Пособие по обучению практике устной и письменной речи (начальный этап) на английском языке Под ред. О. В. Серкиной
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Electronic Pollution. The Hidden DangersFrom television and radio waves to mobile phone emissions and a thousand and one other sources we are being bombarded by a constant stream of electronic pollution. But is this pollution harmful? Issues surrounding the phones (transceivers) themselves, including the regulation of radio-frequency (RF) energy emissions from the phones, are discussed only indirectly Although environmental pollution is largely thought of in terms of toxic gases and dangerous substances, we believe there is now another more insidious source of pollution which can be added to this list. Yet unlike pollution created by exhaust fumes or factory waste, this pollution can neither be seen nor smelt. As such, its effects are hard to determine, yet logic alone should be enough to assess its potential hazards.
b) Chose a suitable title for each paragraph (1-5).
5.16. a) What do you think about 'genetic engineering'? Can we speak about ‘genetic pollution’? b) Read the passage, then supply the missing words by writing one word in spaces 1-16. b). Genetic Engineering When Charles Darwin published On the Origin of Species in1859, the Bishop of Worcester’s wife was most distressed. “Let us hope it is not true”, she remarked. “But if it is, let us pray that it does not become generally known!” Supposing that we had been alive a hundred years ago, would we have been repelled by the suggestion that humans and apes may have had a common ancestor? And had our ancestors been born in modern times, would they have been similarly repelled by the thought of ‘designer’ babies? I suspect that the answer to both questions would be in the affirmative! I have tried (1) ______ rationalise my own response (2) _______ genetic engineering. I personally feel that (3) _______we were supposed to be perfect, we would have (4) _______ designed that way. Surely experimenting with genes is (5) _______ invasion of the human self? On the (6) _______ hand, can we honestly say that the human self is to (7) _______ found in our genes? From the medical point (8) _______ view, genetic engineering has opened up exciting possibilities for the treatment (9) _______ genetically related disorders. However, the real problem (10) _______ this new science is that it threatens to undermine the categories through (11) _______ we understand our world: our moral and social codes. (12) _______ the Bishop of Worcester’s wife, the anti-science lobby wishes to shut out the facts that might upset its moral universe. Yet, if morality had originally been based (13) _______ reason, our attitudes might (14) _______ been justifiable. Unfortunately, morality has (15) _______ origin in prejudice, ritual and habit, and, (16) _______ a result, the possibilities afforded by scientific advance are increasingly constrained. 5.17. a) The war has always been a real pest of the world. What do you think about it? Work in a group and discuss the questions below. Questions: 1. Can there be any purpose in a war? What war can be justified? Think of some examples from the history of Russia or other countries to prove your point of view. 2. How does each type of war characterise the population of the countries fighting in the war? 3. Is it possible to live without wars? What should people change in their behaviour to reach this ‘warless’ state? Is such a state possible in the modern word? Why? 4. What do you think about military operations in different countries at the moment? Pick up a couple of cases and analyse them. b) Have your every heard the word Balaklava? What is it? Do you know what a ‘balaclava’ means in English? Consult a dictionary. Read the text and speak on the following: the main participants; the main reason of the war; the main political results of the war; the useful consequences of the war. What linguistic legacy did the war of 1854-1855 leave behind? c) Can you think about other “war inventions”? “The Thin Red Line” and a “Balaklava Hat” The Crimean War Between Russia and Britain by M. Concannon Perhaps the most purposeless war of the modern era is the Crimean War of 1854-1855. For the Russians, the war is another example of its defence against invaders. For the British it says a lot about our ability to succeed even when things go wrong. After the Napoleonic wars, Russia was growing as a world power. She was gaining land in the Far East, regions which are now former Soviet Republics. Britain, too, was a world power, but was more interested in its navy. Both countries wanted to dominate foreign markets with their manufactured goods. Naturally, these two expanding powers were going to clash at some point. Turkey’s weakness was a threat to both powers. Its collapse would have threatened Russia’s southern borders, and for Britain, Russia in Turkey would bring a rival to the Mediterranean. Britain