2020-Book-English For Management Studies

ГАОУ ВО «ДАГЕСТАНСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ
НАРОДНОГО ХОЗЯЙСТВА»
English
for Management
Studies
Учебное пособие
Махачкала
2020
УДК 811.11
ББК 81.2 Англ
по решению методического совета ГАОУ ВО « Дагестанский государственный

университет народного хозяйства » (протокол №8 от 20.04.2020г. )
Составители:
Гаджиева Н. А., Дагестанский государственный университет народного хозяйства
Хочавова Ю. У., Дагестанский государственный университет народного хозяйства
Темирханова Г. К., Дагестанский государственный университет народного хозяйства
English for Management studies: учебное пособие / Н.А. Гаджиева, Ю.У. Хочавова, Г.
К.Темирханова; М.: ДГУНХ, 2020. - 138с.
Рецензенты: Гусейнова Д.Ш., к.ф.н., доцент кафедры английского языка ДГУНХ
Хасбулатова Зарипат Абазовна, к.ф.н., доцент кафедры иностранных языков

Автодорожного Института (филиала) МАДИ в г. Махачкале.
Ответственный редактор: Батырмурзаева У.М., к.ф.н., доцент, ДГУНХ
Учебное пособие «English for Management Studies» имеет практическую направленность и

предназначено для студентов экономических факультетов, вузов, колледжей, а также для
тех, кто изучает английский язык для предпринимательской деятельности в сфере
менеджмента, маркетинга и бизнеса.
© Гаджиева Н.А., Хочавова Ю.У., Темирханова Г.К. 2020
(название типографии)
Предисловие
Данное пособие составлено на основе учебной программы курса английского

языка для студентов II курса экономических факультетов ВУЗов, изучающих
менеджмент/маркетинг, владеющих основами нормативной грамматики и
имеющих запас общеупотребительной лексики (с уровнем языковой
подготовки Pre-Intermediate и выше), а также для широкого круга лиц,
изучающих английский язык для профессиональной деятельности в сфере
бизнеса и интересующихся вопросами практического управления.
Учебное пособие состоит из 10 уроков (Units) с единой внутренней

структурой, а также приложения, включающего грамматические упражнения,
обзорные таблицы и комментарии, список неправильных глаголов.
Структура пособия обеспечивает формирование у студентов тематического
словаря, активное усвоение функциональной лексики и развитие навыков
двустороннего перевода.
Целями пособия являются:
- ознакомление обучающихся с основными областями менеджмента;
- развитие умений чтения профессионально ориентированных текстов (при

отборе текстов для каждого урока учитывались их информативность и
познавательность);
- дальнейшее формирование коммуникативной компетенции – способности

осуществлять общение на английском языке в рамках бытовой и специальной
тематики.
Материал пособия ориентирован на развитие основных видов речевой

деятельности. Система устных и письменных упражнений позволяет
комплексно отрабатывать грамматические и лексические структуры,
употребительные в сфере профессионального и бытового общения.
Учебное пособие включает ролевые игры, творческие и проблемные задания,

позволяющие изучить мотивационные и психологические аспекты
предпринимательской деятельности.
Выражаем благодарность за ценные методические рекомендации

заведующей кафедрой английского языка Батырмурзаевой Уме Мамашевне.
Unit I
DEFINITION OF MANAGEMENT.
ITS NATURE AND PURPOSE.
Before you read
1. Are the following statements true or false?
a) The ability to achieve organizational goals requires great skill.
b) Management applies only to large organizations and to profit enterprises.
c) Lower-level managers spend more time on planning and organizing than top-
level managers.
2. Read the text and check your answers.
The need for effective managers has never been greater. We are living in an era of
accelerating global competition. Pressures from foreign companies are causing
many managers to reassess their approaches as they strive to be successful in a
formidable competitive environment. More than ever, managers operating both
globally and domestically require the best ideas that the field of management has to
offer in order to gain a competitive edge.
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.
We define management as the process of designing and maintaining an

environment in which individuals working together in groups, accomplish
efficiently selected aims. This basic definition needs to be expanded.
1. As managers, people carry out the managerial functions of planning, organizing,

staffing, leading and controlling.
2. Management applies to any kind of organization.

