements mention not only salary, but also other material incentives including a car and fringe benefits. French or German advertisements rarely refer to these. The attention given to rewards in the UK indicates the importance of the job and its responsibility. In France and Germany, that information is given by the level of experience and qualifications demanded. Salary can be assumed to correspond with this. If French and German adverts are vague about material rewards, they are precise about qualifications. They usually demand 'a degree in...' not simply 'a degree'. In Germany, for example, a technical director for a machine tool company will be expected to have a Dipl.-Ing degree in Mechanical Engineering. French advertisements go further. They may specify not just the type of grande eсоle degree, but sometimes a particular set of institutions (Formation superieure X, Centrale, Mines, НЕС, ESSEQ, these being the most famous grandes ecoles. All this contrasts with the vague call for 'graduates' (or 'graduate preferred') which is found in the UK. British companies often give the impression that they have a particular type of applicant in mind, but are not sure about the supply and will consider others. Their wording suggests hope and uncertainty, as in this advertisement from The Times: 'Whilst educational standards are obviously important, a large measure of personal enthusiasm is likely to secure the success of your application.' In the UK qualifications beyond degree level make employers nervous, but in France or Germany it is difficult to be 'overqualified'. Many people on German executive boards have doctorates and the French regard five or six years of intensive post-baccalaureate study at a grand ecоle as ideal training. British managers are not selected primarily for their intelligence, as managers are in France, or for their expert knowledge, as in Germany. Instead, the British give importance to social, political and leadership skills. This difference also shows in the personal qualities mentioned. British advertisements stress energy, ability to communicate and motivate. German advertisements like achievement, but it tends to be less personality-driven. German companies want candidates with sound knowledge, experience and competence in their field. They rarely recruit 'novices as do British employers. French advertisements refer more to intellectual qualities like analytical aptitude and independence. Even the tone of the job advertisements is different in the three countries. By French and German standards, British advertisements are very racy. They attract young executives with challenges such as: 'Are you reaching your potential?', whereas French and German advertisements are boringly direct, aiming to give information about the job rather than to sell it. All this points to three different conceptions of management. The French regard it as intellectually complex, the Germans as technically complex, and the British as interpersonally complex. But they agree on one thing: it is complex. Now complete the chart with the information each country provides in its advertisements.
Match the words and expressions in the box with the headings below
Fringe benefits: ____________________________________________ Education: _______________________________________________ Stages in recruiting: ________________________________________ Personal qualities: __________________________________________ People looking for work: ____________________________________ 4. МЕТОДИЧЕСКИЕ УКАЗАНИЯ И ЗАДАНИЯ К КОНТРОЛЬНОЙ РАБОТЕ 4.1. Методические указания к выполнению контрольной работы Студенты 1 курса со сроком обучения 4 года и 6 месяцев выполняют контрольную работу №1. Студенты 2 курса со сроком обучения 4 года и 6 месяцев выполняют контрольную работу №2. Помимо контрольной работы, студенты должны выполнить дополнительные устные и письменные задания, которые проверяются и оцениваются во время зачетно-экзаменационной сессии. Контрольная работа №1 представлена в 20 вариантах и включает следующие типы заданий: 1. Работа с текстом (задания 1 -20). Здесь студент должен: Сделать полный письменный перевод текста. Составить словарик к тексту. Словарик содержит 15 – 20 ключевых слов и выражений, отражающих тематику текста, с переводом. Кратко изложить содержание текста в нескольких предложениях - составить резюме текста. Резюме составляется на английском языке; оно должно быть грамотным, соответствовать содержанию текста и отражать его структуру. 2. Тестовые задания лексико-грамматического характера (10 заданий). Для успешного выполнения заданий рекомендуем изучить следующие грамматические темы:
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