UNIT 5 A.

WRITING The Curriculum Vitae and The Letter of Application The Curriculum Vitae A curriculum vitae (known as C.V. for short) is a short account, laid out in a clear form, of the details of your life. It includes the following things: your name and precise address and telephone number your date of birth a precise record of schools attended a precise record of colleges/faculties attended examination qualifications personal achievements (e.g. in sport or music etc.) employment positions held (including part-time work) interests and activities future education plans references (names and addresses of responsible people who will write a reference for you if approached) CURRICULUM VITAE Andrew Foster 105 Cheriton Road Dorchester Dorset DY4 4HQ Telephone: Dorchester (0305) 69542 Date of Birth: January 15th, 1948 Nationality: British Languages: Conversational French Computer literacy: WordPerfect, Lotus 1-2-3 Education 1953-1960 Maynard Boys Junior School, Waltham Forest, London 1960-1967 Romford Royal Liberty School, Romford, Essex 1968-1971 Hull University, Yorkshire 1974-1976 Darlington Hall, Devon 1977-1978 College of St Mark and St John, Plymouth

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Qualifications GCE 0 level examinations (June 1965): English Language (3); English Literature (4); Mathematics (5); Combined Science (6); History (1); Geography (1) GCE A level examinations (June 1967): History (B); Economics (E); Geography (B) 2nd Class Honours Degree in Psychology (B. Sc.) from Hull University (1971) Diploma in Music (Darlington Hall, 1976) Post-Graduate Certificate of Education in Primary Teaching (1978) Other Achievements Captain of School Swimming Team (1966-67); School Basketball Team; School Debating Team; School Debating Vice-Captain (1967); University Basketball Team; President of University Arts Society (1970); President of Student Union, Darlington Hall, (1975-1976) Employment 1964-1967 1966-1969 9/67 to 4/68 9/71 to 10/72 10/72 to 7/74 10/76 to 6/77 9/78 to 7/81 4/83 Part-time work weekends/holidays furniture removal Christmas work for Post Office Salesman, Little Foxes Record Shop, Fulham, London Salesman, HMV Record Shop, London Junior Officer, Arts Council, London Paid sabbatical president, students union, Darlington Hall Teacher, Grove Middle School, Dorchester Self-employed harpsichord constructor

Interests and Activities Playing the piano and harpsichord; chess; literature; psychology; hill walking; horticulture Personal Married 1979 Two children, born 1981 and 1982 References Dr. Bryan Tunniwell, Darlington Hall, Devon Mr Richard Raine, Headmaster, Grove Middle School, Dorchester, Dorset 1. Adapt and transfer the information in this Curriculum Vitae to the European Curriculum Vitae Format on the next page.

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EUROPEAN CURRICULUM VITAE FORMAT

PERSONAL INFORM N ATIO

[SURNAM ,ot e n m (s)] E hr a e [H sen m e st e n m , p cod , cit cou t ] ou u b r, re t a e ost e y, n ry

W RK EXPERIENCE O
Dates (from to) Nam and address of em er e ploy Type of busin or sector ess Occupation or position held Main activities and responsibilities [ Add separate entries for each relevant post occupied, starting w the m recent. ] ith ost

EDUCATIONANDTRAININ G
Dates (from to) Nam and type of organisation e providing education and training Principal subjects/occupational skills covered Title of qualification aw arded Level in national classification (if appropriate) [ Add separate entries for each relevant course you have com pleted, starting w the m ith ost recent. ]

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PERSONAL

SKILLS

AND COMPETENCES

Acquired in the course of life and career but not necessarily covered by formal certificates and diplomas.

MOTHER TONGUE OTHER LANGUAGES

[ Specify mother tongue ]

[ Specify language ] [ Indicate level: excellent, good, basic. ] [ Indicate level: excellent, good, basic. ] [ Indicate level: excellent, good, basic. ] [ Describe these competences and indicate where they were acquired. ]

SOCIAL

SKILLS

AND COMPETENCES

Living and working with other people, in multicultural environments, in positions where communication is important and situations where teamwork is essential (for example culture and sports), etc.

