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Курск 2017
1
УДК 811.111-26
ББК 81.2 Англ
П 84
Печатается по решению
редакционно-издательского совета
ФГБОУ ВПО «Курский государственный университет»
П 84
English for Future Job. (Профессионально ориентированный
английский язык): Учебное пособие для бакалавров / авт. – сост.
О.С. Бабенкова, Ю.А. Манжосова, Е.А. Одинцова, Н.В. Плаксина,
Т.В. Праведникова, Е.А. Стародубцева, В.А. Шишова. – Курск: Изд-во
Курск. гос. ун-та, 2017. – 87 с.
2
Предисловие
3
Contents
4
MODULE 1.
RESEARCH AND PREPARATION
LESSON 1.
RESEARCHING YOURSELF
Ex. 1. Look at the questions given below. Think a minute. Then talk to
your friend and discuss these questions.
What are you good at? What could you be better at?
Have you recently managed to complete anything successfully?
What?
What languages are you fluent in?
Ex. 3. Have you tried any of Sophie’s suggestions? Did they work for
you?
Ex. 4. Listen to their conversation again and practice it in pairs. You can
use the script to help (Appendix 1, Module 1, Lesson 1, ex.2)
Ex. 5. You are looking for a job and you don’t know what to start with.
Ask your friend who is working in careers office at University for some
advice.
5
The first thing you need to do when starting the job-hunting
process is a self-assessment of your own strengths and
weaknesses. This process will help you identify the skills,
qualifications, experience, knowledge and personal
characteristics that employers are looking for.
b) Close the book and try to remember as much as possible about Silvia.
6
Ex. 8. Let’s see whether these tests work for you.
a) Answer the questions of the test in the link and read your profile.
https://www.16personalities.com/free-personality-test
b) Write out characteristics and things that describe your type best of all. Do
you agree with the characteristics of your personality type?
c) Go around your class and talk to your friends about their personality types
You can use this model to help.
Model:
- What’s your type? / What strengths and weaknesses of your type? /
What are the main characteristics of your type? / What are you good
at?
- My type is… entertainer. Born entertainers, ESFPs love the
spotlight. Many famous people with the ESFP personality type are
indeed actors, but they love putting on a show for their friends too.
We love chatting with a unique and earthy wit.
- I think it’s true about you. You always love being in the center, you
love attention and people.
d) What types are there in our class? Do you agree with the given
descriptions?
Ex. 10. Listen again and underline the personal characteristics in the
box that best describe Federico. In pairs, discuss your answers using
evidence from the conversation to support your opinion.
Ex. 11. Make your own mind map and show it to your friends. Discuss
the key points of your mind map. Can you describe your strengths and
weaknesses using the mind map you prepared? Talk to your friend and
ask questions. You can use this model.
7
Model:
A: ‘Do you always do what you say you will do?’
B: ‘Yes, I ’m very reliable. I’m always on time to work, classes and
meetings, and when I can’t make it, I let people know ahead of time.’
Ex. 12. Complete the sentences using the correct form of the verbs in the
box. You will need to use some verbs more than once.
Ex. 13. Complete the sentences using the prepositions at, from, in or with.
1. I started my career at Johnston Group after graduating ____ Hanyang
University ____ a BA and MA ___ Chemical Engineering.
2. I graduated __ 2008 __ an MSc in Criminology and Criminal Justice __
Tokyo University.
3. I also obtained ____ a BSc ___ Computer Science ___ Moscow State
University____ 2005.
4. 1 read Modern Languages _____ The National University of Singapore.
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LESSON 2.
TRANSFERABLE SKILLS
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Ex. 3. Identify three key transferable skills of your own, which you have
used at work or university. Tell each other about your skills, giving
examples of your behaviour.
Ex. 4. (Track 3) Silvia talks to Sophie about her university and work
experience. Listen to her conversation and answer the following
questions.
Ex. 5. Complete the extracts from the conversation using the correct
form of the verbs in the box. Listen and check your answers.
10
Ex. 7. Role-play.
Speaker 1. Recommend Sylvia to your friend who works for a big company
selling software product all over the word. There is a vacancy of sales
negotiator. Persuade your friend to hire this lady with no big experience but
great potential of learning and a good bunch of skills.
Speaker 2. You are head of London office of Consul Group Company selling
software product all over the word. There is a vacancy of a sales negotiator
in your office. You think that word of mouth recommendation is the best way
to find an employee. Talk to your friend and decide whether you want to hire
this person or not.
Make notes about the things you have done in the past that demonstrate
these skills.
Take turns to tell each other short stories about the things you have
done.
Try to guess which transferable skills your partner’s stories
demonstrate.
Ex. 11. Think of three different jobs and list two transferable skills that
are essential to each job.
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LESSON 3.
RESEARCHING THE MARKET
Ex. 3. Listen again and. Discuss the following questions with a group-
mate
Ex. 4. Choose one of the ways to find a job. Persuade your friend that
this very approach is the best one.
Cold calling
Cold calling means phoning a company to enquire about job
opportunities which have not been advertised. The phone
conversation is used to generate interest in you as a potential
employee. The aim of the call is to get an invitation to send
your CV.
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Ex. 5. Discuss the following questions with a group-mate.
Ex. 6. (Track 5) Eryk and Patrick are looking for work in the hotel
industry in London. They decide to cold-call a number of hotels in
London to try and find a suitable job. Listen to their calls and decide who
has the more successful cold calling technique.
Ex. 7. Complete the extracts from Eryk’s call (1-5) using the sentences (a-
e). Listen again and check your answers.
Ex. 8. Match the extracts (1-5) in Exercise 7 to the following cold calling
techniques (a-e).
a) Give just enough information about yourself to generate interest in
yourself as a potential employee.
b) Respond to questions with your own questions to find out more
about the company.
c) Use positive questions that invite a 'yes’ response.
d) Mention one or two concise achievements, using facts and figures
where
possible.
e) Ask to speak to the decision maker by name
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Ex. 9. To sound more confident and convincing you should speak fluently
with minimal pauses. Let’s try to do it together with Eryk and Janet.
Read the conversation together with the recording (Appendix 1, Module
1, Lesson 3, ex. 6).
