Учреждение образования Федерации профсоюзов Беларуси

«Международный университет «МИТСО»

УЧЕБНО-МЕТОДИЧЕСКИЙ КОМПЛЕКС
ПО ДИСЦИПЛИНЕ
ДЕЛОВОЙ ИНОСТРАННЫЙ ЯЗЫК (АНГЛИЙСКИЙ) ФАКУЛЬТАТИВ

для специальностей
1-26 02 05 «Логистика»
1-26 02 03 «Маркетинг»
1-26 02 02 «Менеджмент»
1-25 01 04 «Финансы и кредит»
1-25 01 07 «Экономика и управление на предприятии»

2015 г

Авторы-составители: ст. преподаватель В.И. Шиманский

преподаватель Н.Н. Германович
Рецензенты:

РАССМОТРЕН И РЕКОМЕНДОВАН К УТВЕРЖДЕНИЮ

заседание кафедры ________________________учреждения образования
Федерации профсоюзов Беларуси «Международный университет «МИТСО»
_____________ 20__ г., протокол № ___

УТВЕРЖДЕН
заседание Научно-методического совета учреждения образования
Федерации профсоюзов Беларуси «Международный университет «МИТСО»
_____________ 20__ г., протокол № ___
Регистрационный №_________
АКТУАЛИЗИРОВАН

заседание кафедры ________________________учреждения образования

Федерации профсоюзов Беларуси «Международный университет МИТСО»
_____________ 20__ г., протокол № ___

Содержание

1. Пояснительная записка

2. Учебная программа по дисциплине

3. Основные учебные пособия (предоставлены отдельными файлами)

Longman Market Leader pre-intermediate business English course book (new edition)
 Longman Market Leader pre-intermediate business English practice file (new edition)

4. Материалы лабораторных (практических) занятий

5. Материалы для промежуточного и итогового контроля

6. Информационные ресурсы

1. Пояснительная записка

Обучение английскому языку рассматривается как неотъемлемая часть вузовской программы, всего процесса подготовки
высококвалифицированных специалистов. Новые политические, социально-экономические и культурные реалии в Республике
Беларусь и мире определяют потребность в специалистах, владеющих иностранными языками, в том числе в сфере профессиональной
коммуникации.
 Данный ЭУМК по учебной дисциплине «Деловой иностранный язык (английский) представляет собой комплекс
систематизированных учебных материалов для проведения практических занятий, а также материалов для проведения текущего,
промежуточного и итогового контроля. Он предназначен для использования в образовательном процессе по специальностям
«Логистика», «Маркетинг», «Менеджмент», «Финансы и кредит», «Экономика управления на предприятии».

Целью данного ЭУМК является обеспечение качественного методического оснащения учебно-воспитательного процесса,
способствующего подготовке высококвалифицированных специалистов в области внешнеэкономической деятельности, обладающих
современными знаниями, умениями и навыками.

Конечной целью данного курса, а соответственно и данного ЭУМК, является формирование профессиональной
компетенции. Студенты должны овладеть средствами, обеспечивающими эффективность речевого общения, а также эффективность
коммуникативного поведения.

По окончании курса студент должен:

- владеть базовой лексикой языка для специальных целей;

- делать четкие краткие сообщения на темы профессионального характера;

- понимать общее содержание специальных текстов;

- уметь переводить и реферировать тексты специального содержания;

- уметь излагать свой взгляд на основную проблему, указывая на преимущества и недостатки различных мнений.

Данный ЭУМК способствует успешному осуществлению учебной деятельности, дает возможность планировать и
осуществлять самостоятельную работу студентов, обеспечивать рациональное распределение учебного времени по темам учебной
дисциплины и совершенствования методики проведения занятий.
Учреждение образования Федерации профсоюзов Беларуси
«Международный университет «МИТСО»
УТВЕРЖДАЮ
Ректор учреждения образования
Федерации профсоюзов Беларуси
«Международный университет «МИТСО»
______________ С.Н. Князев
_____________ 2014 г.
Регистрационный № УД- __________/р.
ДЕЛОВОЙ ИНОСТРАННЫЙ ЯЗЫК (АНГЛИЙСКИЙ) ФАКУЛЬТАТИВ
Учебная программа для специальностей:
1-26 02 05 «Логистика»
1-26 02 03 «Маркетинг»
1-26 02 02 «Менеджмент»
1-25 01 04 «Финансы и кредит»
1-25 01 07 «Экономика и управление на предприятии»

Факультет международных экономических отношений и менеджмента

Кафедра иностранных языков

Курс 2

Семестр 3, 4

Лекции

Практические/семинарские
занятия 52
Зачет 4 семестр

Лабораторные
Занятия

Всего аудиторных часов по

дисциплине 64

Всего часов по Форма получения

дисциплине 64 высшего образования дневная

Составила Е.Ф. Пильченко

Минск 2014
Учебная программа составлена на основе учебной программы «Деловой иностранный язык (английский) факультатив»
для специальностей 1-26 02 05 «Логистика», 1-26 02 03 «Маркетинг», 1-26 02 02 «Менеджмент», 1-25 01 04 «Финансы и кредит», 1-
25 01 07 «Экономика и управление на предприятии» (утв. , регистрационный № )

Рассмотрена и рекомендована к утверждению кафедрой иностранных языков

 12 июня 2014 г. Протокол №10
И. о. заведующего кафедрой
____________ Н.С. Кухаренко

Одобрена и рекомендована к утверждению Научно-методическим советом учреждения образования Федерации

профсоюзов Беларуси «Международный университет «МИТСО»
___________ 2014 г. Протокол №
Председатель
_______________ С.Н. Князев
 ПОЯСНИТЕЛЬНАЯ ЗАПИСКА

В настоящее время знание иностранного языка становится действенным фактором социально-экономического, научно-
технического и общекультурного прогресса общества. Иностранный язык приобрел статус культурной технологии, которая обладает
большим воспитательным, общеобразовательным и культурно развивающим потенциалом, что способствует формированию
всесторонне развитой, социально-ориентированной личности. Широкое развитие международных контактов, тенденция к
интернационализации международной жизни, осознание того, что образование в современном мире становится одним из решающих
компонентов в ценностных ориентациях людей, повышение требований к подготовке специалистов, способных правильно и быстро
ориентироваться во все более возрастающем объеме информации – все это определяет цели и задачи обучения иностранному языку.
Как органическая часть процесса осуществления подготовки высококвалифицированных специалистов, активно владеющих
иностранным языком как средством межкультурной и межнациональной коммуникации в сферах профессиональных интересов и в
ситуациях социального общения, программа – один из вариантов стратегии преподавания иностранных языков в условиях
неязыковых специальностей. Студенты получают возможность общения на иностранном языке в реальном времени, изучая не только
функционирование языка, но и реальные коммуникативные процессы. Все это создает возможности постановки таких задач, которые
требуют от студента дальнейшего совершенствования владения языком. Настоящей программой предусмотрено требование
лингвометодического обучения активному владению иностранным языком, что предполагает два этапа: основной и
специализированный модуль.
Специалист по внешнеэкономической деятельности должен:

 владеть основами предпринимательства, маркетинга, управления производством;

 уметь подбирать и систематизировать информацию о переговорах;

 участвовать в подготовке контрактов купли-продажи;

 участвовать в подготовке и проведении коммерческих переговоров с зарубежными партнерами;

 уметь вести внешнеторговую коммерческую корреспонденцию и документацию;

 выполнять устные и письменные двусторонние переводы экономических источников;

 переводить на иностранный язык проект контракта;

 выступать в качестве переводчика на переговорах, владеть навыками последовательного перевода.

Общая цель обучения является комплексной, включающей в себя практическую (коммуникативную),

общеобразовательную и воспитательную цели, которые находятся в тесном взаимодействии с задачами подготовки студентов по
основной специальности. Коммуникативная цель обучения является ведущей. Она осуществляется путем формирования у студентов
необходимых речевых и языковых умений и навыков в чтении, устной речи, аудировании и письме.
Специализированный учебный модуль позволяет предусмотреть комплексное сочетание традиционных и новых
образовательных технологий в обучении иностранному языку для формирования и развития коммуникаций студента – будущего
профессионального пользователя.
Одной из основных задач данной программы является совершенствование навыков экстенсивного (ознакомительного) и
интенсивного (анализирующего) чтения. При работе с экономическим текстом конечной целью является развитие навыка умения
читать, выбирать главное, давать адекватный перевод и кратко излагать существо прочитанного, т.е. обрабатывать и воспроизводить
информацию с помощью аннотирования и реферирования.
Главная цель при обучении устной разговорной речи – научить беглой спонтанной речи на английском языке по
экономической тематике. Параллельно с этим решается задача расширения словарного запаса, освоение специальной научно-
экономической лексики, стиля. Овладение приемами, средствами и способами выражения мысли в профессиональной экономической
практике. Одной из основных форм разговорной практики является обеспечение активного языкового общения для всех, включение в
работу всей группы студентов одновременно, и тем самым приближает аудиторные занятия к реальной языковой ситуации.
Обучение письму как виду речевой деятельности происходит в течение всего курса, но наиболее активно это реализуется во
время изучения темы «Деловая корреспонденция», где предусматривается обучение студентов умениям и навыкам письменной речи,
которой присущи следующие особенности: полнота, синтаксическая сложность, логичность, развернутость, лексическое
разнообразие, грамматическая нормативность и стилистическая принадлежность. Основополагающими факторами здесь являются:
правильное оформление письма и стиль изложения в зависимости от его типа и содержания.
Обучение умению и навыкам аудирования ставит целью научить студентов воспринимать и понимать информацию устного
сообщения учебно-профессионального содержания с последующей передачей сути с разной степенью развернутости.
Лингвострановедческая направленность предполагает усвоение студентами элементов культуры стран изучаемого языка, знакомство
студентов с образом жизни, традициями, историей, особенностями государственного устройства этих стран и их внешней торговлей,
а также новейшими тенденциями в развитии рыночной экономики. Программа предусматривает овладение студентами деловой
лексикой в рамках изучения следующих тем: структура и работа производства, менеджмент, маркетинг, внешняя торговля, финансы,
налогообложение, инвестиции, деньги и банковское дело, банковские документы, бухгалтерский учет, кредитно денежная политика,
цены и рынки, инфляция и т.д.

СОДЕРЖАНИЕ УЧЕБНОГО МАТЕРИАЛА

2 курс 3 семестр

Тема 1. Карьера.
1.1. Как сделать карьеру.
1.2. Выбор кандидата на должность.
1.3. Телефонные переговоры с зарубежным партнером.
1.4. Модальные глаголы. Эквиваленты модальных глаголов.

Тема 2. Online продажи.

2.1. Правила Online продаж.
2.2. Розничная продажа.
2.3. Проведение успешных переговоров и подписания контракта между сторонами.

Тема 3. Компании.
3.1. Структура компаний.
3.2. Должностные обязанности.
3.3. Презентация компании.
3.4. Сравнительный анализ времен групп Present Simple и Continuous.

Тема 4. Великие идеи.

4.1. Инновационная работа.
4.2. Создание и продвижение нового продукта.
4.3. Презентация данного продукта.
4.4. Сравнительный анализ времен групп Past Simple и Continuous.

Тема 5. Стресс.
5.1. Причины стресса.
5.2. Как преодолеть стресс.
5.3. Сравнительный анализ времен групп Past Simple и Present Perfect

Тема 6. Корпоративные развлечения.

6.1. Этикет ведения переговоров.
6.2. Подготовка и проведение конференции.
6.3. Письмо-приглашение.
6.4. Повторение и обобщение материала разделов (1-6).

Тема 7. Коллоквиум по разделам (1-6).

2 курс 4 семестр

Тема 1. Маркетинг.
1.1. Рынок. Управление рынком.
1.2. Продвижение товара.
1.3. Coздание рекламных листовок.

Тема 2. Планирование.
2.1. Планирование – путь к экономическому развитию.
2.2. Секрет успешного планирования.
2.3. Инвестиции.

Тема 3. Управление персоналом.

3.1.Личные качества и умения менеджера.
3.2. Экономист-менеджер. Роль и функции менеджера.
3.3. Светское общение - важнейшая часть менеджмента.

Тема 4. Конфликт.
4.1. Конфликт между работодателем и работником.
4.2. Переговоры конфликтующих сторон.

Тема 5. Собственный бизнес.

5.1. Организация собственного бизнеса
5.2. Переговоры, соглашения, контракты.

Тема 6. Продукт.
6.1. Выбор продукта.
6.2. Производитель и покупатель.
6.3. Как продать товар?
6.4 Презентация продукта.

Тема 7. Коллоквиум по разделам (1-6).

 УЧЕБНО-МЕТОДИЧЕСКАЯ КАРТА
2 курс 3 семестр (дневное отделение) 32 часа Итоговый контроль: Коллоквиум

Название раздела, темы, занятия; перечень изучаемых вопросов Количество аудиторных часов

Материальное обеспечение занятия (наглядные,

Управляемая самостоятельная
номер раздела, темы, занятия

Практические (семинарские)

методические пособия и др.)

Форма контроля знаний

лабораторные занятия

работа студента

Литература
занятия
лекции
1 2 3 4 5 6 7 8 9

1 Карьера. 6

1.1 Как сделать карьеру. 2 [5], [6], [7], [8], Групповой контроль фонет.
1.2 Выбор кандидата на должность. 2 [3],[11] Индивидуальный контроль устной речи.
1.3 Телефонные переговоры с зарубежным партнером.

1.4 Модальные глаголы. Эквиваленты модальных глаголов. 2 [5], [6], [7], [8], Письменный контроль.
[3],[11]

2 Online продажи. 4

2.1 Правила Online продаж. 2 [5], [6], [7], [8], Индивидуальный и групповой контроль устной
2.2 Розничная продажа. [3],[11] речи.
2.3 Проведение успешных переговоров и подписания контракта между 2 Письменный контроль: лексико-грамматический
сторонами. тест

3 Компании. 6
3.1 Структура компаний. 2 [5], [6], [7], [8], Индивидуальный контроль устной речи.
3.2 Должностные обязанности. 2 [3],[11] Письменный контроль:
3.3 Презентация компании. лексико-грамматический тест
3.4 Сравнительный анализ времен групп Present Simple и Continuous. 2

4 Великие идеи. 4

4.1 Инновационная работа. 2 [5], [6], [7], [8], Индивидуальный контроль устной речи.
4.2 Создание и продвижение нового продукта. [3],[11] Групповой контроль: аудирования Письменный
4.3 Презентация данного продукта. 2 контроль: лексико-грамматический тест
4.4 Сравнительный анализ времен групп Past Simple и Continuous.

5 Стресс. 4

5.1 Причины стресса. 2 [1], [3], [5], [6] Групповой и

5.2 Как преодолеть стресс. [1], [3], [5], [6] индивидуальный контроль устной речи.
5.3 Сравнительный анализ времен групп Past Simple и Present Perfect 2 Письменный контроль.

6 Корпоративные развлечения. 6

6.1 Этикет ведения переговоров. 2 Образцы писем [5], [6], [7], [8], Групповой и
6.2 Подготовка и проведение конференции. 2 [3],[11] индивидуальный контроль устной речи.
6.3 Письмо-приглашение.

6.4 Повторение и обобщение материала разделов (1-6). 2 Письменный контроль:

лексико-грамматический тест

7 Коллоквиум по разделам (1-6). 2 индивидуальный контроль устной речи.

 Итого: 32 часа
Итоговый контроль: Коллоквиум
 Учебно-методическая карта
2 курс 4 семестр (дневное отделение) 32 часа (20+12 СУРС) Итоговый контроль: зачет

Название раздела, темы, занятия; перечень изучаемых вопросов Количество аудиторных часов

Материальное обеспечение занятия (наглядные,

Управляемая самостоятельная
номер раздела, темы, занятия

Практические (семинарские)

методические пособия и др.)

Форма контроля знаний

лабораторные занятия

работа студента

Литература
занятия
лекции
1 2 3 4 5 6 7 8 9

1. Маркетинг 4 2

1.1 Рынок. Управление рынком. 2 [5], [6], [7], [8], Индивидуальный контроль устной речи.
[3],[11]

1.2 Продвижение товара. 2 [1], [3], [5], [6] Индивидуальный и групповой контроль устной
речи.

1.3 Coздание рекламных листовок 2 [2], [8],[11] Индивидуальный и групповой контроль устной
речи.

2. Планирование. 6

2.1 Планирование – путь к экономическому развитию. 2 [1], [5], [6], [7], Индивидуальный контроль устной речи.
Секрет успешного планирования. 2 [8],[11]
2.2
2.3 Инвестиции. 2 [1], [3], [8], [6] Индивидуальный контроль устной речи.
Письменный контроль.

3. Управление персоналом. 4

3.1 Личные качества и умения менеджера. 2 [1], [3], [4], [5], Индивидуальный контроль и групповой устной
3.2 Экономист-менеджер. Роль и функции менеджера. [6],[11] речи.

3.3 Светское общение - важнейшая часть менеджмента. 2 [1], [5], [6], [7], Индивидуальный и групповой контроль устной
[8],[11] речи.

4. Конфликт 4

4.1 Конфликт между работодателем и работником 2 [1], [5], [6], [7], Индивидуальный и групповой контроль устной
Переговоры конфликтующих сторон. 2 [8],[11] речи.
4.2

5. Собственный бизнес. 4

5.1 Организация собственного бизнеса 2 [1], [4], [5], [7] Индивидуальный контроль устной речи.

5.2 Переговоры, соглашения, контракты. 2 Образцы [1], [4], [5], [8] Групповой и индивидуальный контроль устной
документации речи. Написание делового письма

6 Продукт. 6

6.1 Выбор продукта. 2 [1], [4], [7], [8] Индивидуальный контроль речи.
6.2 Производитель и покупатель. 2
6.3 Как продать товар? 2 [1], [4], [7], [8] Индивидуальный и групповой контроль устной
6.4 Презентация продукта. речи.
КСР «Презентация нового продукта» реферат с
компьютерной презентацией

7. Коллоквиум по разделам (1-6). 2 Индивидуальный контроль устной речи.

Итоговый контроль: зачет

 ИНФОРМАЦИОННО-МЕТОДИЧЕСКАЯ ЧАСТЬ

Основная литература:

1. Grant, D., McLarty, R. “Business Basics”. Students’ Book. / D. Grant , R. McLarty. - Oxford University Press, 2009.- 160 р.

2. Evans, V., Dooley, J. Enterprise (intermediate). - Express Publishing, 2007.- 208 p.

3. Evans, V., Dooley, J. Grammarway (intermediate). - Express Publishing, 2006.

4. Littlejohn, A. Company to Company. Student`s Book - Fourth edition. / A. Littlejohn. - Cambridge: Cambridge University Press, 2005. - 128p.

5. Market Leader pre-intermediate, intermediate business English course book (new edition). – Longman, 2009. -160p.

6. Market Leader pre-intermediate, intermediate business English teacher’s resource book (with test master CD-ROM). – Longman, 2009. -160p.

7. Market Leader pre-intermediate, intermediate business English practice file (new edition). - Longman, 2009. -96p.

8. Market Leader pre-intermediate, intermediate business English test file (new edition). – Longman, 2009. -45p.
Дополнительная литература:

9. Murphy, R. Essential Grammar in Use (intermediate). – 3rd ed. – Cambridge: Cambridge University Press, 2009. – 319 p.
10. Hughes, J, Naunton J, “Business Result” (intermediate) Students’ Book / J. Hughes, J. Naunton. - Oxford University Press, 2009. - 160 p.
11. Cotton D., Falvey D., Kent S. Market Leader (Intermediate) Course Book. / D. Cotton, D. Falvey, S. Kent - Longman, 2009. -176 p.
12. Robbins S, Collins COBUILD Business Vocabulary in Practice / S. Robbins - The University of Birmingham, 2004. – 248 p.
 4. Материалы лабораторных (практических занятий)
2 курс 3 семестр
Тема 1. Карьера

I. Read and translate the texts below and discuss the main ideas, express your own opinion about this topic.
Choosing a Career 

Every person at the age of 14 to 16 has to make an extremely stressful decision, to choose his or her own career. You might be wondering what
the difference is between a career and a job. Basically a job is something you do, but don't expect to continue doing forever. A career is what you hope to do
for a long time or even for your entire working life. Choosing a career is a difficult and challenging task: the decision once taken will influence your future
life. There are, of course, a lot of examples when people have changed their career paths in their twenties, thirties and even forties but, of course, it is better
to make the right choice at the very beginning. The earlier you decide on what profession is interesting and rewarding for you, the more you can achieve
during your lifetime.
Choosing a career is a challenging task indeed. It is all about finding the perfect match between your personality, interests, and skills. On the one
hand, modern society, with its hundreds of professions and jobs, presents a vast range of future job opportunities. Industry and business, farming, science
and education, medicine, service, arts and journalism are just a few professional fields a young person can specialize in. On the other hand, modern society
with its crises, unemployment and inflation, makes a poor choice of profession a really bad mistake. You can choose a profession you really like, and face
problems when looking for a job. Or you can find a job you like, but it will be underpaid. Besides, a young person's parents usually have their own ideas of
what career path to choose. Some parents are more democratic and let the child determine his future by himself. Some are oppressive and overprotective and
try to force the child to make this or that career choice. In this case, they often try to compensate for their own dreams which have failed and the chances
they have missed. Sometimes they see their child is gifted in some field and try to persuade him to choose this profession irrespective of the fact if he likes it
or not.
In spite of all the problems mentioned above, the choice has to be made. To make it easier for the young people, there is some professional
advice. It's best for the young man to start this process as early as possible, ideally in the tenth form. You should determine if you would like to continue in
higher education, or to learn a trade and look for a job. It's up to the person to decide, but you should remember that to get more chances, you should strive
for higher education which enables you to be qualified for skilled labour. You should determine what you might like to study or major in at college. You
might like to try some of these career assessment tests to help with this step. You will surely also get suggestions from family, friends, and high school
teachers and guidance counsellors. You also have to consider the demand for a particular career in the labour market. Choosing a career where there are
limited job opportunities can greatly increase the challenges you will face.
Financial Careers 

What am I going to do after school or university? Maybe I should consider a job in the financial world. There's a surprisingly wide range to
choose from — for example, I could raise money for charities or sell famous paintings or write about economics as a financial journalist or run my own
company or...
Fund-raiser. There are thousands of different charities these days — e.g. 'for children', 'cancer research', 'the disabled', 'the third world', 'AIDS
research'. They all do important work and they all need to raise funds (collect money).
That's why they employ fund-raisers. What does the job involve? Well, it's very varied, but basically fund-raisers organise special events like
concerts
and fun runs, ask governments for money, try to get support from local companies and organisations.
Most major charities have fund-raising departments, which employ teams of workers. Some of these people do office work — others organise
publicity, visit companies or arrange special events. Sounds interesting?
Tycoon. A wealthy and powerful person in business or industry. If you are the independent, creative type, why not start your own business? Lots
of people do these days. Some aren't successful, of course, but plenty are —j and if you do succeed, the rewards of being your own boss can be. enormous.
To become a business tycoon you need to have an original idea; be practical, reliable and well-organised; understand the business world; keep control of
your finances. After that it's all a question of hard work and luck, but then that's the key to success in any job.
Financial journalist. Financial journalists work in three main areas — newspapers, radio and television. Their job is to understand what's
happening in the financial world and explain it as quickly and accurately as possible. Economic journalists don't just report today's news, though. They need
the ability to predict future events, too. "Will interest rates rise or fall? Will the stock market go up or down? And what about trade... are exports going to
increase or decrease?"
To become a financial journalist you train as a general reporter first. Then you specialise in finance and economics. And when you've done that?
Well, if you are lucky you'll get a job in the media. One word of warning, though — financial journalism is a very competitive career. In Britain, for
example, there are only 2,000 jobs available.
Auctioneer. Two of the best-known auction houses in the world are Christie's and Sotheby's. The auctioneer who works there regularly sells
famous paintings worth millions of pounds. But you'd be wrong to think that auctioneers just sell Rembrandts and Van Goghs. It's much more varied career
than that. Some auctioneers sell farm animals, for example. Others sell houses, antique furniture or even rock and roll 'memorabilia' (i.e. guitars, cars, clothes
etc., which ones belonged to pop stars). And what does it take to be a good auctioneer? Well, three qualities are absolutely essential — a calm personality, a
quick mind and (last but not least) a strong voice.
Dealer. Dealers work for companies which buy and sell foreign currencies, commodities like oil or steel. They work in large, noisy, rooms, called
dealing rooms and do most of their business over the phone and on computer screens. The majority of them are under 35. The majority of them also earn
very big salaries because their work involves huge amounts of pressure and responsibility. You don't need a degree to be a dealer. What you do need, though,
is talent, energy, confidence and ambition.

