Национальный исследовательский университет

«Высшая школа экономики»

Департамент иностранных языков

Боголепова C.B., Темяникова Э.Б.

УЧЕБНОЕ ПОСОБИЕ
ПО АНГЛИЙСКОМУ ЯЗЫКУ
ДЛЯ ПОСТУПАЮЩИХ В МАГИСТРАТУРУ НИУ ВШЭ

Рецензент: профессор, к.ф.н. Якушева И.В.

Утверждено департаментом иностранных языков

Руководитель департамента иностранных языков

Соловова Е.Н.

Москва 2014
 Contents
Пояснительная записка __________________________ 3

Unit 1
Lesson 1 ________________________________________ 5
Lesson 2 ________________________________________ 24
Lesson 3 ________________________________________ 47
Self-study _______________________________________ 66

Unit 2
Lesson 1 ________________________________________ 82
Lesson 2 ________________________________________ 95
Lesson 3 ________________________________________ 111
Self-study _______________________________________ 124

Unit 3
Lesson 1 ________________________________________ 142
Lesson 2 ________________________________________ 155
Lesson 3 ________________________________________ 168
Self-study _______________________________________ 186

Unit 4
Lesson 1 _________________________________________ 202
Lesson 2 _________________________________________ 222
Lesson 3 _________________________________________ 241
Self-study ________________________________________ 261

Answer Keys _____________________________________ 278

Audio Scripts _____________________________________ 314
Word list ________________________________________ 335
References_______________________________________ 341
2
 Пояснительная записка

Настоящее учебное пособие предназначено для

слушателей подготовительного отделения, изучающих
английский язык с целью поступления в магистратуру НИУ
ВШЭ. Его задача – формирование и развитие иноязычной
коммуникативной компетенции обучающихся. Работая с
пособием, слушатели научатся воспринимать материал,
предъявляемый в устной и письменной форме по четырем
направлениям подготовки: экономика, математика и
информационные технологии, психология, менеджмент. Весь
материал изучается с акцентом на академическую лексику и
формирование академических умений.
Пособие состоит из четырех разделов, каждый из
которых делится на три урока. Урок имеет единую структуру и
включает шесть компонентов:
1. Text 1 Раздел содержит одно задание экзаменационного
формата и дополнительные задания на контроль понимания
содержания текста.
2. Vocabulary В данном разделе отрабатывается академическая
и терминологическая лексика текста первого раздела.
Предлагаются задания на соотнесение термина с его
дефиницией, соотнесение английских и русских эквивалентов,
определение значения слова по словообразовательным
элементам и синтаксической функции в предложении, изучение
сочетаемости лексических единиц, изучение связующих
элементов, помогающих глубже понять текст, задания на
работу со словарной статьей толкового англо-английского
словаря, способствующие развитию учебной компетенции.
3. Grammar Раздел содержит краткое объяснение основных
грамматических явлений, знание которых проверяется на
вступительном экзамене, и тренировочные упражнения.
Unit 1 English Tenses in the Active Voice:
Lesson 1 – Present Tenses
Lesson 2 – Past Tenses
3
 Lesson 3 – Future Tenses + Reported Speech
Unit 2 English Tenses in the Passive Voice
Lesson 1 – Present and Past Simple Passive
Lesson 2 – Present Continuous, Present Perfect,
Future Simple Passive
Lesson 3 – the Overview of the Passive Voice
Unit 3 – Modal verbs
Lesson 1 – Modal Verbs
Lesson 2 – Equivalents of Modal Verbs
Lesson 3 – Modals with Different Infinitives
Unit 4 – Conditionals
Lesson 1 - Types of Conditionals 0, I, II, III
Lesson 2 - Mixed conditionals and “wish” sentences
Lesson 3 - Other constructions to express something as unreal
or imaginary or desired
4. Exam practice Раздел включает Text 2 с заданием
экзаменационного формата.
5. Listening В разделе отрабатывается умение понимать
запрашиваемую информацию разной степени детализации.
6. Self-study В раздел включены дополнительные тексты с
типовыми экзаменационными заданиями, ссылки на интернет–
ресурсы для работы по разным видам речевой деятельности.
Задания, помеченные звездочкой (*) факультативны.
С целью обеспечения возможности самостоятельной
работы все упражнения снабжены комментариями в разделах
Answer Keys и Audio Scripts. Списки академической и
терминологической лексики высокой частотности представлены
в Word list в конце пособия.
В разделе References указаны используемые источники
информации на бумажных и электронных носителях, включая
интернет - ресурсы.
Усвоив материал, слушатели достигнут более высокого
уровня иноязычной компетенции для успешной учебы в
магистратуре НИУ ВШЭ. Желаем удачи!

4
 UNIT 1

Lesson 1
Text 1

Pre-reading
Ex. 1 Answer the questions:
1. How important do you think job security is?
2. What is the rate of unemployment in your country?
3. Which population groups are more likely to be at risk of
redundancy? Why?
4. Read the title of the text. Try to predict what aspect of youth
unemployment it will be about. Read the text quickly to
check your predictions.

Reading
Ex. 2 Read the paragraphs (A-G) and put them in a logical order
to make a text. The first and the last paragraphs are given.
Which words in each paragraph helped you decide?

STRATEGY POINT
1. Read the title so you know what the text is going to be about.
2. Skim the text. Read the first paragraph of the text.
3. Then read the paragraphs focusing on the first and the last
sentence of each paragraph.
4. Remember to look for clues such as reference words (it, that,
he, there, etc.) or linking words.
5. Read the text through to see if it makes sense.

1. A; 2. __; 3.__; 4. __; 5. __; 6.__7. G

5
 Young and jobless forever: What do the numbers tell us?

A. The jobs crisis facing the world's young people shows no sign of
decline. The evidence suggests that queues for jobs are growing
longer and some are getting so frustrated at their employment
prospects they have taken to the streets to protest. The statistics
can make gloomy reading.
B. For example, it shows that a young person's sex can make a big
difference to their employment prospects. "If you are a young
male you have a higher chance of finding a good and stable job in
developing countries," says Sara Elder, a senior economist at the
ILO. The difference is startling in some countries. Take the
regions with the highest youth unemployment rates - the Middle
East and North Africa. The unemployment rate for young Middle
Eastern men was estimated to be 24.5% in 2012. For young
women, it's much higher, at 42.6%.In North Africa too, young
women are twice as likely to be unemployed as their male
counterparts. Unemployment rates can also hide many of the
realities faced by those who are in work.
C. If you group together the European Union and other developed
economies, the youth unemployment rate has risen by a quarter
since 2008. According to the United Nations' International
Labour Organization (ILO), the situation for young people will
continue to worsen until 2018. The ILO estimates that in 2013,
more than 73 million young people - those aged between 15 and
24 - are out of work, a global rate of 12.6%. The eagle-eyed will
notice that this appears to be lower than last year's figure, which
was originally 75 million, but has since been revised down as the
real data became available and the ILO adapted its sophisticated
econometric models. Before taking a closer look at the numbers
in particular countries, we have to understand how they're arrived
at.
D. In developed economies, many people remain in full-time
education into their twenties. This means that the economically
inactive population is very large in relation to the economically
6
 active and high youth unemployment rates can be the result. If
we revisit the two EU countries which featured last year, Spain
and Greece, they both had youth unemployment rates higher than
50% in 2012. If we try to account for the effect of remaining in
education by calculating the ratio of young people unemployed -
the share of people without a job as a percentage of the whole
youth population - the prospects for young people perhaps do not
look quite as unpleasantly clear. The proportion "unemployed" in
Spain now falls to just over 20%. In other areas of the world,
using a strict definition of unemployment has the opposite effect:
it hides a more worrying reality.
E. All unemployment rates are calculated as percentages not of the
total population, but of something called the "economically
active population". That is the employed plus the unemployed,
which have strict definitions so that we can make comparisons
between countries. Someone is classified unemployed if they do
not have a job but would like one, have actively looked for one
and have the time to do it. A person is "economically inactive" if
they neither have a job nor are unemployed according to the
definition above. It could be that someone does not want or need
to work so hasn't actively sought out a job, or it could be that
someone is unavailable to work - for example, as is likely with
young people, they are studying full-time. Relying on statistics
alone can hide a far more complicated picture.
F. When you compare high-income economies to some of the least
developed countries, “big differences are found in the regularity
of work", explains Ms Elder. "Very few young people in the least
developed economies can find a job with a contract that goes
beyond 12 months." In developing countries, six in 10 young
people are engaged in irregular employment: a salaried worker
with a contract of less than a year, a self-employed young person
with no employees and contributing family workers. The figure
for high-income economies was fewer than two in 10. And there
is a strong link between the proportion of young people in
irregular employment and the proportion in informal employment
7
 - where people are either working in the black market or are
working in the formal sector, but without entitlements to sick
pay, paid annual leave and social security. Using a strict
definition of unemployment can also help give a misleading
picture of the plight of the young.
G. Remember that to be counted as unemployed someone has to be
actively looking for work. In most developed economies, it
makes sense for young people to search. They have to prove that
they've been trying to find a job in order to receive
unemployment benefits. But in developing countries, where no
such benefits exist and poverty forces young people out of school
and into the workplace, it makes less sense. If we relax this
"active job search" requirement, it has a significant impact. In
some of the least developed countries the unemployment rate
more than doubles. Unemployment continues to be a huge
obstacle to millions of young people in many countries across
the world. What is perhaps more worrying is that because of the
way joblessness is calculated, the crisis could be even worse than
the numbers suggest. [3]

Ex. 3 Complete the following sentences to summarize the text

above.
1. The statistics of the United Nations' International Labour
Organization on youth unemployment make gloomy reading
because …..
2. A person is classified unemployed if …
3. The gender gap in employability on the labour market means …
4. The concept of irregular employment means …
5. Education can distort unemployment figures because ….
6. If young people in full-time education are included in calculation,
unemployment rate is ….
7. If young people in full-time education are excluded from
calculation, unemployment rate is ….
8. The way unemployment is treated and calculated can worsen the
situation because …
8
*Discussion
What are the features of a modern labour market? Is it flexible or
not? Comment on your opinion.
In a period of growing unemployment, what are the ways to increase
your employability? Are you optimistic or pessimistic about your
own future? Do you expect the qualification you are currently
studying for to help you get a permanent job?

Vocabulary
Ex.4 Work out the meaning of the following words from Text 1.
1. Find each one and study how it is used in the text.
2. Tick the correct part of speech.
noun verb adjective
a. rates (para B)
b. comparison (para E)
c. classified (para E)
d. definition (para E)
e. unavailable (para E)
f. complicated (para E)
g. difference (para B)
h. prospects (para B)
i. regularity (para F)
j. proportion (para F)
k. misleading (para F)

3. Match the words below to those in the table above.

1. deceptive 2. complex 3. unlikeness 4. levels
5. description 6. categorized 7. amount 8. steadiness
9. inaccessible 10. analogy 11. possibilities

Ex. 5 Find in Text 1 English equivalents given in bold for the

following Russian words and word combinations.
1. имеет смысл/логично/целесообразно/разумно
9
 2. признак спада/уменьшения
3. огромное препятствие/трудность
4. сверстники мужского пола
5. процент/процентное содержание
6. пособие по безработице
7. наименее развитые страны
8. развивающиеся страны
9. учиться очно
10. дневная очная форма обучения
11. нерегулярная/непостоянная занятость
12. картина тяжелого состояния/ситуации
13. экономически активное/работающее население
14. объяснять
15. право
16. иметь большое значение
17. поразительный/ удивительный
18. расстроенный/разочарованный
19. сложный/замысловатый
20. удручающий/приводящий в уныние
21. проницательный

Ex. 6 Match the words and word combinations (1-12) to their

definitions (A-L).
1. job security
2. redundancy
3. employment prospects
4. unemployment rate
5. econometric model
6. counterpart
7. sick pay
8. annual leave
9. social security.
10. the black market
11. unemployment benefit
12. informal economy
10
A. all economic activities that fall outside the formal economy
regulated by economic and legal institutions
B. assurance that you will be able to work in your job as long as you
please and will not become unemployed
C. money that the government pays regularly to unemployed people
who are looking for a job.
D. the number or percentage of people in a country or area who do
not have jobs
E. a situation in which someone loses their job because their
employer does not need them
F. a system in which goods or services are traded illegally
G. the possibility of being successfully employed in the future
H. one that specifies the statistical relationship between the various
economic quantities referring to a particular economic
phenomenon under study
I. a person or thing that does the same job or has the same function
as a person or thing in a different organization
J. public provision for the economic, and sometimes social, welfare
of the aged, unemployed, etc, especially through pensions and
other monetary assistance
K. money paid to a worker who is not at work because they are ill
L. a paid number of days each year that an employee is allowed to
be away from work

Ex.7 Complete the sentences using the words and word

combinations from Ex. 6. You may need to change the word
form.
1. ____________________ and levels move in a cyclical manner,
largely related to the general business cycle.
2. The takeover is expected to result in over 1,000
________________ .
3. She might be entitled to a _____________ benefit called
disability living allowance.
4. Personal factors such as education, work experience, job
functional area, work industry, work location, etc., play an
11
 important role in determining the need for an individual's
services, and impacts their personal ___________________.
5. The ____________is distinct from the grey market, in which
commodities are distributed through channels which, while legal,
are unofficial, unauthorized, or unintended by the original
manufacturer, and the white market, the official intended market
for goods and services.
6. Depending on the jurisdiction and the status of the person,
__________________sums may be small, covering only basic
needs, or may compensate the lost time proportionally to the
previous earned salary.
7. He still hadn't taken all his __________________, and
headquarters was on his back about using up his days before the
end of the year.
8. Having a wide range of interests can improve your
____________________.
9. A simple example of an ____________________is one that
assumes that monthly spending by consumers is linearly
dependent on consumers' income in the previous month.
10. The _________________is that part of an economy that is not
taxed, monitored by any form of government, or included in any
gross national product (GNP).
11. If you can't work because you're unwell it's important to know
your rights regarding _________.
12. The secretary of defense met with his _______________in Asia
to discuss the nuclear crisis.

Ex.8 Make derivatives of the verbs in the table. More than one
answer is possible.

Verb noun adjective

frustrate
sophisticate
develop
employ
12
revise
calculate
classify
complicate
startle
engage

Ex. 9 Choose the correct alternative.

1. He gets frustrated/frustrating when people don't understand what

he's trying to say.
2. This is an immensely frustrated /frustrating experience for the
student.
3. I don't suppose I have any books that would suit your
sophisticated/sophisticating tastes.
4. Within the next century, 95 per cent of all the projected
population growth on the planet will take place in the
developed/developing world.
5. Almost two million children attended school for the first time on
Saturday, most of them using textbooks developed/ developing in
the US.
6. Part-time workers accounted for 29.3% of the employed/
employing population last year.
7. This paper is a revised/ revising version of a report
commissioned by the Economic Development Institute of the
World Bank.
8. The gunshots were a calculated/ calculating risk, to persuade
Silvester to give back the money.
9. Critics call him cold, calculated /calculating and arrogant. He
cares little for the plight of ordinary people.
10. The part of the report that includes thoroughly classified/
classifying information was removed before the report was made
public.

13
11. What we've really learned from promoting health education is
that frequent simple messages work much better than
complicated/complicating ones.
12. He made some startled/startling admissions about his past.
13. Lisa whirled round at the sound of Vass's voice with a startled /
startling look on her white face.
14. Customers calling to book tickets found the line was constantly
engaged/ engaging.
15. She was taller than Howie and possessed an engaged/ engaging
smile, long blond hair and arresting blue eyes.

Grammar Tenses

Simple= Continuous= Perfect Perfect

Indefinite Progressive (Simple) Continuous
Констатация Процесс Завершенность Процесс в
факта течение
некоторого
периода
времени
be + V-ing have + V-ed, V3 have +been+
V-ing
P V*, V-s (-es) am have have
r is } V-ing has } V-ed, has } been
e are V3** V-ing
s I write I am writing I have written I have been
e writing
n Я пишу Я пишу Я написал Я пишу (уже
t (часто) (сейчас) (уже, только час, с двух
что) часов)
P
a V-ed, V2** was had V-ed, V3 had been V-
s were } V-ing ing
t I wrote I was writing I had written I had been
writing
14
 Я (на-)писал Я писал Я написал Я писал (уже
(вчера, два (вчера в два (вчера к трем два часа,
дня назад) часа, когда часам; до того когда он
он вошел) он пришел) пришел)

F shall*** shall shall shall

u will } V will } be V- will } have V- will }have
t ing ed, V3 been V-ing
u I shall/will I shall be I shall have I shall have
r write writing written been writing
e
Я буду Я буду Я напишу Я буду
писать писать (завтра к трем писать
(завтра) (завтра в три часам) (завтра уже
часа) три часа,
когда он
придет)
*V- verb
**V2 and V3 – past simple and part participle forms of irregular
verbs
*** We use shall only with I and we mostly in the questions,
offers or suggestions e.g. Shall I/we open the window? What shall
I do?
Present tenses

Present 1. permanent states, repeated actions, daily routines

Simple He works in a bank.
(Indefinite) 2. general truths, laws of nature High taxes
discourage investment.
3. timetables (planes, trains), programmes The
exhibition opens in May.
4. sports commentaries, reviews, narration Bob
overtakes his rival and wins a prize.
5. instructions, directions First do some market
research.
15
Present 1. actions at the moment of speaking I’m trying to
Continuous find a file.
(Progressive) 2. temporary actions (going on around now) We’re
developing a new product.
3. often actions to express annoyance, irritation,
anger (usually with adverbs always, constantly,
continually)You’re constantly interrupting me
when I’m talking.
4. actions arranged to do in the near future I’m
meeting Mr Smith today.
5. changing, developing situations The prices are
rising.
Present 1. an action started in the past and continues up to
Perfect the present He has had the same job for two
years.
2. an action which has recently finished, the result
is visible I have just signed a contract. You can
have a look at it.
3. an action which happened at an unstated
(unknown, unimportant) time in the past, the
emphasis is on the action He has bought a car.
4. an action which has happened within a specific
time period which is not over at the moment of
speaking I haven’t seen him this week.
5. to announce news We have updated our website.
Use Past Simple for details.
6. to talk about life experiences He has done many
jobs in his time.
7. after this is the first/second time: This is the first
time we have received a complaint.
Present 1. to put emphasis on the duration of an action
Perfect which started in the past and continues up to the
Continuous present He has been reading the project plan for
an hour. (but: He has read 10 pages. The
emphasis is on the result)
16
 2. an action started in the past and lasted for some
time. The action may have finished or may still
be going. The result is visible in the present. His
face is red. He has been running fast.
3. to express anger, annoyance, irritation He has
been giving away our corporate plans.
State verbs do not usually have a continuous form. There are 5 main
groups of them:
1. Mental state: know, believe, realize, understand, suppose,
remember, mean, forget, etc.
2. Emotional state: love, hate, mind, like, dislike, envy, admire,
etc.
3. Possession: have, own, belong to, etc.
4. Sense perception: taste, hear, see, smell, feel
5. Other existing states: seem, appear, cost, owe, weigh, be,
consist of, contain, include, need, etc.

Some state verbs can be used in a continuous form with a difference

in meaning.
1. I think he is smart. I am thinking about his career prospects.
2. Bob is foolish. Bob is being foolish.
3. He has a car. He is having an interesting conversation.
4. The dish tastes delicious. I am tasting the dish.
5. The room smells a bit damp. She is smelling the roses.
6. I can see a bus coming. I am seeing Ann tonight.
I see what you mean.
7. I feel that you are mistaken. I am feeling terrible.
8. Her hair feels like silk. She is feeling her son’s forehead.
9. The baby weighs 3 kilos. The doctor is weighing the baby.
10. He looks/appears nervous. He is looking out of the window.

Ex. 10 Sort these time expressions into 3 categories:

1) used with Present Simple
2) used with Present Continuous
3) used with Present Perfect and Present Perfect Continuous.
17
usually, for, since, now, often, already, yet, at the moment, just,
every day/week/month, these days, ever/never, still, still (in
negations), in the morning/afternoon/evening, lately, recently,
nowadays, on Mondays/Sundays, how long, tonight, at present,
today, so far, this week/month/year

Ex. 11 Complete the sentences using the verbs in brackets in the

Present Simple or Present Continuous form. Explain your
choice.
1. I ___________ (think) having a good idea is crucial for small
business development.
2. What __________ (you think) about?
3. It _______ (seem) that our new initiative _________ (become)
more and more popular these days.
4. He __________ (have) a strong incentive to investment in small
ventures.
5. He __________ (have) a business talk with a colleague at the
moment.
6. Procter and Gamble _____ (make) a wide variety of consumer
goods.
7. I ______ (see) Mrs Smith next week. She _______ (arrive) on
Monday.
8. This time, we _________ (work) on a completely new market
segmentation strategy.
9. We ______ (work) on slogans for different advertising
campaigns.
10. Many consumers ________ (prefer) branded products.
11. The legislation ________ (come) into force on 1 September.
12. _____ (place) the CD in the drive and _______ (click) on the
icon.
13. This time I ______ (not mind) involving business angels in the
deal.
14. Now he _____ (own) five mansions, several cars and yachts.
15. Today the product ______ (cost) $10 but it’ll be more expensive
tomorrow.
18
Ex. 12 Complete the sentences using the verbs in brackets in the
Present Perfect or Present Perfect Continuous form. Explain
your choice.

1. He ______ (be) to all European countries.

2. Our company _______ (grow) rapidly and now we can enter
foreign markets.
3. Our company _______ (grow) rapidly for two years already.
4. The government _______ (announce) an increase in wealth tax.
5. This is the first time we ______ (alter) the organization structure
of raising capital.
6. Imports ______ (increase) steadily over the past six months.
7. - You look tired. – I am. I ______ (work) on the report all day.
8. He ______ (play) a lot of golf with his business partners recently.
9. He ______ (play) golf twice this week.

Ex. 13 Choose the correct answer (a, b, c, d).

1. After graduation he applied for this job and he _________ there
ever since.
a. is working
b. works
c. has worked
d. has been working
2. The secretary _______ the report all day and she’s only half way
through.
a. types
b. is typing
c. has typed
d. has been typing
3. Companies ___________ billions on training every year.
a. spend
b. are spending
c. have spent
d. have been spending

19
4. Today more and more companies _________ to enter the market
with an innovative project.
a. try
b. are trying
c. have tried
d. have been trying
5. I ______ they ________ outside training yet because in-house
on-the-job training _______ cheaper.
a. am thinking, do not arrange, seems
b. think, have not arranged, is seeming
c. think, has not arrange, seems
d. think, have not arranged, seems
6. Nowadays business leaders and government authorities
___________ equal opportunities for entrepreneurs to perform
well and to enter healthy competition.
a. encourage
b. are encouraging
c. have encouraged
d. have been encouraging

Exam practice

Text 2
Ex.14 Read the paragraphs (A - F) and put them in a logical
order to make a text. The first paragraph is given. Which words
in each paragraph helped you decide?

1. A ; 2. __; 3.__; 4. __; 5. __; 6. ___

Top tips for starting your own business

A. With youth unemployment at record highs, one way for young

people to get a job is to start their own business. Instead of
waiting for someone else to hire you, why not set up a company
20
 and employ yourself? But how do you launch a business during
an economic downturn? Peter Day, presenter of Radio 4's In
Business, has interviewed generations of young start-up
entrepreneurs over the years, and here he summarizes the words
of advice they have shared with him on taking the DIY route.

B. In my experience, young entrepreneurs know how to tell it, both

their own and that of the business they have set up and the needs
it is trying to address - plus the adventures they have had on the
way. Arnold Sebutinde, aged 27, from Birmingham runs
Spontaneous Portraits. His story, which helped him get funding
and a mentor from the Prince's Trust, is compelling. Arnold got
into trouble, and spent two and a half years in prison. While
serving his sentence, he made use of his talent for drawing with
both hands and started to sell portraits of inmates and their
visitors, for £2.50 a time. After being released, he continued to
build his business, and posted internet videos to highlight his
special talent. Story-telling is a vital part of running any kind of
business, but it gets neglected as companies get bigger and bigger
and more and more arrogant.

C. Most homes and most students are already equipped with quite a
lot of the tools any business needs to reach a worldwide audience
from day one. Computer power is so cheap that many school or
university leavers have their own machines, with processing
power unimaginable a few years ago. Laptops can edit sound or
movies, design software, and keep track of all the details of a
start-up business at minimal cost. Internet connectivity allows a
start-up entrepreneur to collaborate with video conferencing at
almost no cost, an extraordinary breakthrough. The internet also
enables a new business to reach a specific, even worldwide
marketplace with a minimal outlay. Clever viral marketing can
pull in curious customers seduced by ingenuity alone. And very
young people are often instinctively able to use the new
technology that makes all this happen. They already know things
21
 that great big companies have to pay specialists huge sums to get
done. Starting any kind of business always used to need money:
from savings, relatives, angel investors, a bank loan.

D. Why not start a business based on a need you yourself have, that
is not properly addressed by existing suppliers? You experience
the gap in the marketplace, and you fill it: easy-peasy. University
campuses are full of ideas for businesses. For example, David
Langer was at Oxford University when he co-founded Group
Spaces. It started as a service for Oxford University clubs, and is
designed to make life easy for secretaries and treasurers trying to
do admin for clubs, societies, and hobby groups. Group Spaces
now has two million users worldwide, helping club
administrators in more than 100 countries. The company employs
10 people, working near East London's start-up hub Silicon
Roundabout and has recently raised £1m ($1.54m) in investment.
If you have got the need, and the idea, then come the operational
problems - but even they are less daunting than they used to be.

E. The latter is reputedly horribly difficult at the moment. For

several reasons, including the technology mentioned above, not
having pots of cash is now much less of a problem than it used to
be. Several of the start-up entrepreneurs needed only credit-card
loans to get their businesses up and running.
Warren Bennett, 30, is co-founder of the bespoke tailoring
service A Suit That Fits. Now 6 years old, the company sells
around 15,000 suits a year. Warren had the idea while
volunteering as a teacher in Nepal, where he had stumbled on a
good local tailoring business. Back home in the UK, Warren and
a friend started what he says was the world's first online bespoke
suit-making business. The company now has studios across the
UK for people to drop into to have measurements taken for a suit
that is made thousands of miles away in Nepal. A Suit That Fits
was funded solely through credit cards and by asking customers
to pay in advance. It is a business that lives off cash-flow, not
22
 bank borrowings. Whether you are pitching to a potential
sponsor, mentor or customer, it helps to tell a good story.

F. The way the start-up entrepreneurs tell it, it is tricky to start a

business at any time - not just during a recession - but their
particular business idea is so niche, so focused, and so special
that they shrug off the gloom and just get on with it. The upside
of starting a business during a downturn is that things can only
get better as the economic climate improves, and you will have
learnt an awful lot in the difficult times that you can use in the
easier ones. Lots of people go about finding their niche by using
business school tools such as market analysis or sector research.
Clever, but remote. [9]

Listening

STRATEGY POINT
1. Use the pause before you hear the recording to read the notes
carefully and to think what kind of information could go in each
gap. Guess the type of answer before you hear the talk.
2. The speaker may say two or three possibilities for each question,
so don’t just write down the first that you hear. Listen carefully to
decide which is correct.
3. The speaker may not use the same words as are used in the
questions. Listen for the same idea expressed with an alternative
word or phrase. Try to think of some in the pause before you hear
the recording.
4. Use the pause before the first and the second listening to decide
what questions you will need to concentrate on.
5. Use the second listening to check the answers you already have.

Ex. 15
 Look at the notes about the launch of a new clothing
company.

23
  Some information is missing.
 You will hear part of a welcoming talk by the company’s
Managing Director. [28; p.137]
 For each question 16-22 fill in the missing information in the
numbered space using one or two words.
 You will hear the talk twice.
 You have 10 seconds to read through the notes.
 Now listen, and fill in the missing information.

Company Launch Event

New company:
Name : 1.(16) ________________ Clothing Ltd.

Staff change:
Davis Shaw to become: 2. (17) _________________________

New premises:
Location: close to 3. (18) __________________________
Biggest area of expansion: 4. (19) __________________________
Future staff facility: 5. (20) __________________________

Future company plans:

Next new product range: 6. (21) ____________________ clothes
New market: 7. (22) __________________________

Lesson 2

Pre-listening
Ex. 1 Answer the questions:
1. What are the main ways governments can raise money?
2. What are the main ways established companies can raise
money?
3. If you were starting a new company, how could you try to
raise money?

24
Listening

Ex. 2
a) Listen to an interview with Tara Ganesh, the marketing
director of a business support service called Entrepreneur.
[28; p.86] How many ways to get money which you listed in
the previous exercise does she mention?

b) Listen to the interview again and complete these notes.

Which three kinds of advice can Entrepreneur give
1. legal 2._____________ 3._______________
Most common way to fund a new business:
4.________________________________________
Bank managers want to see 5.__________________
Types of assets to guarantee bank loans
6.______________ 7._____________________
Company which provides start-up money is called a
8________________________ firm.
Minimum percentage growth these companies require:
9 ________________________
Business angel is 10.______________________________
Can find business angels through 11._________________

Text 1
Reading

Ex. 3
a) Read the title of the text. Try to predict what types of
entrepreneurial finance it is about. Skim the text to check your
predictions.

b) Read the text again more carefully. For questions 1-5, choose
the correct answer (A, B, C or D).

25
 STRATEGY POINT
1. Read the text quickly to get a general idea of what it is about.
2. Look at the first part of the question, and underline key words.
Don’t read the options A-D yet. Find the part of the text the
question refers to.
3. Go through the choices and underline the key words.
4. Choose the answer that fits best. Keep in mind that the
information may be rephrased.
5. Even if you think you know the correct answer, always check
that the others are not appropriate.
6. Check your answer against the text.

Alternative Types of Entrepreneurial Finance

An inherent problem that entrepreneurs face at the very

beginning of their entrepreneurial initiative is to attract outside
capital, given the lack of collateral and sufficient cash flows and the
presence of significant information asymmetry with investors. While
different investors exist for larger amounts of capital, entrepreneurial
initiatives that require much smaller amounts to start with need to
rely on friends and family or own savings.
More recently some entrepreneurs have started to rely on the
Internet to directly seek financial help from the general public (the
“crowd”) instead of approaching financial investors such as
business angels, banks, or venture capital funds. This technique,
called “crowdfunding,” has made it possible to seek capital for
project-specific investments as well as for starting up new ventures.
In theory individuals already finance investments indirectly
through their savings, since banks act as intermediaries between
those who have and those who need money. In contrast,
crowdfunding occurs without any intermediary: entrepreneurs “tap
the crowd” by raising the money directly from individuals.
Crowdfunding is an open call, essentially through the Internet, for
the provision of financial resources either in form of donation or in

26
exchange for some form of reward and/or voting rights in order to
support initiatives for specific purposes.
Several platforms have emerged that help mediate between
crowdfunders and individuals with a project. One that has helped in
making the concept famous is Sellaband.com. Launched in 2006, it
acts as an intermediary between new music bands and their fans, who
can invest in the production of a band's first CD. In exchange,
investors obtain rewards, like a free copy of the CD or benefits from
its sales. In roughly three years the company raised more than U.S.
$3 million from individuals in order to promote new artists. In total,
almost four thousand artists received support from more than sixty-
five thousand “believers”.
Some main characteristics of ventures emerged:
• They need to raise a reasonably low amount of capital that will
accommodate a relatively small number of investors, first because
some legal forms have limitations in respect to that, and second
because managing very large groups can prove to be difficult, even
with new technologies. There are, however, a few cases that have
shown how to circumvent many of these problems.
• They have an interesting project to offer to prospects, in particular
something innovative. Since
crowdfunders are not only rent-seekers, they also need to be
interested in the project, and are often ready to become an active
investor in decision making.
• They need to be willing to extend their skill set, or at least welcome
other people's opinions, because crowdfunders seek projects where
they can participate and be useful. This could be an advantage to
anybody.
• They need to know how to work with Web 2.0, because the whole
process goes through the interactive Internet, from communicating
the project to managing shareholders. All of this could be done
without the web, but at a considerably higher cost in time, money,
and efficiency.
Consequently, and mainly because of the first characteristic,
crowdfunding works best for small ventures. Bigger ones would be
27
hindered with the cap in associates. Moreover, not all small ventures
can access crowdfunding, only innovative ones that plan to grow big.
Finally, big ventures might not be able to satisfy shareholders' need
for participation, so that excludes them too.
Our analysis of crowdfunding practices provides avenues for
future research. One urgent question is the relation to intellectual
property rights. Entrepreneurs making use of crowdfunding will need
to disclose some of their ideas to the crowd well in advance, creating
risks of idea stealing due to the fact that potentially valuable
information is put into the public domain. Does this deter financially
constrained entrepreneurs from tapping the crowd? [21]

1. Entrepreneurs resort to crowdfunding because

A. they need a lot of money to launch their projects.
B. a lot of different investors seek the ways to make their
money work.
C. most intermediaries between those who have and those
who need money are focused mainly on big business.
D. they can’t depend on the friends and families.
2. Crowdfunding has become rather popular because
A. it is a good way to raise capital without relying on
intermediaries.
B. it always provides investors with shareholder voting
rights.
C. it is done through the Internet, which is a very modern
and fast means of communication.
D. it is aimed at starting up new ambitious ventures.
3. The Sellaband.com example proves that
A. new music bands can’t succeed without crowdfunding.
B. numerous fans of music bands are crazy about free CDs.
C. crowdfunding as a business initiative turned out to be
viable and recognized by many people.
D. several internet platforms compete for attracting
crowdfunders.

28
4. The main characteristics of emerged ventures show that
A. some legal regulations make it impossible to involve a lot
of investors.
B. crowdfunders eagerly participate in capital investment as
well as in decision- making.
C. start-ups deal with a relatively small number of investors
even though new technologies enable effective and
efficient management of large numbers of
investors .
D. these companies could not be established without the
web.
5. Which of the following obstacles in the way of crowdfunding
were not mentioned in the text?
A. Big ventures can’t have such a huge number of business
partners.
B. Big ventures have to refuse investors easy access to
participation in company operations.
C. Many companies can fear stealing valuable business
information.
D. Companies could need unpredictable time to raise money
for innovative projects.

Ex. 4 Answer the questions:

1. What kind of problem do entrepreneurs face when they start their

own business? Why?
2. What conventional financial investors working on the market are
mentioned in the text?
3. What is crowdfunding?
4. What are its specific features?
5. What are small ventures emerged out of crowdfunding
characterized by?
6. Why are bigger companies usually excluded from the practice?
7. Why might the issue of intellectual property rights prove a
hindrance to crowdfunding?
29
*Discussion

Would you like to start a business? What sort? Where would you get
the capital? Where do people in your country normally get capital?
What are the advantages and disadvantages of different methods?
What do you think the future of crowdfunding in your country is?

Vocabulary

Ex. 5 Find in Text 1 English equivalents given in bold for the

following Russian words and word combinations.

1. присущий/неотъемлемый/характерный
2. принуждать/вынуждать/стеснять
3. сталкиваться с чем-либо лицом к лицу
4. заранее
5. привлекать
6. удерживать/отпугивать от чего-либо
7. достаточный
8. иметь доступ/получить доступ к чему- либо
9. значительный/существенный
10. препятствовать/затруднять
11. требовать
12. лимит/максимальное количество
13. полагаться на
14. широкая общественность/публика
15. эффективность/оперативность
16. косвенно
17. процесс принятия решений
18. сбережения
19. обойти/перехитрить
20. происходить/случаться
21. продвигать/рекламировать
22. посредник

30
 23. посредничать
24. собирать (деньги)
25. «выпрашивать, выуживать деньги у людей»
26. или ….или
27. поддерживать
28. получать
29. появляться
30. выпускать на рынок
31. выгода/прибыль
32. искать

Ex. 6 Match the words and word combinations (1-16) to their

definitions (A-P).
1. capital
2. collateral
3. cash flow
4. investor
5. entrepreneur
6. business angel
7. bank
8. venture capital
9. venture
10. intermediary
11. donation
12. reward
13. rent
14. shareholder
15. cost
16. property rights

A. security pledged for the repayment of a loan

B. the money paid or required for acquiring, producing, or
maintaining something
C. a new business activity that involves taking risks

31
 D. capital that is provided for a new commercial enterprise by
individuals or organizations other than those who own the
new enterprise
E. the act of giving something, especially money, to help a
person or an organization
F. material wealth owned by an individual or business enterprise
G. the movement of money coming into a business as income
and going out as wages, materials etc.
H. an investor in a business venture, esp. one in its early stages
I. the owner of one or more shares in a company
J. a person or organization that tries to help two other people or
groups to agree with each other
K. someone who starts a new business or arranges business deals
in order to make money, often in a way that involves
financial risks
L. the money that someone pays regularly to use a room, house
etc that belongs to someone else
M. a business that keeps and lends money and provides other
financial services
N. the rights of people and companies to own and use land,
capital, etc. and to receive a profit from it
O. a person, organization, or country that puts money into
something in order to make a profit or receive interest
P. something that you get because you have done something
good or helpful or have worked hard

Ex.7 Complete the sentences using the words (a-j).

a) investors b)donation c)collateral d)business angel

e) property rights f)cash flow g)bank h)venture capital
i) intermediary j)rent

1. The fact that liquid assets are easy to sell does not always make
them good ______________.

32
2. The computer industry relied for much of its development on
small start-ups backed by __________.
3. Developers say that these government decisions violate their
__________________ .
4. Knowledge of the identity of the _______________ would in all
probability lead to the identity of the original source.
5. Managers should aim to progress relentlessly towards generating
positive _____________ .
6. You currently owe the _________ almost one million dollars and
your cash flow is negative and has been for months.
7. He would now like to bring in other investors, most likely from
the _____________ community.
8. A recent survey showed that 35% of private ___________ felt
auditors were not truly independent of the firms they audit.
9. The museum has received a $5 million _____________ from the
Bradley Foundation.
10. Managing the property generally means collecting _________
and carrying out maintenance.

Ex. 8 Make derivatives of the words in the table. More than

one answer is possible.

verb noun adjective

-------- entrepreneur entrepreneurial

entrepreneurship
finance
initiative
attract
different
investor
require
savings
mediate
intermediary
33
emerge
donation
support
production
benefit
specific
promote
innovative
participate
-------- efficiency
access
provide

Ex. 9 Fill the table with linking words from the text. Add at least
one linking word to each group.

relationship marked by
contrast
time and sequence
reason (cause)
result (effect)
addition

Ex. 10 Combine the two sentences into one using so,

consequently, because, since. More than one answer is possible.

1. Entrepreneurs face the lack of cash flows. They have to raise

money from investors.
2. Entrepreneurs can’t access financial institutions such as banks.
They don’t have good collateral.
3. Individuals deposit their money in banks, banks lend money to
businesses. Individuals finance businesses indirectly.

34
4. Entrepreneurs try to offer innovative projects. Crowdfunders are
not just rent-seekers but they want to be involved in interesting
and useful initiatives.
5. Crowdfunding means disclosing some information to the general
public beforehand. Creative ideas can be stolen.
6. Several competitors emerged on the market. The company has to
launch a new product to attract more customers.
7. We need a reliable intermediary in this deal. All our savings are
at risk.

Listening

STRATEGY POINT
1. Use the pause between the instructions and listening to the
recording to read each question and underline the most
important words.
2. The speaker will probably say something about all three
alternatives or something similar to them. Listen carefully to
decide which is correct.
3. Remember that the speaker will not usually use the same
words as in the questions. You must listen for the same idea
expressed in different words.
4. If you find a question difficult, use the pause before listening
the second time to read it again and think about what you
have heard.
Ex. 11
 You will hear a radio interview with George Johnson,
Managing Director of Media-X, an organization which
invests in internet companies. [28; p.139]
 For each question, 23-30, mark one letter (A, B, C) for the
correct answer.
 You will hear the conversation twice.
 You have 45 seconds to read through the questions.
 Now listen, and mark A, B, C.
35
1. (23) The name Media-X was chosen for the company because
A. it presented a serious image.
B. it was connected with technology.
C. it seemed easy to remember.
2. (24) George Johnson started to invest in internet
companies because the internet
A. already had considerable educational value.
B. was increasingly popular in Europe.
C. was becoming easier to use.
3. (25) What was George’s first job?
A. bank employee
B. economics lecturer
C. software programmer
4. (26) George’s father helps him by
A. advising him on investments.
B. providing him with suitable office space.
C. giving him financial support.
5. (27) Approximately how many companies in total does
George help each year?
A. 100
B. 200
C. 300
6. (28) When choosing between proposals, George first considers
A. the experience of the directors.
B. the need for the product or service.
C. the financial background of the company.
7. (29) Media-X helps companies by providing advice on
A. market research.
B. technical support.
C. pricing strategy.
8. (30) Which of these UK companies has expanded into
other countries?
A. NetTrade.com
B. TravelDeals.com
C. OrderFree.com
36
Grammar
Past tenses

Past 1. an action which happened at a definite time in

Simple the past Last year the company earned more
(Indefinite) than a billion dollars.
2. an action which happened immediately one after
the other in the past First they did market
research, then they launched a new product line.
3. past habits or states which are now finished (you
can also use used to) Market opportunities
were/used to be very different ten years ago.
Past 1. an action which was in progress at a stated time
Continuous in the past At 11a.m. yesterday morning they
(Progressive) were having a meeting.
2. an action which was in progress (longer action;
Past Continuous) when another action interrupted
it (shorter action; Past Simple)
I was just leaving the office when the news came.
3. two or more simultaneous past actions
He was talking on his mobile phone while he was
looking through the report.
Past 1. an action which happened before another past
Perfect action or before a stated time in the past. She had
typed ten business letters when she had a coffee
break.
2. an action which finished in the past and whose
result was visible in the past He was happy. He
had employed a competent lawyer.
Past 1. to put emphasis on the duration of an action
Perfect which started and finished in the past before
Continuous another past action or a stated time in the past,
usually with since or for. She had been looking
for a job for a year before she was short-listed.
2. an action which lasted for some time in the past
37
 and whose result was visible in the past He was
tired. He had been working on the report all
night.
Past Simple and Present Perfect
Past Simple
1. an action which happened at 1.
a definite time in the past (the
time is known) He set up his
first business in 2001.
2. an action which began and 2.
finished in the past John
worked for the company for
20 years (he doesn’t work
now).
3. an action which happened in 3.
the past and cannot be
repeated When he was in
business he won several
tenders.
4. an action which happened 4.
within a specific time period
which is over at the moment
of speaking I had two
meetings this morning (it is
afternoon now).
5. about people who are no 5.
longer alive
Peter Drucker described five
functions of a manager.
6. in questions When…? What 6.
time…? How long ago…?
When did he start working
for the BBC?
38
Present Perfect
an action which happened at
an unstated time in the past
(the time is unknown) He
has set up several companies.
an action which began in the
past and continues up to the
present John has worked for
the company for 20 years (he
is still working now).
an action which happened in
the past and may be repeated
He is a successful
businessman he has won
several tenders.
an action which happened
within a specific time period
which is not over at the
moment of speaking I have
had two meetings this
morning (it is still morning).
about life experiences He has
never had a job interview in
his time.
in questions How long…?
How long has he been
working for the BBC?
*In compound sentences They haven’t seen each other since they
graduated from the university.
Present Perfect is in the main clause, Past Simple is in the
subordinate clause of time after since.
* Use Present Perfect to give new information (a piece of news) but
Past Simple to give details of new information. They have lowered
their prices. (a piece of news)
They lowered them because of tough competition. (details)

Ex.12 Sort these time expressions into 3 categories:

1) used with Past Simple
2) used with Past Continuous
3) used with Past Perfect and Past Perfect Continuous.

yesterday, all morning/evening/day/night, three days/weeks ago, by

the time, before, till/until, last night/day/ month/year/Monday, while,
as, already, in 2002, just, for , since, how long, when, then

Ex.13 Choose the correct alternative (Past Simple or Present

Perfect). Explain your choice.

1. I haven’ t seen/didn’t see much of our shareholders lately.

2. Who is the man over there acting as an intermediary? I have
never seen/never saw him before.
3. I’ve done/did a lot of rash things in my career path.
4. She quitted/has quitted her job in a bank last week.
5. When have you talked/ did you talk to the business angel
representative?
6. I have often wondered/ often wondered how entrepreneurs raise
capital without any sound collateral.
7. How long ago have they managed/ did they manage to
significantly increase the cash flow?
8. How long have you worked/did you work to increase the cash
flow so significantly?
39
9. While arriving at the final decision, investors have read/read a lot
of financial statements of the portfolio company.
10. Sellaband.com emerged/has emerged in 2006. Several dotcoms
of this kind emerged/have emerged since then.

Ex. 14 Complete the sentences using the verbs in brackets in the

Past Simple, Present Perfect, Past Continuous, Past Perfect or
Past Perfect Continuous form. Explain your choice.

1. Reports are coming in that the government __________

(announce) an increase in unemployment rate. According to the
statistics, it ___________ (provide) 5% more people with
unemployment benefit than a year before.
2. It is the first time he ___________ (chair) the meeting of the
Board of Directors.
3. It was the first time he _________ (chair) the meeting of the
Board of Directors.
4. He just ________ (start) talking to venture capital firms about
financing his expansion plans when the government _________
(impose) a strict embargo.
5. The company ____________ (support) his aggressive overseas
expansion plans when the government ____________ (impose) a
strict embargo.
6. They claimed that the local authorities strongly ___________
(promote) voluntary donation for the last two years.
7. How many rewards _____________ (investors obtain) in the July
crowdfunding project?
8. He was tired but happy. They _________ (work) hard the whole
month and _________ (raise) more money than the project
______________(require).
9. First he _____________ (initiate) negotiations for the pay
increase, then he ____________ (mediate) a solution between the
two sides rather successfully.

40
10. Crowdfunders _____________ (access) the project site remotely
every Monday from May to September to become an active
investor in decision making.
11. How long _____________ (he attract) new distributors before an
effective supply-chain was formed? How many
distributors_________ (he attract)?
12. We ____________ (not talk) to him since he __________
(specify) his requirements.

Used to/Be used to/Get used to/ Would

meaning time structure example

Used Repeated past Used to + He used to work a

to actions, infinitive lot when he was in
habits and his thirties.
states He used to love
(I did smth his job very much.
regularly Now he is a
but no retired man.
longer do
it)
Be Be past Be used to + He is a racer. He
used accustomed present noun/pronoun/- is used to driving
to to, be in ing form very fast.
the habit of
Get Become past Get used to + You have lived in
used accustomed present noun/pronoun/- the countryside.
to to future ing form But I’m sure you
will get used to
the urban life
sooner than you
think.
Would Repeated past Would + He would/ used to
actions infinitive eat out on
(I did smth weekdays when
41
 regularly he worked in the
but no downtown.
longer do
it)

Ex.15 Choose the correct alternative.

1. In the beginning they used to rely/relying on friends and family

or own savings but now twenty years later they are used to/used
to raise/raising finance through sponsored events.
2. It took him some time to be used to/to get used to corporate
requirements in his new job.
3. He would/used to/ was used to/got used to access investors again
and again to show the benefits of his innovative idea.
4. He would/used to believe/believing that entrepreneurs making
use of crowdfunding would never disclose their ideas to the
crowd.
5. He would/used to have/having no collateral to take out a bank
loan.

Ex.16 Choose the correct answer (a, b, c, d).

1. As they ____________ to venture capitalists they got to know
a lot about fundraising.
a. talked
b. were talking
c. had talked
d. had been talking
2. Investors were not comfortable until the entrepreneur
___________ the innovative character of his idea.
a. didn’t explain
b. was explaining
c. had explained
d. had been explaining
3. He explained that he ___________ the company for 10 years
and they _________ so many trivial complaints.
42
 a. had run ….had never been having
b. ran ……….were not having
c. had been running …..had never had
d. was running ….had never been having
4. Two years ……. (= It’s two years) since I …….the
effectiveness of the approach.
a. have passed …….have realized
b. passed …….realized
c. have passed …….realized
d. passed ……….have realized
5. I ……to foreign countries, so different languages don’t worry
me at all.
a. am used to travelling
b. used to travel
c. would to travel
d. used to travelling
6. It ……… a poor country before they discovered oil.
a. used to be
b. would be
c. was used to being
d. had been used to being

Exam practice

Text 2
Ex. 17 Read the text.
For questions 1-5, choose the correct answer (A, B, C or D).

Credit Rating Agencies

Ratings seem increasingly central to the regulatory system of

modern capitalism and therefore to governments everywhere. Getting
credit ratings “right” therefore seems vitally important to many

43
observers. But in pursuing improvement in the rating system one
needs to appreciate the challenges and limits to rating.
Rating agencies emerged after the Civil War in the United
States. Two major American agencies dominate the market in
ratings. Both Moody's and Standard & Poor's are headquartered in
the lower Manhattan financial district of New York City. Both
agencies have numerous branches in the US, in other developed
countries, and in several emerging markets. Both firms have fee
incomes of several hundred million dollars a year, making it difficult
for even the largest bond or share issuer to manipulate them through
their revenues. Moreover, inflated ratings would diminish the
reputation of the major agencies, and reputation is the very basis of
their franchise.
Globalization has led to unprecedented financial volatility.
The role of knowledge in investment decision‐making is at the heart
of any business activity. Market actors are overwhelmed with data
about prices, business activity, and political risk. A typical form of
knowledge output is some sort of recommendation, ranking, or
rating. This knowledge output becomes a benchmark around which
market players subsequently organize their affairs. Market actors can
and do depart from benchmarks, but these still set the standard for
the work of other actors, providing a measure of market success or
failure. In this way, knowledge network outputs play a crucial role in
constructing markets in a context of less than perfect information and
considerable uncertainty about the future. Rating agencies and what
they do have become of much greater interest to the regulatory state
and to those of us concerned with the dynamics of global finance. On
the one hand, the demand for the work of the agencies has grown
with the expansion of capital markets and international financing.
This has made the agencies more important than ever before,
granting them significant power in some circumstances over those
seeking bond financing. On the other, risks have grown for the
agencies too. Financial innovation means the rule book is being
reinvented continuously. Although change in global finance has

44
increased the importance of the bond rating agencies, they are more
vulnerable now to a sudden collapse in their franchise.
Three main types of challenge to the power and authority of
rating agencies can be identified. The first challenge— problems in
rating organization—is the public discussion of problems that market
actors (including government officials and financial reporters) see in
how the agencies are organized, and in how they do their business.
The two key elements are perceived: conflicts of interest in how
ratings are paid for, and the question of uninvited ratings. The second
sort of challenge—performance issues—is a more serious challenge
than the organizational problems. The major issues here concern the
lagging nature of rating, specific concerns about “split” ratings, and
the lack of quantitative analysis models in the rating process. The last
sort of challenge to the power and authority of rating—rating
crises—emerges from a series of high‐profile failures to predict
sudden bankruptcies or collapses of credit quality.
Bond traders and pension fund managers have seemingly
contradictory views on rating agencies. They are at times critical of
the work of the rating agencies. But most financial market actors take
the rating agencies seriously. Market participants usually treat the
rating agencies and their views as matters of considerable interest.
Rating agencies, especially Moody's and S&P, have worked hard at
creating their reputation for impartiality over the last century or so.
In addition to respect for the reputation of the agencies, there is also
an awareness of the market influence of the rating agencies. Even if a
trader or bond issuer does not respect a particular judgment of the
rating agencies, they might anticipate the effect the judgment will
have on others, and may act on that expectation. Rating agencies
serve as “reputational intermediaries” like accountants, analysts, and
lawyers, who are essential to the functioning of the system. [22]

1. What is the main explanation why rating agencies tend to be

impartial in their judgment?
A. High revenues because of their multimillion fee incomes
make them independent.
45
 B. Agencies have numerous branches in developed countries and
in emerging markets.
C. Agencies aim to build and to guard excellent reputation of
their own.
D. Agencies emerged after the Civil War, have a long history
and a lot of experience.