Ex. 10. Role play
Ex. 11. To learn more about cold-calling watch the video and write down
the tips the expert gives to those who want to try this method.
https://www.youtube.com/watch?v=B3imlX33PsE
Ex. 12. Give some recommendations to your friend how to use cold
calling to succeed. You can use this model.
Model:
If you want to do cold calling you should…
You shouldn’t
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You have to/You don’t have to
You must insist on talking to the person who makes decision If they say
no to me / reject… I can’t insist…
Ex. 15. Employers usually try to squeeze as much information into their
job advertisements as possible. However, because advertising is expensive
and space limited, they tend to use abbreviations to describe roles in as
few words as possible. Write the full meanings of the following
abbreviations using the words in the box.
15
Ex. 17. Follow these links to find the professional sphere you are
interested in.
http://www.careerbuilder.com/
https://www.monster.com/jobs/
a) Study the job advertisements there. Pick two-three jobs you would like to
apply for. Write down the following things:
b) Discuss these jobs with your friend. Tell your friend why you find
these jobs appealing.
18. Role-play. Choose one of your friend’s job advertisements. Read it
carefully.
Speaker 1. You are going to play an employer who is looking for the right
person for this position. Interview a candidate who is applying for this
position. Ask about skills, qualifications, strengths and weaknesses he/she
has.
Speaker 2. You are applying for one of the jobs you’ve just studied on the
sites. You are being interviewed by the employer. Try to present the best of
you.
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MODULE 2.
ENGLISH LANGUAGE EXAMS
LESSON 1.
LIVE AND STUDY IN THE UK WITH CAMBRIDGE ENGLISH!
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University of Cambridge. At the heart of this confederation of Departments,
Schools, Faculties and Colleges is a central administration team. It is small
because the Colleges are self-governing and teaching staff carry out much of
the daily administration at Cambridge. Students live, eat and socialise in one
of the University’s 31 autonomous Colleges. Undergraduates receive College
supervisions – small group teaching sessions – regarded as one of the best
teaching models in the world.
Each College has its own internal procedures. They select their own
students, subject to University regulations, and most admit both
undergraduate and postgraduate students. College representatives sit on the
University Council and Finance Committee.
The mission of the University of Cambridge is to contribute to society
through the pursuit of education, learning, and research at the highest
international levels of excellence. The University's core values are freedom
of thought and expression and freedom from discrimination.
18
Ex. 3. Use the cues to write sentences.
1. is, the, oldest, leading, centres, one, the, Cambridge, of, University, of,
world’s, the, universities, and.
2. world-wide, for, academic, its, is, reputation, know, outstanding,
achievement.
3. two, ever, the, are, at, days, Cambridge, of, University, same, no, the.
4. are, small, is, self-governing, it, because, colleges, the.
5. receive, as, undergraduates, supervisions, regarded, college, as, the,
one, world, the, in, teaching, of, models.
6. procedures, each, own, its, internal, College, has.
7. freedom, is, value, of, expression, the, University’s, core, and, thought.
Ex.4. Look back at the text again and answer the following questions.
1. Why does the University of Cambridge attract visitors from all over the
world?
2. What are two special things about the University of Cambridge?
3. What can be said about the University of Cambridge reputation?
4. What sort of students can be admitted to the University?
5. Who carries out much of the daily administration at Cambridge?
6. What experience do Cambridge students get?
7. What is regarded as one of the best teaching models in the world?
8. What are the mission and core values of the University of Cambridge?
Ex. 5. If you want to study in Britain, learn some more information about
Cambridge exams.
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their first steps in English. The tests include tasks designed to motivate
young children, such as drawing, colouring and solving puzzles.
Cambridge English: Key (KET), Cambridge English: Preliminary (PET)
and Cambridge English: First (FCE) are designed for learners who need
English for work, study and travel. They also help learners working towards
higher level qualifications such as Cambridge English: Advanced (CAE) and
Cambridge English: Proficiency (CPE).
Cambridge English: Advanced (CAE) has become a natural exit level for
many school learners, due to ever-growing demands for English language
proficiency and is accepted around the world for higher education study,
work and migration purposes. Students with a Cambridge English: Advanced
(CAE) certificate gain exemption from the English components of school-
leaving exams in countries such as Lithuania, Romania, Slovakia and Ukraine.
Cambridge English: Proficiency (CPE) is also available for exceptional school
learners with the ability to use English at near-native levels.
20
Ex. 6. Read the article about the most widely taken Cambridge exam.
21
Ex. 8. Role-play.
22
23
24
Ex. 10. Watch the video about FCE Speaking test procedures.
Ex. 11. Describe and compare the pictures following the models from the
video and some useful phrases from the table below.
Comparing Speculating
The people in the photos are in very Perhaps they have decided to do this
different places because…
In the first photo they are…, whereas The people seem to be enjoying…
in the second photo…
These are very different activities… I get the impression that the
woman…
I can see some similarities in these The girl looks like she is feeling…
photos, they have the same…
This first photo is more\less active I think this man looks really tired; he
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than the second one because… may have been working all day.
The situations are very different, here The family in the first photo are
people are enjoying… whilst here probably at home.
they are…
I think these people may be feeling
rather nervous because…
Project.
Go http://www.cambridgeenglish.org/exams/ and find the samples of
FCE Listening and Writing tests. Do these tests.
LESSON 2.
ACHIEVE YOUR DREAMS TO GO TO THE USA WITH TOEFL!
26
Ex. 1. Read some interesting facts about Harvard University taken from
its official site.
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playing on the field or cheering on The Harvard Crimson, volunteering
through various organizations, fostering entrepreneurial activities in the
Harvard innovation lab, writing or editing at The Harvard Crimson or The
Harvard Lampoon, or researching in one of the many labs, Harvard students
are continuously learning — and constantly busy!
Ex. 2. Match the sentence beginning (1-10) with the correct ending (a-j).
3. The University has grown from c…from every ethnic and religious
nine students with a single master… background; and from across the
economic spectrum.