II. Read the text and the example of resume and then make your own resume
How to Write a Resume

No matter what method of job hunting you use, inevitably somebody will ask you for a resume. Most companies require a resume before
seriously considering a job candidate from the outside. Resumes are sometimes also required in order to receive a job transfer within a company.
The purpose of a resume is to help you obtain a job interview, not a job. Very few people are hired without a personal interview.
Effective resumes are straightforward, factual presentations of a person's experience and accomplishments. They are neither over detailed nor too
sketchy. A general rule is that two or three pages in length is best.
One page seems too superficial; a four-page (or longer) resume may irritate an impatient employment official. Some writers suggest that a
chronological (the standard-type) resume be used; others argue for an accomplishment resume. A useful resume should include both your experiences and
key accomplishments. When sent to a prospective employer, a resume should be professionally reproduced, with particular attention to misspellings,
typographical errors, and careful spacing.
To attract attention, some job seekers print resumes on tinted paper, in a menu-like folder, or on unusual-sized paper. If done in a way to attract
positive attention to yourself, these approaches have merit.
Resume example

Ivan Petrov

67 ap., 28, Bozhenko Ave., Kiev, Ukraine

tel. 572-28-36

8 (050) 743-36-65

ivan_petrov@ukr.net

Objective Sales Manager

Date of birth: 12 April 1973

Marital status: married

Personal Details Children: son, 10 years old

6 years experience as a Sales Manager. Provide sales, sales promotion, customers counselling, sales forecasting, new

Summary of Qualifications advertising strategies, sales increasing. Proficient with Windows, Microsoft office programs, and use of database programs.

Education 1990–1995

Student
 Kiev State University

1990–1991

Course of French

Additional Education Kiev school of foreign languages

2006–present

Sales Manager

Professional Experience ABC Company, Kiev

Recommended computerized bookkeeping and supervised all data entry, resulting in reduced bookkeeping time, detailed

department reports, improved sales projections, and enhanced business, advertising and budget planning.

Accomplishments:

Organized special holiday sales promotion and recommended special holiday gift line, which increased sales by 35%.

2000–2006

Sales Manager

FDG Company, Kiev

Handled sales of company products. Counseled customers on company products. Forecasted sales revenue, volumes,

discounting and profit.

Accomplishments:

Increased number of customers by 20% in two years.

Initiated new advertising strategies, which enhanced customer image of store and increased customer traffic.

Recognized as one of company’s top 10 salespeople each year since 1992.

1996–2000

Manager Assistant

JSM Company, Kiev

Provided customer service via telephone. Ascertained order accuracy. Tracked orders. Cooperated in team.

Languages: English – Intermediate Level

Additional Skills German – Elementary Level

Computer skills: Windows, Word for Windows, Excel, Outlook Express, Internet Explorer

Driving Licence: Driving Licence Category B

References References are available on request

The Career Ladder 

Getting a job
When Paul left school he applied for (= wrote an official request for) a job in the accounts department of a local engineering company. They gave
him a job as a trainee (= a very junior person in a company). He didn't earn very much but they gave him a lot of training (= organised help and advice with
learning the job), and sent him on training courses.
 Note: Training is an uncountable noun, so you cannot say 'a training'. You can only talk about training (in general), or a training course (if you
want to refer to just one). Here you can use the verbs do or go on: I did/went on several training courses last year.
Moving up
Paul worked hard at the company and his prospects (= future possibilities in the job) looked good. After his first year he got a good pay rise (=
more money), and after two years he was promoted (= given a higher position with more money and responsibility). After six years he was in charge of
(= responsible for/the boss of) the accounts department with five other employees (= workers in the company) under him ( = under his responsibility/
authority).
Leaving the company
By the time Paul was 30, however, he decided he wanted a fresh challenge (= a new exciting situation). He was keen to work abroad, so he
resigned from his company (= officially told the company he was leaving his job; you can also say 'he quit the company') and started looking for a new job
with a bigger company. After a couple of months he managed to find a job with an international company which involved (= included) a lot of foreign travel.
He was very excited about the new job and at first he really enjoyed the travelling, but...
Hard times
After about six months, Paul started to dislike the constant moving around, and after a year he hated it; he hated living in hotels, and he never
really made any friends in the new company. Unfortunately his work was not satisfactory either and finally he was sacked (= told to leave the company/
dismissed/given the sack) a year later.
After that, Paul found things much more difficult. He was unemployed (= out of work/without a job) for over a year. He had to sell his car and
move out of his new house. Things were looking bad and in the end Paul had to accept a part-time job (= working only some or the day or some of the week)
on a fruit and vegetable stall in a market.
Happier times
To his surprise, Paul loved the market. He made lots of friends and enjoyed working out in the open air. After two years, he took over (= took
control of) the stall. Two years later he opened a second stall, and after ten years he had fifteen stalls. Last year Paul retired (= stopped working completely)
at the age of 55, a very rich man.

III. Exercise: The Job Search Plan

Goal

To help job seekers think about the different kinds of jobs they may want to pursue and to come up with a list of places they can visit to learn more about
those jobs.

Many people aren't sure what job they want or where they want to work. You might want to explore your options before starting your job search.

First: Think of places you would like to work and jobs you would like to have.

Second: Identify your skills and develop a resume with the help of someone you know.

Finally: List places to find out about jobs and people who can help you along the way.

Job Search Plan

Step 1. Your Job…

What do you want to do? List 5 jobs you might like to do.
1.______________________________________________
2.______________________________________________
3.______________________________________________
4. ______________________________________________
5._______________________________________________
Ways to find out about jobs:

1. Talking to people you know about their jobs

2. Visiting an employer

3. Taking a tour at a company

4. Looking on the internet

Step 2. Your Employer…

Where do you want to work? List 5 places you want to work.

1.______________________________________________
2.______________________________________________
3.______________________________________________
4. ______________________________________________
5.______________________________________________

Step 3. Your Skills…

What skills do you have that an employer would want? List 5 skills.
1.______________________________________________
2.______________________________________________
3.______________________________________________
4. ______________________________________________
5._______________________________________________

Step 4. Your Resume…

A resume tells the employer about you, your work history, and your skills. It should be typed on a piece of paper that you can leave with the
hiring manager.

Create a resume that lists

1. Your name

2. Your address

3. Your phone number

4. Your skills

5. Your work history

6. Your education

7. Your volunteer experience

Step 5. Job Postings

List 5 places where you can find out about open jobs.
1.______________________________________________
2.______________________________________________
3.______________________________________________
4. ______________________________________________
5._______________________________________________
Step 6. Your Contacts

List 5 people who can help you find a job.

1.______________________________________________
2.______________________________________________
3.______________________________________________
4. ______________________________________________
5._______________________________________________

IV. A Career Planning Exercises

1. What interests, conditions, or rewards do you think will be most important to you in a career?

Using the list below as a starting point, list your top five under the column labeled Interests.

Status

Income

Power

Geographic location

Working inside/outside

Working with people/alone

Helping people/animals

Flexibility

Each day is the same/different

Live to work?

Work to live?

Prestige

Ability to be creative

Other_________


2. What are your five greatest personal or social strengths?

If you’re unsure about your strengths and abilities, ask your friends, parents, or teachers what they think. You can even show them the list below and

ask them to pick those traits that best describe you. Your school counselor may also have aptitude tests that can help pinpoint your strengths.

Teamwork

Communication

Work ethic

Positive attitude

Time management

Creativity

Computer skills

 Empathy

Curiosity

Working alone

Task-oriented

Building relationships

Learning new things

Persistence

Leadership

Problem-solving skills

Other___________


3. Which general career areas most interest you?

Choose at least two from the list below and enter them under the Careers column on your worksheet.

Agriculture, Food, and Natural Resources


Architecture and Construction

Arts, A/V Technology, and Communications

Business, Management, and Administration

Education and Training

Finance

Government and Public Administration

Health Science

Hospitality and Tourism

Human Services

Information Technology

Law, Public Safety, Corrections, and Security

Manufacturing

Marketing

Science, Technology, Engineering, and Mathematics

Transportation, Distribution, and Logistics


Now that you’ve completed the career planning worksheet, it’s time for some reflection and research. Take a look at your worksheet and consider
where your personal interests, skills, and career aspirations overlap or diverge.
Тема 2. Online продажи
Sales vocabulary

English Перевод на русский

wholesale оптовая продажа

service услуги

retail розничная продажа

representative представитель

prospect потенциальный

product продукт, товар

overcome преодолеть

objection препятствие, преграда, трудность

in bulk оптом

guarantee гарантия

follow up завершать

discount скидка

deal сделка
English Перевод на русский

customer покупатель, завсегдатай

cold calling телефонные продажи

close подписание сделки

client клиент

consumer потребитель

sample образец

after-sales service послепродажное обслуживание

buyer покупатель

chain store сеть магазинов

convenience store круглосуточный магазин

coupon купон

department store универсальный магазин

extranet экстрасеть

franchise франшиза

trial order пробный заказ

packaging упаковка

product line линия продукции

shopping centre торговый центр

trade fair торговая ярмарка

door-to-door sales прямые продажи

direct sales прямые продажи

outlet магазин, точка продаж

commission комиссия

bargain выгодная покупка

order заказ
 English Перевод на русский

delivery доставка

payment оплата

price list наименование цен

complaint жалоба

expiration истечение

receipt чек об оплате

defective, faulty бракованный

price tag ценник

SUCCESSFUL ONLINE SALES: THE SECRET TO SELLING ON THE WEB

Online shopping basics haven't changed much over time - a list of categories, details of the products and a 'shopping basket'. So why is selling on
the web so difficult?
In years of creating online stores, we've lost track of the number of retailers that have said "I've tried selling online, but it doesn't really work for
me". Intriguingly, in the same time period, we've helped many clients sell online and it's always worked out.
So what's the difference between success and failure? Time to crack out a cliché: you get out what you put in. Unsurprising, perhaps, but half-
hearted online selling is a common stumbling block for many businesses that give the Amazon thing a try.
High street retailers know that making sales depends on the location of their stores, the presentation of their products and the service delivered by
their staff. A friendly well-lit store on a busy street will always outperform a dusty outlet that's hidden down an alley.
Unfortunately online stores are not always viewed in the same light. Off-the-shelf software makes selling widgets via the web so easy that
business owners often just 'have a bash' to see how things go. It's usually bad. WhatYouSeeIsWhatYouGet (WYSIWYG) text editors may give you the
ability to edit your own website, but they are the start of a slippery slope. Soon content becomes confusing and amateurish, product photos are of poor
quality and navigation is inconsistent, bordering on useless.
In fact, unless products are priced without a margin, no-one will shop at such stores. The company's reputation will suffer, and the experiment
will be written off as a failure.
ATTRACTING SHOPPERS
Why is Oxford Street the UK's premier shopping street when it's hated by all who have walked it? Because being in the middle of London means
lots of people, which means lots of shops.
The online equivalent of Oxford Street is Google. Recent research suggests that most purchasing decisions - whatever they're for - start with an
internet search. These searches are probably for something like 'digital cameras'; note that the keywords used aren't the name of a store, but the category of
product required. How do you make your company stand out? Here are some ideas...

Content: A high search ranking for generic keywords is essential, and essential to this is content. When Google scans a site, it catalogues written

content. When other people link to you, it's because your site has something interesting that they want their readers to see. Both factors result in higher

search rankings, which result in more visitors and, of course, more sales. So, get writing content. Whether it relates directly to your company, your products,

or is simply a general guide on, say, the season's fashions, get it up there.
 Online advertising: You can also advertise on search engines, and we recommend it. Google is the new Yellow Pages and a well-placed ad on

their Adwords system can do wonders for the traffic to your website (and even have a profound effect on telephone and walk-in business). Indeed, if you

wish to get serious about selling online, we recommend you spend as much on online ads as you did on the store itself - every year.

Feeds: Internet shoppers increasingly use price-comparison sites to find what they're looking for. So getting your products on the main price

aggregating sites (such as Google Products, Kelkoo and PriceRunner) is essential and, in some cases, free. Oddly, price comparison sites aren't just about

price. They're about finding specific products without having to trawl hundreds of possible sites. By providing 'feeds' of information (i.e. your product

catalogue) to these sites you can ensure your products are seen by the people that are searching specifically for them.

Any of the above will help you attract more customers; applying them together will all but ensure it. Your next challenge is to make the most of

that virtual footfall.

TURNING SHOPPERS INTO CUSTOMERS
There are two types of internet shoppers: those that need help in selecting the right product and those that know exactly what they're looking for.
Satisfying both types can be tricky, as you must 'add value' to both types of shopping experience to differentiate yourself from your competitors.
Good high street stores present their products effectively, using attractive displays and sympathetic lighting. Big chains are getting better and
better at showcasing their products and the same goes for online stores. We're not suggesting that every web store must be the online equivalent of Harrods,
but at the least it has to look professional; your customers will also shop at Amazon and there's no need for the comparison to be unfavourable.

Image: Your shop should look good - as with books and covers, people judge businesses by their websites. Keep your store's image fresh and

elegant. Provide product details that go beyond the manufacturer's specs. Ensure images are consistent, high quality and have a 'click here to enlarge' option.

Navigation: Whether they have a target in mind or just want to browse, people need to be able to get around your store quickly and easily. A

search facility should help those who already know what they're looking for while clear and intuitive navigation will assist the others in finding their way

around.

Stay on the customer's agenda: It's tempting to think that the more you show people the more they are likely to buy. Unfortunately not. Make it

easy for customers to find what they're looking for and they may hang around to buy something else; make it hard and they'll leave. Even Ikea's website

doesn't make you trawl through the whole shop.

Help with the buying decision: Your site can provide 'walk-throughs' for people who can't make their minds up, providing an online equivalent of

the in-store assistant. Using buying guides to explain product terminology, whether bicycles or bedsteads, is a good start. You can also address the different

reasons customers have for buying from you: are they looking for a style statement or comfort and what would you recommend in each case?

Cross-sell: Unobtrusively, of course. When products go well together, group them on one page. John Lewis do it with clothing -selling outfits

rather than items; Ocado do it with food - selling recipes rather than ingredients; and we do it with our famousTripp Trapp pages - making Back in Action

the biggest seller of Tripp Trapps in the world!

So, the customer wants to buy your product! Don't breathe that sigh of relief just yet - there's still plenty of opportunity to lose the sale.
CLOSING THE SALE
Have you ever gone to the tills in a high street store and been told to 'open an account' before you buy? Is there ever a packing charge that isn't
revealed until you hand your details over? You'd most likely walk out.
While you can't see internet shoppers walking away, it happens; people claim an incredible variety of reasons for giving up just before purchase,
and only one is the price. If you make it easy for potential customers to spend money, they will, but if the checkout process is difficult they'll go elsewhere
(think queues in sandwich shops).
To maximise sales you need to minimise the 'leaky pipe' effect where loads of potential customers go in at one end, but relatively few actual
customers come out at the other. It's not rocket science - once people have started to buy, they want to finish - don't give them a reason not to.
Availability: It might not make a sale, but it could definitely break one. If customers can't find out whether you have the product they'd like in
stock or how long it will take to reach their door, they might as well not be there.
Delivery: Give customers a choice of delivery dates, and make the costs clear up front; having both quick and low-cost delivery options will make
sure all tastes are catered for. Of course, if you can offer next day delivery for free, so much the better!
 Streamline the purchase process: Giving customers the choice of whether to open an account will remove a big obstacle for some people. If using
third-party checkout systems, ensure they integrate smoothly. Every click counts.
Price: There's no getting away from the fact that price does matter, particularly on the internet where comparisons are easy. However, although
your prices will need to be broadly competitive, adding value to the shopping experience will attract both new and repeat customers and mitigate any
premiums you have. Don't, by the way, think that offering a popular product at a low price to attract custom through the search engines will lead to sales of
other products at better margins. This is a fallacy, unless you're Tesco.
So, we've covered attracting shoppers, making them customers and closing the sale. There are a lot of parallels with high street shopping and, if
you're in the retail business already, the lessons are the same: it's about understanding the psychology of customers' buying processes and designing your
approach accordingly.
TECHNOLOGY
There are a few other - more geeky - aspects of online shopping worth covering here.
Accessibility - Make your site accessible. This doesn't only mean ensuring users with disabilities can read it (a legal requirement), but also users
with varying standards of computers and software. For example, at the time of writing, 25% of users have a screen that is only 800 pixels wide (...that's
small!). Making your website wider than this is like putting ceilings in a showroom at 5'6".
Security - Strong security is essential for your sake as much as your customers'. Don't overlook the perception of security, though. If a potential
purchaser doesn't feel your site is trustworthy they will not buy, no matter the reality. Ensure people never have to wonder whether their transaction is
encrypted and ensure any third-party payment processing looks trustworthy by integrating it seamlessly with your checkout process.
URLs - The text in the address bar at the top of a web browser; URLs have an important effect on search engine rankings and ease of use. Use plain text,
such as www.dianamaynard.com/jewellery/stone/ruby, rather than 'unfriendly URLs' (obscure combinations of characters) that mean both your visitors and
Google have no idea where they are.
Headings - In web design, these are the <H1>, <H2>, <H3>, etc tags. It sounds simple, and it is: structuring your page using headings will get
you a higher search ranking.
Metadata - Not only does good metadata (such as page titles and alternative image text) boost your search ranking, it also ensures that your site is
accessible to everyone. Make it descriptive and relevant to each individual page or image.
Keyword Density - The terms your visitors enter in to search engines when they're trying to find the products that you sell are keywords. Make
sure you use relevant keywords liberally in your site and you'll maximise your chances of a good ranking.
Site Maps - The major search engines allow site owners to submit maps of their sites in XML format (for example  Google SiteMaps). This allows
the search engine to scan every bit of the site and enables it to provide more relevant information on results pages.
XHTML 1.0 Strict - If you're starting a new website, make sure it's Strict XHTML. This means it complies to the W3C's standards for web
programming. There are lots of really good reasons for doing this - the biggest being that Google will find it easier to read (and therefore list) your site.
Adobe Flash - It's the icing, not the cake. It sweets the overall experiences and can do wonders for aesthetics. However, just as no-one wants a
cake made entirely of icing, it's best to steer clear of Flash-only sites and avoid using it for the navigation; it can cause all sorts of problems. Also, curb the
temptation to have a 'click here to see our non-flash site' option, as it's very easy to end up with inconsistent and out-of-date information running on parallel
sites. The very need for a dual site acknowledges the limits of the technology! 
IN SUMMARY
People are looking for the products you sell every day and most of them start their search on the internet. By having a web presence, you make it
possible for them to find you. By having a web store you can make sales directly, reaching a much wider audience and growing your business.
If you're going to sell online, do it well. Treat your online store with the same care and attention as you would high street premises and the sales
will flow in. Following the concepts in this article has led to much success for our clients. We hope it helps you.