ORGANISATIONAL

SKILLS

AND COMPETENCES

[ Describe these competences and indicate where they were acquired. ]

Coordination and administration of people, projects and budgets; at work, in voluntary work (for example culture and sports) and at home, etc.

TECHNICAL

SKILLS

AND COMPETENCES

[ Describe these competences and indicate where they were acquired. ]

With computers, specific kinds of equipment, machinery, etc.

ARTISTIC

SKILLS

AND COMPETENCES

[ Describe these competences and indicate where they were acquired. ]

Music, writing, design, etc.

OTHER

SKILLS

AND COMPETENCES

[ Describe these competences and indicate where they were acquired. ]

Competences not mentioned above.

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DRIVING ADDITIONAL

LICENCE(S)

INFORMATION

[ Include here any other information that may be relevant, for example contact persons, references, etc. ]

ANNEXES

[ List any attached annexes. ]

The Letter of Application A letter of application should include the following: where you got the information to make the application inquires about the thing you are applying for your personal interests and professional experience that may make your application successful, including qualifications. your ability to speak foreign languages Language notes Introduction: Id like to apply for Job:the job/post/position advertised in /I saw advertised in /Ive just seen in the bursary/scholarship course/cultural exchange Experience: recent for the last Ive been Ive been since general Ive had experience of Ive done before past In 1979 I worked before that I worked Interests: Im very (especially) interested in Im rather keen on One of the reasons Im applying is One of my reasons for applying is Writing biographical information I was born and brought up in was educated at was given a job dismissed was injured in a car crash Time sequences: after and before: After this, I After graduating from high school, I applied for Before this, I had worked in Before moving to Bucharest, I sold my house in Cluj. 65

 same time:

Until then, I lived/had lived During this period, I become ill While working at , I got interested While I was working at It was then that I started

Model 14, Newton Road Densfield Worcestershire WO4 6YH Tel: (01256) 456789 18th May 1992 Ms A Winter, Personnel Manager, LIB Publishing 45 Book Street London W1B 4BK Dear Ms Winter, I am writing to apply for the position of Editorial Assistant that you advertised in The Guardian on 8th May 1996, as I believe it offers the career challenge which I am seeking. As you will see from my enclosed Curriculum Vitae, I graduated from the University of Sussex last year and since then I have had a successful year working in a scientific environment with a local chemical services firm. I would like to highlight the following skills which I believe would add value to your organisation: Organisational skills - developed in my current job with Desford Chemical Services. Accounting skills - developed in my role as University Entertainments Officer where I prepared annual reports and accounts and was responsible for a budget of 15,000 per annum. Interpersonal skills - developed through working in a team environment in my current role and through a number of holiday vacation positions. I have a keen interest in scientific publishing and would appreciate the opportunity of an interview to discuss why I believe I am a good match for your requirements. Id be grateful if you could tell me what the wages and hours are before you invite me for an interview. I look forward to hearing from you.

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Yours sincerely, Angela Nadia Smith 2. Apply for the following summer job advertised in the Wales Advertiser. Give personal details, ask about wages, hours and length of season. Can you swim ? Earn some money this season on one of the loveliest beaches in Wales as a life guard. Apply in writing to: The Town Clerk, Town Hall, Bangor, Wales 3. Read the following advertisement Work experience! Come and work in the U.K. for six months or a year, at our expense! The British Government are just beginning a scheme whereby exchanges may be arranged between you and someone in Britain doing the same job. Youll work in Britain while someone works in your job. Apply to: JOB SWAP Department for Economic Trade and Development London WC2 5TR Great Britain. Write a letter of application to the local British Council for the scheme. Explain why an exchange would be interesting/useful to you. Say something about your English ability. Ask for more details, or about anything youre not clear about.

