Topic 1: Business Writing Guide: "Letters of Application, Resume"
Lesson 1
Text A: Curriculum Vitae (Am. E.: Resume)
Text B: Letter of Recommendation
Vocabulary I, Vocabulary II
Lexical Commentary
Translation: "Резюме, автобюграфЫ, характеристика, рекомендацшний лист "
Grammar: The sentence structure
Communication: Speaking on CV, Personal Essay, Letters of Recommendation
Exercise 1. Read and translate.
Text A CURRICULUM VITAE (CV) (Am. E.: RESUME)
There are some international guidelines concerning what to put in CV, in what order. Consider two patterns of CV. The first is more detailed with the names of people giving an applicant letters of recommendation which are sometimes enclosed (attached). The second CV is briefer.
Pattern I Curriculum Vitae Name Place of birth
Date of birth Marital status
Nationality Military service
Present address Telephone number
Education Qualifications Business Experience Present employer
Present job (in some detail: about a paragraph) Publications (if any)
Previous jobs (with dates, but few details, unless the latter are important) Languages spoken (say whether spoken fluently) Leisure activities (not too much detail)
Referees (names and addresses of two people who can give confidential details about your character and ability)
Notes
1. Ideally you should not need more than one or a maximum of two sides of A4 paper for your CV. It must attract interest, yet leave you things to say at the interview and encourage the reader to want to meet you! Your CV may be one of dozens received, so it must stand from the others.
2. Don't mention salary in your CV or in your letter: this must remain for the interview.
Pattern II Curriculum Vitae
Personal details: |
David Brown, 21 South Road, |
|
Surrey RD7 6AJ |
Date, of birth: |
16 March 1987 |
Place of birth: |
Richmond, Surrey |
Parents: |
Thomas Brown, businessman |
|
Edith Brown, art teacher |
Marital Status: |
Single |
Education: |
Richmond Primary School |
|
Richmond Senior School |
|
GCE 0 level mathematics. |
|
French, German, art. |
|
GCE A level German, French, art |
Business experience: |
|
2 years' employment in the Richmond Antiques Mart |
|
Special qualifications: |
|
I am currently attending an evening course in Marketing and Sales at the |
|
Richmond Business School and have passed the intermediate examination with Credit |
|
Personal details Date of birth Place of birth Parents Marital status Education Business experience
Some recommendations
A general rule is to send a typed Curriculum Vitae. CV must be clean, correct and clear. A dirty, illiterate CV can create a bad effect before an interview.
If you are going to include your photo, make sure it does you justice.
All this is more important than you may think. Don't forget you are participating in job marketing campaign. It is your CV that helps companies to see what type of person you are.
Give your CV a lot of air. It should be attractive to the eye. An interviewer, a person who has the power to interview people, may make some notes and marks on CV before seeing you and talking to you.
If you had some previous jobs, give details only concerning your last one.
In English-speaking countries, it is a good general rule to give the names, addresses and telephone numbers of those people who give information about your
ability, professional skills and charactei. It is good to have some authoritative people to address to and get letters of recommendation from them. Such letters are supposed to show you in a positive light and create some favourable response about you.
Vocabulary I Exercise 2. Read the following words and word combinations and learn their meanings by heart: a personal essay - автобюграф1я an ambition - амб1щя, мета an obligation - зобов'язання responsibility - вщповщальнкть to hold a position - займати посаду academic background - освгга
to complete secondary(higher) education - отримати середню (вищу) ocBriy to conduct research - проводи дослцркення benefits - переваги criteria - критери an ability - зд1бшсть, умшня a capacity - здатшсть, умшня to characterise - характеризувати to master - оволодгги, опанувати to be gifted - бути обдарованим to be hardworking - бути працьовитим to come to conclusion - дшти висновку to have great potential - мати великий потенщал to achieve a goal (aim) - досягти мети to be easy to get along with - легко порозумггися to have a high opinion of- бути bhcokoi думки a letter of recommendation - рекомендащйний лист
Lexical commentary Vocabulary II Exercise 3. Read, translate and learn.
Ability - Capacity - Power зд1бнють, умшня, здатшсть Ability is the most general term. It means natural physical or mental power to do something.
l.They noticed Mozart's ability for music at the age of five. 2. Strange as it may seem, he acquired his ability for business only in his old age. Capacity means the power to be able to grasp ideas and to hold them. It also has the meaning of the power to receive and to hold.
The difference between ability and capacity is: the ability to work means that one can work because he is strong, skilled, but the capacity for work means a readiness to work as hard as it is needed.
l.The scientist had a mind of great capacity.
2.0deon of Herodes is an ancient Greek theatre; its seating capacity is 5.000.
Power as compared to ability and capacity means great ability to do something. It also means authority.
l.We all know him as a person of great and varied powers.
2.The team was impressed by the manager's power of compromise.
3.1'm sure the middle manager had no power to make such amendments. Exact - Precise - Correct точний, акуратний, правильний
Exact means the strictness of agreement, not moving away from the standard.
1 .Those were exact guidelines of audit.
2.Hi& exact knowledge of the subject and language makes his translations exact.
Precise means correctly stated, careful about details.
1. The speaker gave precise statements of Marketing principles in her report.
2. Mr. Black gave her a piece of advice to be raort precise doing her duty. Correct implies absence of fault or error. It may be used in the meaning of
right or suitable on occasion.
1.There is nothing to worry about. All calculations are correct.
2.Your answer is correct.
3.The correct information in the following letter was received in the coirect time.
4.Mr. Thompson is a man of no character: he always says correct things, but he never does correct deeds (вчинки).
COMMUNICATION Exercise 4. Get an answer asking someone the following:
1) what CV is;
2) what the difference is between CV and Personal Essay;
3) what the difference is between Personal Essay and Letter of Recommendation;
4) what items CV include;
5) what recommendations concerning CV writing he/she can give you;
6) if it is important to include one's photo;
7) why it is important to give CV much air;
8) in what countries it is there a general rule to give the names of one's referees in CV;
9) what kind of people referees are supposed to be;
10) what helps to create a favourable response about a person before an interview;
11) what provides individualised information about the applicant;
12) who writes Personal Essay;
13) ask to give a typical plan to Personal Essay and Letter of Recommendation;
14) ask to give some words and word-combinations that are often used in Personal Essay and Letter of Recommendation
Exercise 5. Talk about yourself with a partner. Use the following phrases.
1. I was born in....
2. I went to school in ....
3. After leaving school I studied ....
4. Such subjects as .... were taught to us.
5. I did a degree in ....
6. Then....
7. My first post was ....
8. When I was promoted ....
9. I have been helped ....
10.1 have been given orders (instructions) by ....
11. My work involves....
12. Now I am responsible for....
Exercise 6. Put the parts of Gloria King's Resume (CV) in a right order. Work in pairs. One partner asks questions on each CV item, another gives answers. Change your roles.