2. Knowledge outputs play a crucial role in constructing markets

because
A. market players have to perform in volatile uncertain financial
markets with a lack of perfect information.
B. market players do not have enough data about prices,
business activity, and political risk.
C. there is no other measure of market success or failure.
D. big and small companies are more vulnerable now to a
sudden collapse.

3. Which type of challenge to the authority of rating agencies was

not mentioned in the text?
A. Ratings could be ordered and paid for by the companies
examined.
B. There is a lack of qualitative analysis models in the rating
process.
C. Ratings often fall behind and become out-of- date.
D. Rating agencies failed to foretell some high-profile situations
of insolvency.

4. According to the text “reputational intermediaries” are

A. accountants, analysts, and lawyers, who are essential to the
functioning of the system.
B. rating agencies which have worked hard at creating their
reputation.
C. rating agencies because their judgment serves as a benchmark
in investment decision‐making.
D. established rating agencies Moody's and S&P.
46
5. The main aim of the text is
A. to advertise the activity of rating agencies.
B. to show the role of rating agencies in the era of globalization.
C. to describe the public attitude to rating agencies.
D. to provide a general overview of rating agencies.

Lesson 3

Text 1

Pre-reading
Ex. 1 Read the title of the text. Make a list of at least 4 questions
that you think the text will answer. Work in pairs to compare
your questions.

Reading
Ex.2 a) Read the text to find the answers to your questions.
b) Read the text and choose the best word (A-D) to fill
each gap.

STRATEGY POINT
1. Read the whole text quickly to get a general idea of what it is
about.
2. As you read, try to predict the words that might fill the gaps.
3. Look at the four possible answers for each gap and cross out any
obviously incorrect words.
4. Read both before and after each gap to decide which word should
go in it. The word needs to fit both the meaning and the grammar.
5. After completing all the gaps, read the whole text again to check
your answers.

47
 Central banking

Central banks perform several tasks. They provide settlement

services to large-value payments, oversee banks for the sake of
financial stability, act as lenders of last resort, and implement
monetary policy. These tasks and their mode of operations have been
repeatedly redefined in order to resolve specific monetary and
financial crises.
Lending in last resort is an extraordinary operation that (1)
____ market rules. It is a unilateral and discretionary decision to
provide potentially unlimited amounts of the ultimate (2)____ of
payment to the money markets. It escapes market contracts and is
therefore an act of sovereignty that keeps afloat debtors who
otherwise would have failed to settle their debts. This operation
allows other perfectly sound liabilities to perpetuate, whereas they
would have been destroyed by the spillover of the failed debts.
Therefore the economic impact of LOLR interventions is (3) _____.
On the one hand, it forestalls systemic risk, because the social cost of
letting insolvency spread is higher than the private cost of the
original failure. On the other hand, it can induce moral hazard if it
strengthens reckless behavior against which it provides collective
insurance.
The implementation of monetary policy since World War II is
fundamentally different in the sense that money has effectively lost
its physical reference. E-money poses several new forms of risk
because it uses open networks to communicate instructions and
transfer value in contrast to the closed nature of the interbank market.
The growing (4)_____ of money takes the form of new means of
payments and savings instruments that become nearly as liquid as the
more traditional deposits that are used for payments. This (5) ______
of operational definitions of money reflects the increasing difficulty
of identifying the relevant set of financial instruments that best
reflect the liquidity available in the economy.
Central banks use mainly three instruments to influence the
(6) ____ of money creation in the economy. Reserve requirements
48
are a first type of instrument. By law, central banks stipulate that all
banks keep a fraction of their balance sheets (typically a specified
money aggregate) in reserve at their account at the central bank. The
reserve requirement ratio can be used to affect the cost of issuing
deposits. Given that the central banks often choose to pay no or low
interest on the reserve, the cost of issuing any liability subject to
reserve is directly affected by the level of reserve and their
opportunity cost.
The second type of monetary policy instruments is standing
facilities (also called ‘discount windows’) for banks to obtain
liquidity in a bilateral (7) _____ with the central bank. The interest
rate of these transactions is typically called the discount rate. This
rate can be superior to the money market interest rate so that these
standing facilities are essentially (8) _____ in case of unforeseen
liquidity shortages. However, the discount window has been and still
can be the foremost channel of central bank liquidity to the banking
sector in countries where decentralized money markets are not
mature.
The last major instrument of monetary policy is open-market
operations as a primary way of influencing inflation and economic
growth. Government securities are sold at certain interest rates as a
way of controlling the money supply. These operations take (9)
_____ forms. The European Central Bank organizes regular auctions
where it provides reserve at a target interest rate. The Federal
Reserve directly purchases and sells public sector securities against
central bank money so as to achieve a certain overnight interest rate.
These three instruments are used to a various degree to (10) ______
money supply. [1]

A B C D
1 disturbs disrupts violates offends
2 means ways methods funds
3 uncertain indefinite ambiguous dubious
4 vagueness abstraction generality concept
5 addition growth increase multiplication
49
6 speed velocity pace rate
7 transaction negotiation bargain dealing
8 provision coverage insurance assurance
9 diverse different varied unlike
10 direct rule check control

Ex. 3 Answer the questions.

1. What are the main functions of a central bank?

2. What does ‘to act as a lender of last resort’ mean?
3. What is the economic impact of LOLR interventions in the
economy? Is it positive or negative?
4. What difficulty does the implementation of monetary policy
face? Why?
5. How many instruments do central banks have at their disposal to
manage the money supply? What are they?
6. What do banks have to do to comply with reserve requirements?
How does the reserve requirement affect the cost of issuing
deposits?
7. What is the discount window? What is the function of the
discount rate?
8. What forms of open-market operations are mentioned in the
paragraph?

Ex.4 Complete the notes below to show the main points of the
text. Use the notes to make a summary of the text.

Central banking
Tasks performed by a central bank:
1. _______________________
2. _______________________
3. to act as a lender of last resort
it means____________________________
its positive impact:____________________
its negative impact: ___________________
50
4. to implement monetary policy
instrument 1_________________________
its effect on the cost of liabilities:______
instrument 2________________________
its function:______________________
instrument 3________________________
its function:_________________________
*Discussion
What other functions do central banks perform? What do you think
about central bank independence? Is the central bank in your country
independent of the government?

Vocabulary

Ex. 5 Find in Text 1 English equivalents for the following

Russian words and word combinations.

1. расчетное обслуживание
2. кредитор последней инстанции
3. проводить кредитно-денежную политику
4. односторонний
5. полноправие, полновластие
6. держать на плаву
7. погашать долги
8. пассивы, финансовые обязательства
9. избыток
10. неплатежеспособность
11. балансовый отчет
12. совокупность элементов денежной массы
13. счет
14. вклад
15. альтернативные издержки
16. операция постоянного доступа
17. процентная ставка
18. ставка рефинансирования
51
 19. операции на открытом рынке
20. государственные ценные бумаги

Ex. 6 Match the words and word combinations (1-19) from the
text to their definitions (A-S).

1. a lender of last resort

2. monetary policy
3. settlement
4. liability
5. solvency
6. balance sheet
7. money aggregate
8. account
9. intervention
10. deposit
11. opportunity cost
12. money supply
13. interest rate
14. debtor
15. discount rate
16. open market
17. liquidity
18. auction
19. securities

A. ability to pay all debts

B. an arrangement with a bank in which the customer puts in
and takes out money and the bank keeps a record of it
C. the value of the action that you do not choose, when
choosing between two possible options
D. a financial statement that shows a company's assets and
debts at a particular time
E. the amount of money that a person or organization owes

52
F. a central bank or international organization that lends
money to banks or countries in difficult financial periods
when they cannot borrow from anywhere else
G. a public sale in which goods or property are sold to the
person who offers the most money
H. a person, country, or organization that owes money
I. financial investments such as a bond or share that are
traded on a financial market
J. involvement in a difficult situation in order to improve it
or prevent it from getting worse, or an occasion when this
is done
K. actions taken by a government to control the amount of
money in an economy and how easily available it is, for
example by changing the interest rate
L. the percentage amount that you pay for borrowing money,
or get for lending money, for a period of time, usually a
year
M. the state of having enough money or assets to pay any
money that is owed
N. payment of a debt
O. one of the measures of the amount of money or other
financial assets existing in an economy
P. an amount of money that someone pays into a bank
account
Q. the total amount of money in a particular economy at a
particular time
R. a situation in which a country's central bank buys and
sells in a financial market to increase or reduce the money
supply (= the amount of money in an economy)
S. the rate of interest that a country's central bank charges
for lending money to other banks

53
 Ex. 7 Complete the sentences using the terms (a-l). There are
two extra words you don’t need.

a. opportunity cost b. interest rate c. liquidity

d.balance sheet e. discount rate f. liability
g. monetary policy h.a lender of last resort i.securities
j. account k. solvency l. debtor

1. The central bank slashed its official_______________, at which

it lends to commercial banks, to prevent the economy from
sliding into recession.
2. The business no longer has sufficient __________________to
meet its operational needs.
3. Most government ___________________are bonds that pay a
fixed amount of interest per year; unlike commercial securities,
their repayment is guaranteed.
4. We have to be mindful in implementing a rate freeze to avoid
___________________problems.
5. Some critics point out that all these unsettled debts represent a
growing ____________ for the world's airlines.
6. The ____________________ of studying at university for three
years is the three years of pay that you do not earn during that
time.
7. The banks are able to transfer funds from one bank
________________to another by way of the clearing system.
8. ______________fluctuations may affect present and future cash
flows of the company.
9. Relaxing __________________left room for currency
speculators to make big profits.
10. A ____________can also present a petition to the court in order
to declare voluntary bankruptcy.

54
Ex.8 Match the verbs and nouns below to make collocations.
Check with the text.
1. provide a. securities
2. implement b. debts
3. violate c. interest
4. settle d. policy
5. pose e. services
6. pay f. rules
7. purchase g. risk

Ex.9 Find linking words used in the text and identify the type of
relationships between the author’s ideas.

Listening

Ex.10 Gabriel Mangano is an economics research student,

specializing in monetary policy. You will hear him outlining the
functions of a central bank. [16; p.133]

a) Listen to the interview and fill in the gaps.

The first one is actually to implement monetary policy. There are

roughly three ways to do it. First (a) _______________________ ,
which means limiting, upwards or downwards, the fluctuations of the
interest rate. The second way to implement monetary policy is
simply (b) ____________________________________________ -
coins, banknotes. The third one, which is a bit more modern, is those
(c) _______________________________________ which are
simply buying and selling government bonds to and from
commercial banks.
So that was the first main task of a central bank. The
second one is (d) _________________ I would say. [...]
The third main task, yes, (e) ___________________________ I
would say - make sure that the commercial banks have enough
liquidities, for instance, to avoid any bank run. [...]
55
The fourth main task of the central bank would be to (f)
________________________________, in case, actually, one of
these commercial banks goes bankrupt and the investors, the people
putting money in the bank, have to get back their money.

b) Read the six sentences below. Match them with the six
expressions (a-f) you have written in Ex. l0a.

1. controlling the amount of banknotes in circulation

2. establishing maximum and minimum lending rates, thereby
controlling the credit system
3. ensuring that banks have a sufficient liquidity ratio to allow
customers to withdraw their deposits when they want
4. intervening on foreign exchange markets, buying or selling
large amounts of the national currency, to prevent major
fluctuations
5. lending money to a commercial bank in danger of going
bankrupt
6. selling government bonds to commercial banks or buying
them back, in order to alter the amount of credit the banks can
offer (and thereby alter the money supply)

Grammar
Future tenses

Future 1. predictions usually with the verbs think, believe,

Simple expect, with the expressions be afraid, be sure,
(Indefinite) with adverbs probably, perhaps, certainly*
I’m sure you’ll get this job.
2. on-the-spot decisions** - The copier’s broken. –
I’ll call the engineer.
3. promises or offers I’ll pay you back tomorrow.
Future 1. an action which will be in progress at a stated
Continuous future time
(Progressive) This time tomorrow we’ll be discussing the issue.
56
 2. an action which will definitely happen in the
future as the result of a routine or arrangement
No doubt the unions will be asking for more
money.
3. polite enquiries Will you be staying for dinner?

Future 1. an action which will be finished before a stated

Perfect future time By the end of the year we will have
earned enough to buy a car.
Future 1. to emphasize the duration of an action up to a
Perfect certain time in the future
Continuous By the end of next month he will have been
working for twenty years.

Notes
*But use be going to in predictions when there is evidence that
something will happen in the near future. Look at those clouds – it’s
going to rain.
**But use be going to for:
a) decisions you have made earlier I am going to quit as the team’s
manager.
b) plans, intentions, ambitions you have for the future. I’m going to
meet our agent next week.
(it’s only an intention; neither time nor place is fixed; nothing is
arranged)
Use Present Continuous for arrangements. I’m meeting our agent
next week. (the time is already fixed)
Use Present Simple for programmes, timetables. The flight leaves
at 10 a.m. tomorrow.

Ex.11 Sort these time expressions into 3 categories:

1) used with Future Simple
2) used with Future Continuous
3) used with Future Perfect and Future Perfect Continuous.

57
tomorrow, next week/month/year, this time next week/month/year,
before, until/till, in a week/month/year, in two weeks/months/years,
by, by then, by the time, by……for, the day after tomorrow, tonight,
soon

Ex.12 Choose the correct alternative (Future Simple, be going to,

Present Simple, Present Continuous). Explain your choice.

1. I am sure he will/is going to settle all the accounts without further

delay.
2. Look at the Nikkei index. Share prices of several Japanese
companies will/are going to drop.
3. Look at your diary. The meeting on the intervention policy will
start/is going to start/ is starting/starts at 10 a.m. next Monday.
4. I expect this sudden change in the corporate policy will/is going
to affect the market opportunities for their competitors.
5. The limitations on imports from European countries will
probably/are going to pose a risk to purchasing capacity of
population because of price increase in the market.
6. It certainly will not/is not going to be long before computers
speak rather than display messages.
7. The securities of the company are undervalued at the moment
and seem rather promising. I will buy/am going to buy/am buying
them.
8. The securities of the company are undervalued at the moment
and seem rather promising. I will buy/am going to buy/am buying
them. I talked to my broker yesterday and charged him.
9. – Do you know that the securities of the company are
undervalued at the moment.
- Oh, really? I will buy/am going to buy/am buying some of
them.
10. Last week the central bank made a decision to increase its
discount rate. Commercial banks will raise/ are going to raise/are
raising their interest rates too.

58
Ex.13 Complete the sentences using the verbs in brackets in the
Future Simple, Future Continuous, Future Perfect, Future
Perfect Continuous form. Explain your choice.

1. I believe our government _______ (implement) a coherent policy

aimed at halting economic recession.
2. This time next year our government ___________ (implement)
the reform policy in taxation.
3. By the end of next year, our government ____________
(implement) several reforms in taxation.
4. By the end of next year, our government _____________
(implement) a deliberate policy aimed at halting economic
recession for five years.
5. Our company probably _________ (provide) this service. The
decision will depend on calculating opportunity costs and on the
current demand for it.
6. This time next month our company ______________ (provide)
this service only to a group of its loyal customers.
7. By 2017 the company ___________ (provide) five
comprehensive services in this market segment.
8. By 2017 the company ____________ (provide) this service in
the housing market for three years already.
9. - ____________ you (work) on the balance sheet figures
tomorrow morning?
- Sure. Why?
- I need some to launch a loan application process.
10. Shareholders ____________ (require) all financial data at the
annual general meeting.

Ex.14 Choose the correct answer (a, b, c, d).

1. Could you lend me $1000? I _________ you back tomorrow.
a. will pay
b. will be paying
c. am paying
d. am going to pay
59
2. By the end of the year we ____________ our initial
investment.
a. will recover
b. are going to recover
c. will have recovered
d. will have been recovering

3. During the training seminar you ____________ how to cover

the company’s financial liabilities.
a. will learn
b. will be learning
c. are going to learn
d. will have learned

4. - The central bank representatives ______________

tomorrow!
-Oh, really! When __________? I____________ meet them.
a. will come ……….. is the plane landing……… will
b. are coming ……… does the plane land………. will
c. are going to come ……will the plane land …am going to
d. come ……………..is the plane going to land …..will

5. I have been calculating possible risks. I ____________ in

open market operations.
a. will be investing
b. will invest
c. am going to invest
d. invest

6. –I am afraid the charity auction records are not ready yet.

-Never mind. I______________
a. am going to wait
b. will be waiting
c. will wait
d. am waiting
60
 Reported speech

We can report people’s words using reported speech. The

introductory verb of the main sentence is usually in a past tense
(He said/told us/ asked/ explained/ informed us/ etc that …).
Look at the table below to see how verb tenses change in
reported speech.

Simple= Continuous= Perfect Perfect

Indefinite Progressive (Simple) Continuous
P
r V, V-s am have have
e is } V-ing has } V-ed, has } been V-
s are V3 ing
e I write I am writing I have I have been
n written writing
t
P
a V-ed, V2 was had V-ed, had been V-ing
s were } V-ing V3 I had been
t I wrote I was writing I had writing
written
F shall shall shall shall
u will } V will } be V- will } have will }have been
t ing V-ed, V3 V-ing
u
r I shall/will I shall/will be I shall/will I shall/will have
e write writing have written been writing

Fu
tu would V would be V- would have would have
re ing V-ed, V3 been V-ing
in
the I would I would be I would I would have
past write writing have written been writing
61
Notes: 1. The Past Perfect and Past Perfect Continuous remain
the same.
2. Some words and time expressions change according
to the meaning of the sentence:
now → then, at that time, immediately
today, tonight → that day, that night
yesterday → the day before, the previous day
tomorrow →the next day, the following day
this week → that week
last week → the week before, the previous week
next week → the week after, the following week
two days ago →two days before
here → there
come →go

Examples:
Statement: “I bought a new car yesterday,” -he said. He said that
he had bought a new car the day before.
Yes/no question: “Have you bought a car?” – he asked. He asked
if I had bought a car.
Wh-question: “When did you buy it?” –he asked. He asked when
I had bought it.
Command: 1) “Buy this racing car! It is excellent!” – she told
him. She told him to buy that racing car because it was excellent.
2) “Don’t sell these securities now. They will appreciate,” he said.
He told us not to sell those securities immediately because they
would appreciate.

Ex.15 Rewrite the sentences in reported speech.

1. “Considering all the circumstances now I have to implement the

policy of non-intervention,” -the manager said.
2. “Our company will do our best to stay afloat in crisis,” -the
director promised.
62
3. “Yesterday the central bank announced a new reserve
requirement ratio,” -the expert added.
4. “We were expecting the financial performance of the business to
improve but…,” -he said.
5. “What has changed in the government’s monetary policy this
month?” – the lecturer asked.
6. “Is the solvency of the company guaranteed today?” – the would-
be investor asked.
7. “Will all debtors settle their bills tomorrow?” - she asked.
8. “How do the instruments influencing the money supply work?” –
the student asked.
9. “Specify all your requirements! I can’t work out what you mean,”
– she asked.
10. “Don’t buy these securities now. They will depreciate,” – the
financial analyst said.

Ex. 16 Choose the correct answer (a, b, c, d).

1. He said that the landlord _________________ the house the

previous year.
a. had been sold
b. had sold
c. would sold
d. sold
2. He asked how much _________________.
a. it cost now
b. had it cost
c. it had cost a year ago
d. it had cost the year before
3. Before cutting a deal the venture capitalist asked if
_____________ any asset as a collateral.
a. the company provides
b. the company had provided
c. the company will provide
d. the company would provide
63
4. Analyzing the results experts were wondering how many
investors _____________ from the crowdfunding project.
a. benefit
b. benefited
c. had benefited
d. have benefited
5. He said that the company ___________ implementing a new
marketing strategy the month after.
a. is going to start
b. will start
c. were going to start
d. would start
6. The engineer asked ___________ low-skilled workers for such a
challenging job.
a. don’t employ
b. don’t to employ
c. not employ
d. not to employ

Exam practice

Text 2
Ex. 17 Read the text and choose the best word (A-D) to fill in
each gap.

Liquidity Production in Twenty-first-century Banking

Commercial banks produce credit and they provide liquidity.

Credit involves channeling resources from entities with excess funds
(savers) to entities with a scarcity of funds (investors). Many
institutions produce credit. Banks collect savings from depositors and
lend the funds to firms and households; finance companies collect
funds in the commercial paper market and lend (or lease) the funds to
various investors; insurance companies collect premiums and
purchase stocks, bonds, commercial paper, and other securities.
64
 Banks provide both funding liquidity and market liquidity in
various ways. Traditional intermediation—making illiquid loans
funded with liquid deposits— (1) _____ production of funding
liquidity. Like investment banks, commercial banks also provide
market liquidity in their role as market makers in derivatives
markets. Banks also create market liquidity in loans. For example, in
securitization banks transform pools of illiquid loans, such as
mortgages or credit card receivables, into liquid securities.
Securitization only flourishes in the presence of a deep securities
market. Banks' function in securitization is similar to the function
played by investment bankers when they underwrite debt and equity
for non-financial companies.
What is different about commercial banks, what (2) _____
them from other (3) _______, are products like checkable deposits
and loan commitments. These (4) _____ supply funding
liquidity to customers; they (5) ______ cash on demand. Banks'
‘special role’ lies mainly in providing this funding liquidity, but their
day-to-day business has increasingly involved provision of market
liquidity as a consequence of the growth and deepening of securities
markets. This changing role can be seen in the evolution of
syndicated lending, where banks typically continue to (6) _____ in
the market for credit lines in both the primary and secondary
markets. In contrast, non-bank institutional investors play an
important role in term lending in the syndicated market.
Looking ahead, banks will probably continue to provide
liquidity in both dimensions. The Financial Crisis of 2007–8 seems
to have (7)______ bank dominance at the expense of the large stand-
alone investment banking model. Until the crisis, the traditional
asset transformation role of banks—holding loans financed with
liquid deposits—was on the wane. The (8)______ of securitization
seemed to offer cheaper ways to finance loans, although banks
continued to provide the funding liquidity support through backup
lines of credit. But, this originate-to-distribute model went too
far, facilitating the (9)_____ underwriting standards that fueled the
credit bubble at the heart of the ongoing crisis. Looking ahead,
65
it seems plausible that the traditional (10) _____ of bank lending and
asset transformation may become increasingly attractive. [26]

A B C D
1. engages involves includes contains
2. characterizes distinguishes differs contrasts
3. intermediates mediums middleman intermediaries
4. products goods commodities merchandize
5. bid suggest offer propose
6. dominate prevail outweigh control
7. fortified strengthened amplified intensified
8. height increase growth rise
9. lenient loose slack lax
10. model mode pattern sample

Self-study
Text 1
Ex.1 Read the text and fill in the gaps (1-5) with the sentences
(A-E) from the list below. Which words helped you with your
answers?

A. Many other European universities offer programmes in English,

but the phenomenon extends far beyond Europe: there are
universities in Japan and China, for example, offering courses in
English.
B. A German student, for example, who learnt to read academic
texts at school, might have an advantage over a native English
speaking student who did not.
C. All her courses have been in English. And as she hasn’t met any
other Macedonian students at Maastricht, all her social
interactions have been in English too. Has she learnt any Dutch?
“Not really. Just ‘thank you’,” she says.

66
D. It is not just university academics, eager to see their work
published in the most respected journals, who insist on English.
Students, like Stoeva, do too.
E. However, another study he cited found that Swedish students
read an English biology textbook as well as their British
counterparts – they just needed more time.

Planet English
From mathematics in Maastricht to sociology in Stockholm,
universities around the world are teaching more and more in
English. Michael Skapinker explores the rise of academia’s lingua
franca*
When Darja Stoeva was finishing high school in Macedonia,
she had two ambitions: to study mathematics and to do it in English.
She looked around. The UK would have been the obvious
destination, but rising tuition fees meant she could not afford a
British university degree.
She extended her search to continental Europe, where she
found the combination of maths and English, or rather maths in
English, she was looking for – in the Netherlands. She has just begun
her final year at Maastricht University’s Science Programme. (1)
____
Stoeva, and Maastricht, are not alone. Starting primarily in
the Netherlands and the Nordic countries, university courses in
English have spread around the globe. The Bologna Process,
launched in 1999, was intended to allow mobility and exchange
between European universities – for example, by creating a common
structure of bachelor’s and master’s degrees and ensuring that
students could get credit for time spent studying outside their own
country.
This drive to create an open market in European higher
education has encouraged more and more universities to offer at least
some of their degrees in English. Of 17 bachelor’s programmes at
Maastricht, eight are only in English and three in either English or

67
Dutch. At master’s level, Maastricht offers 55 programmes in
English and only eight exclusively in Dutch. (2)____
Why has it happened? English has become the language of
international communication. It is the language people need to write
in if they want their papers published in the world’s most prestigious
journals. At international academic conferences, a Korean professor
who wants to talk to a Colombian counterpart will almost certainly
do it in English.
(3) ______They are prepared to move to another country to
study, and universities worldwide that are competing to attract them
have to offer courses in the language that most of them have learnt.
“The student has become the customer. Universities are no longer
institutions but brands,” says Jim Coleman, a professor at the UK’s
Open University.
But what is it like to study in a language that is not your
native tongue? And what is it like to teach in it? Do non-native
English-speakers learn as much when they are studying in English?
And do their teachers teach as effectively?
In a 2011 survey of the research, John Airey of Uppsala
University and Linnaeus University in Sweden said some studies had
shown that non-English-speaking students reading in English
acquired only a surface understanding of the text. (4)______
Studies into listening to lectures in English found that non-
English-speaking students had trouble taking notes. They also asked
fewer questions in classes. Some lecturers in Sweden said that, when
teaching in English, they improvised less and stuck more closely to
their script.
But that doesn’t mean native English speakers – students
from the US, Australia, the UK or the English speaking Caribbean –
have a natural advantage when they arrive at university. (5)_______
Prof Dekker says he recognizes some of the problems
mentioned in the research but he insists there are ways of dealing
with this. If you put them in small groups for tutorials, students who
do not have English as their first language can be encouraged to
speak up. Lectures, he concedes, are more difficult for nonnative
68
speaker students to understand. But technology offers a way around
that. Many students at Maastricht ask for permission to record
lectures on their phones, which is granted. “Within three months, in a
system like that, students improve very quickly,” he says. “They
learn. It’s wonderful to see the transformation.” [23]
*a language used for communication between groups of people who
speak different languages but not between members of the same
group

Ex.2 Read the text again and decide whether each of the
following statements is true, false or not stated in the text.
Mark T for “true”, F for “false” and N for “not stated”.

1. Darja Stoeva was looking for the combination of maths and

English in continental Europe because getting a British university
degree turned out to be very expensive.
2. Darja Stoeva has not learnt any Dutch in the Netherlands because
she has had too few social interactions.
3. University courses in English have spread around the globe very
quickly.
4. A common structure of bachelor’s and master’s degrees
contributes to students’ international mobility.
5. Universities offer programmes in English because university
academics insist on English.
6. All studies show that non-English-speaking students acquire
superficial knowledge because they are not native English
speakers.
7. For students who do not have English as their first language there
are numerous methods of solving the problem.

Ex.3 Find in Text 1 English equivalents for the following Russian

words or word combinations:
1. средняя школа
2. плата за обучение
3. степень бакалавра и степень магистра
69
 4. зачетная единица в вузе («кредит»)
5. высшее образование
6. коллега (из Колумбии), партнер
7. университетские ученые, научные работники
8. родной язык (2 word combinations)
9. делать записи, составлять конспект
10. носитель языка
11. практическое занятие, семинар

Ex. 4 Fill in the gaps using the expressions from Ex.3

1. The final session on the first day was framed as a dialogue

between _____________students and an expert panel to
discuss the challenges and opportunities.
2. The percentage of people with ________________________
needs to increase and the current education profile does not
entirely reflect the needs of a modern economy.
3. Students only have 8 hours of ___________________a week.
4. It covers all costs for studying like e.g. the registration fee of
the university, _________, the exam fee and expenses for
tuition material.
5. The situation of children who did not have sound knowledge
of any language, neither their ____________ nor other
languages was considered especially difficult.
6. American chief executives are paid far more than their
______________ in the UK.
7. This course counts as one ___________ towards your degree.
8. It is important that the document is checked and proofread by
a qualified _____________ .
9. Its main proponents are _________________, who are fond
of pointing out that prices reflect all available market
information.
10. In 2000 he earned a _____from the Department of
Management at St. Petersburg State University.

70
Ex.5 Complete the notes below to show the main points of the
text.

1. Darja Stoeva benefited from pursuing the following two goals

a) ______________________________________
b) _____________________________________ .
2. An open market in European higher education is encouraged by
a) _____________________________________
b) _____________________________________ .
3. Non-English-speaking students often face the problems in
a) ____________________________________
b) ____________________________________
c) ____________________________________ .
4. Students improve very quickly if they
a) ____________________________________
b) ____________________________________ .

Text 2
Ex.6 Read the text and fill in the gaps with the following words:

a) consumer goods b) strategy c) standard

d) descent e) uncontrollably
f) to divert g) consequences h) to boost
i) longer-term j) perceived

Advertising Demands a Leap of Faith

Promotions often seek to be stories in themselves, writes Duncan
Robinson

On 14 October 2012, Felix Baumgartner climbed out of his

balloon capsule at an altitude of 39km and jumped. He hurtled
towards the ground, breaking the sound barrier in the process for
nearly four minutes before opening his parachute. Written on it in a
large, red font were two words: Red Bull.

71
 Mr Baumgartner’s (1) ____to earth was just one of myriad
heart-stopping ways that Red Bull promotes its brand. The Austrian
drinks company sponsors everything from the Red Bull Air Race
World Championship, in which highly trained pilots fly aerobatic
planes round a course, to the Red Bull Flugtag, in which foolhardy
men and women jump off piers in homemade gliders. It also has a
Formula One team.
When it comes to building a brand, buying a full-page ad in a
newspaper and a few slots on prime time, or even just sponsoring a
football team, do not cut it anymore.
Ian Stephens, principal at Saffron, a brand consultancy, says:
“It has reached a tipping point, where it is a legitimate (2) ____ to
create things that get talked about”. When the then 43-year-old
Austrian Mr Baumgartner made his jump, he was watched by 8m
people on YouTube – at the time, the biggest live online audience
ever.
None of Red Bull’s sponsorship deals have much to do with
creating a short-term spur in sales of its sugary, caffeinated drinks.
Instead, the company is investing heavily to give its brands a (3)
_____boost. Other brands are starting to use the same tactic. “It is
not done purely for profit,” says Peter Walshe, a retail analyst at
Millward Brown Optimor, a brand consultancy. “It is done for a
differentiation aspect.”
Other brands have used more prosaic methods (4) ____ their
standing. Dove, the personal care brand, has run a decade-long
campaign based around “real beauty”, putting out videos to stimulate
debate about what beauty is and how the cosmetics industry portrays
it.
In one Dove advert, women are drawn by a police sketch
artist based first on a self-description and then on the description of
strangers who have just seen them for the first time (the second
version turns out to be more attractive than the first). These adverts
have been viewed tens of millions of times on YouTube, providing a
longer promotional shelf life than a (5) _____ advertising campaign.

72
 Meanwhile, Gillette, the shaving brand owned by US
consumer goods giant Procter & Gamble, has sponsored Movember,
the prostate cancer awareness drive in which men do not shave their
moustaches for a month.
But differentiation has its risks. In Red Bull’s case, extreme
sports are by their nature very dangerous. When Mr Baumgartner did
his jump, for a few stomach churning seconds the Austrian seemed to
lose control and started to spin (6)____ .
Thankfully, he landed successfully. But other Red Bull-
sponsored athletes have not. Shane McConkey, a skier and base-
jumper paid by the drinks company, died in 2009 while base-jumping
in Italy.
In general, though, when branding goes wrong it does not
have lethal (7) ____.
Any effort to stand out must be coherent and complement a
brand’s day-to-day work. Brands can look clumsy when they try to
change how they are (8) _____, says Mr Stephens, who cites the
efforts of confectionery maker Cadbury, fast-food company
McDonald’s and drinks maker Coca-Cola to sponsor sports in an
attempt (9) _____ attention from the high calorie count of their
products.
Likewise, corporate owners of brands have to make sure the
ethos of separate brands do not overlap or disagree too sharply.
Some have criticized Unilever for double standards because it
owns both Dove, with its wholesome “real beauty” campaign, and
Lynx, which advertises via the more traditional device of scantily
clad models throwing themselves at teenagers.
This is an important consideration for large (10) ____ groups,
such as P&G and Unilever, that have tried to build more visible
corporate brands. [20]

Ex.7 Read the text again. For questions 1-4, choose the correct
answer (A, B, C or D).

1. What is Red Bull’s promotional strategy aimed at?

73
 A. To sponsor everything not to be forgotten.
B. To sponsor mainly sports events.
C. To advertise in newspapers, on the radio and TV.
D. To arrange a publicity stunt.
2. Red Bull’s sponsorship is provided
A. for a short-term spur in sales.
B. for investing heavily in favourite sports.
C. for standing out in the market.
D. purely for profit.
3. What did one Dove advert show?
A. Women underestimate their appearance.
B. Women overestimate their appearance.
C. A police sketch artist managed to draw women well.
D. Strangers couldn’t describe women properly.
4. What risks of differentiation in promotion were NOT mentioned
in the text?
A. Human life is often put at risk for the sake of publicity.
B. Gentle irony shouldn’t turn into offensive mocking.
C. Companies launch advertising which might be inconsistent
with the day-to-day perception of a company.
D. The same company which promotes two polar concepts of
beauty might be blamed for having double standards.

Ex.8 Find in Text 2 English equivalents for the following

Russian words or word combinations:
1. высота
2. шрифт
3. продвигать бренд
4. рекламное объявление на всю страницу (газеты)
5. место в программе (временной интервал)
6. справляться с чем-либо (in negative sentences)
7. руководитель, начальник, директор
8. законная стратегия (стратегия ставшая законом)
9. краткосрочный стимул
10. проводить кампанию
74
 11. обеспечить более длинную рекламную жизнь
12. по природе
13. любое усилие, чтобы выделиться
14. дух, характерная черта (отдельного бренда)

Ex.9 Find words in Text 2 which mean the following.

1. to provide money for a television or radio programme,
website, sports event, or other activity in exchange for
advertising
2. an amount of time that is allowed for a single event in a
planned order of activities or events
3. in television and radio broadcasting, the time of day when the
largest number of people are watching or listening
4. broadcast or seen at the same time it is performed or happens
5. money that is earned in trade or business
6. the process of showing how a product is different from
similar products and what its advantages are, especially in
order to attract a particular group of consumers
7. a planned series of advertisements that will be used in
particular places at particular times in order to advertise a
product or service and persuade people to buy it or use it
8. products that people buy for their own use
9. the activity of connecting a product with a particular name,
symbol, etc. or with particular features or ideas, in order to
make people recognize and want to buy it
10. when two or more activities, subjects have some parts that are
the same

Text 3
Ex.10 Read the text and match each paragraph (A-E) to one of
the headings below. You do not have to use one of them.

1. Reasons for being excluded from enjoying banking services, for

being “unbanked”.
2. Potential target audience for a basic current account.
75
3. Development prospects for the current account market.
4. The terms and conditions of holding a basic current account.
5. The banks’ reluctance to introduce a basic current account.
6. A wide variety of banking facilities.

Financial Crisis Creates Greater Need for Basic Services

A simple account is the first step but not all lenders will offer it,
says Rod Newing

A. An important social priority in fighting poverty and encouraging

economic growth is to address the 2.5bn “unbanked” in the
world, 50 per cent of the adult population. The first step in
bringing them the stability and benefits of financial services is to
get them to use a basic current account that is specifically
designed for those with poor credit scores. “Banks enable those
who cannot get a full service current account to access banking
facilities, as they only need to prove their identity and where they
live,” says David Black, banking specialist at Defaqto, an
independent financial research company.
B. A basic current account allows people to receive wages, pension
or benefits; bank cash and cheques; pay bills by direct debit or
standing order; withdraw cash from an automated teller machine;
and some include a debit card. However, they do not allow
holders to write cheques, hold credit cards or take out overdrafts.
C. In the wake of the financial crisis there is concern that, as the
banks move to de-risk their balance sheets, they will try to
disenfranchise customers without credit scores. Strictly speaking,
because there are no cheques or overdrafts, these accounts are
risk free. The problem is that banks lose money on such accounts,
even those charging monthly fees, because they are unable to
charge high interest rates or sell users other, more lucrative,
financial services. These accounts are often provided as a result
of pressure from governments or as a part of social responsibility
agenda.

76
D. The 2.5bn “unbanked” figure comes from “Measuring Financial
Inclusion: The Global Findex Database”, a recent report from the
World Bank Development Research Group. It found that by far
the most common reason for not having a formal account (65 per
cent) is lack of enough money to use one. “This speaks to the fact
that having a formal account is not costless in most parts of the
world and may be viewed as unnecessary by a person whose
income stream is small or irregular,” says the report. The next
most common reason reported for not having an account is that
banks or accounts are too expensive (25 per cent).
There are already signs of basic account customers
resisting imposition of fees. “It has led to dramatic consumer
backlash in developed regions,” says Kumail Tyebjee, senior
principal of financial services at Infosys, a consulting, technology
and outsourcing company. “One of the most visible was against
institutions that added fees to debit card services.”
E. There is no doubt that the financial crisis has created a greater
need for basic bank accounts, as credit problems for the
disenfranchised increase. Chris Gibson, a director at Navigant
Consulting, an expert services firm, believes that the current
account market needs greater competition and choice to improve
propositions to marginalized customer segments. “While the
market makes much of the moves to improve competition, we are
yet to see any difference,” he says.
“Several new entrants to the market have yet to add a
current account to their product set. Others have launched with a
current account proposition, but branch locations situated in more
affluent areas mean that only those customers are likely to benefit
from their products.” [19]

Ex.11 Read the text again and decide whether each of the
following statements is true, false or not stated in the text.
Mark T for “true”, F for “false” and N for “not stated”.

77
1. A basic current account unlike a full service current account is
designed to serve the needs of low- income market segments.
2. To get a full service current account a customer only has to prove
his identity and where he lives.
3. A basic current account allows a holder to spend money up to an
agreed limit, after the balance has been reduced to nil.
4. Banks favour basic current accounts because they are risk free
and banks are able to charge monthly fees for the service.
5. Governments grant the right to basic current accounts as one of
Social security benefits.
6. People remain “unbanked” for economic reasons.
7. The basic current account market will develop to the benefit of
the poor and tougher competition among financial institutions
tends to contribute to the development.

Ex.12 Find in Text 3 English equivalents for the following

Russian words or word combinations:

1. бедность, нищета
2. преимущества финансовых услуг
3. кредитные баллы, кредитная оценка, рейтинг
4. оплачивать счета
5. снимать наличные через банкомат
6. владелец счета
7. выписать чек
8. согласованное превышение кредитного лимита
9. балансовый отчет
10. прекращать работать с клиентами без кредитных баллов
(с низкой кредитной оценкой)
11. брать ежемесячную оплату (комиссию)
12. процентная ставка
13. сопротивляться введению комиссионных сборов
14. обездоленные, бесправные
15. обособленный, социально отчужденный, маргинальный
16. богатые районы
78
Ex.13 Match the terms (1- 11) to their definitions (a-k).

1. current account
2. direct debit or standing order
3. automated teller machine (ATM)
4. debit card
5. credit card
6. overdraft
7. balance sheet
8. lucrative
9. income
10. fee
11. customer segment

a. a financial statement that shows a company's assets and debts

at a particular time
b. a machine, usually outside a bank, which customers can use
to get money out or manage their account by using a plastic
card together with a PIN (= a secret number)
c. a group of customers for a product or service, who have
similar characteristics or needs
d. a small plastic card that you can use to get cash from ATM,
or to pay for goods and services. When you use the card, the
money is taken directly from your bank account.
e. a small plastic card that can be used to buy goods or services
and then pay for them at a later time
f. a bank account that you can take money from at any time and
use for making payments , that usually earns little or no
interest
g. an amount of money paid for a particular piece of work or for
a particular right or service
h. an amount of money that a customer with a bank account is
temporarily allowed to owe to the bank, or the agreement
which allows this
79
 i. an instruction to a bank to pay a particular amount of money
at regular times from a person's bank account to another bank
account (e.g. payments for public utilities)
j. money earned by a person, company, government, etc. over
particular period of time
k. earning or producing a lot of money

Ex.14 Go to one or more of the sites below to practice the use of

English tenses.
http://www.agendaweb.org/verbs/
http://www.agendaweb.org/verbs/mixed_tenses2-exercises.html
http://www.agendaweb.org/verbs/reported_speech-exercises.html
http://learnenglish.britishcouncil.org/ar/english-grammar/verbs
http://www.englishexercises.org/buscador/buscar.asp?nivel=any&ag
e=0&tipo=any&contents=verb+tenses#thetop
http://learnenglish.britishcouncil.org/en/grammar-exercises

Ex. 15 Go to http://ed.ted.com/on/k0mEfvZO#watch to watch a

video “The new science of marketing”. Use navigation on the right to
switch to exercises and additional materials.

Ex.16 Go to
http://www.uefap.com/listen/exercise/advertis/adfrmp.htm to listen
to a short talk on advertising and do online exercises in
understanding and note-taking.

Ex.17 Go to
http://www.uefap.com/listen/exercise/mnes/mnesfrmp.htm to listen
to a short talk on multinational enterprises and do online exercises in
understanding and note-taking.

Ex.18 Go to
http://www.uefap.com/listen/exercise/structur/liststru.htm#intro to do
online exercises in recognizing lecture structure.

80
Ex. 19 Go to http://learnenglish.britishcouncil.org/en/professionals-
podcasts/going-global to listen to a radio programme in which people
from three companies talk about their experiences of going global.
Do online exercises in understanding and note-taking.

Ex.20 Go to http://learnenglish.britishcouncil.org/en/professionals-
podcasts/products-and-brands
to listen to a radio interview in which the future of the Martha
Stewart brand is discussed.
Do online exercises to check the comprehension.

81
 UNIT 2

Lesson 1
Text 1

Pre-reading
Ex. 1 Look at the title of Text 1 and predict what it can be about.

Ex. 2 Answer the questions in pair or groups:

1. How are people different in their use of technology?
2. Can you give an example of the differential access to technology?

Reading
Ex. 3 Read the text and name the types of digital divides.

Digital Divide

The digital divide is the technology gap between groups that

have different access to personal computers and related technology.
The gap is measured in social and infrastructure metrics. Social
metrics are soft skills necessary for participating in online
communities. Infrastructure metrics include, for example, the
ownership of digital devices. Mathematical methods are used to
quantify the digital divide. Comparisons are made using probability
distributions or measures of dispersion.
Researchers have found digital devices among different
countries, and within countries, among people of different ages,
genders, and socioeconomic statuses.
The global digital divide quantifies the digital divides among
countries. It is given as differences among the average numbers of
computers per 100 citizens. In the early twenty-first century, this
metric varied widely. Some efforts, such as One Laptop Per Child,
82
were directed at reducing the global digital divide by providing
computers to poor countries.

Probability Distribution

Dispersion

The breakthroughs connected to these efforts, such as mesh

Internet access architecture, benefited all users. The Digital
Opportunity Index (DOI) is computed by the United Nations based
on 11 metrics of information and communication technologies, such
as proportion of households with access to the Internet. It is
positively associated with a country's wealth. [12, p. 769]

Ex. 4 Mark each statement as True or False. Provide proof from

the text.

1. The digital divide can come from people having different

knowledge about how to use computer software.

83
2. The digital divide can be counted mathematically.
3. There cannot be a digital divide between men and women.
4. In different countries every hundred of people has a similar
number of computers.
5. Some organisations try to mend the digital gap.
6. Richer countries have a bigger Digital Opportunity Index.

Vocabulary
Ex. 5 Find in Text 1 English equivalents given in bold for the
following Russian words and word combinations.

1. усилие
2. приносить пользу
3. доступ к
4. сильно варьировалась
5. прорыв
6. среднее (число)
7. разрыв, пробел
8. выражать в числах

Ex. 6 Match definitions 1-7 to the words from Ex. 5.

1. the right to look at information

2. an attempt to do something that is difficult or that
involves hard work
3. in math the amount that is calculated by adding several
numbers together and dividing the total by the original
number of things you added together
4. to express in numbers
5. an instance of achieving success in a particular sphere
or activity
6. something missing from a situation or a system that
prevents it from being complete or perfect
7. an advantage you get from a situation
84
Ex. 7 Fill in the gaps with a word from Ex. 5. One word is extra.

1. The … age of Internet users in the USA is 40 years old.

2. I put a lot of … into organising the seminar; I did a lot of work.
3. Scientist are hoping for a … in the search for a cure for cancer.
4. The initiatives like “One Laptop Per Child” … many children with
no access to computers around the world.
5. It is difficult to … the damage that the storm has caused.
6. There is a … in the software market that needs to be filled with a
new product.
7. You will be given … … the system if you enter a correct
password.

Ex. 8 Fill in the gaps with prepositions if necessary. Check with

the text.

1. My question was directed … the programme developer.

2. The Digital Divide separates people with access … the Internet
from those without it.
3. The initiative benefited … poor people worldwide.
4. This brand is often associated … high quality.
5. The initiative aims at providing technology … developing
countries.
6. The initiative aims at providing developing countries …
technology.
7. The ability to use a computer is necessary … any professional
now.

Ex. 9 Answer the questions.

1. What is the average number of Internet users in Russia, in your

opinion?
2. Which breakthroughs in the field of IT took place in the 21st
century?
3. Does the access to the Internet benefit children, in your opinion?
85
4. What is the digital gap associated with?
5. Why does the access to the Internet vary widely around the world?

Ex. 10 Make nouns that show process from the verbs in bold. Fill
in the gaps with these nouns.

1. The act of people communicating with each other is called … .

2. Words are better remembered when you associate them with
something, that is make an … .
3. When the light is separated or dispersed into different colours, it
is called … .
4. When you benefit from a situation, you get advantage or … from
it.
5. When you compare two people or things, you make a … .
6. Probability … shows how probability is distributed over, for
example, a period of time.

Ex. 11 Study the thesaurus entry for the word distribute and
answer the questions below.

1. Is the action described by distribute done to someone or something

(does it have a direct object)?
2. What is the meaning of the word distribute which is no longer
used?
3. What are the words similar in meaning to distribute?
4. What is the difference between distribute and dispense?
5. Which set of synonyms of distribute means classify, and which
disperse?
6. Which objects does the transitive verb distribute take in the
examples?
7. What other information can be found in a thesaurus entry?

86
distribute

transitive verb

distributed, distributing
a) to divide and give out in shares; allot
b) to scatter or spread out, as over a surface
c) to divide and arrange according to a classification; classify
d) to put (things) in various distinct places
e) Obsolete to administer, as justice
f) Printing to break up (set type) and put the letters back in the
proper boxes
g) Law to apportion (an intestate's property) to those entitled to
it
h) Logic to use (a term) in such a way as to refer to all
members of its extension

Other words for distribute.

These verbs mean to give out in portions or shares. Distribute is the

least specific: The government distributed land to settlers. Divide
implies giving out portions, often equal, on the basis of a plan or
purpose: The estate will be divided among the heirs. Dispense
stresses the careful determination of portions, often according to
measurement or weight: The pharmacist dispensed the medication.
Dole, often followed by out, implies careful, usually sparing
measurement of portions. It can refer to the distribution of charity:
The city doled out surplus milk to the needy. It can also suggest lack
of generosity: The professor doled out meager praise to the
students. Deal implies orderly, equitable distribution, often piece by
piece: I dealt five cards to each player. Ration refers to equitable
division in limited portions of scarce, often necessary, items: The
government rationed fuel during the war.

87
Other synonyms:
a) allocate, spread, administer, disseminate, donate, give away, hand
out, scatter, share
b) arrange, file, order, assort, categorise

Examples:
The outdoor charitable institutions include those which distribute
help in money or food.

Trains arriving at A from B, C and D must be broken up and remade

in order to distribute their wagons to the different, dock branches.

Putting aside the letters and occasional writings, we may

conveniently distribute the other works into three classes,
Professional, Literary, Philosophical.
Under favourable conditions the elements in the zoogloea again
become active, and move out of the matrix, distribute themselves in
the surrounding medium, to grow and multiply as before.

Ex. 12 Choose two words from Ex. 5, study their thesaurus

entries and present them to your class. You can use the following
resources:
http://www.thesaurus.com/
http://www.macmillandictionary.com/
http://dictionary.reference.com/browse/thesaurus

*Ex. 13 Mark the verbs below as transitive (T), intransitive (I) or

both (IT). Check with the text and a thesaurus.

Divide, access, measure, participate, include, disperse, quantify,

vary, direct, correct, compute, base, associate.

*Ex. 14 Decide if a verb is used as transitive or intransitive in the

sentences below.