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B. GRAMMAR Inversion Use 1. After adverbials (adverbs, adverbial phrase) at the beginning of a clause. Never have I heard such a thing. I have never heard such an excuse. 2. Time expressions: never, rarely, seldom. These are most commonly used with PRESENT PERFECT, PAST PERFECT, MODALS Rarely/Seldom/Never had I seen such a behaviour. 3. Time expressions: hardly, barely, scarcely, no sooner. These refer to an event that quickly follows another. They are used with PAST PERFECT, although no sooner can be followed by PAST SIMPLE. Hardly/Barely/Scarcely had I entered the room when the phone rang. No sooner had I entered the room than the phone rang. 4. After only. Only later did I realize Mary was right. Only after learning the theory was I able to solve the exercise correctly. Only after I posted the letter, did I remember that I had forgotten to put on a stamp. Only if you tell me what is wrong can I help you. Only when you tell me what is wrong can I help you. 5. Phrases containing no/not (under no circumstances, on no account, at no time, in no way, on no condition, not until, not onlybut also) On no condition are you to open this box. Not until I got home did I notice that I had the wrong umbrella. Not only did he fail to report the accident, but also later he denied that he had been driving the car. 6. Little Little did she care about her job. 7. Three types of IF-sentences can be inverted when IF is not used.

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A. If they were to escape the police, the police would catch them again. (Type 2) Were they to escape, the police would catch them again. If the police had found out, I would have been in trouble. Were the police to have found out, I would have been in trouble. (Type 3) B. If you should meet her, tell her that I love her. Should you meet her, tell her that I love her. C. If I had been there, I would have helped you. Had I been there, I would have helped you. 8. After so, neither, nor. - I like pizza. - So do I. SUCH+NOUN Such fun am I having that I dont want to leave. Such a relief did she feel that she couldnt speak. SO+ADJECTIF/ADVERB So impressive was everything that he burst out crying. So impressive a show was it that he burst out crying. 10. A MAY-clause introduced by although Although it may be difficult, I want to do it. Difficult as it may be, I want to do it. 11. After as We were short of money, as were most people in our neighbourhood. Exercises Rephrase the following sentences 1. The facts were not all made public until later. Only _____________________________________ 2. If I had realized what would happen, I wouldnt have accepted the job. Had ______________________________________ 3. The response to our appeal was so great that we had to take on more staff. Such _____________________________________ - I dont like tea. - Neither/ nor do I.

9. With so and such

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4. Harry broke his leg, and also injured his shoulder. Not only __________________________________ 5. The police didnt at all suspect that the judge was murdered. Little _____________________________________ 6. If you do happen to see Helen, could you ask her to call me. Should ____________________________________ 7. The bus driver cannot be blamed for the accident in any way. In ________________________________________ 8. The snowfall was so heavy that all the trains had to be cancelled. So ________________________________________ 9. There was so much uncertainty that the financial markets remained closed. Such ______________________________________ 10. You wont be allowed in until your identity has been checked. Only ______________________________________ 11. Just after the play started there was a power failure. Hardly _____________________________________ 12. The Prime Minister has hardly ever made a speech as inept as this. Rarely _____________________________________ 13. We had only just arrived home when the police called. Scarcely ___________________________________ 14. Press photographers are banned from taking photographs backstage. On no _____________________________________