Resume (Am. E.) 1. Sales manager position leading to senior management 2.B. A. (Bachelor of Arts) in Marketing(2004): Memphis State University 3.During 2 years at G. В. Е. (Memphis, Tennessee) was involved in sales. Dealt with customer relations, in particular, with customer complaints 4. Gloria King, 15 April 1995 5.Peter Grossman, professor
6. Rose Grossman, History teacher
7. Single
8.Memphis, Tennessee
4. Gloria King, 25 North Road, Memphis, 525300, the USA Note: In Resume (Am. E) they stress job objective. It tells a potential employer what you expect in the future.
GRAMMAR REVISION (See App. 1) Exercise 7. Complete the following sentences:
1. Who ... this man?
2. Who ... my son?
3. Who ... to a new flat a year ago?
4. Who ... as an accountant at the bookkeeping department of our firm?
5. Who ... on Statistics at the State Economics University?
6. Who ... you these rules and notions so well and profoundly?
7. Who ... the new computers delivered to our computer centre?
8. Who ... the new books in our library?
1. teaches
2. is
3. delivers lectures
4. explained
5. moved
6. works
7. will go and see
8. has seen
Topic 1: Business Writing Guide: "Letters of Application, Resume"
Lesson 2 LETTERS OF APPLICATION AND RESIGNATION
Text A: Letters of Application
Text B: Letters of Resignation
Vocabulary I Vocabulary II
Lexical Commentary, Useful Phrases
Grammar: Active voice
Communication: Discussing and speaking on writing Letters of Application and
Letters of Resignation and on the role they play in business life
Exercise 1. Read and translate.
LETTERS OF APPLICATION
Special attention is paid to writing a letter of application for a job.
Suppose, there are a lot of applicants for a particular job. Consequently, there are a lot of CVs and letters of application. A good CV and a letter may get you an interview, whereas a bad CV and a letter may be ignored.
There is one common mistake many applicants make. That is they phrase their letter of application in an unusual way. Remember a straightforward letter gives more favorable impression.
A letter of application must be handwritten. Do not use coloured ink. Black or dark blue is best.
In many countries it is the custom to enclose a recent photograph with an application. Sometimes a photo is included in CV.
Generally, there are the two types of letters of application:
I. in answer to an advertisement in a newspaper, a magazine, a circular letter, etc.
Il.a speculative letter.
I. Letters in reply to an advertisement
Dear Sir/Sirs/Madam,
I should like to apply for the post of line product control manager advertised in The Times (14 July 20..).
I am a first-time job seeker and have no experience This year I have graduated from the New York University and have a relevant education background.
Please find enclosed a complete curriculum vitae where I present myself.
I should be pleased to attend an interview at any time convenient to you. I can be contacted at the telephone number given in my CV.
I look forward to hearing from you.
Yours sincerely, Johnson.
II. Speculative applications
Dear Mr. Smith:
I have heard from Mrs. Brown, the external auditor of the audit firm "Consulting" that you are looking for an internal auditor for your firm.
I go after this position in your company for I have a proper work background in the field of auditing and hope to demonstrate my abilities as an auditor working in your company.
Unfortunately, due to the closure of Davidson's I have to look for a new job. My chief, Mr. Gerow, will be pleased to give any relevant information you want about my work.
Yours sincerely,
Jim Harrow.
Lexical Commentary Vocabulary I Exercise 2. Read, translate and give your examples: Employ - engage - hire The words are translated as "to give work", "наймати".
Employ is the most general term. It stresses use of somebody's services and doesn't stress the fact if the person is paid for the work done. l.As far as we know this company employs 500 men. 2.My brother is employed at the National Bank of Ukraine. Engage means obtaining one's services for some compensation. It is a more dignified word as compared to "hire".
1. Professors, lawyers, experienced auditors are engaged for our retraining courses. Hire stresses the idea that the person hired works directly for pay.
1. They could afford to hire 10 servants.
2. We used to hire farm hands and a gardener by the day.
Use - employ - apply
These words mean to make something of practical value and are translated as "вживати, застосовувати".
Use suggests that a thing is viewed as a means to achieve an aim. It is rarely applied to people. When it is, the sense is degrading.
l.In reading foreign literature they always use dictionaries.
2.Use patience with this clerk. He is young and has no experience, however,
he is hard-working.
3.1t's a shame. You only used us in this dealing.
Employ means to devote to one's aim. It is used both concerning people and things.
l.Our boss knows how to employ his workers' experience and knowledge.
2.Great financial resources were employed for creation of such a corporation. Remember that use and employ are often interchangeable. Apply means that only
bringing two things into contact leads to some practical value.
1. This sum of money is applied for the benefit of the unemployed.
2. My explanation applies to all types of business letters.
Vocabulary II Exercise 3. Read the following words and word combinations and learn their meanings by heart: a post, an appointment, a position - посада to apply for - звертатися to appoint - призначити an application - заява, прохання an applicant - прохач, претендент to go after a position г претендувати на посаду to attend an interview - пройти сшвбесщу convenient - зручний, придатний recent position - остання посада present position - тепершня посада Personnel Manager - менеджер по po6oTi з персоналом Human Resource Manager - менеджер по кадрах experienced - досв1р;ч<ашй
to have experience in one's field - мати досвщ в якшсь ccpepi to be qualified - бути квал1ф1кованим to be hired by - бути найнятим кимось v to employ - наймати an employer - наймач an employee - службовець a recruiter - наймач
to present oneself in CV - представити про себе вщомост1 у резюме to tailor to a position (a post) - розраховувати на посаду V to demonstrate one's abilities - продемонструвати зд1бноспч to focus on г зосередитися на to solve a problem - вир1шувати проблему to seek a position - шукати мюце to look for a job - шукати роботу
first-time job seeker - той, хто вперше влаштовуеться на роботу to offer - пропонувати relevant - вщповщний
work background - професшна квал1фжащя to fit - шдходити to refer - стосуватися an award - нагорода
to hold a post (a position) - займати посаду to dismiss - звшьиити з (посади) to replace – замшити
a replacement - замша
a resignation - вщставка, вщмова вщ посади
discordant - суперечний
Useful phrases
♦ In reply to ...
♦ With reference to your advertisement... in .... of
♦ I would like to apply for ...
♦ 1 would like to work in your company because ...
♦ As 1 know you are looking for ...
♦ I have recently heard from ...
♦ If there is a vacancy in your... department...
♦ ...has told me there will soon be a vacancy for ... in your office
♦ The reason for my leaving ...
♦ Please accept
♦ I would like to resign my position as ...
COMMUNICATION Exercise 4. Work in pairs. Student A: You have read the notice advertising the vacancy for an accountant. You telephone the Personnel Department of a firm. You want to find out:
1. Who can apply for the job.
2. How applications should be made.
3. What the pay is like, etc.
Student B: You are a member of the Personnel Department. You want to find out:
1. If he/she is a first-time job seeker.
2. If he/she has a relevant education background.
3. If he/she has some work background.
4. What the experience is.
5. If he/she has a reference from his/her former employer, etc.
Topic 1: Business Writing Guide: "Letters of Application, Resume"
Lesson 3 AUTOBIOGRAPHY AND QUESTIONNAIRES
Text A: Autobiography
Text B: Questionnaire
Grammar: Active voice
Communication: Discussing and speaking on writing Autobiography and
Questionnaire and on the role they play in business life
Exercise 1. Read and translate.
