1 / 47

Příprava a řízení projektů

19.10. 2012, Brno Připravil: Mgr. Adam Růžek. Příprava a řízení projektů. „Posílení konkurenceschopnosti absolventů MENDELU v oblasti rozvojové spolupráce a managementu přírodních zdrojů v zemích třetího světa“. Our schedule. Project writing important grammar structures

jerica
Download Presentation

Příprava a řízení projektů

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. 19.10. 2012, Brno Připravil: Mgr. Adam Růžek Příprava a řízení projektů „Posílení konkurenceschopnosti absolventů MENDELU v oblasti rozvojové spolupráce a managementu přírodních zdrojů v zemích třetího světa“

  2. Our schedule • Project writing • important grammar structures • common mistakes, collocations • key vocabulary • CV in English – structure, phrases • Letter of Motivation

  3. Future with “will” • The project willfocus on youth in the Canterbury-Bankstown region… • SUBJ + will + main verb • more examples • The research will focus on understanding the physical principles… • Google is confident that the investigation will conclude it has done nothing wrong. • The reports will also serve as a management tool for continuous improvement. • negation: will + not [won’t]

  4. Passivevoice • object of the active sentence becomes subject in the passive • They designed the project (O) to help end poverty. • The project (S) was designed to help end poverty. • Someone stole my car (O). • My car was stolen. • FORMATION • object => subject • S + be + -ed participle (3rd form)

  5. Passive voice II. • The project willbemanagedby experts. • SUBJ + will + be + past participle • more examples • This page will be taken down soon. • Stroke patients will be sent to more specialized hospitals. • April 2012 deadline will be met.

  6. Participles (-ed, -ing) • make the text more concise • -ingparticiple • Students [who attend]the course… • => students attending the course… • Many believe there are insufficient services for people [who live] in the area. • =>…people living in the area • -ed participle • …the innocent citizens who were affected by this catastrophe… • …innocent citizens affected by this catastrophe

  7. Who is it for? • key vocabulary: target, aim • TARGET (usually passive) • The Project is targeted at teenagers from EU countries, aged 14-18, who can speak English well enough to communicate. • It is a new magazine that targets single men. • also adjectival sense: TARGET + noun (usually target group) • AIM (passive) • The Project is aimed at people of any age from the UK who want to work with slum dwellers.

  8. Describing a project • what are the objectives/aims • The objective of this project is to develop and apply innovative high-performance computing techniques and simulation methods…. • The aim of this project is to discover how e-commerce is conducted… • The purpose of the project is to try and develop an intervention program targeting HIV risk and alcohol use. • The goalof the project is to allow students, faculty and staff at the university to view books that the university owns. • The object of this project is to develop method to generate images from complex real-world data…

  9. The aims – useful words • research • The goal of the project is to researchand document the Kam people's effective use of land and natural resources • investigate – study, try to understand, examine scientifically • The objective of the project is to investigate some important factors affecting labour market participation and employment and evaluate related policy measures. • develop – create something new, make sth. better • The aim of the project is to develop actions for preventing gender-based violence in secondary schools. • establish – start sth. new / discover, get proof of something • The objective of the project is to establish lasting international networks in cultural management and to reinforce the transfer of knowledge between China and Germany. • Child development research has established that the rate of human learning and development is most rapid during the preschool years.

  10. The aims – useful words cont. • aid/help • The purpose of this project is to aid state legislators in improving state juvenile justice systems. [sb./sth. in sth.] • The aim of this project is to help facilitate the transition from our current system to a new one [help sb. do sth. / to do sth.] • stimulate/promote/encourage • The purpose of the project is to stimulate interest in nature conservation and sustainable development through outdoor activities in the local environment. • improve - to make sth. better

  11. The aims – useful words cont. • eradicate – to get rid of sth. completely (sth. negative) • eradicate poverty, hunger, bullying, pests, tuberculosis • exterminate • exterminate rats, mice and other vermin • prevent [prevent sb. from doingsth.] • The goal of this project is to prevent youth from usingtobacco. • The goal of this project is to prevent illegal migration from Russia and in Russia…

  12. Expressing cause and effect • because • Because the snow had set in, we decided to abandon the excursion to the mountain top. • I was late, because there was heavy traffic. • as • similar to because, more formal • As it was getting late, I decided to book into a hotel. • due to the fact that • used in formal English • We will be staying for an extra week, due to the fact that we have not yet finished.

  13. Expressing cause and effect cont. • because of • followed by a noun/NP • I was late because of heavy traffic. • due to [+noun] • The project had to be abandoned due to a lack of government funding. • owing to [+noun] • However, these demands cannot be met by some parents owing to poverty. • result (as a result of) • She died as a result of her injuries. • The failure of the company was a direct result of bad management. • The miners' diet was poor with the result that many suffered from disease.