4. Harvard College’s diverse student d…Harvard students are active
population makes it hard to around and beyond campus.
describe…
5. Harvard is committed to making e…Harvard students are continuously
educational opportunity accessible to learning — and constantly busy!
all…
6. Students come from all 50 states f…in the U.S. and over 190 other
and from over 80 countries… countries.
7. With over 400 official student g…often they mean the subset of
organizations… roughly 6,700 students who attend
Harvard College
8. Whether in Harvard Stadium h…established in 1636 by vote of the
playing on the field or cheering Great and General Court of the
on The Harvard Crimson, Massachusetts Bay Colony.
volunteering through various
organizations…
9. There are more than 360,000 i…the typical student and even harder
living alumni… to describe the quintessential Harvard
student experience.
10. When people refer to Harvard j…to an enrollment of more than
students… 20,000 degree candidates including
undergraduate, graduate, and
professional students.
Ex. 3. Find in the article the English equivalents for the following
Russian word combination.
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Старейшее высшее учебное заведение, разнообразный состав студентов,
многолетние традиции, образовательные возможности, доступное
(всем), на территории и за пределами кампуса, предпринимательская
деятельность, быть постоянно занятым, государственные и частные
школы, этническая и религиозная принадлежность, программа
финансовой помощи, заниматься волонтерской деятельностью,
пожертвовать библиотеку университету, самое знаменитое место в
университете, основать посредством голосования.
Ex. 4. Look back at the article again and answer the following questions.
Ex. 5. Watch the video about his first day in one of Harvard schools and
answer the questions.
29
7. What University motto brought Josh to Harvard?
8. What are his recommendations how to be successful?
9. What is Christine’s message to the world?
Ex. 6. Having decided to study in America you should consider taking the
TOEFL test which measures your ability to use and understand English
at the university level. Learn some more information about TOEFL.
More than 9,000 colleges, agencies and other institutions in over 130
countries accept TOEFL scores. The TOEFL test has more test dates (over 50
per year) and locations than any other English-language test in the world.
You can retake the test as many times as you wish, but you cannot take it
more than once in a 12-day period. If you already have a test appointment,
you cannot register for another test date that is within 12 days of your
existing appointment. During the test, you are asked to perform tasks that
combine more than one skill, such as:
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Read, listen and then speak in response to a question
Listen and then speak in response to a question
Read, listen and then write in response to a question
Ex. 8. Role-play.
Speaker 1. You’ve just passed your TOEFL test and you are very proud of it
because your score is great. You are going to be enrolled at Harvard
University next semester. You are very excited about it so you want to share
your emotions with a friend.
Read the text and choose the answer (A, B, C or D) which you think fits best
according to the text.
31
Meteorite Impact and Dinosaur Extinction
32
35 Several other mass extinctions in the geological record have been
tentatively identified with large impacts, but none is so dramatic as the
Cretaceous event. But even without such specific documentation, it is
clear that impacts of this size do occur and that their results can be
catastrophic. What is a catastrophe for one group of living things,
however,
40 may create opportunities for another group. Following each mass
extinction, there is a sudden evolutionary burst as new species develop to
fill the ecological niches opened by the event.
Impacts by meteorites represent one mechanism that could cause global
catastrophes and
45 seriously influence the evolution of life all over the planet. According
to some estimates, the majority of all extinctions of species may be due to
such impacts. Such a perspective fundamentally changes our view of
biological evolution. The standard criterion for the survival of a species is its
success in competing with other species and adapting to slowly changing
environments. Yet an equally important criterion is the ability of a species to
50 survive random global ecological catastrophes due to impacts.
Earth is a target in a cosmic shooting gallery, subject to random violent
events that were unsuspected a few decades ago. In 1991 the United States
Congress asked NASA to investigate the hazard posed today by large impacts
on Earth. The group conducting the
55 study concluded from a detailed analysis that impacts from meteorites
can indeed be hazardous. Although there is always some risk that a large
impact could occur, careful
1. The word “pose” on line 2 is closest in meaning to
a. claim
b. model
c. assume
d. present
a. To support the claim that the mass extinction at the end of the
Cretaceous is the best-documented of the dozen or so mass
extinctions in the geological record
b. To explain why as many as half of the species on Earth at the
time are believed to have become extinct at the end of the
Cretaceous
c. To explain why paleontologists have always been intrigued by
33
the mass extinction at the end of the Cretaceous
d. To provide evidence that an impact can be large enough to
disturb the environment of the entire planet and cause an
ecological disaster
a. digging out
b. extending
c. destroying
d. covering up
a. changed
b. exposed
c. destroyed
d. covered
7. According to paragraph 4, all of the following statements are true of
the impact at the end of the Cretaceous period EXCEPT:
34
a. A large amount of dust blocked sunlight from Earth.
b. Earth became cold and dark for several months.
c. New elements were formed in Earth’s crust.
d. Large quantities of nitric acid were produced.
a. sense of values
b. point of view
c. calculation
d. complication
35
Incorrect choices change the meaning in important ways or leave
out essential information.
a. Paleontologists
b. Geologists
c. The United States Congress
d. NASA
Ex. 10. Watch the video “iBT TOEFL Speaking Questions Tips” to
improve your speaking abilities.
Do the tasks following the models from the video.
1. Talk about a pleasant and memorable event that happened while you
were in school. Explain why this event brings back fond memories.
Preparation Time: 15 seconds. Response Time: 45 seconds
2. Some people think it is more fun to spend time with friends in restaurants
or cafés. Others think it is more fun to spend time with friends at home.
Which do you think is better? Explain why. Preparation Time: 15 seconds.
Response Time: 45 seconds
Project.
36
LESSON 3
Ex. 1. Read the article about the University of Toronto. Would you like to
become a U of T student?
37
There is always a buzz at U of T and it’s no wonder. One university,
three campuses, 84,000+ enrolled students from 160+ countries, 13,000+
faculty, 6,000+ staff, over 800+ student clubs, and the 3rd largest library
system in North America.
Beyond the lecture hall. Does the thought of sitting in a classroom for
hours make you restless? Us too. Take advantage of the amazing experiential
opportunities available to all our students, and take your learning to the next
level.