Autobiography In autobiography a person presents a summary of facts of his or her biography as accepted in Ukraine. It includes:
1. The name of the document.
2. A text where one gives his or her:
• name in full
• date of birth
• place of birth
summary of education, work experience (in chronological order), personal experience, social activities.
• information about the family
3. Date.
4. Signature.
Sample Autobiography
I, Prokopenko Mariya Oleksandrivna, was born on April 29, 1978 in Kyiv in the family of an officer.
In 1985 I became a pupil of the first form of Kaniv secondary school#2 in Ukraine.
When my father entered a Military Academy in Kharkiv in 1986 we moved there and I continued my studies at School #20 till 1989.
Since 1989 till 1995 I studied at Kyiv secondary school #50. In 1995 I entered the Foreign Languages department of the Ukrainian State Pedagogical University named after M.P. Drahomanov where I am studying now. I am the monitor of group 43.
My family.
Father - Prokopenko Oleksandr Vasylyovytch, born in 1954, is an officer and works at the Defence Ministry of Ukraine.
Mother - Prokopenko (Kyrylenko) Nataliya Viktorivna, born in 1958, is a music teacher of Kyiv children musical school #32.
Sister - Prokopenko Kateryna Oleksandrivna, born in 1987, is a pupil of the sixth form of Kyiv secondary school #44.
October 10, 2006 Signature
Exercise 2. Read and translate. Work in pairs.
When you apply for a job or for a study abroad, or take pail in various contests, you will have to fill out a questionnaire.
Here are some examples of questionnaires.
Look at the sample of a filled out questionnaire, try to fill it out, by interviewing each other.
Sample Questionnaire I
Wartsky (stage name William Pain) Herman
Last name: First name
Middle name: I.
Date of birth: 7/12/62
Place of birth: Providence, R.I.
Nationality: American (U.S.)
Education: Whitney A.S. Providence Yale School of Drama
Address: 77 Sunshine Boulevard Hollywood, CA
Marital status: Single
Occupation: Actor
Sample Questionnaire II
1. Full name
2. Date of birth day month year
3. Sex
4. Nationality
5. Town and country of birth
6. Your father's full name
7. Your mother's full name
8. Your present occupation
9. Place of work or study
10. Present home address
Sample Questionnaire HI
1. Reason for travelling to the UK (please tick appropriate boxes) Short stay: Visitor
DPrivate DOfficial
nBusiness DStudent
2. Type of entry
□ Transit
□ Single entry
d Multiple entry
3. Full name (as written in your passport):
4. Date of birth_______day________month________year
5. Sex dM dF
6. Town and country of birth:
7. Passport or travel document details: Issuing government
Number
Nationality as shown in passport
Place of issue
Date of issue
Valid until_____day_____month_____year
9. What is your present job
10. What is your present home address
11. Are you □ married Dsingle odivorced
12. If married, please give details of spouse Full name of spouse
Date of birth
Date and place of marriage
STUDENTS' INDIVIDUAL WORK Topic 1, Lesson 1
[. Read and translate.
\/ LETTER OF RECOMMENDATION
Such a letter is written by some referee. An applicant is characterised by a person who has known him/her for some period of time. Referees mention ability, capacity and capability of a person, express their opinion about his/her potential ability to study and to work. In short, it provides individualised information about the applicant.
V Plan to a letter of recommendation l.How long have you known the applicant?
2.Evaluation of an applicant as a student (if a referee knew him as a student). 3.Professional background. 4.Professional competence and skills.
5.Maintenance of professional level by ongoing development of knowledge and skills.
6.Practical achievements. 7.Potential ability. 8.Personality.
Exercise 2. Using the vocabulary (I, II) write your Personal Essay. Characterise someone as if you were a referee. Before writing make up a plan to this characteristic.
V Exercise 3. Translate the text. _
Резюме Це документ, у якому викладаються (to lay out) ocoGncri та професшш вщомост1 про людину.
Резюме повинно бути чггким, точним, акуратним. Цей документ надсилаеться до установи. Шсля цього претендента (an applicant) запрошують на ствбесщу.
Резюме мютить таку шформащю:
1. домашня адреса, телефон;
2. npi3BHme, 1м'я, по батьковц
3. мета написания;
4. особист! дат: дата народження, амейний стан, нацюнальнють (якщо noTpi6Ho);
5. вщомосп про освпу;
6. вщомостг про професшний досвщ;
7. eiaoMOCTi про публкацн (якщо noTpi6Ho);
8. вщомост1 про володшня 1ноземними мовами (якщо потр!бно);
9. iHUja шформащя.
v Автобюграф1я Це документ, у якому особа повщомляе факти свое! бюграфи. Кожне повщомлення пишеться з абзацу. __^__________
V Рекомендацтний лист Це документ, у якому висловлено особисту думку про особу.
\/ Характеристика (reference)' Це документ, у якому в офщ1Йнш форм1 висловлено думку про особу як члена колективу.
Exercise 4. Your friend decided to write a resume (CV). He/she is looking for a new job. Give him/lier advice how to do it.
You are a Personnel Manager. Explain how to write a CVto an applicant.
Exercise 5. Write your CV.
GRAMMAR REVISION (See App. I) Exercise 6. Correct the mistakes.
1. I have looked for him all day. I can't find him.
2. He has trying to fix the car all morning.
3. I have buying lots of food this week.
4. I not have brought any shampoo.
5. It has been snowed, but it's stopped now.
6. How long they have been cleaning the house?
7. I've been knowing Lillian for two years.
8. Have you cried? Your eyes are red.
Exercise 7. Open the brackets using the appropriate tense - Present Continuous or Present Simple.
1. I (to take) my sister to school now.
2. He (to help) his father now.
3. At the moment they (to go) to the river for a swim.
4. She (to play) the violin now.
5. I (to read) now.
6. He (to sleep) now.
7. We (to drink) tea now.
8. I (to take) her to school every day.
9. He (to help) his father very often.
10. They usually (to go) to the river for a swim.
11. She (to play) the violin every day. 12.1 (to read) every day.
Exercise S.Jiead disjunctive questions and answer:
1. Great Britain nas many coal mines, hasn't it?
2. In Yorkshire there are a lot of mines which supply the textile mills with coal, are not there?
3. Newcastle is famous for its shipbuilding yards, is not it?
4. They produce precision instruments, do not they?
5. They do not produce chemicals, do they?
6. Last year these firms produced the greatest volume of consumer goods, did not they?
7. Mr. Brown did not mention anything about light engineering in his report, did he?
8. They have located the new business around London, have not they?
STUDENTS' INDIVIDUAL WORK ^^^^^^^^^ Topic 1, Lesson 2
Exercise 1. Read and translate the text.
LETTERS OF RESIGNATION
A letter of resignation should be written in advance for your employer to find a replacement for you.