  14. Expressing cause and effect • give rise to/provoke/generate • The President’s statement gave rise to / generated / provoked a lot of criticism. • Poverty gave rise to stealing; although theft more often involved needed goods rather than money. • bring about/lead to • often used to describe social or political change • The new law brought about / led to great changes in education. • Social unrest led toa revolt in 1930 and a right-wing authoritarian government under President Getulio Vargas. • stem from [explaining the direct origins of events and states] • This problem stems from inflation of recent years. • Periodic faminestems from the neglect and lack of commitment on the part of successive governments of Bangladesh.

  15. Common mistakes: CxU nouns • confusing uncountable nouns • information • advice • software • accommodation • experience (e.g. work experience) • no plural form • many *informations, many *advices • many pieces/items of information/advice • someinformation/advice • a lot of information/advice

  16. Common mistakes: collocations I. (make/do) • collocation:combination of two or more words that are frequently used together • example: make your homework / do your homework • research • do: It is impossible to do any research without Internet these days. [carry out] • work (n.) • do: He does his work very efficiently. • mistake • make: Some people often make the same mistakes. • survey • do: I did a survey of the level of job satisfaction in our department. [carry out, conduct]

  17. Common mistakes: collocations (make/do) cont. • change • make: They suggested making some changes in the schedule. • business • do: I spent two days in the office doing business by the phone. [conduct] • effort • make: It is worth making an effort to live a healthy life.

  18. Collocations – noun+adjective I. • number/amount/quantity • large • This saves a large amount of energy so a Sainsbury's supermarket today uses only 60% a similar store would have used ten years ago. • choice • limited, narrow • I have a strictly limited choice of action. • range/variety/choice • wide • pressure • to be under a lot of pressure, not *high pressure • importance • great (not *big): It is a fact of great importance.

  19. Collocations – noun + adjectives cont. • tree/building/person • tall (not *high) • progress • great (a lot of), not *big – I have made great progress in learning English. • decrease • slight– There was a slight decrease in profits.

  20. Collocations – verb + verb • suggest • I suggest (that) we send our colleagues on a similar course.[-ing] • not suggest to • recommend • I recommend employing a part time assistant. • not recommend to • consider • I would like you to consider refunding at least some of my money. • be used to • You should be used to working in teams and be computer literate.

  21. Irregularplural • certain nouns in English form their plural form irregularly • criterion – criteria • The Health Service should not be judged by financial criteria alone. • also e.g. phenomenon (phenomena) • analysis – analyses • To decide what structure of jobs is needed, Drucker has suggested the need for three analyses to be made. • also crisis (crises), axis (axes) • sometimes, both the regular and irregular form exist • index – indices – indexes • formula – formulae – formulas

  22. Describing problems I. • a problem can be… (adjectives) • minorxmajor: seriousness • The design is a minor problem. • growing: increasing (becoming more serious) • Obesity is a growing problem. • urgent: requires immediate action • Lack of funds is an urgent issue. • perennial: always existing, not likely to change • Noise is a perennial problem. • insoluble/insolvable: impossible to solve • The problem seems insoluble.

  23. Describing problems II. • verbs • arise: begin to exist (occur, come up) • Various problems have arisen. • confront sb. / sth. • the economic problems confronting the country • (…) carbon dioxide emissions could increase by up to 20 per cent in the year 2005 if the Government does not confront the problem. • address sth. (dealwithsth.) • We have to address the lack of experience of the team. • overcome sth.: succeed in dealing with a problem (solve) • The company had to overcome a number of financial difficulties. • exacerbate sth.: make something worse • The current cuts in public expenditure will inevitably exacerbate this situation.

  24. Specific vocabulary • disasters/tragedies • earthquake – a sudden violent movement of Earth’s surface • hurricane/tornado/typhoons – violent, destructive winds • flood –too much rain: The heavy rain has caused floods in many parts of the country. • tsunami - an extremely large wave caused by movement of the Earth under the sea • drought – no rain: This year, severe drought has ruined the crops. • famine – a lack of food during a long period of time: Four million people are now facing famine. • epidemic – disease affecting a large number of people: a flu epidemic, an epidemic of measles • often modified by severe: extremely bad or serious • severe flood, severe drought, severe famine

  25. Specific vocabulary cont. • poverty – having little or no money • adj.: abject/extreme/grinding/dire poverty • Many people in India still live inabject poverty. • v.: eradicate [get rid of it completely]; alleviate/relieve(make less severe) • To alleviate poverty, developing economies need to grow faster, and the poor need to benefit from this growth. • poverty-stricken region/country/area/family • I was born into a poverty-stricken family. • appallingliving conditions – shocking, extremely bad • Displacement, appalling living conditions and disease - all as a consequence of war - often result in more deaths than the fighting itself. • slums, shanty towns – areas where poor people live

  26. Shanty town Area in or near a town where poor people live in shanties. Shanty – a small house, built of pieces of wood, metal and cardboard, where very poor people live

  27. Disease • malaria • Malaria is carried / transmitted by mosquitoes, malarial areas • typhoid (fever) • seriousinfectious disease, causes fever, red spots on the chest and severe pain in the bowels [symptoms] • cholera • is carried / transmitted through food and water • parasites • The water was contaminated with parasites and their eggs. • rabies Dogs, cats, foxes and bats can all carry rabies. He was bitten by a rabid dog.