Spaces & places. Enjoy a coffee in a historic building over 100 years
old, use the same world-class athletic facilities used in the 2015 Pan
Am/Parapan Am Games, lose track of time in our beautiful library
collections. We have some amazing spaces across all three campuses and
invite everyone in the community to enjoy.
Community impact. Toronto and the surrounding region is
consistently ranked as one of the most diverse urban centers in North
America. Toronto attracts great businesses, restaurants, entertainment and
community events are everywhere you turn – and that’s what makes it a
fantastic region in which to live and learn. U of T is connected to its local and
global communities through a number of initiatives that link our students,
staff and faculty with those around us.
Ex. 3. Fill in the gaps with the words from the article.
38
community in which the learning and scholarship of every member may
…….. . 3. We …. that these rights are meaningless unless they entail the right
to raise deeply ……. questions and …… challenges to the cherished beliefs of
society. 4. There is no one else, no other …… and no other office, in our
modern …… democracy, which is the custodian of this most …….. and
…….. right of the liberated human spirit. 5. There is always a …….. at U of T
and it’s no wonder. 6. Take advantage of the amazing experiential ……….
available to all our students! 7. We have some amazing spaces across all three
…….. and invite everyone in the community to ……… .
Ex. 5. Look back at the text again and answer the following questions.
Ex. 6. Watch the 1st part of the video about the University of Toronto and
say whether these statements are true or false.
39
2. There are more than 500,000 alumni, 12 Nobel laureates, 6 Canadian
prime ministers.
3. Discovery of insulin belongs to U of T alumni Frederick Banting and
James Macleod.
4. A number of great ideas that shape global conversation are “Global
Village”, “The Anatomy of Criticism” and “The Tipping Point”.
5. U of T lost its leadership in defining successful societies.
Ex. 7. Watch the 2nd part of the video about the University of Toronto
and find the English equivalents to the following words and word
combinations.
40
IELTS is available in two test versions: Academic – for people
applying for higher education or professional registration, and General
Training for those migrating to Australia, Canada and the UK, or applying
for secondary education, training programmes and work experience in an
English-speaking environment.
Listening and Speaking are the same for both tests, but the subject
matter of the Reading and Writing components differs depending on which
test you take. The total test time is 2 hours and 45 minutes.
Test format.
Listening (30 minutes). You will listen to four recordings of native
English speakers and then write your answers to a series of questions.
Assessors will be looking for evidence of your ability to understand the main
ideas and detailed factual information, the opinions and attitudes of speakers,
the purpose of an utterance and evidence of your ability to follow the
development of ideas.
The Reading component (60 minutes) consists of 40 questions,
designed to test a wide range of reading skills. These include reading for gist,
reading for main ideas, reading for detail, skimming, understanding logical
argument and recognising writers' opinions, attitudes and purpose.
Writing (60 minutes). In IELTS Academic test topics are of general
interest to, and suitable for, test takers entering undergraduate and
postgraduate studies or seeking professional registration. There are two tasks:
Task 1 – you will be presented with a graph, table, chart or diagram and asked
to describe, summarise or explain the information in your own words. Task 2
– you will be asked to write an essay in response to a point of view, argument
or problem. In IELTS General Training topics are of general interest. There
are two tasks: Task 1 – you will be presented with a situation and asked to
write a letter requesting information, or explaining the situation. Task 2 – you
will be asked to write an essay in response to a point of view, argument or
problem.
The Speaking component (11-14 minutes) assesses your use of spoken
English. Part 1 – the examiner will ask you general questions about yourself
and a range of familiar topics, such as home, family, work, studies and
interests. This part lasts between four and five minutes. Part 2 – you will be
given a card which asks you to talk about a particular topic for up to two
minutes. The examiner will then ask one or two questions on the same topic.
Part 3 – you will be asked further questions about the topic in Part 2. These
will give you the opportunity to discuss more abstract ideas and issues. This
part of the test lasts between four and five minutes.
41
3. What are the two versions of IELTS? What is the difference
between them?
4. How long does the test last?
5. What parts are included in the test?
6. Describe each part of the exam.
Read the text and choose the correct letter (A, B, C or D).
42
and rehabilitating mined areas, the coal industry minimises the impact on
the neighbouring community, the immediate environment and long-term
land capability.
Dust levels are controlled by spraying roads and stockpiles, and water
pollution is controlled by carefully separating clean water runoff from runoff
which contains sediments or salt from mine workings. The latter is treated and
reused for dust suppression. Noise is controlled by modifying equipment and
by using insulation and sound enclosures around machinery.
Since mining activities represent only a temporary use of the land,
extensive rehabilitation measures are adopted to ensure that land capability
after mining meets agreed and appropriate standards which, in some cases, are
superior to the land’s pre-mining condition. Where the mining is
underground, the surface area can be simultaneously used for forests, cattle
grazing and crop raising, or even reservoirs and urban development, with little
or no disruption to the existing land use. In all cases, mining is subject to
stringent controls and approvals processes.
4 Compared with ordinary coal, new, ‘clean’ coals may generate power
A more cleanly and more efficiently.
B more cleanly but less efficiently.
C more cleanly but at higher cost.
D more cleanly but much more slowly.
43
B topsoil taken from the site before mining.
C fresh water from nearby dams.
D runoff water containing sediments.
Writing.
Ex. 11. Watch the video ‘Filip’s IELTS story’ and answer the questions.
Project.
a) Go http://www.cam.ac.uk/, http://www.harvard.edu/,
https://www.utoronto.ca/ and study the information about different
courses connected with your major. What are the opportunities for
students in your field? Share this information with your group mates.
44
b) If you want to be an expert in your field and work in an international
environment you might take special language exams to meet your
professional needs.
Go http://www.toleslegal.com/,
http://www.cambridgeenglish.org/teaching-english/teaching-
qualifications/tkt/, http://my.engineering.queensu.ca/Current-
Students/First-Year-Studies/EPT.html and study the information about the
exams available for specialists in your field.
45
MODULE 3
PREPARING TO COMMUNICATE ACROSS CULTURES
LESSON 1
DEVELOPING INTERCULTURAL SKILLS
Ex. 2. Read the emails which Jack receives from his colleagues with
advice on dealing with the problem.
Student A: read email 1.
Student B: read email 2.