88
1. The costs and effects are associated with various communication
channels and advertising media.
2. I based my guess on past experience.
3. Beginning in 1995, the Advanced Placement calculus exams have
required the use of a graphing calculator on part of the exam, one
that can plot graphs of functions, solve equations numerically,
compute numerical derivatives, and evaluate definite integrals
numerically.
4. Techniques vary significantly among gas, electric, and induction
cookers and are best described by the manufacturer.
5. Researchers are continually seeking ways to better disperse the
powerful kinetic energy of blows and collisions.
6. Intelligence tests are tests designed to measure cognitive abilities.
7. A typical list of elements includes the following: line, shape,
direction, size, texture, color, and value.
8. The Egyptians corrected the calendar by adding a day every fourth
year.
Grammar
Present and Past Simple Passive

Пассивный залог (the Passive Voice) употребляется, когда:

1) в центре внимания говорящего находится лицо или предмет,
который подвергается действию, а не совершает действие;
2) когда лицо, совершающее действие, неизвестно или
неважно в данной ситуации.

Active Voice: Scientists measure the gap in social and

infrastructure metrics.
Passive Voice: The gap is measured in social and infrastructure
metrics (by scientists). - ”the gap” is in the center of attention now,
though it does not complete the action itself

Ex. 15 Explain why the Active or the Passive Voice is used in

each sentence.
89
1. Some efforts, such as One Laptop Per Child, were directed at
reducing the global digital divide by providing computers to poor
countries.
2. The gap is measured in social and infrastructure metrics.
3. Mathematical methods are used to quantify the digital divide.
4. The global digital divide is given as differences among the average
numbers of computers per 100 citizens.
5. The Digital Opportunity Index (DOI) is computed by the United
Nations based on 11 metrics of information and communication
technologies

The Passive Voice: to be + Ved/ V3

Ex. 16 Distribute the verbs below into two columns. Give the
third form (Participle II) of the verbs in the second column.

Ved (regular verbs) V3 (irregular forms)

Measure, associate, understand, disperse, make, give, direct,

undertake, communicate, compare, overcome, provide, apply, lead.

Present Simple Passive: am/is/are + Ved/ V3

Mathematical methods are used to quantify the digital divide.
Past Simple Passive: was/ were + Ved/ V3
Some efforts were directed at reducing the global digital divide.

Ex. 17 Choose the correct alternative.

1. In this tradition, life is composed / composes of 12 stages, which
keep the wheel of life turning.
2. Complexity is associated with / associates the impossibility of
guaranteeing future behaviors based on current ones.

90
3. “A Beautiful Mind” was directed by / directed Ron Howard based
on the life of Nobel Prize–winner John Nash.
4. This process is often undertaken/ often undertakes by a team of
engineers who work together.
5. Additional evidence suggests that fantasy sports are reduced /
reduce gender gaps in mathematics achievement.
6. Helicopters are overcome / overcome their weight by applying
vertical thrust.
7. While situations like these initially seem impossible, mathematics
is provided with / provides interesting and satisfying explanations of
these phenomena.

Ex. 18 Rewrite the sentences in the Passive Voice.

1. People associate the Internet with a spider web.
2. The One Laptop Per Child initiative provided a personal computer
for each child.
3. They undertook the initiative to give children the opportunity to
learn.
4. We compared the access to technology in different countries.
5. They apply the algorithm to different sets of data.
6. We overcame the misunderstanding.

Ex. 19 Use the verbs in brackets in the appropriate form of the

Active or Passive voice. Explain your choice.
Data Mining

Advances in technology in the latter half of the twentieth century

1_____ (lead) to the accumulation of massive data sets in
government, business, industry, and sciences. Extracting useful
information from these large data sets 2______ (require) new
mathematical and statistical methods. Data mining 3______ (use)
tools from statistics, machine learning, computer science, and
mathematics to extract information from large databases. Some basic
concepts 4______ (use) in data mining. These concepts 5______
(take) from many mathematical fields such as fuzzy sets or generic
91
algorithms. Large amounts of data 6______ (process), therefore,
data mining relies heavily on computers.
The term “data mining” 7______ (use) by statisticians in 1960s as a
term to describe exploration of data. It also 8______ (call) “data
dredging” or “fishing”. However, in the 1990s, algorithms from the
field of machine learning 9______ (apply) to large databases to
discover patterns that enable businesses to make better decisions and
develop strategies. [12, p. 791]

Ex. 20 Read the sentences. Underline the object of the action.

Then rewrite the sentences in the Passive Voice as in the
example.
Example: They study the impact of social networks on society. - The
impact of social networks on society is studied.
1. This paper explores possible career paths for computer engineers.
2. They process large sets of data.
3. These scholars described numerous concepts from the field.
4. They extracted the necessary data from the available databases.
5. This article outlines possible ways of bridging the digital divide in
developing countries.
Ex. 21. Use the table to make sentences in the Passive Voice.
The microwave
oven in China 5000
Graphite years ago.
pencils first manufactured in the first century
Toothbrushes was already used AD.
Ice cream were discovered in the 18th century.
World Wide invented after a
Web mathematical
Neptune prediction.
X-rays in Germany in
1895.
by Percy Spencer
by accident.
in the 1980s.
92
Ex. 22 Put the words in order to make sentences.

1. from largest / the objects / In this set / to smallest / are ordered.

2. were disseminated / during the fifteenth century/ throughout
Europe / First maps.
3. the guideline public company method, / Two methods / with the
market approach: / are associated /and the comparable transaction
method.
4. from a large cohort study. / by epidemiologists / The Quetelet
index / working on data / was first formally evaluated
5. on the / is measured / Acidity / pH scale.
6. and applied mathematics / in two general areas: / Often
mathematics, / theoretical mathematics / is categorized / as a
discipline, .

Exam Practice

Text 2
Ex. 23 Read the text and choose the correct answer (a, b, c or d).

Bar Codes

A bar code is a visual representation of information which (1) ____

by an optical scanner. This scanner is called a bar code reader. The
reader illuminates the bar code, and the patterns of light and dark
bars (2)_____ by the light sensor. The sequence and width of dark
and light bars represents a unique sequence of numbers and letters.
The idea of bar codes is successfully implemented in the retail
industry. In 1948, two graduate students at Drexel University
overheard a conversation in which the president of a local
supermarket chain wished to automate the checkout process. They
(3)______ a patent for an optical device that would read information
automatically. The first prototype (4)______ by IBM but was
93
impractical because of both size and the heat generated by the 500-
watt light bulb used by the bar code scanner. The (5)______ of lasers
and integrated circuits in the 1960s allowed the manufacture of
small, low energy bar code readers. The Radio Corporation of
America (6)______ a modern version of bar codes in 1972, but the
code was printed in small stripes that were easily erased (7) ______
employees who had to attach them manually to each item. IBM then
produced bar codes according to a standard known as Universal
Product Code (UPC) which is still in use today. Now bar codes are
used in nearly all retail products worldwide. The applications of bar
codes (8) ______ far beyond the retail industry; they are now used in
various applications such as patient (9)______ , airline luggage
management, and document management. [12, p. 96-97]

1) a. decodes; b. decoded; c. is decoded; d. has decoded.

2) a. is detected; b. are detected; c. detected; d. detection.
3) a. obtained; b. is obtained; c. are obtained; d. obtain.
4) a. was produced; b. production; c. have produced; d.
produced.
5) a. was invented; b. invented; c. invent; d. invention.
6) a. was developed; b. developed; c. has developed; d. have
developed.
7) a.-; b. with; c. for; d. by.
8) a. were also reached; b. also reached; c. have also reached; d. will
also reach.
9) a. identification; b. identifying; c. identity; d. identitication.

Listening

Ex. 24 Listen to an audio extract and say how many steps it takes
to download a webpage on your computer [13].

Ex. 25 Listen again and fill in the gaps.

94
Step 1. you click on a webpage _____________ or enter a
__________
Step 2. the browser sends the URL to a ___________ server
Step 3. the __________ server finds the necessary IP address in a
_________
Step 4. the IP address is sent back to the ____________
Step 5. the browser sends a request to the Web server
Step 6. the Web server sends the requested ____________ back to
the browser computer
Step 7. _____________ arrive at the browser computer, combined to
form the webpage and displayed in your ______________

Lesson 2

Text 1

Pre-reading
Ex. 1 Discuss in pairs:

1. How often do you receive spam? What do you feel about it?
2. Do you know how spam filters work? If yes, describe the process.

Ex. 2 Look at the title of Text 1 and predict which of the words
below can be used in this text.

inbox message advertising folder application recipient

statistics performance

Reading
Ex. 3 Skim the text and check if you were right.

Spam Filters

95
 Most people with e-mail addresses regularly receive
unsolicited commercial e-mail, also known as spam. Spam is an
electronic version of junk mail, and has been around since the
introduction of the Internet. The senders of spam usually attempt to
sell products or services. Since the cost of sending spam is negligible
to spammers, it has been bombarding e-mail services at a
tremendous rate. Some estimate that as much as 40% to 50% of all
e-mails are spam. The cost to the message recipients and businesses
can be tremendous, as productivity is decreased. Fortunately, much
of spam does not reach recipients thanks to spam filters. Spam filters
are computer programs that screen e-mail messages when they are
received. Any e-mail suspected to be spam will be redirected to a
junk mail folder so that it does not clutter up a user's inbox.
How does the filter decide which messages are suspect. Spam
filters statistically predict the probability that a message is spam
according to its characteristics. Primitive filters simply classify a
message as spam if it contains a word or phrase that frequently
appear in spam messages. However, spammers need to slightly
adjust their messages to outsmart the filter, and all legitimate
messages containing these words are automatically classified as
spam. Modern spam filters are designed using a branch of statistics
known as “classification”. The underlying logic for this type of filter
is that if a combination of message features occur more or less often
in spam than in legitimate messages, then it would be reasonable to
suspect a message with these features as being or not being spam. An
extensive collection of e-mail messages is used to build a prediction
model via data analysis. The data consists of a wide collection of
message characteristics, some of which may include the number of
special letters in the subject line, the number of special characters
(for example, $ or !) in the message, the number of occurrences of
the word “free”, the length of the message, and the specific words in
the subject line and the body of the message. Each characteristic
provides information about the chance the message is spam. The
filter will first be developed using the training set, and then its

96
performance will be assessed using the test set. A list of
characteristics is upgraded when the filter is at work.
Spam filters need to be customized for different organizations
because spam features may vary from organization to organization.
Also, filters should be updated frequently. Spammers are becoming
more sophisticated and are creating ways to design messages that
will filter through unnoticed. Spam filters must constantly adapt to
meet this challenge. [12, p. 395-396]

Ex. 4 Read the text again and choose the correct answer (a, b, or
c) to complete each sentence.

1. Spammers bombard us with junk mail because the cost of such

kind of advertising is
a. very high.
b. very low.
c. considerable.

2. An e-mail will be sent to the junk mail folder if it contains

a. an advertisement.
b. the word “free”.
c. a set of features.

3. The characteristics of an e-mail help

a. to understand what it is about.
b. to classify it as legitimate mail.
c. to suspect it as spam.

4. To build a database of spam characteristics

a. many legitimate e-mails are analysed.
b. many junk e-mails are analysed.
c. both spam and legitimate e-mails are analysed.

5. Spam filters have to be regularly updated because

a. spammers find new ways to deceive filters.
97
b. spam can go through unnoticed.
c. spam filters are not perfect.

Ex. 5 Complete the plan of Text 3.

1. Why spam filters are used.

2. _____ they function.
3. _____ spam filters have to learn.

Vocabulary
Ex. 6 Find in Text 1 English equivalents given in bold for the
following Russian words and word combinations.

1. advanced, complicated
2. to foresee the likelihood
3. to get to
4. to try
5. wide
6. to assess, evaluate
7. very quickly
8. to adapt a little
9. to overcome a difficulty
10. legal

Ex. 7 Fill in the gaps with a word or phrase from Ex. 6. You do
not need to use all of them.

1. The world is increasingly changing and … created by advancing

technology people have to learn as long as they live.
2. Marriage and burial numbers help to … demographic trends over
five year intervals.
3. There is … literature on empirical evidence of the adaptive value
of pain.
4. China is a nation moving forward … .
98
5. Research indicated that workers that have access to more and …
machinery will be able to improve their skills.
6. The government's sole … function is to administer, not to make
laws.
7. Both works … to give a reasonable explanation or predict the jury
decision making.

Ex. 8 Find in the text the words and give their Russian
equivalents.
1. nouns from the verbs: introduce, receive, produce, suspect,
predict, occur;
2. adjectives and participles from the verbs: solicit, lie, notice;
3. adverbs from the words: regular, fortune, statistics, frequent,
slight, constant;

Ex. 9 Complete the gaps with one of the adverbs from Ex. 8 (3).

1. a … asked question (FAQ)

2. The result is … below the average value.
3. He is … changing his mind.
4. … , we got home before it started to rain.
5. Accidents … happen at this stretch of the road.
6. … significant results come from the analysis of an extensive set of
data.

Ex. 10 Find in Text 1 English equivalents for the following

Russian words and word combinations.

1. нежелательная почта
2. стоимость пренебрежимо мала
3. достичь адресата
4. путем анализа данных
5. особые знаки
6. обучающая выборка
7. производительность будет оцениваться
99
8. часто обновляться
9. проходить через фильтр незамеченным

Ex. 11 Use some of the phrases from Ex. 10 to paraphrase the

sentences below.

1. The letter eventually didn't get to the addressee.

2. The equipment has to be regularly brought to the up-to-date
condition.
3. The new estimates have been received through the analysis of
statistics.
4. The collection for training can be used, because the price is very
low.
5. Unique figures distinguish junk mail.

Ex. 12 Study the table and add more examples from the text.

Noun suffixes

Suffix Meaning Examples

adjective + -ness state of being effectiveness,
usefulness
adjective + -ity quality of somebody curiosity, intensity
or something
verb + -tion/-sion state of being invasion, action
verb/adjective + - condition of arrangement,
ment somebody or agreement
something
verb/adjective + - state or quality of preference,
ance/-ence somebody or maintenance
something
noun + -ship/ -hood position held likelihood,
sponsorship

100
Ex. 13 Fill in the gaps with a noun. Use the words in bold as
prompts.

1. The … of water was serious, moreover, all other resources were

scarce.
2. They became friends, and their … soon turned into a relationship.
3. Everybody deserves … in their life. To be happy is a basic human
right.
4. I decided to give myself up, but the … was not easy.
5. … is the most important thing in life and you simply don't know
how to enjoy yourself.
6. His … as a writer ended when people stopped buying his books:
he didn't exist any more.

Ex. 14 Read the pairs of sentences and say which of the

underlined words are verbs and which are nouns. Pay attention
to the stressed syllable.

1. a. It's time to upgrade our computer. b. They introduced an

upgrade to the system.
2. a. This country imports oil from the UK. b. This is a cheap
product for import.
3. a. There has been an increase in the number of students. b. The
GPD is increasing every year.
4. a. It's just a minor detail. b. The story details their struggle for
independence.

Ex. 15 Underline the stressed syllable in the words in italics and

read the sentences.

1. a. She is treated like an object. b. They objected to the proposals.

2. a. A customer survey was conducted. b. They surveyed 1,000
people.
101
3. a. Do you need a permit to hunt here? b. They won't permit her to
leave the country.
4. a. He is the prime suspect in the murder case. b. He was suspected
of drug dealing.
5. a. There is a decrease in the population. b. Numbers are
decreasing every year.

NB:
I have had the benefit of wealthy parents. The children benefited
from the access to technology.
I don't have access to that kind of information. You can access the
files over the Internet.
The 21st century witnessed numerous scientific advances. He is
going to move to Moscow in hope to advance his career.

Ex. 16 Study the thesaurus entry for the word attempt and fill in
the gaps.

attempt

1) __________ verb
1. to make an effort to do, get, have, etc.; try; endeavor
2. Archaic to tempt

2) __________ of attempt

Middle English attempten ; from Old French attempter ; from

Classical Latin attemptare, to try, solicit ; from ad-, to + temptare,
to try: see tempt

3) __________ forms

attemptable

4) __________ with attempt

102
attempt the life of = try to kill someone

5) __________

try, make effort, pursue, seek, undertake, endeavor, venture

6) __________

forget, neglect

noun
 a try
 an attack, as on a person's life

7) __________ with attempt

ADJ.: successful | abortive, botched, failed, fruitless, futile, ill-

fated, unsuccessful, vain

| conscious, deliberate | brave, bold, concerted, determined,

serious, valiant | blatant | feeble, half-hearted, weak | clumsy,
crude | desperate, frantic, last-ditch

a desperate attempt to find survivors of the accident

| repeated repeated attempts to break through enemy lines

| assassination, coup, rescue, suicide

VERB + ATTEMPT

make

She has made no attempt to contact her mother.

| succeed in He succeeded in his attempt to break the world record.

| abandon, fail in, give up

103
| foil, thwart Their attempt to break out of prison was foiled.

ATTEMPT + VERB

succeed | fail

PREP.

in an/the ~

| ~ at He made a feeble attempt at a smile.

| ~ by an attempt by workers to prevent redundancies

Ex. 17 Fill in the gaps to make collocations.

1. In tears I watched her … attempt to save her son's life.

2. … attempts were stopped because of bad weather. The lost tourists
were not found.
3. He his …ed attempt to reach the summit and called the rescue
team.
4. … an attempt to ward off criticism, the government has made
education a priority.

*Ex. 18 Use www.ozdic.com to find collocations for the words in

Ex. 6. Present them to the class.

Grammar

Passive Infinitive: to be + Ved/V3

Spam filters need to be adjusted to meet the requirements of a client.

NB: Modal Verb + Infinitive (without to)

The possibility can be estimated if the prediction model is used.

104
Ex. 19 Put the verbs in brackets in the Passive Infinitive. Then
put the sentences in order to describe how to design a website.

a. Then the site has (to bring) to life by writing codes for it.
b. After that possible solutions and approaches can (to
brainstorm).
c. Only then the design, colouring and navigation can (to
considered).
d. Then wireframes need (to create) to allow you to focus on
the placement of elements.
e. Finally, the site needs (to integrate) with the system you
have chosen.
f. Thirdly, decisions need (to make) regarding the underlying
structure of the site.
g. The structure of the site should (to outline) on paper.
h. Firstly, the target audience, goals and budget have (to
establish).

Future Simple Passive: will be + Ved/ V3

Then the performance of the filter will be assessed using the test set.
Present Perfect Passive: have/ has been + Ved/ V3
Antivirus software has been used since the beginning of the 1990s.
Present Continuous Passive: am/ is/ are being + Ved/ V3
A new server is being set up in my office at the moment.

Ex. 20 Rewrite the sentences below in the Passive Voice.

1. They will replace the outdated hardware with the new one.
2. We have already discussed this question.
3. They may invite me to give a speech at a conference this year.
4. Both parties will sign the contract.
5. They did not accept our proposal.
6. We have not congratulated him on passing the exam yet.
7. At the moment we are holding a meeting at my office.

105
Ex. 21 Put the verb in brackets in the appropriate form of the
Passive Voice.

1. Nowadays nanocrystal technology ________ (develop) to improve

medical imaging, and in the future it may be possible to develop cell
repair nanorobots.
2.The STAR programme, aimed at the less developed areas of the
EC, ________ (use) to develop the telecommunications
infrastructure for rural areas to stimulate the use of information
networking for employment and skills development.
3. It is not difficult to imagine that in a short time the cost of a typical
robotic system _______ (pay) back in one or two years.
4. The programmer is typically in a situation where he or she is in
touch with only a very small part of the problem that ________
(work) on.
5. In a future integrated system, the databases ________ (organise)
in a way that avoids redundancy and reformatting of information.
6. In some areas, however, there is more immediacy on concerns
which _______ (use) by the substantial growth in network traffic and
users, and the potential changes which can be perceived in the near
future.
7.A similar arrangement ________ (recently proposed) for the
countries in the area of the former Yugoslavia.

Ex. 22 Make a sentence to describe each picture in Present

Perfect Passive. Use the words as prompts.

1. improve

2. destroy
106
  infect

Ex. 23 Choose the appropriate answer a, b, c, or d.

Matrices

Matrices (1) ___ throughout modern mathematics and

statistics and their (2) ___ in the natural and social sciences. A matrix
is a rectangular array of numbers representing the coefficients of the
unknown in a linear system. The first example of such a system and
its (3) ___ using matrix operations dates from more than 2000 years
ago in China. The closely related concept of determinants (4) ___
independently in Japan and Europe in the seventeenth century. The
systematic development of basic matrix theory, in both its algebraic
and geometric aspects, (5) ____ in the nineteenth and early twentieth

107
century. This theory played a major role in the development of
quantum mechanics, the branch of physics underlying many
technological (6) ____ of the twentieth and twenty-first centuries.
Matrices (7) ___ in high school since linear algebra became a
standard topic in the mathematics curriculum. Contemporary
applications of matrix theory are cryptography, Internet security, and
Internet search engines, such as Google. [12, p. 634-635]

1. a. use b. are used c. have used d. have been used

2. a. applicants b. appliances c. applications d. applies
3. a. solution b. decision c. determination d. resolution
4. a. introduced b. was introduced c. were introduced d. have
been introduced
5. a. has taken place b. has taken time c. took place d. took time
6. a. advancements b. advancities c. advancenesses d. advances
7. a. have commonly explored b. have been common explored
c. were commonly explored d. have been commonly explored

Exam Practice

Text 2
Ex. 24 Use the word from the box below to fill in the gaps in Text
2.
A. rate B. advancing C. detection D. activity
E. sophisticated F. damaged G. access
H. adjusts I. estimated J. curiosity

Computer Viruses

A computer virus is a destructive program that, when

activated, installs and replicates itself or [ 1 ] to other computer
programs, data files, or other hard disk sectors. Often, they attempt to
perform some type of harmful [ 2 ], such as corrupt data or access
private information.
108
 Virus writers manage to spot vulnerable areas to get
unauthorised [ 3 ] to their host's resources. The majority of viruses
use complex strategies to avoid [ 4 ]. Viruses are created for various
reasons: for profit, amusement, sabotage, or just pure [ 5 ].
Millions of computers are [ 6 ] by computer viruses every
year, and the damage is [ 7 ] at billions of dollars. In response, free,
open-source antivirus software has been developed. The industry
selling antivirus programmes has been [ 8 ] at a tremendous [ 9 ] over
the past 20 years. Unfortunately, no existing software is [ 10 ]
enough to detect all the viruses.

Ex. 25 Choose the best sentence part to fill in each gap.

A dispensed a variety of products.

B to alert venders of the need of restocking or repair.
C invented by the Egyptian mathematician Hero of Alexandria.
D determined through a simple formula: Net Income = Income –
Expenses.
E often expressed as a table.
F such as a letter and number, that corresponds to the desired
product, which is then electronically dispensed.

Vending Machines

Vending Machines are finite state machines, also known as

“automata”, that transition between states based on customer input
data, such as product selection. Vending machine designers use
mathematical models and Boolean algebra to determine the states the
machine should transition into based on input data variables. The
outcome is 1) … . The control unit reads the data as either “true”,
meaning the machine recognises the input language, or “false”,
meaning it does not.
The first documented vending machine was 2) … . By the
twentieth century, vending had developed into a billion dollar
industry, and vending machines 3) … . Older vending machines
109
relied on the mechanical activity of knobs and levers activated by the
customer to dispense the desired product. Vending machine operators
utilise mathematics to determine potential and actual expenses and
profits, as well as process sales and stock data. For example, net
income can be 4) … .
Modern vending machines, however, utilise basic computing
system processors to analyse customer input data, 5) … . Modern
advances in vending machine technology include cards validators for
debit and credit cards, voice activation; electronic message displays
for insufficient funds, lack of change, or sold out products; and
remote wireless diagnostics and data collecting 6) … . [12, p. 1033-
1034]

Listening
Ex. 26 Match the phrases (1-4) to the functions (a, b).

1. you should/ could/ might/ have to

2. be careful/ cautious about
3. don't (do something), otherwise/or
4. it is important/ necessary/ vital/ recommended/ suggested that you

a) give advice;
b) give a warning.

Ex. 27 Listen to a talk and say which advice and warnings are
given.

Ex. 28 Listen again and complete the notes.

1. People pay little attention to ____________.
2. __________ software protects from ___________ and
____________.
3. Software can also be used by _____________.
4. But you are not completely __________ anyway.
5. Make ____________ copies of your work.
110
Lesson 3

Text 1
Pre-reading
Ex. 1 Answer the questions.

1. Which universal constants can you name?

2. Do you remember which constant:
a) quantifies the speed of light?
b) is related to gravitation?
c) is used to calculate the circumference of a circle?
d) allows to calculate the energy of light particles?
e) gives the charge of an elementary particle?

Ex. 2 Say what each equation signifies.

E =hν; F = ma

Reading
Ex. 3 Look through the text and say which constants are
considered universal.

Universal Constants

A universal constant is a physical quantity whose value

remains fixed throughout the Universe for all the time. However,
most constants are known only approximately; humans started
measuring them relatively recently and it is an 1) … that they are –
and have always been – fixed. There may be other assumptions that
scientists and mathematicians have implicitly made that turn out to
be false and undermine the universality of these constants. For
example, the ratio of the circumference of a circle to its diameter in

111
Euclidean space is π, but with Albert Einstein's conceptualisation that
the Universe could have non-Euclidean geometry, this
circumference-to-diameter ratio in the real world may be some value
not 2) … π.
The International Committee on Data for Science and
Technology defines and modifies physical constants and quantifies
their levels of certainty. Three 3) … in particular are fundamental to
the current understanding of the physical world. Together, they
underlie the mathematics of gravity, relativity, and quantum physics.
G first appeared in Isaac Newton's famous equation F=G m1
m2/r2 which quantifies the force (F) of gravitation between two
masses (m1 and m2), where r is the distance between their centers of
mass. G is essentially a very small number. Thus, gravity is a very
weak force. Although every mass is attracted to every other mass, the
effects of 4) … are obvious only when the masses involved are very
large (such as with planets).
Using another of Newton's 5) … , F=ma, it follows that the
acceleration due to gravity on Earth is the same for all masses. This
acceleration is known as G and its value is around 9.81 ms-2 at the
top of mount Everest. Knowing g to be about 9.81 ms-2 and the radius
of the Earth to be roughly 6,378,000 meters, one can use G to show
that the mass of the Earth is about 5.98*1024 kg. One can also 6) …
the mass of the Sun and other celestial bodies, such as the
applicability of G.
The velocity of light in a vacuum, c0, is probably the most
widely known universal constant. Since the lengths of a meter is
defined by it, c0 is fixed at exactly 299,792,458 ms-1. The invariance
of c0 is a principle that was made famous by Albert Einstein in his
theory of special relativity. Einstein's principle states that no matter
how fast you or the light source are travelling, the speed of light will
always be the same. This principle is counterintuitive, but both the
constancy of c0 and related predictions of relativity theory have been
verified empirically. From relativity theory, it is known that as
velocity increases, measurements of time and space change because

112
duration and displacement are 7) … – they depend on how fast one is
moving. The amounts by which they change are determined by c0.
What is actually travelling at c0 are massless particles called
“photons”. As carriers of the electromagnetic force, all light,
electricity and magnetism are the result of photon motion. The
relationship between the photon energies and the frequency of their
electromagnetic radiation is the basis quantum physics and the third
constant, h.
Named after Max Plank, h has an approximate value of
6.63*10-34 kgm2s-1. The units of h can be understood as joule-
seconds, also known as “action”. This unit is distinct from “power”,
which is joules per second.
The first appearance of h was the Plank's relation E=hν. Plank
discovered that photons only had certain discreet energy values, the
E=hν equation relates the energy (E) of the photon to the frequency
(ν) of its electromagnetic radiation. The fact that h exists implies that
energy comes in discrete lumps, not as a continuous stream. The unit
of h appears in a number of important and fundamental relations,
such as Werner Heisenberg's uncertainty principle and Niels Born
model of the atom. [12, p. 1036-1027]

Ex. 4 Fill in the gaps in the text (1-7) with the words below.
estimate equal gravity constants equations
assumption relative

Ex. 5 Mark the statements as true (T) or false (F).

1. We exactly know the values of all universal constants.

2. Some constants were thought to be universal before, but now they
are not considered universal.
3. π is a universal constant.
4. Gravitational attraction is a strong force.
5. The radius of our planet is approximately 6,378 km.
6. The speed of light in vacuum is constant in any reference system.
7. Nothing in the Universe travels as fast as photons.
113
8. Plank understood that photons are carriers of electricity.

Vocabulary
Ex. 6 Find in Text 1 English equivalents given in bold for the
following Russian words and word combinations.

1. the increase of speed of a moving object

2. contrary to common sense
3. clearly different from
4. the amount of something
5. proved to be true
6. related to the sky
7. especially
8. the ability to stay the same
9. small and limited
10. a relationship between two sizes or amounts
11. the number of times that something happens during a period of
time
12. the speed that something moves at in one direction

Ex. 7 Give words with the same root.

1. a verb from the noun acceleration

2. a noun with the same root as counterintuitive
3. an adjective and an adverb from the noun frequency
4. a verb and another noun from invariance
5. a verb and an adjective from the noun quantity
6. a noun and an adverb from the adjective distinct

Ex. 8 Fill in the gaps with the appropriate part of speech. To

make it, use the root in brackets.

114
1. Changes in sea temperature will increase the … of hurricanes.
(frequen-)
2. All these … can effect a student's performance. (var-)
3. The benefits of higher education are difficult to … . (quant-)
4. I … remember the day we started the project. (distinct-)
5. Quantum physics is mostly … . (intuit-)
6. The differences are not measurable in … terms. (quant-)
7. Economic growth slowed down after months of … . (acceler-)

Ex. 9 Among the adverbs in Text 1 find the ones that mean:

1. nearly
2. quite
3. not stated directly
4. basically
5. about, around
6. precisely
7. experimentally
8. indeed, really.

Ex. 10 Make adverbs from the words in brackets and use them in
the sentences below.

1. What the author is stating is true. (essential)

2. Few women become airplane pilots. (relative)
3. You have to be dressed when you attend the conference.
(appropriate)
4. This group of students is involved in the event preparation.
(active)
5. Students need to be reminded of the objectives of the course.
(constant)
6. He never demonstrates his intentions. (explicit)
7. Although college squads are currently about 50% male, youth
cheerleading is female. (predominant)

115
Ex. 11 Find in Text 1 English equivalents for the following
Russian words and word combinations.

1. значение остается неизменным

2. соотношение длины окружности к диаметру
3. численно определяет их точность
4. текущее понимание
5. притягивается к любой другой массе
6. его значение примерно равно
7. специальная теория относительности
8. скорость повышается
9. не обладающие массой частицы
10. электромагнитное излучение
11. непрерывный поток

Ex. 12 Fill in the gaps with an appropriate preposition. Check

with the text.

1. fundamental … the understanding of the world

2. every mass is attracted … every other mass
3. … the top of mount Everest
4. they depend … how fast one is moving
5. travelling … the speed of light
6. relationship … the photon energies and the frequency of their
electromagnetic radiation
7. relates the energy of a photon … the frequency

*Ex. 13 Match the verbs (1-5) to the prepositions (a-e) they

usually come with.

1. allow a. in
2. result b. with
3. contribute c. from
4. be distinct d. for
5. deal e. to
116
*Ex. 14 Use the phrases from Ex.13 in the appropriate form in
the sentences below.

1. Many local businesses … recently … … the school building fund.

2. The government must now … … the problem of high
unemployment.
3. The two concepts are quite … … each other.
4. The crash … … the death of numerous passengers.
5. The survey does not … for the fact that some students are
attending part-time.

Grammar
Ex. 15 Complete the table .

Passive Voice: to be + Ved/V3

Past Present Future

Simple …/…+ am/ is/are + ?
Ved/V3 Ved/V3
Continuous was/were … + ? ?
Ved/V3
Perfect …… + ? will have … +
Ved/V3 Ved/V3

Ex. 16 Put the verbs in brackets in the appropriate form of the

Passive Voice.

1. In recent years, the Kelly criterion (incorporate) into many

mainstream investment theories and betting strategies.
2. As Figure 3 shows, ice is melting and more of that (expect).
3. The life expectancy of a newborn female in the United States
(estimate) to be 80.2 years in 2006, compared to just 75.1 years for a
newborn male.
117
4. Since then, many books and articles (write) on her life and work.
5.The first step is to identify the question to be answered or the
problem to be solved, a process that is particularly important when
the research (conduct) by a separate department or a consulting
group.
6. Some calculations suggest that the supply (exhaust) early in first
half of the twenty-second century.
7. This phenomenon (address) at the government level by changing
price and tax structures to promote sustainable practices.
8. The first essentially correct proof of this result, which (anticipate)
already in the seventeenth century, was given by Carl Friedrich
Gauss in 1799 in his doctoral dissertation.

Ex. 17 Make sentences from groups of words below.

1. Werner Heisenberg / put in charge / nuclear project / before WWII

/ start
2. radiotrophy / research / in fungi / high-radiation areas / at the
moment
3. mathematics / recently / call / “science of patterns”
4. if / light source / place / focus of a parabolic mirror / light / reflect
/ rays parallel / axis
5. notion / carbon footprint / consider / wide range of areas / today
6. Television viewing data / estimate / using metrics collection and
statistical modeling.
7. broader interpretation / use / this discussion / from now on

Modals + Passive Infinitives

We must do it as soon as possible. - It must be done as soon as

possible.
They must have already done that. - It must have already been done.
(action the past)
They should have sent the letter a week ago. - This letter should have
been sent a week ago. (action the past)
118
Ex. 18 Use modals with passive infinitives in the appropriate
form in the sentences below.

1. Historically and philosophically, many people have asserted that to

be objective, science (must / base) on empirical observations rather
than subjective opinion.
2. This shows that one of our previous assumptions (must / be)
wrong.
3. Ancient Egyptians and mathematicians in other ancient
civilizations (may / use) symbols to represent quantities.
4. Animals (may / equip) with miniature devices that track their
positions in space.
5. The validity of an index or test (should / base) on how well it
performs against a gold standard.
6. Statistician and historian Stephen Stigler believes that it (might /
use) much earlier than in 1893, and there is certainly evidence to
support that assertion.
7. While many jobs require mathematical skills and techniques, such
as architecture and engineering, they (may not / classify) as “applied
mathematics” careers.

Ex. 19 Use the verbs in brackets in the appropriate form of the

Active or Passive Voice.

During the twentieth century, there were many discussions among

professionals at the Federal Communications Commission regarding
the possibility of opening up frequencies for phone use. Cellular
networks began to appear around the world. For instance, Japan
1)_____ (offer) a 1G system in 1979, and, in 1983, AT&T and
Ameritech tested a commercial cellular system in Chicago. Much of
the advancement in cell network technology 2)_____ (focus) on the
frequency band within a cell, which must 3)_____ (divide) up to
carry several calls at the same time. In first-generation cell
technology, calls 4)_____ (transmit) in analog, which allowed only
119
one call per frequency. Typically, a cell phone carrier 5)_____
(assign) 832 radio frequencies to use in a city. Each call was full
duplex, meaning that it 6)_____ (use) two frequencies: one to
transmit and one to receive.

*Ex. 20 Rewrite the sentences in the Passive Voice as in the

example.
Example: Some people refer to Samuel Loyd as “America’s greatest
puzzlist.” - Samuel Loyd is referred to by some as “America’s
greatest puzzlist.”

1. Finally, we agreed on the topic.

2. They have recently approved of the project.
3. My supervisor insisted on this topic for my course project.
4. We will decide on the theme of the conference.
5. They had objected to the plan even before it was realised.
6. 51% per cent of the population have voted for this candidate so
far.

Ex. 21 Use the verbs in brackets in the appropriate form of the

Passive Voice. Then fill in the gaps with a preposition from the
box.

to of in on from

1.Units of volume and mass (derive) … the basic unit of length.

2. Most of the spectacular prehistoric structures, from Stonehenge in
England to the huge geometrical patterns of Nazca in Peru, (link) …
measures of the sun’s movement and the seasons.
3.Mathematicians (involve) … developing new methods for recycling
and modeling both economic and environmental impacts.
4. Mathematical modeling and statistical analysis (apply) …
swimming in a variety of ways.

120
5. Some of these particles (not compose) … any other particles and
are therefore called “elementary particles.”
6. In chemistry, the pH scale (base) … the negative logarithm of the
concentration of free hydrogen ions.
7. Some extreme sports events (include) … the Olympic Games in
the recent years.

Exam practice

Text 2
Ex. 22 Read the text and choose the best sentence from those
below to fill each gap. You don't have to use one of them.

A Because they need to run for long periods of time without

interruption, they must be durable, reliable, and have uninterruptible
power supplies.
B They also study the properties of networks and servers, which
facilitates advances in both mathematics and computers.
C Furthermore, ordinary server operations including turning the
power off or on can often be conducted remotely; for example, from
a home computer.
D In other cases, software servers operate on multipurpose systems.
E When used in reference to hardware, a server is any computer
running a server programme, which can – and in practice does –
include all configurations and operating systems.
F Likewise, several tasks can be done in parallel.

Servers

ARPANET, the first network of time-sharing computers, was

connected in 1969. In subsequent decades, technology developments
and the increasing benefits of distributed, shared access spurred
network growth, ultimately resulting in the Internet and the World
Wide Web. Most local, national, and global networks rely on servers,
121
which manage network resources for client computers that are
connected to it. A server may be a physical computer, a programme,
or a combination of hardware and software. In some cases, a system
is a dedicated server. [ 1 ] A distributed server is a scalable grouping
in which several computers act as one entity and share the work. In
general, a network server manages the overall network traffic, while
specialty servers handle other tasks. CERN httpd, which debuted in
1990, is considered to be the first Web server. It was developed at the
European Organisation for Nuclear Research (CERN). Servers and
clients use communication protocols to exchange information to
carry out tasks. There are server-to-server and server-to-client
variations. Mathematicians, computer scientists, and others work to
create technology and algorithms that make servers possible and
increase their efficiency. [ 2 ] For example, in a system with multiple
parallel servers, jobs may be assigned to any server. Often, jobs are
modelled with an exponentially distributed processing time or some
other probabilistic distribution with some resource cost per unit of
time. Mathematical methods may be used to find the optimal strategy
for allocating jobs to servers to minimize costs.
The term “server” does not describe a specific type of computer. [ 3 ]
Since the 1990s and the increased demand for Internet services, there
have been more and more computers that have been designed
specifically to be used as Internet servers. [ 4 ] Typically, hardware
redundancy is incorporated, so that if a hard drive falls, another one
is automatically put online. There is also a great deal of server-
specific hardware, such as water cooling systems, which help reduce
heat, and Error-Correcting Code (ECC) memory, which corrects
memory errors as they happen, preventing data corruption. Many
components are designed to be hot-swappable, meaning that they can
be replaces while the server runs – without needing to power it down.
[ 5 ] Some system operators maintain watch over multiple servers in
multiple locations and physically visit the site only when necessary
because of a crisis. [12, p. 910-912]

122
Listening
Ex. 23 Listen to the three speakers and say which of them discuss
the same area of study [13].

Ex. 24 Listen again and choose a, b, or c.

1. To create a match for a human brain we have to understand

a. how a human's memory works.
b. it in all its complexity.
c. what makes people intelligent.
2. Doing reverse engineering of the brain means
a. to explore it from the outside.
b. to find out how its parts are connected.
c. to examine it from the inside.
3. We will use nanorobots for brain exploration
a. by 2300.
b. by 2033.
c. by 2030.
4. A human brain can do parallel tasks whereas computers complete
tasks
a. in a sequence.
b. in a bunch.
c. simultaneously.
5. Speaker 2 is sure we will create an intelligent computer only if
a. it functions the way a brain does.
b. it is given more power.
c. the technical progress is more rapid.
6. Speaker 2 believes it will not be possible to
a. enable computers to do parallel tasks.
b. make computers reproduce themselves.
c. make computers individuals.
7. The rate of technical progress is doubled every
a. year.
b. 10 years.
123
 c. 12 years.
8. Which of the speakers believes that computers will be smarter than
people one day
a. Speaker 1
b. Speaker 2
c. Speaker 3

Self-Study

Strategy Point
To have a rich vocabulary resource try and do the following:
1. Record new vocabulary with the words similar and opposite in
meaning.
2. Record the words that often go together (collocations, idioms).
3. Record different forms of words (e.g. effect, effective, effectively).
4. Write an example sentence to use the new word/ collocation.
5. Regularly review the new vocabulary.

Text 1

Ex. 1 Use a word from the box to fill in the gaps. You do not have
to use all of them.
Robots

Robots and robotic systems are 1. _____ commonplace in many

areas of daily life, such as manufacturing, medicine, exploration,
security, personal assistance, and entertainment. In general, a robot is
a mechanical 2. ______ that can perform independent tasks guided
by some sort of programming. Sometimes, robots are intended to 3.
______ humans in tedious or hazardous tasks. In others tasks, such as
some surgeries, robots 4. ______ actually exceed human capabilities.
For many, the word “robot” brings to mind both futuristic androids,
which are robots that are designed to look human and cyborgs, which
contain both mechanical and 5. ______ components. Robots used in
many industrial applications, such as in medicine, bomb disposal,
124
and repetitive jobs, rarely 6. _______ humans. However, several
humanoid robots and robots that realistically mimic the look and
behavior of animals 7. ______ produced. In 2008, a Japanese play
was written and produced for both robots and human actors, and
robot animals have sometimes been marketed as replacements for
biological pets. The word “robot” can also refer to software-like Web
crawlers that run automated tasks over the Internet to 8. _______,
though “bot” is a more common name. The field of robotics
generates many interesting problems in both theoretical and 9.
_______ mathematics and benefits from the contributions of
mathematicians. For some, the ultimate quest in the twenty-first
century and beyond is to develop materials, technology, and
algorithms to create robots that meet or perhaps 10. _______ human
levels of perception, behavior, and intelligence. Nano-robots, which
are ultra-small robots about the size of a nanometer, might one day
be developed for tasks like hunting and destroying cancer cells. [12,
p. 874-875]

A resemble F exceed K device

B may G have to L decreasingly
C percentile H increasingly M have been
D gather data I deviate N validate the results
E replace J applied O biological

Text 2
Ex. 2 Look through the text and choose the appropriate heading.

1. Applied Mathematics
2. Excel in Mathematics
3. Careers in Mathematics
4. Why study Maths?

“What can one do with a mathematics degree other than

teaching?” It is a question asked by many aspiring mathematicians.
In fact, a more 1. _____ question to ask should be “What can’t one
125
do with a math degree?” Actually, the study of mathematics extends
far beyond mere number crunching and doing fast mental arithmetic
in grocery stores. The fact is that studying mathematics can prepare
one for 2. ______ careers. In general, companies believe that
studying mathematics develops analytical skills and the ability to
work in a problem-solving 3. ______ . These are the skills and
experiences that are essential assets to one’s success in the
workplace. Precisely, mathematics is often the quintessential element
to 4. ______ communicate with people of various backgrounds. It is
the ability to efficiently process a manifold of information and
deliver the technical details to a general audience that makes
mathematicians 5. ______. Having a mathematics background not
only helps people broaden their pool of career options, it also helps
to land some of the best jobs 6. _______ .
Why is mathematics a required subject in school curricula at
all levels? Why is mathematics so essential for the proper
functioning of everyday tasks in society? Why do most people who
excel in their field credit their success to their formal training in
mathematics? One possible 7. ______ is that a proper training in
mathematics provides people with abilities to think and solve
problems critically in novel settings.
A Web site sponsored by the Department of Mathematics at
Brigham Young University provides a list of possible 8. _______
options for someone with a background in mathematics. Some of the
more common professions include actuary, architect, chemical
engineer, college professor, computer scientist, cryptanalyst,
economist, mechanical engineer, quantitative financial market
analyst, and statistician; some less well-known career options include
air traffic controller, animator, astronaut, epidemiologist, geologist,
hydrologist, lawyer, market research analyst, composer, physician,
technical writer, and urban planner. Certainly, a fixed set of
mathematics curriculum will not prepare one for all the 9. ______
listed here. What will be consistent is gaining the ability to solve
problems 10. ________ and critically.

126
 Applied mathematicians often solve problems that 11.
_______ in physics, chemistry, geology, biology, or various
disciplines of engineering. Mathematics is used to model physical
phenomena, to answer questions 12. ________ from observations, to
learn characteristics of large quantities, and to make predictions and
improvements for future events. A representative mathematical
training includes coursework in numerical analysis and methods,
computer programming, computer languages, applied and
experimental statistics, and probability theory, as well as a few
courses in another field of interest. [12, p. 162-163]

Ex. 3 Use a word from the box to fill in the gaps. You do not have
to use all of them.

A environment G originate M jobs

B qualitatively H accurate N fluently
C twice I precision O emerge
D numerous J career P elaborated
E analytically K valuable Q reason
F available L improvement R derived

Text 3

Ex. 4 Read the text and fill in the gaps with an appropriate
sentence from those below. You do not have to use one of them.

A These developments allowed for better visual

representation and distribution of mathematical ideas and inventions
to a much broader audience than the older master-apprentice models.
B A large labor pool was thus created for the new factories.
C New technologies both drew on existing mathematics and
prompted its further development.
D The late eighteenth and early nineteenth centuries were
extremely fruitful in the development of modern mathematics.

127
 E This transition had profound implications for economic and
political institutions and international relations, as well as for the
landscape and environment, family, education, and culture.
F Edwin Chadwick (1800–1890) and Friedrich Engels (1820–
1895) pioneered the use of quantitative measures to describe social
problems.
G As the Industrial Revolution spread in the late twentieth
century, nuclear energy and emerging “green energy” sources have
been developed.

Industrial Revolution

The term “Industrial Revolution” refers to the great social

transformation, beginning in the mid-eighteenth century, during
which manufacturing replaced agriculture as the center of productive
activity. 1. ______ Its two main dimensions were technological
innovation and the social organization of production.
The Industrial Revolution was facilitated by the increased use
of realistic perspectives in painting and drawing that flourished in the
Renaissance, as well as by the invention of the printing press in the
fifteenth century, which spurred intellectual growth in many fields,
including mathematics. 2. _______
Some historians question the use of the term “revolution,”
since these developments indisputably occurred incrementally over a
period of a century or more. Nonetheless, their cumulative impact
dramatically changed virtually every aspect of life, first in Great
Britain and eventually worldwide. 3. _______ New institutions of
intellectual life also fostered the emergence of increasingly abstract
mathematics.
The key technological feature of the Industrial Revolution
was the application of new sources of power: first the steam engine
(late eighteenth century), and later electricity and the internal
combustion engine (late nineteenth century). 4. ________
A crucial problem of the early Industrial Revolution was the
means of transmitting power from the steam engine to the machines
128
used in production itself. This problem gave rise to the mathematical
theory of linkages. Equally important to the Industrial Revolution
was the large-scale organization of labour. In England, the Enclosure
Acts (1760–1845) forced small farmers into urban areas, while
vagrancy laws, poor laws, and workhouses (places where those who
were not able to support themselves could seek shelter and
employment) instilled labour discipline. 5. ______ Market
competition impelled factory owners to use the cheapest possible
labor - children as young as five as well as adult women and men—
and to maximize profits by extending the working day to 14 hours or
more per day, seven days per week.
The vastly larger scale of production made possible by
mechanization and the steam engine created a qualitatively distinct
industrial organization of labor. It intensified the division of labor,
de-skilling some jobs and creating new forms of specialization.
The Industrial Revolution therefore meant profound changes
in work, residence patterns, family relations, and urban life. This in
turn sparked interest in social statistics. 6. _______ Belgian
mathematician Adolphe Quetelet applied the statistical techniques
previously used in astronomy to social problems, further developing
them and helping to institutionalize the discipline of statistics. [12, p.
499-500]

Ex. 5 Read the text again and choose the appropriate answer: a,
b, c or d.

1. When did the industrial revolution start?

a. in 1850
b. at the beginning of the 1800s
c. around the 1850s
d. after the 1850s

2. In the course of the Industrial Revolution

a. more people started being involved in industrial
production.
129
 b. technology was introduced in agriculture.
c. more goods were manufactured.
d. production was replaced by consumption.

3. According to the text, the Industrial Revolution pushed the

development of
a. agriculture.
b. new painting techniques.
c. human intellect.
d. culture and science.

4. The Industrial Revolution induced the alterations in

a. labour practices and market competition.
b. family relations and residence practices.
c. length of a working day and week.
d. all of the above.

5. Statistics came to social sciences from

a. economics.
b. mathematics.
c. astronomy.
d. physics.

Ex. 6 Fill in the gaps with nouns and verbs. Check with Text 3.

Verb Noun Verb Noun

to assist assistance to apply
to transform to rise
to grow support
question to employ
occurrence to own
to emerge maximum
profit to divide
to reside institution

130
Text 4

Ex. 7 Read the text and choose the appropriate answer: a, b, or c.

Interior Design

Interior design is a career that combines mathematics and art

and is the art and craft of making living spaces that bring positive
emotional and aesthetic effects to the inhabitants. Mathematics 1.
________ to interior design. One of the 10 books of Marcus
Vitruvius Pollio’s mathematical work, De Architectura, 2. ________
on interior decoration. These books heavily influenced the Western
scientific, engineering, and mathematical developments in the 2,000
years since they 3. ________. Mathematician Jamshid al-Kashi
approximated the surface area of a muqarnas, a decoration made of
flat and curved polygons that covers building joints, while the Art
Deco design movement of the 1920s and 1930s 4. ________ on
geometric forms.
Computations to estimate the amount of materials and their
cost, such as the area of a surface that 5. ________ in fabric, tile, or
paint, underlie interior design. The International Mathematics &
Design Association 6. _________ in 1998. It 7. _________ a journal
focusing on areas such as computer-aided design, computational
geometry, mathematical modeling, visualization, and system media
design. [12, p. 514-515]

1.a. long connected; b. had long been connected;

c. is long connected; d. has long been connected.
2. a. is focused; b. are focused; c. focused; d. will be focused.
3. a. was written; b. were written;
c. have been written; d. will be written.
4. a. was relied; b. were relied; c. relied; d. had been relied.
5. a. will cover; b. will covered; c. will be covered; d. cover.
6. a. was founded; b. was found;
c. has been founded; d. has been found.
131
7. a. is published; b. publish; c. publishes; d. has been publishing.

Text 5

Ex. 8 Read the text and match each paragraph to one of the main
ideas below. You do not have to use one of them.

A There are some problems with IQ tests, for instance, they do not
provide the same quotients, even if the same person takes the test.
B Different IQ tests do not yield similar results, though all the results
represent normal distribution.
C Intellectual abilities tend to be hereditary.
D IQ tests are created by psychologists and measure cognitive
abilities, that is abilities to quickly complete complex tasks.
E The content of IQ tests differs, depending on the specific cognitive
abilities they are intended to measure.
F One of the features of IQ tests is that the results are similar during
a person's life.
G IQ scores may depend on socioeconomic factors.
H IQ scores numerically represent general cognitive abilities.