and France collected an Army to stop Russia in Turkey. But Britain’s Army had been small since the Napoleonic wars, thirty years before. Its generals were now too old, and its command structure was weakened by arguments and personal hatred. The cavalry commander, Lord Lucan, and his deputy commander, Lord Cardigan, hated each other intensely. The overall British Commander, Lord Raglan was mad. He still believed that the French were the enemy: “The French are in the yard! The French are in the yard!” His advisors had to remind him that this time it was the Russians who were the enemy, and the French were in fact his ally. The British and French landed near Sevastopol in 1854, and the Russians retreated into the protecting walls of the fortress of Sevastopol. The British and French moved around to the south to make a naval base at Balaklava for re-supply. The city’s fortifications had strong, modern walls of earth and brick, and heavy defensive guns. The British and French did not imagine that they would spend a year outside these walls, looking for a way in. The Russians tried to break the siege, cutting off the British and French from their base in the battle of Balaklava. Why does every Englishman know the name of the small Crimean town Balaklava? Two incidents have stuck in our national psyche. The first shows British determination. After capturing some Turkish guns, a division of Russian cavalry charged but was defeated by a single Scottish infantry battalion of the 93rd Highlanders. People called this: ‘The thin red line’, because of the line the Scots formed into, and their red jackets. They should have been cut to pieces, but instead they stood like a wall, and held. Ever since, people in English have used the phrase 'Thin Red Line' about situations where a small force prevents some terrible thing from happening. In Britain and America this phrase has changed into ‘The Thin Blue Line’ to talk about the police. Secondly, the infamous British ‘Charge of the light brigade’ (гусары) immortalised in Tennyson’s poem, and in Lady Butler’s melodramatic painting, says a lot about our national sense of fatalism. Due to a confused order and arguments between commanders, the British light cavalry brigade charged into a valley, and was surrounded by Russian artillery and infantry. It was suicidal for the British. The phrase ‘The Charge of the light brigade’ has been used by Brits ever since, to express a costly mistake. A  lthough the charge was costly, it was nothing compared to the losses because of cold and unsanitary conditions in the British camp. Losses due to illness, inadequate winter clothing and starvation were preventable, and hard to understand today. By February 1855, the original army of 51,000 had been reduced to just 12,000, most dying of sickness.Balaklava itself is also in our modern British vocabulary. The ‘Balaklava helmet’ is a long woolen hat, which had been invented by women back in Britain, knitted, and sent to keep British troops warm during the winter. Today this hat is mainly used by bank-robbers, who want to hide their faces! The scandal of British incompetence resulted in two institutions. First was the world’s first professional war correspondent, William Howard Russell of the London Times. Russell brought the British government to its knees with his truthful stories of the suffering of British troops. Second was the beginning of professional nursing. The most well known nurse was Florence Nightingale, who revolutionised the care for the sick and wounded by establishing permanent, properly run hospitals. She has been immortalised by her painting appearing on British five-pound notes. The effects of the war, politically, were few. Russia retreated to its pre-war borders, and Turkey continued its decline. France and Britain were unaffected. Only in the language, and the establishment of nursing and the presence of the press on the battlefield, did we gain something useful from this bitter war. 5.18. Martin Luther once said that any war was ‘the greatest plague that can afflict humanity; it destroys religion … states … families.” But some people say that ‘combat and life are identical, for when the will to fight is gone, so is life itself” (Oswald Spengler). What do you think about these points of view? Which one do you agree with? Why? 5.19. a) Wars usually bring devastation at least to one of the parties of the conflict, but not all countries of the Third World are war-stricken at the moment, though their population suffer from hunger, thirst, and poor sanitation resulting in diseases and early deaths. A number of organizations are trying to help poor people nowadays through using new technologies. What do you think about the role of technology in alleviating poverty? Can this and the related problems be solved only through applying new highly-technological ideas? b) Work with a partner. Look at the paragraphs below and decide which of these solutions are being described.