Tell each other what his colleagues recommend and decide what would be the
best thing for Jack to do.
46
Email 1:
Hi Jack
Sorry to hear about the problems. Not sure what is going on. I heard that quite
a few managers in the local operation in India are unhappy about the new
centralised reporting system. This might explain the delay in getting figures to
you. Seems like they feel you’re checking up on them!
Not sure about the escalation idea. What kind of relationship do you have
with Akash and his manager? You haven't visited them yet, have you? I think
you should probably get across there and do some relationship building. All
this asking for figures by email can come across as pretty disrespectful
sometimes. Be careful just relying on mail.
Piotr
Email 2:
Dear Jack
I had a similar problem last year. Kept asking for information but never got
anything. The problem was actually IT. They couldn’t get the figures out of
the system for some reason. And they didn't want to tell me because they
didn’t want to say no to me ... so they said yes all the time and never
delivered. It’s actually a cultural thing.
To get things moving, you could ask your boss to speak to the local boss in
India. Probably best handled at that level as you may not have the authority to
speak to high-level management. It can be very hierarchical there, as you
know.
Sorry I can’t be more helpful. Good luck!
Cheers
Javed
Ex. 3. What is ‘flexible thinking'? Share your ideas with your group-
mates.
Ex. 4. Read what Craig Storti in his book The Art of Crossing Cultures says
about flexible thinking.
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You’re not so quick to judge any more ... you give the benefit of the doubt.
Flexible thinking model
Flexible thinking stops people judging others’ behaviours negatively
too quickly. It makes people more open and interact more positively with each
other and creates a stronger foundation for cooperation and mutual learning
- all with the simple step of trying to understand the world from the other
person’s point of view.
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What do you think is happening in each case?
Which cultural, personality and business factors could be important?
How are the people involved seeing things? Are they thinking flexibly
or inflexibly?
Ex. 10. (Track 7) Listen to the second part of the interview in which
Bo describes two examples of cultural misunderstanding in his
organization. Answer the following questions:
1. Why does the other department see itself as 'the kings of the company’?
2. What is the main difference in approach to store design between the
two departments?
3. What can be the result of the cultural differences between departments?
4. Which part of the company does Bo describe first? What is the problem
with this part of the company in his opinion?
5. What is the second part of the company? What is the problem?
6. How does Bo summarize the differences between the cultures of these
two departments?
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Ex. 11. These words and phrases can describe organizational culture.
top-down task-oriented
people-oriented individualistic
risk-focused cost-driven
quality-focused action-oriented
team-oriented bottom-up
Ex. 12. Study the information about Apple’s Corporate Culture. Make a
list of 3 facts which are truly surprising. Share them with the group-
mates.
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The combination of these characteristics in Apple’s corporate culture
supports the firm’s industry leadership. They are key factors that enable
success and competitive advantage. Creativity and excellence are especially
important in Apple’s rapid innovation processes.
Ex. 13. Go https://intothelook.wordpress.com/2013/11/24/apples-
corporate-culture/
Enjoy APPLE’S employee recruiting video. Explain why you
would/wouldn’t like to work there.
LESSON 2.
STRATEGIES FOR MANAGING FIRST MEETINGS
Senegal
Japan
Germany
Kazakhstan
1. Greetings are rather formal due to the hierarchical nature of society. The
common greeting is the handshake, often done with both hands and a smile.
Some men will not shake hands with women, so be sensitive to these religious
differences. Wait until invited before using someone’s first name, although
the invitation generally comes early in the relationship.
2. Greetings are formal. A quick, firm handshake is the traditional greeting.
Titles are very important and denote respect. Use a person’s title and their
surname until invited to use their first name. In general, wait for your host or
51
hostess to introduce you to a group. When entering a room, shake hands with
everyone individually, including children.
3. Greetings are very formal and ritualized. It is important to show the correct
amount of respect and difference to someone based upon their status relative
to your own. If at all possible, wait to be introduced. It can be seen as impolite
to introduce yourself, even in a large gathering. A foreign visitor may bow the
head slightly, since no one expects foreigners to generally understand the
nuances of bowing.
4. When people greet, they take time to ask about the health and welfare of
family members. It is customary for these questions to be asked over a very
long handshake. People should be addressed by their academic, professional
or honorific title and their surname or first name
Ex. 4. Complete these open questions which you could use during the first
conversation with a stranger.
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Ex. 5. (Track 9) Listen to a conversation between Pavel Simon,
working in his Prague office, and Jon Sondheim from the US, visiting the
Czech Republic. They are meeting for the first time. Answer the
following questions:
53
their private ‘space’. Therefore they may appear serious and a bit distant during
initial social conversations-this is the ‘hard shell’ you experience when you first
meet coconuts. It can mean that not much personal information is shared in the
beginning; this is perceived as being polite. For peaches, it’s difficult to get to
know a coconut fast.
Peaches, on the other hand, are seen as relatively more sociable. They like
‘large talk’ with people they don’t know. They like to share personal space with
others and even talk about private aspects easily. Peaches are more likely to
smile a lot and be enthusiastic towards others. This is politeness. Of course, they
still keep a small area, the ‘peach stone’, private from others.
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Ex. 11 Role-play
55
Out of work interests: You play in a Work abroad: In Helsinki three days
rock band per week
Ex. 12. After the role play, as a group, discuss the following questions:
LESSON 3.
COMMUNICATION STRATEGY IN CORPORATE CULTURE
Ex. 1.
a) Jose Romeu is a senior executive in a large multinational Spanish
bank which recently took over a local bank in Russia. He met the local
Russian management team in Moscow for the first time and gave a 30-
minute presentation to launch a new international partnership after the
takeover. What do you think should be his main message to the Russian
management team?
b) (Track 11) Listen to the first part of the interview with Jose
Romeu and answer the following questions:
Ex. 2. (Track 12) Listen to the second part of the interview and
answer the following questions.
Ex. 3. How far do you agree with Jose’s advice? In what other situations
could you apply this advice?
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Ex. 4. When working across cultures we need to communicate sensitively,
particularly when giving both good and bad news.