Intelligence Quotients

1 The term “intelligence” is broadly synonymous with the

term “cognitive ability.” Intelligence tests are tests designed to
measure cognitive abilities. According to Ian Deary and David Batty,
cognitive abilities are mental abilities “that are not principally
sensory, emotional or conative (related to the will).” Standardized
intelligence tests produce a score called the “Intelligence Quotient”
(IQ). IQ tests are usually copyrighted, and to prevent people from
practicing for them, they must be administered in supervised
conditions. Many tests that claim to measure IQ have appeared on
the Internet but may not have been validated by professional
psychologists. Intelligence, or cognitive ability, has been defined in

132
different ways but broadly refers to people’s ability to process
complexity “on the spot.”
2 Since psychologists such as Alfred Binet (originator of the
test that later evolved into the Stanford–Binet) and David Wechsler
(creator of the Wechsler Adult Intelligence Scale and Wechsler
Intelligence Scale for Children) began measuring cognitive abilities
over 100 years ago, nearly all measures of cognition have been
shown to correlate. This fact is interpreted as evidence for a general
factor, called g, representing general intelligence. At the beginning of
the twenty-first century, no test of cognitive ability has been created
that does not correlate with other cognitive ability tests. In practice,
this means that people who are good at processing complexity in one
area tend to be good at processing complexity in another. A person’s
IQ score is a numerical representation of their level of g.
3 Most IQ tests are designed to have a mean of 100 and
scores are normally distributed. However, the standard deviation
varies across different tests. The interpretation of the standard
deviation is that it represented the average distance from the mean, in
either direction. To understand and interpret a person’s IQ score, it is
necessary to know the standard deviation of the test they took.
Common standard deviations are 15 or 16, and the range of IQ scores
is generally between about 55 and 145 for a test with a standard
deviation of 15. Further, about two-thirds of individuals will have
scores within one standard deviation of the mean and about 95
percent will have scores within two standard deviations of the mean.
For this reason, IQ scores are sometimes evaluated using percentile
scores, which divide the normal distribution into 100 parts so that 1%
of the scores are in each part. For example, admission to the high-IQ
society Mensa requires a person to score in the 98th percentile or
higher on several different validated IQ tests. This requirement
means about one in 50 people would be eligible to join.
4 Percentile IQ scores can be useful, but they can be
misinterpreted since the distance between each percentile is not
equal. In contrast, standard deviations are the same distance apart,
sometimes making it more sensible to compare individuals in terms
133
of average distance from the mean. Also, IQ tests are imperfect
measures of intelligence because they generally do not produce the
exact same score for the same person, even if the test is taken more
than once. This inaccuracy is quantified by the standard error of
measurement and represents how much variability an individual
person’s scores would have if they took the test many times. For
example, if a person scored 100 on an IQ test that had a standard
error of 2, the person’s true IQ score would often be interpreted as
being somewhere between 96 and 104. Some researchers and others
have suggested that the average of three IQ tests provides a better
indication of a person’s true IQ score than a single test.
5 There are three features of general intelligence that are
important because they negate arguments that IQ scores have no
meaning: their stability, their heritability, and their correlation with
external phenomena. First, IQ scores are remarkably stable across the
life course from childhood to old age. Data to demonstrate this are
exceptionally rare, but one exception can be found in Scotland.
During one day in 1932, every 11-year-old in the country took an IQ
test. They were retested 66 years later, and the scores were found to
correlate highly with childhood IQ score (0.76), providing evidence
of stability of IQ scores over time.
6 Second, IQ scores are highly heritable. The heritability of
individual differences has been estimated as between 30% and 80%,
illustrating that genetics contributes strongly to IQ scores. However,
no single gene or set of genes has been identified. This suggests that
the genetic contribution to intelligence is multifactorial, as with other
observable characteristics (phenotypes), such as height. There are no
sex differences in IQ, although the distribution of males’ scores is
slightly wider at both ends of the distribution.
7 Third, IQ scores correlate with variables that can be
considered external, or outside the IQ test itself. IQ correlates with
indicators of socioeconomic status (SES)—an indication of factors
like educational attainment, income, and occupational social class—
and with many biological variables, including brain size, height,

134
sperm quality, and mortality. The causes of these correlations are
disputed. [12, p. 511-512]

Ex. 9 Mark the statements YES, NO, or NOT STATED in the

text.

1. One should practice before taking an IQ test.

2. The first IQ tests developed 100 years ago yield different results
from those provided by modern tests.
3. The maximum you can get for an IQ test is 100.
4. One needs to take 3 IQ tests to obtain objective results.
5. Some tests have been criticized as being culturally biased because
they ask questions that require culturally specific knowledge.
6. An experiment conducted in the 20th proved the stability of IQ
scores.
7. Men and women have IQ test results that are dissimilar.
8. A number of biological and social factors influence IQ test scores.

Ex. 10 Look through Text 5 and find the words that come from
those below. Add more to each set.

1. valid
2. complex
3. represent
4. deviate
5. vary
6. inherit
7. accurate
8. indicate

Text 6

Ex. 11 Read the text and match subheadings A-D to the gaps 1-3.
You don't have to use one of them.

135
A Nature-Inspired Algorithms
B Military Use
C Complex Analysis and the Joukowski Airfoil
D Aircraft Carriers

Aircraft Design

Achieving flight has been a dream of mankind since

prehistory, one never abandoned. As early as Leonardo da Vinci,
mathematics—the cornerstone of engineering and physics—was
recognized as the key to realizing the dream. Da Vinci’s 1505
“Codex on the Flight of Birds,” for instance, is a brief illustration -
heavy discussion attempting to discover the mechanics of birdflight
in order to replicate those mechanics in manmade flying machines.
Da Vinci considered not simply the wingspan and weight of birds but
a fledgling notion of aerodynamics. He was the first to note that in a
bird in flight, the center of gravity—the mean location of the
gravitational forces acting on the bird—was located separately from
its center of pressure where the total sum of the pressure field acts on
the bird. This fact would be important in later centuries when aircraft
were designed that are longitudinally stable. Today, mathematics is
used in the study of all aspects of flight, from launch platform design
to the physics of sonic booms.
1. _______________________
Abstract mathematics can find its place in physical
applications people experience quite often. For example, complex
analysis and mappings play a vital role in aircraft. In layman’s terms,
complex analysis essentially amounts to reformulating all the
concepts of calculus using complex numbers as opposed to real
numbers. This formulation leads to new concepts that cannot be
achieved with only real numbers. In fact, the very notion of graphing
complex functions, rather than real functions, is quite different—
mathematicians often call the graphing of complex functions a
“mapping.” Taking a simplistic geometric figure, like a circle, and
then applying a complex function transforms the figure into a more
136
complicated geometric structure. One figure that results from such a
transformation looks like an airplane wing. Furthermore, one can
consider the curves surrounding the circle as fluid flow, that is, air
currents, and we obtain a rudimentary model of airflow around an
airplane wing. This transformation is entitled the Joukowski Airfoil,
which is named after the Russian mathematician and scientist Nikolai
Joukowski (1847–1921), who is considered a pioneer in the field of
aerodynamics. Variations of this transformation have been utilized in
applications for the construction of airplane wings.
2. __________________________
An example of how various fields of mathematics, science,
and engineering coalesce is epitomized at the Morpheus Laboratory,
where applications of methods and systems found in nature are
applied to the study and design of various types of aircraft. For
example, biologically inspired research is conducted by studying an
assortment of details related to the mechanics of birds in flight.
Birds are an example of near perfection in flight, a fact that
humans have long observed. Birds have been evolving for millions of
years and have adapted to various environmental changes, thus
altering their flight mechanics accordingly. By studying the
mathematical properties related to their wing morphing, surface
pressure sensing, lift, drag, and acceleration, among other aspects,
the researchers at Morpheus Laboratory can use the knowledge they
have gleaned and apply it to several different types of aircraft. In
order to accomplish this feat, mechanical models of actual birds are
constructed and analyzed. Morpheus researchers utilize an
assortment of mathematics and physics, including fluid mechanics
(the study of air flow in this case) and computer simulations, to
analyze the data that result from studying the mechanical birds in
flight. The analysis, in turn, results in novel perspectives in flight as
well as the design of innovative types of planes.
The managing of cabin pressurization has made it possible for
aircraft to fly safely under various weather conditions and landscape
formations. This ability is due in large part to devices known as
“pressure bulkheads,” which close the extremities of the pressurized
137
cabins. Because of the wealth of physical phenomena that influence
the stability of these bulkheads, such as varying pressures, it has been
a challenge to optimize their design. In the early twenty-first century,
it was proposed that the bulkheads should have a dome-like shape, as
opposed to a flat one, which was suggested by both mathematical
and biological evidence. Interestingly, these two structures
demonstrate completely dissimilar mechanical behaviors, which lead
researchers to consider different approaches to modeling the dome-
like bulkheads.
The dome-like structured bulkheads are analogous to
biological membranes and can be mathematically modeled in a
similar fashion. In addition to the implementation of these
membrane-like designs, the minimization of the cost of their
construction and the assurance of their durability is mathematically
modeled.
3. ________________________
Airplanes were a major evolution in modern warfare. World
War II aircraft carriers that moved airplanes closer to targets that
would otherwise be well beyond their fuel ranges proved to be
pivotal to many battles, especially in the Pacific. They continue to be
a key component of many countries’ navies for rapid deployment of
aircraft for surveillance, rescue, and other military uses. Launching
from and landing airplanes on aircraft carriers is considered one of
the most challenging pilot tasks because of the restricted length of
the deck and the constant motion of the deck in three dimensions.
A catapult launch system gives planes the added thrust they
need to achieve liftoff and requires calculations that take into account
mass, angles, force, and speed. Similar issues apply to the tailhook
capture system that stops planes when they land.
There are also significant scheduling issues for multiple
aircraft on a carrier, fuel use, weapons logistics, and radar systems
used to monitor both friendly and enemy planes. Aircraft carriers are
like large, self-contained floating cities. Mathematicians work in the
nuclear or other power plants that provide electricity for the massive
aircraft carriers of the twenty-first century and in many other
138
logistics areas beyond direct flight launch and control. They also help
design and improve aircraft carriers. For example, mathematician
Nira Chamberlain modeled the lifetime running costs of aircraft
carriers versus operating budgets to develop what are known as “cost
capability trade-off models,” which were used to help make
decisions about operations. He also worked on plans for efficiently
equipping ships to optimize speedy access to spare components.
Some of the mathematical methods he used include network theory,
Monte Carlo simulation, and various mathematical optimization
techniques. [12, 25-28]

Ex. 12 Mark the statements YES, NO, or NOT STATED in the

text.
1. Leonardo da Vinci tried to understand how birds fly and transfer
the knowledge to the construction of aircraft.
2. Physicists are currently developing methods that model sonic
booms in order to ultimately develop aircraft that can travel at
supersonic speeds without causing structural damage.
3. Complex numbers consist of imaginary numbers and real numbers.
4. Birds have developed perfect flying mechanisms in the course of
evolution.
5. Bulkheads are semispheres.
6. The idea to use bulkheads was borrowed from flying creatures.
7. Airplane carriers played a crucial role in military conflicts.
8. A catapult launch system gives airplanes acceleration to take off.
9. Nira Chamberlain evaluated the cost of airplane launches from
carriers.

Ex. 13 Go to one or more of the sites below to practice the

Passive Voice.

http://www.agendaweb.org/verbs/passive-voice-advanced-
exercises.html
http://learnenglish.britishcouncil.org/ar/english-
grammar/verbs/active-and-passive-voice
139
http://www.englishexercises.org/makeagame/viewgame.asp?id=3339
http://www.learnenglishfeelgood.com/esl-passive-voice-
exercise3.html
http://www.tolearnenglish.com/english_lessons/passive-voice-
advanced

Ex. 14 Go to http://ed.ted.com/lessons/what-is-the-world-wide-web-
twila-camp to watch a video on the World Wide Web. Use
navigation on the right to switch to exercises and additional
materials.

Ex.15 Go to
http://www.uefap.com/listen/exercise/mechanic_5/mechfram.htm to
listen to a series of lectures on mechanics and do online exercises on
understanding and note-taking.

Ex.16 To have more listening practice, go to

http://www.skypeenglishclasses.com/skype-english-blog/english-
classes-with-ted/english-listening-and-comprehension-hacking-and-
computer-viruses/ . Here you will listen to a talk on Computer
Hacking and answer the questions on understanding the main idea
and details.

Ex.17 Go to
http://www.uefap.com/listen/exercise/computin_rp/compfram.htm to
listen to a series of lectures on Computing and do on-line exercises
on note-taking.

Ex. 18 Go to http://ed.ted.com/lessons/what-is-the-heisenberg-
uncertainty-principle-chad-orzel#watch to watch a video on
Heisenberg Uncertainty Principle. Use navigation on the right to
switch to exercises and additional materials.

140
Ex. 19 Go to http://ed.ted.com/lessons/the-fundamentals-of-space-
time-part-3-andrew-pontzen-and-tom-whyntie,
http://ed.ted.com/lessons/the-fundamentals-of-space-time-part-2-
andrew-pontzen-and-tom-whyntie to watch a video on the
Fundamentals of Space and Time. Use navigation on the right to
switch to exercises and additional materials.

141
UNIT 3

Lesson 1
Text 1

Pre-reading
Ex. 1 Discuss the questions.

1. What motivates people?

2. What qualities do high-achieving people possess, from your
experience?
3. Who is more successful, men or women? Why?

Ex. 2 Fill in the gaps in Maslow's Hierarchy of Needs below.

7. ____________________

6. Aesthetic Needs

5. Need to Know and Understanding

4. _______________

3. Belonging and Love Needs

2. _______________

1. Physiological Needs

142
Ex. 3 Match the English phrases with their Russian equivalents.

1. мотивация достижения а. need for power

2. ставить цели b. domain specific
3. потребность во власти c. do better
4. зависящий от предметной d. achievement motivation
области e. strengthened through training
5. одобрение сверстников f. peer approval
6. лучше успевать g. set goals
7. закреплено путем
тренировок

Reading
Ex. 4 Read Text 1 and say:

a. how the need for achievement can be realised;

b. which gender is considered more achieving and why;
c. if achievement can be taught.

Achievement Motivation
The role of achievement motivation is clear in Maslow's growth
needs. How do people with a high need for achievement motivate
themselves? Researchers have found that people with a high need for
achievement privately set goals for themselves. [1] _________ The
researchers also found that people with a high need for power seek to
stand out publicly, and do so, for example, by taking more extreme
risks.
Achievement motivation seems to be domain specific. For example,
some students may be highly motivated to achieve at athletics, but
not at academics. [2] ____________ These students may have a high
need to achieve, but the need may be directed toward non-school
relevant goals, such as peer approval, and sometimes toward goals
that damage society, such as gang-related criminal behaviours.
143
How do students react to teachers' demands for achievement?
Consider a situation in which a teacher knows from past experience
that a particular student is able to do much better than she is currently
doing. [3] _______________ In this scenario, the teacher's demand
for achievement may go unmet, not because the student is incapable,
but because she is unaware of her capabilities. The perception of
reality, rather than reality itself, is the more powerful predictor of
how people, especially children, react to demands of achievement.
Unfortunately, girls – particularly as they grow older – often perceive
their competence to be lower than boys' perception of their own
competence. [4] _______________ The effect emerges as early as
kindergarten.
The motivation to achieve seems to be present in many cultures. The
goal of one reasonably successful project in India, for example, was
to raise the achievement motivation of Indian business people and
workers in their companies so that to help these people to improve
their lives. [5] ____________
The fact that the need to achieve could be strengthened through
training is highly relevant to teachers. [6] ________________ [25, p.
373-374]

Ex. 5 Fill in the gaps in Text 1 with an appropriate sentence from

those below. Which clues helped you to complete the task?

Strategy Point
1. To understand which parts of a text are related, firstly, look for
words that are the same.
2. Then, try to find synonyms, words with opposite meanings, or
related words.
3. After that, try to understand what such words as this, that, these,
those, such, some, any, etc. stand for.
4. Also, look for numbers and the words they can be connected to.
5. Finally, think which words such vocabulary items as concept,
definition, term; reason, effect, strategy etc. can refer to.

144
A. The result can be the lesser expectations for achievement on the
part of girls – and, therefore, lesser achievement.

B. Other students may reject school psychologically, instead joining

peer groups or even gangs in which school achievement is seen as
undesirable.

C. Expert teachers often use similar techniques to get their students

to “think big” about their potential and their future life.

D. Because these goals tend to be of intermediate difficulty, the

people are likely to have a continuing sense of personal
accomplishment.

F. The employees attended an intense series of seminars designed to

get them to think, talk, and act like achievement-oriented business
people.

G. However, the student herself may not believe in her own

competence.

Vocabulary
Ex. 6 Match words 1-4 to their definitions a-d. Give their Russian
equivalents.

1. to achieve
2. to approve
3. capable
4. to perceive

a. to consider something good or suitable

b. to understand or think of something in a particular way
c. to be successful after being determined and working hard
d. able to do something
145
Ex. 7 Find in the text the words that come from the words in Ex.
5. Identify the part of speech and give their Russian equivalents.

Ex. 8 Look through the text and find the words that collocate
with the following:
a. set
b. take
c. do
d. improve

Ex. 9 Distribute the words and phrases below into two groups:
the ones that collocate with the verb “to take” and the ones that
collocate with the verb “to make”.

improvements, an opportunity, progress, a major breakthrough,

action against, a difference, the lead in, initiatives, a distinction, an
impact, a chance.

take + ... make + …

an opportunity, … improvements, ...

Ex. 10 Fill in the gaps in the sentences below with either take or
make in the appropriate form.

1. After years of research into technology, the company … finally

… an impact on this sector.
2. If you do not … initiative, no one else will be able to complete the
task.
3. The humanity … … a major breakthrough in AIDS research.
4. I would like to … a distinction between what I call innovative and
imitative research.
5. Sometimes companies need … a chance and try something new.
6. This is an area in which we are finally starting … a real progress.

146
Ex. 11 Find 7 words from Activities 5-9 in the wordsearch below.
Words can go in any direction. The first letter of each word is
given in bold.

D I S T I N C T I O N H
U C I X A V S G Q I G Q
P P M L N P J T I U C C
G E P P J I P R O F H A
S N R V C N H R E K W P
A E O C H U H T O Q C A
V G V K E T E R U V R B
T C E K K P O I E D A I
W D M A S U T I Y B S L
T A E V I T A I T I N I
X R N D T L P J O L P T
B O T L Q Y Y E C N B Y

Ex. 12 Complete the phrases with prepositions. Look through the

text to check. In one case several variants are possible.
1. a high need … achievement/ power
2. directed … some goals
3. react … teachers' demands
4. unaware … one's capabilities
5. perception … reality/ competence
6. highly relevant … teachers

Ex. 13 Fill in the gaps with a prepositional phrase from Ex. 12.
Use it in the appropriate form.
Example: How is this … … this discussion? - How is this relevant
to this discussion?

1. The financial markets … badly … the latest news on inflation.

2. He went on speaking, seemingly … … my presence.
147
3. Our efforts are primarily … … helping children who live in
poverty.
4. The public's … … the president is slowly changing.
5. The … … food is one of the basic human necessities.

Grammar

Модальные глаголы (modal verbs) выражают не действие, а

отношение к нему: способность, возможность, необходимость,
вероятность и т.д. совершения действия, выраженного
инфинитивом: подлежащее + мод. глагол + инфинитив
(смысловой глагол)
Модальные глаголы имеют следующие особенности:
- они не меняются по лицам (не имеют окончания -s в 3-ем лице
единственного числа)
- у них нет сложных видовременных форм (длительных и
перфектных времен, пассивного залога)
- они не требуют вспомогательного глагола в вопросах и
отрицаниях
These students may have a high need to achieve, but the need may be
directed toward non-school relevant goals, such as peer approval.
The fact that the need to achieve could be strengthened through
training is highly relevant to teachers.

148
Модальные глаголы — значение
Can
1. возможность
2. способность совершить действие
3. запрос или просьба
Could
1. прошедшее от can: мог
2. вероятность: мог бы
3. вежливая просьба
May
1. разрешение
2. предположение: может быть, возможно
Might
1. прошедшее от may
2. малая вероятность совершения действия
Must
1. долженствование: приказ, правило, настоятельный совет
2. предположение с высокой долей вероятности
Should
1. совет, рекомендация
2. долженствование (стоит сделать ч.-л.)

Ex. 14 Look through the text and find the sentences in which:

a. the verb may expresses probability;

b. the verb could expresses probability;
c. the verb can expresses possibility.

Ex. 15 Read the sentences and say in which meaning each modal
verb is used.

1. Women could not vote until just after the First World War.
2. When I leave university I might travel around a bit, I might do an
MA or I suppose I could even get a job.
149
3. People must try to be more tolerant to each other.
4. If you want some help with your writing, you can come to classes,
or you can get a tutor's help.
5. I think you really must make more effort.
6. If the monitors are used in poorly lit places, some users may
experience headaches.
7. The experiment may have been a success, but there is still a lot of
work to be done.
8. Could I ask you a personal question?
9. Can you speak Mandarin?
10. May I request a copy of this article?
11. The university should provide better sports facilities.

Modal Verbs that Express Possibility or Probability

100% - absolutely That can't be the right answer, it just doesn't

sure make sense.
He must have a high need for achievement: he
is very ambitious.
60% - not so sure She may be back in her office: the lecture
finished ten minutes ago.
I think you could be right, you know.
30% - rather He might pass the exam, but he put too little
unsure effort in his studies.

Ex. 16 Read the sentences and tick how sure the speaker is.

absolutely not so rather

sure sure unsure
1. The parts of the machine may be
broken and the accuracy may be
lost.
2. Careless actions can lead to
disastrous results.

150
3. That can't be true. He is lying.
4. He may be unaware of what is
going on here.
5. They might come later, but I
wouldn't wait any more.
6. Different factors could contribute to
the success of the project.

Ex. 17 Fill in the gaps with one of the verbs from the box.

can could may must

might

1. … you approve of such kind of behaviour?

2. You … take the opportunity and apply for the scholarship, I insist
on it.
3. … I take the initiative and suggest a solution to the problem?
4. If your teacher demands it from you, you … do it.
5. My sister … predict future when she was little.
6. The USA … take action against Russia, but it is very improbable.
7. He definitely … not take lead in the project: he does not have
enough expertise.
8. I strongly believe progress … be made in this field of study very
soon.

*Ex. 18 Circle the best option.

Depression in children and adolescents is often related 1) at/ to/ with

disruptions in the student's life, such as homelessness, child abuse, or
parental divorce. Teachers 2) should/ may/ can be aware 3) at/ of/
about students' home life, if possible, and any risks of psychological
problems that the home situation 4) should/ may/ can provide. Major
depression, 5) unlike/ like/ dislike the occasional mild depression we
all experience, needs treatment.

151
Exam practice

Text 2
Ex. 19 Read the text and fill in the gaps in the text with an
appropriate sentence from those below. You don't have to use
one of the sentences.

A This person has neither engaged in a search for identity nor

committed to any significant aspects of an identity.

B The adolescent's identity search may potentially affect her self-

concept and self-esteem in a very profound way.

C His attention to this phase of development has inspired other

psychologists, such as James Marcia, whose ideas we consider next.

D Based on the results of this search, he or she has made an

educational, vocational, or other personal commitment.

E Indeed, in Western societies, which tend to emphasize individual

achievement and responsibility, many psychologists agree that
moratorium and identity achievement reflect greater developmental
maturity than do identity diffusion or foreclosure.

F They must choose from among many options of how to live their
lives.

G He or she has made a search for an identity, but has not yet made
commitments.

Achievement of a Personal Identity

Erik Erikson wrote more about the search for identity than
about any other crisis he proposed. [1]
152
 Marcia has suggested that four main kinds of statuses can
emerge during adolescence from the conflicts faced and the decisions
made by adolescents: identity achievement, foreclosure, identity
diffusion, and moratorium. Each status represents a different kind of
self-concept. The four kinds of identities are possible combinations
of yes-no answers to these two questions:
1 . Has the person engaged in an active search for identity?
2. Has the person made commitments (for example, to values,
to school, to a job or career path, to who he or she wants to be as a
person, or to other aspects of his or her identity) ?
• An individual who answers "yes" to both questions is in the
status of identity achievement. This individual has searched for his or
her identity. [2] For example, Marla has decided on a career in
medicine after careful reflection. She believes it will enable her to
help people, use her talents, and make a good living besides.
• Someone who answers "no" to both of the questions is
classified as experiencing identity diffusion. [3] For example, Jethro
has been living for the moment, doing more or less whatever feels
good at the time. He has not taken the time to think about who he is
or what he wants out of life.
• A person who answers "yes" to the first question and "no" to
the second is in identity moratorium. [4] For example, Bert has gone
from one religious group to another, in the hope of finding himself.
Despite his search, he feels no closer to self-understanding than he
did before he started his quest.
• Answering "no" to the first question and "yes" to the second
leads to identity foreclosure. An individual in identity foreclosure
status has made commitments to a job, school, or other aspect of his
or her identity without first engaging in a search process.
Both Erikson and Marcia firmly believed that healthy
adolescence* can include a moratorium period, a time of searching
for an appropriate identity while avoiding firm commitments.
According to research, the moratorium period may be especially
important to adolescents in a socially diverse, urbanised society. [5]
In fact, the complexity of many societies may be one reason why
153
identity issues take a long time to resolve. By the time they are
seniors in high school, only 20 per cent of students have reached
identity achievement status.
The goal of adolescent identity search, no matter how prolonged, is
that the adolescent emerge with a firm and relatively secure sense of
self – an understanding of how she identifies her own characteristics,
abilities, and behaviours. The adolescent's self-esteem is the value
she places on herself. The adolescent's view of herself is referred to
as her self-concept. [6] Good friendships can help in the development
of a sense of self and a positive self-concept. [25, p. 81-82]

* Adolescence – transitional stage from puberty to maturity (18-20

years).

Listening
Ex. 20 Listen to an extract and say what the topic of the lecture
is.

Ex. 21 Listen again and choose a, b, or c [7].

1. At the previous lecture the speaker concentrated on

a. how paintings affect our personalities.
b. what art objects tell people about us as individuals.
c. how visual art reflects thoughts of people.

2. Dr Gosling suggests that

a. our preferences in art reflect our personalities.
b. we are attracted to certain colours.
c. people are attracted to different kind of arts.

3. The new topic the speaker wants to discuss is

a. research in music.
b. personality and taste in music.
c. types of music.
154
4. It is probable that
a. we inherit musical taste.
b. we turn to music of different types.
c. twins like jazz.

5. The cleverer an individual is

a. the more CDs he has.
b. the more jazz he listens to.
c. the more open he is to new kinds of music.

Lesson 2

Text 1

Pre-reading
Ex. 1 Discuss the questions:

1. How do people learn?

2. What do you know of Piaget's and Vygotsky's ideas on
development?

Ex. 2 Write a list of words and phrases that may be related to the
Sociocultural Theory.

Reading
Ex. 3 Read the text and add words to the list from Ex. 2.

Strategy Point
1. Before you read a text look at the heading, subheadings, proper
names and numbers.
2. Try to predict what it can be about and what language you might
find there.

155
 Vygotsky's Sociocultural Theory of Cognitive Development

The thinking of Piaget has been important to the

understanding of cognitive development and its interface with
education. In Piaget's theory, the direction of development is from
inside, outward. In other words, abilities mature, and the child then
applies these abilities to the tasks he or she faces in the world. An
alternative theory, however, emphasises exactly the opposite
direction of development.
In the theory of Lev Vygotsky, cognitive development occurs
largely from the outside, inward. Vygotsky's major premise was that
a person's internal processes have their roots in interactions with
others. Children watch the interactions between the people in the
world, interact with others themselves, and use these interactions to
further their own development. This theory is sometimes referred to
as sociocultural theory.
In general, Vygotsky's theory is less detailed than Piaget's.
Nevertheless, many of its main assertions appear to be valid.
Vigotsky formulated three particularly important ideas about
cognitive development – the concepts of internalisation, the zone of
proximal development, and scaffolding.
Internalisation is the process of taking in knowledge or skills
from the social contexts in which they are observed. For example,
imagine a child who is watching two adults argue for their respective
beliefs. Seeing such arguments, the child can learn how to argue for
her own beliefs, both in the context of discussions with others and in
the context of thinking through issues for herself. In school, a first
grader might learn how to play a game by watching how the third
graders play. In essence, children recreate within themselves the
kinds of interactions they observe in the world so they can profit
from the interactions they observed. The more interactions a child
observes, the more likely he or she becomes expert at extracting
information from them.
Vygotsky believed that language development is the key to
being able to internalise complex ideas. Developing children's
156
language skills helps children develop their thoughts. For example,
when children learn about classifications of animals, the words used
in the classification can help children understand the concepts
themselves. Learning about the concepts through words helps
children refine and sharpen their understanding in a way that would
be difficult without words. As another example, if their language
skills are strong, children can understand adult conversations better,
and learn more from those conversations, than they can if they do not
understand many of the words the adults are using.
Vygotsky's second major idea is called the zone of proximal
development (also called the zone of potential development). The
ZPD is the difference between a child's level of independent
performance and the level of performance a child can reach with an
expert guidance. It generally occurs when the expert aims to guide
and support the child's own initiative to learn. In conventional
assessments of children's ability, we typically observe what children
can do on their own. What they can do is based on the experiences
they have had, and the interaction of the effects of these experiences
with the children's inherited characteristics. Vygotsky's idea was to
provide a way to measure the distance between this independent
performance and the child's guided performance. Tests of the zone of
proximal development help teachers understand children's readiness
to profit from instruction. [25, p. 51-54]

Ex. 4 Read the text again and choose the best answer for each
question.

1. How is Vygotsky's theory of development different from Piaget's?

a. It negates interaction as important for a child's development.
b. It stresses the inside personality factors as necessary for
development.
c. In it communication in society is important for development,
not a child's personality.
2. What are the three concepts that Vygotsky developed in his
works?
157
 a. Maturation, zone of proximal development, and
scaffolding.
b. Scaffolding, ZPD, and internalisation.
c. Zone of proximate development, internalisation, and
observation.
3. How do children learn according to Vygotsky?
a. They watch how older children and adults communicate
and draw conclusions.
b. They mature when they communicate.
c. They develop when they use their abilities.
4. What is it necessary for children to master to understand the
world?
a. Internalisation.
b. Arguing.
c. Language.
5. What is the zone of proximal development?
a. It is the difference between what a child can be with help
and on her own.
b. It is the difference between the level of performance of a
child and of an adult.
c. It is when a child's initiative to learn is encouraged.
6. Why is it important to understand where the ZPD lies with a
particular child?
a. It helps to measure the zone.
b. It helps to understand how to teach a child effectively.
c. It helps to make a child ready for instruction.

Vocabulary
Ex. 5 Match the words in bold with the definitions and synonyms
below.
1. based on good reasons or facts that are true
2. genetic
3. absorb or accept an idea
4. become completely grown or developed
158
5. make perfect
6. traditional
7. declaration, positive statement
8. an idea or theory on which a statement or action is based
9. particular, specific

Ex. 6 Fill in the gaps with some of the words in bold from the
text.
1. If your personality trait is similar to one of your parent's, it is … .
2. If something is done in the same way for a long time, it is done in
a … way.
3. When teenagers grow up and learn from experience, they … .
4. The basis for an argument is called a … .
5. When children think over, understand and remember an idea, they
… it.
6. If a theory is based on reliable facts, it is … .
7. If you declare something and are sure it is true, you make an … .

Ex. 7 Study the table and give more examples.

Negative prefixes

Prefix Meaning Example

in-, im-, not incoherent, incapable, impractical,
ir-, il- irrelevant, illogical
un- opposite unfounded, unbelievable, undo,
uneasy
non- complete opposite non-conformist, non-durable,
nonsense
de- + verb reverse action dehydrate, decode
dis- not disfigure, dishonest, disbalance
mis- wrong misunderstand, misdiagnose
anti- against anti-war, antisocial

159
Ex. 8 Make opposites of the following words and give their
Russian equivalents.

Mature (adj.), dependent, important, standard, interpret, patient

(adj.), pleased, thesis, rational.

Ex. 9 Fill in the gaps with words with negative suffixes.

1. A person who is not developed and grown enough is … .

2. When you want something to happen as soon as possible you
become … .
3. When you understand somebody's words incorrectly, you … them.
4. When somebody changes facts for their benefit, they … the facts.
5. If a person keeps away from society and communication, he can
be called … .
6. If children misbehave, their parents are … with them.

Ex. 10 Find the linking words and phrases in Text 3 that are used
for:
1. giving an example;
2. generalising and summarising;
3. contrasting ideas.

Ex. 11 Distribute the linking words and phrases into the

categories below.

a) giving an b) c) d) e)
example or generalising contrasting comparing clarifying
illustration and ideas ideas
summarising

Unlike, for instance, however, that is to say, specifically, in the same

way, to conclude, in a nutshell, although, similarly, in this way,
whereas, likewise, as an illustration, in short.
160
Ex. 12 Read the sentences below and identify the type of logical
connection (e.g., clarifying). Use the linking words from Ex. 11 to
connect the sentences below as in the example.

Example: Vygotsky's theory of sociocultural development

emphasises the influence of society on the process of maturation.
____ Piaget's theory states that development is driven by internal
processes.

Vygotsky's theory of sociocultural development emphasises the

influence of society on maturation, whereas Piaget's theory states
that development is driven by internal processes. (contrasting ideas)

1. Performing mental tasks that require advanced mental processes

results in increased retention of mental functioning with age._____
The risk of dementia declines significantly with mental exercise in
older age.
2. The typical masculine is made up of what Bem calls instrumental
behaviour, such as sports participation. ____ These patterns do not
hold true for all societies.
3. In deciding who is to be given choices, teachers consider age,
ability, and prior knowledge. a) __ Older students get more choices.
b) __ Students of higher ability receive more choices.
4. Secondary reinforcers are rewards that gain reinforcement value
through their association with primary reinforcers. ____ primary
reinforcers, they are not inherently reinforcing or satisfying in a basic
biological sense.
5. Expert teachers attempt to reduce distractions in the classroom.
____, as much as possible of each student's attention is focussed on
the teacher rather than on lesson-irrelevant stimuli.
6. People seek self-determination, the ability to make things happen,
to have control of oneself and one's environment. Most people are
unhappy when they feel controlled, whether by another person or by
outside events. ____, we are motivated to be in charge of our destiny.

161
*Ex. 13 Match the expressions below with the English
equivalents from Text 1.

1. его связи с обучением

2. применяет эти навыки для выполнения задач
3. происходит главным образом извне
4. процессы, происходящие внутри
5. способствовать собственному развитию
6. воссоздавать внутри себя
7. извлекать пользу из взаимодействий
8. улучшить свое понимание
9. достичь под руководством опытного человека
10. поддерживать собственную инициативу ребенка

*Ex. 14 Translate the sentences using some phrases from Ex. 13.

1. Родителям следует поддерживать собственную инициативу

ребенка, так как в этом случае знания усваиваются, а умения
развиваются.
2. Дети извлекают пользу из взаимодействия со взрослыми,
только если оно происходит в их зоне ближайшего развития.
3. Если человек воссоздает ситуацию в своем воображении, он
может проанализировать ее.
4. Студент должен применять свои способности для решения
академических задач.
5. Мотивация, которая возникает из-за внешних факторов,
называется внешней мотивацией.

Grammar
Ex. 15 Match the modal verbs below with their meanings.
Multiple matches are possible.

162
1. can a. probability, possibility
2. could b. request
3. must c. obligation
4. may d. advice
5. might e. ability
6. should f. permission

Equivalents of Modal Verbs

To have to – obligation due to circumstances:

I have to report at the monthly meeting next week.
Do you have to start anew with the project?
To be able to – ability:
She will be able to solve the problem, she is rather smart.
To be to – necessity due to plan or obligation:
Are you to take the exam next week?
You are to take this medicine whether you like it or not.
To need (to) – necessity:
I don't need to be advised what to do.
Need I/ Do I need to answer this irrelevant question?
Ought to – moral obligation, advice:
We ought to take care of our parents.
What ought I (to) tell them?
To be allowed to – permission:
You are not allowed to wear non-traditional clothes here.

Ex. 16 Match the modal verbs below to the equivalents with

similar meaning.

Can to be able to
May
Must

163
Modal Verbs and their Equivalents: Tense Forms

Past Present Future

could can (ability) –
was/ were able to am/ is/ are able to will be able to

might may (permission) –

was/ were allowed to am/ is/ are allowed to will be allowed to

– must (obligation) –
had to have/ has to will have to

Ex. 17 Fill in the gaps with must, need, or have to in the

appropriate form.

1. She was not well and … leave early.

2. In this museum cameras … be left at the entrance desk.
3. You … not make your bed in the hotel, the maid will do it for you.
4. Parents tell their children that they … not tell lies.
5. You … not talk to other candidates during the exam.
6. He has poor eyesight, so he … wear glasses all the time.
7. Parents of difficult children … to have patience more than
anything else.

Ex. 18 Choose the best option a, b, c, or d to fill in each gap.

1. It is possible that e-books … replace traditional books one day.

a. should; b. must; c. are able to; d. may.
2. I suppose some people … find e-readers difficult to use.
a. could; b. have to; c. must; d. are to.
3. People … use the internet much more in the future.
a. will can; b. will be able to; c. can; d. are able to.

164
4. People … to understand now how important it is to teach their
children to read.
a. can't; b. cannot; c. is not able; d. are not able.
5. If frequent assessments are not built into the programme, students
… lack motivation to push themselves and … learn as much as they
….
a. may, may not, ought to; b. must, may not, should; c.
may, can, ought to; d. can, must not, should.
6. You … visit a doctor, otherwise it … be too late.
a. should, may; b. must, must; c. can, may;
d. should, ought to.
7. Which skills does a student … automatise to make his or her
academic life easier?
a. must; b. ought to; c. have to; d. should.
8. Teachers … create the environment in which creativity … to
flourish.
a. must, may; b. should, is allowed; c. have to, is allowed;
d. should, have.
9. Expert teachers make a point to pay attention not only to the
material students … learn, but also to the context in which students
… learn it.
a. have to; should; b. should, may; c. have to, are to;
d. are to, are allowed to.
10. To understand cognitive development and to apply your new
knowledge in practice, you … become acquainted with a number of
concepts related to cognitive development.
a. may; b. should; c. have; d. are to.

Ex. 19 Choose the correct alternative.

Depression in children and adolescents is often related 1) at/ to/ with

disruptions in the student's life, such as homelessness, child abuse, or
parental divorce. Teachers 2) should/ may/can be aware 3) about/ –/
of students' home life, if possible, and any risks of psychological
problems that the home situation 4) should/ may/ can provide. Major
165
depression, 5) unlike/ like/ dislike the occasional mild depression we
all experience, needs treatment. Students showing signs of such
depression 6) have to/ need/ must social support and 7) may/ can/
should be encouraged to seek help. Such help usually consists 8)
with/ of/ – psychotherapy, sometimes in combination with drug
therapy. Teachers 9) should/ may/ must act immediately to get help
for depressed students who communicate ideas of suicide [25, p.
110].

Ex. 20 Read the text and fill in the gaps with an appropriate
modal verb from the box.

can (X2) might may able to should

Why [1] psychologists study biology? Humans are part of the

biological world and you [2] already be convinced that biology [3]
provide a secure base for psychology. Outside psychology, the public
often seems to have little idea of what kind of subject psychology
really is. Psychologists [4] sometimes be portrayed as people with
fancy theories that are either banal or have no common sense. On the
other hand, biology has a certain unambiguous and accurate image as
a true science. We [5] say that due to biology we are [6] understand
the human psychological condition [27, p. 2].

Exam practice

Text 2

Ex. 21. Read the text and fill in the gaps with the words from the
box. You do not have to use four of them.

indirectly cognitive unreasonable whereas

must in general for example conclusions
might likewise

166
 Scaffolding

Many psychologists have used and expanded on Vygotsky's

ideas to better understand how children learn and think. 1) … ,
Reuven Feuerstein (1980) has suggested that children learn primarily
in two different ways, through direct instruction and through
mediated learning experiences.
Direct instruction is the teaching situation in which a teacher,
parent, or other authority imparts knowledge to a child by teaching it,
2) … a mediated learning experience (MLE) is one in which an adult
or other child 3) … helps a child learn by explaining events in the
environment, but without directly teaching some lesson. MLE is a
form of scaffolding – competent assistance or support, usually
provided by a parent or teacher. Scaffolding supports cognitive,
socioemotional, and behavioural forms of development. For instance,
an adult 4) … go with a child to a museum and explain what the
exhibits mean, or an adult can watch a television programme with a
child and explain what is happening. 5) … , the adult serves as an
expert model for the child.
Feuerstein believes MLE is the stronger of the two kinds of
learning for the development of advanced 6) … skills. Teachers can
create MLEs for students by explaining ideas or events, while
allowing students to see for themselves the connections among the
ideas and draw their own logical 7) … .
8) … , scaffolding is a centrally important technique for
stimulating cognitive development. Scaffolding strategies include
questioning students, modelling behaviours, and providing feedback
to student performance. [25, p. 53-54]

Listening
Ex. 22. Work in pairs. Make a list of phrases that can help to
understand the number of ideas which are discussed, or mark
the transition from one idea to another.

167
Ex. 23. Listen to an extract from a lecture and make note of the
three purposes of education [6].

1. Traditional: ________________________________________
2. __________________________________________________
3. __________________________________________________

Lesson 3

Text 1
Pre-reading
Ex. 1 Match the words to their synonyms.

1. injure a. improvement
2. recovery b. attractiveness
3. cognitive c. thinking
4. temptation d. damage
5. reasoning e. mental

Ex. 2 Answer the questions. Use the words from Ex. 1.

1. Why do people feel pain?

2. Why is pain important?

Reading
Ex. 3 Read Text 1 and match a main idea to each paragraph.

a) Studying people who do not feel pain helps to understand it.

b) Though pain protects us, temptation can be stronger in some cases.
c) Pain helps us to avoid injury, but the question is why it is so
unpleasant.
d) People of different cultures react to pain differently.
168
e) Pain and pleasure are the opposites that determine behaviour.
f) The adaptive value of pain consists in finding ways to recover
from an injury.
g) The nociceptive system works only when there is no greater
danger.

Strategy Point
1. To understand the main ideas, you need to identify the key words.
2. To identify key words, look for words that are repeated, words that
are similar or opposite in meaning.
3. Keep in mind, that the idea is usually found in the first or final
sentence of a paragraph.

Adaptive Value of Pain

[1] The adaptive value of a nociceptive* system and pain is that this
permits flexible solutions to the problem of tissue damage and the
threat of it. For example, we can move our bodies around until we
happen upon a position that minimizes pain or we can remove a
thorn from the foot. We can ask for social help: caregivers can help
us to remove thorns, empathise with us and bring comfort. Suppose
that an animal injures a limb. If pain then triggers rest, this increases
the recovery chances. Surely, most of us have taken to bed in pain,
e.g. a severe headache or general discomfort caused by influenza.
Rest improves the chances of recovery.
[2] Pain-related behaviour has a layer of cultural relativity in its
expression. Different cultures show different pain-related strategies
of reacting, e.g. stoicism or expression of distress. In some cultures,
rituals may seem excruciatingly painful to outsiders.
[3] There are very rare humans who are born with an inability to
experience pain in response to tissue damage. Studying them can
give useful insight into the adaptive value of pain.
[4] Why has an anti-nociceptive system evolved? A possibility is as
follows. Pain triggers adaptive behaviour such as licking wounds and
resting until recovery. However, this has a net adaptive value only
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when there is no greater immediate threat. At times, fighting or
fleeing might have to take precedence and would require resisting
the tendency to engage in pain-related behaviour. Thus, it might have
proven useful to inhibit activity of the nociceptive system, e.g. when
fleeing injured from a predator. In humans, evidence suggests that
even serious injury incurred, for instance, on a battlefield is only
associated with pain when the victim is away from danger.
[5] An attention-grabbing system means that cognitive and
behavioural sources are directed to reducing the input from tissue
damage. Why though, from a functional viewpoint, does intense pain
cause so strong a negative emotion, which has consequences that are
often debilitating? It is perhaps possible to see an adaptive
significance of the intensity of pain, as follows.
[6] Pain commands our attention but also forces us to take particular
adaptive actions, such as staying still when an ankle is injured. From
the viewpoint of evolution, it could even be argued, 'no pain, then no
pleasure'. Pleasure encourages us to engage in activities such as
eating, pursuing a mate or exploring a new environment. However, to
follow the guide of pleasure would not always be to our benefit. Pain
counters the lure of pleasure, as in getting up too soon from the sick
bed.
[7] Without persuasion by pain, humans might not be able to make
rational choices to protect the body. But even when we could
understand the source of our pain, cold reasoning might have little
effect. It would be no match for the temptation to 'get up and go' in
the present. For some people, the pain from a headache from the
occasional hangover is even too little to deter over-drinking except
for a short period. A drug can be used to eliminate headache since
the pain is motivating us to do something. [27, p. 355-356]
* Nociception – the ability of a body to sense pain.

Ex. 4 Read the text again and mark the sentences True (T) or
False (F).

1. Pain makes us take actions that increase chances of recovery.

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2. Reaction to pain is irrelevant to the culture.
3. People and animals always react to pain by seeking rest and help.
4. Pleasure makes us want to eat, establish sexual relationships, and
make discoveries.
5. Pain can stop us from pursuing pleasure, but it is not always the
case.

Vocabulary
Ex. 5 Match the words in bold with the definitions below.

1. v make something begin to happen

2. v make something less likely to happen
3. v make the growth or progress slower
4. adj able to change easily according to the situation
5. adj very serious, extreme, or very difficult;
6. v remove something from something, or to get rid of something
7. n something or someone more important than another person or
thing

Ex. 6 Work in pairs. Finish the sentences:

1. A teacher should be flexible, because …

2. A severe fear of gaining weight may cause …
3. The following activities take precedence when a teenager enters
the adolescence stage: firstly, … , secondly, … .
4. The following factors can inhibit learning: …
5. Motivation and interest can be triggered if …
6. Fears can be eliminated if a patient …
7. A child's development can be deterred if …

Ex. 7 Fill in the gaps in the sentences below with one of the words
from Ex. 5. You do not have to use one of them.

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1. According to research, students with … disabilities are never able
to interact well or be accepted by their peers without these
disabilities.
2. If a student suffers from severe test anxiety, it can … their
performance on a test.
3. For students old enough to write a letter, an assignment to write a
letter explaining their misbehaviour may … future misbehaviour.
4. To increase students' volition, that is the ability to continuously
pursue a goal, students need to know how to control and monitor
their attention to tasks and … distractions.
5. Biological difference between boys and girls may … different
treatment from parents and the society.
6. Children recognise that the needs of a group often take … over the
needs of an individual.

Ex. 8 Use an appropriate preposition from the box in the phrases

below, then check with the text. You can use some prepositions
more than once.

to in into with for by

1. empathise … somebody
2. caused … injury
3. engage … activities
4. solution … the problem
5. to be … somebody's benefit
6. ask … help
7. insight … a problem
8. associated … pain
9. to be no match … something
10. take … bed in pain

Ex. 9 Cover Ex. 8 and fill in the gaps in the sentences.

1. Counsellors need to be able to empathise … people.

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2. His inability to feel pain is caused … a disease.
3. This organisation is engaged … a variety of activities.
4. There are no easy solutions … marital and financial problems.
5. She drinks a lot less now, … the benefit of her health as a whole.
6. It seems a non-sense to ask … a reverse of globalisation.
7. This research provides valuable insights … the theory of aging.
8. The teaching profession is a good match … the people who are
able and willing to cope with a lot of things simultaneously.
9. Despite some very good performances, they were no match … the
local team.
10. He took … bed with flu.

Ex. 10 Work in pairs. Complete the table below. Use a dictionary

if necessary.

Noun Verb Adjective Adverb

pain pain painful painfully
pursue
occasionally
emphasise
encourage
behaviour
tempting
injure
functionally
flexible
significantly

Ex. 11 Make as many words as possible using the table below.

estim- -ation
in- psycholog- -ist
un- esteem- -ive
over- appear- -ment

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 dis- danger- -iour
self- appli(c)- -ous
en- effect- -ical
mis- tempt- -ate
under- behav- -able
engage- -ance

Ex. 12 Look through the text and find linking words and phrases
that are used to:

a) contrast ideas;
b) give an example;
c) express cause and effect;
d) emphasise.

Ex. 13 Read the sentences and say which linking words are used
to express:
a) purpose;
b) sequence;
c) cause and effect;
d) emphasis.

1. You have undoubtedly been exposed in your academic life to

different types of assessment.
2. Once people rightly or wrongly assign the “difficult” label, they
may treat the child accordingly. Eventually, the child may fulfill the
prophecy by behaving in line with parental expectations.
3. Freud believed that how parents treat their children has a major
effect on their development. Ultimately, children end up living up to
the stereotypes foisted on them by adults.
4. Many students face the immediate need to develop effective
thinking skills so that they can succeed in school.
5. Boys are more aggressive than girls on average. Consequently,
boys tend to become involved in more violent acts and situations.

174
6. Obviously, with only two possible answers students have a 50 per
cent chance of guessing correctly.
7. A person with anorexia has a distorted self-image and, therefore, a
severe fear of gaining weight. As a result, people with anorexia
refuse to eat enough food to maintain adequate body weight and
nutrition.
8. Initially, students may not be enthusiastic about a teacher's desire
to change the way things are done.

Ex. 14 Say what each set of linking words is used for. Add more
linking words to each category.

E.g. for instance, such as, namely – exemplification

1. nevertheless, nonetheless, on the contrary

2. especially, indeed, clearly
3. thus, so, because, subsequently
4. on the whole, to put it briefly, all in all
5. besides, furthermore, in addition

Grammar

Модальные глаголы употребляются с различными формами

инфинитива:
- простой инфинитив, если действие относится к настоящему
или будущему:
I must remember to finish the report tonight.
- длительный инфинитив, если подчеркивается длительность
действия:
We'd better phone tomorrow, they might be having a lecture now.
- перфектный инфинитив, если действие относится к прошлому:
You might have discussed the matter with me first!