Exercises

I. Choose the right synonym

QUESTIONS:

1. There has been a drop in sales. = Sales have _________________. 

   decreased

   downed
   increased

2. Sales have increased for three years _________________. = Sales have increased for three years in a row.

   even

   straight

   forward

3. You have to market these particular attributes. = You have to market these particular _________________.

   qualifiers

   qualifications

   qualities

4. We shouldn't use the same old strategies. = We should __________________ using the same old strategies.

   avoid

   averse

   avert

5. Thanks to smart planning, we have __________________ another crisis. = Thanks to smart planning, we have thwarted another crisis.

   put forth

   unveiled

   averted

6. We shouldn't rule that out as an option. = We should still _________________ that an option. 

   reject

   consider

   contain

7. The figures are down from January. = The _________________ are down from January. 

   numbers

   numerals

   mathematics

8. Our company has seen 10 years of uninterrupted growth. = Our company has seen 10 years of _________________ growth.

   sporadic

   steady

   stagnant

9. We should market this product as being durable and dependable. = We should market this product as being _________________ and dependable.

   study
   sturdy

   studious

10. We need to develop a new strategy. = We need a new _________________.

   appraisal

   approval

   approach

II. Choose the best response for each one

1. Have you seen last month's sales ______________?

   figures

   figurines

   figs

2. Sales are ______________ by 50% compared to this time last year.

   up

   higher

   high

3. We'll be looking to hire a sales ______________ soon. 

   rap

   rope

   rep

4. In much of the business world, the calendar year is divided into four ______________.

   quarts

   quarters

   cubes

5. To write up a contract = To ______________ a contract

   drought

   draw

   draft

6. The amount on the ______________ ( = an official bill) is higher than what we agreed on.

   invoice

   draft

   paper
7. Our company offers a wide ______________ ( = variety) of software. 

   assortment

   sort

   assessment

8. I work for a company that does ______________ advertising.

   outside

   external

   outdoor

9. We plan to launch a new sales ______________ to attract new customers.

   company

   campaign

   comment

10. Our customer ______________ is made up of mostly middle-aged white men.

   basis

   base

   collection
11. For many companies, trade show marketing can be a ____________________.

   bad dream

   nightmare

   bad scene

12. One of the things you have to consider are the ____________________ for your space. 

   rent fees

   payment fees

   rental fees

13. The trade show is tomorrow and the print shop hasn't finished printing our ____________________ yet! 

   sales things

   sales materials

   selling materials

14. Our ____________________ production costs are low, since we're setting it up ourselves.

   booth

   box

   boot
15. I ____________________ five trade shows last year.

   attended

   went

   atoned

16. Stacks of business cards = ____________________ business cards

   A couple of

   No

   Lots of

17. A trade show isn't worth your time and effort if it doesn't produce good ____________________. 

   leads

   loads

   experiences

18. One of the main reasons we're attending the trade show is to connect with ____________________. 

   potential partners

   potential partnerships

   potent partners

19. Trade shows produce about 20 ____________________ of our annual leads.

   percentage

   percent

   average

20. Setting up a professional looking booth and presentation will help up to raise our ____________________.

   opinion

   look

   profile

Тема 3. Компании
Companies
 Businesses come in all shapes and sizes, depending on their main function and what they are trying to achieve. We may talk about external and
internal structures of companies.
External structures of companies
In the private sector, most businesses are sole traders, partnerships or limited companies.
A sole trader (also called a sole proprietorship) describes any business that is owned and controlled by one person. They run a business,
receiving all profits and responsible for all liabilities (= debts). A sole trader may also employ workers. These businesses tend to be small, primarily service
and retail businesses.
A partnership is a business owned by two or more people. Doctors, dentists and lawyers are typical examples of professionals who may go into
partnership together. They can benefit from shared expertise, but like the sole trader, have unlimited liability.
A limited company (also called a corporation) is a legal entity which has the right to issue stock (or shares). The people who own one or more of
the shares are called shareholders. They have limited liability which means they cannot lose more than their initial investment (as opposed to sole traders and
partnerships). The owners (shareholders) elect the board of directors which is responsible for appointing the company’s managers and setting enterprise’s
objectives.
Many corporations are highly successful business organizations, with profits far exceeding those of many sole proprietorships and partnerships.
Internal structures of companies
The structure of business organizations depends on the nature of their activities. A manufacturing firm may have a different structure from one
providing a service.
Today, most large manufacturing organizations have a functional structure, including production, finance, marketing, and personnel (or human
resources) departments. Such a structure is also called hierarchical or pyramidal. The head of each area is called a director.
There is a clear line or chain of command running down the pyramid. It starts with the Board of Directors and the Managing Director, who make
the firm's decisions. Below them are the department managers, then the section heads and finally to the shop floor or office staff. At each stage in the chain,
one person has a number of workers directly under them, within their span of control. This person directly responsible for a group of workers is called their
line manager. In this way all the people in the organization know what decisions they are able to make, who their superior (or boss) is, and who their
immediate subordinates are.
Now let’s talk about the function of the four principal departments in a manufacturing company.
The Department of Production is responsible for turning raw materials into finished goods;
The function of the Department of Marketing includes consumer and market research, selling, advertising and distribution;
The Department of Finance deals with the accounting, recording, controlling and analysing of the firm's funds;
And the Personnel Department is responsible for employing and dismissing staff, salaries, assessment and training.
In the end I’d like to present a short description of an organization structure of a manufacturing company.
The Managing Director (or Chief Executive Officer) reports to the Chairman (or President) and the Board of Directors. The company is divided
into four major departments: Production, Marketing, Finance, and Personnel. The Marketing Department is subdivided into Market Research, Sales, and
Advertising & Promotions. The Finance Department contains both Financial Management and Accounting. Sales consists of two sections, the Northern and
Southern Regions, whose heads report to the Sales Manager (line manager), who is accountable to the Marketing Manager.

Why Moore Stephens Channel Islands?

1.
BOARD OF
Match the following headings with the paragraphs of the text.
Stature, Value, An Integrated Service, Stability DIRECTORS
A. –
Established in 1968, Moore Stephens ChannelWITH
Islands offices
A CHAIRMAN
in Jersey and Guernsey
(GB)have a track record of providing professional services to our clients,
both private and institutional. OR PRESIDENT (US)

B. – MANAGING DIRECTOR (GB)

OR CHIEF
With 11 partners and more than 140 members of staff, weEXECUTIVE OFFICER
are one of the largest (CEO)
firms in the Channel Islands providing Stock Exchange Listing services and
(US)
have been involved in a number of listings internationally.

MARKETING PRODUCTIO PERSONNEL FINANCE

DEPARTMEN N DEPARTMEN DEPARTMEN
T DEPARTMEN T T
(MARKETING (PERSONNEL (FINANCE
 GER) GER) GER)
DIRECTOR/MANA
GER)
Market Sales Advertising Financial Accounting
Research (MANAGER
Moore Stephens Jersey and Guernsey are independent member & firms of Moore Stephens Management
International Limited, one of the world’s leading accounting and
/
consulting networks, with in Promotions
excess of 600 offices located
DIRECTOR in over 90 countries around the world, and have the flexibility to offer the services of these offices
if requested, or alternatively, work)with a client’s own advisers.

Northern
C. – Southern
Region
Our experienced Stock Exchange Listings teamRegion
is supported by chartered accountants, lawyers and specialists in taxation and banking. The diverse skill set
allows the selection of staff to best complement a client’s needs to provide a seamless and integrated service.

D. –
We aim to optimise efficiency and add real value in monetary terms, whilst not compromising the offshore status of the structure and professional standards,
thus developing long standing relationships.
Why Channel Islands Holding Companies?
The Channel Islands (Jersey and Guernsey) are attractive locations in which to incorporate holding companies for Listing on Stock Exchanges worldwide.
There are approximately 100 companies listed on exchanges, such as London, Amsterdam, Toronto, New York and Hong Kong, with a combined market
capitalisation in excess of Ł100 billion. Sectors include mining, oil and gas, metals, media, real estate, pharmaceuticals, support services, finance and
investment.

2. Match the following headings with the paragraphs of the text.

Location, Tax Environment, Reputation, Quality, Crest, Corporate Laws, Speed of incorporation

a) ____________ - Jersey and Guernsey are renowned both by the markets and investors for their outstanding international reputations offering the
comfort of recognised reliability, substance and appropriate regulation.

b) ____________ - The depth and breadth of legal, accounting, and administration expertise and well established precedents, enables these complex
transactions to be undertaken in an effective manner leading to lower costs and swift turnaround.

c) ____________ - business with an international reach can derive a real advantage from having a holding company managed and controlled in a tax
neutral jurisdiction.

d) ____________ - the laws are robust and ‘investor friendly’ as they are modelled on English law. As such, they ‘look and feel’ like their English
counterpart. They tend, however, to be more flexible and there is a greater range of corporate entity types.

e) ___________ - the company generally takes less than four days to incorporate although a same day incorporation facility is available.
f) ___________ - shares settle through Crest in the same manner as UK companies.
g) ___________ - the Islands are within close proximity to the UK and are in the same time zone.
3. Find the following expressions in the text.
1. all the achievements or failures that someone has had in the past (noun phrase)
2. the good reputation a person or organisation has, based on their behaviour and ability (noun)
3. an amount which is more than expected (phrase)
4. (of people who do particular jobs) having successfully finished the necessary training and examinations (adj)
5. to make something seem better when combining with it (verb)
6. during the time that (conjunction)
7. the total value of a company’s shares on the stock market (noun phrase)
8. famous for sth (ajd)
9. when a business, plan or system suddenly becomes successful (noun)
10. the limit within which someone can achieve sth (noun)
11. to get sth from sth else (verb)
12. the inclusion of sth as part of sth else (noun)
13. top of sth (noun)
4. Complete the text about operations with the words and phrases in the box.
back-office functions behind the scenes
day-to-day basis liaise closely makes a profit
meet their needs recruit step on anyone’s toes
 Everyone knows the functions of company departments such as Marketing and Finance. Marketing is about promoting the company, and making
sure that customers
can fi nd products that 1 . Finance is about controlling the resources of a company to make sure that the business 2 .
But what about Operations? The department name is less well-known, yet many large companies are run on a 3 by Operations
Managers. Operations is about the internal processes of a company. In a manufacturing company an Operations Manager will make sure the production
process is running smoothly. In a hotel they are responsible for bookings, front desk, maintenance, etc. In a bank they look after the administration of
accounts and other 4 .
Operations Managers have to 5 with people from other departments. In the factory, it is with Purchasing Managers who buy the raw
materials. In the hotel, it is with Human Resources Managers who 6 new staff. In the bank it is with IT Managers who work 7 to keep
everything running. So the Operations Manager has to be careful not to 8 .

5. Read what Pieter says about company culture at his previous company and his current company. The text has eight wrong words. Find
them and correct them.
In my last job I worked for a large telecommunications company. It used to be the estate-owned monopoly, but they privatized it in the nineties.
Unfortunately, the cultural there hasn’t really changed. Decision-making is very slowmoving and bureaucracy – everything has to be agreed all the way up
the chain before action can be taken.
I didn’t really like working there, and I moved to a smaller competitor two years ago. It’s much better now – I have more responsible because my
boss trusts me and he relegates a lot of interesting projects to me. Everybody knows what is going on and can make a contribution – communication works
well in both directions, both bottomdown and top-up. It’s a dynamic, innovation company and we’re growing fast. I hope to continue working here for
several more years.

6. Rearrange the letters to make words. Use the definitions in brackets to help you.
1 enrtrepeenur entrepreneur
(someone who starts a company and makes business deals)
2 citapal
(money used to start or invest in a business)
3 funoder
(someone who starts an organization)
4 prmeeiss
(the buildings that a company uses)
5 puchrase
(formal buy something)
6 tunvorer
(the money a business makes = revenue)
7 seahrs
(the equal parts of a company which people can buy
and sell)
8 actisiquion
(buying another company; = take-over)
9 cotellaral
(property or money that you promise to give the bank if
you cannot pay back a debt)
10 damend
(the desire or need that customers have for a product)

7. Match an item on the left with an item on the

right to make phrases from the text opposite.
1 start-up equity
2 exit name
 3 brand company
4 a going market
5 private concern
6 a gap in the strategy
7 do a profit
8 employ capital
9 fail staff
10 make some market research
11 raise to get enough customers
12 rent premises
Тема 4. Великие идеи
Product, placement, promotion, and price are four elements of the marketing mix crucial to determining a brand's unique selling
proposition
Product
The term "product" is defined as anything, either tangible or intangible, offered by the firm; as a solution to the needs and wants of the consumer;
something that is profitable or potentially profitable; and a goods or service that meets the requirements of the various governing offices or society. The two
most common ways that products can differentiated are:

1. Consumer goods versus industrial goods, and

2. Goods products (i.e. durables and non-durables) versus service products

Intangible products are service-based, such as the tourism industry, the hotel industry, and the financial industry. Tangible products are those that
have an independent physical existence. Typical examples of mass-produced, tangible objects are automobiles and the disposable razor. A less obvious but
ubiquitous mass produced service is a computer operating system.
Every product is subject to a life-cycle that starts with its introduction and is followed by a growth phase, a maturity phase, and finally a period of
decline as sales falls. Marketers must do careful research on the length of the product's life-cycle and focus their attention on different challenges that arise as
the product moves through each stage.
The marketer must also consider the product mix, which includes factors such as product depth and breadth. Product depth refers to the number of
sub-categories of products a company offers under its broad spectrum category. For example, Ford Motor Company's product category is automobiles. It's
product depth includes sub-categories such as passenger vehicles, commercial vehicles, transport vehicles, et cetera. This broad spectrum category is also
known as a product line. Product breadth, on the other hand, refers to the number of product lines a company offers.
Marketers should consider how to position the product, how to exploit the brand, how to exploit the company's resources, and how to configure
the product mix so that each product complements the other. Failure to do so can result in brand dilution, which is a situation in which a product loses its
branded identity, resulting in decreased sales and perceived quality. The marketer must also consider product development strategies.
Placement
Product distribution (or placement) is the process of making a product or service accessible for use or consumption by a consumer or business
user, using direct means, or using indirect means with intermediaries.
Distribution Types
Intensive distribution means the producer's products are stocked in the majority of outlets. This strategy is common for basic supplies, snack
foods, magazines and soft drink beverages.
Selective distribution means that the producer relies on a few intermediaries to carry their product. This strategy is commonly observed for more
specialized goods that are carried through specialist dealers, for example, brands of craft tools, or large appliances.
Exclusive distribution means that the producer selects only very few intermediaries. Exclusive distribution is often characterized by exclusive
dealing where the re-seller carries only that producer's products to the exclusion of all others. This strategy is typical of luxury goods retailers such as Gucci.
The decision regarding how to distribute a product has, as its foundation, basic economic concepts, such as utility. Utility represents the
advantage or fulfillment a customer receives from consuming a good or service. Understanding the utility a consumer expects to receive from a product
being offered can lead marketers to the correct distribution strategy.
Promotion
 The three basic objectives of promotion are :

1. To present product information to targeted consumers and business customers.

2. To increase demand among the target market.

3. To differentiate a product and create a brand identity.

A marketer may use advertising, public relations, personal selling, direct marketing, and sales promotion to achieve these objectives. A
promotional mix specifies how much attention to give each of the five subcategories, and how much money to  budget for each. A promotional plan can have
a wide range of objectives, including: sales increases, new product acceptance, creation of brand equity, positioning, competitive retaliations, or creation of a
corporate image.
Price
The price is the amount a customer pays for the product. The concept of price is in contrast to the concept of value, which is the perceived utility
a customer will receive from a product. Adjusting the price has a profound impact on the  marketing strategy, and depending on the price elasticity of the
product, often it will affect the demand and sales as well. The marketer should set a price that complements the other elements of the marketing mix. A well
chosen price should (a) ensure survival (b) increase profit (c) generate sales (d) gain market share, and (e) establish an appropriate image.
From the marketer's point of view, an efficient price is a price that is very close to the maximum that customers are prepared to pay. In economic
terms, it is a price that shifts most of the consumer surplus to the producer. A good pricing strategy would be the one which could balance between the price
floor and the price ceiling and take into account the customer's perceived value. Common pricing strategies include cost-plus pricing, skimming, penetration
pricing, value-based pricing, and many more.
Exercises

1. Match the definition with the letter of the term:

a - commercial (n.)
b - billboard
c - complimentary
d - campaign
e - readership
f - slogan
g - press release
h - features
i - publicity
j - brand awareness
1. memorable motto or phrase -
2. a large, square sign used to post advertisements -
3. a statement (about a product) released to the news media -
4. an advertisement on TV, the radio, etc. -
5. the attempt to manage how a public sees a product -
6. the number of people that read a particular newspaper, magazine, etc. -
7. a plan of action (to promote a product) -
8. a measure of how popular a brand is (how many people know it, etc.) -
9. special characteristics, qualities -
10. free -

2. Choose the best response for each one

1. We just ______________ ( = got) five new contracts in China.

   landed

   lost

   listed
2. We have to create a ______________ for a new deodorant.

   campaign

   company

   approach

3. Someone once said that "all's ______________ in love and advertising."

   even

   normal

   fair

4. It's hard to develop a campaign for a product that many people perceive ______________.

   negative

   negatively

   bad

5. The stakes are high. = A lot is at ______________. ( = a lot can be gained or lost)

   hand

   sake

   stake

6. This campaign is ______________ ( = focused/based) on the concept of family.

   centered

   concerned

   called

7. Our biggest creative ______________ is to associate the product characteristics with the spirit of Christmas.

   challenge

   call

   check

8. Advertising has to be consistent with the brand "______________". ( = the way the company/advertiser wants the brand to be seen/perceived) 

   sight

   visual

   vision

9. The agency got it ______________. That's not the direction we wanted to go with this.

   incorrect

   all wrong
   improper

10. Very often in advertising, there's more to a message than meets ______________. ( = there is also a hidden message)

   your eye

   the eye

   an eye
Тема 5. Стресс
VOCABULARY STRESS
 Reading activities
A. There are hundreds of definitions of stress but even the highest medical authorities don't know what it really means. Give your own
definition of stress.
B. Read the text 'Stress and How to Cope Well With It' and think if stress can be called the disease of modern society.
Stress and How to Cope Well With It
Nowadays many people say that they are tired of their hectic lifestyle. They work too much and stop taking breaks. They forget about everything
striving for their goals and they constantly raise the bar. Very often they don't find personal satisfaction in their work and don't love what they do. They have
no sense of personal accomplishment and self-satisfaction. Some people don't feel content even when they achieve their goal. One the contrary, they feel
disillusioned and dissatisfied. Having climbed the ladder of success they find nothing worthwhile on the top. Constant fatigue, physical and moral
exhaustion, monotony and impossible pressure at work and at home can cause stress.
Stress is the emotional and physical strain caused by people's response to pressure from the outside world. Stress causes tension, irritability,
anxiety, alarm, loss of concentration, sensations of fear and panic as well as headaches and a fast heartbeat. It can result in a real breakdown of health. Stress
can even cause heart disease and cancer.
 There are a lot of stressful events in our lives, such as divorce, losing a job or having difficulties at home or at work. But changes for the better
can also cause stress, like a new baby, a wedding, and a new house. Pupils and students often face stress from problems at school, poor relationships with
peers, strict and demanding teachers, exams and many other problems.
Feeling stressed many people try to find some distraction and to escape their problems. They begin overeating, smoking, drinking, and even
taking drugs. But junk food, cigarettes, sleeping pills and alcohol don't help. On the contrary, they make things much worse and more difficult to patch up.
Stress can have a negative influence not only on our physical and mental health, but on the lives of those around us. It often makes us lose control
and shout at our spouses, relatives, friends or colleagues. Taking stress out on our nearest and dearest is the easiest way to hurt their feelings and to make
them feel depressed too.
People react to stress in different ways. Some of us are more vulnerable to stress than others. People who are always angry, impatient and
mistrustful may have more stress-related physical problems.
It is very important to try to avoid stress or at least to minimize it. That's why it is essential to notice early signs of stress and to remove some of
its causes. If you catch the trouble early, the problem may be easy to fix.
One of the best ways to cope with stress is to keep a sense of humor in difficult situations. Wise people say that laughter is the best medicine for
all diseases. It increases blood flow and it may reduce the risk of heart disease. Besides, laughter makes the body release pleasure chemicals.
Regular leisure activities and relaxing hobbies are also very important in reducing stress. If you feel depressed, yoga, swimming, bicycling,
painting or gardening can help you relax, calm down and get a new lease on life. Anti-anxiety medications and anti-depressants can be useful for dealing
with short periods of acute stress. But the side effects of such medications can be rather dangerous, that's why they must never be taken as often as vitamins.
Besides, anti-anxiety medications and anti-depressants cause addiction and may lead to suicides.
Forget about your problems. Take a day off work, domestic chores and family. Work regular hours and don't forget to take breaks and holidays.
Don't expect too much of yourself and don't try to aim higher than your capacity. Have a balance in life. Walk away from stressful situations and be positive
and enthusiastic. In other words 'don't worry, be happy.'
1. Complete each sentence (A-H) with one of the endings (1-8):
A. Stress is the emotional and physical strain caused by
B. Stress causes
C. Feeling stressed many people try to Find
D. Stress often makes us
E. People who are always angry, impatient and mistrustful
F. One of the best ways to cope with stress is
G. Regular leisure activities and relaxing hobbies
H. Anti-anxiety medications and anti-depressants can be useful for
1. some distraction and to escape their problems.
2. to keep a sense of humor in difficult situations.
3. tension, irritability, anxiety, alarm, loss of concentration, sensations of fear and panic as well as headaches and a fast heartbeat.
4. are also very important in reducing stress.
5. people's response to pressure from the outside world.
6. lose control and shout at our spouses, relatives, friends or colleagues.
7. dealing with short periods of acute stress.
8. may have more stress-related physical problems.
2. Agree or disagree. Explain your point of view
— Stress can result in a real breakdown of health.
— Stress is everywhere.
— Stress is a synonym for 'weakness' and 'helplessness'.
— Changes for the better can never cause stress.
— Overeating, smoking, drinking, or taking drugs don't help to cope with stress.
— Laughter is the best medicine for all diseases.
— It is impossible to avoid stress.
— The best way to minimize stress is to know your limits and to be in harmony with yourself.
3. Choose a situation which is the most stressful to your mind. Say what you would do in this situation to cope with stress. Describe the
situation from your own life experience when you felt stressed
• You are being asked to speak in public. But you don't know much about the subject discussed by the participants. Everybody is looking at you.
You are terrified and don't know what to say. You feel your hands shaking and your cheeks blushing.
• You are the first-year student of the University. You are taking your first exam. You are absolutely calm and self-confident as you know the
subject very well. You are taking a question card and feel a cramp in the stomach. You don't remember the answer to the question.
• You are a secretary for a large firm. You like your job as it is well-paid and interesting. The only problem is your boss. He gives you much work
and charges you with a great number of errands both important and unimportant. This time he has ordered you to type a pile of urgent documents,
though your working day is over and you have a date in the evening. But your boss insists that you should do this work right now.
• Your best friend has fallen ill and he has asked you to go to the chemist's to buy some medicine. You've gladly agreed to help him. Standing in the
queue you suddenly realize that you've lost your friend's purse with a considerable sum of money in it. You are shocked and don't know what to do.
• You've seen your brother's girlfriend kissing some other guy. You don't know whether you should tell your brother about it. You are afraid that he
won't believe you if you tell the truth. But on the other hand he will never forgive you if he learns that you have concealed this unpleasant fact.
• You've been asked to baby-sit your 5-year-old nephew. Your sister has promised that he will be sleeping the whole evening so you will have no
trouble with him. And now when she has left you are locked in her house with a shrieking child who is having a fit of hysterics and you don't know
what to do to calm him down.
4. Answer the questions
1) Why do many people feel stressed at work?
2) What kind of situation can be called stressful?
3) How do many people cope with stress? What mistakes do they usually make?
4) Why is stress dangerous not only to our health but to the health of those around us?
5) Why do people react to stress in different ways?
6) How can we avoid or minimize stress?
7) Why are anti-anxiety medications and anti-depressants dangerous to our health?
8) Do you know any effective ways to cope with stress? Say a few words about them.
5. Much can be said about the negative consequences of stress. But some people are sure that stress can be very useful. Read their opinions
and say if you agree with them or not. Fill in the table below and give your own reasons for and against stress
1. 'Stress is inevitable. It goes hand in hand with the work we do. People don't hire us to do easy things, they hire us to do difficult things and to
think that you can remove stress from that is a fool's errand. Isn't this pressure why people work in the first place? I work with people who are up for
the challenge, focused on being successful and pressure helps them reach their goals.' (Stevan Rolls, head of human resources at Deloitte)
2. 'I don't think you should shy away from stress. It forces you to perform to live up to your full potential. I like to think that even when I am on the
verge of retirement I'll still be pushing myself. It's what gets me out of bed in the morning.' (Charlie Bagot Jewitt, a former Royal Naval
commander)
3. To live without stress would be to live in a vegetative state. It's just not viable. Even the act of getting up in the morning requires effort. For many
workers it is the fact that they feel 'driven' that makes the job worthwhile and that once that feeling is gone, it is time for them to move on. It is this
environment that allows them to produce their best work.' (Glynis Kelly, senior lecturer in psychology and sociology at Cornwall College)
4. 'Spikes of stress help us to develop and survive. So view being stressed as being resilient. Resilient people see pressure as a challenge, trust that
they have control and don't see themselves as powerless. Those kinds of attitudes are at the root of any career success.' (Dr Wolfgang Seidl,
executive director of the Validium Group, which provides employee assistance programmes)
(from the article 'I love stress' by Cath Janes, The Guardian)
Stress
For Against
6. Read the quotations below. Choose any statement and comment on it
• 'Stress is basically a disconnection from the earth, a forgetting of the breath. Stress is an ignorant state. It believes that everything is an emergency.
Nothing is that important. Just lie down.' (Natalie Goldberg)
 • 'Stress is nothing more than a socially acceptable form of mental illness.' (Richard Carlson)
• Stress is a designer ailment that many of the so-called afflicted suffer from with pride.' (Janet Street-Porter)
• 'Every stress leaves an indelible scar, and the organism pays for its survival after a stressful situation by becoming a little older.' (Hans Selye)
• 'Much of the stress that people feel doesn't come from having too much to do. It comes from not finishing what they've started.' (David Allen)
I believe that stress is a factor in any bad health.' (Christopher Shays)
Find an article about stress and prepare a short speech on the problems raised in it. Speak about the author's attitude to these problems.
Тема 6. Корпоративные развлечения
Negotiations