In companies there is a good general rule to state the period of notice in the contract.
It is good to give reasons why you are leaving. If you wish you can write something friendly about the firm you are leaving. However, if you feel hard to do it, do not write about it. In any case try to part on good terms.
For example:
Dear Mr. Young:
According to the terms of my contract, I hereby give three weeks' notice to terminate my employment with GUT on Tuesday, 26 October 20...
The reason for my leaving is that I would like to widen my experience in the field of auditing. I am going after the position of an auditor in Adviser. I'll remember my work here with pleasure. Yours sincerely, Adam Gor.
Exercise 2/Using the vocabulary and phrases do the following:
1. Write a letter of application in reply to an advertisement.
2. Write a speculative letter of application.
3. Write a letter of resignation.
Exercise 3. Confirm or contradict the following statements. 1.1 don't think that writing a good letter of application for a job is important. People overestimate its significance.
2. Letters of application phrased in an unusual way produce, as a rule, favourable impression.
3. A letter of application must be handwritten.
4. Sometimes a photo is included in a CV and sometimes in a letter of application.
5. There are six types of letters of application.
6. A typical speculative letter is written in reply to an advertisement.
7. A letter of resignation is written on the eve of your leaving.
8. It is a good rule to give a reason why you are leaving.
9. It is not pleasant to leave a job on a discordant note.
Exercise 4. Discussion Points.
1. A letter of application can influence the future of an applicant.
2. Leaving job it is important to part on good terms, isn't it?
. GRAMMAR REVISION (See App. 1)
Exercise 5? Complete the sentences. Use "since " with the words in brackets.
1. Robert is fixing his car. He has been fixing it since 9:00 this morning.
2. The young men are waiting for their vacation. They.................I..........(March).
3. The painter is painting the ceiling. He..........................................it.......(noon).
4. I am reading a good book. I..............................it...............................(last week).
Exercise ($ Complete the sentences.
1. How long have you been painting this office? .... for three hours.
2. How long ....? He has been talking on the telephone for ten minutes.
3. How long .... that pencil? I've been looking for it.... fifteen minutes.
Exercise 7. Choose the correct answer:
DA VID: How long do you study / have you been studying this afternoon?
ALICE: I study/have been studying for three hours. I went to the library for /s ince
an hour and a half this morning, and I have been /am home since two-fifteen.
DA VID: Why did you work/ have you been working so hard?
ALICE: I have/I has to finish a book for my English class.
STUDENTS' INDIVIDUAL WORK
Topic 1, Lesson 3
Exercise % Try tofdl the questionnaire out. 1 .Do you want (check one) a) full-time employment?
b) part-time employment?
2.What is most important for you
(Number these from 1 to 5 in order of importance - l=most, 5=least).
a) money b) people c) job security
d) job satisfaction e) interesting job
3.Do you like (check "yes" or "no")
a) meeting people? b) working alone? c) working with other people?
d) working with your hands? e) travelling? f) working outdoors?
Exercise 2. Look at the sample autobiography. Write your autobiography using it as an example.
^^^ GRAMMAR REVISION (See App. I)
Exercise 3. Fill in the gaps with the correct form of the verbs in brackets.
Isabel and I (a) live (live) in a room in the hotel. I (b)______(get up) at five
o'clock and I (c)______(have) a shower. Isabel (d)______(stay) in bed. I
(e)______(start) work at six in the morning and Isabel(f)______(start) at six in the
evening. We (g)______(meet) at three o'clock in the afternoon when I
(h)______(finish) work. I (i)______(go) back to our room and Isabel
(j)______(make) a late lunch for us.
Exercise 4. Make questions:
1. You (to work) now?
2. He (to play) now?
3. They (to eat) now?
4. Your sister (to rest) now?
5. What you (to do) now?
Exercise 5. Answer the questions about you.
1. How do you usually come to university?
2. What's the first thing you do in the morning?
3. Do you have tea or coffee for breakfast?
4. What do you do in the evenings?
5. What do you do on Sundays?
6. Where do you go on holiday?
7. Do you sometimes have a winter holiday?
8. What does your family usually do at Christmas?
TEXTS FOR INDIVIDUAL READING Teaching and Learning
(Allan C. Ornstein Strategies for Effective Teaching. Loyola University of Chicago: Brown & Benchmark, 1999. pp.2-20)
Focusing Questions
1. What reasons do people give for teaching? How do these reasons compare with your own reasons?
2. To what extent does student motivation influence achievement?
3. What measures would you take to improve student motivation?
Reasons for Teaching
There are many ways to start a chapter on teaching and learning. To paint a balanced picture of what teaching is, we start with some general comments about teachers, then more precise discussions about teaching. The object of the chapter and test is to develop teachers, not only teaching strategies. We begin with motives for choosing a career in teaching. Those who are entering the teaching profession, or even those who are already teaching, should ask why they wish to teach.
There are many reasons why people choose teaching as a career. One strong motivation for many teachers is their identification with adult models - parents and especially teachers - during their childhood. Research indicates that women are influenced by their parents slightly more than by their teachers in their decisions to become teachers. Men are influenced by their teachers more than twice as often as by their parents.
The data suggest, further, that parents encourage their daughters to become teachers more than their sons. Perhaps this is due to the wider range of professional choices that have been available for men in the past and the traditional view that teaching is a respected occupation for women but does not hold similar status for men. More than 80 percent of the elementary teachers and 45 percent of the secondary teachers were females. Moreover, these percentages have not changed much since the mid - 1960s.
The view that the choice of teaching as a career is based on early psychological factors has been explored by many researchers. For example, Weight and Tuska contend that teaching is rooted in the expression of early yearnings and fantasies. Dan Lortie holds that early teaching models are internalized during childhood and triggered in adulthood. Although these two investigations have different theoretical bases, both hold that to a considerable extent the decision to teach is based on experiences that predate formal teacher training and go back to childhood. You might ask how accurate this is in your own case.
There are many motives, both idealistic and practical, for choosing a career in teaching. People who are thinking of entering the teaching profession—and even those who are already teaching - should ask themselves why they are making this choice. Their motives may include (1) a love of children, (2) a desire to impart knowledge. (3) an interest in and excitement about teaching, and (4) a desire to perform a valuable service to society. Other reasons may include job security, pension benefits, and the relative ease of preparing for teaching compared with the training required by some other professions.
It is especially essential for prospective teachers to understand the importance of this career decision. Your reasons for choosing teaching as a career will undoubtedly affect your attitude and behavior with your students when you
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eventually become a teacher. Whatever your reasons for wanting to teach, it might be helpful for you to consider your own thoughts and feelings and those that have motivated others, such as your classmates, to become teachers.
Motivation to Learn Motivation is a broad concept dealing with attitudes, aspirations, interests, and effort. Motivation affects behavior and learning in school and outside of school, in academic and nonacademic domains, and in almost all phases of human growth and development. The need to be good at something, to achieve, is a driving force for most people. Intelligence accounts for about 0.45 of the variance related to school grades; motivation accounts for about 0.35 of the variance; and the remaining variance is related to previous learning. Became of the motivational factor, students of low ability can achieve academic success (good grades) and students of high ability can achieve minimal success (low grades). Thus we have the terms "overachievers" and "underachieves".
