Работайте с партнером. Прочитайте текст и ответьте на вопрос: « What questions did the interviewer ask ?»
THE JOB INTERVIEW
John had a job interview a few days ago at the United Insurance Company. The interview lasted almost an hour, and John had to answer a lot of questions.
First, the interviewer asked John where he had gone to school. Then, she asked if he had had any special training. She asked where he had worked. She also asked whether he was willing to move to another city. She wanted to know if he could work overtime and weekends. She asked him how his health was. She asked him whether he had ever been fired. She wanted to know why he had had four different jobs in the past year.
And finally, the interviewer asked the most difficult question. She wanted to know why John thought he was more qualified for the position than the other sixty-two people who had applied.
8. Закончите предложения :
My children have promised me … .
I would advise my friends not to … .
After breakfast, my husband always asks … .
My mother has offered … .
Контрольная работа №3 по теме: Моя специальность
Задание 1. Прочитайте и переведите текст «From Free Play to Organized Recreation» по ссылке: http://www.faqs.org/childhood/Me-Pa/Organized-Recreation-and-Youth-Groups.html
By the last half of the nineteenth century, industrialization brought about sweeping changes in Europe and the United States. As the industrial labor force organized into craft unions, working conditions improved, levels of pay increased, and hours of work were cut back. Children, who had worked long, hard hours in factories, mines, and big-city sweatshops, were freed of this burden through CHILD LABOR legislation. Increasing numbers of children and youth now had significant periods of unoccupied free time available, and they were lured by the attraction of adults' recreations, including drinking, gambling, and boisterous lawbreaking. The misuse of free time by children came to be viewed as a widespread social problem and the provision and regulation of wholesome play activities became an instrument of social reform. A number of reformers sought to develop agencies and institutions to solve the emerging social problems created by this new era in which children now had too much unsupervised play time. Public demands for increased structured play opportunities and supervision became more frequent and vociferous. The PLAYGROUND MOVEMENT grew out of the public concern, especially in large cities, that children needed a protected, stimulating, and safe place to play. Increasingly, organized recreation programs were promoted by churches, law enforcement agencies, and civic associations in an attempt to help children resist street play and commercialized forms of play such as amusement arcades. By the 1880s and 1890s, church leaders widely encouraged "sanctified amusement and recreation" as alternatives to the undesirable play forms they were witnessing. Settlement houses also provided a variety of organized occasions and facilities for supervised play. Similarly, various ethnic associations organized athletic and gymnastic clubs such as the German Turnverein and Jewish SUMMER CAMPS.
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The idea that city governments should organize and provide recreation programs, services, and facilities became widely accepted, and more and more states passed laws authorizing local governments to operate structured recreation programs. In the opening decades of the twentieth century, a number of important nonprofit organizations serving youth were formed. The National Association of Boys' Clubs was founded in 1906, the BOY SCOUTS and the Camp Fire Girls in 1910, and the GIRL SCOUTS in 1912. By the end of the 1920s, these organizations had become widely established in American life and were serving substantial numbers of children and youth. A number of urban school boards initiated structured after-school and VACATION play programs as early as the 1890s, and this trend continued throughout the twentieth century. Education for the "worthy use of leisure" was vigorously supported as an important goal for secondary schools throughout the United States. Between 1910 and 1930, thousands of school systems established extensive programs of extracurricular activities, particularly in SPORTS and hobbies.
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