Read the strategies for communicating good and bad news. Each
sentence (1-7) represents one of the strategies for communicating good
and bad news sensitively (a-g). Match each strategy to the correct
sentence.
Ex. 5. Replace the underlined parts from the above extract with as many
different words and phrases of your own as you can, keeping the original
meaning.
Ex. 6. Read the email and redraft it using the strategies from Ex. 4 (a-g)
to communicate the main messages more sensitively. Read out your
emails to the class and say which email is the most sensitive and effective.
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To: All heads of IT department
Subject: Management team meeting
Dear all
Next Monday during the afternoon we will install some new software features
on the company IT platform to increase functionality. This means that email
will be unavailable for 24 hours from Monday 13.00.
Regards
Ex. 7. In the book Riding the Waves of Culture, the authors investigate
differences in the way people speak and listen across national cultures.
Read the descriptions of three different communication styles based on
their work.
a. Speakers give their opinions briefly with just a little information - this is
seen as more modest and less dominant. There is lots of silence to allow
people time to think and reflect. People are not direct when giving an
opinion because harmony in the group is seen as important. People may
not disagree strongly. Not so much time is taken to clarify what was said.
Professionals are expected to understand the first time.
b. People can give opinions in a very emotional or creative way. They may
move around many subjects and talk so much that the only way to stop
them is to interrupt them, and this is acceptable. People speak as others are
speaking. If you don’t interrupt, you never get a chance to speak. Little
time is allowed for clarification. It is more important to give an opinion
than to check you have understood the other person’s opinion.
c. In discussions people speak for a long time when giving an opinion, and
can be powerful and direct. It is seen as professional to be analytical, to
give all the facts and to have a strong opinion. Interruption is seen as
impolite. You wait until it is your turn to speak - you know when that is
because the other person just stops talking. It is possible to start your turn
with a strong and direct disagreement with the other person.
Ex. 8. Which style is the closest to the style in your culture? Which do
you think is the most effective?
Ex. 9. One way to manage these different styles and create a clear flow of
communication is to use an interactive communication style. Read the
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guidelines and fill in the gaps (1-7) with the phrases from the box.
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Jari: .......................................................
Marie: .................. ....................................
Sue: .......................................................
Ex.13 Role-play
Topic 1
1. Research shows that telephone conferences are much less effective than
face-to-face meetings. The general level of involvement is lower: for
example, people often write emails as they listen and don’t concentrate on
what is said. Participants’ understanding of the discussion also decreases: it’s
more difficult to follow the discussion without the support of body language.
Another major problem is that native speakers of the language being used
tend to talk too much compared to the non-native speakers. What can
organizations do to make telephone conferences more effective?
Topic 2
2. Research shows that most people complain about the use of email in their
organisation. They complain that they receive too many unnecessary emails.
They say that the emails which they do receive are usually written too quickly
and are not clear enough, leading to further email exchanges. Many people
report that email is a frequent generator of misunderstanding and even
conflict. What can organisations do to make email communication more
effective?
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MODULE 4.
A FOREIGN LANGUAGE AND INTERNATIONAL
COOPERATION
LESSON 1.
APPLICATION FOR A GRANT: A COVER LETTER,
A MOTIVATION LETTER, A LETTER FOR
RECOMMENDATION
What is a grant?
What is the difference between grants, loans and scholarship?
What international grants do you know?
Enumerate several Federal grants.
What documents do you need to apply for a grant?
Ex. 2. Go http:// grantist.com and make a top list of the most interesting
grant programmes for you. Compare your list with your group-mates’
lists. Have you included the same grant programmes?
A grant is money that does not need to be repaid given by one party to
another. Grants are typically given by a government agency or philanthropic
organization to fund specific projects by a nonprofit entity, educational
institution, a business or an individual. By locating, applying for and winning
relevant grants, you or your organization may get the funding to support your
project. Although each grant requires different processes, the sample
documents below provide a good overview for the documents that may be
required for applying to grants. Method One of Four: Identify potential grants.
You can identify potential grant funding opportunities by searching the
federal government’s grant website. The website allows you to search by
keyword. If you are searching for new grant opportunities, perform a keyword
search that best reflects your business products, research areas or business
needs. Quickly review the search results by clicking on the Funding
Opportunity Number, which is a hyperlink that will redirect you to additional
information about the grant. Download a Grant Application Package. Once
you have determined that you meet the eligibility and scope of work
requirements, download the grant application. You can download the grant
application. In order to submit a grant application, you must register as either
61
an individual or business applicant. You can register online. Generally, you
will need to provide the following information :As an individual registrant,
you must know funding number of the grant for which you are applying. You
will need the following information to get your DUNS number: your legal
name; the name and address of your business headquarters; any other
organization names used by your business; the mailing address if different
from the physical or business address; and a business telephone number,
contact name and title. You may also need to provide the number of
employees at your organization.
Ex. 4. Study the instructions how to write a cover letter and answer the
following questions and discuss them with your group-mates:
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5. Write one or two more brief paragraph. State your project's purpose and
how it fits with the funder's mission or funding priorities. Include the fact
that your board of directors fully supports the project.
6. End your letter with a summarizing paragraph. Add what this funding
partnership can mean for your project's target audience. You might want
to include an invitation for a site visit as well.
7. Use a closing such as "Sincerely."
8. The letter should be signed by the executive director or the board
president, or both. Below the signature, type the signer's first name,
middle initial, last name, and job title. Although the ED or board president
should sign the letter, do include the contact information for the best
person to answer questions at the end of the last paragraph.
9. At the bottom of the letter, include the word, "ENCLOSURE" (in all
caps).
Ex. 5. Role-play
Speaker 1. You are an expert on academic writing. You are having a
discussion class with two students on writing cover letters. Write down all the
tips which you think are essential for writing a good cover letter. When you
are ready, start the discussion with your students.
Speaker 2, 3. You are university students who are preparing for the
discussion class on writing cover letters. Make up some questions on this
topic to ask your teacher and when you are ready, start the discussion.