  28. Disease – prevention and treatment • vaccination, vaccine, to vaccinate against • There is no vaccine against HIV infection. • I was vaccinated against tetanus. • syringe • cure [n., v.] • a cure for… • The cure took six weeks. • At one time, doctors couldn’t cure people of tuberculosis. [cure sb. of something] • treat[v.] • to use drugs, exercises, etc. to cure a person of a disease or heal an injury

  29. Verbs • suffer:The area is suffering its worst drought for many years. • starve: Millions are starving as a result of the famine. • spread: A flu epidemic spread rapidly through the country. • injure / damage • 200 people were injured and dozens of buildings were damaged in the hurricane. • affect • an area affected by flood(!!not effects)

  30. CV in English • Curriculum vitae • a written record of one’s education, experience, etc. • STRUCTURE • personal information • education • work experience • skills • additional details

  31. Personal information • personal details/information • name • date of birth • address: (17 Oakhill Street) • telephone • e-mail address

  32. Education • we usually leave out primary school • in chronological order (most recent first) • other types of school: • (secondary) technical school, vocational school, (secondary) business school • we should use the official English name of the school • !!!HIGH SCHOOL • also mention other courses you have completed (languageschooletc.) 2008-2012 Mendel University in Brno Bachelor’s Degree in International Studies 2004-2008 Grammar school Breclav School leaving exam in…

  33. Work • work experience/professional experience/employment history/career history • listed in chronological order • full-time, part-time, temporary (work) Work Experience 2007-2009 Teacher of English [occupation] ABC Language School [employer] 2007- present

  34. Skills • Personal skills (optional) • relevant personal traits • results oriented • reliable • organized • willing to learn / fast learner • cooperative / team player • hardworking • positive • decisive

  35. Skills cont. • Computer skills • many different types • basic / moderate / good / advanced, extensive knowledge of… (C++) • experienced in (MS Office) • good background in… • wordprocessing software: MS Word, Writer (Open Office) • spreadsheet software: MS Excel, Calc • presentation software: MS PowerPoint, Impress

  36. Skills cont. • Language skills • an important part of your CV • basic – moderate – good – advanced – fluent • CEFR: Common European Framework of Reference for Languages • A1 elementary • A2 pre-intermediate • B1 intermediate • B2 upper-intermediate • C1 advanced • C2 proficient • language certificates • FCE: First Certificate in English • CAE: Certificate of Advanced English • CPE: Certificate of Proficiency in English

  37. Skills cont. • other skills • all other relevant information • driving licence

  38. Additional information • hobbies • optional, could be helpful if relevant • awards, achievements • references • a formal recommendation by a former employer to a potential future employer describing the person's qualifications and dependability

  39. Letter of motivation • also cover letter, motivation letter • its aim is to convince • it complements the CV, should be written with a specific purpose in mind (development aid project)

  40. What should be there… • explain why you are interested in the project/job • mention how you learnt about it • convince the person reading it to look at your CV as well • call attention to relevant experience and give concrete examples as well

  41. Describing your experience • pay attention to tenses (present/past) • I am working / I work as a teacher. • can also use currently, e. g. I currently work… • I worked as a teacher for ten years. [but not any more] • other useful phrases • I was responsible for EU issues like the Lisbon Treaty... [+noun, -ing form] • I assisted in developing customer data management process training documentation for corporate training.[+noun, -ing form] • also assist sb. withsth. You will be expected to assist the editor with the choice of illustration for the book.

  42. Useful phrases cont. • My responsibilities included the design and development of the site's editorial voice and style, and the daily content programming. [stating further details] • I take care of managingthe different factories, assist in implementing the initial design, in finalizing the samples, in negotiating the price… [take-took-taken] • During my internship, I gained valuable experience (…) in management. • synonyms: valuable, useful, considerable, wide

  43. Other phrases to remember • I am working towards my bachelor’s/master’s degree in… • My coursework has supplied me with many skills… • In addition to sth… • In addition to my experience in the United States, I have worked in more than fifty other nations in several different roles. • syn. besides:Besides my experience in the field of research and teaching, I am also involved in some extracurricularactivities. • I believe / think I would be a good / an ideal candidate for the internship, because… [explain why].

  44. …because • …I have good communication skills • …I am confident in talking to large groups of people, and I am good at listening to young people's views and opinions. • … because I am outgoing, friendly, flexible • …because of my education and enthusiasm to succeed.

More Related