Proficient training of students for participation in the organization and holding of mass sports events and the successful solution of various unforeseen situations that may arise in major competitions is a topical issue. The paper studies the challenges of designing and implementing the English language training volunteer program for a number of international mega sporting events. This program was organized and implemented on the basis of the 'actions-and-measures plan' directed towards the gradual development of the linguo-translational aspect of students' volunteer activity. The authors emphasize the essence and specifics of the English language training volunteer program, describe its initial phase, disclose its content and subject matter from the perspective of the competency-based approach in education, and present the procedure and the results of their experimental work to check and prove the effectiveness of the program.

Janet Giltrow's second edition of Academic Reading and third edition of Academic Writing are a handy set for writing and rhetoric courses and an essential for every composition library. The books mark an important advance over Giltrow's already classic earlier editions. Both volumes offer more than their titles may suggest. Academic Reading, apart from providing an abundance of materials and ideas for writing classes, gives insight into the functioning of social "interest" in academic discourse. Academic Writing, on the other hand, by far outstrips a traditional writing handbook. Rather than merely recommending proper or effective style and organization, it problematizes the underlying assumptions of such recommendations.Giltrow's approach is radically cognitive and social. She invites the reader to a thoughtful inquiry into the functional underpinnings of the genre of academic writing. Building on the idea that "style is meaningful", the author insists on the inherent and complex connectedness between thought, discourse, and society: I would argue that there is no surface in writing, and that the stylistic qualities which tax our capacity to name them are more than skin-deep. And, moreover, I would suggest that the "originality" academics readers value depends on styleon the typical ways of speaking that produce certain kinds of knowledge of the world.