3 It applies:
- to managers at all organizational levels;
- to small and large organizations;
- to profit and not-for-profit enterprises;
- to manufacturing as well as service industries.
The term «enterprise» refers to business, government agencies, hospitals,

universities, and other organizations.
Management is the process of coordinating the resources of an organization

to achieve the primary organization goals. Managers are concerned with such main
resources as: material, human, financial, informational.
Material resources are physical materials and the equipment used by an

organization to make a product.
The most important resources of any organization are its human resources –
people.
Financial resources are the funds the organization uses to meet its
obligations to various creditors.
Information also can’t be ignored. Companies are finding it increasingly

important to gather information about their competitors in today’s business
environment.
Managers are charged with responsibility of taking actions that will make it
possible for individuals to make their best contributions to group objectives.
The scope of authority held may vary and the types of problems dealt with
may be considerably different. But the fact remains that, as managers, all obtain
results by establishing an environment for effective group endeavour. Top-level
managers spend more time on planning and organizing than lower-level managers.
What is the aim of all managers? In a very real sense, in all kinds of
organizations, whether business or nonbusiness, the logical and most desirable aim,
of all managers should be a surplus – managers must establish an environment in
which people can accomplish group goals with the least amount of time, money,
materials and personal dissatisfaction, or where they can achieve as much as
possible of a desired goal with available resources. In a nonbusiness enterprise,
such as a police department or hospital, that are not responsible for total business
profits, managers still have goals and should strive to accomplish as much as
possible with available resources.
3. Do you know how to pronounce these words?
Era; area; edge; formidable; environment; designing; efficiently; maintaining;

managerial; enterprise; agency; individual; desirable; aims; desired objectives;
scope of authority; group endeavour; supervisor; surplus; achieve group goals;
personal dissatisfaction; available resources.
4. Study the meanings of the key words from the text:
definition n - определение
management n - управление, руководство, менеджмент
reassess v - подвергать пересмотру, производить переоценку
approach n - подход, метод, принцип
strive v - стараться, прилагать усилие
formidable adj - пугающий, гигантский
environment n - (окружающая) среда
domestically adv - внутри страны, на внутреннем рынке
gain v - добывать, зарабатывать, выигрывать
edge n - преимущество, (в конкурентной борьбе)
provide v - обеспечивать, давать

ability n - способность, умение, квалификация
 to hear - способность слышать
inborn/native  - врожденная, природная способность
to do smth. to the best - стараться изо всех сил
of one’s 
to demonstrate/display - проявлять, демонстрировать способности,
/show  умение
skill n - мастерство, навык
accomplish v - доводить до конца; завершать, осуществлять
efficient adj - действенный, эффективный, целесообразный
рациональный (о человеке), умелый,
подготовленный, квалифицированный
carry out v - выполнять, исполнять
 in (to)practice - осуществлять, проводить в жизнь
staff v - комплектовать кадры, обеспечивать
персоналом
application n - применение
apply to v - касаться, относиться
profit n - прибыль, выгода
a enterprise - коммерческое предприятие, работающее
на прибыль
a not-for- enterprise - неприбыльное предприятие, не
(a non-profit enterprise) работающее на прибыль
resource n - ресурс
achieve v - достигать
equipment n - оборудование
fund n - денежные средства
increasingly adv - все более/больше
contribution n - вклад
objective n (syn. aim, goal) - цель
long-range  - долгосрочная цель
to attain/gain/win  - достичь цели
deal (with) - иметь дело с кем-то, ведать,
рассматривать вопрос
obtain (syn. achieve) - достигать результатов
results
establish v - устанавливать, организовывать
desire v - хотеть, желать
desirable adj - желанный, желательный
a desirable aim/ - желаемая цель
a desired goal
surplus n - излишек, прибыль
5. Find in the text English equivalents for the following:
жить в эпоху растущей конкуренции; пересматривать подходы (к решению