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Модальные глаголы, употребляемые с перфектным
инфинитивом, выражают по отношению к действиям,
совершенным в прошлом:

can (not) have done – удивление или сомнение (не может быть,
неужели)
He cannot have done it. I don't believe it.
Can he have said it?
may have done – предположение о факте совершения действия:
He may have already returned to Moscow (but I am not sure
about it).
might have done – предположение с меньшей долей
вероятности:
Don't be angry with her. She might not have known about it.
must have done – предположение с большей долей вероятности:
I can't find the key. I must have left it at home (I am rather
certain about it).
need (not) have done – сомнение в необходимости совершения
действия в прошлом:
Need you have told her the truth?

*Ex. 15 Give Russian equivalents of the sentences below.

1. Vygotsky believed teachers ought to consider the zone of proximal

development, the difference between what has been developed in a
child and what might be developed with intervention of an adult.
2. To secure a well-paid job in the United States, a person usually
must have mastered Standard English.
3. You might have made punishment more effective by rendering it
immediately after the provocative act.
4. Many students will perform better than you might have expected if
they are held to a high standard.
5. Some children can be helped by lessons in specific social skills,
such as joining groups. Their anxiety and timidity may have
prevented them from picking up these skills earlier.
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Ex. 16 Fill in the gaps with a word from the box. Use
capitalisation if necessary.

A.
should (X5) at the same time can (X2)
in this way thus

Caregivers 1) … allow children opportunities to make choices, to

feed themselves, and to exert their own self-control through toilet
training. 2) … , caregivers 3) … support the children as they practice
their new physical and thinking abilities in a way that develop a
sense of self-confidence. 4) … , in this stage, it is important that
caregivers be tolerant of accidents and mistakes. Caregivers 5) …
provide ways for children in this age to try new things and to engage
in some activities on their own. 6) … , they 7) … help children
understand rules and limitations. Providing opportunities for children
to set goals that are challenging but that the children 8) … meet
encourages the children's sense and attainment of success. Also,
caregivers 9) … foster children's sense of industry by giving them
tasks for which they are regularly responsible. They are tasks that
children 10) … carry out independently.

B.
nevertheless must may

Young children 1) … behave inappropriately because children do not

realise how others perceive behaviour. Children's behaviour reflects
their ability to take perspectives. 2) … , children 3) … learn to
behave appropriately, even if they don't fully understand why such
behaviour is inappropriate.

C.
observed that is can specifically therefore
to
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Cognitive development 1) … take place through maturation, through
learning, or through a combination of two. Maturation is
preprogrammed, 2) … , it occurs regardless of the interactions a child
has with the environment. For example, an infant knows how to cry
at birth without the benefits of any experiences or instruction of how
to cry. Extensive changes in cognitive abilities occur during
adolescence. Many of these changes are due to maturation. 3) … , an
increase in volume in the prefrontal cortex, an area notably involved
in advanced cognitive functions, is 4) … in adolescence. This
change occurs in an area related 5) … attention, response inhibition,
and reward evaluation. 6) … , improved functioning in each of these
areas is to be expected throughout adolescence.

D.
unable might have considered needed
might have thought for example finally
might have tried

Practical abilities serve three functions in real-world contexts:

adapting ourselves to our existing environments, shaping our existing
environments to create new environments, and selecting new
environments. You use adaptation when you learn the ropes in a new
environment and try to figure out how to succeed in it., 1) … when
you started college, you probably tried to figure out the explicit and
implicit rules of college life. You also 2) … to learn how you could
use them to succeed in the new environment. You further shaped
your environment by deciding which courses to take and which
activities to pursue. You even 3) … to shape the behavior of those
around you. 4) …, if you were either 5) … to adapt yourself or to
shape your environment to suit you, you 6) … selecting another
environment. In this case, you 7) … about transferring to another
college. [25]

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Exam practice

Text 2
Ex. 17 Read the text and choose a, b, c, or d.

The Discovery of Classical Conditioning

Classical conditioning was discovered by Ivan Pavlov (1849-1936), a

Russian physiologist who was studying digestion in dogs. 1) … ,
Pavlov collected dogs' saliva in a container. His goal was to measure
the amount of salivation produced when the dogs smelled food (in
this case, meat powder). But a curious and annoying thing 2) … .
The dogs were salivating even before they smelled the meat powder.
3) … , just the sight of the lab technician or even the sound of the lab
technician's footsteps was enough to start them salivating. The
salivating behaviour was ruining Pavlov's research. Pavlov's first
response, 4) … , was to try to think of ways to stop this premature
salvation.
5) … , Pavlov realised that what had appeared to be a (an) 6) ... and
confounding event was of interest in its own right. He inferred that
some kind of learning 7) … for the dogs to be able to salivate even
before they smelled the meat powder. 8) … came the discovery of
classical conditioning, also known today as Pavlovian conditioning.
Other people 9) … the same kind of phenomena as those observed by
Pavlov. 10) … , some people ridiculed Pavlov's discovery as trivial,
sneering that any horse owner would have observed the same
phenomenon in various ways. What distinguished Pavlov, 11) … ,
was that he recognised the significance of what was happening. Like
all creative scientists, Pavlov made use of information whose
importance 12) … by other people. As Lois Pasteur once said,
“Chance favours the prepared mind”. [25, p. 238]

1. a. Eventually; b. For this purpose; c. Consequently; d. Though

2. a. happened; b. was happening; c. had happened;
d. has happened.
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3. a. Indeed; b. Since; c. For example; d. Additionally.
4. a. in conclusion; b. similarly; c. surely; d. therefore
5. a. Eventually; b. Additionally; c. Similarly; d. Surely.
6. a. relevant; b. unrelevant; c. irrelevant; d. disrelevant
7. a. must take place; b. might take place;
c. must have taken place; d. might have taken place.
8. a. Thus; b. Although; c. Afterwards; d. On the other hand.
9. a. have observed; b. has observed; c. are observing ;
d. had observed
10. a. In contrast; b. Indeed; c. Generally; d. Since.
11. a. ultimately; b. moreover; c. as a consequence; d. however.
12. a. was appreciated; b. was estimated; c. was not appreciated;
d. was not estimated.

Ex. 18 Read the paragraphs (A-I) and put them in a logical order
to make a text. The first paragraph is given.

1. D ; 2. __; 3.__; 4. __; 5. __; 6. __; 7. __ ; 8. __; 9. __ .

ARE FEMALE-MALE DIFFERENCES

BIOLOGICAL, CULTURAL, OR BOTH?
A Another observable biological difference between females
and males is that the corpus callosum, a part of the brain that
connects the two brain hemispheres, is larger in females than in
males. As a consequence, females' brain hemispheres may be better
able than males' to communicate back and forth. All in all, there are
several potential biological bases for sex differences in cognitive
performance (Duff & Hampson, 2001). Nevertheless, environmental
and social factors that influence cognition are also important to
consider, particularly because teachers can do nothing about
biological differences but can have a substantial impact on the social
environments of developing children (Spelke, 2005).
B Which specific cultural and social-cognitive influences
might account for gender differences in cognition? Researchers have
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considered many factors. Some gender differences in spatial abilities
might be related to the fact that more males play with construction
sets and video games, which hone these skills. That is, boys' toys and
play activities might place greater developmental emphasis on spatial
skills. Boys often are more encouraged by adults to explore their
environments than girls are (Bornstein, Haynes, Pascual, Painter, &
Galperin, 1999; Lindow, Wilkinson, & Peterson, 1985), and hence
may develop visual-spatial skills more readily. Indeed, young girls
with interests in stereotypically male activities grow up to have
greater spatial abilities than other girls (Newcombe & Dubas, 1992).
C There is evidence that some sex differences may have a
biological basis ( Halpern, 1992, 2000; Halpern et ai., 2007; Kimura,
2007). Prenatal sex hormones such as testosterone are known to
affect the development of gender differences in the brain. High levels
of male hormones during development of a female fetus, for
example, have been shown to increase spatial abilities in females.
Male fetuses that do not respond appropriately to male hormones
during fetal development develop certain female psychological
characteristics, such as higher levels of verbal than spatial ability.
Some researchers believe that gender differences may in part be
explained by differential brain lateralization in males and females.
Testosterone affects the development of the right and left
hemispheres of the brain, and males have more lateralization of their
brains than females do (Hiscock, Inch, Hawryluk, Lyon, & Perachio,
1999; Hiscock, Perachio, & Inch, 200 1; Kee, Gottfried, Bathurst, &
Brown, 1987; Meinschaefer, Hausmann, & Guentuerkuen, 1999).
Verbal skills are more left hemisphere related for males than for
females. For females, verbal skills tend to involve the use of both
hemispheres, and many spatial abilities originate in the right
hemisphere.
D Observed differences between males and females may
come about as a result of biological, genetically based factors or as a
result of differences in how female and male children are raised in
our culture (or both). One study asked people to rate the behavior of
a baby in terms of how exploratory and active the baby was (Condry,
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1984; Condry & Condry, 1976; Condry & Ross, 1985). Some people
rated a baby dressed in a blue outfit and others rated a baby dressed
in pink. The blue-suited baby was rated as more active and
exploratory and as exhibiting typically male behaviors. The catch
was that all people rated exactly the same baby! Clearly, cultural
expectations of male versus female behavior influenced how people
perceived the baby's behavior.
E Traditionally, it was the case that math and science classes
provided a more encouraging atmosphere for boys than for girls -
boys historically asked more questions in these classes and received
more teacher attention, and boys generally dominated the math and
science scene (Broome, 2001; Handley & Morse, 1984; Reis & Park,
2001; Trusty, 2002) Today, however, women enroll in as many
challenging math courses as do men in high school, and women earn
higher grades in these courses. Some argue that the competitive
grading and solitary work often found in such courses are especially
amenable to the male working style (Eccles, Wigfield, Harold, &
Blumenfeld, 1993), but it is clear that women are achieving in math
classes despite the fact that they do not later pursue math-based
careers (Ceci & Williams, 2007). Females may prefer socially
cooperative styles of working and may be doing better today than
historically in math and science because these subjects now tend to
be taught from a perspective of group project work. By contrast, boys
typically get more experience in competitive activities, even as early
as the preschool years (Tassi & Schneider, 1997). Furthermore,
despite the ability of many females to speak more fluently than
males, males often dominate interactions with females as well as the
decisions that are reached (Lockheed, 1986; Tannen, 1990, 1997).
F In terms of math performance on standardized tests and
later selection of careers involving math, our culture obviously
encourages boys more than girls (Halpern, 1992, 2000, 2007; She,
2000; Tiedemann, 2000, 2002). Most math teachers have higher
expectations for boys than for girls. Our society as a whole expects
math to be tough for girls - a doll marketed in the early 1990s even
said out loud, "Math classes are hard!" Think about how these
182
messages affect little girls, who early in their lives form notions
about their math competence and attitudes toward math that may
persist throughout their lives. Expert teachers can make a substantial
difference in providing equality of opportunity and experiences to
both girls and boys by having the same high expectations for
members of each sex.
G Teachers are as likely as anyone else to possess subtle
gender-related expectations and biases. Understanding the basis of
male-female differences helps the expert teacher to cope with
differences in a positive manner.
H Another biological influence on females' performance is
the pattern of hormonal changes during the menstrual cycle (
Hampson & Kimura, 1988; Kimura, 2000; Kimura & Hampson,
1994; McEwen, Alves, Bulloch, & Weiland, 1998). During
menstruation, when female hormones are at their lowest levels all
month, women do better on tasks on which males are usually
superior, such as map problems, mazes, and visual-spatial problems.
By contrast, when female hormones peak at midcycle, females do
even better on tasks on which they are usually superior, such as
verbal fluency (Hampson, 1990, 2002; Hampson & Kimura, 1988).
I Cultural and social attitudes and stereotypes that shape how
a girl grows into a woman and how a boy grows into a man are
everywhere in our society. Put bluntly, little boys and girls are
treated differently. They grow up exposed to different values,
lessons, morals, encouragements, and expectations. Traditionally, in
North American culture, females have been enculturated to have
lowered expectations for scholastic performance and ultimate career
success compared with males ( Halpern, 1992, 2000, 2007; Stroh &
Reilly, 1999). Men are shown occupying the positions of greatest
income, prestige, and influence in magazines, newspapers, books,
movies, television, and so on. As they grow up, boys are encouraged
more than girls to set their sights high and have high aspirations. This
trend characterizes most cultures encountered in North American
classrooms of today. In fact, some of the cultures of immigrant

183
groups stress achievement more strongly than does the dominant
culture, and especially the achievement of boys. [25, p. 216-219]

Listening
Ex. 19 Discuss the questions:
1. What is intelligence?
2. What types of intelligence are there, in your opinion?

Ex. 20 Listen to an extract from a lecture and write down the

seven types of intelligence [6].

Ex. 21 Listen to the extract again and choose a, b, or c.

1. Questionnaires on learning styles help understand
a. how to identify information.
b. how you learn best.
c. how to systematise and reflect on information.

2. According to Howard Gardner,

a. every human is intelligent, but in a unique way.
b. everyone is intelligent, but you have to find it out.
c. everyone cannot be intelligent.

3. Howard Gardner agreed there can be other types of intelligence,

not only the seven he suggested.
a. True;
b. false;
c. not stated.

4. The interpersonal intelligence is about:

a. finding the way with other people.
b. being sensitive and sensible.
c. being able to listen without interrupting.

5. If you have musical intelligence,

a. you like listening to music.
184
 b. you can play music.
c. you are able to remember and repeat rhythm.

6. Intropersonally intelligent people can

a. understand others.
b. understand oneself.
c. understand the world.

7. The ability to see logical patterns characterises an individual who

is intelligent
a. linguistically.
b. mathematically.
c. kinaesthetically.

8. Naturalist intelligence could be reflected in the ability

a. to differentiate animals from insects.
b. to organise the knowledge of the world.
c. to categorise animals and plants into species.

9. The lecturer emphasises that

a. knowing your learning style can make your learning
effective.
b. he needs to discuss learner autonomy in more detail.
c. increasing self-awareness is important.

To find out your intelligences you can go to

http://www.literacynet.org/mi/assessment/findyourstrengths.html .

185
Self-Study

Strategy Point
To become an autonomous learner, do the following:
1. Notice new words and structures when listening and reading.
2. Learn from mistakes. Notice and make a note of the error you have
made.
3. Notice a gap in your knowledge and consult your teacher or some
other resource on how you can fill it in.

Text 1

Ex. 1 Read the text and fill in the table.

Memory
_______________ (explicit) Non-declarative (_________)
1. Facts. 1. ___________ and
2. __________ ___________
2. Priming
3. Simple classical conditioning
4. Non-associative learning

With reference particularly to humans, a way of dividing

memory is into declarative memory and non-declarative memory
(Squire, 1994). A declarative memory is for a fact or an event in the
world, e.g. Paris is the capital of France. We have conscious access
to it, and having retrieved it into consciousness, can choose whether
to express it in behaviour (Schacter and Tulving,1994). The term
‘declarative’ means that humans can verbally declare its content.
Declarative memory corresponds to the most common lay use of
‘memory’ and ‘to remember’ (Squire, 1994). Declarative memories
can be acquired rapidly, e.g. in a single exposure (Moscovitch, 1994)
and used in an indefinite series of different and novel situations
(Eichenbaum, 1994).
186
 Is there a non-human model of declarative memory? Of
course, rats cannot literally declare anything but they can be set tasks
that require forms of memory that appear similar to human
equivalents. The radial maze tests the ability to learn and recall a
particular instance of experience and to use it in the control of
behaviour.
Another term that means much the same as declarative
memory is explicit memory. We can be verbally explicit about the
content. Since the ability to verbalize recall is the criterion for
‘explicit’, strictly speaking, it is applicable only to humans
(Eichenbaum, 1994).
In contrast to declarative/explicit memory is nondeclarative
memory or implicit memory (Claparède, 1911; Squire, 1994). It
cannot be expressed or ‘declared’ verbally. Being able to ride a
bicycle exemplifies non-declarative memory. The distinction is
between knowing ‘what’ (e.g. the explicit memory that Paris is the
French capital) and knowing ‘how’ (e.g. the implicit memory of how
to use chopsticks).
Skills and habits involve non-declarative memory. Non-
declarative memory is also termed procedural memory and is
automatic and unconscious (Eichenbaum, 1994; Schacter and
Tulving, 1994b). Conscious awareness has, at best, a vague and
fuzzy insight into such memory. Its contents cannot be described as
true or false but only as more or less adaptive in a given situation.
Procedural memories are usually acquired slowly and incrementally
(see O’Keefe and Nadel, 1978).
It is doubtful whether there are tasks that involve purely either
explicit/declarative or implicit/procedural memory (Eichenbaum,
1994). All tasks probably require something of each. The question is
perhaps best framed as some tasks being more or less dependent
upon one or other system. [27, p. 293-294]

Ex. 2 Read Text 1 again and choose the most appropriate

answer a, b, c, or d.

187
1. Where are events and facts stored?
a. declarative memory
b. non-declarative memory
c. consciousness
d. subconsciousness
2. How fast can a fact or event be remembered?
a. after multiple exposures
b. even after a person came across it once
c. 13 or more repetitions are usually needed
d. less than 13 repetitions are usually needed
3. Why is declarative memory also called explicit?
a. because it has been explicitly described
b. because its content can be described in verbs
c. because any fact can be explained in words
d. because it allows people to communicate verbally
4. Which questions do explicit and implicit memories answer?
a. the former - “how”, the latter - “what”
b. the former - “what”, the latter - “how”
c. both answer the question “what”
d. both answer the question “how”
5. Which characteristics does implicit memory have?
a. it is conscious and automatic
b. it is unconscious and automatic
c. it is conscious and adaptive
d. it is acquired and can be verbalised

Ex. 3 Match the words to make collocations. Different

combinations are possible. Check with the text.

1. conscious a. rapidly
2. verbally b. recall
3. acquire c. upon a system
4. set d. to humans
5. verbalise e. access
6. applicable f. tasks
188
7. purely g. declare
8. dependent e. explicit

Text 2

Ex. 4 Read the text and complete the heading.

___________, Emotion and __________

Odours are sometimes thought to have a more direct 1.

________ to mood and emotion than do other sensory qualities.
Compared with visual and 2. ________ events, descriptions of
odours have a more direct emotional label and 3. ________ possibly
a more personal ‘meaning’ (Ehrlichman and Bastone, 1992).
It 4. _______ be that odours have more direct access to
emotional processing, though cognitive factors (e.g. knowledge of
what is the physical 5. _______ giving rise to the odour) also play a
role in labelling an odour. It is commonly said that odours have a
peculiar ability to 6. _______ emotion-laden memories from
childhood. However, psychology lacks controlled studies showing
that such odour-triggered 7. _______ are more potent than, say,
visually cued memories. Since the trigger cues for any such odour →
memory → emotion link would necessarily be personal and
idiosyncratic, perhaps it is impossible to do formal research in this 8.
_______.
In humans, anecdotal reports suggest that odour can influence
mood, contributing to well-being (G.N. Martin, 1996) and some
experimental 9. _______ points in the same direction (Lehrner et al.,
2005). If psychological benefits 10. ________ to volatile chemicals,
this is valuable no matter what the mechanism. However, it is not
always certain that the route of such effects is via the olfactory
system. Chemicals could be absorbed into the bloodstream via the
lungs or through the skin in the case of massage oils and thereby
influence the nervous system (Ehrlichman and Bastone, 1992).

189
 From a functional 11. _______, it might make sense for
unpleasant odours to trigger negative mood. Odours such as those
deriving from rotting food are a sign of danger. Negative mood could
motivate moving from the location. [27, p. 246-248]

Ex. 5 Read the text again and fill in the gaps with an appropriate
word from the box. You do not have to use all of them.

A object F link K evoke

B for this reason G must L subject
C evidence H memories M area
D thereby I ultimately N auditory
E derive from exposure J might O perspective

Text 3

Ex. 6 Read the text and match the paragraphs to the main ideas
below. You do not have to use one of them.

A Genes and environment impact each other, and there is no reason

to separate them.
B The formative nurture that conspires with nature begins at
conception.
C Nature and nurture cannot be separated because humans constantly
have to adapt.
D Nature and nurture are interwoven, therefore the question “Nature
or nurture?” has to be paraphrased.
E Genes are subject to modification, they adapt an organism to the
environment.
F Though heredity and experience interact, a person may want to
choose the environment to suit their character.

190
 Gene-Environment Interaction

1 Can we then assume that our personality is merely a product

of our genes? No, because genes and environment—nature and
nurture—work together like two hands clapping. Among our
similarities, the most important—the behavioral hallmark of our
species—is our enormous adaptive capacity. Some human traits,
such as having two eyes, develop the same in virtually every
environment. But other traits are expressed only in particular
environments. Go barefoot for a summer and you will develop
toughened, callused feet—a biological adaptation to friction.
Meanwhile, your shod neighbor will remain tenderfoot. The
difference between the two of you is, of course, an effect of
environment. But it is also the product of a biological mechanism—
adaptation. Our shared biology enables our developed diversity
(Buss, 1991).
2 Genes are self-regulating. Rather than acting as blueprints
that lead to the same result no matter the context, genes react. An
African butterfly that is green in summer turns brown in fall, thanks
to a temperature - controlled genetic switch. The genes that produce
brown in one situation produce green in another. So, too, people with
identical genes but differing experiences will have similar but not
identical minds. One twin may fall in love with someone quite
different from the co-twin’s love.
3 Asking whether our personality is more a product of our
genes or our environment is like asking whether the area of a field is
more the result of its length or its width. We could, however, ask
whether the differing areas of various fields are more the result of
differences in their length or their width, and also whether person-to-
person personality differences are influenced more by nature or
nurture. To say that genes and experience are both important is true.
But more precisely, they interact. Imagine two babies, one
genetically predisposed to be easy-going, sociable, and attractive, the
other less so. Assume further that the first baby elicits more
affectionate and stimulating care than the second and so develops
191
into a warmer and more outgoing person. As the two children grow
older, the more naturally outgoing child more often seeks activities
and friends that encourage further social confidence.
4 What has caused their resulting personality differences?
Neither heredity nor experience dances alone. Environments trigger
gene activity. (Scientists are now exploring environmental influences
on when particular genes generate proteins.) Our genetically
influenced traits—the other partner in the dance—also evoke
significant responses in others. Thus, a child’s impulsivity and
aggression may evoke an angry response from a teacher who
otherwise reacts warmly to the child’s model classmates. Parents,
too, may treat their own children differently; one child elicits
punishment, another does not. In such cases, the child’s nature and
the parents’ nurture interact. Neither operates apart from the other.
Gene and scene dance together. Evocative interactions may help
explain why identical twins reared in different families recall their
parents’ warmth as remarkably similar—almost as similar as if they
had had the same parents (Plomin et al., 1988, 1991, 1994). Fraternal
twins have more differing recollections of their early family life—
even if reared in the same family! “Children experience us as
different parents, depending on their own qualities,” noted Sandra
Scarr (1990). Moreover, a selection effect may be at work. As we
grow older we select environments well suited to our natures.
5 So, from conception onward, we are the product of a
cascade of interactions between our genetic predispositions and our
surrounding environments. Depending on our traits, we actively
select certain environments. And we evoke reactions from our
environments. Thus, our genes affect how people react to and
influence us. Biological traits have social consequences. So, forget
nature versus nurture; think nature via nurture. [17, p. 111-112]

Ex. 7 In Text 3 find collocations that mean:

1. the ability to adapt

2. change dictated by genes
192
3. likely to have some feature due to heredity
4. cause action
5. provoke a reaction
6. reaction to an action provided by society

Text 4

Ex. 8 Look through the text and complete the title.

A________ and I_______________

What happens to our broader intellectual powers as we age?

Do they gradually decline, as does our ability to recall new material?
Or do they remain constant, as does our ability to recognize
meaningful material?
Whether intelligence increases or decreases with age depends
on the type of intellectual performance we measure. Crystallized
intelligence—our accumulated knowledge as reflected in vocabulary
and analogies tests—increases up to old age. Fluid intelligence—our
ability to reason speedily and abstractly, as when solving novel logic
problems—decreases slowly up to age 75 or so, then more rapidly,
especially after age 85 (Cattell, 1963; Horn, 1982). We can see this
pattern in the intelligence scores of a national sample of adults
(Kaufman et al., 1989). After adjustments for education, verbal
scores (which reflect crystallized intelligence) held relatively steady
from ages 20 to 74. Nonverbal, puzzle-solving intelligence declined.
So, with age, we lose and we win. We lose recall memory and
processing speed, but we gain vocabulary and knowledge (Park et al.,
2002). Our decisions also become less distorted by negative
emotions such as anxiety, depression, and anger (Blanchard-Fields,
2007; Carstensen & Mikels, 2005). These cognitive differences help
explain why mathematicians and scientists produce much of their
most creative work during their late twenties or early thirties,
whereas those in literature, history, and philosophy tend to produce
their best work in their forties, fifties, and beyond, after accumulating
193
more knowledge (Simonton, 1988, 1990). For example, poets (who
depend on fluid intelligence) reach their peak output earlier than
prose authors (who need a deeper knowledge reservoir), a finding
observed in every major literary tradition, for both living and dead
languages.
Recently, psychologists who study the aging mind have been
debating whether “brain-fitness” computer training programs can
stave off cognitive decline. Given what we know about the brain’s
plasticity, can using our brains—with memory, visual speed, and
problem-solving exercises—avert losing our minds? “At every point
in life, the brain’s natural plasticity gives us the ability to improve
how our brains function,” says neuroscientist-entrepreneur Michael
Merzenich (2007). With support from the National Institutes of
Health and the National Institute on Aging, researchers are exploring
possible benefits of cognitive training (Mahncke et al., 2006). One
five-year study of nearly 3000 people in six cities found that 10 one
hour cognitive training sessions, with follow-up booster sessions a
year (and more) later, led to improved cognitive scores on tests
related to their training (Boron et al., 2007; Willis et al., 2006).
Based on such findings, some computer game makers are marketing
daily brain-exercise programs for the elderly. But Timothy Salthouse
(2006, 2007), a veteran researcher of cognitive aging, advises
caution. The available evidence, he contends, does not indicate that
the benefits of brain-mind exercise programs generalize to other
tasks.
Despite age-related cognitive changes, studies in several
countries indicate that age is only a modest predictor of abilities such
as memory and intelligence. Mental ability more strongly correlates
with proximity to death. Tell me whether someone is 70, 80, or 90,
and you haven’t told me much about the person’s mental sharpness.
But if you tell me whether someone is 8 months or 8 years from
death, regardless of age, you’ll give me a better clue to the person’s
mental ability. Especially in the last three or four years of life,
cognitive decline typically accelerates (Wilson et al., 2007).

194
Researchers call this near-death drop terminal decline (Backman &
MacDonald, 2006).[17, p. 167-168]

Ex. 9 Read Text 4 again and choose the most appropriate answer
a, b, c, or d.

1. Crystallized intelligence is
a. the ability to deal with numbers.
b. understanding of the natural phenomena.
c. the ability to solve puzzles.
d. accumulated knowledge.
2. Abstract thinking _______ with age. The ability to draw analogies
_______ with age.
a. decreases, increases
b. decreases, decreases
c. increases, increases
d. increases, decreases
3. The best works in humanities were created by authors
a. in their early twenties.
b. in their late twenties.
c. in their thirties.
d. older than 40.
4. Brain-training exercises
a. improve cognitive abilities, as research shows.
b. might only improve the ability to do a limited set of
cognitive tasks.
c. might only improve the ability to do puzzles.
d. according to research, do not work.
5. Cognitive abilities decline quickly
a. shortly before one's life is terminated.
b. after a person is 75.
c. when a person is diseased.
d. after one retires or decreases mental load.

195
Text 5

Ex. 10 Read the text and fill in the gaps with one of the sentences
below. You do not have to use one of them.

A They are uncertain how to act and report feeling (p. 254) ‘funny,
awkward, foolish, nervous, surprised, and self-conscious’.
B It is caused by enlargement of surface capillaries.
C An embarrassed human, e.g. assuming a hunched posture, has
similarities to other species in appeasement.
D Even the greatest and apparently most self-confident can suffer
from a level of moral emotion that seems malfunctional.
E In evolution and development, they emerge later than such ‘basic’
emotions as fear and anger.

Embarrassment, Guilt and Shame

Embarrassment, guilt and shame can be placed under the

heading of ‘moral emotions’ (Adolphs, 2003). 1. _______ This
exemplifies that the sequence of events appearing within individual
development (ontogeny) is often similar to its appearance in
evolution (phylogeny). Such ‘newly-emerging’ emotions are
inherently social in nature and thought to serve social cohesion.
So-called ‘violations of social conventions’, e.g. belching,
trigger an emotion of embarrassment that is distinct from shame, fear
and guilt (Keltner and Buswell, 1997). People perceive that they
have little control over such a situation, which arises by accident
rather than intention. 2. _______ Embarrassment is accompanied by
smiles, laughter, disturbances to speech, shifting eye positions, a
‘rigid slouched posture’, aversion and a so-called ‘silly smile’.
Blushing consists of a reddening of the face, neck, ears and the upper
regions of the chest. 3. _______
Is the autonomic adjustment that is associated with
embarrassment characteristic of just this emotion? Blood flow to the
cheek increased more when people were placed in an embarrassing
196
situation than one associated with fear. Embarrassment is associated
with a reduction in heart-rate, suggestive of a move towards
parasympathetic and away from sympathetic activation.
Darwin (1872/1934) referred to blushing as (p.153) ‘the most
human of all expressions’, suggesting something uniquely human.
However, Keltner and Buswell (1997) see human embarrassment as
part of evolutionary continuity, which is related to social
appeasement in non-humans. 4. _______ A dominant conspecific
showing threat is the trigger for a subordinate’s appeasement and a
threat to social identity triggers embarrassment. In group-living
species, appeasement sends signals to a conspecific that might serve
to restore social stability. The evolutionary roots could lie in
embarrassment being a gesture of submission that restores social
stability by evoking sympathy in others or at least deflects hostility.
[27, p. 320-321]

Ex. 11 Mark the statements T (true), F (false) or NS (not stated

in the test).

1. The development of emotions within an individual is similar to

evolutionary development.
2. Social emotions developed after such basic emotions as fear or
anger.
3. Embarrassment, like shame, can be consciously controlled.
4. Children are more susceptible to emotional reactions.
5. When you blush, only your face and ears redden.
6. Embarrassment may play a social role and arouse compassion.

Text 6

Ex. 12 Read the paragraphs (A-F) and put them in a logical

order to make a text.
1___; 2___; 3___; 4___; 5___; 6____

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 Learned Helplessness

A It is worthwhile to analyze our own behavior in terms of

learned helplessness. For example, one of the authors of this book
was only a middling French student. He became convinced that he
simply did not have the ability to learn a foreign language
adequately. One day his French teacher confirmed his impression by
telling him that she could tell from the kinds of mistakes he made
that he had little foreign-language learning ability. He stopped trying
in the course, which just reinforced the futility of his efforts. He was
convinced he was unable to master foreign languages, and he never
took another foreign-language course during his school years. He
experienced learned helplessness.
B In contrast, consider the behavior of a second group of
dogs, which did not have the previous experience of being unable to
escape. These dogs were placed in the cage, and the shock was
turned on. At first, the dogs ran around frantically. Eventually they
saw the barrier and jumped over it, escaping the shock. On
subsequent trials, when the shock was turned on, they quickly
jumped over the barrier, minimizing the time that they felt pain. It is
evident that the first group of dogs' feelings of helplessness rendered
them unable to learn.
C Ask yourself whether you are missing out on opportunities
just because you have convinced yourself that you cannot take
advantage of them. You may find, as the author did, that you really
can do "impossible" things if you just set your mind to them.
D Some types of conditioning, particularly punishment, may
lead to a serious negative consequence: the phenomenon of learned
helplessness. Learned helplessness occurs when an individual is
conditioned to escape punishment by doing nothing at all. Consider
an example. In a classic experiment, Martin Seligman and S. F.
Maier (Seligman, 1975; Seligman & Maier, 1967) placed dogs in a
chamber where they received painful (but not harmful) electric
shocks. The dogs were unable to escape the shocks. Later, the
chamber was divided into two parts. The dogs could then escape the
198
shock simply by jumping over a barrier that separated the electrified
part from the non-electrified part. Because the dogs had previously
learned that they could not escape, however, they made no effort to
escape. Instead, they just whined.
E As an adult, his work required him to learn Spanish. He
learned it quite easily because it was taught by a method that better
fit his learning style than the way he had been taught French. He
realized that he had incorrectly learned to feel helpless about his
language-learning skills. With dedication and a style of teaching that
fit his needs, he could learn a new language.
F Unfortunately, humans, too, are susceptible to learned
helplessness. We try something; we fail. Maybe we try again and fail
again. Soon we have learned to believe that we cannot perform that
task or master that skill, so we never try again. The child who fails in
school, the adult who fails on the job, the lover who fails to sustain a
lasting romantic relationship-all of these people are susceptible to
learned helplessness. Our conditioning may tell us that we cannot
succeed. Some people stop accepting challenges because they feel
sure that they cannot cope with them. Some researchers believe that
many emotional and behavioral problems can be in part explained
through learned helplessness (Sutherland, Singh, Conroy, & Stichter,
2004). Furthermore, students who encounter learning difficulties are
more prone to learned helplessness (Hersh, Stone, & Ford, 1996).
[25, p. 257-258]

Text 7

Ex. 13 Read the text and choose the correct answer a, b, c, or d.

Phineas Gage

Phineas Gage, who is perhaps the most famous case in the

history of biological psychology, must 1. _______ born in 1823 in
East Lebanon, New Hampshire. He was a shrewd and well-respected

199
foreman of a gang of railroad workers, blasting rock for the
construction of a line in Vermont.
In 1848, as a result of an explosion going wrong, a tamping
iron, 3 cm in diameter, 2. _____ through his brain, causing extensive
damage to the front part on the left and some damage to the right
(Damasio, 1996; Macmillan, 1986). It landed some 30 m away.
Amazingly, Gage survived the accident and showed relatively
little intellectual or linguistic impairment. 3. ______, he became
more egocentric, obstinate and capricious than before and adopted
foul language. This suggests that parts of the brain concerned with
emotional expression 4. _________ by the damaged regions.
Damage lifted the restraint. His doctor wrote: ‘The equilibrium or
balance, so to speak, between his intellectual faculties and his animal
propensities, 5. ______ have been destroyed’ (quoted by Macmillan,
1986). Phineas Gage died in San Francisco in 1861 but his skull
6._______ from the rest of his body and, together with the tamping
iron, put on exhibition in a museum in Massachusetts. [27, p. 8]

1. a. be; b. been; c. have; d. have been.

2. a. passed; b. has passed; c. was passed; d. has been passed.
3. a. Likewise; b. However; c. Finally; d. Additionally.
4. a. previously restrained; b. had been previously restrained;
c. has been previously restrained; d. had previously restrained.
5. a. may; b. might; c. ought to; d. must.
6. a. removed; b. has removed; c. was removed; d. had been
removed.

Ex. 14 Go to http://ed.ted.com/lessons/what-is-the-heisenberg-
uncertainty-principle-chad-orzel#watch to watch a video on
Consciousness. Use navigation on the right to switch to exercises and
additional materials.

Ex. 15 Go to http://ed.ted.com/lessons/should-you-trust-your-first-
impression-peter-mende-siedlecki to watch a video on Impressions.

200
Use navigation on the right to switch to exercises and additional
materials.

Ex. 16 Go to
http://www.uefap.com/listen/exercise/education/edufrmp.htm to
listen to a lecture on Education and Success and do a note-taking
exercise.

Ex. 17 Go to one or more of the sites below to practice the use of

modal verbs.
http://www.englishpage.com/modals/interactivemodal1.htm
http://www.englishexercises.org/makeagame/viewgame.asp?id=2229
http://www.perfect-english-grammar.com/modal-verbs-
exercises.html
http://learnenglish.britishcouncil.org/en/english-
grammar/verbs/modal-verbs

201
 UNIT 4
Lesson 1
Text 1

Pre-reading
Ex.1 Answer the questions:
1. Do you work? How did you get your job? Was it advertised?
2. What sort of people does your organization look for in
recruitment?

Reading
Ex.2 Skim the text and say a) whether it is:
a. a news item from a newspaper
b. an extract from a serious journal
c. an extract from a step-by-step guide
d. an extract from an encyclopedia entry
b) who the target reader of the text is.

Ex.3 Read the text and decide whether each of the following
statements is true, false or not stated in the text.
Mark T for “true”, F for “false” and N for “not stated”.

STRATEGY POINT
1. You are to read the text for detail.
2. Read each statement and underline key words.
3. The statements are always in the same order as the information in
the text.
4. Find the relevant part of the text and study the information
carefully.
5. Look for the expressions which mean the same as words in the
statement.
6. Only write True if the statement exactly matches information in
the text.
202
 Hiring (and Keeping) Great People

Finding and hiring the best candidates for a job have never
been easy. It’s your job, however, to first understand exactly what
qualities you’re looking for in your new employees, and then to
identify them in your job candidates. Here are some of the qualities
that most employers look for when hiring new employees:
A. Hard working: There’s nothing that will throw a manager into a
rage faster than having an employee who slacks off and who
doesn’t seem to know the meaning of the words “hard working.”
Employees who are willing to work hard often go above and
beyond the call of duty in serving customers and in attending to
the needs of their organizations. As competition in global
marketplaces continues to heat up, employees who go above and
beyond the call of duty may be the one thing that differentiates
organizations that succeed in the long run from organizations
that don’t.
B. Good attitude: By “good attitude,” we mean people who are
positive, friendly, and willing to help customers, clients, and
coworkers. As you question potential job candidates, it’s
important to try to get some idea of what they’ll be like to work
with for the next 10 years. Skills are important, but attitude is
even more important. As highly successful Southwest Airlines
puts it: “Hire for attitude, train for success.”
C. Experienced: Experienced employees are worth their weight in
gold. Not only are you more likely to get a better, higher quality
work product in less time, but you’ll also have someone that is
ready to perform at maximum potential in a few days rather than
the weeks or months it would take to train someone who is not
experienced. When you interview job candidates, be sure to take
the opportunity to ask very pointed questions that require your
candidates to demonstrate to you that they can do the job.
D. Go-getter: This quality is the ability to take initiative to get work
done. In an Internet survey initiative was ranked as the top
reason that employees were able to get ahead where they work
203
 (which makes this quality something both you and your potential
new hires should be interested in).
E. Team player: It’s almost a cliché that being able to be a team
player and to collaborate with others is a critical work skill in
today’s organizations. But cliché or not, teamwork is necessary to
the success of today’s organizations and the ability to work well
with others is a definite must for employees in any business or
industry.
F. Smart: People who are smart are able to solve problems—and
solve them quickly. But keep in mind that, in the world of
business, work smarts trump book smarts every time.
G. Responsible: Employees must take responsibility for their work;
employees who constantly try to shift the blame for their
problems to other people or other things are employees you
cannot afford to employ. Look out for the little things—like
showing up for the interview on time—which can be key
indicators of your candidates’ sense of responsibility.
H. Stable: Stability is an important quality in the employees you
hire; the last thing you want is to hire someone today and then
find out that he or she is already looking for the next position
tomorrow. Consider how long the job candidate worked with her
previous employer and why she left.
So much depends on your identifying and hiring the right people—
you can’t have a great organization without great people. Far too few
managers make this task a priority, instead devoting as little time as
they can get away with when it comes to preparing for and
conducting interviews. The quality of the results of your hiring
process are generally directly proportional to the amount of time that
you are willing to sink into it. Put more time into the process, and
you’ll probably find the people you seek; put less time into the
process, and you’ll be wondering why you can’t find anyone to fill
your position. [18; p.39-40]

204
1. Hard working employees always do what they have to in order to
serve customers and address the needs of their organizations.
_______
2. As competition in global marketplaces continues to heat up,
employees go above and beyond the call of duty. _______
3. If a potential job candidate is enthusiastic about working for your
company for a long time, he should be hired and could be a
valuable member of your permanent staff._____
4. While interviewing job candidates, ask as many questions as
possible to find out how experienced the candidate is, how
qualified he is to do the job. ____
5. Candidates who excelled in studies are able to solve problems
quickly._______
6. A rare manager spends sufficient time on preparing for job
interviews._____

Ex. 4 Identify the topic sentence (or a part of a

compound/complex sentence which gives the main idea) in each
paragraph A-H.

Ex. 5 Imagine that you are an interviewer. What questions would

you ask a job candidate during an interview to identify the
qualities mentioned in the text? Write the questions.

*Discussion
There is an old saying You never get a second chance to make a first
impression. Do you agree with it?
Give some tips for job candidates to make a good first impression
during a job interview.

Vocabulary

Ex.6 Work out the meaning of the words from the text.
1. Find each one and study how it is used in the text.
2. Tick the correct part of speech.
205
 noun verb adjective adverb
a. slack off (para A)
b. differentiate (para A)
c. question (para B)
d. pointed (para C)
e. ahead (para D)
f. must (para E)
g. trump (para F)
h. shift (para G)
i. previous (para H)

3. Match the words below to those in the table above.

1) forward(s) 2) necessity 3) move 4) interview
5) directed 6) outdo 7) distinguish 8) former 9) idle away

Ex. 7 Find in Text 1 English equivalents given in bold for the

following Russian words and word combinations.
1. количество
2. в долгосрочной перспективе
3. качество, черта характера
4. показатель
5. способность
6. сотрудничать
7. работник
8. требовать
9. распознавать, определять
10. чувство долга
11. взять на себя ответственность за что-л
12. приоритет, первенство
13. решающий, важный
14. воспользоваться возможностью
15. определенный, точный, ясный
16. соискатель
17. конкуренция
18. коллега, сослуживец
206
 19. показывать, проявлять, доказывать
20. продвигаться, преуспевать
21. положительный
22. работать, исполнять, выполнять
23. отношение к чему-л
24. возможный, вероятный
25. ценить, расценивать, относить к к-л категории

Ex. 8 Match the verbs and nouns below to make collocations.

Check with the text.
 serve a. employees
 take b. problems
 solve c. customers
 hire d. opportunity
 conduct e. initiative
 fill f. an interview
 interview g. a position

Ex.9 Complete the sentences considering the meaning of the

linking word. Do not give a word-for-word copy of a sentence
from the text. But you may use the ideas from the text.

1. Finding and hiring the best employee to fill a position have never
been easy because ….
2. A hard working employee seems to have a responsible attitude to
the job. Moreover, he often …..
3. As competition in the market is getting tough, …..
4. Skills are critical but …
5. Since experience is a valuable quality ….
6. The ability to take initiative was ranked high, consequently …
7. Teamwork is necessary to the success of today’s organizations so
……
8. Book smarts could be brilliant at …., in contrast work smarts are
good at …

207
9. Despite the importance of conducting an effective interview too
few managers ….
10. Some managers put little time in the recruitment process. As a
result they ….

Ex.10 Choose the correct prefix to form the opposite of the

following adjectives from the text.
dis- un - in- ir-

willing; friendly; important; successful; experienced; interested;

necessary; definite; responsible; stable; direct; proportional; different

Ex. 11 Complete the sentences with answers from Ex.10 above.

1. If an employee is _______________, he tends to blame his

coworkers for the mistakes he made.
2. The spokeswoman said the company was looking for other
opportunities in the Asian market but she was ______________
to be specific.
3. After the first few _______________attempts he realized that
had to apply to another company.
4. They're still young and ______________ but they're learning
and, most of all, they are very keen and anxious to learn.
5. In future speeches, she tried to avoid the ____________ details
but focus on the core information.
6. His _______________ control of the company through his son
turned out to be no less effective.
7. Complete isolation in a prison for an _____________ period of
time is the torture that will break the strongest person.
8. It’s very hard to work in an ____________ environment with
everybody expecting you to fail.
9. The country's great influence in the world is ________________
to its relatively small size.
10. You can’t be _________________ to what you do, otherwise you
have an attitude problem.
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11. Participants in these debates note that the speaker was largely
____________ and uninformed about the issue.
12. Some investors are making plans to slash __________________
expenses.
13. The company has developed a rational business plan in an
irrational, ______________ economy and cut its work force to
4,500 people from 6,200.

Listening

Ex. 12
In some companies, managers have a meeting with each member of
staff once or twice a year, when their achievements, strengths and
weaknesses are discussed. This is called an appraisal.
 You are going to listen to an interview with a woman who is
talking about a new system of obtaining feedback on staff called
360 degree feedback. [28; p.101]
 You will hear the conversation twice.
 a) Listen to it for the first time and give short answers to the
questions:
1. Who gives the feedback?
___________________________________
2. Who sees the feedback?
____________________________________
 b) Listen to it again and complete the following sentences, 1-7,
by choosing the correct ending.
 Mark one letter (A, B, C) for the correct answer.

1. In 360 degree feedback, at least some appraisers must be chosen

by
A. the employee
B. the employee’s manager
C. colleagues
2. In the feedback the employee is given
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 A. a grade
B. a written comment
C. both a grade and a written comment
3. The employee compares the feedback with
A. his manager’s appraisal
B. his own self-assessment
C. his development plan
4. According to the speaker, linking the feedback to pay
A. has never been tried
B. is not recommended
C. is usual
5. The employee’s manager must see
A. the results of the feedback
B. the employee’s development plan
C. the results of the feedback and the employee’s development
plan
6. The speaker feels that anonymous feedback
A. is essential
B. is more useful than named feedback
C. is less useful than named feedback
7. 360 degree feedback is not recommended
A. in times of major change
B. in periods of growth
C. in small companies

Grammar Conditionals
type If-clause Main clause use
Type 0 If +Present Present Simple to say
(real Simple, what
present generally
situations) e.g. If you you usually conduct a job happens
hire an interview. when
employee, something
else
happens
210
Type I If +any Future Simple/ to express
(real present imperative/modal verbs can/ possible
present form may/might/must/should/could or likely
and future (Present + Present bare infinitive situations
situations) Simple,
Present
Continuous,
Present
Perfect)
e.g. If you I will have more time to do
hire a new research work.
employee,
If you have you may get the product by
placed an Friday.
order by
Tuesday,
If you don’t ask your senior manager.
know what
to do,

Type II If + Past would/could/might + Present to express

(unreal Simple or bare infinitive imaginary
present Past situations
and future Continuous which are
situations) Use were contrary
for all to facts in
persons of the
to be present
and are
e.g. If you I would have more time to do unlikely
hired a new some research work. to happen
employee in the
now, present or
If I were I might focus on the future;
you, recruitment process. used to
211
 If you were I could point at crucial give
reading the requirements. advice
job
description
now,
Type III If + Past would/could/might + Perfect to express
(unreal Perfect or bare infinitive imaginary
past Past Perfect situations
situations) Continuous which are
contrary
e.g. If you I might have done a part of to facts in
had hired a my research work quicker. the past;
new used to
employee express
last week, regrets or
If you had you could have helped. criticism
arrived
earlier,
If you had you could have seen the
been potential of the candidate.
reading the
job
description
more
carefully,
Conditionals are formed by using words/expressions such as unless
(Type I), providing/provided that, so/as long as, on condition (that),
what if, suppose/supposing, otherwise (if not), but for, and, or
(else), even if, in case of/in the event of, etc.
e.g. But for brilliant references, he wouldn’t have been hired. (Type
III)
Unless you find a responsible, experienced engineer, the project
will fail. (Type I)
( = If you don’t find a responsible, experienced engineer, the project
will fail.)
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We can omit if and use inversion in type I, II, III Conditionals.
When if is omitted, should (I type), were (II type), had (III type) and
the subject are inverted. The structure is more common in formal
English.
e.g. Should he fail to book a room in a hotel, tell him he can stay at
our place. (I type)
Were he with us now, he would participate in our discussion. (II
type)
Had he asked for the information, we would have provided him with
it. (III type)

Ex. 13 Fill in if or unless.

1. ____ an employee goes above and beyond the call of duty, the
company will succeed in the long run.
2. ____ an employee slacks off, he should be dismissed
immediately.
3. ____ you understand exactly what qualities you’re looking for,
you won’t hire the right people.
4. ____ you find an experienced employee, you get a better, higher
quality work product in little time.
5. ____ you ask pointed questions, you won’t get any idea of what
the employee is like.
6. ____ the employee is ready to take initiative and collaborate, he
will get ahead quickly.
7. ____ you devote enough time to preparing for interviews, the
result of your hiring process could be frustrating.

Ex.14 Match the sentence halves. What situation (real/unreal;

future/present/past) is described in the sentences? What is the
type of these conditional sentences?

1. If the world economy faces the jobs crisis,

2. If people are frustrated at their wages and salaries,
3. If an entrepreneur wants to attract outside capital,
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4. If a commercial bank is at risk of going bankrupt,
5. If money supply in the economy is insufficient,

a. he takes out a bank loan.

b. the central bank buys back the government securities.
c. the youth unemployment rate rises dramatically.
d. it often appeals to the central bank.
e. it makes sense to start a search for a new job.

Ex. 15 What will you do or may you do in the following

situations? Are the situations possible/likely or
impossible/unlikely to happen in reality?

1. if you are offered a better-paid job abroad

2. if your counterpart is not ready to cut a deal
3. if the interviewer does not take much of an interest in you as
a job candidate
4. if you are late for a job interview
5. if you want to start your own business
6. if one of the subordinates slacks off
7. if your department needs computer-literate employees
8. if you find your job dull, boring and repetitive
9. if your company has to reduce costs
10. if your company has to reduce four management levels to
three

Ex. 16 Imagine what would happen in the following unlikely

situations.

1. if all the world’s stock exchanges crashed

2. if all full-time students had to work on a regular daily basis
3. if governments revoked all social security benefits
4. if the Internet were not in existence
5. if you stood for the presidential elections
6. if all employees took industrial action today
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 7. if you were CEO of a multinational company
8. if all university professors cancelled any assessment criteria
9. if banks didn’t charge any interest for the use of borrowed
money
10. if central banks didn’t supervise national commercial banks

Ex.17 Write sentence chains with if to show how things could

have been different.

Example: If he hadn’t worked so hard, he wouldn’t have passed his

exams. If he hadn’t passed his exams, he wouldn’t have gone to
university. If he hadn’t gone to university, …

1. He worked hard → passed exams → went to university →

studied languages
2. He was made redundant → applied to a job agency → was
shortlisted for an interview → was invited to a job interview →
passed an employment test → got a regular job
3. He lost a job → decided to start his own business → made a
team of coworkers → developed an effective business plan →
raised money on the Internet through crowdfunding → launched
the first product
4. He put a lot of emphasis on professional development → he did a
year’s off-the-job intensive training → it helped to enhance his
employability → he got a promotion to the rank of a top manager
5. A rigid labour market evolved into a flexible labour market →
this trend decreased job security → a lot of companies felt free to
make employees redundant → the unemployment rate rose → the
government had to spend more money on unemployment benefits

Ex. 18 Complete the following sentences using provided (that), so

long as, on condition that.