Motivation in the Classroom Most teachers and researchers agree today that student motivation is essential for school performance. This includes motivation to accomplish academic goals, interest and effort in academic work, perseverance in doing classwork or homework, completion of difficult tasks, self-regulation, risk taking, independent learning, etc.
Although experienced teachers often use a variety of methods and materials to motivate and encourage students, there are some students who need little stimulation or encouragement from their teachers. They buckle down on their own and immediately get into the classroom lesson or homework assignment. They take responsibility for their own learning. These students stay on task, do their assignments on time, and deal with academic problems as they arise without getting "bored", "confused", or "frustrated".
Many students, however, need to be motivated to reduce their perceived confusion or boredom in class, and to mediate potential frustration. Rather than concentrate on the schoolwork, they easily become distracted or withdraw from the task; they tend to daydream, doodle, stare out the window, or become disruptive. Because of their inability to stay focused and try to clarify their lessons or assignments, their schoolwork becomes increasingly more difficult. Eventually, they skip over difficult problems or just give up - as if they were attempting to get their medicine out of the way quickly.
By the third or fourth grade, students begin to judge their own abilities relative to their classmates, and form attitudes about academic performance and schoolwork. Why do some students perceive schoolwork as easy, and gain increasing confidence in their ability to do it, while others see the school enterprise as difficult and lose confidence in their abilities? A number of motivating theories and concepts associated with teacher-student interactions put emphasis on encouraging students to take responsibility for their own performance.
Volition Volition refers to a disposition to do something based on one's own resources and efforts, without external pressure. It represents a kind of diligence, a strength of
will, an industriousness that helps people (in this case students) engage in goal directness, focused behavior, and sustained activities. Volition involves the judicious application of strategies or skills to solve complex tasks, to achieve a goal (in our case an academic goal).
Some researchers contend that volitional strategies may be useful in dealing with academic tasks and may compensate for lack of cognitive skills. Thus some students may be considered "overachievers" because they have developed strong volition, while others who lack or possess insufficiently developed volition may be considered "underachievers".
Some theorists suggest that volitional strategies are like cognitive skills -partly high-level or executive processes that can be learned. Still others assert that volition is a motivational and emotional response to the demands of schooling - a regulatory function in which schoolwork performance depends upon focusing behavioral energy on academic goals and efficient use of time.
Volition can account for a variety of behaviors. In the midst of several choices and distractions, some students are able to stay on track to accomplish their schoolwork; they exhibit a high degree of persistence, conscientiousness, and task orientation. Meanwhile others appear to lack dependability, responsibility, and commitment to schoolwork; they easily become disrailed or disinterested, and display minimal concentration to perform academic asks for any long duration. When reading a text or studying for an examination, their attention may be limited to five or ten minutes before they begin to exhibit nervous energy such as nibbling on food, wandering around the room, annoying one of their younger siblings, or watching television.
In fact, many students who lack sufficient volition actually are motivated and want to succeed. Their behavior is related to the way resources and energies are expended, how time is managed, the ability to selectively attend to and complete a task, ability to cope with failure and emotional control.
Volition is related to self-esteem, which for students is regulated by their success or failure experiences in school. Unwittingly schools often undermine the self-esteem of students through sanctions, disapproval, and failure experiences. How do students cope with these negative experiences? One reaction is to invent protective strategies - including reducing effort, mismanaging study time, denying the need to study, and in general disengaging oneself from academic work.
Driven by low self-esteem and limited volition, some students avoid competing on an academic playing field. Although they have the cognitive ability to produce average or above average schoolwork, their lack of attentiveness, direction, and confidence puts them at a disadvantage so they are often slotted into below-average learning groups. Teachers give up on them - discouraging them, ignoring them, allowing insufficient time for them to respond in class and in general treating them as if they are "slow" or "dumb".
For many students, academic competition is not the answer. There are too many "losers", and only a few "winners". The scarcity of meaningful recognition and rewards for those who cannot successfully compete eventually undermines individual
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self-esteem, which further reduces academic achievement. And so a cumulative cycle of defeatism and negativism sets in, leading many students to perform below their academic potential.
What these students need is not more pressure or preaching. Thi best approach, at least for most of them, is a nurturing and supportive one. The idea is to reduce classroom competition while we recognize individual potential, individual effort, and individual excellence. These students need to find themselves, and some do - so-called "late bloomers" — as some readers of this text can personally testify.
Self-regulation
Self-regulated learning overlaps with motivation and volition. The term applies to students who understand their own thoughts and emotions related to learning, and are able to control and focus these thoughts and emotions on the task. They take responsibility for completing their work. They have clearly defined goals, stay on track, and work with a high degree of efficiency. They have confidence in. themselves, and expect to succeed with their classroom tasks or homework problems.
According to one researcher, these students are sensitive to the learning environment, in terms of what strategies work and what strategies to avoid. They know how to manipulate and make the environment work for them. When such students encounter obstacles such as poor teachers, abstruse texts, or inadequate study conditions, they make adjustments and still find ways to succeed. In short, self-regulated learners take charge and accept greater responsibility for their academic performance than do nonregulated learners. They control their own fate and are decisive in their approach to working out problems in class, studying at home, and taking tests. These are students who type their reports and bind them with plastic or colored covers.
To observers, self-regulated learners are self-starters, persistent, and organized in their learning approaches. Self-regulated learners are usually calm and controlled while studying or engaging in a learning activity and seem to be highly purposeful in pursuit of their plans and intentions. Self-regulated learners use many cognitive strategies to achieve their academic goals. They monitor the effectiveness of their methods and strategies and react to this feedback - changing their self-perception about the task or problem, or altering their strategies. But these learners are not only reactive. They are also proactive and seek out opportunities to learn.
A self-regulated learner displays the "will" (the motivational, emotional component) and "skill" (the cognitive, thought component) necessary for learning and high achievement. As a behavior, self-regulation combines affective (will) and cognitive (skills) processes required for learning. Both qualities influence each, other. Both are equally important. Effective teachers must be able to stimulate both the will and skill to learn.
Self-regulation reflects self-determination. Few teachers (or parents) have to sit down with or remind self-regulated learners to study or do their homework. If given a choice between finishing their homework early or late, such students will first do their work and then watch television or play with their peers. These learners choose to do their schoolwork, on a timely basis, efficiently and purposely, without
reminders, because of their own personal frame of reference. They are basically in control of their own destiny in school, and operate with a high level of understanding of their learning environment. For those of us who are looking for labels or categories, they may be considered as "autonomous" learners (volition component) or "self-actualized" learners (motivational component).