проблемы); основываться на; научные теории; практическое применение
знаний; требовать определенных способностей и навыков; создавать и
поддерживать условия внутренней среды организации; комплектовать кадры;
неприбыльное (не работающее на прибыль) предприятие; достигать
основных целей; заниматься (иметь дело с); людские ресурсы; выполнять
обязательства; наделять ответственностью; значимые для всех цели;
совместные усилия; наименьшие затраты времени, денег и материалов.
6. Give the most suitable equivalents for the following expressions:
a formidable competitive environment; operate globally and domestically;

developing science; accomplish aims; apply to any kind of organization; a profit
enterprise; primary goals; to be concerned with; main resources; meet obligations;
increasingly important; gather information; make contributions; scope of authority;
establish an environment; group endeavour; the most desirable aim; the least
amount of personal dissatisfaction; to strive to do smth.
7. Complete the sentences with the words from the box. There are two words
which you don’t need to use.
Increasingly scope of authority applies available to gather

carry out responsibility an environment a surplus
resources contributions provide
1. Knowledge of theories and principles doesn’t ___________ practical results.
2. Management is the process of designing and maintaining _______ for effective

accomplishing group goals.
3. Managers _______ planning, organizing, staffing, leading and controlling.
4. Management _______ to any kind of organization and to managers at all

organizational levels.
5. It is _______ important _______ information about the competitors.
6. Managers are charged with _______ of taking actions that will make it possible
for individuals to make their _______ to group objectives.
7. Top-level managers and lower-level managers hold different _______ .
8. The logical and most desirable aim of all managers should be _______ .
8. Match the words in the left column with the correct definitions in the right
hand column:
1. available (adj) a) rivalry, especially in business
2. concern (n) b) to process or to make a product from a
raw material, esp. as a large-scale
operation using machinery
3. competition (n) c) something that affects or is of importance
to a person, an organization
4. not-for-profit d) something that you can get, buy or find
organization
5. manufacture (v) e) an organization whose main purpose
centre on issues other than making profits
9. Replace the parts in italics by their synonyms:
We are living in a period of accelerating world competition; they try to be

successful in a formidable competitive environment; people, working together in
groups, accomplish efficiently selected goals; management refers to any kind of
company; managers must create an environment; they can obtain as much as
possible of a desired objective with available resources.
10. Answer the questions:
1. What are the challenges that managers face in today’s competitive world?
2. How is management defined? 3. How can this definition be expanded? 4. What
does the term “enterprise” refer to? 5. What can be said about management as a
process? 6. What main resources are managers concerned with?
7. What is the main responsibility of managers? 8. How can managers obtain good
results? 9. How do managerial functions differ at different levels of management?
10. What is the most desirable aim of all managers? 11. How should they strive to
accomplish their goals? 12. What are nonbusiness (non-for-profit) enterprises?
Give an example. 13. How should managers at nonbusiness enterprises accomplish
their goals?
11. What is the meaning of the italicized words in the following sentences?
1. Some firms believe that their employees are their most important assets. 2. The
owner of a sole proprietorship may be the only manager in the organization.
3. These transactions involve financial resources. 4. A company’s management

must be very responsible. Resource utilization must not cause damage to people
and environment. 5. In business, organization structure means the relationship
between positions and people who hold the positions. 6. By organization, we mean
more persons engaged in a systematic effort to produce goods or services. 7. A
manager’s knowledge base and key management skills are other important factors
that contribute to high performance.
12. Translate into English.
1. Организация – это группа людей, работающих вместе для достижения

общей цели. 2. Менеджмент основан на научных теориях. 3. Управление –
это процесс планирования, организации, подбора кадров и контроля. 4.
Управление касается как коммерческих, так и неприбыльных организаций. 5.
Менеджеры занимаются четырьмя видами ресурсов: материальными,
финансовыми, людскими и информационными. 6. Материальные ресурсы –
это материалы, из которых изготовлена продукция, а также оборудование,
используемое для ее производства. 7. Финансовые ресурсы – это фонды,
которые использует организация для выполнения своих обязательств перед
различными кредиторами. 8. Менеджеры наделены полномочиями и
ответственностью предпринимать шаги, которые способствуют
осуществлению целей организации. 9. Менеджеры могут достичь хороших
результатов, если создадут в коллективе благоприятный морально-
психологический климат. 10. Руководители высшего звена отвечают за
планирование и организацию всей работы в целом. 11. Полномочия
руководителей низшего звена значительно варьируются в разных
организациях. 12. Среда, которую создает руководство, имеет большое
значение для достижения общих целей с наименьшими затратами времени,
денег и ресурсов. 13. Руководители должны стремиться достичь желаемых
целей доступными средствами.
Oral activity
Food for thought:
1. Who do you manage and how?
2. Who manages you and why?
3. What are the things that must be managed? Choose the ones you think apply and
compete the list with your own ideas.
1. Time 3. Energy 5. Career

2. Money 4. Studies 6. Human relationships
Writing activity
Write an article about one famous manager. The answers to the following
questions will help you:
- Who is this manager?