1. I agree to work seven days a week ….

2. I agree to take a cut in salary …
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 3. I agree to accept this job offer…
4. I agree to commute to work sixty miles every day…
5. We promise to familiarize ourselves with your paper
qualifications …
6. I don’t mind working overtime …
7. I’ll give you a day off …
8. You’re welcome to start working for our company …
9. You can take out a loan from a bank …
10. The boss agrees to give you a pay rise …

Ex. 19 Fill in the blanks with the correct form of the verb.

1. Fortunately, I am not a senior manager. If I ______ (run) the

design department, I _____ (manage) a team of 20 designers and
I ______ (be) in charge of all the design projects.
2. I work full-time. If I _____ (have) a part-time job, I ______ (get)
the right work-life balance.
3. Being a student I didn’t work even part-time. If I ______ (work),
I _____ (get) some hands-on valuable experience.
4. I was a freelance photographer. I ______ (not give up) the
occupation if it ______ (provide) me with more job security and
financial stability.
5. You _______ (work) your way up the career ladder faster if you
_____ (understand) the importance of being a good team-player.
6. If I ____ (find) an interesting job advertisement, I ______
(respond) to it by sending a CV and a covering letter.
7. If workloads _____ (not be) so heavy, I _____ (not feel) stressed
out and _____ (not have) stress-related illness. Obviously I need
to learn some stress management techniques.
8. If an employee ______ (slack off), he _____ (be) under threat of
being fired.
9. If working environment ____ (be) bad and people ____ (need)
more job safety, health and safety inspectors_______ (check)
what companies are doing about heating and air-conditioning,
first aid and fire precautions.
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10. We went on strike last week. We _____ (not get) any pay rise if
we ____ (not require) to meet our needs and _____ (not talk) to
top management representatives.

Ex. 20 Choose the correct answer (a, b, c, d).

1. __________ me the job description, I______________ find the

right job candidate.
a. If you show, -
b. Unless you show, won’t be able to
c. Unless you don’t show, won’t be able to
d. Unless you will show, can’t
2. The bank _________ him a loan if it ________ that he failed to
pay off the previous one.
a. wouldn’t have made, had known
b. wouldn’t have made , knew
c. wouldn’t make , would know
d. won’t make, will know
3. If I _______________ you, I ________ the facts in his references
before I employed that man.
a. had been, should check
b. were, would have checked
c. were, checked
d. was, could have to check
4. You _________________ investors unless the project
______________ innovative and exciting.
a. wouldn’t have attracted, weren’t
b. wouldn’t attract, had been
c. won’t attract , is
d. won’t attract , isn’t
5. If you _______________ a start-up, you ____________ risks
carefully and accurately. Otherwise you run the risk of losing all
your venture capital.
a. will finance, should calculate
b. would finance, would calculate
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 c. financed, should calculated
d. finance, calculate
6. I’m an HR manager. If I ___________a person for this position ,
I _____________ candidates for good attitude, first of all.
a. recruited, would shortlist
b. recruit, would shortlist
c. will recruit, shortlist
d. had recruited, would have shortlisted
7. But for his entrepreneurial enthusiasm it ___________ a lot of
time to persuade sponsors to invest in public infrastructure
renewal. Now everyone benefits from it.
a. would take
b. would have taken
c. will take
d. takes
8. If I ________________how deep internal disagreements between
employers and employees were, I _______________ as an
intermediary.
a. was realizing, wouldn’t act
b. realized, wouldn’t act
c. realized, wouldn’t have acted
d. had realized, wouldn’t have acted
9. The company _________anyone a free month’s trial on condition
that they _________ credit card or bank account details.
a. offers, provide
b. will offer, will provide
c. offered, would provide
d. would have offered, provided
10. I __________ for anyone unless I ____________ they are
involved in something criminal.
a. work, don’t know
b. will work, don’t know
c. will work , know
d. will work, will know

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Exam practice

Text 2
Ex. 21 Read the text and decide whether each of the following
statements is true, false or not stated in the text.
Mark T for “true”, F for “false“ and N for “not stated”.

Finding the Best Candidates

The success of your organization depends on you and others

in a position to hire new employees, to find the very best people
possible for the job. It’s simple: if you’re able to hire better people,
your business will be better too. Not everyone is meant for every
job—some people, no matter how talented they may be, are ill-suited
for certain jobs. Imagine what an amazing organization you would
have if everyone hired was perfectly suited for their jobs.
Finding the best candidates starts with having a system that
helps you track them down. The best candidates can be found
anywhere— you really don’t know where you might find your next
award-winning graphics artist or imaginative welder. Here are some
ways to find the best job candidates for your organization:
• Taking a close look within: Before you launch a massive search for
candidates outside of your organization, take a close look within. If,
after you exhaust your internal candidates, no one turns up, then feel
free to look outside your organization. Taking a look inside your
organization first will make the process faster and less expensive
while resulting in employees who are feeling that they are being
given a leg up on the competition.
• Personal referrals: Many companies rely on referrals from current
employees for the best candidates when jobs open up. As it turns out,
this is not just a coincidence—research shows that people hired as a
result of referrals from current employees work out better, stay with
the company longer, and are happier. Involve your employees in the

219
recruiting process by asking them to refer their talented friends and
relatives.
• The Internet: Most companies have discovered the advantages of
Web sites in presenting almost unlimited amounts and kinds of
information about your firm and about your job openings—in text,
audio, graphic, and video formats. Not only is the Internet a great
way to get your recruiting information out to a wide, even
international audience for minimal cost, but your Web pages are on
the job 24 hours a day, 7 days a week.
• Want ads: Want ads have long been one of the most commonly
used ways of publicizing job openings. On the plus side, they are an
easy (if expensive) way to get your message out to a large cross-
section
of potential candidates — both locally or nationwide. On the minus
side of the equation, running a want ad can generate a huge stack of
job candidates—many of whom may be completely unqualified for
your position.
• Temporary agencies: Hiring temps, or temporary employees, has
turned into an effective way to hire new employees. When you hire a
temp, not only do you get the benefit of his or her services, but if you
like the employee’s performance, most temp agencies will allow you
to hire the employee on a full-time status for a nominal fee or after a
minimum time commitment. And what’s really great is that if you
don’t like the temp you’re assigned, you can simply call the agency,
and they will send a replacement.
• Employment agencies: Employment agencies are almost required if
you’re filling a particularly specialized position or high-level
executive, are recruiting in a small market, or simply prefer to
outsource the recruiting and screening of your applicants. You’ll pay
a lot of money for the privilege—one-third of the employee’s first
year salary, or more—but you’ll probably end up with truly topnotch
candidates for your job.
• Professional associations: Almost every profession has an
association that looks out for their interests. Doctors have the
American Medical Association, elementary school principals have
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the National Association of Elementary School Principals. Most
associations offer job search services for their members and, if you
are looking for candidates with specialized experience related to the
association, the association will likely welcome your job listings
(which they will generally publish for free on their Web site and in
newsletters, and for a nominal fee in journals or magazines).
Be creative when you’re looking for someone to fill your job
openings. The ideas above are the most common, but they are by no
means the only way to find the right candidates for your job. [18;
p.43-46]

1. If you manage to find an internal candidate, your employees will

appreciate the chance of internal promotion. _____
2. If your current employees bring in their relatives and friends,
they are happy and they work much better. ______
3. On the Internet you can find unlimited amount of information
about prospective candidates. ____
4. Want ads are a simple but costly and ineffective way to look for
the best candidate._____
5. If you’re satisfied with the temp’s performance, you can give him
a permanent job disregarding the temporary agency. _____
6. Employment agencies are effective in finding first-rate
applicants. ____
7. Members of professional associations can benefit from their
membership in job search activities. ______

Listening
Ex.22
You are going to hear an extract from a television programme in
which five human resources officers give advice about applying for
jobs. Complete the notes using from one to four words. [5; p.20]

1. Samuel: Mention ______________________________________

so that they can get a better idea of what sort of person you are.
221
2. Marta: Send your application ____________________________
so that it gets there quicker.
3. Salim: _________________ about yourself in your application as
they may find out lies later.
4. Yukari: Ask someone to ________________________________
before sending it as mistakes will make a bad impression.
5. Ivan: Follow your application with ______________________ to
check they have received it.

Lesson 2

Text 1

Pre-reading

Ex. 1 You are going to read the text about setting goals.

a. Read the first paragraph and answer the question: What kind of
goals do you think a manager should set to facilitate their
effective accomplishment?
b.
c. The following phrases appear in the text. How are they related to
the title? Scan the text to see if your guesses were correct.
 to know what is expected
 to indicate the progress
 to achieve a goal
 to relate to the organization vision
 to assign a deadline

Reading
Ex.2 Read the text and fill in the gaps with the following words:

222
 STRATEGY POINT
1. Read the whole text quickly to get a general idea of what it is
about.
2. As you read, try to predict the words that might fill the gaps.
3. Read both before and after each gap to decide which word should
go in it.
4. Make sure your answers fit both logically and grammatically.
5. After completing all the gaps, read the whole text again to check
your answers.

a) ignore b) point c) definite d) benefit

e) honesty f) forward g) progress h) overtaken
i) design j) pursue
SMART Goals

“All performance starts with clear goals” is one of the most

time-tested principles of management. There are all kinds of goals;
some are short term and specific while others are long term and
indefinite. And while some goals can be easily understood by most
any employee, others can be complex and difficult to figure out. Still
others can be easily accomplished while others are virtually
impossible to attain.
This is all well and good, but the whole 1 ____of setting goals
is to achieve them. Goals should consistently be understandable,
realistic, and attainable. You’re wasting your time (and your
employees’ time) by going to the trouble of calling meetings,
involving employees, and burning precious time, only to end up with
goals that cannot be achieved. The best goals are SMART goals—
specific, measurable, attainable, relevant, and time-bound.
1. Specific: SMART goals are clear and unambiguous; when goals
are specific, employees know exactly what’s expected, when, and
how much. As an extra 2 ____, when goals are specific, it’s easy to
measure employee progress toward their completion.
2. Measurable: SMART goals can be measured. When goals can’t be
measured, it’s impossible to tell whether employees are making 3
223
____ toward their successful completion. Not only that, but
employees may be unable to sustain their motivation to complete
goals when there are no milestones to indicate their progress.
3. Attainable: SMART goals are both realistic and attainable by the
majority of employees, although it’s also good to 4 ____ goals so
that employees have to stretch some to achieve them. Goals set too
high or too low become meaningless, and employees will eventually
5 ____ them.
4. Relevant: SMART goals relate to the organization vision and
mission, and they move the organization 6 _____ in some way.
According to Pareto’s 80/20 rule*, managers should focus their
effort on designing goals that address the 20 percent of workers’
activities that have the greatest impact on performance while
bringing the organization closer to its vision.
5. Time-bound: SMART goals have 7 ___ schedules with start dates,
end dates, and fixed durations. When employees commit to
deadlines, it helps them focus their efforts on completion of the goal
on or before its due date. When goals aren’t assigned deadlines or
schedules for completion, they tend to be 8 ____ by the day-to-day
crises that invariably arise in an organization and eventually are
forgotten.
The SMART system of goal setting outlined above provides
you with guidelines to help frame effective goals, but there are other
factors to keep in mind. These factors ensure that the goals that you
and your employees agree to can be easily understood and acted on
by anyone in your organization:
• Ensure that goals are related to your employees’ role in the
organization. It’s far easier for employees to 9 _____ an
organization’s goals when those goals are made a regular part of their
jobs. Goals should be assigned to employees as a part of their duties,
not as something to do in their spare time, and they should directly
relate to the employee’s job in some way.
• Whenever possible, use values to guide behavior. Values such as
10 ____ , fairness, respect, and more are important to maintaining an

224
organization’s integrity. An organization’s leaders should model this
behavior while rewarding employees who live it.
• Simple goals are better goals. Employees are much more likely to
work to achieve goals when they are easy to understand. Goals
should be concise, compelling, and easy to read and understand, and
no longer than a sentence. Goals that take more space than a sentence
should be broken into smaller goals. [18; pp.113-117]

* The principle, named after economist Vilfredo Pareto, states that,

for many phenomena, 20% of invested input is responsible for 80%
of the results obtained. For instance, the efforts of 20% of a
corporation's staff could drive 80% of the firm's profits. In terms of
personal time management, 80% of your work-related output could
come from only 20% of your time at work.
http://www.investopedia.com/terms/p/paretoprinciple.asp

Ex.3 Answer the questions:

1. What does the acronym SMART stand for?
2. What goals are classified as specific?
3. Why is it so important to measure performance?
4. Why do employees have to stretch to achieve a goal?
5. What does Pareto’s 80/20 principle state?
6. Why should goals be time-bound?
7. What is the role of a company’s shared values in setting
corporate goals?
8. Why are managers advised to use concise wording?

*Discussion
In “The Effective Executive” an American business professor Peter
Drucker (1909-2005) described the five tasks of a manager: planning
(setting goals), organizing, integrating (motivating and
communicating), measuring performance, and developing people. To
what extent is the performance of the other tasks influenced by
effective goal-setting?

225
Vocabulary

Ex.4 Work out the meaning of the underlined words using

context clues: context synonyms, context antonyms. Find context
clues in the text.
e.g. 1) specific – context antonym: indefinite
2) complex – context synonym: difficult

Ex.5 Work out the meaning of the words from the text.

1. Find each one and study how it is used in the text.

2. Tick the correct part of speech.
noun verb adjective adverb
a. performance
b. time - tested
c. specific
d. figure out
e. accomplished
f. attain
g. point
h. consistently
i. precious
j. completion
k. sustain
l. milestone
m. majority
n. eventually
o. outlined
p. guidelines
q. frame
r. assigned
s. integrity
t. compelling

226
 3. Match the words below to those in the table above.
1)honesty; 2)an achievement that marks an important stage in a
process; 3) valuable/important; 4) success; 5) achieved; 6) in the
end; 7) proved to be good for a long period; 8) to understand; 9)
the greater part of sth; 10) purpose/aim; 11) finishing; 12)
recommendations; 13) to support and continue; 14)
invariably/steadily; 15) formulate/set; 16) fascinating and
binding; 17) allocated/given; 18) to achieve; 19) described in
general; 20) precise

Ex. 6 Find in Text 1 English equivalents given in bold for the

following Russian words and word combinations.

1. концепция развития и стратегическая задача

2. веха
3. установленная дата исполнения
4. поручать, возлагать обязанности
5. конкретный, определенный
6. ценности
7. краткосрочные/долгосрочные (цели)
8. последовательно, неизменно, стабильно
9. краткий
10. недвусмысленный
11. честность, принципиальность
12. большинство
13. выполнимый
14. вознаграждать
15. концентрироваться на
16. относиться, иметь отношение к
17. поддерживать, обеспечивать
18. интересный, захватывающий
19. расписание, график
20. влияние на
21. обращаться к, касаться
22. изложенный в общих чертах
227
 23. обеспечивать
24. связывать себя обязательством
25. бессмысленный

Ex.7 Match the verbs and nouns below to make collocations.

Check with the text.

1. to accomplish a. a goal
2. to attain b. progress
3. to achieve c. time
4. to set
5. to design
6. to waste
7. to make
8. to measure
9. to pursue

Ex.8 Find in the text examples of words with prefixes and

suffixes which are common in academic vocabulary. Put them in
the correct box according to the meaning of the prefix or suffix.
Add examples of your own. Identify the part of speech.

prefix meaning examples examples part

from the of your of
text own speech
in- im - not
un - not
suffix
- ance action, state,
condition,
quality
- ment process or
action
- ic related to
connected with
228
 - able can be
- ant having an effect
- tion action, state,
condition,
- ful characterized
by, able
- ee person affected
by sth
- less without
- ness quality or state

Ex. 9 Fill in the missing prepositions in the sentences if necessary.

Look through the text to find these words and check yourself.

1. The report seeks to relate the rise in crime rate ___ an increase in
youth unemployment.
2. We need to focus public attention ___ this urgent issue of
business integrity.
3. Our broad product mix addresses ___ the needs of real users.
4. Higher mortgage rates have already had a major impact ___
consumer spending.
5. The Food Safety Act will progressively impact ____ the way
food businesses operate.
6. The banks have committed themselves ____ boosting profits by
slashing costs.
7. The project is designed to provide young people ____ secure
regular jobs in the public sector.
8. Dou you agree ____ the conditions of temporary employment?
9. As a team leader, you should assign clear responsibilities ____
each individual in your team.
10. Break the chocolate bar ___ pieces so that everyone can have
some.

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Grammar
Mixed Conditionals

All types of conditionals can be mixed. If the context permits, we

can combine if-clause from one type with a main clause from
another.

If – clause Main clause

Real condition Type I

e.g. If he was working hard all he will have a day off today.
day,
(He was working hard all day, so he is tired now.)
Type II Type III
e.g. If I were you, I would have hired that young,
unexperienced but promising
applicant.
(You are not me, so you didn’t hire that young
applicant.)
Type III Type II

e.g. If you had hired that young your company would benefit
applicant, from his work today.
(You didn’t hire that young so your company doesn’t benefit
applicant, from his work today.)

Ex.10 Rewrite the following as mixed conditional sentences.

e.g. If he had set a deadline for the project, they wouldn’t be falling
behind the competitors now. (type III + type II)

1. He didn’t set any deadline for the project. They are falling behind
the competitors now.
2. He didn’t empower people to reach the goals by themselves. He
spends too much time on supervising, integrating and organizing.
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3. The company jobs don’t satisfy people in the market. A lot of
employees quit the jobs last month.
4. They are not committed to improving services. They didn’t
accomplish the goal.
5. The goals are not achievable and unambiguous. The employees
didn’t know what to do and didn’t make any effort.
6. He outlined the guidelines on food safety. They are able to issue
a set of recommendations on healthy eating.
7. They didn’t analyze and measure the performance of the staff.
Nobody will be rewarded tomorrow.
8. The manager didn’t assign an expert to the job. The undertaking
is about to fail.
9. The company introduced a new remuneration system. It’ll be
easier to sustain motivation.
10. This system of goal setting ensures positive outcome. A lot of
companies applied it to enhance their effectiveness.

Ex.11 Fill in the gaps with the correct form of the verb in
brackets.

1. If I ______ (convince) that the manager is right, I _____

(compromise) at the meeting.
2. If the last year goals _____ (attain), we ______ (not waste) our
precious time on catching up with today’s counterparts.
3. If I _____ (be) CEO, I _______ (introduce) the SMART system
of goal setting five years ago.
4. If I _____ (be) aware of long-term objectives, I ______ (not
make) such a decision yesterday. But up to now I am not because
nobody in the company is in charge of communicating the
company vision to the staff.
5. I _________ (measure) the subordinates’ progress beforehand if I
___ (have) to report to the Board of Directors today.
6. If the company ______ (not invest) in innovations, it _____ (not
have) a limited budget now.

231
7. If he _____ (not be) so indecisive, he _________ (promote) long
ago.
8. If his integrity ______ (be) questionable, the task of allocating
capital resources _____ (not assign) to him.
9. If he ____ (not think) of success in terms of a range of
possibilities, he ______ (not achieve) it and _______ (not be) at
the top of his profession now.
10. I know that you suppressed any opposition. If you _______(not
encourage) disagreement, you ____ (not get) an alternative point
of view.
Wishes and regrets

We use “I wish” and “If only” to express wishes and regrets.

“If only” is more emphatic than “I wish”.
form situation examples
would + bare a) a polite I wish/if only he
infinitive imperative would leave.
I, we + could b) desire for a I wish I could
+ bare change in a leave for Paris
infinitive situation or right now.
someone’s If only she would
behaviour stop shouting at
I her children.
wish
If Past Simple, regrets about present I wish he were at
only Past situations (the actions the meeting now
Continuous in both clauses take to inform us about
place at the same time) the risks. (but he
isn’t)
Past Perfect regrets about past I wish he had been
Past Perfect situations at the meeting
Continuous (one action takes place yesterday to
before the other, we inform us about
can speak about the risks. (but he
priority) wasn’t)
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Ex.12 Match the items in group A with those in group B to make
complaints/wishes using would/wouldn’t. Then decide which
manager from the list below is making each complaint.

bank manager marketing manager catering manager

personnel manager operations manager sales manager
total quality manager office manager

e.g. I wish our clients would make more deposits and take out more
loans (1d bank manager)

Group A
1. I wish our clients
2. If only administrative staff
3. I wish the product placement
4. I wish our industry
5. I wish the employees
6. If only workers involved in the production process
7. I wish the introduced regulations
8. I wish our secretary

Group B
a. assist wherever possible immediately
b. focus on delivery time only but would aim at perfecting
recipes as well
c. be efficient and effective in day-to-day operations
d. make more deposits and take out more loans
e. affect the sales force performance
f. increase the product awareness resulting in a greater demand
for it
g. learn to maintain the established standard of quality
h. get to work on time

233
Ex.13 Fill in the gaps with the correct form of the verb in
brackets.

1. I wish my boss ______ (not shout) at me in public. It was so

humiliating. I’ll assert my right to be treated fairly and with
respect.
2. I wish we _______ (abandon) the wrong policy long ago.
Now we have to channel too much effort to correct the
mistakes.
3. If only we ______ (understand) the customer so well that the
product or service will sell itself and any selling techniques
____ (be) superfluous.
4. If only we always ______ (know) what is right and what our
objectives are.
5. I wish he ________ (stop) disputing over trivial details and
_____ (start) working.
6. If only we ______ (perform) the task to its due date. Now we
would receive a bonus for a high level of productivity.
7. I wish I ____ (involve) in the decision making process.
Otherwise I find it difficult to explain to the employees the
company’s strategy and tactics.
8. I wish our company ________ (anticipate) changes in market
opportunities to make the most of them. But they were too
unpredictable and unexpected.
9. I wish the unemployment rate _______ (fall) to reduce
mounting social tension.
10. I wish the company’s recruitment policy ______ (be) more
selective and scrupulous. Otherwise we face the risk of a
high turnover of staff.

Ex.14 Choose the correct answer (a, b, c, d).

1. I wish I ______________ with rather challenging managerial

tasks and reach all objectives. I can’t let my people down.

234
 a. would cope
b. could cope
c. have coped
d. had coped
2. I wish he ________ his goals more vigorously. Now in the
evening of life he ____________so frustrated and
discontented.
a. would pursue; won’t feel
b. could pursue; won’t feel
c. pursued; wouldn’t have felt
d. had pursued; wouldn’t feel
3. If she________ well-qualified, she _________ the job and
now ______ on unemployment benefit.
a. were; would have got; wouldn’t depend
b. was; would get; wouldn’t be depending
c. is; will get; wouldn’t depend
d. had been; would have got; wouldn’t have depended
4. If at the end of the financial year the agency ___________the
company the maximum credit rating AAA, investors
________much more secured in today’s volatile stock
market.
a. gave; would feel
b. gave; would have felt
c. had given; would feel
d. had given; would have felt
5. If only mortgage-backed securities ____________ in the
2007-2008 subprime crisis.
a. didn’t overvalue
b. were not overvalued
c. hadn’t overvalue
d. hadn’t been overvalued
6. I wish more people ____________in crowdfunding that will
enable young talented businessmen with great ideas to put
them into practice.
a. would participate
235
 b. could participate
c. participated
d. had participated
7. I wish we _________ cheaper ways to finance our expenses
in future. Now our company manages to break even, which is
not bad but insufficient.
a. would find
b. could find
c. found
d. had found
8. If the central bank in the country _____actually independent
of the government, it _______________ the money supply
before the last government election campaign.
a. was; wouldn’t increase
b. were; wouldn’t have increased
c. had been; wouldn’t increase
d. had been; wouldn’t have increased
9. If you __________ the candidate the opportunity to show his
worth in the interview, we ________ about his ability to do
the job now.
a. gave; wouldn’t doubt
b. gave; wouldn’t have doubted
c. had given; wouldn’t doubt
d. had given; wouldn’t have doubted
10. I wish the risk taken ____________the result of a deep
analysis, not of a lack of competence as it actually happened
to be.
a. would be
b. could be
c. were
d. had been

236
Exam practice

Text 2
Ex. 15 Read the text and fill in the numbered gaps with the
following words:

a)specializing b)predict c)determine d)range

e)improving f)notions g) differentiator h)primary
i)decline j) abandon

25 Management Lessons
Peter Drucker
“It helps pave the way for thinking about effective management.”
Peter Drucker – author of 35 books, […] was a leader in
management philosophy and effectiveness. As a writer, management
consultant, and social ecologist, he played an influential role in
shaping key concepts around business, innovation, decision making,
leadership, productivity, time management, and personal
effectiveness. Here are his 25 Life Lessons:
Lesson 1: First know what’s right First know what’s right for
effective decision making. To make the right compromise, first know
what right is. Don’t worry whether it’s liked, worry whether it’s
right. After you know what’s right, then you can compromise.
Lesson 2: Boundary conditions for effective decisions Think of
success in terms of a 1____ or continuum of possibilities. Know the
boundary conditions for your important decisions. Know what good
looks like. Know the minimum the decision needs to satisfy. Don’t
depend on everything going as planned. Know when you need to
2____a decision. If the decision is a failure from the start, don’t go
down that path.
Lesson 3: Know thy time Time is the scarcest resource. You can’t
make more time. Make the most of it. Log and analyze your time.
Consider keeping lists of deadlines for urgent and unpleasant tasks.

237
Effective people make it a habit to work at 3____ their time
management.
Lesson 4: What our business is, will be, and should be. Don’t spend
your energy defending yesterday. Instead, spend your energy
exploiting today and the future. The best way to 4____the future is to
create it.
Lesson 5: Develop disagreement rather than consensus Don’t make a
decision unless there’s disagreement. Disagreement provides
alternatives, stimulates the imagination, and helps you break out of
preconceived 5____. Understand the alternatives. Know why people
disagree. Know both sides of the issues. The most important thing in
communication is hearing what isn’t said.
Lesson 6: Effectiveness over universal expert You can’t be an expert
in all things. You can round out your knowledge and get the basics,
while still 6____ in a few areas.
Lesson 7: Focus on the customer The primary function of a business
is to serve the customer and the 7 ____ goal of your business is to
create customers. The aim of marketing is to know and understand
the customer so well the product or service fits him and sells itself.
Lesson 8: Manage by objectives Set the goals and get out of the
way. Help unblock people, enable and empower people to reach the
goals. Avoid the how trap. Management by objective works – if you
know the objectives. Ninety percent of the time you don’t.
Lesson 9: Planned abandonment Plan an ending. Determine how
long the commitment will be for, and create some boundaries around
it. If you won’t have enough time to finish it, don’t take it on. Build
in a review mechanism so you can 8____ whether to continue or
change course or stop. When you stop something, you make room
for something else.
Lesson 10: Productivity objectives Results are the best way to
compare effectiveness. Quality of management is a key 9___ . Focus
on continuous productivity improvement. The productivity of work is
not the responsibility of the worker but of the manager.
Lesson 11: Innovation Objectives Innovation is how you grow your
business. The key challenge with innovation objectives is measuring
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relative impact and importance. According to Drucker, there are 3
kinds of innovation: 1) process, 2) product, and 3) market.
Lesson 12: Resource objectives Your business needs to attract land,
labor and capital. Your jobs have to satisfy the business and the
people in the market. The first sign of 10____ is loss of attraction to
qualified, ambitious people. Design jobs to attract and retain the kind
of people you want. [11]

To read the text up to the end see:

http://www.slideshare.net/bright9977/25-management-lessons-from-
peter-drucker-7109567?related=1

Listening
Ex. 16
You will hear Christina Bunt, a human resources manager for Tesco,
talking about her job. [5; p.17]

A) Match these words and phrases (1-8) with their

definitions (a-h).
1 challenging a trick or deceive someone
2 firing b something which attracts
3 cashier customers
4 customer service c person who makes sure a job is
5 selling point done properly
6 part-time job d job which is only for part of the
7 supervisor working week
8 pull the wool over someone's e giving customers good
eyes treatment
f employee who takes your
money at a supermarket
g dismissing someone from their
job
h difficult and demanding

239
B) Listen and choose the correct answer (A, B, C) for each
question.

1 What part of her job does Christina enjoy most?

A Teaching job skills
B Challenging tasks
C Maintaining discipline in the workplace

2 What, according to Christina, makes managing people easy?

A Strong discipline
B Recruiting the right staff
C Training staff to be friendly and polite

3 How did Christina become a personnel manager?

A Tesco recruited her as a personnel manager.
B She trained in another company as a personnel manager.
C She started at the bottom and came up through the ranks.

4 What would she like to be doing in ten years' time?

A Opening new stores
B Working as a store manager
C Working in human resources

5 Which of these things does Christina recommend candidates should

do when they go for a job interview at Tesco?
A Dress very smartly
B Behave in a friendly, casual way
C Try to look relaxed

6 How does she know that interviewees will be good at the job?
A They are interested in things not linked to the job.
B They express interest in their other activities.
C They are good at the other things they do.

240
Lesson 3

Text 1

Pre-reading
Ex. 1 Answer the questions:

1. What effective sales organization methods can you think of?

2. How can work be arranged?
3. What challenges can the sales force face?
4. Can you give any example of a company with effective sales
organization?

Reading
Ex. 2 Read the text and fill in the gaps (1-6) with the best
sentence (A-F) from the list below.

STRATEGY POINT
1. Read the text. Think of what kind of information might be
missing.
2. Read the list of missing sentences.
3. Fit the sentences into the gaps.
4. Remember to look for clues such as reference words (it,
that, he, there, these, etc.) or linking words before and/or
after each gap.
5. Read the whole text and check whether it makes sense.

A. Inadequate opportunity in a territory will waste selling effort and

limit salesperson productivity.
B. These changes are being driven by several behavioral,
technological, and managerial forces that are dramatically and
irrevocably altering the way salespeople understand, prepare for,
and accomplish their jobs.
241
C. Assessments of effectiveness may be based on sales, market
share, customer satisfaction, profit contribution, and other
metrics relative to competition and internal objectives.
D. The array of changes impacting sales organizations include
greater emphasis on customer relationship management,
alterations in sales organization structures, corporate
reorganizations and acquisitions/mergers, expense reduction, and
expanded use of market segmentation strategies.
E. Moreover, customer expectations of salespeople are escalating
much faster than salespeople are able to respond to their
customers' requirements.
F. Global variations concerning sales organization effectiveness and
its antecedents for developing countries have not received
extensive research attention.

Achieving Sales Organization Effectiveness

The sales organization plays a vital role in achieving

marketing and business strategy objectives in many companies. The
traditional role of the sales force is undergoing a transformation in
many companies, calling for major new initiatives concerning sales
management and salespeople in order to achieve the sales
organization's effectiveness requirements.
(1)____. These important trends create the need to consider
uncontrollable influences in developing sales organization strategy,
assessing salesperson performance, evaluating alternative methods of
organizing the sales force, and understanding the relative importance
of sales managers' monitoring, directing, evaluating, and rewarding
of salespeople. (2)___ .
Sales organizations around the world are experiencing major
transformations in the twenty‐first century, influenced by customer
demands for superior value from their suppliers. Personal selling and
consequently, sales management are undergoing dramatic changes.
(3)___. Among the behavioral forces are rising customer
expectations, globalization of markets, and demassification of
242
domestic markets; technological forces include sales force
automation, virtual sales offices, and electronic sales channels; and
managerial forces consist of a shift to direct marketing alternatives,
outsourcing of sales functions, and a blending of sales and marketing
functions.
At the center of the challenges confronting the sales force is
a customer who increasingly displays demanding expectations in
buyer–seller relationships. Building strong relationships with
customers is recognized as a high management priority by academics
and executives. (4)___. Increasingly, customers' expectations exceed
salesperson knowledge, speed of response, breadth and depth of
communication, and customization of information and
product/service offerings. This gap presents a serious threat to
achieving sales organization effectiveness.
The researchers indicate that management control may range
from behavior control to outcome control. A sales manager may
focus on one or the other control form or at some intermediate stage
between the two control forms.
Behavior‐based sales force control involves field sales
managers in active monitoring of salespeople's activities and results,
close management direction of and involvement in the activities of
salespeople. Compensation of salespeople tends to be fixed under
behavior control (rather than incentive‐based), with the primary
managerial focus on direction and control of salesperson behavior
rather than sales outcomes.
Outcome control is exercised by the use of incentive
compensation to manage salesperson outcomes. Sales managers are
involved in very limited monitoring and direction of salespeople, and
they use objective metrics to track salesperson results, rather than the
selling and support (behavior) processes of salespeople. Under
behavior control salespeople are supposed to have more
opportunities to become professionally competent, team‐oriented,
risk‐averse, intrinsically and recognition‐motivated, planning‐
oriented, sales support‐oriented, and customer‐oriented.

243
 Sales territory design establishes the work responsibilities for
each salesperson assigned to the manager's sales unit. Territory
design should create approximately equal opportunities for
salespeople in the sales unit to perform well. (5)____. When using
behavior control, managers are more alert to territory design
characteristics and adequacy compared to those using outcome
control. The basis of the interest is because managers recognize the
potential impact of faulty territory design on salesperson attitudes,
behavior, and performance, and sales unit effectiveness. Moreover,
the unit manager has the authority to make territory design changes.
Surprisingly, given the relevance of the design construct, the topic
has received limited research attention.
The relevance of the sales organization effectiveness
framework in developing countries is another important issue. Most
of the research has been conducted in developed countries, and the
findings have generally been consistent. (6) ___ However, the
findings are very encouraging, and there are several similarities to
developed countries. The developing country differences may be
explained by political instability, gross national income, and culture
dimensions in each country. Moreover, when using country
groupings based on political stability and income, essentially all of
the country differences are eliminated. [8]

Ex. 3 Answer the questions:

1. What transformations take place in sales management?

2. What are the major changes caused by?
3. Why does building strong buyer–seller relationships pose a
serious challenge for the sales force?
4. What types of management control does the author
distinguish? What is the difference between them?
5. What is the role of sales territory design in achieving sales
effectiveness?
6. What aspects of sales organization effectiveness should be
the next areas of study?
244
*Discussion
There are different approaches to marketing. Marketers distinguish
sales-driven companies, customer-driven companies and market-
driven companies. What is the difference? What are advantages and
disadvantages of each approach? Which one is described in the text?

Vocabulary
Ex. 4 Find in Text 1 English equivalents given in bold for the
following Russian words and word combinations.

1. требовать
2. вознаграждать
3. подвергаться чему-либо/испытывать/претерпевать
4. оценивать
5. разрабатывать/развивать
6. рассматривать/учитывать
7. касаться/затрагивать
8. выход товаров класса люкс на рынок товаров массового
производства
9. валовой национальный продукт
10. признавать
11. с учетом/принимая во внимание
12. результаты
13. стоять лицом к лицу, сталкиваться
14. включать
15. вовлекать/задействовать/включать в себя
16. состоять из
17. превосходить/превышать
18. сосредоточиваться/концентрироваться на
19. колебаться/меняться от … до
20. предполагать/допускать
21. указывать
22. адаптация под потребителя/персонализация
23. исполнять/выполнять
245
 24. назначать/определять
25. устанавливать/определять/учреждать
26. проводить
27. значимость/важность/уместность/необходимость/актуаль
ность
28. соответствующий/последовательный/логичный

Ex. 5 Match the word combinations (1-11) to their definitions

(A-K).
1. sales organization
2. sales force
3. sales management
4. salesmanship
5. sales rep
6. salesperson
7. sales manager
8. sales territory/area
9. sales unit
10. sales pitch
11. sales channel

A. all the employees of a company whose job is persuading

customers to buy their company's products or services
B. someone whose job is selling things
C. a person in charge of a company's sales activities and its sales
force
D. one of the areas where a company sells its products or
services, often an area for which a particular sales person or
particular sales people are responsible
E. planning and arranging so that selling is successful or
effective
F. the activity of controlling and organizing the work of selling
that a company or organization does
G. an argument or other persuasion used in selling
H. the department of a company that is responsible for selling
246
 I. the skill or ability to persuade people to buy things as part of
your job
J. someone who travels to different places trying to persuade
people to buy their company's products or services
K. one of the ways in which a company provides customers with
a particular product

Ex. 6 Use expressions from Ex. 5 (a-g) to complete the sentences.

a) sales unit b) sales rep c) sales area d) sales pitch

e) salesmanship f) sales management g) sales force

1. Strategic transformation of the sales force requires shifting

____________attention from “command and control” to
coaching and facilitation.
2. The article discusses important determinants of effectiveness
including sales management control, salesperson
performance, and ____________design.
3. A recent __________raises worrying questions about how far
customers can trust some sellers as they battle to survive.
4. The job does involve using skills - ____________for instance
- therefore you have to do some training otherwise you can go
forward slowly.
5. In service markets the `official’ ____________tends to be
more important than it is in industrial markets.
6. In that setting and in his three-piece bespoke suit, John
looked like a _________who had hit hard times.
7. Hollywood faced increasing distribution restrictions in the
European market, its most lucrative ___________.

Ex. 7 Guess which word in a group is the odd one out, and why?

1. monitoring – management – involvement - directing

2. transformation – massification - change – alteration
3. antecedent - requirement – demand – necessity
247
 4. incentive – motivator – encouragement – objective
5. assessing – achieving - evaluating – estimating

Ex. 8 Give derivatives of the words. Use the suffixes. (Remember

you may need to make a small spelling change.) Translate them.
Identify the part of speech these derivatives belong to.

-ment - ation -ity -ness -er/or

1) to organize, to transform, to expect, to globalize, to automate,
to relate, to recognize, to communicate, to customize, to
inform, to direct, to compensate, to satisfy, to contribute, to
compete, to alter, to segment, to acquire, to reduce, to
escalate, to vary
2) to manage, to develop, to require, to involve, to accomplish
3) effective
4) to buy, to sell, to research, to supply, to manage
5) active, responsible, similar

Ex. 9 Complete each of these word forks using the words from
the text. Make a sentence to illustrate the meaning of each of the
words. Can you add any other words to the lists?

_______________ ______________
_______________ -oriented ______________ -based
_______________ ______________

Grammar

Other constructions to express sth as unreal or imaginary or

desired

I. The Subjunctive
II. Unreal comparison (as if/as though)
III. Had better/would rather
IV. “It’s (high/about) time” and constructions with prefer
248
 The Subjunctive

The Subjunctive is the simple form of the verb when used after
certain verbs indicating that one person wants another person to do
something.
e.g. The judge insisted that the jury return a verdict
immediately.(active)
The judge insisted that a verdict be returned immediately.
(passive)

It is used after certain words:

Verbs advise, ask, command, decree,
(any tense) demand, insist, move, order, Active:
prefer, propose, recommend, that smb should do
request, require, stipulate, sth
suggest, urge that smb do sth
smb do sth
Nouns advice, command, demand,
recommendation, wish, Passive:
arrangement, request, suggestion, that sth should be
etc. done
that sth be done
Adjectives (It is/was…) advised, important, sth be done
mandatory, necessary,
obligatory, proposed,
recommended, required,
suggested, urgent, imperative,
etc.

Ex.10 Correct the mistakes in the following sentences. If there

are no mistakes, write correct.

1. The manager demanded that the employees submitted all the

papers in an hour.

249
2. It was urgent that the meeting of the Board of Directors was
arranged as soon as possible.
3. It was very important that the business plan be discussed by all
the employees concerned.
4. She suggests that the sales department moves to another office.
5. The consultant recommended the company invested in new
equipment.
6. Our advice is that the money be raised through crowdfunding.
7. Congress has decreed that income tax will be progressive.
8. It’s necessary that our company will outsource its production to
the areas with low labour costs.
9. We felt it desirable that members of the focus group did not
exchange opinions before the survey.
10. I insist that the sales force be more proactive in reaching our
target customers.
As if/As though

1. Real comparison

Verb forms are used according to the rules of

sequence of tenses
e.g. She looks as if she is rich. (she really is)
She looked as if she was rich (she really was)

… as if/as 2. Unreal comparison

though a) Past Simple , Past Continuous: the action is
simultaneous with the action of the principal
clause
e.g. She looks as if she were rich. (but she isn’t)
b) Past Perfect, Past Perfect Continuous: the action
is before the action in the principal clause
e.g. She looks as if she had won a car in a
lottery. (but she didn’t)

250
Ex.11 Fill in the gaps with the correct form of the verb in
brackets.
1. The product has several drawbacks. But the sales representative
advertises it as if it _____ (be) perfect, as if nobody _______
(return) it before.
2. The product launch is due on Monday. You are speaking about it
as though we ___________ (launch) the product in a year.
3. We’re going to reconsider the process of assessing sales force
performance. Now they go on working as if they _________ (not
influence) by customer needs, as if customers ______ (not
display) demanding expectations in buyer–seller relationships
yet.
4. Working conditions are rather different. However, sales people
are under outcome control as though they _____ (give) equal
opportunities to perform well.
5. Sales organizations around the world are experiencing major
transformations as if they ___________ (influence) by electronic
sales channels. They really are because e-commerce is getting
more and more available.
6. The findings of the research are applied to developed and
developing countries as if there _____ (be) no differences.
7. Our department is falling behind the sales schedule. Why are you
looking as if you ______ (meet) it already?
8. He relied on the expert assessment as if it _____ (can) change the
company rating. But everybody was aware that it was too late.
9. It was his first day in a new job but he behaved as if
salesmanship ______ (be) his lifelong career.
10. Customers ignore the product as if they ________ (not expose) to
an aggressive advertising campaign for three months.

Had better/would rather (sooner)

I. had better + bare infinitive is used to give advice

(=should/ought to).

251
 e.g. You had better (You’d better) charge lower prices in a
situation like that.
I had better (I’d better) not raise the price for the product
now.

II. would rather (sooner) is used to express preference.

e.g. I would rather (I’d rather) consult the doctor.

the present/future past

subject situation situation
of would
rather
… is also would rather + would
the present bare rather +
subject of infinitive perfect
the bare
following infinitive
verb
e.g. She‘d e.g. She’d
rather call him rather not
today. have
called him
yesterday.
… is would rather + would
different Past Simple rather +
from the Tense Past
subject of Perfect
the Tense
following
verb e.g. I’d rather e.g. I’d
you called him rather you
today. had called
him last
week.

252
Ex.12. Fill in the gaps with the correct form of the verb in
brackets.

1. Before starting large-scale production you’d better ____ (do)

some market segmentation.
2. Would you rather______ (focus) on conservative customers who
prefer established brands?
3. -Did your advertising campaign reach the target audience?
-No. I’d rather we _______ (update) the customer base before
launching it.
4. – Shall we change any product features, for example packaging?
-Well, actually, I’d rather you ______ (channel) your efforts to
improve the quality of the product itself.
5. You’d better _______ (encourage) the initial trial of a new
product now. At the height of the tourist season customers will be
ready to buy.
6. We’d rather ________ (not switch) to personal selling as the
main promotional tool because it’s the most expensive one.
7. We’d rather ______ (not switch) to personal selling as the main
promotional tool. Our company suffered losses because of the
wrong strategy.
8. He’d rather you ____ (use) existing distributional channels.
There is no point in trading bad for worse.
9. He’d rather you _______ (not use) existing distributional
channels. They failed to meet delivery deadlines.
10. I’d rather our marketing department _________ (conduct) several
focus group interviews to discuss the product concept now until
it’s too late.

It’s (high/about) time

It’s used to express present or future wishes, to express our

impatience about things that haven’t happened yet, to criticize or to
complain.

253
 to do sth
It’s (high/about) time ˂
smb did sth (Past tense but the meaning is
present or future)
e.g. It’s high time to do some market research.
It’s high time we did some market research.

Prefer

General preference Specific preference

1. prefer + ing form + to + 1. would prefer + full infinitive +
ing form rather than + bare infinitive
e.g. I prefer reading to
watching TV. e.g. I would prefer (I’d prefer) to
read rather than watch TV now.
2. prefer + noun + to noun
e.g. I prefer books to
films.

3. prefer + full infinitive +

rather than + bare
infinitive
e.g. I prefer to read
rather than watch TV.

Ex.13 Fill in the gaps with the correct form of the verb in
brackets.

1. It’s high time we _________ (redesign) the product features to

make it competitive in the market.
2. It’s high time _________ (redesign) the product features to make
it competitive in the market.
3. Out of different sales promotions I _______ (prefer; enjoy) price
reductions to _____ (get) coupons because I often lose them.

254
4. Out of different sales promotions I ________ (prefer; enjoy)
price reductions rather than _____ (get) coupons because I often
lose them.
5. In this sales promotion I _______ (prefer; enjoy) the 30% price
reduction rather than ___ (get) one more coupon.
6. It’s time ________ (reward) salespeople for the results achieved.
They managed to push beyond their limits.
7. It’s about time they _______ (decide) on a range of products.
They have been discussing an issue for a half a year.
8. We __________ (prefer; use) the services of a large advertising
agency rather than ________ (assign) this work to our own
advertising department. It’s too small to cope with the task.
9. He _________ (prefer; sell) in the business market in bulk to
______ (deal) with individuals in the consumer market.
10. Marketers ___________ (prefer; anticipate) and _____ (create)
consumer needs rather than _____ (meet) existing ones.

Ex.14 Choose the correct answer (a, b, c, d).

1. The sales manager insisted that all shop assistants __________ of

the product features.
a. are aware
b. were aware
c. must be aware
d. be aware
2. We would rather ________ purchasing a flat because the
demand is too high and the prices have soared.
a. to put off
b. put off
c. putting off
d. have put off
3. You _____ better ______ your money now because the national
currency devaluation will result in price rise.
a. had; spend
b. had; spent
255
 c. would; spend
d. would; spent
4. It’s high time they ___________ training. They _____ the last
refresher course five years ago.
a. undergo; did
b. to undergo; have done
c. underwent; did
d. underwent; have done
5. It’s important that the advertising agency _____________ a
detailed media plan.
a. developed
b. have developed
c. should develop
d. should be developed
6. The children ____________ the TV commercial as if they
____________ it before. But they know all the words by heart.
a. watch; didn’t see
b. are watching; didn’t see
c. watch; haven’t seen
d. are watching; hadn’t seen
7. We _______ rather they ___________ their product line by
moving down-market. They moved up-market and failed being
unable to attract image-conscious customers.
a. had; stretch
b. would; stretch
c. would; stretched
d. would; had stretched

Exam practice

Text 2

Ex. 15 Read the text and fill in the gaps (1-5) with the best
sentence (A-E) from the list below.

256
 A. Other companies measure reactions by asking those attending
the training to complete an evaluation form either
immediately after the session or several weeks later.
B. Marketing managers are interested in how much training
sales representatives receive in dealing with the complex
customer problems.
C. But this raises the issues of training for different types of
salespeople and training for different stages of the same
salesperson's career.
D. One common career path is from salesperson to district sales
manager to top sales management.
E. In essence, managers seek to create a “pay for performance”
plan that rewards people using salary and incentive programs
to maximize the salesperson's performance.

Training and Rewards

Creating effective training programs and a reward system for

salespeople are the demanding responsibilities facing every sales
manager. Companies spend billions on training every year. Training
and reward initiatives are particularly complicated when salespeople
are geographically deployed.
Managers at all levels have a variety of concerns and
objectives for training. National account managers, for example,
want sales training to provide specific details about certain industries
and teach the sales reps to develop close relationships with
customers—a critical issue, especially with large national accounts.
(1) ____ Product managers, of course, hope the salespeople have
been well schooled in product knowledge, specifications, and
applications.
When determining sales training needs, three issues must be
considered:
• Who should be trained? In most organizations new sales recruits
receive a combination of training and orientation to company policies
and procedures. (2) _____
257
• What should be the primary emphasis in the training program?
Sales training can encompass the following: product knowledge,
company knowledge, customer knowledge, or selling skills (e.g. time
management or presentation skills). All of these may be important,
but the relative importance of each type of training differs depending
upon the selling situation, the feasible scope and costs of sales
training, and the nature of the company's marketing strategy.
• How should the training process be structured? The following
methods are options: on‐the‐job training and experience versus a
formal and more consistent centralized program; Web‐based or
instructor‐based; and in-house training versus outside expertise.
Sales training is a time‐consuming and very costly activity. If
done properly, it can be one of the most helpful tools to increase the
satisfaction and performance of salespeople. The problem is that
evaluating the benefits of sales training is difficult. Some sales
organizations simply assume on blind faith that their sales training
programs are successful. (3)____ Bottom‐line evaluation of training
(e.g. changes in sales volume) is used less frequently or not at all.
Salespeople undergo training to perform better, to receive
rewards and increase job satisfaction. Today, sales managers seek the
proper balance between individual salesperson reward preferences
and the needs of the firm. The three primary methods of
compensating salespeople are (a) straight salary, (b) straight
commission, and (c) a combination of base salary plus incentive pay
in the form of commissions, bonuses, or both. Combination plans are
the most common form of compensation. (4) ___
Most sales managers consider opportunities for promotion
and advancement second only to financial incentives as an effective
sales force motivator. This is particularly true for young salespeople
who view their sales positions as stepping‐stones to top management.
(5) ___Thus, if a person has been with a firm for several years
without making it into sales management, the individual may start to
believe such a promotion will never happen. Consequently, veteran
salespeople may begin to concentrate solely on financial rewards, or
they may lose motivation and not work as hard.
258
 To sum up, training and rewards are two critically important
aspects of sales management. Improving the performance of the sales
force means improving the performance of each salesperson and
training is essential in making salespeople better. Creating an
effective reward system is challenging but is able to balance the
needs of the individual salesperson while achieving corporate goals
of effectiveness and efficiency. [14]

Listening

Ex.16
 You will hear two managers called Mark and Pam, who are
attending the same conference, discussing the problems of
staff retention. [4; p.109]
 For each question 23-30, mark one letter (A, B or C) for the
correct answer.
 You will hear the recording twice.

1.(23) In Mark's view, what part does money play in retaining staff?
A It lessens in importance as people achieve more senior
posts.
B It becomes more attractive when living costs increase.
C It has to be accompanied by valuable benefits.
2.(24) Which non-material advantage does Pam think might help to
keep staff?
A pleasant colleagues
B a sense of community
C a comfortable office
3.(25) Mark refers to someone who has worked with him for years to
suggest that
A public awards are a good way to motivate staff.
B workmates need to show they value each other's work.
C big prizes serve to make people much more competitive.

259
4.(26) What do Pam and Mark both think about managers today?
A They are so overworked that they can't oversee their team
properly.
B Training has made them more aware of their support role.
C An unhelpful attitude often leads to staff resignations.