Self-Efficacy
As we have seen, volitional processes deal primarily with task management and how students allocate and control their attention, and self-regulation deals primarily with strategies used to manage resources for the purpose of goal attainment. Self-efficacy overlaps with both of these constructs and is primarily concerned with learners' confidence, their personal view of their abilities, and their tendency to attribute success to active engagement in learning. According to Merlin Wittrock, self-efficient learners are in control of their learning environment and believe that effort will pay off; they believe in "their ability to influence their success or failure in school", and that they "control their achievement test scores and grades". v
Confidence and control are key words. Having confidence and taking control of one's environment are essential for success in most endeavors. Expectations of success breeds success; in fact, it may be the ultimate source of the students' motivation and formula for academic achievement. For example, self-efficacy measures produce high correlations with students' actual achievement at the elementary and high school grade levels.
Given a host of motivational scales which predict academic success at the high school and college levels, expectancy of success is the most predictive motivational factor associated with grades.
Of all the motivational scales, anxiety has the most negative effect on academic achievement. Perhaps the best way of buffering or reducing students' anxiety is for the teacher to build up their confidence, to say things that are positive about their performance in class, to spend a little extra time to help them improve their work, and to make critical comments on their homework or tests so they can better understand what they can do to improve. All this has to do with strengthening their self-esteem and encouraging them to try to achieve; that is, to produce changes in self-efficacy among highly anxious students.
Through repeated experiences students acquire information about their self-efficacy. Repeated achievement breeds greater expectancy to achieve, and repeated failure breeds expectancy to fail. Efficacy appraisal is an influential process. Persons weigh the circumstances by considering such factors as perceived ability, expended effort, task difficulty, teacher assistance and attitude, and patterns of successes and failures.
Self-efficacy also correlates with perceived control over the outcomes of life (a given domain or area of behavior). Efficacious learners believe that outcomes are related to their actions (internal control) whereas nonefficacious learners believe that outcomes are influenced not by how they behave, but rather by how others behave (external control). People are likely to act, expend greater effort and pursue tasks, when they believe their actions will produce positive results or results they value.
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Students who value high grades and believe that studying will produce high grades will most likely study. However, they may not be motivated to study if they doubt their self-efficacy or chances for success. In summary, self-efficacy deals with an attitude about success, a belief nV one's own capabilities, and only marginally deals with actual cognitive skills.
ASSIGNMENTS TO THE TEXT:
VARIANT I
1. Answer the question: Do you use materials and methods in your teaching that actively engage students? Are your instructional techniques investigative, stimulating, "adventurous"?
2. Agree or disagree: The kind of teacher you choose to be based in part on your
reason of teaching.
3. Things to do: Observe two or three teachers at work in the classroom and try to describe how they motivate their students. How successful are they in motivating their students?
VARIANT II
1. Answer the question: Are the learning experiences you introduce in class realistic in terms of the aspirations and abilities of your students? Do they result in student success and enhance student self-concept?
2. Agree or disagree: Teachers must provide motivating methods and materials for students by recognizing that students are individuals with their own sets of needs, abilities, and self-efficacy.
3. Things to do: Observe the same teachers and students again. Make a list of the dominant student behaviors, which reflect intrinsic and extrinsic motivation.
VARIANT HI
1. Answer the questions: Do you make sure students know what to do in class, how to proceed, and how to know their goals have been achieved?
Do you provide extra time or assistance for students who need more direction or help their learning?
2. Agree or disagree: Some students are highly goal-oriented and purposeful in performing school-related tasks, while others tend to be nonfocused. A good deal of this behavior, what some of us might refer to as motivation or lack of motivation, is associated with volition, self-regulation, and self-efficacy.
3. Things to do: Observe two or three teachers at work in the classroom and try to describe how they motivate their students. How successful are they in motivating their students?
VARIANT IV 1. Answer the questions: Do you provide extra time or assistance for students who need more direction or help their learning?
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Do you encourage students to direct their own learning, to take charge and become responsible for their learning?
2. Agree or disagree: The kind of teacher you choose to be based in part on your reason of teaching.
3. Things to do: Observe the same teachers and students again. Make a list of the dominant student behaviors, which reflect intrinsic and extrinsic motivation.
VARIANT V/
1. Answer the questions: Do you encourage students to direct their'own learning, to take charge and become responsible for their learning? Why is it important to understand your own reasons for teaching?
2. Agree or disagree: Teachers must provide motivating methods and materials for students; by recognizing that students are individuals with their own sets of needs, abilities, and self-efficacy.
3. Things to do: Observe two or three teachers at work in the classroom and try to describe how they motivate their students. How successful are they in motivating their students?
VARIANT VI
1. Answer the questions: In terms of self-regulation, how would you define yourself? What makes you so regulated (or unregulated)? Do you make sure students know what to do in class, how to proceed, and how to know their goals have been achieved?
2. Agree or disagree: Some students are highly goal-oriented and purposeful in performing school-related tasks, while others tend to be nonfocused. A good deal of this behavior, what some of us might refer to as motivation or lack of motivation, is associated with volition, self-regulation, and self-efficacy.
3. Things to do: Observe the same teachers and students again. Make a list of the dominant student behaviors which reflect intrinsic and extrinsic motivation.
VARIANT VII
1. Answer the questions: Are the learning experiences you introduce in class realistic in terms of the aspirations and abilities of your students? Do they result in student success and enhance student self-concept?
2. Agree or disagree: The kind of teacher you choose to be based in part on your reason of teaching.
3. Things to do: Observe two or three teachers at work in the classroom and try to describe how they motivate their students. How successful are they in motivating their students?
VARIANT VIII 1. Answer the questions: Do you make sure students know what to do in class, how to proceed, and how to know their goals have been achieved?
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Дге the learning experiences you introduce in class realistic in terms of the aspirations and abilities of your students?
2. Agree or disagree: Teachers must provide motivating methods and materials for students; by recognizing that students are individuals with their own sets of needs, abilities, and self-efficacy.
3. Things to do: Observe the same teachers and students again. Make a list of the dominant student behaviors, which reflect intrinsic and extrinsic motivation.
VARIANT IX
1. Answer the questions: Why is it important to understand your own reasons for teaching? In terms of self-regulation, how would you define yourself? What makes you so regulated (or unregulated)?
2. Agree or disagree: Some students are highly goal-oriented and purposeful in performing school-related tasks, while others tend to be nonfocused. A good deal of this behavior, what some of us might refer to as motivation or lack of motivation, is associated with volition, self-regulation, and self-efficacy.
3. Things to do: Observe two or three teachers at work in the classroom and try to describe how they motivate their students. How successful are they in motivating their students?
VARIANT X
1. Answer the questions: Do you use materials and methods in your teaching that actively engage students? Are your instructional techniques investigative, stimulating, "adventurous"? Do you provide extra time or assistance for students who need more direction or help their learning?
2. Agree or disagree: The kind of teacher you choose to be based in part on your reason of teaching.
3. Things to do: Observe the same teachers and students again. Make a list of the dominant student behaviors which reflect intrinsic and extrinsic motivation.
