Tlumaczenia? Translation? No problem!

Ocenię, skoryguję lub przetłumaczę Twoje CV - wyślij zapytanie szczegółowe na adres

marzena@angielski.szczecin.pl
Dowiesz się tego, czego nie znajdziesz w podręcznikach do pisania CV
- bo odnosić się to będzie do Twojego CV, a nie przykładowego CV Jasia Kowalskiego!

Od wielu lat jestem specjalistą od dokumentów w języku polskim i angielskim, wykładowcą od Writingu na kursach językowych przygotowujących do certyfikatów Cambridge, jak również filologiem angielskim. Od roku zajmuję się rekrutacją i przez moje ręce przechodzi dziennie około 100-150 CV. Tak, teraz mogę już powiedzieć, że umiem odróżnić dobre CV od słabego.

Daj sobie pomóc!

Szczegóły oferty i cennik

Just a quick note to let you know the RSS and FeedBurner widgets are ready to use. Feel free to use either or both of them, and good Saturday evening to you all!

W tej nowej szacie oddaję w Państwa ręce nową wersję strony www.angielski.szczecin.pl - mam nadzieję, że spodoba się ta nowa szata graficzna, stworzona przeze mnie na bazie szablonu Wordpress Jak Państwo zauważyli, pozostawiłam informacje dla uczniów przygotowujących się do egzaminu FCE oraz BEC (tutaj pozdrawiam wszystkich, którzy do tych egzaminów się szykują) przygotowane przez Annę Mateńko i przeze mnie - oraz dodałam swoją ofertę tłumaczeniową. Obiecuję tu również zamieszczać ciekawostki związane z językiem angielskim, tłumaczeniami i życiem w krajach anglojęzycznych. Strona nadal będzie dwujęzyczna. Nowością jest możliwość dodawania komentarzy, oczywiście przypominam, że komentarze wulgarne lub spamowe będą usuwane bez ostrzeżenia. Miłego korzystania z mojej strony!

Marzena Zasińska

SUGGESTED APPROACH AND HINTS

You are given either a number of summary sentences, or some phrases in the form of headings or titles, which you have to match to the appropriate paragraph in a text.

You are being tested on whether you can understand the main idea of each paragraph

7 QUESTIONS

• Read the instructions so you know what the text is going to be about. Read the title to get an idea.
• Look briefly at the list of headings or sentences. Some heading may have more than one possible meaning - consider alternative meaning.
• Read the text once all the way through quickly to get general information. and you need to get the gist if each paragraph.
• You may find unfamiliar words. Ignore them if they do not prevent your understanding, this test is aimed at general understanding.
• Look at the headings or sentences again. Cross out the one that has been given as example in paragraph 0.
• Learn to recognize the structure of the text, what is said after what; it helps to decide on proper heading or summary sentence.
• Try to find sentences in the text that express main idea. Remember that heading match the whole paragraph.
• Match an easy item to paragraph, and continue to match doing the ones you are certain of first. Remember to look for a ?match’ between different ways of saying the same thing, and check that your choice reflects the main idea of the paragraph.
• Cross them off the list as you do them. Remember, there is an extra one that doesn’t fit.
• Read the paragraphs with headings.

SUGGESTED APPROACH AND HINTS

You are given a text which six or seven sentences or paragraphs have been removed; these have been put in a mixed-up order after the text. The task is to decide where in the text the sentences or paragraphs have been taken from.

5 QUESTIONS

• Read the text through once.
• Look at the sentences, cross out the one used in the example.
• Read the paragraph that contains the first gap and look for clues:
  • Are there any reference words to help you - it, this, they - what do they refer to; but, worse, otherwise - what may you expect before such words.
  • Is there a linking word before or after the gap.
  • Look carefully at pronouns, demonstratives, possessive adjectives.
  • Write the main idea of a paragraph.
  • Look for meanings / relations between sentences and paragraphs.
• It is important to be able to follow the flow of a text and to understand how parts of a text are connected. Look for sentences that show cause and effect.
• Look for a sentence that changes or continues the flow. Associate words and ideas
• When you’ve decided on the appropriate sentence, check that it fits grammatically and follows the sense of the text. Read what is before and after the gap.
• There is an extra sentence - just to confuse you.

SUGGESTED APPROACH AND HINTS

You are given a text followed by seven or eight four-opinion multiple choice questions. The questions tests detailed and general understanding.

6 QUESTIONS

• Read the text carefully and slowly; you may need to read it , or parts of it twice.
• Four possible answers are given and it is important to remember that three of them are wrong. You need therefore to understand the text before looking at the questions and the four choices. If you don’t, you may misread the text because you have three wrong pieces of information in you head.
• Look at the question only and try to answer it without looking at given alternatives. Look back to the text and underline the part which the question refers to. Look for phrases in the text with similar meaning to the words in the multiple choice answers.
• Look at the choices and find the answer the closest to your answer. You either choose the answer that you think is right or eliminate the ones you know are wrong.
• Decide on the style of the text / paragraph in questions which ask you about the writer’s purpose. If the purpose is to entertain , the text is written in less formal style, if it is to inform / warn / analyse, it is more of a formal style with factual information and statistics.
• Be careful not to introduce your ideas or opinions - find exact place in the text where you can find the answer.
• When decided analyse alternatives why they are wrong.

SUGGESTED APPROACH AND HINTS

In this part you must fill a gap in a text by choosing one word or phrase from a set of four. There are 15 gaps. The emphasis is on vocabulary.

15 QUESTIONS

• Look at the title of the text. It is a kind of summary of what you are going to read, and can help your understanding.
• Read through the whole text at least once to get the general meaning. Don’t look at the choices A, B, C, D while you are reading.
• Look at the words surrounding the spaces before you look at the choices. In the case of missing linking word, remember to check if it fits the meaning of the whole sentence.
• What’s being tested:
  • Single words that have something in common or have a similar meaning.
  • Linking words.
  • Word + preposition.
  • Preposition + word.
  • Phrasal verbs.
  • Collocations.
• Make your choice - don’t leave any blanks. Even if you have no idea, it’s still worth having a guess.
• Read the completed choice through.

SUGGESTED APPROACH AND HINTS

In this part you must identify errors in a 17-line text. Some of the lines are correct but most of the lines contain an extra wrong word which should not be there.

15 QUESTIONS

• Read the title of the text - it’ll help you to know what’s next.
• Read the text through quickly.
• Read through sentence by sentence; remember extra words must be wrong, not just extra.
• Remember:
  • The text and the type of errors are similar to ones that BEC students might produce in their own writing.
  • Before you decide whether a line is right or wrong, you need to get information from the whole sentence, not just single line.
  • Most of errors will be grammatical: prepositions, auxiliary verbs, articles, pronouns. They are the words that don’t usually mean anything in themselves and many of them are up to four letters long.
  • Some of errors might look right, but if you think about them, they don’t make sense e.g. All my parents came….
• Say the words in your mind to “hear” if they sound correct.

“Words differently arranged have different meanings,
and meanings differently arranged have a different effect.”
Blaise Pascal, philosopher and mathematician (1623-1662)

Part 1 is worth 1/3 of the total number of marks you can receive for the Writing paper, Part 2 - 2/3 of the marks, so try to divide your time between the two tasks bearing this in mind.

For example, allow:

• 5 minutes for planning your Part 1.
• 5 minutes to write your answer.
• 5 minutes to check, correct and rewrite a clean copy of your answer to Part 1.
• 10 minutes to plan your answer to part 2.
• 10 minutes to write it.
• 10 minutes to check, correct and rewrite a clean copy of it.