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C. VOCABULARY Swimming 1. Read the following text and solve the tasks below.
Swimming is the act of moving through the water by using the arms, legs, and body in motions called strokes. The most common strokes are the crawl, backstroke, breaststroke, butterfly, and sidestroke. Swimming is an integral part of almost all water-based activities. It is also a competitive sport itself. Some scientists believe that human beings are born with an instinctive ability to use their arms and legs to stay afloat. That instinct, however, disappears within a few months after birth. Later in life many children and adults learn to swim in order to be safe around the water, to have fun, and to participate in competition. In rivers and oceans, all swimmers should respect the power of nature. Powerful waves, tides, and currents can easily overpower even the most experienced swimmers, sweeping them out beyond safety or throwing them into coral or rocks. Caves pose additional dangers because swimmers can be trapped inside them. Swimmers must follow the instructions of lifeguards and obey posted information about water conditions, tides, and other dangers such as jellyfish or pollution. A good precaution for children is the buddy system, in which each child is paired with another while in the water. This system ensures that no person is swimming alone and that if an emergency does happen, the lifeguard can be notified immediately. Swim meets are organized competitions that pit individual swimmers or swimming teams against each other. Most meets feature preliminary races, called heats, that occur before the finals. The top eight swimmers from the preliminaries compete in the finals of each event. In the finals, the fastest swimmers are assigned to the middle lanes. These lanes are considered most desirable because the swimmers in them are most aware of the positions of their competitors. Swimmers in the middle lanes also encounter the least wave action from the water as it travels from the swimmers and bounces off the sides of the pool. During competition, swimmers must obey the starters commands. When the starter announces Take your marks, all the swimmers must assume the starting position by crouching on the blocks. The starters horn (or pistol) then sounds, indicating the start of the race, and the swimmers dive into the water. In most meets, any swimmer who makes a false start by leaving the starting block before the horn sounds is disqualified. In Olympic competition, two false starts are allowed for the competitors as a whole. After these two, any competitor who makes a false start is disqualified.

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Swimmers are also disqualified for swimming the wrong stroke or for swimming the stroke incorrectly, as judged by officials. Turning incorrectly or failing to surface 15 m after the turn can also lead to disqualification.

A. Decide whether the following statements are true (T) or false (F) according to the text. 1. The strokes are pieces of equipment used by professional swimmers. 2. It is thought that humans are completely incapable of swimming at birth. 3. People learn to swim only for recreational reasons. 4. Swimming is both an individual and a team sport. 5. The heats and the finals take place at the same time. B. Choose the correct answer according to the text. 1. In the text the word overpower means A. to take advantage of, B. to be stronger than, C. to help somebody to become stronger.

2. How many children swim together according to the buddy system? A. four, B. three, C. two.

3. In the text the phrase pit against means A. to make somebody compete against someone else,B. to try hard to achieve something C. to make somebody cooperate with somebody else. 4. Why are the fastest swimmers assigned to the middle lanes? A. so that the spectators can see their performance better, B. because these lanes have several shortcomings, C. because these lanes give them some advantages over their opponents. 5. In the Olympic Games, swimmers are allowed to make: A. no more than two false starts, C. a limitless number of false starts. B. more than two false starts,

2. Each of the following pictures illustrates a swimming stroke. Write their names in the box bellow the pictures. 1 2 3 4 5

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2. Match the names of the swimming strokes with their definitions. 1. crawl a. This stroke is one of the easiest and most relaxing strokes for novices. Competitive swimmers, however, find it difficult because it uses more energy than the crawl and backstroke when swum at a fast pace. When using this stroke, the swimmer enters the water with the body streamlined, facing the pool bottom with arms and legs fully extended. To begin the stroke, the swimmer sweeps the arms out with the hands facing outward and bent slightly upward at the wrist. 2. backstroke b. This stroke is powerful, graceful, and fast. More than any other stroke, it relies on good technique. It is swum with an undulating motion. The arms are brought forward over the waters surface, then brought back together in front of the body simultaneously. Each arm stroke is complemented by two dolphin kicks, meaning the feet are kept together and brought down then up again, much like the motion of a dolphins tail. 3. breaststroke c. This is the only stroke that is swum on the back, with the swimmer looking up. Swimmers therefore cannot see where they are going. Because the face is out of the water, swimmers need no special breathing technique. The flutterkick is similar to that used by crawl swimmers do. 4. butterfly d. This strokes propulsion comes mainly from the legs in a movement called a scissors kick, because the legs are brought together powerfully like the shears of a pair of scissors. The arms provide some propulsion but mainly serve to stabilize the body on its side. 5. sidestroke f. It is the fastest and most efficient swimming technique. It is also called the freestyle, because swimmers use it in freestyle events, which allow the use of any stroke. The swimmer travels through the water with the chest and head pointing downward toward the bottom. The legs