Topic 2: Business Letters Lesson 1
Text: Business Letters Form and Layout (Examples of different business letters)
Vocabulary: Useful Phrases
Lexical Commentary
Grammar: Sequence of Tenses
Translation: "Вимоги до тексту листа"
Communication: Speaking on the form and layout of a business letter. Discussing
problems people encounter writing letters
Exercise 1. Read and translate. ■
BUSINESS LETTERS FORM AND LAYOUT
Nowadays, much attention is paid to business correspondence. There are
different types of business letters written for different purpose* Studying writing business letters is very important with the help of good letters to influence partners, suppliers, investors, etc. and increase business. On the contrary, a badly written letter creates a bad effect and may sometimes delay or spoil business ties.
Visual Impression
They say first impressions count. It is true concerning business letters too. It should be remembered that poor language, typing mistakes, bad handwriting, mismatched paper, careless layout - all these factors give a bad impression and creates a bad result.
_____ Handwritten or Typed? '
It depends on the type of a business letter. There j,sthe rule that most personal letters are handwritten, while most business letters are typed. However, in business correspondence there are also some types of letters which are never to be typed. (They
include: _^^^^^^и
♦ invitations;
♦ letters of congratulation or thanks;
♦ letters of condolence;
♦ letters of job application. ^^^^^ Today in business they use the company's form that bears its trade mark or
emblem and contains its full name, address, phone and fax numbers.
Composing Business Letters ._
A good letter is concise, logic, profound and serious (змютовний), correct and courteous in tone.
It generally consists of three parts as follows:
1. Introduction (only one paragraph) — states the subject of the letter. It also may say if a correspondent's letter was received.
2. Development (one, two or more paragraphs) - gives some facts, arguments, explanation, etc.
3. Conclusion (only one paragraph) - deals with expressions of goodwill. The purpose is to leave a favourable impression in the reader's mind.
The use of subject headings is also important. It helps the letter to be correctly routed. It gains the reader's interest and saves time.
Consider the letter from the reader's point of view. The things you take for granted may not be obvious to the receiver. Check that all are concise, exact, logic, profound and clear. After reading such a letter the receiver clearly understands the purpose and the' reason for its writing.
к
Exercise 2. Read the following business letters. The ideas are expressed clearly, the parts are placed correctly, and there are no errors in wording, spelling or punctuation.
1
Utah University
155 Lori Boulevard
Marino, Utah
28
Dr. Mary Jackson Jackson Laboratory 20 Hill
Avenue York, Colorado 75513
May 13, 20.. Dear Dr. Jackson:
May 13,20..
Dear Dr. Jackson
Subject: Computer-supported instruction.
Thank you for your last delivery of computers research literature.
Last week we had a staff meeting of our Computer Science Department. One of our
professors mentioned that you have a new system of computer-supported instruction.
All of us are interested in learning more about it.
We also would like to purchase such a system. However, we/ need some additional
information before purchasing it. Please provide us with any information that may
help us in evaluation of this new product.
Sincerely yours, .
(Signature, handwritten) Michael Walton
(typed) Michael Walton
Chairman
Computer Department
2
Each business has a standardized form for its letters, however, the format may vary from country to country.
Pay attention to the punctuation in the letters. Colons are used after the greeting in American business letters. In the U.K. they put a comma after the greeting.
GLASTON POTTERIES Ltd
Clayfield, Burnley BB10 IRQ
Tel:0315 46125 Registered No. 716481
Telex:8801773 VAT Registered No. 1335341
08
Fax: 0315 63182 Your ref: 180/MB
Mrs. L. Lowe Sanders & Lowe Ltd. Planter House
Princes Street London EC 1 7DQ
10 June 20...
Dear Mrs. Lowe,
It was a pleasure to receive your letter today, and we are enclosing the catalogue and price-list you asked for. You will see that we can offer a wide selection of dinner and tea services ranging from the rugged "Greystone" earthenware breakfast sets, to the delicate "Ming" bone china dinner service.
You can choose from more than fifty designs which include the elegance of Wedgwood, the delicate pattern of Willow, and the richness of Brownstone glaze.
We would be pleased to add your clients to our list of customers throughout the world and could promise them an excellent product with a first-class service. We would be glad to accept orders for any number of pieces, and can mix sets if required,
You will see that our prices are quoted c.i.f. to Eastern Canadian seaboard ports and we are offering a special 10% discount off all net prices, with delivery within three weeks from receipt of order.
1% there is any further information you require, please contact us, and once again thank you for your letter.
Yours sincerely,
J. Merton (Mr)
Sales Manager
Enc
Exercise 3. Answer the following questions.
Questions
1. How does Mr. Merton draw attention to his firm's products?
2. How does he imply that his firm has an international reputation?
3. What discount does he offer?
4. How does he encourage further enquires?
5. Do Glaston offer any concessions?
6. How do Glaston quote their prices?
7. Which words in the letter correspond to the following: putting in; range; select; allowance; when we receive your indent?
Useful Phrases:
♦ Thank you for your letter (fax)...
♦ Further to our conversation ....
♦ ... we enclose/please find enclosed
♦ We own your address to (Mr. Pitt)....
♦ If there is anything else you need....
♦ If there is any further information you require....
♦ ... please let me(us) know....
♦ We look forward to meeting you....
, Avoid:
1. We acknowledge receipt of your esteemed favour of 16 ... (an old fashioned set phrase).
2. We beg to remain your most obedient servants (old fashioned). Instead of these old-fashioned phrases in modem English they use:
♦ We thank you for your letter....
♦ Yours faithfully or Yours sincerely.
Lexical Commentary Vocabulary Exercise 4. Read, translate and learn.
Clean - Neat - Tidy. The three adjectives are translated as "чистий", "охайний", "акуратний". There are different shades of meaning. Clean implies freedom from any dirt. 1. They wrote their present address on a clean sheet of paper.
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2. The room was clean and light.
3. To work in this office you should keep yourself clean.
4. A handwritten letter of application must be, first of all, clean and clear. Neat means clean and in good order. It also means clean and clearly visible.
1. I'm of high opinion of his speech. It is neat.
2. It was a neat place to stay at.
3. This is a new neat style of management.
Tidy implies a pleasing neatness and order in habits. It stresses careful arrangementrather than cleanliness.
The personnel of this company has tidy habits.
The office now has a tidy air (вигляд) with conveniently placed pieces of
furniture.
Clear-Plain Both are translated as "ясний". But: Clear means an absence of any confusion.
1. It was a clear statement. There was nobody who misunderstood it.
2. We had a clear idea and put it in our business letter to our American partners.
3. Clear of debts means that a person is free from any liabilities. Plain implies a lack of being complicated.
1. Natasha didn't know English very well, but her partner's English was so plain that she understood him.
2. His letter was so complicated that when we met I asked him to make things plain to me.
3. They are too plain to gain an advantage over so strong competitors.
Literate — Competent
Both are translated as "грамотний". But:
Literate means a person who knows the literary standards of a language. Mr. E. While is a literate person. In whatever he writes there are no errors in spelling, wording, punctuation. He has a neat style.
Competent. Rose is a young but competent specialist. Our Comptroller and Executive Manager often ask her advice.