c) What are the benefits and drawbacks of the solutions in each of the situations described? d) Think of any other solutions, for example antibiotics, which could be used instead of the solutions described in A-D? Which solutions look more preferable? 2.8. 5.20. a) What is poverty? Work in a small group and brainstorm this question. b) Read the text below and discuss the evolution of poverty from early civilizations till now. In order to reduce poverty, the causes of poverty must be fully understood. This can be difficult, because throughout history, poverty has been the natural economic state of human societies. Before 1700, most persons within a civilization lived on little to no income and fought daily for basic needs in order to survive. Life expectancy was low and high infant mortality rates were normal. Human innovation fueled the population surge seen throughout the world in the middle of the 18th century. For example, the agricultural and industrial revolutions freed many from the pangs of poverty; however, much of the world was still left behind. The industrialization of many western countries employed systems of capitalism which created incentives for citizens to manufacture goods. For the most part, the governments of these countries furthered economic growth by fostering trade and creating lenient tax laws, so business owners were allowed to keep a large percentage of their own profits. In addition, most of the countries had rights to private property and bankruptcy laws to further entice entrepreneurs. Poverty is incredibly hard to define. The supposed causes and consequences are potentially endless, and the analysis can become exceedingly complex. Over the past few decades alone, the definition of poverty has broadened immensely. In the most literal sense, poverty is having an income level below a set amount. However, throughout history, the definition has been expanded to reflect social aspects of poverty, including a person’s ability to afford basic needs and life expectancy. Poverty came to the forefront of world politics in the 1970s as a result of numerous publications and a speech to the World Bank governors by Robert MacNamara in 1973. In addition, the definition of poverty expanded to not only include citizens unable to afford basic needs in the form of nutrition levels and subsistence, but also those unable to maintain socio-economic standards set by a given country. The definition of poverty continued to broaden beyond economic means and began to include social criteria such as access to healthcare and life expectancy. Poverty continued to become increasingly more complex throughout the 1980s and into the 1990s. For the first time, there was a focus on factors that were known to increase the effects of poverty, such as drought. In addition, many were beginning to expand the use of gender roles when defining poverty. For all practical purposes, poverty was beginning to be synonymous with lack of livelihood. In fact, the United Nations Development Program (UNDP) created the idea of human development: “the denial of opportunities and choices... to lead a long, healthy, creative life and to enjoy a decent standard of living, freedom, dignity, self-esteem and the respect of others.” Poverty has now become much more encompassing than a lack of income. 5.21. Ethiopia represents the entire continent of Africa, which has subsisted in a state of poverty and economic lethargy for most of its existence. A lot of programs have been launched to alleviate poverty in this particular country which always suffers from draughts, civil unrest and famine. One of the recent initiatives is The Millennium Development Goals (the MDGs), which are a set of objectives to eliminate poverty and its symptoms by the year 2015. Work in a group and discuss the key aims of the MDGs: first, range these goals according to their importance; second, think of possible measures to achieve each of these goals. Golden billion ACQUIRING COMMUNICATION SKILLS
5.22. Work with a partner. Read the facts below and discuss them.
5.23. a) Energy has always been a very important issue for poor countries, but recently the problem of energy safety has become vital for developed countries as well. In the light of this, the idea of alternative energy sources has come to the global forefront. Read the passages below and think of any disadvantages to the solutions described. b) Work with a partner and discuss which solution you think is more effective and acceptable and why. Discuss your opinions in class. Passage 1: The nuclear fuel we use is uranium, a resource which is not only plentiful but logical since there is no other day-to-day use for it. It is also extraordinarily efficient: two uranium pellets the size of sugar cubes will meet the electricity needs of one person for an entire year. Passage 2: Today the Centre for Alternative Technology produces almost all the electricity it needs using the wind, the sun and water. Water supplies about 55% of the electricity, the wind supplies 25%, and 10% is from solar energy. A diesel generator provides the rest. c) Answer the following questions. 1. What difficulties might arise when trying to persuade people to use alternative sources of energy? 2. What changes in the energy supply would you agree to if you thought it would make a difference to the environment? 3. Do you think there is too much emphasis on environmental issues in the media? Why do you think so? Can media help in solving environmental problems? 