Word Meaning

agent Person or company that acts for another and provides a specified service.

agreement Arrangement between two or more people or companies.

bargain price Reduced price

bedrock price Lowest possible price.

commitment Engagement or undertaking;  to commit oneself.

compromise Each party gives up certain demands in order to reach an agreement.

condition A stipulation or requirement which must be fulfilled.

contract Written agreement between two or more parties.

counter-offer Offer made in response to an offer by the other party.

counter-productive Having the opposite effect to that intended.

deal A business transaction.

discount Reduction in price.

estimate Approximate calculation of the cost.

facilities Equipment (e.g. parking facilities).

feasible Possible, something that can be done.

figure out Find a solution;  estimate the cost.

know-how Practical knowledge or skill.

joint venture A way of entering a foreign market by joining with a foreign company to
manufacture or market a product or service.

negotiate Discuss a business deal  in order to reach an agreement.

point out Draw attention to something (e.g. the advantages of your proposal).

proposal Course of action, or plan, put forward for consideration;   Negotiations idioms
to make a proposal.

quote Give an estimated price (a quotation).

range A selection of products sold by a company.

rebate Reduction or discount.

supply Provide customers with goods or services.

supplier Person or company that supplies goods or services.

tender A written offer to execute work or supply goods at a fixed price

turnkey Equipment ready for use or operation (e.g. a plant or factory).

underestimate Make too low an estimate of something (cost, danger, difficulty).

work out Calculate (e.g. price of something); find a solution.

above board If business negotiations are described as above board, they are open, honest and legal.
There are not secret negotiations.  Our dealings have always been above board.

have an ace up your If you have an ace up your sleeve, you have something in reserve with which you can gain an
sleeve advantage.
I'm well prepared for the negotiations. I've got an ace up my sleeve.

hold all the aces A person or company who holds all the aces is in a very strong position because they have more
advantages than anyone else.
With low production costs and excellent transport facilities, they seem
to be holding all the aces..

back to square one To say that someone is back to square one means that they have not succeeded in what they were trying
to do, so they have to start again.
When they refused the terms of the contract, it was back to square one for the negotiators..

back to the wall If you have your back to the wall, you are in serious difficulty.
With his back to the wall, the supplier had to accept the deal.

beggars can't be This expression means that you should not reject an offer if it is the only possibility you have. You have
choosers no choice.
"Beggars can't be choosers!"

bend over If you bend over backwards, you try very hard to do something, especially to please somebody.
backwards The director bent over backwards to try and persuade them to accept our proposal.

bide your time If you bide your time, you wait for a good opportunity to do something.
He's not hesitating, he's just biding his time, waiting for the price to drop.

blank cheque If you give someone a blank cheque, you authorize them to do what they think is best in a difficult
situation.
Tom was given a blank cheque and told to negotiate the best deal possible.

bone of contention A bone of contention is a matter or subject about which there is

a lot of disagreement.
The salaries have been agreed on, but opening on Sundays is still a bone of contention.

bring nothing to the If you participate in negotiations and bring nothing to the table, you have nothing of interest to offer the
table other side.
We'll never reach an agreement if we don't all bring something to the table.

clinch a deal In a business relationship, if you clinch a deal, you reach agreement on a proposal or offer.
Paul's final argument enabled us to clinch the deal.

drive a hard A person who drives a hard bargain always makes sure they gain advantage in a business deal.
bargain Be prepared for tough negotiations with Dan. He drives a hard  bargain.

keep someone If someone asks you to keep them posted, they want you to keep them informed about a situation.
posted Our agent promised to keep us posted on developments in the negotiations.

leave the door open If you leave the door open, you behave in such a way as to allow the possibility of further action.
Both parties left the door open for further negotiations.

leave no stone If you try everything possible in order to achieve something, you leave no stone unturned.
unturned The management left no stone unturned in their efforts to reach an agreement.

meet half-way If you meet someone half way, you accept to make a compromise and give them part of what they are
trying to obtain.
We can't agree to all your conditions but we could perhaps agree to meet half-way.

nitty-gritty When people get down to the nitty-gritty, they begin to discuss the most important points or the
practical details.
I was interested in the project, but we didn't get down to the nitty-gritty until his partner arrived.

play your cards If you play your cards right, you do all that is necessary in order to succeed or to obtain what you want.
right If we play our cards right, we'll get the contract.

play for time If you play for time, you try to delay or prevent something from happening in order to gain an
advantage.
He decided to play for time in the hope that the price would decrease.

prepare the ground When you prepare the ground, you try to make it easier for a future event or action to happen or be
accepted.
The two foreign ministers prepared the ground for negotiations.

sell ice to Eskimos This expression is used to describe a person who has the ability
to persuade someone to accept something totally unnecessary or useless. 
It's not surprising he was named 'salesman of the year'. He could sell
ice to Eskimos!

sign on dotted line If you sign on the dotted line, you formally give your consent to something by signing an official
document.
I consulted a lawyer before signing on the dotted line.

signed, sealed, and When an agreement, contract or treaty is signed, sealed and delivered, all the legal documents are in
delivered order.
It is hoped that the agreement will be signed, sealed and delivered before the end of the week.

skating on thin ice If you are skating on thin ice, you are doing or saying something that could cause disagreement or
trouble.
Don't mention that subject during the negotiations or you could be skating on thin ice.

sticking point A sticking point is a controversial issue that causes an interruption or blocks progress in discussions or
negotiations.
The choice of distributor was a sticking point in the negotiations.

take stock of the If you take stock of a situation you assess all the aspects in order to form an opinion.
situation He took time to take stock of the situation before making a suggestion.

turn on/up the heat If you turn on or up the heat on someone, you put pressure on them in order to obtain what you want.
If the goods are not delivered this week, we'll have to turn up the heat.

Writing Business Letters

General Guidelines

If writing a business letter takes you much longer than in your own language, here are a few guidelines that you may find helpful.
 Plan before you write

Look up words you need before you start.

Note the points you want to make, and order them into logical paragraphs.

Tone

Write as you would speak in a business conversation.

The tone should be friendly and polite.
Names

Make sure you check the gender of the addressee (the recipient),

as well as the correct spelling of the person's name and title.
Use Ms. for women and Mr. for men.

You can use Mrs. for a woman if you are 100% sure that she is married.
Dates

To avoid any confusion, write the month instead of using numbers

(e.g. January 15th, 2012  or 15 January 2012).
Be concise and clear. The easier it is to read a letter the better

Keep sentences and paragraphs short and simple.

Use straightforward vocabulary to avoid any misunderstanding.

Ask direct questions.

Rewrite any sentence that does not seem perfectly clear.

If the recipient is not a native English-speaker, it is preferable to avoid  

words or expressions that are too technical or complicated.
Remember this word order principle


Subject Verb Object Manner Place Time

     Who      Does     What      How     Where      When


Example : 
Mr. Brown will travel by plane to London on Monday, June 5th.
A technician will install the equipment in your office on Tuesday.
Avoid old-fashioned words

Although they are used in legal documents and contracts, words like 

'herewith', 'herein', 'aforementioned', etc. are rarely used in letters.

The following style of sentence is preferable:

"You will find more information on our products in the enclosed brochure."

Useful phrases and vocabulary for writing business letters

• Dear Mr. Brown

• Dear Ms. White
• Dear Sir
Salutation
• Dear Madam
• Dear Sir or Madam
• Gentlemen

Starting •  We are writing

- to inform you that ...
- to confirm ...
 - to request ...
- to enquire about ...
• I am contacting you for the following reason...
• I recently read/heard about ..... and would like to know ....
• Having seen your advertisement in ..., I would like to ...
• I would be interested in (obtaining / receiving) ...
• I received your address from ----- and would like to ...

• Thank you for your letter of March 15.

• Thank you for contacting us.
• In reply to your request, ...
• Thank you for your letter regarding ...
Referring to previous
• With reference to our telephone conversation yesterday...
  contact
• Further to our meeting last week ...
• It was a pleasure meeting you in London last month.
• I enjoyed having lunch with you last week in Tokyo.
• I would just like to confirm the main points we discussed on Tuesday.

• We would appreciate it if you would ...

• I would be grateful if you could ...
• Could you please send me ...
• Could you possibly tell us / let us have ...
Making a request • In addition, I would like to receive ...
• It would be helpful if you could send us ...
• I am interested in (obtaining / receiving) ...
• I would appreciate your immediate attention to this matter.
• Please let me know what action you propose to take.

• Would you like us to ...?

• We would be happy to ...
Offering help
• We are quite willing to ...
• Our company would be pleased to ...

• We are pleased to announce that ...

Giving good news • I am delighted to inform you that …
• You will be pleased to learn that ...

• We regret to inform you that ...

• I'm afraid it would not be possible to ...
Giving bad news
• Unfortunately we cannot / we are unable to ...
• After careful consideration we have decided (not) to ...

• I am writing to express my dissatisfaction with ...

• I am writing to complain about ...
• Please note that the goods we ordered on ( date )
Complaining
  have not yet arrived.
• We regret to inform you that our order n° ----- is now considerably overdue.
• I would like to query the transport charges which seem unusually high.

Why We Need More Ethics In Business Negotiations

 The political gamesmanship that has turned the urgent need to raise the US debt limit into a countdown to the first-ever downgrade of America’s
credit rating is perhaps the best example of why there is a real need for a higher standard of ethics in business negotiations. The fact that the stewards of ‘the
good faith and credit of the US’ seem willing to allow a very preventable catastrophic financial event damage the nation’s economic standing in the world
demonstrates how a lack of ethical judgment can ruin the future of both parties involved in a negotiation – even if the final decision is legal.
Congress and the president can legally destroy the credit rating of the US, but that doesn’t make it moral or ethical to do so. It doesn’t make good
business sense either, because the political parties, by refusing to compromise on a debt ceiling agreement, may nonetheless collaborate on a decision that
could doom any business goals either side has for the nation.
Politics aside, many corporations will ignore ethical considerations when making business decisions due to pressure from intense competition, the
quest for higher profits or simple greed. Equally, ‘winning the deal’ sometimes becomes more important for executives than compromising to establish a
relationship that could be used to forge multiple deals in the future.
Dealing ethically in business means wanting to establish a reputation for behaving fairly and honestly with competitors and clients. It also means
taking into account all stakeholders in the deal – not just the two parties negotiating, but the entire community that may be affected by the long-term
consequences. And perhaps most important, ethical business practices mean being prepared to do what’s right, even if it’s not profitable at the moment.
For example, when Johnson & Johnson decided to allow its Belgian subsidiary, Tibotec Pharmaceuticals, to distribute an experimental AIDS drug
free to people in poorer nations in 2004, the company lost money by giving the medicine away, but sped up the development time of the drug and improved
its humanitarian reputation around the world. Ethically, speeding the development of a drug that could prevent more AIDS deaths was more important than
striking a deal to make money in nations where few people could probably afford the drug at the time.
During difficult economic times especially, it may be tempting for businesses to ‘stick it’ to competitors or customers by negotiating rates that
take advantage of the situation. Businesses must remember, however, that we live in an increasingly transparent society where the terms of most deals by
public companies eventually come to light. Executives need to consider how they will defend their company once their negotiating tactics are exposed.
The consequences of being found to have negotiated in bad faith often take years to overcome. The reputational damage caused can sometimes be
irreparable. The marketplace often punishes those whose word cannot be trusted, so increased scrutiny, skepticism from analysts and fewer partners to do
ventures with are all possible outcomes of unethical negotiations. We’ve already seen the US dealing with increased scrutiny from ratings agencies, growing
skepticism about the strength of the US dollar and US Treasury bonds and a slowdown of international business deals due to the uncertainty surrounding the
resolution of the debt ceiling issue.
Negotiation skills exercises
Negotiation skills exercise The Charity Donation
Background
Every year a wealthy benefactor allocates a sum of money to charity. There are no strings attached to the donation. She worked with a team of
people to help her decide how to allocate money.
Your brief
Your team should negotiate with the other teams to secure the funds you need – referred to the briefing sheets. The overall sum of money
available is £100,000. It is known that traditionally the benefactor and her team prefer to give out large lump sum of money rather than lots of small
amounts; but also that they usually want their award of money to have the maximum impact for the most people. The benefactor and her team are busy
people and would like the charitable organisations to negotiate amongst themselves and come up with their own agreement as to how the funds should be
allocated.
Briefing sheet one AIDS foundation charity
You represent an international AIDS foundation charity whose aims are to:
Provide information and advice guidance education across the globe to those suffering from or concerned about AIDS/HIV
Establish dedicated care facilities in three countries for people in the advanced stages of AIDS.
This year you are seeking to fund the following

 Train 5 AIDS/HIV counsellors in your local area. Total cost £25,000

 Equip a small ward attached the local hospital specifically for AIDS sufferers. Total cost £95,000

Briefing sheet two animal welfare charity guide dogs for the blind
You represent an animal welfare charity which provides guide dogs for blind people in the United Kingdom.
This year you are seeking to fund the following
 Purchase 15 new dogs and train them and their users total cost £45,000
Refurbish your existing blind dog training centre in order to increase its size and improve your somewhat outdated facilities total cost £75,000
Reflective collars for guide dogs 1000 collars at £2.50 each
Briefing sheet three local church community action programme
You are members of your Local church community action programme. The aims of your charity are:
To run a job club the long-term unemployed
To offer a counseling service to and for the whole community
To provide a ‘friendly club’ for the elderly and infirm
This year you would like to fund the following
Travelling expenses for those attending job interviews total cost £10,000
Purchase of two computers with printers and software,ne for the administration of the counselling service and the second for the use of job club
members total cost £6,000
Purchase a photocopier for general use and the use of job of members total cost £5,500
Purchase a customised minibus with wheelchair access for the friendly club total cost including insurance and one year’s maintenance £30,000
Provide fully funded two-day trip to Blackpool for 30 elderly and infirm local residents total cost £24,000 including salary costs for the carers
Briefing sheet four Royal National lifeboat institution
You represent the local branch of the RNLI. Last year over 1,500 people were saved from the seas around the UK.
You are seeking to fund
A new faster and more reliable electric winch system for the lifeboat house ramp total cost £35,000
New improved GPS radio system for the two lifeboats total cost £6,000
Training courses on resuscitation techniques for all volunteer lifeboat personnel estimated cost £1000 per person. You have 24 volunteers but
some are more active than others.
New public donation marketing campaign to encourage members of the public to make financial donations to support the work of the RNLI total
cost £4,500
Briefing sheet five UNICEF asthma campaign
UNICEF seeking funding to set up a national UK asthma screening scheme.
You seek funding for
Mobile asthma clinic to tour the UK total cost £42,000
Salary costs for the staff for the above clinic total cost £35,000
Insurance and fuel costs for the mobile clinic £8,000
Funding for research into the incidence of asthma in migrant agricultural workers total cost £47,000
Daytrip to the seaside for local asthma sufferers £3,000
Purchase of 10,000 asthma inhalers at £3 each
Funding for an information leaflet for members of the public to inform them about asthma 100,000 leaflets at 10p each
2 курс 4 семестр
Тема 1. Маркетинг
Marketing  -  Sales
 Word Meaning

after sales service Service that continues after the sale of a product (maintenance, etc.)

agent Person or company that acts for another and provides a specified service.

B2B e-commerce Business to business e-commerce : use of commercial networks, online product catalogues and
other online resources to obtain better prices and reach new customers.

B2C e-commerce Business to consumer e-commerce :

online sale of goods and services directly to consumers.

benchmarking Comparing one's products to those of  competitors in order to improve quality and performance.

buyer 1) Any person who makes a purchase.

2) A person employed to choose and buy stock for a company.

cash refund offer Offer to pay back part of the purchase price of a product to customers who send a "proof of
purchase" to the manufacturer.

chain store Two or more shops or outlets that have the same owner and sell similar lines of merchandise.

client A person who buys services or advice from a lawyer, an accountant or other professional.

close Finalize a sale or deal.

convenience store Small shop located near a residential area that opens long hours, seven days a week.

coupon Certificate that gives customers a saving when they purchase a specific product.

deal A business transaction.

department store A large shop or store that carries a wide variety of product lines.

direct investment Entering a foreign market by setting up assembly or manufacturing facilities in that country.

discount A reduction in price.

e-commerce Buying and selling by electronic means, primarily on the internet.

e-marketing Promotion of products and services over the internet. Choose the

extranet Network that connects a company with its suppliers and distributors

follow-up Maintain contact after the sale to ensure customer satisfaction.

franchise Association between a manufacturer or wholesaler (franchiser) and an independent business

person (franchisee) who buys the right to own and operate a unit in the franchise system.

guarantee A promise that product will be repaired or replaced if faulty.

intranet A network that connects people to each other within a company.

joint venture A way of entering a foreign market by joining with a foreign company to manufacture or market
a product or service.

market leader The company with the largest market share in an industry.

mark up Percentage of the price added to the cost to reach a selling price.

opinion leader Person with a reference, who, because of competence, knowledge, or other characteristics, exerts
influence on others.

packaging Designing and producing the container or wrapper for a product.

product line A group of products that are closely related.

prospect A potential customer.

representative A person who represents and sells for a company.

retail To sell in small quantities, as in a shop, directly to customers.

shopping centre Group of shops developed and managed as a unit.

telephone marketing Using the telephone to sell directly to customers.

trade fair An exhibition at which companies in a specific industry can show or demonstrate their products.
 5. The next step is to ________________ the results. = The next step is to measure/evaluate the results.

o gather

o inquire about

o gauge

6. Who is going to be the lead on this project? = Who is going to be in __________________ of this project?

o head

o front

o charge

7. Which approach do you recommend? = Which approach do you ___________________?

o suggest

o exaggerate

o subdue

8. We shouldn't _______________ the importance of these recent developments. = We shouldn't overemphasize the importance of
these recent developments.

o exacerbate

o exaggerate

o exercise

9. He _______________ to bring up several important issues. = He didn't bring up several important issues.

o fell

o folded

o failed

10. A new business prospect = A _________________ customer/client

 potential

 potent

 patented

2. Choose the best response for each one

1. When marketing specialists speak about a ______________, they are referring to a decline in an economic cycle.

 downsize

 downturn

 downtime
2. Horizontal marketing refers to when two companies market their products ______________ ( = together)

 joined

 jauntily

 jointly
3. When marketers speak about "engaging" an industry, they are referring to creating an interest or ______________ within the
industry about a product, service, etc.

 clientele

 buzz

 stupor
4. We've been trying to create a new metric ( = method/system) of ad ______________.

 effectiveness

 affectation

 affliction
5. On the internet, consumers can take part in a kind of ______________ marketing, which means that not only does a company
market to the consumers, the consumers themselves can create content (through an application on a website, etc.)
  two-way

 two-approach

 two-direction
6. The phenomenon in the previous question is commonly referred to as "consumer-______________ media."

 general

 given

 generated
7. To put something "______________" = To focus on the importance of something, to devote most of one's attention to something

 front and center

 outright

 in the front
8. Unfortunately, this analysis doesn't really show the ______________. ( = all the facts, what's really going on)

 whole picture

 whole painting

 whole drawing
9. If something is an industry-______________ standard, it means that it is used/adhered to by most people in the industry.

 wise

 wide

 wire
10. The ______________ new iPhone was launched last year.

 people waiting on

 awaited much

 much awaited
Advert, advertisement or ad?
All these forms of the words are correct but adis mostly used in spoken English only. You should also be aware of a common
pronunciation problem:
advert

advertise

advertisement

This means that you make an “iss” sound when say advertisement.This is a very common mistake and one way to avoid it is to say and
write advert.
Different forms of advertising
Adjectives to describe advertising

Other related words

 Complete the crossword
1 2 3 4

7 8 9 10

11 12

13

14 15

16 17

Across:
2.An adjective that describes an advert that makes you believe in the product or service being advertised
5.Barclaycard _______ the Champions League
6.____________ placement is when a company gets a film company to use something it makes in a film so that viewers will see it.
10."Washo" is a new ______ of soap powder.
11.A word for advertisements that are shown on television.
12.You see these in the cinema. They advertise films that are coming to a screen near you soon.
13.Another word for a leaflet. You may get handed one of these in the street or see them posted on lamp posts advertising something that is
happening near you.
14.A large poster - often seen on major roads - used for advertising
16.The annoying tune advertising something. They are normally quite catchy and short
17.If an advert is easy to remember, it can be described as ____________
Down:
1.MacDonalds ______ is the golden arches
2.An example of this is when a company reduces the price of a product to try and get more customers to buy it. Buy one, get one free.
3.Another way of describing adverts you hear on the radio
4.David Beckham earns millions of pounds not just because he can play football, but also because he __________ many products
7."Just Do It" is Nike's __________.
8.Most large comapnies have a sales and ____________ department
9.An adjective to describe an advert that is both clever and funny
15.An advertising ____________ is the type of company that specialises in making adverts

Тема 2. Планирование

Investments - Stock Market

 Word Meaning

Bid The price a buyer is willing to offer for shares in a company.