Study the sample cover letter and match these functions (1-5) with
paragraphs ( a-e):
1) request
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2) information about grant
3) project’s purpose
4) address
5) project’s target
a) Mary Smith,
PhD Program Officer
Community Foundation
4321 Common Lane
Some City, YZ 55555
b) The Some City Senior Center respectfully requests a grant of $50,000 for
our Senior Latino Community Outreach Pilot Project.
c) As the largest senior center in Any County, serving over 450 seniors every
day, we are aware of the changing demographics in our service area. And we
are committed to growing and adapting our center to meet emerging needs.
The Senior Latino Community Outreach Pilot Project will allow us to pilot a
one-year effort to determine if our center can effectively:
provide comprehensive access to health and social services to seniors in
the Latino communities served by our center, and
raise and fully integrate the cultural competency of the board, staff,
and volunteers of the Some City Senior Center.
e) Through this project, the Center will become the primary referral given
by Health Access Latinos, Families of Any County, and three community
clinics within a fifteen-mile radius of our center. We will also accept referrals
of Spanish-speaking seniors from any other community agency in our
immediate service area.
Thank you for your consideration of our request. I will follow up with you
in the next week to answer any questions you might have, as well as to learn
whether we might meet with you to discuss the merits of our proposal.
Meanwhile, should you have any questions, please feel free to contact Connie
Jones, our Director of Development, at (555) 555-5555, x555, or
cjones@scsc.org.
64
Sincerely,
Jane Lovely
Executive Director
ENCLOSURE
Ex. 7. Read the example of a motivation letter and find the following
parts:
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Ex. 8. Another necessary thing to apply for a grant is a letter for
recommendation.
a) Every recommendation letter must have the following functions:
description of services,
description of personal characteristic,
recommendation.
66
b) Read these letters for recommendations. Check if the letters contain all the
functions mentioned above.
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68
69
Ex. 9. Project.
Go FREE Science Resource From the California Academy of Sciences;
Beckman Award for Teachers; High School Journalism Teacher Award
and study a list of grant programmes, choose the most interesting for you
and prepare all necessary documents (a cover letter, a motivation letter
and a letter of recommendation).
LESSON 2
INTERNATIONAL COOPERATION
TEMPUS
TEMPUS is the European Union’s programme which supports the
modernisation of higher education in the EU's surrounding area. Tempus
promotes institutional cooperation that involves the European Union and
Partner Countries and focuses on the reform and modernisation of higher
education systems in the Partner Countries of Eastern Europe, Central Asia,
the Western Balkans and the Mediterranean region.
It also aims to promote voluntary convergence of the higher education
systems in the Partner Countries with EU developments in the field of higher
education. With regards to the Western Balkans, Tempus contributes to
preparing the candidate and potential candidate countries for a participation in
the integrated Life Long Learning Programme.
In addition to promoting cooperation between institutions, Tempus also
promotes a people-to-people approach. Tempus provides support to consortia
of institutions composed mainly of universities or university associations.
Non-academic partners can also be part of a consortium.
The Tempus programme is implemented in close coordination with the
Erasmus Mundus programme which provides scholarships to third country
students allowing them to participate in top-level Master courses and
Doctorate programmes outside the EU.
70
Ex. 3. Go http:// Studyinhungary.hu and watch the interview with
international students who study in Hungary due to TEMPUS and
answer these questions:
Riho
LESSON 3
GRANTS AND INTERNATIONAL STUDENT ORGANIZATIONS
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3) telling a success story
4) warning
5) giving instructions
Ex. 5. Read the information about new international grants. Choose the
most interesting one for you and tell the class about it.
72
teaching workshops and other professional development opportunities.
Prize: Many grants are available; local workshop funding is available up to
$2,500.
Grants for Boat and Car Maintenance Programs
Do you need funding for a hands-on boat or car maintenance learning
program? The RPM Foundation provides grants to organizations to support
hands-on learning projects for high school and college-aged students. In the
past, high schools, museums, and career learning centers have earned grants
to offer hands-on restoration and maintenance projects. Check out the list of
past recipients to see if your program fits.
Prize: Several grants are available; first-time grants average $10,000.
Field Trip Grants from the Civil War Trust
Want to get outdoors for a history lesson? The Civil War Trust's field trip
grants allow K-12 educators to take students on learning trips at natural
historic sites. In particular, The Trust provides grants to help educators plan
field trips to Civil War, War of 1812, and Revolutionary War battlefields, as
well as related historic sites.
Prize: Grants are available up to $1,500.
73
MODULE 5. DISTANCE EDUCATION
Ex. 1. Read the following quote. How do you understand it? Has the
Internet changed your studying? How do you use it in your education?
Ex. 3. Read the article uploaded to find out more facts about distance
education. Put the stages of distance learning history in the chronological
order.
c) Correspondence study
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e) Audio-based distance education
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and exchange images of objects and documents. File sharing and application
sharing is also possible.
76
more or less time to complete depending on the specific degree requirements,
transfer credits and if the learner is on part-time or full-time study.
One other advantage of online learning is that you are not constrained
by geographical location. No matter where you live, you may be able to study
at any college of your choice located anywhere in the world.
Distance education certainly is not suited for every type of learner and
it is important that you have independence, discipline, dedication and
organizational skills.
Once you have earned your education, it is up to you to decide what the
next step will be. Earning your bachelor's degree can put you on your way to
graduate school, where you will be able to undertake your master's degree and
move on to a PhD programme, for example.
On the other hand, earning this undergraduate degree will also offer
you the adequate preparation to enter the workforce.
77
Ex. 6. What is your major at the university? Do you think it's possible to
complete your Bachelor's programme online? Check it using
http://www.distance-learning-college-guide.com.
LESSON 2.
DISTANCE EDUCATION
Model:
78
Ex. 2. How do you think experienced professors regard distance
education? Watch the video and find out if the statements are true or
false.
79
Accessibility. Online classes address physical accessibility issues that
some people with limited mobility encounter when taking traditional
classes. Disadvantages of distance learning to the learner:
Ex. 4. Role-play.
Speaker 1: You're going to enroll for an online course. That makes you so
excited that you are looking forward to sharing this information with the best
friend of yours. He/She turns out to be against e-learning at all. Try to
persuade him/her in positive aspects of distance education.