5.24. Read the following citations about nature, war and poverty and comment on each. Which one do you like best? Why? Citations about nature, war and poverty: 1. Seen from within, nature is a war of living powers of will. (Karl Heim) 2. [Nature is] an infinite pleasure-ground, where all may graze, and where the more bite, the longer the grass grows, the sweeter is its flavour, and the more it nourishes. (Thomas Henry Huxley) 3. [Nature is] the background and theatre of the tragedy of man. (John Morley) 4. [Nature is] nothing but the existence of the divine omnipotence. (Immanuel Kant) 5. [Poverty is] the discoverer of all the arts. (Apollonius) 6. [Poverty is] the wicked man’s temper, the good man’s perdition, the proud man’s curse, the melancholy man’s halter. (Edward G. Bulwer-Lytton) 7. Poverty consists in feeling poor. (Ralph Waldo Emerson) 8. [Poverty is] a great wealth. (Epicurus) 9. [Poverty is] a great enemy to human happiness; it […] destroys liberty, and it makes some virtues impracticable, and others extremely difficult. (Samuel Johnson) 10. To have nothing is not poverty. (Martial) 11. [War is] a biological necessity of the first order. (Friedrich von Bernhardi) 12. [War is] the highest perfection of human knowledge. (Daniel Defoe) 13. [War is] that condition which uses man’s best to do man’s worst. (Harry Emerson Fosdick) 14. [War is] part of God’s world order. (Helmuth von Moltke) 15. [War is] the business of barbarians. (Napoleon) 16. [War is] an art. (Plato) 17. [War is] a series of mathematical problems, to be solved through proper integration and coordination of men and weapons in time and space. (Georgi Zhukov) 18. [War is] an adventure which kills off the best while preserving the unfit. (Irwin Van Grove) WRITING 5.25. Think of the ways modern technology can be used in an eco-friendly manner. Describe these methods in a 250-word essay. 5.26. Pick up one of the topics below and write a 350-word essay. 1. International tourism as a threat to wild nature. 2. Protecting wild animals is a waste of resources. 3. Pollution in my city. 4. My share in reducing pollution. 5. A bicycle versus a car. 5.27. a) American doctors believe there is a new illness – ‘earth anxiety’? Can you guess what it is? Read the text below and do some research to see how the situation has changed. Write a report on this change. ‘Earth anxiety’ is worry about our environment. One of the main causes of worry is rubbish. Years ago we used to throw things away and not think twice about it. Now people are beginning to learn facts. Read the statistics for the year 1991. - In Britain each family threw out about one ton of rubbish a year. - 90% of this rubbish went into ‘landfill sites’ – big holes in the ground in places far away from the city centres. - Town councils burned about 8 % of the rubbish. - Britain only recycled (saved it in some ways and used it again) 2% of all rubbish. - America produced 160 million tons of rubbish (AmE. garbage) and recycled 10%. - Britain was very bad at recycling compared to some other European countries: Britain recycled 16% of all glass bottles. Holland recycled 62% of all bottles. Britain recycled 5% of the aluminum from aluminum cans. Canada recycled 65% of all aluminum cans. Britain recycled 26% of all waste paper. Holland recycled 57% of waste paper. 5.28. Imagine that you have become almighty for one day. But the only condition of using your power is using it to help people. Make up a plan for your activities throughout this day. 5.29. Write a short passage for each saying below, stating your point of view. 1. [War is] a time when the laws are silent. (Cicero) 2. [War is] that attractive rainbow that rises in showers of blood. (Abraham Lincoln) 3. [War is] a drastic medicine for ailing humanity. (Heinrich von Treitschke) 4. [War is] the only proper school of the surgeon. (Hippocrates) 5.30. Render the text in English. Голод в США Систематически недоедают 38 млн. американцев. Таковы шокирующие данные опубликованного в США доклада министерства сельского хозяйства страны. Недоедание и голод, как оказалось, вещи обычные для американских пенсионеров и семей с детьми. Число голодающих растет вместе с числом бедняков. Число голодающих в США растет вместе с числом бедных. В 2002 году, по данным американского Бюро переписи населения, в США за чертой бедности проживало 34,6 млн. американцев, что на 1,7 миллиона больше, чем в 2001 году. По данным американского Бюро статистики, 32,9 млн. американцев - почти 12% - считаются нищими. Тяжелое положение В Соединенных Штатах, являющихся одной из самых богатых стран мира, хронически недоедают 38,2 млн. человек, около 14 миллионов из них - дети. Такие цифры обнародовало министерство сельского хозяйства США. По данным исследования, количество голодающих американцев с каждым годом возрастает и за последние пять лет увеличилось на 7 млн. человек. Наиболее тяжелое положение сложилось в штатах Калифорния, Техас, Арканзас, Миссури, Северная и Южная Каролина, Нью-Мексико и Оклахома. Там наиболее высокий процент малоимущих семей, которые живут на грани голода. Эти люди на регулярной основе вынуждены экономить на еде ради того, чтобы вовремя заплатить за жилье и покрыть другие срочные расходы. Приведенные минсельхозом данные «являются ошеломляющими и стали для многих неожиданностью», говорит в этой связи директор Центра по изучению проблем нищеты и голода при университете Брэндиса (штат Массачусетс) Лэрри Браун. «Это - абсурд, что в наши дни в нашей стране, являющейся крупнейшим в мире производителем продовольственных товаров, люди не уверены, что смогут обеспечить себя продуктами», - приводит в воскресенье его слова газета «Дейли ньюс» (Daily News). Цифры доклада не открыли ничего нового для самих американцев. Статистические доклады о голодающих американцах обнародуются ежегодно, и каждый раз дискуссии о реальных цифрах и о самом определении «голодающий американец» вспыхивают с новой силой. Правительственные круги заявляют о давлении со стороны защитников голодающих и обвиняют их в искажении истинного числа бедствующих. Например, агентство под названием «Бюро прогресса» штата Орегон в 2000 году о  существило свое исследование по этой проблеме. Бюро сделало вывод о том, что голодает только 2,9% населения, а не почти в два раза больше, как это утверждало министерство сельского хозяйства США. Но эта заниженная цифра была сразу же опровергнута. Продовольственные фонды заявляют, что федеральные данные являются более точными, сообщает The