Blue Chip Stocks

Stocks of leading companies with a reputation for stable growth and earnings.

Bond Certificate issued by companies and governments to their lenders.

Capital Money and other property of companies used in transacting the business.

Capital stock All shares representing ownership of a company.

Commodities Products such as agricultural products and natural resources (wood, oil and metals) that are
traded on a separate, authorized commodities exchange.

Dividend A portion of a  company's earnings which is paid to the shareholders/stockholders on a

quarterly or annual basis.

Equity The value of stocks and shares;  the net value of mortgaged property.

Equities Stocks and shares which represent a portion of the capital of a company.

Futures Contracts to buy or sell securities at a future date.

Insider All those who have access to inside information concerning the company.

Insider dealing / trading Buying or selling with the help of information known only to those connected with the
business.

IPO Initial Public Offering - selling part of a company on the stock market.

Issue Put into circulation a number of a company's shares for sale.

Liabilities The debts and obligations of a company or an individual.

Mortgage Agreement by which a bank or building society lends money for the purchase of property,
such as a  house or apartment.  The property is the security for the loan.

Mutual fund Savings fund that uses cash from a pool of savers to buy securities such as stock, bonds or
real estate.

Option The right to buy and sell certain securities at a specified price and period of time.

Par value Nominal face value.

Penny stock Shares selling at less than $1 a share.

Portfolio Various types of securities held by an individual or institution.

Securities Transferable certificates showing ownership of stocks, bonds, shares, options, etc.

Share The capital of a company is divided into shares which entitle the owner, or shareholder, to a
proportion of the profits.

Share certificate Certificate representing the number of shares owned by an investor.

Shareholder Owner of shares.

Speculator Someone who buys and sells stocks and shares in the hope of making a profit through
changes in their value.

Stock Shares (portion of the capital of a business company) held by an investor.

Stockbroker A licensed professional who buys and sells stocks and shares for clients in exchange for a
fee called a 'commission'.

Stockholder Person who owns stocks and shares.

Trader Investor who holds stocks and securities for a short time (minutes, hours or days) with the
objective of making profit from short-term gains in the market. 
 Investment is generally based on stock price rather than on an evaluation of the company.

Trading session Period during which the Stock Exchange is open for trading.

Venture capital Money raised by companies to finance new ventures in exchange for percentage ownership.
 Long-term investments
For the really long-term investor, one who is prepared if necessary to have his capital tied up over a period of many years, a long-dated
fixed-interest stock bought at a time when interest rates are at a high level is perfectly suitable. But for him there are also other possibilities not
open to a short-term investor.
Investment Test Questions
1. What is a gilt-edged stock?
2. In what two ways could you invest in gilt-edged stocks?
3. Are you sure of getting your money back when buying gilts?
4. Why are government stocks of identical maturity dates priced at such different levels on the Stock Exchange?
5. How is the flat income yield calculated on a fixed-interest stock?
6. What is meant by 'redemption yield'?
7. What is the main reason for periodic changes in the general level of prices of gilt-edged stocks?
8. What does the term 'coupon rate' signify?
9. What are the main advantages and disadvantages from buying gilts on the National Savings Register as opposed to the normal Bank
of England Register?
10. What CGT would be payable on a profit made on the sale of a gilt-edged stock?
11. Why do local authority loans give a better income yield than central government gilts?
12. Can one invest in fixed-interest securities in the company sector?
Choose the best response for each one
1. The global central banks want to keep interest rates at ___________________ ( = unnaturally) low levels.

 artificially

 improved

 seemingly
2. This is not going to end soon. = This is not going to end in the ___________________.

 short term

 short cut

 long term
3. Sometimes government ___________________ is necessary. = Sometimes the government has to get involved.

 introspection

 invention

 intervention
4. The numbers gave us important ___________________ on why the banks failed. = The numbers helped us to better understand why
the banks failed.

 insiders

 insights

 instincts
5. The markets ___________________ ( = reached) a three year low yesterday.

 halted

 hailed

 hit
6. He was ___________________ as ( = considered, seen as) the savior of Wall Street.

 hailed

 halted

 hit
7. 18 months in a row = 18 _______________ months

 consecutive
  disclosed

 constrained
8. at an ___________________ low = at the lowest level in history

 allocated

 altogether

 all-time
9. This was supposed to ___________________ ( = create) confidence in the bond markets.

 make

 build

 place
10. to ___________________ headlines = to appear in headlines (of newspapers, magazines, etc.)

 collect

 garner

 allocate
Тема 3. Управление персоналом
Pre-reading activities
Exercise I.
Pronounce the following correlative words and translate them into Russian.
production – product – productivity – productive; competitor – competition – competetive; plan – planned – planning; analytical – analysis –
analytically – analize – analyst;
Exercise II.
Practise the pronounciation of the words. Translate them into Russian.
Three-story structure (pyramid); levels of management; first-line managers; middle managers; operating employees; responsi ble for; define
policies; hard work; good luck; executive; chief executive officer; member of the Board; activities; supervise; su pervisor; division manager;
department head; plant manager; operations manager; foreman; development; accounting; goods and services; production of goods; percentage;
customer; advertising; be in charge of; government regulations; hire; determine; ap praise; guide; ensure; employment; salary; wage; labour,
components, bonus, overtime, incentive, shift, schedule, layout, redundant.
Vocabulary
represent представлять
story этаж
top manager высший менеджер (руководитель)
middle manager менеджер среднего звена
first-line manager менеджер первого (низшего) звена
executive исполнитель
guide зд. руководить
overall activities зд. общая, вся деятельность
constitute составлять
develop разрабатывать
determine определять
rank зд. положение, ранг
title зд. положение, должность
chief executive officer (CEO) главный исполнительный директор
member член
board совет директоров, правление
implement осуществлять, реализовать
major policy основная политика
hand down зд. разрабатывать, исходить (из), спускать
operating procedure порядок работы, производственный процесс
supervise зд. руководить, осуществлять контроль
activities деятельность
division manager руководитель подразделения
department head начальник отдела
plant manager директор завода
productions procedure зд. производственная деятельность
operations manager директор производства, управлдяющий
solve решать
operating employee работник-исполнитель
former бывший, прежний
owing (to) благодаря, вследствие
promote продвигать по службе
office manager руководитель отдела
supervisor зд. инспектор, начальник
foreman мастер, бригадир
project manager руководитель проекта
labour труд
common общий, зд. обычный, традиционный
responsible ответственный
accounting бухгалтерский учет
basic training основное обучение
create создавать
convert преобразовывать
equate ассоциировать, отождесвлять
technique зд. метод
apply (to) зд. относиться (к)
customer покупатель, клиент, заказчик (постоянный)
sale продажа, сбыт, реализация
distribution распределение, зд. распространение
be in charge (of) заведовать, быть ответственным
engage (in) заниматься
design зд. разрабатывать
hire нанимать (на работу)
train обучать
apprise оценивать
performance зд. деятельность, исполнение
general manager генеральный директор
ensure обеспечивать
regulations постановления, зд. положения законодательства
concern касаться, относиться (к)
employment найм, занятьсть
provide зд. снабжать, обеспечивать
overall общий
instead вместо
 Reading activities
Careers in Economics.
Management is based on scientific theories and today we can say that it is a developing science.
But knowledge of theories and principles doesn't provide practical results. It is necessary to know how to apply this knowledge. Practical
application of knowledge in the management area requires certain abilities or skills.
Depending on its size, an organization may employ a number of specialized managers who are responsible for particular areas of
management. A very large organization may employ many managers, each responsible for activities of one management area. In contrast, the owner
of a sole proprietorship may be the only manager in the organization. He or she is responsible for all levels and areas of management.
What is important to an organization is not the number of managers it employs but the ability of these managers to achieve the
organization's goals, and this ability requires a great skill.
In other words, management is the process of coordinating the resources of an organization to achieve the primary organizational goals.
Managers are concerned with the following main resources:
Each organization can be represented as a three-story structure or a pyramid. Each story corresponds to one of the three gen eral levels of
management: top managers, middle
Material resources managers, and first-line
Human resources Financial managers. Informational resources Organizational goals
resources
A top manager is an upper-level executive who guides and controls the overall activities of the organization. Top managers constitute a
small group. They are generally responsible for the organization's planning and developing its mission. They also determine the firm's strategy and its
major policies. It takes years of hard work as well as talent and good luck to reach the ranks of top managers. They are director, vice director, chief
executive officer, and members of the Board.
A middle manager is a manager who implements the strategy and major policies handed down from the top level of the organization.
Middle managers develop tactical plans, policies, and standard operating procedures, and they coordinate and supervise the activities of first-line
managers. Titles at the middle-management level include division manager, department head, plant manager and operations manager.
A first-line manager is a manager who coordinates and supervises the activities of operating employees. First-line managers spend most of
their time working with employees, answering questions, and solving day-to-day problems. Most first-line managers are former operating employees
who, owing to their hard work and potential, were promoted into management. Many of today's middle and top managers began their careers on this
first management level. Common titles for first-line managers include office manager, supervisor, foreman and project manager.
The most common areas of management are finance, operations, marketing, human resources, administration and so on.
A financial manager is primarily responsible for the organization's financial resources. Accounting and investment are specialized areas
within financial management. Because financing affects the operation of the entire firm, many of the managers of the largest companies are people
who got their "basic training" as financial managers.
An operations manager creates and manages the systems that convert resources into goods and services. Traditionally, operations
management is equated with the production of goods. However, in recent years many of the techniques and procedures of operations management
have been applied to the production of services and to a variety of non-business activities. Like financial management, operations management has
produced a good percentage of today's company managers.
A marketing manager is responsible for the exchange of products between the organization and its customers or clients. Specific areas
within marketing are marketing research, advertising, promotion, sales, and distribution.
A human resources manager is in charge of the organization's human resources programs. He or she engages in human resources planning,
design systems for hiring, training, and appraising the performance of employees, and ensures that the organization follows government regulations
concerning employment practices.
An administrative manager (also called a general manager) is not associated with any specific functional area but provides overall
administrative leadership. A hospital administrator is a good example of an administrative manager. He or she does not specialize in operations,
finance, marketing, or human resources management but instead coordinates the activities of specialized managers in all these areas.
 Accounting shows a financial picture of the firm. An accounting department records and measures the activity of a business. It reports on
the effects of the transactions on the firm's financial condition. Accounting records give very important data. It's used by management, stockholders,
creditors, independent analysts, banks and government.
Accountants are to determine the ways in which the business may grow in future. No expansion or reorganization is planned without the
help of the accountant. New products and advertising campaigns are also prepared with the help of the accountant.
Chief accountants of the company are involved in the control of the financial or business side. The job isn't the most popular one. It's a
complicated job and there are no fewer than six divisions in this department to cope with it
Book-keepers deal in taxes, cash flow, sales, purchases and different business transactions of the company. Book-keepers first record all the
appropriate figures in the books of original entry or journals. At the end of a period - usually a month - the totals of each book of original entry are
posted into the proper page of the ledger. The ledger shows all the expenditures and all the earnings of the company. On the basis of all the total of
each account in the ledger the book-keeper prepares a trial balance. Trial balances are usually drawn up every quarter and interpret the data in the
ledger and the trial balance.
The chief accounting officer of a large company is the controller. Controllers are responsible for measuring the company's performance.
They interpret the results of the operations, plan and recommend future action. This position is very close to the top executives of the company.
Auditors are usually independent certified accountants who review the financial records of a company. These reviews are called audits.
They are usually performed at fixed intervals - quarterly, semiannually or annually. Auditors are employed either regularly or on a part-time basis.
Auditors see that current transactions are recorded promptly and completely.
The economist has a vital role to play in two distinct areas of the decision-making process. First he has a contribution to make in evaluating
prospects in the economy generally and in particular industries. The data he collects and the forecasts he makes will determine which options are
taken, and which directions the investment flows take within the overall system. It is logical that the economist who is concerned with the allocation
of scarce resources should have a role to play in discussing both the range of options and the pros and cons of such options.
The second area of interest for the economist is related to the economy’s growth, which is tied up with savings and investment, the
distribution of profits to shareholders. Operations can be viewed as a microcosm of what is happening in the economy at large, whether factors are
related to economic growth, and are therefore of concern to the economist.

Post-reading activities
Exercise I. Multiple Choice. Select the correct answer

1. Practical application of knowledge in the management area requires certain

a) abilities or skills

b) advisors

c) hard work

2. A very large organization may employ many managers, each responsible for

a) particular areas of management

b) activities of one management

c) all levels and areas of management

3. Management is the process of coordinating the resources of an organization to achieve

a) the primary organizational goals

b) profit

c) high productivity

4. Top managers are generally responsible for

a) solving day-to-day problems

b) coordinating and supervising the activities of first-line managers

 c) organization’s planning and developing its mission

5. Middle managers develop

a) tactical plans, policies, and standard operating procedures

b) the firm’s strategy and its major policies.

c) the activities of operating employees

6. Most first-line managers are former operating employees, who

a) were appointed by the chief executive officer

b) owing to their hard work and potential, were promoted into management

c) were elected at the Board of directors

Exercise II. Match the parts of the sentences

1. A financial manager

2. An operations manager

3. A marketing manager

4. A human resources manager

5. An administrative manager

a) is in charge of the organization’s human resources programs

b) creates and manages the systems that convert resources into goods and services

c) provides overall administrative leadership

d) is primarily responsible for the organization’s financial resources

e) is responsible for the exchange of products between the organization and its customers or clients
Exercise III. Fill in each blank with a suitable word or word combination from the text.
1. Each organization can be represented as a three-story structure or... .
2. There are three general levels of management: top managers, . . . managers and . . . managers.
3. A top manager . .. and ... the overall functions of the organization.
4. Top managers also ... the firm's strategy and define its
major....
5. A middle manager ... the strategy and major policies handed down from the top level of the organization.
6. Middle managers .. . tactical plans, policies, and standard operating procedures.
7. They also coordinate and supervise the ... of first-line managers.
8. A first-line manager is a manager who ... and supervises the activities of operating employees.
9. First-line managers spend most of their time working with ..., answering questions, and ... day-to-day problems.
Exercise IV. Translate into English.
1. Существует три основных уровня управления (менеджмента): высший менеджмент, менеджмент среднего звена и менеджмент
первого звена.
2. Высшие менеджеры направляют и контролируют общую деятельность организации, они определяют стратегию и основную
политику фирмы.
3. Высшими менеджерами организации являются директор (менеджер), вице-директор, главный исполнительный дирек тор и
члены совета директоров.
4. Менеджер среднего звена реализует стратегию и основную политику, спускаемые с верхнего уровня организации.
5. Средними менеджерами организации являются руководитель подразделения, начальник отдела, директор завода и директор
производства.
6. Менеджер первого звена следит за деятельностью неуправленческих служащих и координирует ее.
 7. Менеджерами первого звена являются инспектор, мастер, руководитель отдела, руководитель проекта.
8. Менеджеры первого звена работают с неуправленческими работниками и решают повседневные проблемы.
9. Самыми обычными сферами управления являются финансы, производственные операции, маркетинг, людские ресурсы и
администрирование.
10. Заведующий финансами прежде всего отвечает за финансовые ресурсы организации.
11. Традиционно деятельность управляющего производством ассоциируется (is equated) с производством товаров.
12. Однако в последние годы управление производством относится к производству услуг и к деятельности, не связанной с
бизнесом.
13. Управляющий маркетингом ответственен за обмен продукцией между организацией и ее постоянными покупателями или
клиентами.
14. Управляющий человеческими ресурсами занимается (charges in) наймом, обучением и оценкой деятельности работников.
16. Административный руководитель осуществляет общее административное руководство, и он не связан с какой-либо
конкретной функциональной сферой.
Exercise V. Answer the questions.
1. What are the levels of management?
2. What are the common titles associated with top management?
3. What are the common titles that deal with middle management?
4. What are the common titles that refer to management?
5. Who is at the bottom of the management levels?
6. What are the most common areas of management?
7. What is a financial manager responsible for?
8. What is an operations manager traditionally equated with and what are the changes in recent years?
9.What is a marketing manager responsible for?
10. What does an administrative manager coordinate?
Exercise VI. Discussion.
1. Practical application of knowledge in management requires certain abilities or skills.
2. Depending on its purpose and mission an organization may include various areas of management.
Exercise VII. Complete the following sentences using suitable words or phrases from the box bellow.
managing director
director
senior executive
middle manager
junior executive
supervisor
superior
subordinate
colleage
staff
employee
work-force

1. The group of executives working below the top managers are generally called ……….. .

2. Valerie is an important person in our company. She is a member of the board of ……… .
 3. Peter, a recent university graduate, has been with the firm for a year. He is at present a ………. and is being trained managerial
position.

4. Their ………. is expanding rapidly. They now have over 5,000 employees.
5. At least 50% of our ………. have been with the company over ten years.
6. ……… in an organization generally have more fringe benefits than lower-level managers.
7. We are a small group in the Research and Development Department. Fortunately, I get on well with all my …….. .
8. Our telephone operations work under the direction of a …….. .
9. I work under Mr. Brown. He’s my …….. .
10. Sheila and Tom work under my authority. I am their boss and they are my …. .
11. I am responsible for ………….. training and development.
12. A ……….. is a person of high rank in an organization, usually next in importance to the Chairman.
Exercise VIII. Word building. Complete the following sentences with the correct form of the words
produce
e.g. a Our production of washing-machines increased by 5% last year.
b We have recently put on the market two new ……. .
c ………. per worker will increase with the introduction of the new machines.
d The … company is well-known in the agricultural industry.
e It sells mainly farm ..:- eggs, butter, milk, ect.
compete
a Coca Cola’s main …… is the Pepsi-Cola company.
b We try to stay ……. by investing heavily in advertising and promotion.
c Our company’s main objective is to keep ahead of the …… .
3 plan
a The meeting did not go as …..
b Some projects take years of ……..
c Before asking a bank manager for money, it is wise to show him a business…….
4 analyse
a Managers need to have an ……. mind.
b Our …….. showed that we needed to put more emphasis on marketing.
c We must look at the problem …….. .
Exercise IX. Complete the following sentences with the correct word or phrase (a, b, c or d).

1. Nowadays , I eat out at restaurants regularly and often go abroad for holidays. My …….. is much higher than it used to be.
a standard of living
b cost of living
c lifestyle
d way of life
2 Writing reports is not a …….. that everyone enjoys.
a duty
b work
c job
d function
Exercise XI. Complete the following passage, using suitable words and phrases from the box below.
 assembly line
bonus
capacity
component
foreman
lay off
layout
redundant
schedule
incentive
overtime
shift
quality control
robot
‘I used to work in a company which made ……….. (1) for cars. Things like spark plugs, carburettors, and, so on. We were well paid and
we had a productivity ….(2) too. And if you needed extra money for a holiday, you usually had the chance to do a bit of ……….(3). The management
was generous. They gave prizes, such as car radios, to workers who attended regularly. That was a real ……… (4) for us not to be sick! We worked
two ………. (5) at the factory – I usually worked at night. I liked the ……… (6) a lot. He let you get on with the job.
Things changed two years ago. We got several big orders at once and just couldn’t cope. The production manager got really upset when we
got behind ……(7). The …… (8) people weren’t too pleased either because a number of carburettors had defects, so they were thrown away. In the
end, the company brought in some management consultants. They studied our methods of work, then recommended automating part of the plant. That
meant changing the whole ….(9) of the factory.
Well, we did as they said. I must say, our production ………(10) did increase and stock levels became high again. The trouble is, the
management decided to cut down the work-force. At first, only a few workers were ………… (11), but later staff from all departments were made
…………. (12).
Nowadays, I’m working on an ……….. (13) in a car manufacturing factory. I spray the car bodies. Would you believe it, I hear they’re
bringing in ……… (14) to do ray job! So I’ll be out of a job again soon’.
Proverbs and sayings. Read the proverbs, find the equivalents in the native language. Use the proverbs in the situation of your own.
Money spent on the brain is never spent in vain.
Dilligence is the mother of success.
Тема 4. Конфликт
Conflict at Work
Conflict exists in every organization and to a certain extent indicates a healthy exchange of ideas and creativity. However, counter-
productive conflict can result in employee dissatisfaction, reduced productivity, poor service to clients, absenteeism and increased employee turnover,
increased work-related stress or, worse case scenario, litigation based on claims of harassment or a hostile work environment.
In this section, we look at managing the day to day conflict that occurs in all workplaces – ways to identify and understand it and ways to
manage it effectively. As an executive director or manager, it is often your role to discern when a conflict is a normal part of the work day and work
relationships or whether you need to engage an external alternative and/or refer to a more formal conflict resolution policy and procedure.
Common sources of conflict
Conflict is an inevitable part of human relationships. Where commitment to mission and long hours with minimal resources intersect,
nonprofit workplaces can be rife with conflict interchanges. Conflict can arise from managing differing perspectives and seemingly incompatible
concerns. If we can accept it as a natural part of our emotional landscape, it can be easier to work with than if we expect (or wish!) conflict to
disappear and never resurface.
As a manager, it is important to be able to identify and to understand the varying levels of conflicts and how these levels are manifested in
different ways. An early sign of conflict is that "nagging feeling" or tension you feel, indicating that something is brewing under the surface. Pay
attention to non-verbal behaviours such as crossed-arms, eyes lowered or someone sitting back or away from you or the group. These signs can
provide you with important information about your current situation and can help you in assessing your next steps. If these signs are not dealt with in a
timely manner, this sense of apprehension can shift to another level of conflict and can be manifested more directly with opposition and conviction.
This aspect of conflict is addressed in more depth in the sections below.
More often than not, these early warning signs are a part of a larger web of dynamics present in your organization. As part of our analysis,
it is helpful to understand the source of potential conflict. Below are some common sources of conflict:
Conflict type Description

Values conflict Involves incompatibility of preferences, principles and practices that people believe in
such as religion, ethics or politics.

Power conflict Occurs when each party wishes to maintain or maximize the amount of influence that it
exerts in the relationship and the social setting such as in a decision making process.

Economic conflict Involves competing to attain scarce resources such as monetary or human resources.

Interpersonal conflict Occurs when two people or more have incompatible needs, goals, or approaches in their
relationship such as different communication or work styles.

Organizational conflict Involves inequalities in the organizational chart and how employees report to one
another.