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Ex. 5. Despite all disadvantages your friend has decided to study at an
online university. What tips would you give him/her? Make your own list
of 5-10 tips, then compare it with the followings.
It is very easy to lose motivation and become distracted when you are
working alone, without peer support. Good time management, along with
consistent communication, will help you develop excellent work habits and
ensure your success.
Before your first class starts, preview and, if possible, print out all of
the course materials and syllabi related to your coursework.
Chat with your classmates and your teachers online, communicate with
them via email, and seek help if you do not fully understand an assignment or
concept.
81
cram at the last minute or feeling overwhelmed as the assignments become
more challenging.
Come to Class Ready to Work. Set your frame of mind in the same
way you would for a traditional class, and take the coursework seriously. In
addition, take notes of all of the critical points the instructor presents in class,
and prepare in advance for upcoming quizzes and exams.
Set a Time of the Day or Week for Your Class. Put aside your other
chores and activities, and find a quiet area where you can "go to class" online.
Ex. 7. Enumerate all the tips from the article and the website that you
liked. Share your list with the class. Try to make one list of the best tips
together.
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LESSON 3.
Ex. 1. a) Watch the video and find out what the abbreviation MOOC
stands for. What does it mean?
b) Watch the video again. Fill in the gaps with the words from the
video.
Imagine you could take a course from one of the greatest
____________. In the right hands the potential of digital technology is
endless. Bringing university courses online allows the best professors to
____________ their brightest ideas with the world welcoming students and
independent ____________ of all ages. In fact it's already happening. When a
few Stanford university professors opened their courses to the world it was a
monumental _____________ with more than a quarter of a million students
enrolling in just two courses. Since then professors from the world's finest
_____________ institutions have created hundreds of open courses. So what
does all of this mean for the future of __________ education?
As the president of Stanford University put it there's a tsunami coming
but we don't want educators to get swept away. We want to help them ride the
wave. That's why we're establishing ________________ with top professors
and universities to produce high quality online courses that will attract tens of
______________of students from around the globe.
Okay, so how does this actually work? An open course is not about
simply filming 90-minute ______________, it's about creating custom
content designed specifically for online _______________. An open course
transforms the traditional course concept, uses multimedia formats and allows
for easy________________ online. Our long lectures are broken down into
short videos explaining individual concepts, so students can
______________, pause or revisit topics whenever they like. After every
sequence students take short ______________or submit assignments to
ensure they understand what's being explained and stay engaged. Hmm, this
sounds very interesting. But isn't a lot of learning about interaction with other
students? We agree that learning with and from each other is
_____________. That's what makes the University campus so vibrant. Now
imagine thousands of students from all walks of life coming together to learn
with and from each other on a digital campus. Obviously no one professor can
answer questions from thousands of students. So just like on a traditional
campus ________________ learning is a core component of an open online
course. All students will post, _____________ and answer questions. They
even ensure quality control. By voting for helpful responses they let the best
content bubble to the top. This logic also works with _______________.
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Where multiple-choice doesn't cut it, peer-to-peer grading can be used to
provide qualitative feedback. In the end a ____________ shows what students
have learned and where they rank amongst their peers. The idea is simple.
Millions are already learning online. Joining us now is up to you.
Ex. 2. Here is a list of the most popular MOOCs. Search the Internet for
some general information about one of the MOOCs. Tell the class about
it using the following plan:
1) When and where was it invented?
2) Who was it invented by?
3) What does it provide a student with?
4) What are the main peculiarities of this massive open online course?
https://www.coursera.org
https://www.EdX.org
https://www.udacity.com
http://oyc.yale.edu/courses
http://academicearth.org/
https://htmlacademy.ru
http://ocw.mit.edu/index.htm
https://www.khanacademy.org/
https://www.futurelearn.com
3. Read the information about one of the top MOOCs. Who was it
founded by? What does it offer? What do courses include? What do you
have after completion of a course?
Coursera is a venture-backed, education-focused technology company
founded by Stanford professors Andrew Ng and Daphne Koller that offers
online courses and is based in Mountain View, CA. Coursera works with
universities and other organizations to offer online courses, specializations,
and degrees in a variety of subjects, such as engineering, humanities,
medicine, biology, social sciences, mathematics, business, computer science,
digital marketing, data science, and others. Every course on Coursera is taught
by top instructors from the world’s best universities and educational
institutions. Courses include recorded video lectures, auto-graded and peer-
reviewed assignments, and community discussion forums. When you
complete a course, you’ll receive a sharable electronic Course Certificate.
84
-This course aims to teach everyone the basics of programming
computers using Python.
-Who should be able to master it?
-Anyone with moderate computer experience.
-What's the language of the course?
-English. Besides, Chinese subtitles are available.
-How long does it take to complete the course?
-It takes 2-4 hours.
-What do you get after completing the course?
- Once a student completes this course, they will be ready to take more
advanced programming courses.
5. Tell the others about your group-mate's course using the information
from the dialogue.
6. Go round the class and exchange the information about the course
you've chosen with as many students as possible. How do you find the
courses of your group-mates? Have you changed your mind about the
course to choose?
7. Go https://www.coursera.org. Watch a video lecture from the course
you like. Prepare a visual presentation on the topic of the lecture. Follow
the plan:
1) introduction;
2) opening;
3) the middle/main part;
4) conclusion;
5) feedback session.
85
СПИСОК ИСПОЛЬЗОВАННОЙ ЛИТЕРАТУРЫ
Электронные источники
http://www.cam.ac.uk/
http://www.harvard.edu/
https://www.utoronto.ca/
http://www.ets.org/toefl
http://www.cambridgeenglish.org/exams
http://www.fulbright.ru
http://www.distance-learning-college-guide.com
https://www.youtube.com/watch?v=-ESqMeZGQKw
https://www.youtube.com/watch?v=b_N_NHbC80E
https://www.coursera.org
https://intothelook.wordpress.com/2013/11/24/apples-corporate-culture/
https://www.glassdoor.com/Award/Best-Places-to-Work-LST_KQ0,19.htm
http://www.businessinsider.com/25-best-corporate-cultures-2014-8/#no-24-
progressive-2
http://www.fulbright.ru
http://www.tempus.ru
http://studyinhungary.hu
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