5.(27) Mark thinks that the flexibility most people would value is
being able to
A organise their work time round the family.
B take a period of time off unpaid to go travelling.
C transfer their work entirely to their home.

6.(28) In Pam's view, how would staff feel about being asked to do
more training?
A They would only consider it if the company paid the fees.
B They could object to having to give up some of their free
time.
C They might welcome it if it helped to develop their career
path.

7.(29) According to Mark, what should concern a company if staff

keep jobs for some time?
A Boredom may make them careless in the way they work.
B They may need extra challenges to maintain their
commitment.
C They may become too well-established and prove hard to
dismiss.

8.(30) What solution does Pam suggest to the problem of blocked

promotion?
A Offer short fixed-term contracts to some senior staff.
B Introduce a system in which some managerial posts rotate.
C Second some staff to other companies on a temporary basis.

260
Self-study
Text 1

Ex. 1 Read the paragraphs (A-I) and put them in a logical order
to make a text. The first and the last paragraphs are given.
Which words in each paragraph helped you decide?

1. A; 2. __; 3.__; 4. __; 5. __; 6.__; 7. __ ; 8.___; 9. I

Ambition and Growth Help Narrow Gender Gap

Many developing nations have higher ratios of female executives

than advanced countries, but change is slow at the bottom. By Roula
Khalaf

A. Women cheered, some men booed, but everyone took notice

when Christine Lagarde said in 2010 that had Lehman Brothers
been Lehman Sisters, the global financial crisis might have
looked different. It was only half a joke. As Ms Lagarde,
France’s finance minister at the time and now head of the
International Monetary Fund, later wrote: “When women are
called to action in times of turbulence, it is often on account of
their composure, sense of responsibility and great pragmatism in
delicate situations.”
B. According to Grant Thornton’s 2014 Women in Business report,
which surveyed about 6,600 privately owned companies in 45
countries, the proportion of senior roles filled by women across
the Brics countries (Brazil, Russia, India, China and South
Africa) exceeds 30 per cent, compared with about 20 per cent in
the G7 group of industrialized nations, and higher than the 24 per
cent global average. Some statistics are striking: in China more
than 60 per cent of chief financial officers are women. Across the
Brics, the percentage of companies that have no women in senior
roles has fallen from 39 per cent last year to 18 per cent this year.
261
 In the boardroom too, women in emerging markets score better
than the global average. This special report sheds further light
on that progress, with data showing that in China about 30 per
cent of entrepreneurs are women. “Emerging markets do seem
really to value some of the things that women bring to boards and
senior roles,” says Francesca Lagerberg, global head of tax at
Grant Thornton. “The approach to business is different and
there’s a real recognition that innovation and creativity are
sometimes more closely linked to female leaders.”
C. This would seem to contradict perceptions dominant in the west
of women in developing nations. The more prevalent image is
that tradition in many of these countries, as well as educational
and economic disadvantages, limit women’s empowerment in
business. To some extent the perceptions reflect reality: although
women lead Argentina, Brazil and Chile, 70 per cent of
executives in Latin America say family pressures cause women
to leave their jobs, according to a survey by McKinsey, the
consultancy. In China, women are still expected to put their
families first, an attitude reinforced by the one-child policy.
Chinese women are also expected to take care of the elderly in
the family.
D. What lies behind the numbers? One factor is education: as the
authors of Winning the War For Talent point out, women in
emerging markets are graduating from universities and graduate
schools at rates that match and often outstrip those of men.
Family and tradition can work to women’s advantage. In China,
and in countries of the former Soviet Union, women’s
participation in the labour force has been encouraged; in
conservative societies close-knit extended families and
affordable help can make it easier for women to work. The need
for women to contribute to the household income has been a
driver of ambition.
E. “Observers in the west tend to see third-world women as
victims,” write Sylvia Ann Hewlett and Ripa Rashid in their 2011
book Winning the War for Talent in Emerging Markets: Why
262
 Women are the Solution. “The fact is that no company can afford
to ignore highly qualified female talent if it wants to compete in
these fast-expanding economies – and win,” the authors say.
F. Perhaps surprisingly, it is an argument that emerging markets
have recognized better than the developed world. Amid a
growing international debate on bridging the gender gap the
rapid economic growth of emerging markets in recent years has
greatly increased opportunities for women in business, giving
them a boost over their counterparts in developed countries.
G. Institutional backing for working women has also helped, with
growing support for remote working arrangements, flexible
hours and paid maternity leave. Imposing quotas can be less
controversial than in Europe. Ms Lagerberg says more and more
business leaders in emerging markets say they back board
quotas for women. “It’s telling that people engaged in this are
beginning to see where it should go. It might be that quotas come
in several years’ time, but business leaders are becoming more
conscious about process,” she says.
H. There is still a long way to go. And the risk is that the progress
achieved so far will not be accelerated as growth in emerging
economies begins to slow. Far too many women still face social
pressures to leave their jobs after having children; their
entrepreneurial drive is also stifled by constrained access to
credit. The wage gap should also narrow.
I. Some experts warn that improvements at the top do not
necessarily mean progress at the bottom. The picture for senior
women in emerging markets may be brighter than in the west, but
women’s participation in the labour force is lower than in Europe
or the US. Ms Zahidi says that in rapidly growing economies
such as Brazil, China and Indonesia, women are joining the
labour force at relatively faster rates than men. But in India,
women’s participation in the workforce has risen only 4 per cent,
to 34 per cent, in the past eight years. “It is also the country
where a lot of the poverty and illiteracy is concentrated among

263
 females,” Ms Zahidi says. “Because of cultural implications you
see a divergence between low- and high-income women.” [15]

Ex. 2. Find in Text 1 English equivalents given in bold for the

following Russian words and word combinations.

1. развивающиеся рынки
2. ограниченный доступ к
3. удаленная, дистанционная работа
4. дружная/сплоченная большая семья (т.е. состоящая из
нескольких поколений)
5. из-за, вследствие, на основании
6. сглаживание гендерных различий
7. разница в оплате труда
8. отражать
9. поддержка (зд. преимущество)
10. быстро растущие экономики
11. частные компании
12. пролить свет на что-либо
13. средний мировой показатель
14. противоречить представлениям о чем-либо
15. семейный доход
16. сталкиваться с социальным давлением
17. декретный отпуск
18. квота в составе совета директоров
19. неграмотность
20. расширение возможностей женщин
21. превышать
22. добиваться успеха, набирать очки
23. поддержка со стороны компании, организации
24. расхождение, несоответствие

Ex.3 Find in Text 1 what the following figures relate to.

70 per cent 6,600 30 per cent (2 facts) 60 per cent 18 per cent

264
Ex.4 a) Match 1- 6 with a-f to make expressions from the text.

1. household a. leave
2. remote b. family
3. gender c. working
4. maternity d. market
5. emerging e. gap
6. extended f. income

c) Match the expressions from ex.4a to their definitions.

1. a family unit that includes grandmothers, grandfathers, aunts, and

uncles, etc. in addition to parents and children (ant. nuclear family)
2. the difference in the attitudes, behaviour, abilities, etc, of men and
women, or boys and girls
3. a period of paid absence from work, in Britain currently six
months, to which a woman is legally entitled during the months
immediately before and after childbirth
4. The combined gross income of all the members of a household
(place of residence) who are 15 years old and older.
5. a financial or consumer market in a newly developing country or
former communist country
6. a situation in which an employee works mainly from home and
communicates with the company by email and telephone

Ex. 5 Complete the notes below to show the main points of the
text. Use the words from the list.

educational economic women’s empowerment

family responsibility household income
pragmatism education creativity
family support institutional backing labour force
victims

265
 Ambition and Growth Help Narrow Gender Gap

1. Traditionally women in developing countries are considered to

have ____________ and ____________ disadvantages, to face
__________ pressures and to be seen as ______________.
2. The rapid economic growth of emerging markets has greatly
increased ____________________ in business.
3. Emerging markets seem really to value the things women bring
into business such as ______________, __________________,
_________________.
4. One of the causes of women’s empowerment in emerging
markets is a higher level of _________________ in comparison
with men.
5. Women in developing countries have to work to contribute to
_________________________.
6. ____________________ enables women to work effectively
being sure that the children are looked after.
7. Business leaders are becoming more conscious about highly
qualified female talent and ready to provide
__________________________.
8. Though there are significant improvements in the role of women
in the __________________ the progress is very slow especially
at the bottom.

Text 2

Ex. 6 Read the text and fill in the gaps (1-5) with the best
sentence (A-E) from the list below. Which words helped you with
your answers?

A. Mr Mitchell explains: “Many multinational organizations

increasingly identify and adopt new and innovative ways of working
that are coming in at a regional or country-specific level, and bring
this back to the corporate centre.”

266
 B. It even has a director of employee engagement, Clare
Grundy, who explains: “When we hire people, in any market where
we operate, we consider whether their style and approach will be a
good fit with our values and with our existing employees.”
C. International branches might have the same logo above the
door, but what happens behind it – from pay and benefits to
leadership styles and attitudes toward diversity – can vary widely
from country to country.
D. “The corporate and local elements influence the policies,
so it’s not a matter of saying: ‘This is the policy, it comes from HQ
and there is no room for any deviation’.
E. Some of the really recognizable values such as the focus
on the client, or compliance and ethics – all these things have to be
truly the same and cannot be changed.

New Twist on ‘Think global, act local’

Common Culture Leaves Room for Local Adaptations

Core values transcend borders but ideas can come from the regions,
too, writes Tim Smedley
It has long been a mantra in the business world that
international companies must “think global, act local”. This suggests
that operating as they do in a global marketplace they should respect
local norms, values and expectations or face the consequences.
The same has applied to the management practices of top
employers. (1)___ However, there are signs that organizations are
rejecting such localized approaches and instead unifying their global
operations under one banner of “the way we do things”.
Simon Mitchell, European and multinational segment
marketing director at talent consultancy DDI, says the best global
employers “need a degree of commonality in leadership, on the
understanding that a common culture is more useful”. He adds:
“Managers and leaders are now heading teams of people with a wide
breadth of experience, from a broad range of cultures, who are
probably all at different points in their careers and lives. The best
267
way to ensure organizations remain productive and effective is by
setting some common standards of behaviour.”
Santander, for example, has banking operations in more than
40 countries, with 182,000 employees based primarily in Europe and
North and South America. Javier Bugallo, its head of HR corporate
policies, says: “We are moving towards having more corporate
policies and ensuring that the same experience is felt in all places. (2)
___ It is important that the employee experience, the employee value
proposition, is similar . . . and harmonized.”
While some scope remains for local differences, the idea is
that a Santander manager can step into a branch in Argentina and feel
a culture similar to that of the US or Portuguese offices. “Employee
engagement in the past used to be something more local and it is
becoming more international,” says Mr Bugallo, who adds that the
bank is working on a common global set of leadership principles.
[…]
The new approach of some global employers is to avoid
imposing “group-wide rules” from a central headquarters. Modern
best practice is instead to consider each local adaptation as a
potential global policy. (3) ___” Whether that is an updated
assessment process or a fresh performance management system,
businesses have started to recognize that “not every great new idea
comes from their head office”, he says. […]
“For a cross-border policy to be introduced successfully,
employers need full leadership commitment and a comprehensive
communication plan.” The one thing top global employers do is
maintain a consistency and quality of employee engagement. Drinks
firm Diageo was recognized as the world’s eighth best multinational
workplace by the Great Place to Work institute in 2013. (4) ___
An annual “values survey” – now in its 11th year – helps to
understand how employees are feeling in every area of the business.
“These results are then mapped against the organization and reports
are generated for every team”, says Ms Grundy.
It is still a case of thinking global and acting local, then. But
multinational employers increasingly see local and global as equal
268
partners that influence each other. “We must ensure there is always a
local element that is protected and helps make up the business
goals,” says Mr Bugallo at Santander. (5) ___ It works more or less
as a balance between the corporate values and the local.” [24; 2-3]

Ex.7 Find in Text 2 English equivalents given in bold for the

following Russian words and word combinations.

1. возможность, простор
2. столкнуться с последствиями
3. последовательность, согласованность
4. навязывание (правил)
5. отклонять, отвергать
6. вовлеченность сотрудников
7. подобный, похожий на что-либо
8. обеспечивать, убеждаться
9. единая (корпоративная) культура
10. штаб-квартира, управление
11. полный, исчерпывающий
12. объединять
13. производить, вырабатывать (зд. составлять)
14. преданность делу
15. основные ценности
16. социальный пакет, предлагаемый сотруднику

Ex. 8 Make derivatives of the words in the table. More than one
answer is possible.

verb noun adjective

1. value
2. global
3. local
4. consequence
5. to apply
6. benefit
269
 7. diversity
8. to consult
9. productive
10. proposition
11. similar
12. engagement
13. commitment
14. comprehensive
15. consistency

Ex. 9 Complete the sentences with the derivatives of the words in

brackets.

1. If a company, industry or economy _____________ (global), it

no longer depends on conditions in one country, but on
conditions all over the world.
2. Our competent and reliable service team already offers you
effective help by telephone, as it is often possible
______________ (local) and solve a problem fast by talking
about it directly.
3. The programme contains recommendations___________ (apply)
to monitoring and improving both the programme and the set of
tasks resulting from it.
4. They are likely to be long-term activities and their __________
(benefit) effects take time to be realized.
5. Improved access to education and better-quality education will
help reduce some of the wage gap and, more importantly, allow
women _______________ (diversify) by widening the
opportunities available to them.
6. In cooperation with our local sales partners we ____________
(consistent) place great emphasis on qualification and thus ensure
excellent ________________ (consult) quality and competence
in solving problems.
7. It is appropriate to pay attention to the _____________ (similar)
and differences between group classification criteria adopted in
270
 the French statistical practice and in the EU anti-monopoly
legislation.
8. It was observed that one of the key success factors for
entrepreneurship education was effective _____________
(engage) of the private sector in facilitating entrepreneurship,
including business and private educational institutions.
9. This new strategic focus on the Austrian market arises in part due
to the management’s ____________ (commit) to invest part of
the funding capital raised by the direct bank in local markets.
10. In order to increase transparency, openness and __________
(consist) in exercising its mandated activities, the Security
Council should increase the number of its public meetings.

Text 3

Ex.10 Read the text. For questions 1-5, choose the correct
answer (A, B, C or D).

Technology Opens Way to Make Best Use of Staff and Build

Commitment

Flexible working Successful implementation can boost a company’s

bottom line, writes Sharmila Devi
Flexible working is a hot topic within many companies, with
human resources specialists and employees demanding it but some
employers finding it daunting to make such a big switch.
Businesses are showing growing enthusiasm for various types
of agency, temporary, contract or contingent workers, and
technology is an increasing enabler of new working arrangements.
There is also a strong trend towards efforts to improve work-life
balance.
CEB, a corporate advisory and research company, has done
research showing that offering flexible working increases an
employee’s commitment to their company regardless of whether they
take advantage of the offer or not. “Awareness of flexible working
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practices is as important as consumption of them,” says Nick Shaw
of CEB. “To be able to draw on the best talent effectively, you have
to be more flexible or agile in the way you think about working.”
Recruiting and managing a flexible workforce requires a plan
and strategy that ensures managers are on board. “One of the most
successful drivers of consumption of flexible working is manager
adoption,” says Mr Shaw.
“Connecting an individual with a manager who thinks about
how it works for the employee makes a significant difference.
Managers need to engage people to work together and conduct
regular check-ins. For organizations, thinking about different
options, engaging managers and making sure there is good
communication are key points.”
Recruiting for flexible roles also requires an assessment of the
different characteristics needed, such as ability to connect and build
relationships. It is also advisable for new employees to spend at least
one month on-site to build up their network before assuming a more
remote role.
More and more companies are looking for creative ways to
manage flexible working and they are seeking advice, says Estelle
James, director of recruiter Robert Half UK.
“It’s one of the most talked about subjects among our clients
and it will get more prominent. IT means it can happen, Generation
Y expects it and surveys show that life balance can be more
important than remuneration,” she says.
“This is probably the way forward for most companies,” says
Ms James. “But you have to put in active strategies for managing
this. Amex will have team days and events so there is more
cohesion.”
Flexible working might not be for everyone. Older people
more used to being at their desk, for example, might resist change
but companies will have to offer some form of it or risk being “left
behind”, she says.
Alan Leaman, chief executive of the UK’s Management
Consultancies Association, says most resistance to flexible working
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would be cultural. “Some people will say ‘I never had it on the way
up and I’m sure clients don’t like it’ so organizations will need to
tease out these problems with debate and discussion,” he says.
“Some people might feel they’re letting down colleagues so people
need to feel they’ve got permission for flexible working.”
But with clients caring more about outcomes than “time and
materials”, a more collaborative and less hierarchical style of
leadership becomes imperative.
When it comes to agency and contract workers, employers
also have to navigate a far from easy maze of regulation, says James
Cox, head of the London employment practice at global law firm
Gibson, Dunn & Crutcher.
“Agency workers are subject to a high degree of regulation
and can be entitled to the same pay and conditions as other full-time
staff and this can be a headache for employers,” he says. “These
blurred lines can discourage companies from using agency workers
and others on a short-term basis.”
The best people have choices so the best companies will do
all they can to get them, says Mike Cullen, global managing partner
for talent at EY, the professional services firm.
Flexible working is an “incredibly useful tool to help people
remain engaged and achieve a work-life balance”, says Laura
Sherbin, executive vice-president and director of research at the
Center for Talent Innovation in the US.
She emphasizes that flexible working should not be seen as
just for working mothers. “Our research has found that many senior
working women over 40 are not parents. They might want to work
flexibly to train for a marathon or to travel,” she says. “If flexible
working is seen as only accommodating working mums, this can put
a stigma around it.” [10; 4]

1. Companies have to consider flexible working because

A. it’s a big switch to new working arrangements.
B. they favour various types of labour force.

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 C. these days employees tend to appreciate the amount of time
they spend with their families, time they spend on things they
enjoy.
D. the best workforce agrees only to flexible working.
2. Flexible working will become common if
A. organizations think about optional working practices.
B. managers accept this working arrangement.
C. managers are concerned only with the well-being of an
employee.
D. employees are aware of flexible working practices.
3. Which factor contributing to flexible working was NOT
mentioned in the text?
A. Advanced information technologies enable employees to
work outside the company premises.
B. People born between the early 1980s and mid-1990s expect
flexible working to be accepted.
C. Work-life balance is becoming more important than pay.
D. Many companies allow employees to work from home to
reduce the rent expenses.
4. Flexible working might be resisted because
A. organizations encourage too much debate and discussion
about it.
B. clients find it more difficult to reach the company employee
they need.
C. older employees are more used to working in-house.
D. it’s necessary to get permission for flexible working.
5. A company which favours flexible working might face a lot of
problems if it hires
A. temporary short-term employees.
B. full-time employees.
C. the best professionals.
D. working mothers.

274
Ex.11 Find in Text 3 English equivalents for the following
Russian words or word combinations:

1. гибкий режим работы

2. повысить итоговый результат (чистую прибыль)
3. рабочий режим
4. быть в числе сторонников
5. иметь большое значение
6. проводить (время, например, месяц) в расположении
предприятия (в офисе)
7. создать свой круг людей
8. вознаграждение
9. сплоченность
10. противиться, не принимать изменения
11. пытаться понять проблемы
12. становиться необходимым, обязательным
13. должны двигаться (работать) в далеко не простой
системе регулирования
14. неясные границы (зд. правила)
15. создать отрицательное отношение (клеймо позора) к
чему-либо

Ex. 12 Match 1- 6 with a-f to make expressions from the text.

1. achieve a. a difference
2. do b. colleagues
3. take c. a work-life balance
4. make d. research
5. let down e. regulation
6. be subject to f. advantage of

Ex. 13 Complete the sentences using the expressions from Ex.12.

1. Many reporters or journalists do not have the time to
___________________ and write articles with in-‐depth
information.

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 2. Smart employers know that workers who
___________________are more dependable, loyal, and
productive.
3. Children must not _______________ discrimination based on
social and property status of their parents.
4. An additional key component to effective household waste
management is the recognition that individual efforts
____________________________.
5. Logistics services stimulate economic activity and help the
region ____________________ its position as a land bridge
between Europe and Asia.
6. We will not ______________ who have trusted us, and we
will do everything in order to create a more predictable, safer
working environment for all of us.

Ex. 14 Go to one or more of the sites below to practice the use of

conditional sentences.
http://www.agendaweb.org/verbs/conditional-verbs-exercises.html
http://learnenglish.britishcouncil.org/en/grammar-
exercises/conditionals-1
http://learnenglish.britishcouncil.org/en/grammar-
exercises/conditionals-2
http://learnenglish.britishcouncil.org/en/grammar-exercises/wish-
and-if-only

Ex.15 Go to http://ed.ted.com/lessons/the-walk-from-no-to-yes-
william-ury to watch a video on an effective negotiating style. Use
navigation on the right to switch to exercises and additional
materials.

Ex.16 Go to http://ed.ted.com/lessons/sheryl-sandberg-why-we-
have-too-few-women-leaders
to watch a video on women in business. Use navigation on the right
to switch to exercises and additional materials.

276
Ex.17 Go to http://learnenglish.britishcouncil.org/en/professionals-
podcasts/motivation-workplace
to listen to an extract of an interview with a professor of Business
Studies about the subject of motivation.
Do online exercises to check comprehension.

Ex. 18 Go to http://learnenglish.britishcouncil.org/en/professionals-
podcasts/change-management
to listen to a consultant talking about the basic stages of the change
process and the people in the change management team. Do online
exercises to check comprehension.

Ex.19 Go to http://learnenglish.britishcouncil.org/en/professionals-
podcasts/line-management
to listen to part of a radio programme where a manager is talking
about dealing with staff. Do online exercises to check
comprehension.

Ex.20 Go to http://learnenglish.britishcouncil.org/en/professionals-
podcasts/managing-conflict
to listen to some people trying to resolve a dispute at work with the
help of a mediator. Do online exercises to check comprehension.

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Answer Keys
Unit 1
Lesson 1
Ex. 2
2. C (In para A: The statistics…)
3. E (In para C…the numbers .. how they're arrived at. In para E: …
rates are calculated… )
4. B (In para E:.. can hide a far more complicated picture. In para B:
For example, it shows … )
5. F (In para B: the realities faced by those who are in work.
In para F: … differences are found in the regularity of work…)
6. D (In para F: Using a strict definition of unemployment….)
Ex. 4
noun verb adj Ex.4 (3)
a. rates (para B) ˅ 4
b. comparison (para E) ˅ 10
c. classified (para E) ˅ 6
d. definition (para E) ˅ 5
e. unavailable (para E) ˅ 9
f. complicated (para E) ˅ 2
g. difference (para B) ˅ 3
h. prospects (para B) ˅ 11
i. regularity (para F) ˅ 8
j. proportion (para F) ˅ 7
k. misleading (para F) ˅ 1
Ex.5
1. it makes sense 2. sign of decline 3.a huge obstacle
4.male counterparts 5.percentage 6.unemployment benefit
7.the least developed countries 8.developing countries
9.study full-time 10.full-time education 11.irregular employment
12.picture of the plight 13.economically active population
14.account for 15.entitlement 16.make a big difference
17.startling 18.frustrated 19.sophisticated 20.gloomy
21.eagle-eyed
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Ex.6 1B 2E 3G 4D 5H 6I 7K 8L 9J
10F 11C 12A
Ex. 7
1. Unemployment rates 2.redundancies 3.social security
4.job security 5.black market 6.unemployment benefit
7.annual leave 8.employment prospects 9.econometric model
10.informal economy 11.sick pay 12.counterparts
Ex. 8
verb noun adjective
frustrate frustration frustrating
frustrater frustrated
sophisticate sophistication sophisticated
sophisticator
develop development developing
developer developed
employ employment employing
employee employed
employer
revise revision revising
reviser revised
calculate calculation calculating
calculator calculated
classify classification classifying
classifier classified
complicate complication complicating
complicated
startle startler startling
startled
engage engagement engaging
engager engaged

Ex. 9 1. frustrated 2. frustrating 3. sophisticated 4. developing

5. developed 6. employed 7. revised 8. calculated 9. calculating
10. classified 11. complicated 12. startling 13. startled
14. engaged 15. engaging
279
Ex. 11. 1. think 2. are you thinking 3. seems; is becoming 4.has
5.is having 6.makes 7.am seeing; is arriving 8.are working 9.work
10.prefer 11.comes 12.place, click 13.don’t mind 14.owns 15.costs

Ex.12 1.has been 2.has grown 3.has been growing 4.has announced
5.have altered 6.have been working 7.has been playing 8. has played

Ex.13 1d 2d 3a 4b 5d 6b
Ex. 14 1. A ; 2. F; 3. D; 4. C; 5. E; 6. B

Ex.15 1(16). Riverside 2 (17). Chief Executive

3 (18). airport 4 (19). manufacturing 5 (20).car park
6 (21). children’s 7 (22).Australia

Lesson 2

Ex.2b
2.marketing 3.financial 4.own money 5.(detailed) business plan
6.house 7.equipment 8.venture capital 9. 20%
10.successful business person
11. National Business Angels Network

Ex. 3b 1C 2A 3C 4B 5D
Ex.5
1. inherent 2.to constrain 3.to face sth 4.in advance
5.to attract 6.to deter from 7.sufficient 8.to access sth
9.significant 10.to hinder 11.to require 12.cap 13.to rely on
14.general public 15. efficiency 16.indirectly 17.decision making
18.savings 19.to circumvent 20.to occur 21.to promote
22.intermediary 23.to mediate 24.to raise 25.to tap the crowd
26.either …or 27.to support 28.to obtain 29.to emerge
30.to launch 31.benefit 32.to seek

280
Ex.6 1F 2A 3G 4O 5K 6H 7M 8D 9C 10J
11E 12P 13L 14I 15B 16N

Ex.7 1c 2h 3e 4i 5f 6g 7d 8a 9b 10j
Ex.8
verb noun adjective
-------- entrepreneur entrepreneurial
entrepreneurship
finance finance financial
financier
initiate initiative initiating
initiator initiated
attract attraction attractive
differ difference different
invest investor investible
investment
require requirement required
save savings savable
saver
mediate mediator mediatory
intermediate intermediary intermediate
emerge emergence emerging
emerged
donate donation donating
donated
support support supportive
supporter
produce production productive
benefit benefit beneficial
beneficiary
specify specificity specific
promote promotion promotional
promoter
innovate innovation innovative

281
 innovator
participate participation participating
participant
-------- efficiency efficient
access access accessible
provide provision providing
provider provided
Ex. 9
relationship marked by
contrast in contrast, however, but
time and sequence while, first, second, finally
reason (cause) since, because
result (effect) consequently, so
addition moreover, as well as

Ex.11 1(23)C 2(24)C 3(25)A 4(26)A 5(27)A 6(28)B

7(29)C 8(30)C

Ex. 13 1. haven’ t seen 2. have never seen 3. I’ve done

4. quitted 5.did you talk 6. have often wondered 7. did they manage
8. have you worked 9. Read 10. emerged; have emerged

Ex.14 1. has announced; provided 2. has chaired 3. had chaired

4. had just started; imposed 5. was supporting; imposed 6. had
strongly been promoting 7. did investors obtain 8. had been
working; had raised; required 9. initiated; mediated 10. accessed
11. had he been attracting; had he attracted 12. haven’t talked;
specified

Ex.15 1. rely; are used to raising 2. to get used to 3. would/used to

4. used to believe 5. used to have

Ex. 16 1b 2c 3c 4c 5a 6a
Ex.17 1C 2A 3B 4C 5D

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Lesson 3
Ex.2 1C 2A (=resources) 3C 4B 5D 6C 7A 8C 9B 10D
Ex. 5
1. settlement services 2.a lender of last resort
3.to implement monetary policy 4.unilateral 5.sovereignty
6.to keep afloat 7.to settle debts 8.liabilities 9.spillover
10.insolvency 11.balance sheet 12.money aggregate
13.account 14.deposit 15.opportunity costs 16.standing facility
17.interest rate 18.discount rate 19.open-market operations
20.public sector securities
Ex.6
1F 2K 3N 4E 5A 6D 7O 8B 9J 10P 11C 12Q
13L 14H 15S 16R 17M 18G 19I

Ex.7 1e 2c 3i 4k 5f 6a 7j 8b 9g 10l
Extra words: balance sheet, a lender of last resort

Ex.8 1e 2d 3f 4b 5g 6b,c 7a

Ex.9 Therefore, whereas, On the one hand, On the other hand,

because, in contrast to, as, so that, However, so as (types of
relationships – see Lesson 2 ex.8)
Ex.10
a) a setting interest rate ceilings and floors
b printing money, or destroying it
c open-market operations
d exchange rate supervision
e commercial banking supervision
f act as a lender of last resort
b) 1b 2a 3e 4d 5f 6c

Ex. 12 1. will 2. are going to 3. starts 4. will 5. will 6. will not

7. am going to buy 8. am buying 9. will buy 10. are going to raise
Ex.13
1. will implement 2. will be implementing 3. will have implemented
283
4. will have been implementing 5. will probably provide
6. will be providing 7. will have provided 8. will have been providing
9. Will you be working 10. will be requiring

Ex. 14 1a 2c 3b 4b 5c 6c
Ex. 16 1b 2d 3d 4c 5d 6c
Ex.17 1B 2B 3D 4A 5C 6A 7B 8C 9D 10A

Self-study
Text 1
Ex.1
1C (“All her courses” means courses done by Stoeva)
2A (“other European universities” apart from Maastricht University)
3D (“a Korean professor” “university academics”)
4E (“some studies had shown” “another study he cited found”)
5B (“that doesn’t mean native English speakers… have a natural
advantage” “A German student … might have an advantage”)

Ex.2 1T 2F 3N 4T 5F 6F 7N
Ex.3
1. high school 2.tuition fee 3.bachelor’s and master’s degrees
4.credit 5.(a Colombian) counterpart 6.university academics
7.the native tongue, first language 8.to take notes
9.native speaker 10.tutorial
Ex.4
1. high school 2.higher education 3.tutorials 4.the tuition fee
5.native tongue 6.counterparts 7.credit 8.native speaker
9.university academics 10.master's degree/ bachelor’s degree

Ex.5 Suggested answers

1. a) to study maths,
b) to study maths in English.
2. a) students (who are prepared to move to another country to
study), b) university academics (who are eager to see their work
published in the most respected journals).
284
3. a) reading (as they do it much slower), b) listening to lectures
(because they have trouble taking notes), c) speaking and
participating in discussions.
4. a) are put in small groups for tutorials, b) practice listening to
recorded lectures.

Text 2
Ex.6 1d 2b 3i 4h 5c 6e 7g 8j 9f 10a
Ex.7 1D 2C 3A 4B
Ex.8
1. altitude 2.font 3.to promote a brand
4.a full-page ad (in a newspaper) 5.slot 6.to cut it
7.principal 8.a legitimate strategy 9.a short-term spur
10.to run a campaign 11.to provide a longer promotional shelf life
12.by nature 13.any effort to stand out 14.the ethos (of separate
brands)
Ex.9
1. to sponsor/sponsorship 2.slot 3.prime time 4.live
5.profit 6.differentiation 7.advertising campaign 8.consumer goods
9.branding 10.to overlap

Text 3
Ex.10 A2 B4 C5 D1 E3 You don’t need heading #6
Ex.11 1T 2F 3F 4F 5N 6T 7T
Ex.12
1. poverty 2.benefits of financial services 3.credit scores
4.to pay bills 5.to withdraw cash from an automated teller machine
(ATM) 6.(account) holder 7.to write a cheque 8.overdraft
9.balance sheet 10.to disenfranchise customers without credit scores
11.to charge monthly fees 12.interest rate 13.to resist imposition of
fees 14.the disenfranchised 15.marginalized 16.affluent areas

Ex.13 1f 2i 3b 4d 5e 6h 7a 8k 9j 10g 11c

285
 Unit 2
Lesson 1

Ex. 3 There is a digital divide between countries, social strata and

even genders.

Ex. 4 1. T; 2. T; 3. F; 4. F; 5. T; 6. T.

Ex. 5 1. effort; 2. benefit; 3. access to; 4. varied widely; 5.

breakthrough; 6. average; 7. gap; 8. quantify.

Ex. 6 1. access; 2. effort, 3.average; 4. quantify; 5. breakthrough; 6.

gap; 7. benefit.

Ex. 7 1. average; 2. effort; 3. breakthrough; 4. benefit; 5. quantify; 6.

gap; 7. access to.

Ex. 8 1. at; 2. to; 3. -; 4. with; 5. to; 6. with; 7. for.

Ex. 10 1. communication; 2. association; 3. dispersion; 4. benefit; 5.

comparison; 6. distribution
Ex. 11
1. Yes, as it is a transitive verb.
2. The obsolete meaning (5).
3. divide, dispense, dole out, deal, ration
4. Dispense is connected to measurement.
5. a – disperse, b - classify
6. distribute help/ wagons/ works/ themselves
7. pronunciation, antonyms, collocations, related words,

Ex. 13 Divide (T), access (T), measure (T, I), participate (I), include
(T), disperse (T, I), quantify (T), vary (T, I), direct (T, I), correct (T),
compute (T, I), base (T), associate (T, I).

Ex. 14 1. I; 2. T; 3. T; 4. I; 5. T; 6. T; 7. T; 8. T.
286
Ex. 16 Ved (regular verbs): measure, associate, disperse, direct,
communicate, compare, provide, apply; V3 (irregular forms):
understand (understood), make (made), give (gave), undertake
(undertook), overcome (overcame), lead (lead).

Ex. 17 1. is composed; 2. is associated with; 3. was directed by; 4. is

often undertaken; 5. overcome; 6. provides.

Ex. 18
1. The Internet is associated with a spider web.
2. Each child was provided a personal computer due to the One
Laptop Per Child initiative.
3. The initiative was undertaken to give children the opportunity to
learn.
4. The access to technology in different countries was compared.
5. The algorithm was applied to different sets of data.
6. The misunderstanding was overcome.

Ex. 19 1. lead; 2. required; 3. used; 4. are used; 5. were taken; 6. are

processed; 7. was used; 8. is also called; 9. was applied.
Ex. 20
1. Possible career paths for computer engineers are explored in this
paper.
2. Large sets of data are processed.
3. Numerous concepts from the field were described by these
scholars.
4. The necessary data was/ were extracted from the available
databases.
5. Possible ways of bridging the digital divide in developing
countries are outlined in this article.

Ex. 21
1. The microwave oven was invented by Percy Spencer by accident.
2. Graphite pencils were first manufactured/ already used in the 18th
century.
287
3. Toothbrushes were already used in China 5000 years ago.
4. Ice cream was invented in the first century a.d.
5. World Wide Web was invented in 1980s.
6. Neptune was discovered after a mathematical prediction.
7. X-rays were discovered in Germany in 1895.

Ex. 22.
1. In this set the objects are ordered from largest to smallest.
2. First maps were disseminated throughout Europe during the
fifteenth century.
3. Two methods are associated with the market approach: the
guideline public company method, and the comparable transaction
method.
4. The Quetelet indexwas first formally evaluated by epidemiologists
working on data from a large cohort study.
5. Acidity is measured on the pH scale.
6. Often mathematics, as a discipline,is categorized in two general
areas: theoretical mathematics and applied mathematics.

Ex. 23 1. c; 2. b; 3. a; 4. a; 5. d; 6. b; 7. d; 8. c; 9. c.
Ex. 24 7
Ex. 25
Step 1. you click on a webpage hyperlink or enter a URL
Step 2. the browser sends the URL to a DNS server
Step 3. the DNS server finds the necessary IP address in a table
Step 4. the IP address is sent back to the browser
Step 5. the browser sends a request to the Web server
Step 6. the Web server sends the requested webpage back to the
browser computer
Step 7. packets arrive at the browser computer, combined to form the
webpage and displayed in your browser

Lesson 2

Ex. 4 1. b; 2. c; 3. c; 4. b; 5. a.
288
Ex. 5 2. How; 3. Why.

Ex. 6 1. sophisticated; 2. predict the probability; 3. reach; 4. attempt;

5.extensive; 6. estimate; 7. at a tremendous rate; 8. to slightly adjust;
9. to meet this challenge; 10. legitimate.

Ex. 7 1. to meet the challenge; 2. estimate; 3. extensive; 4. at a

tremendous rate; 5. sophisticated; 6. legitimate; 7. attempt.

Ex. 8 1. introduction (введение), receipt (получение), production

(производство), suspect (подозреваемый), prediction
(предсказание), occurrence (возникновение); 2. unsolicited
(нежданный), underlying (лежащая в основе), unnoticed
(незамеченный); 3. regularly (регулярно), fortunately (к счастью),
statistically (статистически), frequently (часто), slightly
(намного), constantly (постоянно).

Ex. 9 1. frequently; 2. slightly; 3. constantly, regularly; 4.

Fortunately; 5.constantly, regularly; 6. Statistically.

Ex. 10 1. unsolicited e-mail; 2. the cost is negligible; 3. reach

recipients; 4. via data analysis; 5. special characters; 6. training set;
7. performance will be assessed; 8. be updated frequently; 9. filter
through unnoticed.

Ex. 11 1. The letter didn't eventually reach the recipient. 2. The

equipment has to be frequently updated. 3. The new estimates have
been received via data analysis.4. The training set can be used,
because the cost is negligible. 5. Special characters distinguish junk
mail.

Ex. 13 1. scarcity; 2. friendship; 3.happiness; 4. decision;

5.enjoyment; 6. existence.

289
Ex. 14 1. a. v, b. n; 2. a. v, b. n; 3. a. n, b. v; 4. a. n, b. v.

Ex. 15 1. a. object b. objected 2. a. survey b. surveyed 3. a. permit b.

permit 4. a. suspect b. suspected 5. a. decrease b. decreasing

Ex. 16 1. transitive; 2. Origin; 3. Related; 4. Idioms; 5. synonyms; 6.

antonyms; 7. collocations.

Ex. 17 1. vain/ fruitless/ futile/ unsuccessful; 2. Rescue; 3. abandon;

4. In.

Ex. 19 1. h; 2. b; 3. f; 4. g; 5. d; 6. b; 7. a; 8. e.
Ex. 20
1. The outdated hardware will be replaced with the new one.
2. This question has already been discussed.
3. I may be invited to give a speech at a conference this year.
4. The contract will be signed by both parties.
5. Our proposal was not accepted.
6. He has not been congratulated on passing the exam yet.
7. A meeting is being held at my office at the moment.

Ex. 21 1. is being developed; 2. has been used; 3. will be paid; 4. is

being worked/ is worked; 5. will be organized; 6. has recently been
proposed.
Ex. 22
1. Telephones have been improved over the years.
2. The notebook has been destroyed.
3. The computer has been infected by a virus.

Ex. 23 1. b; 2. c; 3. a; 4. b; 5. c; 6. d; 7. d.

Ex. 24 1. H; 2. D; 3. G; 4. C; 5. J; 6. F; 7. I; 8. B; 9. A; 10. E.

Ex. 25 1. E; 2. C; 3. A; 4. D; 5. F; 6. B.

290
Ex. 26 a) 1, 4; b) 2, 3.

Ex. 27 To install security software; make backup copies of your

work; be careful about having important info on your computer.

Ex. 28 1. security; 2. security, viruses, spyware; 3. parents; 4. safe; 5.

backup.

Lesson 3

Ex. 1 2. a. c; b. G; c. π [pai]; d. ν; e. e.

Ex. 2 E =hν – the equation which allows to calculate the energy of a

photon; F = ma – the equation to calculate the force a mass is
suffering when accelerated
E – energy; h – Plank constant; ν – frequency of radiation; F – force;
m – mass, a – acceleration

Ex. 4 1. assumption; 2. equal; 3. constants; 4. gravity; 5. equations;

6. estimate; 7. relative.

Ex. 5 1. F; 2. T; 3. F; 4. F; 4.T; 5.T; 6. T; 7. T; 8. F.

Ex. 6 1. acceleration; 2. counterintuitive; 3. distinct from; 4. quantity;

5. verified; 6. celestial; 7. 8. invariance; 9. discreet; 10. ratio; 11.
frequency; 12. velocity.

Ex. 7 1. accelerate; 2. intuition; 3. frequent, frequently; 4. vary;

variant/ variable; 5. quantify; quantitative; 6. distinction; distinctly.

Ex. 8 1. frequency; 2. variables; 3. quantify; 4. distinctly; 5.

counterintuitive; 6. quantitative; 7. acceleration.

Ex. 9 1. approximately; 2. relatively; 3. implicitly; 4. essentially; 5.

roughly; 6. exactly; 7. empirically; 8. actually.
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Ex. 10
1. What the author is stating is essentially true.
2. Relatively few women become airplane pilots.
3. You have to be appropriately dressed when you attend the
conference.
4. This group of students is actively involved in the event
preparation.
5. Students need to be constantly reminded of the objectives of the
course.
6. He never explicitly demonstrates his intentions.
7. Although college squads are currently about 50% male, youth
cheerleading is predominantly female.

Ex. 11 1. value remains fixed; 2. the ratio of the circumference of a

circle to its diameter; 3. quantifies their levels of certainty; 4. current
understanding; 5. is attracted to every other mass; 6. its value is
around; 7. theory of special relativity; 8. velocity increases; 9.
massless particles; 10. electromagnetic radiation; 11. continuous
stream.

Ex. 12 1. to; 2. to; 3. at; 4. on; 5. at; 6. between; 7. to.

Ex. 13 1. d; 2. a; 3. e; 4. c; 5. b.

Ex. 14 1. have recently contributed; 2. deal with; 3. distinct from; 4.

(has) resulted in; 5. allow for.
Ex. 15
Past Present Future
Simple was / were + am/ is/are + will be
Ved/V3 Ved/V3 Ved/V3
Continuous was/were being am/is/are being will be being
Ved/V3 Ved/V3 Ved/V3
Perfect had been have/has been will have
Ved/V3 Ved/V3 been Ved/V3

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Ex. 16 1. has been incorporated; 2. is expected; 3. was estimated; 4.
have been written; 5. is/ will be conducted; 6. will be exhausted; 7. is
being addressed; 8. had been anticipated.
Ex. 17
1.Werner Heisenberg had been put in charge of the nuclear project
before WWII started.
2. Radiotrophy is being researched in fungi in high-radiation areas at
the moment.
3. Mathematics has been recently called “the science of patterns”.
4. If a light source is placed at the focus of a parabolic mirror, the
light will be reflected in rays parallel to the axis.
5. The notion of the carbon footprint is being considered in a wide
range of areas today.
6. Television viewing data are estimated using metrics collection and
statistical modeling.
7. The broader interpretation will be used in this discussion from
now on.

Ex. 18 1. must be based; 2. must have been; 3. may have used; 4.

may be equipped; 5. should be based; 6. might have been used; 7.
may not be classified.

Ex. 19 1. offered; 2. has been focused; 3. be divided; 4. were

transmitted; 5. was assigned; 6. used.
Ex. 20
1. Finally, the topic was agreed on.
2. The project has been recently approved of.
3. This topic for my course project was insisted on by my supervisor.
4. The theme of the conference will be decided on.
5. The plan was objected to even before it was realised.
6. This candidate has been voted for by 51% per cent of the
population so far.

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Ex. 21 1. were derived from; 2. were linked to; 3. are involved in; 4.
have been applied to; 5. are not composed of; 6. is based on; 7. have
been included in.

Ex. 22 1. D; 2. B; 3. E; 4. A; 5. C.
Ex. 23 Speakers 1 and 2
Ex. 24 1. b; 2. c; 3. c; 4. a; 5. a; 6. c; 7. b; 8. c.

Self-Study

Ex. 1 1. H; 2. K; 3. E; 4. B; 5. O; 6. A; 7. M; 8. D; 9. J; 10. F.
Ex. 2 3.
Ex. 3 1. H; 2. D; 3. A; 4. N; 5. K; 6. F; 7. Q; 8. J; 9. M; 10. E; 11. G;
12. R.
Ex. 4 1. E; 2. A; 3. C; 4. G; 5. B; 6. F.

Ex. 5 1. c; 2. a; 3. d; 4. d; 5. c.
Ex. 6
Verb Noun Verb Noun
to assist assistance to apply application
to transform transformation to rise rise
to grow growth to support support
to question question to employ employment
to occur occurrence to own owner
to emerge emergence to maximize maximum
to profit profit to divide division
to reside residence to institutionalize institution

Ex. 7 1. d; 2. a; 3. b; 4. c; 5. c; 6. a; 7. c.

Ex. 8 1. D; 2. H; 3. B; 4. A; 5. F; 6. C; 7. G.

294
Ex. 9 1. N; 2. N; 3. N; 4. Y; 5. NS; 6. Y; 7. N; 8. Y.

Ex. 10 1. to validate, validity; 2. complexity, complicate; 3.

representation, representative; 4. deviation, deviative; 5. variability,
various, variable; 6. heritability, heritable; 7. accuracy, inaccuracy,
inaccurate; 8. indicator, indication, indicative.

Ex. 11 1. C; 2. A; 3. D.

Ex. 12 1. Y; 2. NS; 3. NS; 4. Y; 5. Y; 6. N; 7. Y; 8. Y; 9. N.

Unit 3
Lesson 1

Ex. 2 2. Safety Needs; 4. Esteem Needs; 7. Self-Actualisation

Ex. 4 1. D (goal); 2. B (some students – other students); 3. G

(however, student); 4. A (result, girls); 5. F (employees, business); 6.
C (teachers).

Ex. 5 1. c; 2. a; 3. d; 4. b.

Ex. 6 1. achievement – noun, достижение; 2. approval – noun,

одобрение; 3. capabilities – noun, способности; incapable – adj.,
неспособный; 4. perception– noun, ощущение.

Ex. 7 a. set goals; b. take risks; c. do better; d. improve lives.

Ex. 8
take + ... make + …
an opportunity, action against, improvements, progress, a major
the lead in, initiatives, a breakthrough, a difference, a
chance. distinction, an impact.

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Ex. 9 1. is making/ has made; 2. take; 3. has made; 4. make; 5. to
take; 6. to make.

Ex. 10 Approval, breakthrough, capability, distinction, improvement,

initiative, perception.

Ex. 11 1. for; 2. toward/ to/ at; 3. to; 4. of; 5. of; 6. to

Ex. 12 1. (have) reacted badly; 2. unaware of; 3. directed

towards/to/at; 4. perception of; 5. need for

Ex. 14 1. прошедшее от can: мог; 2. степени вероятности; 3.

долженствование: настоятельный совет; 4. возможность; 5.
долженствование: настоятельный совет; 6. предположение с
небольшой долей вероятности; 7. предположение с небольшой
долей вероятности; 8. вежливая просьба; 9. способность; 10.
разрешение; 11. рекомендация.

Ex. 15 1. not so sure; 2. completely sure; 3. completely sure; 4. not

so sure; 5. rather unsure; 6. not so sure.

Ex. 16 1. can/ could; 2. must; 3. may/ could/ can; 4. must; 5. could;

6. might; 7. can/ must; 8. can.

Ex. 17 1. to; 2. should; 3. of; 4. may; 5. unlike.

Ex. 18 1. C; 2. D; 3. A; 4. G; 5. F; 6. B.

Ex. 19 It is about how a personality affects the taste in art and music.

Ex. 20 1. b; 2. a; 3. b; 4. a; 5. c.

Lesson 2

Ex. 4. 1. c; 2. b; 3. a; 4. c; 5. a; 6. b.
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Ex. 5 1. valid; 2. inherited; 3. internalise; 4. mature; 5. refine; 6.
conventional; 7. assertion; 8. premise; 9. respective.

Ex. 6 1. inherited; 2. conventional; 3. mature; 4. premise; 5.

internalise; 6. valid; 7. assertion.

Ex. 8 immature, independent, unimportant, nonstandard,

misinterpret, impatient, displeased, antithesis, irrational.

Ex. 9 1. immature; 2. impatient; 3, misinterpret; 4. disfigure; 5.

antisocial/ uncommunicative; 6. displeased.

Ex. 10 1. for example, as another example; 2. in general, in essence;

3. nevertheless.

Ex. 11 a) for instance, specifically, as an illustration; b) to conclude,

in a nutshell, in short; c) unlike (something), however, although,
whereas; d) in the same way, similarly, likewise; e) that is to say, in
this way.

Ex. 12 1. specifically (giving an example); 2. however (contrasting

ideas); 3. a) for example/ for instance (giving an example), b)
likewise/similarly/ in the same way (comparing ideas); 4. unlike
(contrasting ideas); 5. in this way (clarifying); 6. in short/ in a
nutshell (generalising and summarising).

Ex. 13 1. its interface with education; 2. applies these abilities to the

tasks; 3. occurs largely from the outside; 4. internal processes; 5. to
further their own development; 6. recreate within themselves; 7.
profit from the interactions; 8. sharpen their understanding; 9. reach
with an expert guidance; 10. support the child's own initiative.

Ex. 14 1. Parents should support the child's own initiative as, in this
case, knowledge is internalised and skills are developed.
297
2. Children only profit from the interactions with adults only if they
occur within their zone of proximal development.
3. If a man recreates a situation within himself, he can analyse it.
4. A student has to apply her abilities to academic tasks.
5. The motivation which occurs from outside is called extrinsic
motivation.

Ex. 15 1. a, b, e; 2. a, b, e; 3. a, d, e; 4. a, b, f; 5. a, f; 6. b, d.
Ex. 16
Can - to be able to
May - to be allowed to
Must - to have to, to be to, ought to, to need (to)

Ex. 17 1. had to; 2. must; 3. need; 4. must; 5. must; 6. has; 7. need.

Ex. 18 1. d; 2. a; 3. b; 4. d; 5. a; 6. a; 7. c; 8. b; 9. c; 10. b.

Ex. 19 1. to; 2. should; 3. of; 4. may; 5. unlike; 6. need; 7. should; 8.

of; 9. must.

Ex. 20 1. should; 2. might; 3. can; 4. may; 5. can; 6. able to.

Ex. 21 1) For example; 2) whereas; 3) indirectly; 4) might; 5) In this

way; 6) cognitive; 7) conclusions; 8) In general.

Ex. 22 Firstly, secondly, thirdly, etc. finally; another idea/ fact/ thing/
purpose/ etc.; one/ one more; additionally/ to add more.
Ex. 23
1. Traditional: to pass on values, knowledge and culture.
2. Prepare learners as members of society.
3. Develop learners as individuals.