Environmental conflict Involves external pressures outside of the organization such as a recession, a changing
government, or a high employment rate.
Once you know more about where the conflict stems from, you will be better equipped to address it. A variety of factors
influence when and how conflict will surface. To get the bigger picture, consider all the sources above before taking action. Now, we will
look at the various ways in which we can respond and manage conflict.
Understanding conflict styles
Thomas and Kilman (1972) developed a model that identified five common strategies or styles for dealing with conflict. They
state that individuals tend to have a personal and habitual way of dealing with conflict which can take over when we are under pressure.
Sometimes it's the most productive style for resolving the conflict, but very often it's not and simply worsens the situation. A first step in
dealing with conflict is to discover your preferred conflict style(s) and subsequently, learn how to manage a variety of situations using
different approaches.
These styles have two basic dimensions:
Assertiveness, which relates to behaviours intended to satisfy one's own concerns. This dimension is also correlated to attaining
one's goals,
Cooperativeness, which relates to behaviours intended to satisfy the other individual's concerns. This dimension can also be
tracked as being concerned with relationships.
A combination of these dimensions results in five conflict behaviours:

1. Competing

2. Accommodating

3. Avoiding

4. Collaborating
5. Compromising
Each style is appropriate in particular contexts and learning how to be strategic when approaching conflict is ideal.

Accommodating
The accommodating style is unassertive and cooperative. The goal of this stance is to yield. Typically a person using this
conflict mode neglects his or her needs to satisfy the concerns of the other person. There is an element of self-sacrifice and this stance is
concerned with preserving the relationship versus attaining goals. The mode is also known as an appeasement or smoothing style and is the
opposite of competing.

Catch phrase: "It's ok with me, whatever you want."

Pro : Can preserve harmonious relationships, can admit there is a better way
Con : Can lead to resentment by not getting your needs met, can diminish your influence, martyr stance
Competing
The Competing style is a power-oriented mode that is high in assertiveness and low in cooperativeness. The goal of this stance
is to win. In this mode the individual aims to pursue one's agenda at another's expense. This may mean standing up for one's needs,
defending a cherished position and/or simply trying to win. The goal is deemed very important. This style is also referred to as a forcing or
dominant style.

Catch phrase: "My way or the highway."

Pro : Decisive, assertive, addresses personal needs
Con : Can damage relationships, shut others down
Avoiding
The avoiding style is both unassertive and uncooperative. The goal of this stance is to delay. In this mode an individual does not
immediately pursue his or her concerns or those of another. There is indifference to the outcome to the issue and the relationship and the
person withdraws or postpones dealing with the conflict. This style can provide a needed respite from the situation or it can inflame things
if the issue keeps being pushed aside. This mode is also known as flight.

Catch phrase: "I will think about it tomorrow."

Pro : Doesn't sweat the small stuff, delays may be useful
Con : Avoidance builds up and then blows, important issues don´t get dealt with, it can take more energy to avoid then deal at
times
Collaborate
The collaborating style is both assertive and cooperative. The goal of this stance is to find a win-win situation. Typically this
mode is concerned with finding creative solutions to issues that satisfy both individual's concerns. Learning, listening and attending to both
the organizational and personal issues are addressed with this conflict style. It takes time and effort. This mode is also known as a problem
solving or integrative style and it is the opposite of avoiding.

Catch phrase: "Two heads are better than one."

Pro : Finds the best solution for everyone, which leads to high commitment, higher creativity in problem solving, team-building
Con : Takes time and energy; if applied to all conflicts it can be draining and unnecessary
Compromise
 The compromising style lands one right in the middle of being assertive and cooperative. The goal of this stance is to find a
quick middle ground. Parties find an expedient, mutually acceptable solution by having each person give up something and split the
difference. This mode is also known as sharing.

Catch phrase: "Let's make a deal."

Pro: Fixes things quickly, satisfies needs of both parties, finds temporary settlements to complex issues, has backup up strategy
when competition or collaboration fails
Con:  Can play games, bypass longer-term solutions, compromises found may be dissatisfying and may need to be revisited
A note on conflict styles:
All the styles are relevant, useful and when used strategically, can help you navigate conflict with success. Most people have an
instant reaction to the names of the conflict styles deeming some of them better than others. People can be quick to pass judgment,
believing that competing style as bad and collaboration as good. 
Learn to keep your value judgments in check. Each style is useful and necessary. The more an individual can move with ease
between the conflict styles and use them when the timing is right, the more adept one will become at navigating tension and conflict. If you
think one is better than the other, you will be locked into certain styles that will not serve you or you will judge others who may employ
those styles at times. Obviously if someone is competing in every situation, this will have negative impacts on that person and those around
them. The same can be said of each of the conflict modes.  The trick is to understand when to use which style.
Dealing with difficult people
When working in a group, there may be times when you will have to work with a difficult person. Often times, this person is not
aware of his or her impact on the group or the implications of his or her actions on others. Depending on the perspective, everyone has
been viewed at one time or another, as a difficult person. Everybody has the capacity to be both productive and problematic in the
workplace. It is all in how you view the situation. With a simple change in perspective, your experience with a difficult person can change
from a situation that is happening to you to a possibly enriching learning experience. 
If you are experiencing a strong reaction to another person, there are two elements you need to consider:   you and the other
person. First, start with yourself. It is essential to understand why you are reacting to that person and the possible strategies you can use to
address the situation. For example, a preferred conflict style can be exacerbated by a particular method of communication. If you have a
tendency to avoid conflicts, are emails the only way you solve issues at the office? Or do you find yourself saying things on email that you
would never say in person. Many of us can hide behind our computers or take on a bolder, more aggressive persona. In essence, change
your behaviour to work effectively with someone. There are many ways in which to communicate with your colleagues – face to face
meetings, phone calls, e-mails, video conferencing etc. the possibilities are limitless.
When working with a difficult person, begin to locate the problem inside yourself. Dr. Ronald Short, in his book, Learning in
Relationship, states: "The impact someone has on us (feeling and thoughts we have inside) is our responsibility. To understand impact, we
need to look at ourselves – not judge others" (1998).  Remember, as a rule (and this is easier said than done), try not to take things
personally. Nothing others do is because of you. What others say and do is a direct reflection of what is happening inside of this person.
When tension arises, ask yourself:
What bothers me about this person?

Why is it impacting me so much?

Once you have a clearer idea why this person is upsetting you and have a larger perspective as to why they might be acting as
they are, you are in a good position to engage in a conversation.
If you decide to address the person involved, remember that successful conflict resolution depends on effective communication.
This, in turn, depends on two factors: (1) acknowledging, listening, and productively using the differences in people, and (2) developing a
personal approach for dealing effectively with difficult people. Try these suggestions:
 Address the situation immediately, directly and respectfully

Speak directly to the person and not to someone else about another person's behaviour

Separate individuals from the problems. Remind yourself that the problem is the issue or relationship, not the individuals themselves

Objectively try to understand what is behind the difficult person's actions rather than reacting right away

Examine your own contributions to the situation

Be clear in all your communication so the situation is not further complicated with misunderstandings

Discuss the issue using "I" statements (for instance, "I feel uncomfortable when you...")

Reinforce any positive changes (even small ones) made by the difficult person

When this type of discussion is conducted successfully, it results in far more than a simple change in how you address the
situation or your use of language. Remain open and curious: you have so much to learn from each other. Conflict strategies, however, are
one side of the coin; how you handle communication in relation to conflict is the corresponding side. Check out the section on
interpersonal communication to get some ideas on how to communicate effectively.

Resolution Vocabulary
COMMUNICATE
Some conflicts start because people misunderstand each other. Talking things out and explaining might take care of it.
NEGOTIATE
When two or more people decide to work out a conflict themselves, they might follow a set of steps. The steps help them work out the
conflict or negotiate.
MEDIATE
Sometimes people want to work out a problem but have trouble negotiating. They might ask someone to help them. That person is called
a mediator. He or she mediates the conflict by helping the people work it out. The mediator does not tell the people what to do; he or she
helps them decide for themselves.
ARBITRATE
Sometimes a mediator does solve people's problems. Then he or she isn't called a mediator. He or she is called an arbitrator. When people
ask an arbitrator to help them, they must agree to do whatever the arbitrator suggests.
LITIGATE 
When people can't work out their conflict themselves, they may go to a court and have a trial. They hire lawyers and go before a judge. A
judge is like an arbitrator. The lawyers try to convince the judge that their client is right. The judge decides who is right according to the
law and decides what solution there should be.
LEGISLATE
To legislate is to make something the law or a rule. Some kinds of conflicts cause people to try to change laws or rules so the problem
won't happen again. 

Vocabulary

Workplace - the room or building where you work.

In many cases, conflicts in the workplace just seem to be a fact of life.

Animosity - strong dislike or hatred, hostility

And we've all seen the often-intense personal animosity that can result.
 Outcome - the final result of a meeting, discussion etc. especially when no one knows what it will actually be until it happens.
Conflict resolution skills can make the difference between positive and negative outcomes.
Awareness - knowledge or understanding of a particular subject or situation
The discussion needed to resolve conflict expands people's awareness of the situation.

Achieve - to successfully complete something or get a good result, especially by working hard
Conflict resolution helps people achieve their own goals.

Undermine - to gradually make someone or something less strong or effective

They can achieve their own goals without undermining those of other people

Cohesion - if there is cohesion among a group of people, a set of ideas etc, all the parts or members of it are connected or related
in a reasonable way to form a whole
When a conflict is resolved effectively, it increases group cohesion.

Renewed - starting again, especially with increased interest or strength

Team members can develop stronger mutual respect, and a renewed faith in their ability to work together.

Sharpen - to improve something so it is up to the necessary standard or quality also to make something have a sharper edge or
point.
The recent conflicts have sharpened the group's focus on how to resolve them.

Enhance - to improve something

Improved self-knowledge will help you enhance your effectiveness in resolving conflicts.

Dislike - a feeling of not liking someone or something

Conflicting goals can quickly turn into personal dislike.

Teamwork - when a group of people work effectively together

I want to encourage teamwork in our class.

Break down - to fail or stop working in a successful way

Negotiations broke down when neither side could agree on anything.

Disengage - to stop being involved or interested in something

People disengage from their work when teamwork breaks down.

Vicious - unpleasantly strong or severe, violent and cruel, very unkind

That dog has bitten 2 people. It's a vicious dog.

Downward - spiral a process, usually a harmful one, in which something gradually but continuously gets worse or better
The constant lack of communication at work resulted in a downward spiral of productivity.
 Recrimination - when you blame or criticize someone for something that has happened
There were many recriminations after the fatal bus accident.

Deal with - to take the necessary action especially in order to solve a problem
Ralph Kilmann identified five main styles of dealing with conflict.

Assertiveness - behaving in a confident way so that people notice you

She acted more decisively after she took assertiveness training.

Competitive - determined or trying very hard to be more successful than other people or businesses
Competitive people know what they want and operate from a position of power.

Take a firm - stand a strong effort to defend yourself or to oppose something

At this college, we take a firm stand against cheating on tests.

Persuasive - able to make other people believe something or do what you ask
Tom Sawyer was so persuasive that he convinced his friends to paint the fence for nothing.

Unpopular - not liked by most people

Giving a quiz on Monday morning was an unpopular decision the teacher decided to change.

Selfishly - caring only about yourself and not about other people - used to show disapproval
You are being very selfish trying to exploit this situation to your own advantage.

Bruised - to affect someone badly and make them feel less confident
The bitter conflict at work left people feeling badly bruised.

Resentful - feeling angry and upset about something that you think is unfair
He felt resentful when others were promoted at work and he wasn't.

Collaborative - a job or piece of work that involves two or more people working together to achieve something
A collaborative work style tries to meet the needs of all people involved.

Viewpoint - a particular way of thinking about a problem or subject or a point of view

Let's try to find what's common in all these different viewpoints.

Tradeoff - a balance between two opposing things, that you are willing to accept in order to achieve something
The tradeoff of leaving work at 2 pm instead of at 5, but working Saturdays, isn't good for me.

Give up - to stop doing something, especially something that you do regularly and to stop trying to do something
Everyone is expected to give up something in order to reach a compromise.
A Conflict Management Exercise
 As a manager you should certainly be able to deal with conflict, even if it means negotiating. The truth, however, is that every
member of your team should be able to do the same thing because doing so will mean they’re better able to work together as a team.
One way to teach conflict management is to play a game known as “Divide the Loot.” While we often suggest playing this game
with real money, you can take some sort of play money to use instead. Here’s how to play:
Divide your team into two groups so that one can be the “management” and the other can represent “employees.”

Each group will start it’s own “pot” of money. Each person will pay a different amount into the pot but no one will know how much

anyone else put into the pot.
After a set amount of time, the activity leader will take both pots, combine them into one, and then add his own contribution.

He’ll then total the pot and tell everyone how much is in the pot.

Everyone will know how much he contributed individually but no one will know how much anyone else, from their own team or the other,

contributed. No one knows how much the project manager contributed either.
The teams will each have 10 minutes to decide how to fairly split the total of the pot amongst everyone in the room. After 10 minutes the

managers and employees must come together and negotiate a final outcome.
The goal here is to encourage everyone to come to a final decision, working together to make a fair negotiation. Try to keep the
atmosphere in the room friendly. It is, after all, fake money and no one is going to lose anything at the end of the day!
Team building exercises for conflict resolution
Тема 5. Собственный бизнес
Contract Vocabulary

agreement n. an arrangement between two or more people, countries etc; contract
appendix n. additional or supplementary material at end of contract, book etc

arbitration n. settlement of a dispute by a person chosen by both parties - to arbitrate v.

article n. a particular statement or stipulation in a contract etc; clause

clause n. a particular statement or stipulation in a contract etc; article

condition n. anything necessary before the performance of something else

force majeure n. superior, power; unforeseeable event excusing one party from fulfilling contract

fulfil v: to satisfy a condition; to complete the required task; to fulfillUS

herein adv: in here; in this (document etc)

hereinafter adv: in the following part (of this document etc)

hereto adv: to this (document etc) [eg: attached hereto]

heretofore adv: up until now; until the present; before this

in behalf of in the interests of (person etc); for (person etc); on behalf ofUK

null and void invalid; without legal force; not binding

on the one hand on one side - on the other hand on the other side

party n. the person or persons forming one side of an agreement

stipulate v. to specify as an essential condition -stipulation n.

terms n. conditions or stipulations

warrant v. to give formal assurance; to guarantee

whereas conj: it being the case that; in view of the fact that [in introduction to contracts]

Vocabulary for Meetings

A.G.M. abbr. Annual General Meeting

A.O.B. abbr. Any Other Business [usually the last item on an agenda]

absent adj. not here; not at the meeting; not present

agenda n. a written programme or schedule for a meeting

apologies n. item on agenda announcing people who are absent; apologies for absence

ballot n. a type of vote, usually in writing and usually secret- secret ballot n.

casting vote n. a deciding vote (usually by the chairman) when the votes are otherwise equal

chairman n. the person who leads or presides at a meeting; chairperson; chair

conference n. formal meeting for discussion, esp. a regular one held by an organization

conference call n. telephone call between three or more people in different locations

consensus n. general agreement

decision n. a conclusion or resolution to do something - to decide v.

item n. a separate point for discussion [as listed on an agenda]

matters arising n. item on agenda for discussion of what has happened as a result of last meeting

minutes n. a written record of everything said at a meeting

proxy vote n. a vote cast by one person for or in place of another

show of hands n. raised hands to express an opinion in a vote

unanimous adj. in complete agreement; united in opinion

videoconference n. conference of people in different locations linked by satellite, TV etc

Vote v. to express opinion in a group by voice or hand etc - also n. - to cast a vote v.

Ten Things Every Good Business Plan Must Have

Solid business plans don’t guarantee success. But for entrepreneurs with decent ideas, they surely boost the odds.

A good plan accomplishes three important tasks. First, it aligns the management team toward a common set of goals.

Then, once the vision is on paper, it forces the team to take a long, hard look at the feasibility of the business. “A business plan is

like a dry run to see if there is a major problem with your business before losing any money,” says Mike McKeever, author of How

To Write A Business Plan. Finally, a business plan is a sales document: It aims to attract professional investors who may only have

time for a cursory glance at each idea that crosses their desks.

The fact is, crafting a meaningful business plan takes thought, time and money. If you farm out the writing, the price tag

could run from $5,000 to $40,000, including market research, legal and financial expertise, says Jim Casparie, chief executive of

The Venture Alliance, which gives fledgling companies advice on nabbing venture funding. For that, entrepreneurs get a 30- to 40-

page document that often obscures even the most fundamental facts about the business–what it does and how it makes money.

“If, after reading those first few lines, I still don’t know what they’re doing, that’s not a good sign,” says Casparie. But it’s

not just the nuts and bolts that matter, he adds: “You have to tell me in a few lines why you have a competitive advantage in

whatever market you’re going after, because I need to know why you’re going to win. Most plans don’t do that.”

Here, then, are some highlights of an effective business plan.

Start with a clear, concise executive summary of your business. Think of it like an elevator pitch. In no more than two

pages, billboard all the important stuff. At the top, communicate your value proposition: what your company does, how it will make

money and why customers will want to pay for your product or service. If you are sending your plan to investors, include the

amount of money you need and how you plan to use it. You have to know the whole picture before you can boil things down, so

tackle the summary after finishing the rest of your plan.

Next, establish the market opportunity. Answer questions like: How large is your target market? How fast is it growing?

Where are the opportunities and threats, and how will you deal with them? Again, highlight your value proposition. Most of this

market information can be found through industry associations, chambers of commerce, census data or even from other business

owners. (Be sure to source all of your information in case you are asked to back up your claims or need to update your business

plan.)

While you may have convinced yourself that your product or service is unique, don’t fall into that trap. Instead, get real

and size up the competition: Who are they? What do they sell? How much market share do they have? Why will customers choose

your product or service instead of theirs? What are the barriers to entry? Remember to include indirect competitors–those with

similar capabilities that currently cater to a different market but could choose to challenge you down the road.
 Now that you’ve established your idea, start addressing the execution–specifically, your team. Include profiles of each of

your business’s founders, partners or officers and what kinds of skills, qualifications and accomplishments they bring to the table.

(Include resumes in an appendix.)

If potential investors have read this far, it’s time to give them the nuts and bolts of your business model. This includes a

detailed description of all revenue streams (product sales, advertising, services, licensing) and the company’s cost structure

(salaries, rent, inventory, maintenance). Be sure to list all assumptions and provide a justification for them. Also, include names of

key suppliers or distribution partners.

After all of that, one big question still remains: Exactly how much money does your business stand to make? More

important, when will the cash come in the door? That’s why you need a section containing past financial performance (if your

company is a going concern) and financial projections. Three-year forward-looking profit-and-loss, balance sheet and cash-flow

statements are a must–as is a break-even analysis that shows how much revenue you need to cover your initial investment.

For early stage companies with only so much in the bank, the cash-flow statement comparing quarterly receivables to

payables is most critical. “Everyone misunderstands cash flow,” says Tim Berry, president of business-plan software company Palo

Alto Software. “People think that if they plan for [accounting] profits, they’ll have cash flow. But many companies that go under are

profitable when they die, because profits aren’t cash.”

After you’ve buffed your plan to a shine, don’t file it away to gather dust. “A business plan is the beginning of a process,”

says Berry. “Planning is like steering, and steering means constantly correcting errors. The plan itself holds just a piece of the value;

it’s the going back and seeing where you were wrong and why that matters.”

Do you agree or disagree with the following statements? 

1. It doesn't matter whether you enjoy your job or not as long as it's a well-paid job.

2. Self-employment is more stimulating than working for a large organization.

3. Modern communication practices are essential to the success of a company today:

teleconferencing, video conferences, social networking, etc.

4. Innovation is different from invention.

5. In the future all companies will be internet companies.

6. Anyone who has contact with a customer is a salesperson - and that includes the person who answers the phone!

7. Small companies can adapt more quickly to changes in the market place than big companies.

8. Companies become more efficient as they grow in size.

9. More time is wasted during meetings than during any other business activity. 

10.It is impossible to have a successful career and a happy family life. 

You have to choose one or the other.
11.It is impossible for young people to find a (good) job today without help from someone.

12.A successful salesperson knows the strengths and weaknesses of competing products.

13.The internet is already an essential communication tool in today's world.

It will be even further developed for business in the future.

14.Small companies cannot offer employees opportunities for promotion. 

15.There is more creativity in multinational companies than in small firms.

16.Qualifications are more important today than ever before. 