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move in a flutterkick, moving up and down quickly and continually. Each arm stroke begins as the right arm is brought in front and slightly to the right of the swimmers head and into the water. 4. The natural sequence of moments in the following strokes has been mixed up. Look at the pictures and read the fragments carefully to re-establish the appropriate order. a. The swimmer continues the rotation of his Crawl
body, and his face and chest are now submerged. His right arm continues its stroke through the water, providing power and movement. His left arm is back in the water and helps streamline the body as the swimmer glides forward. His legs continue the flutterkick. b. The swimmer now tips his body on its left side and takes a breath. His right arm has finished its stroke through the water and comes above the surface. His left arm moves under the surface to begin its stroke. The flutterkick continues. c. The swimmer is rotating his body down into the water, and his right arm is beginning to pull under his body. The swimmer has swung his left arm through the air out in front of his body and is about to dip it into the water again. His legs continue to move in a flutterkick. d. The swimmer has tipped his body on its right side and it taking a breath. His right arm is stretched out ahead of his body, ready to start pulling down through the water. His left arm has just finished a stroke, and the swimmer has pulled it out of the water and is about to swing it through the air ahead of his body again. The swimmer is moving his feet in a flutterkick. a. The swimmer has tipped her body slightly on the right side. Her right arm is outstretched and is beginning to pull from above her head down through the water. Her left arm is just coming out of the water. The swimmer is moving her feet in a flutterkick. b. The swimmer rotates her body onto its left side. Her left arm begins its stroke down through the water while her right arm comes out of the water and the swimmer begins to pull it through the air ahead of her body. The flutterkick continues. c. The swimmer is rotating her body so that her back has dropped into the water. Her right arm pulls down through the water as her left arm swings up through the air ahead of her body. Her legs continue to move in a flutterkick.

Backstroke

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d. The swimmer starts to rotate her body onto its left side as her left arm dips into the water ahead of her body. Her right arm has finished its stroke through the water and is about to come above the surface again. Her legs continue the flutterkick.

Breaststroke

Butterfly

a. The swimmer drops his face back into the water and throws his arms forward under the water. While keeping his upper legs in position, he swings his lower legs out. When he straightens them again, he will push his body forward. b. The swimmer pulls his head and shoulders entirely out of the water and takes a breath. Having pulled his arms down to his chest the swimmer now pulls his hands up under his chin, just about at water surface. He continues to flex his knees. c. The swimmer begins to rise out of the water. He swings his arms out, bends his elbows, and begins to pull down through the water. He flexes his knees to begin the leg stroke. d. The swimmer has extended his body into a streamlined position and is gliding through the water. His face is under the water surface, and his arms are out ahead of his body. His palms are turned upward, ready to begin a stroke. a. The swimmer has extended his body in a streamlined position, and his face is under the water surface. His arms have just dipped under the water. Facing out, his palms are ready to begin their stroke through the water. His legs have just finished a kick and are now extended. b. The swimmer begins to pull his face out of the water as he bends his elbows and pulls his arms together through the water underneath his body. His

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legs begin to flex together in a powerful dolphin kick. c. He now straightens his arms and throws them forward to begin his next stroke. His face dips under the water again as he streamlines his body. He is about to flex his legs for another quick dolphin kick, which will begin just as his hands hit the water. d. The swimmer arches his back, and his head rises out of the water completely as he takes a breath. His elbows stay bent as the arms continue their stroke through the water. His legs now begin to straighten again.

Sidestroke

a. The swimmer moves back to the original glide position. b. When the glide slows, the swimmer pulls her left arm down through the water as she moves her right arm toward her left shoulder. She draws her knees up toward her chest slightly. c. The swimmer crosses her arms in front of her chest. At the same time, she flexes her knees and kicks her right leg forward in front of the body and her left leg back behind the body. d. With her left ear in the water, the swimmer has extended her body in a streamlined position as she glides through the water.

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