Lesson 3

Ex. 1 1. d; 2. a; 3. e; 4. b; 5. c.
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Ex. 3 1. f; 2. d; 3. a; 4. g; 5. c; 6. e; 7. b.

Ex. 4 1. T; 2. F; 3. F; 4. T; 5. T.

Ex. 5 1. trigger; 2. deter; 3. inhibit; 4. flexible; 5. severe; 6.

eliminate; 7. precedence

Ex. 7 1. severe; 2.inhibit; 3. deter; 4. eliminate; 5. trigger; 6.

precedence.

Ex. 8 1. with; 2. by; 3. in; 4. to; 5. to; 6. for; 7. into; 8. with; 9. for;
10. to.

Ex. 9 1. with; 2. by; 3. in; 4. to; 5. to; 6. for; 7. into; 8. with; 9. for;
10. to.

Ex. 10 More answers may be possible.

Noun Verb Adjective Adverb
pain pain painful painfully
pursuit, pursuer pursue pursuant pursuant
occasion -- occasional occasionally
emphasis emphasise emphatic emphatically
encouragement encourage encouraging encouragingly
behaviour behave behavioural behaviourally
temptation tempt temptive temptively
injury injure injured, injurious injuriously
function function functional functionally
flexibility flex flexible flexibly
significance signify significant significantly

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Ex. 11 Effective, ineffective, underestimate, overestimate,
estimation, self-esteem, disappear, disengage, applicable,
inapplicable, application, appliance, misbehave, behaviour,
psychologist, psychological, temptive, dangerous, endanger.

Ex. 12 1. however; 2. for example, for instance, as follows; 3. thus;

4. surely.

Ex. 13 1. d; 2. b; 3. b; 4. a; 5. c; 6. d; 7. c; 8. b.

Ex. 14 1. contrast; 2. emphasis; 3. cause and effect; 4. summarising

and generalising; 5. adding information.

Ex. 16
A. 1. should; 2. In this way; 3. should; 4. Thus; 5. should; 6. at the
same time; 7. should/ must; 8. can; 9. should; 10. can.
B. 1. may; 2. Nevertheless; 3. must.
C. 1. can; 2. that is; 3. Specifically; 4. observed; 5. to; 6. Therefore.
D. 1. For example; 2. needed; 3. might have tried; 4. Finally; 5.
unable; 6. might have considered; 7. might have thought.

Ex. 17 1. b; 2. b; 3. a; 4. d; 5. a; 6. c; 7. c; 8. a; 9. d; 10. b; 11. d; 12.

c.

Ex. 18 2. G; 3. C; 4. H; 5. A; 6. I; 7. E; 8. B; 9. F.

Ex. 20 musical, bodily-kinaesthetic, logical-mathematical, linguistic,

spatial, interpersonal, intrapersonal

Ex. 21 Answers: 1. b; 2. a; 3. a; 4. a; 5. c; 6. b; 7. b; 8. c; 9. a.

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Self-Study

Ex. 1
Declarative (explicit) Non-declarative (implicit)
1. Facts. 1. Skills and habits
2. Events 2. Priming
3. Simple classical conditioning
4. Non-associative learning

Ex. 2 1. a; 2. b; 3. c; 4. b; 5. a.

Ex. 3 1. b, e; 2. g; 3. a, e; 4. f; 5. b, f; 6. d; 7. e; 8. c.

Ex. 4 Odour, Emotion and Mood

Ex. 5 1. F; 2. N; 3. D; 4. J; 5. A; 6. K; 7. H; 8. M; 9. C; 10. E; 11. O.

Ex. 6 1.C; 2. E; 3. A; 4. F; 5. D.

Ex. 7 1. adaptive capacity; 2. genetic switch; 3. genetically

predisposed; 4. trigger activity; 5. evoke a response; 6. social
consequences.

Ex. 8 Aging and Intelligence

Ex. 9 1. d; 2. a; 3. d; 4. b; 5. a.

Ex. 10 1. E; 2. A; 3. B; 4. C.

Ex. 11 1. T; 2. T; 3. F; 4. NS; 5. F; 6. T.

Ex. 12 1. D; 2. B; 3. F; 4. A; 5. E; 6. C.

Ex. 13 1. d; 2. a; 3. b; 4. b; 5. d; 6. c.

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 Unit 4
Lesson 1

Ex.2 a) c; b) a manager

Ex.3 1N 2N 3T 4F 5F 6T
Ex.4
A. Employees who are willing to work hard often go above and
beyond the call of duty…
B. Skills are important, but attitude is even more important.
C. Experienced employees are worth their weight in gold.
D. … initiative was ranked as the top reason that employees
were able to get ahead..
E. … teamwork is necessary to the success of today’s
organizations …
F. People who are smart are able to solve problems …
G. Employees must take responsibility for their work…
H. Stability is an important quality in the employees you hire …

Ex.6
noun verb adj adv Ex.4 (3)
a. slack off (para A) ˅ 9
b. differentiate (para A) ˅ 7
c. question (para B) ˅ 4
d. pointed (para C) ˅ 5
e. ahead (para D) ˅ 1
f. must (para E) ˅ 2
g. trump (para F) ˅ 6
h. shift (para G) ˅ 3
i. previous (para H) ˅ 8

Ex. 7
1. amount 2.in the long run 3.quality 4.indicator 5.ability
6.to collaborate 7.employee 8.to require 9.to identify

302
10.the call of duty 11.to take responsibility for sth 12.priority
13.critical 14.to take the opportunity to do sth 15.definite
16.job candidate 17.competition 18.coworker 19.to demonstrate
20.to get ahead 21.positive 22.to perform 23.attitude to sth
24.potential 25.to rank

Ex.8 1c 2d, e 3b 4a 5f 6g 7a,c

Ex.10 unwilling; unfriendly; unimportant; unsuccessful;

inexperienced; uninterested; unnecessary; indefinite; irresponsible;
unstable; indirect; disproportional; indifferent

Ex.11 1. irresponsible; 2. unwilling; 3. unsuccessful;

4. inexperienced; 5. unimportant/ unnecessary; 6. indirect;
7. indefinite; 8. unfriendly; 9. disproportional; 10. indifferent;
11. uninterested; 12. unnecessary; 13. unstable

Ex.12
a) 1.Anyone who comes in contact with the employee
2.the employee (and the manager if the employee wants this)
b) 1B 2C 3B 4B 5B 6C 7A

Ex.13 1.if 2.if 3.unless 4.if 5.unless 6.if 7.unless

Ex.14 1c 2e 3a 4d 5b

Ex.19 1. ran/would manage/would be; 2.had/would get; 3.had

worked/would have got; 4. wouldn’t have given up/ had provided; 5.
will or would work/understand or understood; 6. find or found/will or
would respond; 7. weren’t/ wouldn’t feel/wouldn’t have; 8. slacks
off/is; 9. is/need/check; 10. wouldn’t have got/ hadn’t require/ hadn’t
talked;

Ex.20 1b 2a 3b 4c 5d 6a 7b 8d 9a 10c

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Ex. 21 1T 2F 3N 4T 5F 6T 7T

Ex.22
1. your hobbies and interests (“ things you like doing”)
2. by e-mail (“electronically”)
3. Tell the truth (“don’t tell a lie”)
4. check your application (“look it over”)
5. a phone call (“ a call”)

Lesson 2
Ex.2 1b 2d 3g 4i 5a 6f 7c 8h 9j 10e

Ex.4
Context synonyms 1) complex - difficult; 2) to figure out – to
understand; 3) attainable - realistic; 4) to burn one’ time – to waste
one’s time; 5) unambiguous – clear; 6) to indicate progress – to
measure progress; 7) to design a goal – to set a goal; 8) due date -
end/fixed date; 9) deadlines – end dates; 10) a part of their duties – a
part of their jobs; 11) concise - small

Context antonyms: 1) specific – indefinite; 2) concise – (no) longer

Ex.5
noun verb adjective adverb Ex.5 (3)
a. performance ˅ 4
b. time - tested ˅ 7
c. specific ˅ 20
d. figure out ˅ 8
e. accomplished ˅ 5
f. attain ˅ 18
g. point ˅ 10
h. consistently ˅ 14
i. precious ˅ 3
j. completion ˅ 11
k. sustain ˅ 13
304
l. milestone ˅ 2
m. majority ˅ 9
n. eventually ˅ 6
o. outlined ˅ 19
p. guidelines ˅ 12
q. frame ˅ 15
r. assigned ˅ 17
s. integrity ˅ 1
t. compelling ˅ 16

Ex. 6
1. vision and mission 2.milestone 3.due date 4.to assign
5.specific 6.values 7.short-term/long-term (goals) 8.consistently
9.concise 10.unambiguous 11.integrity 12.majority
13.accomplished 14.to reward 15.to focus on 16.to relate to
17.to sustain 18.compelling 19.schedule 20.impact on
21.address sth 22.outlined 23.to ensure 24.to commit
25.meaningless

Ex.7 a – 1, 2, 3, 4, 5, 8, 9 b – 3, 7, 8 c – 4, 6,

Ex.8
prefix meaning examples examples part of
from the text of your speech
own
in- not indefinite adj
im - impossible adv
invariably
un - not unambiguous adj
unable
suffix
-ance action, state, performance noun
condition,
quality

305
-ment process or management noun
action
-ic related to specific adj
connected with realistic
-able can be understandable adj
attainable
measurable
-ant having an effect relevant adj
-tion action, state, completion noun
condition, motivation
organization
duration
-ful characterized successful adj
by, able
-ee person affected employee noun
by sth
-less without meaningless adj
-ness quality or state fairness noun

Ex.9 1.to 2.on 3.- 4.on 5.on 6.to 7.with 8.to 9.to 10.into

Ex.10
Real condition + type I: sentences № 7, 9
type II + type III: sentences № 3, 4, 5, 10
type III + type II: sentences № 2, 6, 8

Ex.11
1. were convinced; would have compromised
2. had been attained; wouldn’t waste
3. were; would have introduced
4. were; wouldn’t have made
5. would have measured; had
6. hadn’t invested; wouldn’t have
7. weren’t; would have been promoted
8. were; wouldn’t have been assigned
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9. hadn’t thought; wouldn’t have achieved; wouldn’t be
10. didn’t encourage; won’t get (real condition + type I)

Ex.12 2a personnel manager 3f marketing manager

4b catering manager 5g total quality manager
6c operations manager 7e sales manager 8h office manager
Ex.13
1. hadn’t shouted 2.had abandoned 3.understood; were
4.knew 5.would stop; (would) start 6.had performed
7.were involved 8.had anticipated 9.would fall 10.were

Ex.14 1b 2d 3a 4c 5d 6a 7b 8b 9c 10d
Ex.15 1d 2j 3e 4b 5f 6a 7h 8c 9g 10i
Ex.16
A) 1h 2g 3f 4e 5b 6d 7c 8a
B) 1A 2B 3C 4C 5B 6B

Lesson 3

Ex. 2 1D 2C 3B 4E 5A 6F

*Discussion
customer-driven: companies change their products to fit customers’
requests
market – driven: companies are oriented toward creating rather than
controlling a market

Ex.4
1. to call for 2.to reward 3.to undergo 4.to assess 5.to develop
6.to consider 7.to concern 8.massification 9.gross national product
10.to recognize 11.given 12.findings 13.to confront
14.to include 15.to involve in 16.to consist of 17.to exceed
18.to focus on 19.to range from to 20.to suppose 21.to indicate
22.customization 23.to perform 24.to assign 25.to establish
26.to conduct 27. relevance 28.consistent
307
Ex. 5 1e 2a 3f 4i 5j 6b 7c 8d 9h 10g 11k
Ex. 6 1f 2a 3d 4e 5g 6b 7c

Ex.7 1. involvement 2. massification 3. antecedent 4. objective

5. achieving

Ex.9 A) team‐oriented, planning‐oriented, support‐oriented,

customer‐oriented. B) Behavior‐based, incentive‐based
Additional words: a) computer-oriented, profit-oriented, etc b) oil-
based, web-based, US-based

Ex.10
1.submit; 2. be arranged; 3. correct; 4.move; 5.invest; 6.correct;
7.be progressive; 8. outsource; 9.not exchange; 10.correct

Ex.11
1.was/were; had returned 2. were launching; 3.were not influenced;
had not displayed 4. were given; 5. are influenced; 6.were; 7.had
met; 8.could; 9.had been; 10. had not been exposed

Ex.12
1.do 2. focus 3. had updated 4. channeled 5. encourage 6. not
switch 7. not have switched 8. used 9. hadn’t used 10.
conducted

Ex. 13
1. redesigned 2. to redesign 3. prefer enjoying/ getting 4. prefer to
enjoy/ get 5. would prefer to enjoy/ get 6. to reward 7. decided
8. would prefer to use/ assign 9. prefers selling/ dealing 10. prefer
to anticipate/ (to) create/ meet

Ex.14 1d 2b 3a 4c 5c 6d 7d
Ex.15 1B 2C 3A 4E 5D

308
Ex.16
1(23) A: (Money) seems less of an issue though as they go up the
ladder (i.e. get promoted)
B: Mark mentions living costs like setting up home, but he does not
talk about them increasing.
C: Mark talks about perks (benefits) but does not say that they have
to be valuable ones.
2(24) B: a sense of being part of, not just the unit you work in. but
the company as a whole. That's something you wouldn't give up
lightly.
A: Pam doesn't mention the people you work with.
C: Mark is the one who mentions a sunny workspace with a nice
view. Pam says that would be nice, but it isn't the key point.
3(25) B: it was about knowing that what you contributed was
appreciated.... getting the odd word or a pat on the back from her
line manager and colleagues when something had gone well.
A: Mark mentions award ceremonies, but suggests these are not what
motivate people
C: He also mentions big prizes like holidays in California, but does
not suggest this raises competitiveness.
4(26) C: Mark: I've heard it said that people don't join a company
because the managers are good, but they certainly leave because of
bad ones. Pant: That's not a cheering thought, is it. but I'm sure
we've all been there.
A: Mark says managers are overworked but Pam doesn't.
B: Pam mentions the effects of team- building courses but Mark
rejects this.
5(27) A: But there are other things, like being able to plan your core
time to avoid the rush hour or collect the kids.
B: He mentions going travelling for six months but suggests that's of
limited appeal.
C: Pam mentions working from home, not Mark.
6(28) C: If a company can provide counselling and suggest what
route they could take over the years, that might be the deciding
factor.
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A: She mentions expensive tuition but doesn't say that staff would
expect the company to pay for it.
B: She says people welcome free time initially after completing their
qualifications, but suggests that's not so much of an issue later on.
7(29) B: providing new stimuli by offering sideways moves or
additional responsibilities may be one solution.
A: He mentions repetitiveness but does not suggest that people get
careless.
C: He talks about people feeling secure, 'which often suits an
organization', so there is no suggestion that companies want to
dismiss these people.
8(30) A: I was just wondering about appointing senior managers for
an agreed time, say three years.
B: Mark suggests rotating posts but Pam rejects that as potentially
confusing.
C: She talks about handing good people to the competition, but she
does not mean secondment, she means they leave because there is no
chance of promotion.

Self-study
Text 1
Ex.1
1A
2 F … an argument ( in para A: “When women are called to action in
times of turbulence, it is often on account of their composure, sense
of responsibility and great pragmatism in delicate situations.”)
3 C This (in para F: increased opportunities for women)
4 E… third-world women as victims (in para C: the more prevalent
image)
5 B surveyed about 6,600 privately owned companies in 45 countries
(in para E: no company can afford to ignore highly qualified female
if it wants … to win)
6 D the numbers (in para B: 30 per cent, 60 per cent, 18 per cent, 30
per cent)

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7 G Institutional backing … has also helped ( in para D: education,
close-knit extended families and affordable help, the need to
contribute to the household income)
8 H the progress achieved (in para G: remote working arrangements,
flexible hours and paid maternity leave, board quotas for women)
9I

Ex.2
1. emerging markets 2.constrained access to 3.remote working
4.close-knit extended families 5.on account of
6.bridging the gender gap 7.wage gap 8.to reflect 9.a boost
10.fast-expanding economies = rapidly growing economies
11.privately owned companies 12.to shed light on
13.the global average 14.to contradict perceptions of sth
15.household income 16.to face social pressures 17.maternity leave
18.board quota 19.illiteracy 20.women’s empowerment
21.to exceed 22.to score 23.Institutional backing 24.divergence

Ex.4a) 1f 2c 3e 4a 5d 6b
b) 1 extended family 2gender gap 3maternity leave
4household income 5emerging market 6remote working

Ex.5
1.educational, economic, family, victims 2.women’s empowerment
3.pragmatism, responsibility, creativity 4.education
5.household income 6.family support 7.institutional backing
8.labour force

Text 2
Ex.6
1C (the same logo is the logo ‘think global, act local’)
2E (…the same experience is felt in all places ….. values … truly the
same and cannot be changed)

311
3A (… each local adaptation as a potential global policy. … are
coming in at a regional or country-specific level, and bring this back
to the corporate centre.)
4B (Drinks firm Diageo …. It even has a director of employee
engagement…)
5D (…local and global as equal partners… The corporate and local
elements influence the policies …)

Ex.7
1. scope 2.to face the consequences 3.consistency 4.imposing
5.to reject 6.employee engagement 7.similar to sth 8.to ensure
9.common culture 10.headquarters 11.comprehensive
12.to unify 13.to generate 14.commitment 15.core values
16.employee value proposition
Ex.8
verb noun adjective
1. to value value valuable
2. to globalize globalization global
3. to localize localization local
4. ---- consequence consequent
5. to apply (to) application applicable
applicant applied
appliance applying
6. to benefit (from) benefit beneficial
7. to diversify diversity diversified
diversification diversifying
8. to consult consultancy consultative
consultant
consultation
9. to produce produce productive
production
producer
productivity
10. to propose proposition proposed
proposal proposing
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 11. ---- similarity similar
12. to engage engagement engaged
engaging
13. to commit (to) commitment committed
14. to comprehend comprehension comprehensive
comprehensible
15. to consist (of; in) consistency consistent

Ex.9
1.globalizes 2.to localize 3. applicable 4.beneficial
5.to diversify 6. consistently; consultancy 7. similarity
8. engagement 9. commitment 10. consistency

Text 3
Ex.10 1C 2B 3D 4C 5A
Ex.11
1. flexible working 2.to boost the bottom line
3.working arrangement 4.to be on board
5.to make a significant difference 6.to spend one month on-site
7.to build up one’s network 8.remuneration 9.cohesion
10.to resist change 11.to tease out the problems
12.to become imperative 13.have to navigate a far from easy maze of
regulation 14.blurred lines 15.to put a stigma around sth

Ex. 12 1c 2d 3f 4a 5b 6e
Ex. 13
1. to do research 2.achieve a work life balance 3.be subject to
4.make a difference 5.(to) take advantage of 6.let down employees

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Audio Scripts
Unit 1
Lesson 1 Ex.15

A = Announcer; MD = Managing Director A:

Look at the notes about the launch of a new clothing company.
Some information is missing.
You will hear part of a welcoming talk by the company's Managing
Director.
For each question 16-22, fill in the missing information in the
numbered space using one or two words. You will hear the talk
twice. You have 10 seconds to read through the notes. Now listen,
and fill in the missing information.
MD: Good morning, everyone, and welcome to the launch of our
new company. This is a special day for us, now we have merged with
Sinclairs to become Riverside Clothing Limited and we're confident
that our success at selling our own brand of clothing will continue.
There have been some important staff changes. Our previous Chief
Executive, Simon Marsh, has moved on to become MD of another
company, so congratulations to our Sales Manager, David Shaw,
who will become Chief Executive. We wish him every success in his
new role.
The position of the new premises here was carefully chosen so that
we would be near the airport, instead of being in the city centre, like
a lot of other factories.
These premises are far bigger. Although our sales area has remained
about the same and we have slightly more room for design
workshops, it is the manufacturing area that we have expanded the
most.
As you can see, this is a very exciting time for us and we will
continue to improve our facilities for staff. There will now be plenty
of space to build a new staff car park, as parking has always been a
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problem. That'll be completed in the spring. However, the staff
canteen is now open and I hope you'll be joining us for lunch there
later.
Now that we have moved, we intend to expand into two new areas of
the clothing industry. In addition to our existing adults' range, we're
ready to start on a range of children's clothes. These will be in
production by next month, followed later in the year by a new range
of sportswear.
We already have a strong market for the range - in America and
Japan, but we'll be targeting Australia next which is an unknown
export market for us. Now if I may ...
A: Now you will hear the talk again.

Lesson 2 Ex.2b

I = Interviewer; T = Tara
I: I have with me Tara Ganesh, the marketing director of
Entrepreneur, who are a business support service. Tara, hello.
T: Hello.
I: Perhaps you could begin by just explaining briefly what
Entrepreneur does?
T: Well, we are a service which offers advice and support for people
who run their own business, especially people who are just starting
up. We have a lawyer who can give legal advice and a marketing
adviser who they can consult. And quite importantly actually, we
offer financial advice about all areas of business.
I: OK. So I've got this new idea for a product that I think is going to
make my fortune. How do I raise the capital to get started? Er, what
are my options?
T: Even today, I think the most common way to set up a new
business is with your own money. People use their savings and if
they don't have enough, they borrow from family and friends.
I: Um, and that's still the best way, is it?

315
T: In many ways, because it's so simple. But if family or friends are
involved, you need to be very clear about what will happen if things
go wrong and how you'll pay the money back. Even if it's someone
close to you, you should still draw up a written contract.
I: Yes, I can imagine there have been a lot of broken friendships over
this sort of thing. But what if I can't provide the money myself?
What's the best option, er, a bank loan?
T: For the small business, yes, it's probably the best choice. But your
bank manager will need to see a detailed business plan. And if you're
not experienced in writing business plans, you'll need to get some
professional help, like we provide at Entrepreneur.
I: What kind of things are the banks looking for?
T: In the business? Well, realistic targets, steady growth, not
necessarily dramatic at first, and a strong cash flow. Essentially, what
the bank are interested in is whether you'll be able to pay off the
debts. And for that reason your bank loan will have to be secured
against an asset.
I: Er, what kind of asset?
T: Well, it could be your house, or some equipment you own for the
business. You know, so that if your business doesn't pay back the
loan, the bank can claim that asset instead.
I: What other sources of capital are there?
T: Well there are companies who provide start-up capital in return
for a stake in the business. These are so-called venture capital firms.
But they get lots of applications for loans, so there is usually tough
competition and they'll want to see a very high growth rate on your
plan, 20 per cent at least. Or you might find a business angel to
provide the money.
I: A what, sorry?
T: A business angel. It's just someone who will invest in a start-up
company in return for a share in it. Usually, it's someone who has
already been successful with a company of their own.
I: And how do I go about finding a business angel?

316
T: It can be difficult. They don't usually advertise, because they don't
want to be flooded with applications. But there is now a network you
can go through, the National Business Angels Network.
I: Tara Ganesh, thank you very much ...

Ex.11
A = Announcer; M = Man; W = Woman
You will hear a radio interview with George Johnson, managing
director of Media-X, an organization which invests in Internet
companies.
For each question, 23-30, mark one letter (A, B or C) for the
correct answer. You will hear the conversation twice.
You have 45 seconds to read through the questions.
Now listen and mark A, B or C.
W: Good afternoon and welcome to Working Day. Today we're
going to meet George Johnson, managing director of Media-X,
an investment company always in the news these days. Hello,
George, welcome to the programme.
M: Hello, Sarah.
W: First of all, a question I'm sure you're often asked. Why is the
company called Media-X? Has it got anything to do with film or
television?
M: Not really. But we wanted to get away from the serious image
of money and banking, and wanted something that people
wouldn't forget. We also considered names connected with e-
commerce and the Internet, but in the end we decided we wanted
something more general. And Media-X seemed a good choice.
W: Interesting. Now let's get onto what Media-X actually does. You
were one of the first in the business to provide financial as well
317
 as technical advice, weren't you, for new Internet and software
companies?
M: Well, I wasn't as far-sighted as a lot of people, especially in
America. When I first heard about the Internet in 1991, I thought
it would be only used for education! But I actually decided to set
up Media-X the following year, when I realized that new
software was already making it easier to use. So I suppose that
was quite early on - compared to most other Europeans, that is.
W: But what about before that? Tell us something about your early
career.
M: I studied economics at university and then joined a large
international bank as a trainee manager, eventually becoming vice-
president. Towards the end of that period I also became a director of
a small software company my brother was setting up.
W: So business runs in the family, then?
M: That's right. My father has a ... a well-established office supplies
company, so, apart from the financial side, he also knows a lot about
warehouses, storage and delivery systems, which are very important
in the e-commerce business. I rely on his opinion a lot when I'm
trying to decide whether or not to invest in new ventures.
W: So tell us about the companies you help. I'm sure you get lots of
requests for funding sent to you.
M: Um, yes, we receive about three hundred proposals a year. We
examine them all, discuss them, then decide which to go with.
About 200 are worth considering in detail, with maybe 100 being
finally selected.
W: What would you say makes a successful proposal?
M: Well, we look for a number of things. But, before anything else,
we have to be sure there's a clear demand for what the company
318
intends to provide. Of course, then we have to consider other things
like a strong business plan behind the proposal and, of course, the
people at the top - they've got to be worth investing in.
W: You mentioned before that you don't only provide the money for
starting new businesses. What other services do you provide?
M: We're not in a position to provide software programs, technical
details, things like that, or information about possible markets.
Where we can help is by making sure that companies know what to
charge for their goods and services, so that everything is on a
healthy basis.
W: And you've certainly enjoyed some recent successes, haven't
you?
M: Well, yes, some of the British companies we've supported have
been doing rather well - TravelDeals-dot- com is now one of the
leading travel companies here in Britain.
W: And OrderFree-dot-com is also doing well. It's gone into the
American market, hasn't it?
M: That's right. It's very promising.
W: And then there's NetTrade-dot-com, another of the UK
companies you funded. Do you think they'll follow OrderFree's
example and set up abroad?
M: I doubt that very much. Only time will tell, of course ...
W: That seems a good point on which to end. Thank you very
much, George Johnson, for a very interesting ...
Lesson 3 Ex.10

Interviewer Gabriel Mangano, you're an expert on central banking.

Could you briefly summarize the functions of a central bank?

319
Gabriel Mangano Yes. I would say there are four of them. The first
one is actually to implement monetary policy. There are roughly
three ways to do it. First setting interest rate ceilings and floors,
which means limiting, upwards or downwards, the fluctuations of the
interest rate. The second way to implement monetary policy is
simply printing money, or destroying it - coins, banknotes. The third
one, which is a bit more modern, is those open-market operations,
which are simply buying and selling government bonds to and from
commercial banks.
So that was the first main task of a central bank. The second one is
exchange rate supervision, I would say. Mainly for floating exchange
rates but one should not forget that even for a fixed exchange rate the
central bank still has to make sure that it has enough reserves to
counteract any upswing or downswing of this exchange rate.
Third main task, yes, commercial banking supervision I would say -
make sure that the commercial banks have enough liquidities, for
instance, to avoid any bank run.
Interviewer What's a bank run?
Gabriel Mangano The bank run is a sort of, a kind of panic, a
situation in which investors or simply customers of the banks run to
the bank and take their money out because they realize or they think
they realize that their bank is not trustworthy any more. And to avoid
this actually, the central bank has to
make sure that they have a sufficient liquidity ratio, for instance.
Fourth main task of the central bank would be to act as a lender of
last resort in case, actually, one of these commercial banks goes
bankrupt and the investors, the people putting money in the bank,
have to get back their money.

Unit 2
Lesson 1 Ex. 25
The World Wide Web

To find the webpage you want, you have to click on a

webpage hyperlink or enter a URL, a Uniform Resource Locator,
320
into a browser. The URL is the address of the page. When you do
that, the browser sends the URL to a DNS server.
The DNS server is the Domain Name Server. It uses the look-
up table to find the IP address of the Web server referred to in the
URL. The IP address is a unique, 32-bit set of numbers. Erm, every
computer on the Web has its own IP address.
Once the DNS servers has found the IP address, it sends it
back to the browser. The browser then uses its IP address to send a
request to the Web server. Erm, the request is sent as a series of
separate data packets which include both the IP address of the Web
server and the IP address of the browser computer. These data
packets are first sent to a router computer, which uses the IP address
of the Web server to determine the best available route for each
packet.
The packets are passed from router to router until they reach
the Web server. They may travel by different routes before reaching
the server.
The Web server now services the request by sending the
requested webpage back to the browser computer. Again it travels as
a series of data packets from router to router. This time the router
uses the IP address of the browser computer to work out the best
available pack for each packet. As the packets arrive at the browser
computer, they're combined to form the webpage you requested and
are displayed in your browser.

Lesson 2 Ex. 27

Security is an important aspect of using a computer that many people

do not pay much attention to. If you buy a laptop or personal
computer, you will probably want to connect to the Internet. If so, it
is important that you install security software that will protect it from
attack by viruses or spyware. Now there is a wide range of products
available on the market which are relatively cheap and which provide
a variety of different features. For example, in addition to checking
their computer for viruses, parents can use the software to control
321
which websites their children can access. You should not assume,
however, that you are 100 per cent safe if you are using such security
software. You have to make sure that you have backup copies of
your work, and you should be very careful about keeping important
information, such as bank account details, on your computer.

Lesson 3 Ex. 24
The Future of IT

Speaker A To recreate human intelligence we need speed, we

need memory capacity to match the human brain and we need the
right hardware. We'll have all this by 2020 but these things aren't
enough. We also need to capture the complexity, range and richness
of human intelligence. That's more difficult... but we will do it. And
we'll do it by reverse engineering of the human brain. What I mean is
that we'll explore the human brain from the inside and find out how it
works, how it's connected, how it's wired up. We're already well on
the way to this. With brain scanning we can see inside the brain. But
by 2030 we'll have another instrument for exploring the brain. We'll
be able to send tiny scanning robots along blood vessels to map the
brain from the inside. This will give us all the data on how the brain
is connected and all the features which enable it to perform as it
does. When we know how the brain works, we'll be able to recreate
its operation using the powerful computers which will've been
developed even before this date.
Speaker B The most important difference at the moment
between computers and brains is that computers work in serial and
brains work in parallel. This means that we can do incredible
amounts of processing compared to what a computer can achieve
running for weeks, or even months. What's interesting is not so much
that the brain is fast, it's the fact that it operates in parallel. If you
look at the way a signal flows down neurons, they don't move
extraordinarily quickly. But there are billions of them doing it all at
once, whereas in a computer everything has to be done one thing
after another.
322
 Many people say we will never have an intelligent computer.
They say it's not possible to have a computer that thinks. My own
view is that it is possible but not with computers as they are today. If
we start having parallel computers, only then I feel will we even start
to approach the kind of computing power necessary to begin to make
a start to reproducing some of the higher functions of the human
brain. But we'll never be able to program in human emotions, moral
responsibility and the uniqueness of the individual.
Speaker C What people really don't realise is the accelerating
speed of change. They think that a hundred years from now we'll
have made a hundred years of progress at today's rate. But we'll see a
hundred years of progress at today's rate in twenty-five years because
the speed of technical progress is accelerating. Right now we're
doubling the rate of technical progress every decade so the next
decade will mean twenty years of progress; and the following decade
will be like forty. We'll make two thousand years of progress at
today's rate this century. Things are changing faster and faster.
Erm, we already have computers that run factories and
computers which help to build other computers. It's only a matter of
time before these artificial children of ours are able to outdo us. They
will think faster than we do. They will make smarter decisions than
we do. Who then will be the masters — us or the machines? If we
play it right, machines will look after us. If we get it wrong,
machines may replace us. And it could happen sooner than we
imagine.
Unit 3
Lesson 1 Ex. 20

Okay, so I want to continue to look at Sam Gosling’s work on

personal taste: our stuff, and what it says about us. Last class, we
talked about visual art, specifically paintings and the other things we
hang on our walls, and what it says about our personalities. Gosling
suggests that people with certain personality types may like certain
types of art. We’ve seen that if you are a thrill-seeker, someone who
likes adventure and excitement, you may like paintings with wild
323
colors, whereas if you’re very dependable, you may be more
attracted to realistic paintings.
Moving on, I’d like to look at what the research has to say about
musical taste. Let’s say you are visiting someone’s apartment for the
first time. You look around and notice your new friend has a lot of
CDs. Looking closer, you see that the CDs are of all different types –
classical, jazz, rock, and pop. What does this tell you? Well, it turns
out that part of our musical taste may be genetic. If one twin likes
jazz, the other will probably like it too. And more intelligent people
may be more willing to experience new kinds of music, like jazz.
What may be even more important than the number of CDs you
have, according to Gosling, is how varied the music is. Because your
new friend likes all types of music, he or she is probably a pretty
open person.

Lesson 2 Ex. 23

Three very broad perspectives from Littlewood, on the purposes of

education. One is a very traditional one: to pass on value, knowledge
and culture. So that you see education as passing from the previous
generation down to the next generation, the knowledge they will
need. Another purpose of education is to prepare learners as
members of society. So you have needs, which you feel your society
will fulfill and you view education as a vehicle for doing this. And
this will influence how language is taught – we'll how in a moment.
And the third view, which is much more humanistic, a humanistic
view of education, is where you see learners as individual selves who
must be developed. And the process of education as being
developing the self; bringing out the individual's best characteristics,
allowing them to learn and to fulfill their potential.

Lesson 3 Ex. 21

To become better learners it's also important to reflect on the

learning process itself and to draw attention to the processes
324
involved. Much work has been done on learning styles and trying to
identify your learning style or learning styles. Perhaps the most
famous questionnaire and labelling system is Honey and Mumford's
and ... urn ... uh ... they use the labelling systems, activist, reflector,
theorist and pragmatist amongst others. There are other labelling
systems which ... urn ... I have lif- listed here. Basically, the way it
works is that you- you- you fill out a questionnaire and it is
identified- … uh ... what is identified is, hm- how you like to learn,
how you like to absorb information. And there are various versions
but Honey and Murnford is probably the most famous.
More recently, Howard Gardner's Theory of Multiple
Intelligences has become influential in this field. So in Howard
Gardner's theory, everyone is intelligent in different ways, which will
affect how they learn. And he's identified seven intelligences:
musical, bodily-kinaesthetic, logical-mathematical, linguistic, spatial,
interpersonal, intrapersonal. So you'll see these on the- these seven
on the next slide. So ... urn ... you know - I - I'm - I won't go through
and read each of these out to you but in your own time please feel
free to look into these more. Urn, Howard Gardner has also- although
he has identified these seven intelligences, he's also open to the
possibility that there may be more. So ... urn ... on this slide you can
see the seven intelligences that Howard Gardner has identified. So I'll
quickly ... urn ... run through some of these. The first one,
interpersonal, in the top right corner, is about sensitivity the moo- to
the moods and feelings of others and it enables us to work with
others and listen effectively. So you might find that you- ... urn .. .
this is one of the .. . urn ... intelligences that you feel that you have.
The next one is musi- musical: the ability to perceive, appreciate and
produce rhythm and pitch. It means you have a good ear and you are
able to re- reproduce a tune. Spatial: a three dimensional, relational
sense which enables us to perceive the worl- the visual world accur-
accurately. It enables thinking in pictures, seeing things in
relationship to others. Intrapersonal is self-knowledge and
understanding of our own feelings, allows us to reflect on our own-
on our experiences and learn from them. Linguistic, you have
325
sensitivity to sounds, rhythms and meanings of words and to
language. Logical-mathematical, you have the ability to recognize
numerical or logical patterns and to sort and analyse. And finally,
bodily-kinaesthetic. This is- this is talking about the control of body
movements and the capacity to handle objects skilfully. It en a-
enables us to express ourselves physically and play games.
Urn, while I've just gone through these seven, Howard Gardner has
also said that ... urn ... he is also open to the possibility that there may
be more. There may be for example, the naturalist intelligence. So
for example, this would be the capacity to organize and categorize
natural - the natural world. For example, plants, spe- plants or ... urn
... insects into different species. So that's another possibility.
Throughout your courses, please try and reflect on the purpose of
every activity you do. Think about the activity before you are about
to do it, during you're doing the activity and afterwards. If you think
about the purpose, this will help make the benefits of every activity
that you do more apparent. In conclusion, learner autonomy is
grounded in cooperation and collaboration. It's formed through some
of the techniques we've talked about today, such as needs analysis
and discovering your learning styles. Incorporating some or a- or- or
all of these techniques in your learning will increase your self-
awareness so that you become better, more effective learners.

Unit 4
Lesson 1 Ex.12

I = Interviewer; Y = Yvonne
I: So, Yvonne, what exactly is 360 degree feedback?
Y: Well, it's a way of helping staff to develop. It means that you don't
just receive comments and feedback from your manager. Instead,
you get it from your managers, your colleagues, people who work
under you, even customers and suppliers. Anyone really who
comes into contact with you and has an opinion.

326
I: And who chooses these people who are going to give the
feedback?
Y: The employee's manager has to choose some. That's a rule. But I
think it can be nice to make it a shared process, and let the
employee choose one or two colleagues or customers as well.
I: How is the feedback given? Do you actually meet all of these
people and talk about your performance?
Y: No, not necessarily. The feedback is on a form which lists the
skills needed for your job. Appraisers give you a grade for each
one. There's space for them to write their opinion as well, which is
often more helpful than just giving a number. And the important
thing is, the employee gives himself or herself grades as well.
I: What, for the same skills?
Y: That's right. You assess yourself using the same form. Then
when the feedback comes in, you can see if there's a difference
between how you see yourself and how others see you. That can
be an eye-opener.
I: Yes. I must say it sounds quite frightening as well, though. Er,
could the results of this feedback be related to the employee's pay?
You know, if the feedback is good, they get a pay rise?
Y: No, I'm not at all keen on that idea. I won't say it's never
happened but it isn't normal and it isn't really what 360 degree is
about. It's to help staff develop.
I: So what happens to the feedback then?
Y: Well, one thing that makes it less frightening is that the appraisee
owns the feedback. Other members of the organization don't see it
and you don't even have to show it to your manager.
I: So what's the point of it then?

327
Y: Well, the employee uses their feedback to write a development
plan for training they would like to receive. The manager has to
see this plan, so this gives the manager an idea about the feedback.
But I think if employees really feel that the manager is concerned
with staff development, they will usually share the feedback as
well.
I: Is the feedback anonymous?
Y: That depends on the person or the organization. Some people
prefer to give feedback anonymously and it can make it easier for
the employee to deal with any criticism. I do feel though that you
get more benefit when people write their names on the feedback.
In the right institution, people should be able to cope with this.
I: So are you saying that there is such a thing as a wrong institution?
Are there companies where you wouldn't recommend it?
Y: Well, as I've said, I think it's a very powerful way of helping staff
to develop. But yes, of course it can be used as a weapon. So if you
are working in an organization where there's a lot of mistrust and
bad feeling, then no, it isn't suitable. And you shouldn't use it at a
time when there are big changes going on like a merger or
something. What you have to do is to work on the culture of your
institution and try to create the sort of atmosphere where 360 degree
feedback will be used to everyone's benefit.
I: I see.
Y: And funnily enough, the process of preparing for 360 degree is
often more beneficial than the feedback itself. I've seen many
cases where the culture of an institution has really changed, not
because of the feedback, but because of what was done in
preparation for it. When it was time for the feedback, most of the
important changes had already happened.
I: Interesting.

328
Ex.22
Presenter: So, finally, let's have some advice from each of you about
how to go about getting that first job, the one you've studied so hard
to prepare for. Samuel?
Samuel: My advice is this: especially with the first job, prospective
employers want to get a complete picture of you, not just what you've
been studying and your holiday jobs. So include a section in your
CV for the things which you like doing in your free time. These say a
lot about you, and may make you a lot more interesting than all those
other kids who just spend their evenings going to the pub or
listening to music.
Presenter: OK. Marta?
Marta: I was reading somewhere that, in the US, more than 80% of
applications nowadays are made electronically - personnel officers
don't want the trouble of having to file lots of applications, so what
comes by snail mail goes straight in the bin. What goes into the
computer is there in front of you at the click of a mouse.
Presenter: Thanks for that, Marta. Salim, what's your advice?
Salim: Well, I agree with everything I've heard so far, but one thing
I'd like to emphasize is that you've got to make yourself as attractive
as possible to a potential employer, so make your good qualities
stand out. On the other hand, don't ever tell a lie, because it'll catch
up with you in the end – you know, you'll be found out. And when
that happens, the only thing you'll achieve is a feeling of
embarrassment.
Presenter: That's good advice. Yukari, it's your turn to offer some
words of wisdom.
Yukari: Words of wisdom!? Mine's just plain common sense, Harry,
and comes from long experience of non-native speakers writing
applications in English. Get someone to look it over before you send
it, someone who speaks the language well, preferably a native,
because it's such a pity to lose that all-important chance for a job
interview because of some slight grammatical mistakes – and they do
make a difference to the impression you're giving.

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Presenter: Good point, Yukari, and I couldn't agree more. What
about you, Ivan?
Ivan: Frankly, I agree with everything that's been said in the last five
minutes. You know, I get pages and pages of applications every
week, and I find it hard to sort people who are genuinely interested in
working for us from the ones who just send the same application to
every company on the Internet.
So, though they all have names and addresses, they don't all get
replies. My advice is follow up that application with a call to ask if
your application has been received and to show that you really are
interested. It makes all the difference, and chances are you'll get
invited in for a chat.

Lesson 2 Ex.16

I = Interviewer; C = Christina Bunt

I: What do you most like about your job?
C: I suppose the most enjoyable for me is training because it's what I
started out doing, so it's, er, the bit that I enjoy most ... um, there's
not many things that I dislike, to be honest. I suppose, um, the most
challenging part of it is when you're talking in the area of discipline
or, um, sometimes the firing part ... Um ... That's ... one of our major
considerations is getting the right people in the right job to start with.
If you, if you employ the right people, you don't have a problem
managing them once they're in the ... the workplace. Um, our
cashiers, obviously customer service is our ... our major selling point
when it comes to our company. Um, if you employ a cashier who is
naturally friendly, naturally smiles, naturally polite, it's not a
problem. If you try and teach them to be polite and to smile, it
doesn't necessarily work …
I: And how did you get into this line of work?
C: Um, ... I originally worked, er, trained as a nurse, um,…when my
daughter was born, needed a part-time job and, um, took a part-time
job with Tesco. I used to work nine hours a week on the checkouts,
er, covering lunch reliefs. And then they offered me an evening
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checkout supervisor's job which I took, and then ... I took a full-time
job, went into training about 15 years ago. I've worked with them for
22 [years], so, yeah, about 15 years ago I went into ... as ... into a job
as a training manager, which is a kind of natural progression into
personnel. So I did the training job for about four or five years, and
then took my first role about ten or 11years ago.
I: And where do you think you might be workwise in ten years?
Where would you like to be?
C: Where would I like to be? I actually would like to still be working
in personnel. Um, the career progression within my firm does tend to
try and take senior team through to store management, but it's
actually something that I'm not particularly interested to do. Um, I
prefer the people side of the business and I would like to either be
still in a personnel role in store or in a regional role as personnel.
I: Now, if someone came to you and said, 'I've ... I've got a job
interview, what should I try and make sure I do?' ... can you give
three tips for good interview technique?
C: Um, I suppose the first thing is to keep in mind that the first
impression sticks, um, and I'm not looking for people to turn up to
interview with me with ... in a three-piece suit looking as if they've
just stepped out of a fashion plate, but ... tidy but comfortable, um,
and that first step towards the person who's going to interview makes
a huge difference if you're quite prepared to smile and be open and
shake a hand, and sometimes for young people that can be really
difficult because they're not used to a formal greeting ...
And to be totally natural and not try to put yourself forward as
something that you're not. Because it's too obvious in an interview
situation when you're, when you're trying to pull the wool over
someone's eyes .... Um, talk about the things that you like, talk about
the things that you're good at, because you do that naturally, if there's
something that you're really interested in, even if it's got nothing to
do with the job role that you're actually going into, the enthusiasm
will come across. Um, I'll always know that I'm talking to somebody
that's going to be enthusiastic about whatever I put in front of them,

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because they're enthusiastic about things that they like in their
normal life.

Lesson 3 Ex.16

Man: It's good to relax after all those seminars, Pam. Conferences
can be intensive, can't they?
Woman: They certainly can, Mark, but they do make you think.
What the last speaker said about retaining staff was interesting.
Man: Do you have problems with that?
Woman: Yes, increasingly so. We just can't keep the good people.
We've been reviewing our salaries to see if that would help.
Man: Money's certainly important, at least to younger people,
who've got to set up homes and all that entails. It seems less of an
issue though as they go up the ladder. The perks that are part of the
package, like the company car, may be more of a draw.
Woman: You may be onto something there. The last speaker implied
that it was the non-material assets that kept people in place.
Man: You mean like a sunny workspace with a nice view?
Woman: Wouldn't that be nice! Didn't he mean things like, you
know, a sense of being part of, not just the unit you work in, but the
company as a whole. That's something you wouldn't give up lightly,
though I'm not sure how you create it.
Man: I was talking to a long-standing colleague about why she'd
stayed, and she said it was about knowing that what you contributed
was appreciated. We have an awards scheme for high flyers, with a
ceremony once a year where the MD hands out certificates. There are
prizes too, like a holiday in California for the most successful
salesperson. She just meant, though, getting the odd word or pat on
the back from her line manager and colleagues when something had
gone well.
Woman: Talking of managers, how important a role do they play?
Man: I've heard it said that people don't join a company because the
managers are good, but they certainly leave because of bad ones.

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Woman: That's not a cheering thought, is it, but I'm sure we've all
been there. You'd think nowadays they'd be aware of the importance
of assisting their staff with all these team-building courses....
Man: You'd think so, though most managers are so involved in the
daily struggle to hit their targets that people just aren't an issue.
Another thing - I wonder how flexible working affects staff retention.
Woman: If you mean working from home, that depends on the job.
Some just don't suit that, however much you may want to do it.
Man: But there are other things, like being able to plan your core
time to avoid the rush hour or collect the kids, you know. Taking six
months off to explore the world sounds great too, though I think
that's of limited appeal - too many financial constraints like
mortgages getting in the way.
Woman: One thing we've been considering is further training.
Man: Haven't people had enough of that, what with degrees and
professional qualifications?
Woman: I'm sure they have to begin with. They're delighted to spend
their free time, without having to study or save up for expensive
tuition. Then, later on, things get a bit samey and they're not sure
where the job's leading. If a company can provide counselling and
suggest what route they could take over the years, that might be the
deciding factor.
Man: I think this question of the repetitiveness that comes after a
few years in a post is important. Some people get to know everything
about their job. They feel secure, which often suits an organization.
They're not the innovative ones though, and we need to find ways to
hang onto them. So providing new stimuli by offering sideways
moves or additional responsibilities may be one solution.
Woman: We've talked about the problems of keeping promising
people, but maybe one of the hidden problems is that staff at the top
aren't moving, so there's nowhere for the high flyers to go - they're
stuck. Then they have to look elsewhere to get promotion.
Man: But what could you do? Move managers round on a regular
basis?

333
Woman: Nice idea, though it might be a bit confusing for everyone.
No, I was just wondering about appointing senior managers for an
agreed time, say three years. That would free things up further down.
It's got to be better than virtually handing good staff to our
competitors, hasn't it?

334
 Word list
Unit 1
abstract complicated effective
abstraction concept efficient
access consequently efficiency
accommodate consider emerge
account constrain employ
adapt constrained employability
alternative constraint employed
ambiguous contrast employee
analyze in contrast employer
analysis cost employment
analyst credit unemployment
annual credit rating enable
annual leave debt engage
approach to settle debts entrepreneur
aspect debtor entrepreneurial
available decline equip
unavailable define equipment
balance sheet definition equipped
bank deposit establish
banking develop estimate
benefit developed evidence
beneficial developing exclude
business angel development finance
capital differ financial
venture capital difference frustrate
cash flow different frustrated
characteristic discount general public (the)
classify dominate impact
collateral donation implement
communicate economy implementation
compare economic individual
comparison economically inherent
complicate education initiate
335
initiative potential rely (on)
innovative potentially rent
interest practice research
intermediary predict resource
invest prediction revise
investment process reward
investor produce secure
involve product security
job production social security
jobless (-ness) project securities
job security promote shareholder
labour promotion significant
legal promotional solvency
liability property sophisticated
liquidity property rights specify
manage proportion specific
market prospect specification
market analysis provide stability
means provider statistics
mediate provision suitable
obtain rate sufficient
occur discount rate summarize
participate interest rate technology
participant recession violate
participation redundancy
percent regular
percentage regularity
policy irregular
monetary policy

336
Unit 2

accelerate disperse quantify

acceleration dispersion quantity
access (to) distinct (from) quantitative
adjust distribute rate
advance distribution ratio
advances effort reach
assess essential receive
associate (with) essentially recipient
association estimate relative
attempt explicit relatively
attempt explicitly relativity
average extensive scarce
benefit frequent scarcity
breakthrough frequently slight
challenge frequency slightly
compare gap solicit
comparison in particular sophisticated
constant invariance suspect
constantly legitimate suspect
counterintuitive occur tremendous
decide predict unsolicited
decision predominant vary
discreet probability variable
dispense verify

337
Unit 3

achieve inherited refine

achievement insight (to) respective
assert immature perceive
assertion improve perception
approve improvement precedence
approval inhibit premise
capable initially pursue
capabilities initiative pursuit
cognitive internalise severe
conventional interact specifically
deter interaction tempt
distinction irrational temptation
eliminate likewise tissue
emphasise mature trigger
emphasis maturity valid
empathise (with) maturation ultimately
engage (in) reasoning unaware (of)
eventually recover undoubtedly
flexible recovery unlike

338
Unit 4

abandon conduct imagination

abandonment consist improve
ability consistently incentive
accomplish consult include
achieve customer income
amount customize increase
apply customization increasingly
applicant current indicate
application definite indicator
assess indefinite influence
assessment demonstrate influential
assign design integrity
association determine internal
assume devote involve
attain differentiate journal
attainable differentiator majority
attitude display measure
challenge effort measurable
coincidence emphasis notion
collaborate ensure objective
commit eventually opportunity
committed exceed outcome
commitment expertise outline
compensation fee perform
compete focus performance
competitor frame point
competition function positive
complete generate previous
completion goal primary
complex guideline principle
concentrate identify priority
concern ignore professional
condition imagine proportional
339
pursue sales force training
quality sales management undergo
range sales pitch value
recognize sales rep evaluate
relate sales unit vary
relevant schedule various
relevance shift variety
require solve variable
responsibility specialize variably
sales structure invariably
salesmanship sustain
sales channel temporary

340
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