Ask students to suggest an ending for the following sentences and explain their choice :
What I would like to change in my office is .........................................................
The most important quality for a manager is .......................................................
If I were transferred abroad, the country I would prefer to be sent to is .................
If I could change the way my company was run, I would ....................................
What I would like to find in an airport is ...............................................................
I would like to have an opportunity to ..................................................................
Every employee should know ..............................................................................
Every manager should be able to ........................................................................
Work would be more fun if ...................................................................................
The best way to relax is ........................................................................................
Appearance is important at work but ...................................................................
Candidates nowadays should ...............................................................................
The thing that irritates me most in my company is ................................................
If I had the time I would ........................................................................................
It would be a good idea if all companies ..............................................................
Travelling is tiring but .........................................................................................
If I had to attend fewer meetings I could ...............................................................
If I were transferred abroad, what I would miss most is ........................................
The ideal retirement system would be ..................................................................
What's nice about learning English is ....................................................................
Fill in the blanks in the text below with one of the following words :
INCREASE STEM LACK PAY LEAVE WORKPLACES SALARIES SENIOR CAUSES EQUAL FOUND CONNECTED
PROMOTING SOLUTION
A report has revealed that men are paid higher … and receive bigger bonuses than women.
The gender pay gap still exists in companies and … in many countries, despite legislation to ensure … pay.
What are the causes? Some people believe that women are more hesitant in asking for a pay … . Others suggest a variety of reasons such
as … of ambition, poor role models or problems … with maternity … and time off for child care.
However, the problem could also … from the fact that it’s usually … managers who decide on … rises, and most of those are men!
It is also thought in some companies that there is no in point in … a woman who might leave to have a baby and never come back.
Whatever the … , this modern-day problem continues to exist and a … needs to be … .
Choose the best response for each one
1. A good business plan defines your business and ___________________ ( = describes/lists) your goals.

 identifies

 indents

 idealizes
2. A lot ___________________ ( = depends) upon how comprehensive your business plan is.

 hinges

 haggles

 hassles
3. A list of your assets, liabilities and net worth is what's known as a ___________________ sheet.

 balanced

 balancing

 balance
4. Many new business owners rely on ___________________ ( = funding from other sources, not their own) to start and
develop their business.

 outer funding

 outside funding

 other funds
5. How do you plan to get the financial ___________________ ( = money, etc.) to start your business?

 recourse

 recurrence

 resources
6. A cash ___________________ analysis is an analysis of a company's financial "health".

 flow

 flowing

 flood
7. You shouldn't ___________________ when it comes to drawing up a business plan. ( = You shouldn't take too long to finish
it)

 drag your feet

 drag your shoes

 drag it along
8. We have a well ___________________ vision for our business.

 thought

 strong

 thought-out
9. Your business's ___________________ refers to how easy (or difficult) it is to market/promote it.

 market savvy

 marketability

 market watch
10. Any bank will want to make sure your business has a good chance of being ___________________ before giving you a
loan.
  profit-oriented

 profitable

 profit-sharing
Тема 6. Продукт
Vocabulary

brand identity образ бренда (отражает образ продукта, который компания пытается создать, те
«обещания», которые бренд дает своему потребителю)

brand positioning позиционирование бренда

brand awareness знание марки

brand attributes атрибуты бренда

brand book брендбук (описание «идеологии» бренда, его ценностей и специфических черт)

brand experience погруженность в бренд

brand value ценность бренда, стоимостная оценка марки

product life cycle жизненный цикл товара

competitive product(s) 1) конкурентоспособное изделие; 2) товары-конкуренты

product line продуктовая линия (линейка)

branded/unbranded product товар, выпускаемый под каким-либо брендом/без бренда

product image имидж товара

product oriented товароориентированный (подход, при котором во главу угла ставится качество
продукта и внимание к процессу его производства)

product range товарный ассортимент

launch a new запустить новый товар

product

PR officer менеджер PR (менеджер по связям с общественностью, пресс-секретарь)

head of PR руководитель отдела PR (отдела по связям с общественностью)

marketing assistant помощник маркетолога

art director художественный редактор, арт-директор (обязанности: руководить работающими

в компании дизайнерами)
 product manager продакт-менеджер, менеджер по продукту

How to Create a Product Presentation

Overview and Objective of the Presentation
Product presentations are an important part of selling your product to prospective customers. In many cases, this will be the customer's first
introduction to your company and potentially your product. First impressions are critical. There are also times when it is important to sell your product
to the people inside your company as well as investors. Proper preparation is vital to presenting your product in the best light possible.
The objective of the product presentation is different depending upon the target audience and the presentation should be adjusted
accordingly. It is important to know your audience and why they are interested enough to hear your presentation.
Points to Consider
Before you even start building your presentation, be sure you know the following information:
Objective/call to action - At the end of your product presentation you want something to happen, either you want a customer to move
forward to evaluate your product, your management to buy into what you are doing with the product, your sales people eager to sell your
product, or an investor or your management to provide additional funding of your product.
Target audience - Who are you giving the presentation to? (Prospective customers, investors, management)  What is their industry like right
now?  What are their needs and immediate concerns? What are their individual goals? Where is their pain?
Orientation - How much does your audience know of your product and other similar products? What is special about the way this audience
looks at your product? Do they have any preconceived notions? Are they looking at competitors? If so, which ones? What are their special
interests?
Target presenter - Who will be giving the presentation(you, sales person, company executive)?
It is helpful to write the above information down before building the product presentation so that you can go back and review it if you get
stuck on any given point. You will want to refer to it later to make sure the presentation meets the objective and you will also need it for doing
practice runs.
Once you have your basic product presentation, it can be modified for other presenters and other audiences, but it is important to have a
target audience and a target objective when building the initial presentation. Failure to do so can result in a presentation that doesn't speak to the
audience and one that is not focused on their needs.
Outline of the Product Presentation
The following is a basic outline for a product presentation. You will note that the maximum number of slides is twenty. Most sales calls
allow 30 minutes for the formal presentation, at two minutes a slide, fifteen slides is the appropriate number. It is important to keep your presentation
precise otherwise your point will be drowned out in detail.
1)      Introduction - This is normally just a title slide where the speaker introduces themselves, and the point of the product
presentation.  This is where you want to hook your audience and tell them what is in it for them. If you are not going to be giving the presentation you
may want to have a note slide with the point on it. (1-2 slides)
2)      Agenda - An agenda is optional, but provides you with an your opportunity to tell your audience what you are going to cover in your
presentation. It avoids people asking questions early in the presentation about material you will be covering later. (1 slide)
3)      Company Information - This is a way to establish credibility and to make the audience feel comfortable with your company. Ways to
do this include customer lists, high-profile executives or advisors, information on funding (if a private company), awards and major milestones. Don't
spend too much time on this, you don't want your audience falling asleep. In fact, in my more recent presentations I have moved this to the back, after
I have the audience's attention.
4)      Positioning - Successful products have a unique technology or positioning that sets them apart from other products on the
market.  You want to introduce this aspect of your product up front to let your audience know how your product is different and why they should
listen to the rest of your presentation. Use this as an attention getter.  This should be done in terms of the problem that they have and that you are
solving with your product. Be sure to present this in terms of your audience and their pain. Performing a positioning exercise prior to building your
presentation is very helpful. This part of your presentation must be very crisp and to the point. (1-5 slides)
5)      Product description - Clearly describe your product in terms that your audience will understand.    It may be helpful to have a chart
with the product components.  You want to give the audience a frame of reference for the features and benefits that they are going to see.   You also
want them to know how your product fits into their existing environment. Show how the product interfaces with other products or systems they may
be using. (1-2 slides)
6)      Clearly articulated benefits as they relate to your target audience - You can use a features and benefits list or just walk through the
features and benefits.  Whatever you do, do not forget the benefits!  They may be obvious to you because you live and breath the product, but your
audience should have them clearly called out and they must relate to their needs.  (1- 5 slides)
7)      Examples/successes - At this point in the presentation your audience should be familiar with your product and why it is different and
better. In order to drive this point home use examples of how your product is being used and how customers have benefited from the product. (1-3
slides)
8)      Closing argument - This is your opportunity for a 'call to action'. You want summarize your product presentation, reiterate the point
of the presentation, and ask your audience to do something, if that is the point of your presentation.
Other Important Points
Use Examples
Use examples whenever possible. Examples help to illustrate your points and provide a frame of reference for those people in your
audience that don't already have one.
Simplify
Keep slides as simple as possible. Lots of text on a slide makes it difficult to read and it loses its impact. Make sure the slides will be
readable from the back of the room. If you are not giving the presentation, you may feel compelled to add more text to the slides - provide speaker's
notes instead.
If you are using PowerPoint, don't get carried away with colors and many different transitions. Pick a format and stick with it so that you
don't draw attention away from your subject.
One of the most effective presentations that I ever saw was done with a single clip art picture in the middle of each slide. The picture makes
a point without drawing attention away from the speaker.
Easy-to-Read Fonts
A san-serif font (a font that does not have the little lines at the top and bottom, as in the headings of this document) is easier to read for
bullets on slides.
Style
A presentation that uses the default PowerPoint fonts and lots of different primary colors looks like a presentation that was slapped together
with little thought. Not everyone is a graphic artist, but you can learn some basic principles and apply them to your slides.
Use a presentation template and then use the colors from the template (or ones in the same family) for all charts and graphs.
Use alignment carefully. If your template is left or right aligned, use that alignment throughout the presentation.
Remove harsh lines. Powerpoint always puts a dark line around any box that you draw. These lines make the drawings look crude and
harsh. By removing the lines your eye focuses more on the content of the box rather than the boxes themselves. Additional lines and arrows
don't have to be dark either, try making them thicker and lighter so that they don't draw attention away from the point of the slide.
Provide Speaker's Notes
In order to keep the bullets on your slides concise; you may want to consider providing speaker notes to people that may be giving your
presentation. If you do provide speakers notes, keep them short and concise and use bullets to make it easy to read. Remember that the more text you
put on the speaker's notes, the less likely the speaker is to read it before the presentation. I can't tell you how many times I have seen a presentation
where the speaker says, 'I think this slide is trying to say...'. Both the speaker and the marketing group that provides the presentation look bad.
 If you are using PowerPoint, print the slides with the speaker's notes so that the presenter does not get the notes out of sync with the
presentation.
Provide Handouts
You will probably handout copies of the slides. It is always nice to print the slides in a format where there is room for the audience to take
notes.
You may want to use handouts in addition to providing copies of the slides. Often, to keep slides simple, you may compromise the ability
for the viewer to use it as a reference later or you may have charts or back-up information that has too much detail to include in your presentation.    In
these cases it may help to include handouts and refer to them during your presentation.
Use Themes for Group Presentations
If there are a group of people presenting it is helpful to use a theme and weave it throughout all the presentations. This provides a sense of
cohesiveness to the entire presentation.
A good agenda is an important part of group presentations. You want to introduce all the speakers and let the audience know the topic each
speaker will be discussing.
Mark Confidential
If the presentation is confidential, don't forget to mark it confidential. Slides often get copied at customer sites and can easily end up in your
competitors' hands.
When You are the Presenter
Practice your presentation. No one ever has the time to do it, but even if you are used to winging presentations, the following are the
benefits of practice:
1)      Your pitch will be more powerful, polished, and professional
2)      You are more likely to accomplish your objective
3)      You look better
There is nothing worse then watching a presenter bring up a slide and then try to interpret it as if this is the first time they are seeing it. The
slides are to support your presentation. I will often give the presentation to a practice audience within the company first before giving it to an external
audience. You will get some great suggestions from people who have a slightly different perspective. This is especially true if you can give your pitch
to a different department. I have found that giving a product presentation to the engineering group will provide some great insights. Before you give
your presentation to a practice audience, be sure to go over the "Points to Consider" above with your audience so that they understand your objective,
target audience, and that target audience's perspective.
Additionally you should add slides that talk specifically to your audience.  Identify the issues and problems that they are dealing with or tell
them about how their competition is doing something.  Then show them how your product will provide them with a competitive advantage.
Other helpful hints:
Use gestures to make things visual and clear.
Use an expressive voice to emphasize points and show your enthusiasm for your product.
Always stand, even when you are talking to a small audience. Standing projects more energy.
Use highlights or colors on charts to emphasize an important point. (Though don't over use this, and don't use red unless you want to set off
alarms.)
Use controversy - It is sometimes useful to start your presentation with a controversial statement to grab your audience's attention.
Use metaphors to help with visualization.
Make sure you have a smooth verbal transition between slides for a very polished presentation. (This is where the practice really pays off.)
Product Presentation Checklis
Choose the right synonym
1. We'd like to change consumers'_________________ of our brand. = We would like to change how consumers see our brand.

 perception

 review

 reevaluation
2. These types of products are becoming _________________ popular. = These types of products are becoming more and more
popular.

 incredibly

 increasingly

 impossibly
3. Our market researchers have determined that this is an effective approach. = Our market researchers have come to the
_________________ that this is an effective approach.

 conclusion

 condition

 coincidence
4. It's not easy to _________________ the outcome of this campaign. = It's not easy to know in advance what the outcome of
this campaign will be.

 pursue

 predict

 prevent
5. The next step is to ________________ the results. = The next step is to measure/evaluate the results.

 gather
  inquire about

 gauge
6. Who is going to be the lead on this project? = Who is going to be in __________________ of this project?

 head

 front

 charge
7. Which approach do you recommend? = Which approach do you ___________________?

 suggest

 exaggerate

 subdue
8. We shouldn't _______________ the importance of these recent developments. = We shouldn't overemphasize the importance
of these recent developments.

 exacerbate

 exaggerate

 exercise
9. He _______________ to bring up several important issues. = He didn't bring up several important issues.

 fell

 folded

 failed
10. A new business prospect = A _________________ customer/client

 potential

 potent

 patented
Match the definition with the letter of the term: 
a - target audience
b - pioneer (n.)
c - eye-catching
d - jingle (n.)
e - brand image
f - poster (n.)
g - misprint (n.)
h - brand management
i - generic brand
j - copy (n.)
1. a plainly labeled, unadvertised product ->
2. a person who does something, or thinks of something before anyone else -->
3. the people that a book, movie, or radio/TV program wants to reach -->
4. a large piece of paper, usually hung on walls to promote a product, event, etc. -->
5. an error/mistake in printing -->
6. text to be used in an advertisement -->
7. how someone sees, perceives a particular brand -->
8. the art of creating and maintaining a brand -->
 9. something that grabs one's attention -->
10. a catchy tune/song used to sell a product -->
Choose the correct word from the table to fill the space after each definition
market leader market share house brand
logo advertising brand loyalty
brand point of sale
product market research

1. advertising at the place where the consumer buys the product 

2. the brand of the shop or supermarket which sells it 

3. the symbol or design used to represent the company 

4. the work of collecting information about people's buying habits 

5. the phenomenon of individuals continuing to buy the same brand 

6. something generic which a company makes or sells 

7. the particular name given to a product by a company 

8. the best selling brand of a particular product 

9. the activity of presenting, selling and promoting a product 

10. the activity of informing people about a product or service with posters, films etc 
11. the amount a company sells compared to all the other companies 
Advertising
This is a warm up exercise. Consider the table below, ‘Advertising Media.’ Decide upon a span of time, for example a couple of hours or
perhaps a whole day. The idea is to keep a record of the adverts you see in a short span of time. Look at the table below, and record 1, 2 and 3 where
you see a any type of advert. Complete the grid below

7. Advertising Media

New Media Internet – websites and

Outdoor (Posters or transport) New Media – Mobile devices
search engines

1 1 1
2 2 2
3 3 3

Newspapers (Local and National) Television Magazines

1 1 1
2 2 2
3 3 3

Radio Cinema Others…

1 1 1
 7. Advertising Media

2 2 2
3 3 3

Having done this, summarise points below under the following headings:

What kind of products and services did you come across?

Why did the adverts catch your attention?

How were the adverts targeted at you and your segment?

Would you buy this product or service based upon the advert?

5.Материлы для промежуточного и итогового контроля
PAST AND PRESENT TENSES
1) Underline the correct verb form in italics.
1 The pool in the hotel was absolutely filthy so we didn't swam/swim in it.
2 We stoped/stopped at the first service station we came across.
3 The thieves ran out of the bank, jumped/were jumping into their car and sped away up the high street.
4 Rameses II was ruling/ruled over ancient Egypt for more than fifty years.
5 Intervention was urgently required – the starving children grew/were growing weaker by the day and there was/was being little on of an end to the
drought.
6 By the middle of the nineteen sixties many parts of Europe experienced/were experiencing a tremendous economic boom.
7 Jim left/was leaving on the early flight the next morning so he made his excuses and left the party before midnight.
8 Many of the survivors worked/were working in the fields when the earthquake struck.
10 Denise had to leave school early on Wednesday because she took/was taking her driving test.
11 Before the advent of satellite television viewers didn't used to have/use to have a very wide selection of channels.
12The staff were used/used to be paid weekly but now they receive a monthly salary.

2) Underline the best choice of words in italics.

1 We still hold meetings in the old manor house, which stood/has stood on the same spot for over two hundred years.
2 Beethoven has written/wrote some of the most accomplished symphonies you will ever listen to.
3 I didn't see/haven't seen Keith at all yesterday morning.
4 The nurses' strike increased/has increased the current waiting time for minor surgery by two to three weeks.
5 Only one British female astronaut spent/has spent time on a space station.

6 News is coming in of an incident in Parliament. A group of armed men surrounded/has surrounded the building and is holding hostages.
7 He's really much more handsome in the flesh than I thought/have thought.
8 We eat/have been eating much less beef recently because of the crisis, but we think it's safe to start again now.
9 This country has been welcoming/has welcomed the latest influx of political refugees from the Balkans.
10 The incidence of street crime has risen/has been rising by five per cent in the last two months.

3) All of the sentences below contain a grammatical mistake. Find and correct the mistakes.
1 Hurry up! We have been waited for you for twenty minutes!
2 We have been using this supplier since two years and we've never had problems before.
3 There were seven police dramas on TV so far this week - and it's only Thursday!
4 Only halfway through the financial year and British Aerospace already announced that its pre-tax profits will be down by seventy per cent.
5 The Indian Government has imposed a ban on tiger hunting five years ago.

6 Several drivers have been badly injured during the 1999 racing season.
7 This farm is growing organic vegetables for more than ten years now.
8 She has been playing with the symphony orchestra three times this season.
9 'I haven't seen you for ages.' 'No, I've travelled in South-East Asia.'
10 Oasis has been recording a new album. It was a great success on its release last week.

TEST Conditionals
Task 1. Twelve of these conditional sentences contain a mistake, or may be considered incorrect by most English speakers. Tick (✓) the correct
sentences, then find and correct the mistakes. (Be careful! Incorrect punctuation counts as a mistake.)
Example: I would have called you if I know you were at home. – had known
1 It may be possible, if both parties desire it, to reduce the time scale.
2 If the bill is passed by both parliamentary houses then it becomes law.
3 Shall we start the decorating at the weekend if we had no other plans?
4 If you spill even something as innocuous as water on this fabric, it stains.
5 When you press the 'record' button, the green light comes on.
6 If the museum will charge for entry, a lot of people won't be able to use it.
7 Are you unhappy with any of our operatives, we will replace them immediately.
8 If you're taking some flowers to Julie, I'll take some fruit.
9 If the form has been correctly completed, the transfer will take only two days.
10 The organisers would respond positively to proposals if they are submitted by 10th June.
11 If you were to listen more carefully, you might understand a little more.
12 If I was you, I should try to see a consultant as soon as possible.
13 If he would have waited a bit longer, we would have given him the result.
14 The King of Belgium didn't attend the royal wedding. If he hadn't been there, he would have witnessed a marvellous spectacle.
15 If the company didn't want to continue sponsoring us in the future, they wouldn't renew our contract last week, would they?
16 If the authority had built new homes as planned, we would have fewer homeless people on our streets today.
17 Shh! I'd be grateful unless you made comments during the concert.
18 Always take a basic medicine kit on holiday in case you fall ill.
19 Even they go down with flu after they've had the vaccination, it's likely to be less serious.
20 Those concerned by the long-term effects of global warming believe that the damage has been done, whether we take remedial steps now.
Task 2. The subjunctive and 'unreal' uses of past forms
Five of these sentences contain grammatical mistakes. Tick (✓) the correct sentences, then find and correct the mistakes.
Example: If only we can see the situation through his eyes.........could........
1 It is high time the country were told of the Prime Minister's intentions..........................
2 I wish I would have green eyes like Elizabeth Taylor..........................
3 The regulations require that each defendant in turn submit a sworn statement to the court..........................
4 If you only paid more attention!
5 It's high time we didn't act so impulsively.
6 If only the car would have been going more slowly!.........................
7 Long lives the President!.........................
8 If only that I had known..........................
Task 3. Circle the best explanation (a or b).
Example: I'd sooner you paid me cash.
a I expect you to pay me soon.
b I prefer to be paid in cash.
1 If only I was as tall as my brother.
a I used to be as tall as my brother, b I am shorter than my brother.
2 Get a move on! It's high time we left for the airport.
a We are late.
b We have just left.
3 Suppose we win the competition.
a I think we have a chance of winning.
b Winning is extremely unlikely.
4 He bosses everyone around as if he owned the place.
a He owns the place.
b He doesn't own the place.
5 She wishes she had a home of her own.
a She likes living in her own place.
b She would like to live in her own place.
6 If only I could wear such bright clothes.
a Bright clothes don't suit me.
b I'm the only one who can wear bright clothes.
Task 4. Complete each sentence so that it means the same as the preceding sentence(s).
Example
I regret leaving the children with her.
I wish I hadn’t left the children with her.
1. You ought to start doing your homework.
It's high time you .......................................
2. Would you have gone if you had been invited?
Supposing you...........................................
3. I don't want you to bring that smelly dog lilt this house.
I'd rather you............................................
4. I prefer wearing natural fabrics.
I'd sooner ................................................
5. He sounds quite convincing. Perhaps he knows what he is talking about.
He sounds as though ...............................
6. You are always talking with your mouth full, want you to stop doing it.
I wish you................................................
MODAL VERBS
Part 1 can, used to express ability with could, shall/will be able
Fill the following spaces, using can for present, could for past and shall/will be able for future. There is no need to use other able forms in this
section. Put to where necessary before the infinitives.
1 . . . you stand on your head? ~
I . . . when I was at school but I . . . now. (2nd verb negative)
2 When I've passed my driving test I . . . hire a car from our local garage.
3 At the end of the month the Post Office will send him an enormous telephone bill which he . . . pay. (negative)
4 1... remember the address, (negative) ~
. . . you even remember the street? (negative)
5 When the fog lifts we . . . see where we are.
6 You've put too much in your rucksack; you never . . . carry all that.
7 When I was a child I . . . understand adults, and now that I am an adult I . . . understand children, (negative, negative)
8 When you have taken your degree you . . . put letters after your name?
9 Don't try to look at all the pictures in the gallery. Otherwise when you get home you . . . remember any of them, (negative)
10 When I first went to Spain I . . . read Spanish but I . . . speak it. (2nd verb negative)
11 ... you type? ~
Yes, I . . . type but I ... do shorthand. (2nd verb negative)
12 I'm locked in. I . . . get out! (negative) —
. . . you squeeze between the bars? (negative) -No! I . . .; I'm too fat. (negative)
Part 2 could and was able
In some of the following sentences either could or was able could be used. In others only was/were able is possible. Fill the spaces and put to where
necessary before the infinitives.
13 He was very strong; he . . . ski all day and dance all night.
14 The car plunged into the river. The driver . . . get out but the passengers were drowned.
15 I was a long way from the stage. I . . . see all right but I . . . hear very well. (2nd verb negative)
16 We . . . borrow umbrellas; so we didn't get wet.
17 . . . you walk or did they have to carry you?
18 I had no key so I . . . lock the door, (negative)
19 I knew the town so I . . . advise him where to go.
20 When the garage had repaired our car we . . . continue our journey.
21 At five years old he . . . read quite well.
22 When I arrived everyone was asleep. Fortunately I . . . wake my sister and she let me in.
23 The swimmer was very tired but he . . . reach the shore before he collapsed.
24 The police were suspicious at first but I . . . convince them that we were innocent.
Part 3
This section includes examples of could used for polite requests and as a conditional.
25 ... I speak to Mr Pitt, please?-
I'm afraid he's out at the moment. . . . you ring back later?
26 If you stood on my shoulders . . . you reach the top of the wall? -No, I'm afraid I . . . (negative)
27 If I sang ... you accompany me on the piano?-No, I . . ., I . . . play the piano! (negative, negative)
28 If a letter comes for me . . . you please forward it to this address?
29 She made the wall very high so that boys . . . climb over it. (negative)
30 They took his passport so that he . . . leave the country, (negative)
31 . . . you tell me the time, please? —
I'm afraid I. ... I haven't got a watch, (negative)
32 If you had to, . . . you go without food for a week?-I suppose I ... if I had plenty of water.
33 . . . you lend me £5? ~ No, I. . . (negative)
34 They used to chain valuable books to library desks so that people . . . take them away, (negative)
35 He says that he saw Clementine drowning but. . . help her as he . . . swim, (negative, negative)
36 If you had had the right tools . . . you have repaired the engine?
may
Insert the correct form of may/might except in 10, where a be allowed form is necessary.
1 It . . . rain, you'd better take a coat.
2 He said that it. . . rain.
3 We ... as well stay here till the weather improves.
4 ... I borrow your umbrella?
5 You . . . tell me! (/ think I have a right to know.)
6 Candidates . . . not bring textbooks into the examination room.
7 People convicted of an offence . . . (have a right to) appeal.
8 If he knew our address he . . . come and see us.
9 ... I come in? ~ Please do.
10 When he was a child he . . . (they let him) do exactly as he liked.
11 I think I left my glasses in your office. You . . . ask your secretary to look for them for me. (request)
12 He ... be my brother (I admit that he is) but I don't trust him.
13 I . . . never see you again.
14 He ... be on the next train. We ... as well wait.
15 If we got there early we . . . get a good seat.
must and have to
Fill the spaces in the following sentences by inserting must or the present, future, or past form of have to.
1 She . . . leave home at eight every morning at present.
2 Notice in a picture gallery: Cameras, sticks and umbrellas ... be left at the desk.
3 He sees very badly; he . . . wear glasses all the time.
4 I ... do all the typing at my office.
5 You . . . read this book. It's really excellent.
6 The children . . . play in the streets till their mothers get home from work.
7 She felt ill and . . . leave early.
8 Mr Pitt . . . cook his own meals. His wife is away.
9 I hadn't enough money and I . . . pay by cheque.
10 I never remember his address; I always . . . look it up.
11 Employer: You . . . come to work in time.
12 If you go to a dentist with a private practice you . . . pay him quite a lot of money.
13 Father to small son: You ... do what Mummy says.
14 My neighbour's child . . . practise the piano for three hours a day.
15 Doctor: I can't come now.
Caller: You . . . come; he's terribly ill.
must not and need not
Use must not or need not to fill the spaces in the following sentences.
1 You . . . ring the bell; I have a key.
2 Notice in cinema: Exit doors ... be locked during performances.
3 You . . . drink this: it is poison.
4 We . . . drive fast; we have plenty of time.
5 You . . . drive fast; there is a speed limit here.
6 Candidates . . . bring books into the examination room.
7 You . . . write to him for he will be here tomorrow.
8 We . . . make any noise or we'll wake the baby.
9 You . . . bring an umbrella. It isn't going to rain.
10 You ... do all the exercise. Ten sentences will be enough.
11 We . . . reheat the pie. We can eat it cold.
12 Mother to child: You . . . tell lies.
13 You . . . turn on the light; I can see quite well.
14 You . . . strike a match; the room is full of gas.
15 You . . . talk to other candidates during the exam.
need not and don't have to etc.
Replace the words in bold type by need not/need I? etc., or a negative or interrogative have to form.
I've been invited to a wedding; but I can't go. Will it be necessary for me to send a present?
Shall I have to send a present?
1 It isn't necessary for him to go on working. He has already reached retiring age. (He . . .)
2 Was it necessary for you to wait a long time for your bus?
3 It isn't necessary for me to water my tomato plants every day.
4 It will be necessary for them to get up early when they go out to work every day.
5 We had to stop at the frontier but we were not required to open our cases.
6 It wasn't necessary to walk. He took us in his car. (We . . .)
7 My employer said, 'I shan't require you tomorrow.' (You . . . come.)
8 It is never necessary for me to work on Saturdays.
9 When I am eighteen I'll be of age. Then it won't be necessary to live at home if I don't want to.
10 New teacher to his class: It isn't necessary for you to call me 'Sir'; call me 'Bill'.
11 Will it be necessary for us to report this accident to the police?
12 When you buy something on the instalment system you are not required to pay the whole price at once.
13 Did you know enough English to ask for your ticket?
It wasn't necessary to say anything. I bought my ticket at a machine.
14 It isn't necessary to buy a licence for a bicycle in England. (We . . .)
15 Is it essential for you to finish tonight?
must, can't and needn't with the perfect infinitive
must + perfect infinitive is used for affirmative deductions, can't/couldn't + infinitive is used for negative deductions, needn't + perfect infinitive is
used for a past action which was unnecessary but was performed.
Fill the spaces in the following sentences by using one of these forms + the perfect infinitive of the verbs in brackets.
1 Did you hear me come in last night? ~ No, I . . . (be) asleep.
2 I wonder who broke the wineglass; it. . . (be) the cat for she was out all day.
3 You . . . (help) him. (You helped him but he didn't need help.)
4 I had my umbrella when I came out but I haven't got it now. ~ You . . . (leave) it on the bus.
5 He . . . (escape) by this window because it is barred.
6 1... (give) £10. £5 would have been enough.
7 I saw a rattlesnake near the river yesterday. —
You . . . (see) a rattlesnake. There aren't any rattlesnakes in this country.
8 He is back already. ~ He . . . (start) very early.
9 He returned home with a tiger cub. -His wife (be) very pleased about that.
10 I bought two bottles of milk. ~
You . . . (buy) milk; we have heaps in the house.
11 I phoned you at nine this morning but got no answer. — I'm sorry. I . . . (be) in the garden.
12 I left my bicycle here and now it's gone. ~ Someone . . . (borrow) it.
13 When she woke up her watch had vanished. — Someone . . . (steal) it while she slept.
14 I've opened another bottle. ~
You . . . (do) that. We've only just started this one.
15 The machine said, 'You weigh 65 kilos,' and I said, 'Thank you.' -You . . . (say) anything.
Passive Voice
Variant I
I. Put the following into the passive voice.
1 You should open the wine about three hours before you use it.
2 Previous climbers had cut steps in the ice.
3 Somebody had cleaned my shoes and brushed my suit.
4 We use this room only on special occasions.
5 You must not hammer nails into the walls without permission.
6 In some districts farmers use pigs to find truffles.
7 Someone switched on a light and opened the door.
8 Somebody had slashed the picture with a knife.
9 They are pulling down the old theatre.
10 Why didn't they mend the roof before it fell in?
11 The mob broke all the shop windows in recent riots.
12 The librarian said that they were starting a new system because people were not returning books.
13 The police asked each of us about his movements on the night of the crime.
14 Someone will serve refreshments.

