Animacja
bg‑azure
In the previous section, you read about the importance of qualifications and experience in a job. Play a film with a job interview where Joshua, a high school student, is looking for a job.
W poprzednim rozdziale przeczytałeś/przeczytałaś o tym, jak ważne są kwalifikacje i doświadczenie w pracy. W tym rozdziale zapoznasz się z rozmową kwalifikacyjną, w której uczestniczy Joshua – szukający pracy uczeń szkoły średniej.

What does a job interview look like?
Jak wygląda rozmowa o pracę?
Źródło: dostępny w internecie: www.freepik.com [dostęp 9.06.2022], domena publiczna.
Exercise 1
Źródło: GroMar Sp. z o.o., licencja: CC BY-SA 3.0.
Play the animation about Joshua’s interview.
Źródło: GroMar Sp. z o.o., licencja: CC BY-SA 3.0.

Film dostępny pod adresem /preview/resource/RX6ikICb9Sfdp
Źródło: GroMar Sp. z o.o., licencja: CC BY-SA 3.0.
Film nawiązujący do treści materiału opowiadający o rozmowie kwalifikacyjnej młodego człowieka o imieniu Joshua.
Exercise 2
a) what an induction day means.
b) what duties are associated with an induction day.
c) what responsibilities he would have on the first day.
2. Which sentence is TRUE about Joshua?
a) He has little job experience.
b) He had cleaning experience before he became a receptionist.
c) He found working with guests difficult.
3. What did Joshua mostly derive pleasure from?
a) Being allowed to climb at no cost.
b) Being able to pursue his passion.
c) Socialising with people he had something in common with.
4. What does the interviewer agree on with Joshua?
a) He is very good at communicating.
b) You need to react quickly when working with people.
c) You need to be able to cope with stress.
5. When dealing with a problematic customer Joshua
a) was strict with him/her.
b) became angry.
c) lost his temper.
6. Joshua
a) has enough qualifications.
b) is available most of the day.
c) took part in useful classes.
Źródło: GroMar Sp. z o.o., licencja: CC BY-SA 3.0.
Exercise 3
2. Joshua loved spending time with 1. overview, 2. like-minded, 3. fit, 4. persisted, 5. candidate, 6. availability, 7. calm, 8. assertive, 9. strengths, 10. grade, 11. ball, 12. timesheet people.
3. Joshua is working on his 1. overview, 2. like-minded, 3. fit, 4. persisted, 5. candidate, 6. availability, 7. calm, 8. assertive, 9. strengths, 10. grade, 11. ball, 12. timesheet, not weaknesses.
4. When you’re working with people you need to be on the 1. overview, 2. like-minded, 3. fit, 4. persisted, 5. candidate, 6. availability, 7. calm, 8. assertive, 9. strengths, 10. grade, 11. ball, 12. timesheet.
5. Joshua learnt how to remain 1. overview, 2. like-minded, 3. fit, 4. persisted, 5. candidate, 6. availability, 7. calm, 8. assertive, 9. strengths, 10. grade, 11. ball, 12. timesheet under pressure.
6. He is a good 1. overview, 2. like-minded, 3. fit, 4. persisted, 5. candidate, 6. availability, 7. calm, 8. assertive, 9. strengths, 10. grade, 11. ball, 12. timesheet for the position.
7. Every month Joshua will need to state his 1. overview, 2. like-minded, 3. fit, 4. persisted, 5. candidate, 6. availability, 7. calm, 8. assertive, 9. strengths, 10. grade, 11. ball, 12. timesheet and fill in a 1. overview, 2. like-minded, 3. fit, 4. persisted, 5. candidate, 6. availability, 7. calm, 8. assertive, 9. strengths, 10. grade, 11. ball, 12. timesheet.
Źródło: GroMar Sp. z o.o., licencja: CC BY-SA 3.0.
Exercise 4
Źródło: GroMar Sp. z o.o., licencja: CC BY-SA 3.0.