Economist. Представители министерства сельского хозяйства США поясняют, что под понятием «голод» подразумевают нерегулярный или в недостаточном количестве прием пищи всеми или некоторыми членами семьи, в результате чего возникают «неприятные» ощущения. Репортаж из городка Несмотря на то, что в США реализуются продовольственные программы против голода, за последние 10 лет число голодающих американцев возросло примерно втрое. В докладе министерства сельского хозяйства США, говорилось, что в 1996-98 годах 10 млн. (9,7 %) американских семей не могли купить в достаточном количестве качественные продукты для поддержания активного и здорового образа жизни. Из них 3,7 млн. семей испытывали чувство голода. В 2002 году количество голодающих выросло на 8,6% в сравнении с 2001 годом и на 13% в сравнении с 2000-м, передает агентство Associated Press. Как говорилось в докладе министерства, 12 млн. американских семей не были уверены в том, что смогут купить достаточно еды. Число голодающих в США растет вместе с числом бедных. В 2002 году, по данным американского Бюро переписи населения, в США за чертой бедности проживало 34,6 млн. американцев, что на 1,7 миллиона больше, чем в 2001-м. По данным американского Бюро статистики, 32,9 млн. американцев - почти 12% - считаются нищими. Газета The New York Times опубликовала в связи с данными бюро репортаж из маленького городка Пэмбрук, расположенного в часе езды от Чикаго. Несколько тысяч жителей – настоящие бедняки - голодают и живут в деревянных домах-развалюхах без воды и отопления. В городе даже нет нормального магазина. По оценкам исследовательского института Bread for the World Institute, проблема голода затрагивает не только бездомных и безработных жителей США. Высок процент недоедающих среди пожилых американцев, которые не смогли к старости скопить себе достаточно средств. Показателем того, что проблема голода в США лишь усиливается, является увеличение числа обратившихся за так называемой продовольственной помощью в муниципалитеты США. Около 25 млн. американцев получают Food Stamps – продуктовую помощь. В декабре 2004 года организация «Конференция мэров городов США» провела опрос. Он показал, что 56% людей, которые обращаются за помощью к муниципалитетам США, - это семьи с детьми. Но, по мнению аналитиков, решить проблему голода в США может не социальная помощь, а обеспечение граждан стабильной работой с высокой зарплатой. Unit 6. The things I like and Dislike. My Occupation.  Work is a remedy against all ills.Charles Baudelaire The happiness of men consists in life. And life is labour. Leo Tolstoy Recommended grammar: Grammar for writing business letters. BUILDING-UP YOUR VOCABULARY 6.1. a) Look at the two pictures on this page and think of the social evolution that could turn the restless teenagers below into the respected businessmen above. b) Read the text about the ways of making a career that young people in Britain can choose after leaving school. Compare the situation with that in Russia. A  t Sixteen and AfterIn Britain sixteen is a crucial age. This is when young people have to decide whether to stay at school, to go on to a college, to look for a job or to start some Youth Training Programme. Most pupils take their GCSE (= General Certificate of Secondary Education) examswhen they are sixteen. Those who get good gradescan stay for further two years and sit for their A-level exams. Good A-level results make it possible for the pupils to go on to a university or polytechnic school. If one got good grades in GCSE but doesn't want to do A-levels, he can study for a vocational diploma at colleges of further education, which offer a number of vocationally oriented courses for 16-18-year-olds and prepare young people for work in various occupations such as business, engineering, administration, catering, or tourism. Because the unemploymentrate is now high, far fewer 16-year-olds go straight out and look for a job. However, about a third of them still take this option.Most do not find employmentimmediately and many take part in training schemeswhich involve on-the-job trainingcombined with part-timecollege courses. An increasing number of school-leaversenter Youth Training Schemes (YTS [,waiti:'es]) and do vocational trainingfor particular jobs and careers.YTS give two years’ experience to 16-year-old school leavers who do not have a job. People on the scheme get a small pay for the work they do. If a young person takes a place on YTS, he can’t claim unemployment benefit. Whatever the alternative, all of them have to think about gaining employmentin a job marketwhich demands increasingly skilledworkers. 6.2. a) Study the vocabulary used to describe career-making. Consult a dictionary if necessary. a) Cramming for success: study and academic work: to carry out/ to do research, to get a book through inter-library loan, to drop out, to be good at, to do a subject/ a course, to take an exam in a subject/ to sit for an exam, to pass an exam/ to do well in an exam, to fail/ to do badly in an exam, to re-sit an exam, to do vocational training, to study for a diploma, to cram / review for an exam, to coach up smb. in a subject, to get honours, to qualify for a job/ to do smth. to be qualified; academic journals (not magazines), papers/articles on specialised subjects, finals (= the last exams before receiving a degree), entrance exam, multiple-choice test, grade, a diploma (certificate) with honours, on-the-job training, handicraft, skilled (unskilled), part-time (full-time) student (worker); GCSE (General Certificate of Secondary Education) (= the exams taken by most 15-16-year-olds in Britain. Marks are given for all the subjects separately, however, there is a uniform system of marks, all being graded from A to G. Grades A, B and C are good grades). A-levels (Advanced Levels) (= higher level academic exams set by the same examining boards that set the GCSEs. They are taken mostly by people around the age of 18 who wish to go on to higher education). Written work for courses, etc.