II. Put the following into the passive, mentioning the agent where necessary.
1 They feed the seals at the zoo twice a day.
2 Who wrote it?
3 Compare clothes which we have washed with clothes which any other laundry has washed.
4 He expected us to offer him the job.
5 They showed her the easiest way to do it.
6 Lightning struck the old oak.
7 Titian couldn't have painted it as people didn't wear that style of dress till after his death.
8 A jellyfish stung her.
9 The author has written a special edition for children.
10 Judges used to carry sweet herbs as a protection against jail-fever.
11 What did he write it with? ~
He wrote it with a matchstick dipped in blood.
12 An uneasy silence succeeded the shot.
13 Did the idea interest you?
14 The lawyer gave him the details of his uncle's will.

III. Use the necessary tense form Active or Passive instead of the infinitives in brackets.

1. I couldn't use my car last Sunday. It (to fix).

2. When I got to the parking lot, I didn't find my car. It (to steal).
3. By the time we got home, everything was quiet. The children (to put) to bed.
4. When I phoned Mark, he told me that my wireless still (to repair), so I couldn't come and get it.
5. When the taxi arrived, the things still (to pack).
6. When the taxi arrived, the things (to pack) already.
7. What book they (to ask for)?
8. There were no tickets left when we came. They all (to sell out).
9. When Mother came, the room looked spotless. Everything (to tidy up).
10. No books (to ask for) recently.
П. I (to ask) a lot of questions before they agreed I knew nothing.
12. When I came into the room, the students still (to ask) questions.
13. When the guests came, everything (to do) already, and the kettle (to boil).
13. Someone (to be) here last night. My bracelet and some rings (to take)!
14. When the television (to invent)? Who (to invent) It?

IV. Should these sentences be changed into Passive?

1. You must dry clean this garment.

2. The executioner executed the prisoner at dawn.

3. My parents are staying with us over the weekend

4. The New York flight leaves at six thirty.

5. An unknown person has vandalised the lift in our block.

6. The ancient Egyptians were superb stonemasons.

7. People must complete this form in black ink and they must sign it.

8. This house used to belong to my aunt.

9. They heat milk to 110°C and then they rapidly cool it to produce the final pasteurised product.
Passive Voice
Variant II
I. Put the following into the passive voice.
1. People must not leave bicycles in the hall.
2. Members may keep books for three weeks. After that they must return them.
3. The burglars had cut an enormous hole in the steel door.
4. I've bought a harp. They are delivering it this afternoon. (Do not change the first sentence.)
5. Someone has already told him to report for duty at six.
6. They rang the church bells as a flood warning.
7. No one can do anything unless someone gives us more information.
8. People are spending far more money on food now than they spent ten years ago.
9. The organizers will exhibit the paintings till the end of the month.
10 They will say nothing more about the matter if someone returns the stolen gun.
11. It is high time someone told him to stop behaving like a child.
12. A thief stole my dog and brought him back only when I offered £20 reward for him.
13. The judge gave him two weeks in which to pay the fine.
14. They make these artificial flowers of silk.

II. Put the following into the passive, mentioning the agent where necessary.
1. Beavers make these dams.
2. They used to start these engines by hand. Now they start them by electricity.
3. Most people opposed this.
4. Students are doing a lot of the work.
5. The Prime Minister was to have opened the dry dock.
6. They recommended opening new factories in the depressed area. (Use should.)
7. The closure of the workshops will make a lot of men redundant.
8. Anyone with the smallest intelligence could understand these instructions.
9. We will not admit children under sixteen.
10. Boys of sixteen to eighteen are to man this training ship.
11 A rainstorm flooded the gypsies' camp.
12. The howling of wolves kept him awake all night.
13. They suggested making the tests easier. (Use should.)
14. Children couldn't have done all this damage.

III. Use the necessary tense form Active or Passive instead of the infinitives in brackets.

1. 'They (to tell) you the news?' - 'No, I (not to tell) anything.'
2. The missing boy still (not to find).
3. She (not to ask) any questions last night. The police only (to interrogate) me.
4. They already (to read) all these books, but the new books (not to bring) yet.
5. Who (to leave) the door open? Mrs. Jones (to leave) her door open last week, and her house (to break into).
6. They (to send for) the doctor?' - 'Yes, he (to send for).'
7. The patient (to operate on) last week. He almost (to recover) already.
8. In the dining-room Johnny still (to give) a lecture on table manners.
9. When they arrived home, the preparations still (to make).
10. No mistakes (to make) in this work.
11. We didn’t go to the party because we (not to invite).
12.. 'How he (to account for) his behaviour? He (to explain) anything while he (to talk) to you?'
'No, I (to give) a very evasive answer.'
13. Yesterday I (to give) very nice presents.
14. Someone (to spill) some wine on the table-cloth. And you see that some glasses (to break).

IV. Should these sentences be changed into Passive?

1. That baby really resembles her mother.

2. The stunning vista of long white beaches backed by verdant hills entranced her.

3. Our area sales manager has decided to leave.

4. A man who had never known that he had rich relations inherited the estate.

5. They collect the information from various retail outlets and they enter it onto the database.

6. People hardly ever see foxes in daylight.

7. Several members of the international press corps interviewed the terrorists.

8. The jury convicted the man and the judge sentenced him to fifteen years in jail.

9. John has a Ferrari.

Grammar Tests
Test 1
1.I... glasses since I was a child.
a) wear,
b) wore,
c) am wearing,
d) have been wearing.
2. When the phone rang, I... dinner.
a) cook,
b) was cooking,
c) had been cooking,
d) have been cooking.
3. He usually had dinner at 4 p.m., ... ?
a) had he,
b) hadn't he,
c) did he,
d) didn't he.
4. He works ... and makes good progress.
a) hard,
b) hardly,
c) good,
d) badly.
5. He reminds me ... someone I knew in the army.
a) of,
b) to,
c) from,
d) about.
6. Mary is here. Where are ... ?
a) other,
b) others,
c) the others,
d) another.
7. What ... bad weather we are having today!
a) the,
b) a,
c) an,
d) — .
8. Did you read ... English books at school?
a) some,
b) many,
c) much,
d) none.
9. I want to know what ...,
a) are you doing,
b) were you doing,
c) will you do,
d) you are doing. *•
10. I've made ... mistakes now than I made last time.
a) few,
b) a few,
c) fewer,
d) less.
11. Can ... of you help me?
a) some,
b) any,
c) somebody,
d) anybody.
12. This translation is twice ....
a) easy,
b) easier,
c) the easiest,
d) much easier.
13. We ... two compositions this month.
a) write,
b) wrote,
c) were writing,
d) have written.
14. I had a feeling that somebody ... there before.
a) is,
b) was,
c) has been,
d) had been.
15. She won't see him ... he phones her.
a) except,
b) after,
c) unless,
d) because.
16. ... only one theatre and two cinemas in this city ten years ago.
a) there is,
b) there was,
c) there are,
d) there were.
17. My watch....
a) stops,
b) has stopped,
c) have stopped,
d) stop.
18. Do you know when he ... ?
a) comes,
b) will come,
c) shall come,
d) come.
19. I don't have any pets. Neither ....
a) she does,
b) does she,
c) is she,
d) does she have.
20. His parents didn't let him ... TV late.
a) to watch,
b) watch,
c) watching,
d) watched.
21.1 ... since breakfast and I'm very tired.
a) travel,
b) am travelling,
c) was travelling.
d) have been travelling.
22. He came to the party ... he hadn't been invited.
a) although,
b) in case,
c) even,
d) in spite.
23. We have ... for a new secretary but we haven't had any replies yet.
a) announced,
b) advertised,
c) advised,
d) noticed.
24. Ted is good at football but Rick is ... .
a) good,
b) well,
e) better,
d) best.
25. ... "Romeo and Juliet?"—Not yet.
a) Did you see,
b) Do you see,
c) Have you seen,
d) Had you seen.
26. He makes me ....
a) laugh,
b) to laugh,
c) laughing,
d) have laughed.
27. He had an accident yesterday and was taken to ... hospital.
a) the,
b) — ,
c) a,
d) an.
28. It's crowded in here. There's ... to sit down.
a) hardly,
b) hardly any,
c) hardly anything,
d) hardly anywhere.
29. Next June my cousin ... from high school.
a) graduate,
b) graduated,
c) will graduate,
d) has graduated.
30. The Earth ... round the Sun.
a) goes,
b) was going,
c) will go,
d) has gone.
31. Are you interested ... working for him?
a) at,
b) in,
c) with,
d) of.
32. He is reported ... 400 dollars.
a) to steal,
b) to have stolen,
e) to be stealing,
d) to have been stolen.
33. Put ... sugar into your tea.
a) some,
b) any,
e) none,
d) not any.
34. I ... my book on the desk a few minutes ago.
a) lay,
b) have lain,
c) laid,
d) have laid.
35. There's nothing left for him but escape, ... ?
a) is it,
b) isn't,
c) is there,
d) isn't there.
36. The news ... so shocking.
a) are,
b) was,
c) have been,
d) were.
37. ... the dinner by the time Peter came?
a) Have you cooked,
b) Did you cook,
c) Do you cook
d) Had you cooked.
38. She ... when I came.
a) works,
b) work,
c) was working,
d) has worked.
39. You ... work hard at your French if you want to pass the exam.
a) can,
b) may,
c) must,
d) might.
40. Do you like ... milk with your tea?
a) few,
b) some,
c) many,
d) a few.
41.China has got … population in the world.
a) a large
b) a larger
c) the largest
d) the most large
42. This coat is … of all.
a) an expensive
b) a less expensive
c) the least expensive
d) more expensive
43. How … does it cost to fly to New York by Concorde?
a) much
b) many
c) far
d) a lot
44. Over a thousand working hours were … last year because of the earthquake.
a) lose
b) lost
c) loose
d) loss
45. … something strange in this situation.
a) There is
b) That is
c) This is
d) It is
46. The shoes are … fashionable!
a) such
b) the
c) this
d) so
47. How … clothes are you going to take with you?
a) much
b) many
c) few
d) little
48. What is … smallest room in this hotel?
a) the
b) a
c) an
d) –
49. My child eats well. So … Mary’s.
a) is
b) has
c) doesn’t
d) does
50. Don’t go out! It … hard.
a) is raining
b) rains
c) rain
d) had rained
Test 2
1. The news ... so pleasant, that she couldn't help smiling.
a) is, b) was, c) are, d) were.
2. What ... awful weather we're having today.
a) — , b) a, c) an, d) the.
3. Do you know what ... , I can't remember it.
a) is his name, b) his name is, c) was his name, d) his name was.
4. Your father's sister is your ... .
a) niece, b) cousin, c) aunt, d) granny.
5. ... we went we saw the same posters.
a) Somewhere, b) Anywhere, c) Nowhere, d) Everywhere.
6. Their house is ... to the school.
a) near, b) nearly, c) close, d) closely.
7. She felt somebody ... her by the shoulder and turned round.
a) touch, b) to touch, c) touched, d) have touched.
8. Have you had your lunch ... ? — No, I'm going to do it now.
a) already, b) still, c) just, d) yet.
9. She left the room and shut the door behind ... .
a) her, b) herself, c) by herself, d) for herself.
10. The tea was ... hot for me to drink.
a) quite, b) enough, c) top, d) at all.
11. He is not ... in politics.
a) interest, b) interests, c) interesting, d) interested.
12. Don't worry, your luggage will be looked ... .
a) after, b) over, c) at, d) upon.
13. My sister enjoys ....
a) dance, b) to dance, c) dancing, d) danced.
14. The typist is away, these papers can't ... now.
a) type, b) to type, c) have typed, d) be typed.
15. My father is 3 years ... than my mother.
a) old, b) older, c) oldest, d) elder.
16. ... does she look like? — She's young and pretty.
a) What, b) Who, c) How, d) How old.
17. I don't remember when I went to the cinema ... .
a) last time, b) for the last time, c) last, d) at last.
18. I'll call the taxi as soon as the things ... .
a) were packed, b) have been packed, c) will be packed, d) packed.
19. He said he ... in Moscow all his life.
a) lives, b) lived, c) has lived, d) had lived.
20. We wondered when our documents ... ready.
a) will be, b) would be, c) are, d) were.
21. He is very honest, he never tells ... lie.
a) — , b) a, c) an, d) the.
22. Your hair ... beautiful today.
a) look, b) is looking, c) are looking, d) looks.
23. I have no pen. I have nothing to write ... .
a) by, b) with, c) on, d) about.
24. Would you like ... milk in your tea?
a) some, b) any, c) none, d) every.
25. I'm afraid I can't tell you ... about the accident.
a) many, b) much, c) little, d) a little.
26. There was an interesting film on TV yesterday, ... ?
a) was there, b) was it, c) wasn't there, d) wasn't it.
27. I ... getting up very early.
a) am used to, b) used to, c) didn't use to, d) never used to.
28. They all have worked ... at their English. a) good, b) well, c) hard, d) hardly.
29. Kate is the ... dancer in our class.
a) good, b) better, c) best, d) best of all.
30. I can speak French. — So ... .
a) I can, b) can I, c) I can't, d) can't I.
31. The mother didn't let her daughter ... late.
a) to stay out, b) stayed out, c) stay out, d) staying out.
32. You ... do it now, you can do it tomorrow.
a) mustn't, b) needn't, c) can't, d) may not.
33. Steve ... English since he was 5 years old.
a) learns, b) learned, c) has bееn learning, d) is learning.
34. How long ... you ... to drive a car? — For three years now.
a) are able, b) were able, c) will be able, d) have been able.
35. She ... to do the work immediately.
a) tells, b) told, c) was told, d) was telling.
36. We wanted to know if they ... to the party.
a) come, b) would come, c) came, d) have come.
37. If it's dark, you may ... the light.
a) turn on, b) turn in, c) turn out, d) turn off.
38. He is known ... from the trip.
a) to return, b) to be returned, c) to have returned, d) returned.
39. Can you tell me how far ...? I can't walk.
a) is it, b) it is, 6) it was, d) was it.
40. I haven't taken my exam yet. — ... .
a) I haven't too, b) I also haven't, o) Neither have I, d) Neither have.
41. School year begins on ... 1st of September.
a) — , b) a, c) an, d) the.
42. ... our English classes we speak a lot.
a) On, b) At, c) In, d) For.
43. ... is knocking at the door.
a) Some, b) Somebody, c) Anybody, d) Nobody.
44. We'll wait... everybody comes.
a) till, b) before, c) unless, d) if.
45. Everybody says the film is worth ... .
a) see, b) to see, c) seeing, d) to be seen.
46. ... nothing interesting to see and we left.
a) There was, b) It was, c) It is, d) There is.
47. According to the weather forecast tomorrow will be ... warmer than today.
a) yet, b) still, c) more, d) just.
48. ... people can understand classical music. :
a) Few, b) A few, c) Little, d) A little.
49. I wish I ... a poet.
a) am, b) was, c) have been, d) were.
50. Martin Eden ... by Jack London.
a) wrote, b) was written, c) has written, d) is writing.

6. Информационные ресурсы

1. Млявая С.В. Business Life=Деловая жизнь: Английские экономические тексты.- Мн.: Амалфея, 2009. -208с.

2. Хрестоматия по английскому языку / Л.В. Жандаренко [и др.] ; МИТСО. – Минск: МИТСО, 2004.

3. Сидоренко, Г.И., Клыс, И.А. Сборник упражнений по грамматике английского языка / Г.И.Сидоренко, И.А.
Клыс -3-е изд. - Мн.:Лексис, 2005.-232 c.
 4. Grant, D., McLarty, R. “Business Basics”. Students’ Book. / D. Grant , R. McLarty. - Oxford University Press,
2009.- 160 р.

5. Evans, V., Dooley, J. Enterprise (intermediate). - Express Publishing, 2007.- 208 p.

6. Evans, V., Dooley, J. Grammarway (intermediate). - Express Publishing, 2006.

7. Littlejohn, A. Company to Company. Student`s Book - Fourth edition. / A. Littlejohn. - Cambridge: Cambridge
University Press, 2005. - 128p.
8. Вовшин, Я.М., Барановский, Л.С. The world of Business / Я.М. Вовшин, Л.С. Барановский.- М.: Дашков и К,
2009. – 255с.
Дополнительная литература

9. Murphy, R. Essential Grammar in Use (intermediate). – 3rd ed. – Cambridge: Cambridge University Press, 2009. –
319 p.

10. Hughes, J, Naunton J, “Business Result” (intermediate) Students’ Book / J. Hughes, J. Naunton. - Oxford University
Press, 2009. - 160 p.

11. Cotton D., Falvey D., Kent S. Market Leader (Intermediate) Course Book. / D. Cotton, D. Falvey, S. Kent -
Longman, 2009. -176 p.

12. Robbins S, Collins COBUILD Business Vocabulary in Practice / S. Robbins - The University of Birmingham, 2004.
– 248 p.

13. http://www.learn-english-today.com/business-english/A-business-english-contents.html

14. http://www.businessenglishsite.com/index.html