Deep - Profound
These adjectives are translated as "глибокий". However: Deep is the general term.
1. Waugh wanted to express his deep gratitude to the hospitable hostess.
2. Only deep knowledge of the subject helped Thomson to carry out so deep research.
Profound implies exceedingly great depth.
1. I would say that his poems are not only deep, they are profound.
2. The scientists prepared profound and serious (змютовний) report about such phenomena.
COMMUNICATION Exercise 5. Discuss writing a letter. Ask your group-mates about letters they have had to write and the problems
that they may have encountered.
What is the hardest part of a letter for you to write?
I always have a hard time getting started.
I know. That is difficult. I find it's hard to start a letter when I haven't thought clearly about what I need to say.
/ want to write a letter to .... Do you have any suggestions?
Exercise 6. Read this letter from Mr. West to Ms. Nyman. Then summarize its contents to a partner.
Arthir D Little I Cambridge Consultants Ms Martina Nyman Product Development Manager Meridian International Van Baerlestraat 76 Postbus 74150 1070 AK Amsterdam Holland
17 March 20...
Dear Ms Nyman,
Thank you for your fax of 14 March. I look forward to welcoming you here on Tuesday 25 March as you suggest. I have cleared my diary for the whole day, but could you please let me know what time I can expect you here? During your visit we will be able to discuss some of the ways in which we at CCL can provide your team with support and advice, and I can answer any questions you may have about the services we offer to our clients. There will also be time for us to meet other members of our staff who might be involved in your project, and for you to investigate some of the facilities that our laboratories offer. If there is anything else you would like me to do in the meantime, please let me know. I understand from your fax that you will be travelling on to London after your visit to Cambridge and that you do not wish me to book any accommodation for you. Looking forward to meet you. Yours sincerely,
Michael P.West
Project leader ----------------------------------_
("International Business English " Cambridge University Press)
Exercise 7. Write a letter of inquiry to an institution or business asking for information or materials. When you write, think about your reader so that you will
be able to communicate clearly with him or her.________
Your name Your address Date
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Miss Mary Henderson
Street address
City and State or Country
Dear Miss НелНегкпгг
I am studying .... I need .... Your publications have appeared in ... interested in your.... I would greatly appreciate ....
Sincerely, Your Name
Exercise 8. Translate from Ukrainian into English. Вимоги до тексту листа Текст службового листа мае hitko вщображати мету його написания. Грамотно написаний лист мае наступи! важлив1 ознаки.
1. BiH характеризуется правильшстю. Службовий лист мае бути правильно оформлений.
2. Bin мае бути грамотно написаний. Такий службовий лист вщповщае лггературним нормам (орфограф1чним, лексичним, пунктуацшним).
3. Службовий лист мае бути змютовним. Це вимагае (demand) глибокого осмислення теми листа.
4. Лист мае бути лопчним. Важливо не порушувати закони лопки. В систем! викладу тексту важливо переходити вщ одше*1 частини до muio'i.
5. Службовий лист мае бути стислим i коротким.
6. Писати листи треба в тактовнш, вв1чливш формь Важливо завжди оцшювати ситуащю i штереси адресата.
GRAMMAR REVISION Exercise 9. Summarize your knowledge of Sequence of Tenses (App. 2)
Exercise 10. Write as in the example.
Example: I thought you said Ann didn't work very hard. 1. Ann works very hard. 2. She wants to be creative. 3.1 will take part in the concert. 4. Bob saw her at the party. 5. Bill is watching television. 6. They have just arrived.
7. Peter has bought a new bike. 8.1 don't know what to do. 9. She is tired. 10. He will repair my bike.
Exercise 11. Change the main clause to past and adjust the subordinate clause as necessary.
Example: We hope that he will arrive in time.
We hoped that he would arrive in time. 1- We hope that he will arrive in time. 2. He says that he will pass final ex by June. 3. Bob thinks he is going to win the award. 4.1 hear that Sam has accepted a new position.
5. Jane says that they are good friends. 6.1 realize that they are older than they look. 7. We hope that you can join us later. 8. We know that you may travel a lot. 9. Mary says that she can play the piano. 10. They think they have been here last night. 11.1 cannot find the magazine you are speaking about. 12. He doesn't go to discos because he cannot dance. 13. They tell me that they visited Vinnytsya in 2004. 14. The teacher says that we must study hard.
Exercise 12. Report what the Smith family said when they met after summer holidays
Example: John said he had fallen in love with English girl. 1.1 am going to get my photos developed tomorrow. (Paul) 2.1 fell in love with English girl. (John) 3. I've never had so much fun in my life. (Sue) 4.1 hope we'll go to the same place next year. (Jane) 5.1 was getting bored of lying on the beach. (Mrs. Smith) 6.1 didn't like the hotel. (Mr. Smith) 7.1 lost my suitcase. (Nick) 8.1 made friends with many children. (Tom) 9. I'll go out with my new boyfriend tomorrow. (Ann) 10.1 was enjoying nature. (Kate)
Exercise 13. Ask your classmates and then say what they answered. Example: Ask your classmate if he/she takes exams?
Do you take exams? —Yes, I do. — He said that he took exams. Ask your classmate: l.if he wears school uniform; 2.if the headmaster of his school is a woman; 3.what types of schools there are in his country; 4.at what age he started school; 5.if his teacher is putting marks into the register;
6. if it is thundering and lightening; 7.why he likes winter;
8.how he feels at home;
9.if he has seen a rainbow in the sky;
lO.if he will get to school by taxi tomorrow;
11 .if his mother will swim in the ocean;
12.if he walks to school;
13.how long it will take him to get to Kyiv?
14.if he has ever driven on highway.
Exercise 14. Translate into Ukrainian. Pattern:
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She says she studies English. - Бона говорить, що вона вивчае англшську мову. She said she knew English very well. - Бона сказала, що вона дуже добре волоЫе англшською мовою.
l.He says that he studies at our Institute. 2. He said that he studied at our Institute. 3. I don't think that you are a second year student. 4. I didn't think that you were a second year student. 5. She is not sure that her friends are waiting for her near the Institute. 6. She was not sure that her friends were waiting for her near the Institute. 7. We think that he has already left Kyiv. 8. We thought that he had already left Kyiv. 9. Why don't you tell me that you will not come? 10. Why didn't you tell me that you would not come? 11. He promises that he will have finished this work by September. 12. He promised that he would have finished this work by September. 13. Ann says that she will be reading up for her exam all day long. 14. Ann said that she would be reading up for her exam all day long.
STUDENTS' INDIVIDUAL WORK Topic 2, Lesson 1
Exercise 1. Read and translate. Learn useful phrases.
Text: BUSINESS LETTER WRITING
The exact composition of any letter depends on the purpose for which it is written. However, any good letter should be concise, courteous and correct in tone.
1. Introduction.
2. Development.
3. Conclusion.
The general principles of letter writing were outlined and demonstrated in Unit II. In this Unit we shall consider specific types of letters. There are particular rules corresponding each specific type of a business letter. This Unit also contains sets of useful phrases typical for different types of letters.