mind-map, first draft, to write up, plagiarism, deadline, to submit, to assess, to get feedback, b) What do you do? Job What do you do? I'm (+ job) e.g. a banker / an engineer / a teacher / a builder What's your job? I work in (+ place or general area) e.g. a bank / marketing What do you do for a living? I work for (+ name of company) e.g. Union Bank, ICI, Fiat Note: ‘Work’ is usually an uncountable noun, so you cannot say ‘a work’. If you want to use the indefinite article you must say ‘a job’, e.g. She hasn't got a job at the moment. Career: calling (for science, for painting), CV (curriculum vita), resume, personal connections, smth. appeals to smb., trainee/ apprentice, application, job interview, job opportunity, vacancy/ opening, promotion, reference/ recommendation letter, requirement, to reach/ to hit a glass ceiling, rewarding career, lucrative career, steady job, well-paid job, motivated and eager (person), dynamic and fast moving (industry/profession), to seek a career in (an industry)/ to look to work in an industry, ambitious, achiever, to have a talent and drive (to do smth.), to fit, self-employed, to do business, to be in business, probation period, internship, database of jobs; Professions (=occupations, especially those requiring advanced education and special training): lawyer, dentist, psychotherapist, architect, vet, librarian, child-minder, accountant, engineer, scientist, economist, interpreter, office clerk, financier, tax inspector, banker, baby-sitter, pilot, secretary, teacher, translator, presenter, host (on radio or TV), PR-officer, reporter; Trade (=occupation, way of making a living, especially handicraft): hairdresser, mechanic, priest, farmer, physiotherapist, police officer, firefighter, civil servant, tailor/ dressmaker, designer, builder, carpenter, plumber, fitter, turner, baker, carpenter, farmer, salesperson, security guard, waiter, lawn-mower, sewing-machine operator, personal assistant, filing clerk; Staff: boss, executive, director, president, vice president, manager, administrator, head of department, clerk, subordinate, receptionist, public relation (PR) manager, security officer, safety officer, union representative/official, personnel officer, sales assistant, education officer, supervisor, in-house staff, freelancer, employer, employee, economist, assistant, adviser, research-worker, supervisor, back officer; Verbs: to get/find a job, to appoint smb./ director/ principal, to appoint smb. to a position/ job/ post, to recruit/ do the head-hunting, to do for a living, to get promotion/ to be promoted/ to get a higher position, to work smb.’s way up the career ladder, to take on extra work/ responsibility, to work as (a teacher), to work full-time (part-time), to train for a job, to make/ to earn/ to get a living, to work in shifts/ to do shift work, to be on flexi-time, to discharge/ to fire/ to sack, to get the sack/ to be fired/ to be sacked/ to be terminated/ to be dismissed (informal), to be made redundant, to be laid off, to be offered an early retirement, to give up work/ to resign, to retire, to be on/ to take maternity (woman) or paternity (man) leave, to be on/ to take sick leave, to take early retirement, to be a workaholic, to apply for a job, to fill in forms, to join a firm, to operate machinery, to work nine-to-five, to go/ be on strike; Main responsibilities: What do you do in your job? What does that involve? | ||||||||||||||||||||||||||||||||||||