- When and where born?
- What are the most important points in life?
- What is he/she best known for?
Unit II
LEVELS AND AREAS OF MANAGEMENT
Before you read
a) All managers have the same purposes and are responsible for the same tasks.
b) Operating employees represent the work force of the organization and they get
salaries for their work.
c) First-line managers don’t supervise other managers.

1. Levels of management.
Each organization can be represented as a three-story structure or a pyramid. Each

story corresponds to one of the three general levels of management: top managers,
middle managers, and first-line managers. At the basic level of this pyramid there
are operating employees.
TOP MANAGEMENT
|
MIDDLE MANAGEMENT
|
FIRST-LINE MANAGEMENT
|
OPERATING MANAGEMENT
Top managers. Composed of a comparatively small group of people, top

management is responsible for the overall management of an organization. These
people are called executives. They establish operating policies and guide the
organization’s interactions with its environment. Typical titles of top managers are
“chief executive officer”, “president” and “vice president”.
Middle managers. The term middle management can include more than one
level in an organization. Middle managers direct the activities of lower-level
managers and sometimes those of operating employees as well. Middle managers’
principal responsibilities are to direct the activities that implement their
organization policies.
First-line managers. The lowest level in an organization at which

individuals are responsible for the work of others is called first-line or first-level
management. First-line managers direct non-management employees; they do not
supervise other managers. Example of first-line managers are the foreman or
production supervisors in a research department, and the clerical supervisors in a
large office. First-level managers are often called “supervisors”. A school principal
is also a first-level manager, as is the manager of a major league baseball team.
Operating employees are not managers. They re qualified and non-qualified

persons working for the organization. For their labour or services they get salaries
or wages. They represent the work force of the organization.
2. Areas of management.
An organizational structure can also be divided more or less horizontally into areas
of management. The most common areas are finance, operations, marketing,
human resources, and administration. Depending on its purpose and mission, an
organization may include other areas as well – research and development, for
example, or risk management.
Other
Finance - Operations - Marketing - Human - Adminis- - (for example,

tration Research and
resources
Development)
A financial manager is primarily responsible for financial resources of an
organization. Accounting and investment are specialized areas within financial
management. Because financing affects the operation of the entire firm, many of
the presidents 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 nonbusiness activities. Like financial management,
operations management has produced a good percentage of today’s company
presidents.
A marketing manager is responsible for the exchange of products between

the organization and its customers or clients. Specific areas within marketing and
marketing research, advertising, promotion, sales, and distribution.
A human resources manager is in charge of an 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 administration 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.

Organization; structure; employee; comparatively; executive; guide; environment;
supervisor; foreman; research; qualified; horizontally; resource; marketing;
primarily; accounting; variety; percentage; advertising.
storey n - этаж
top manager - руководитель высшего звена
middle manager - менеджер среднего звена
first-line manager - менеджер первого (низшего) звена
executive - 1) исполнитель, руководитель, 2) исполнительный
policy n - политика, курс, стратегия
guide v - зд. руководить, управлять, вдохновлять
interaction n - взаимодействие
title n - зд. положение, должность, звание
confer a ~ on smb. - присваивать звание кому-л.
chief executive officer - главный исполнительный директор
(CEO)
vice president n - вице-президент
supervise v - зд. руководить, осуществлять контроль
foreman n - мастер, бригадир
working ~ - рабочий, выполняющий помимо своей основной
работы руководящие обязанности

research n - исследование
~ work - научно-исследовательская работа
detailed/thorough ~ - детальное исследование
to conduct/do ~ - проводить исследование
clerical adj - зд. офисный, конторский
qualified adj - квалифицированный, компетентный
operations - деятельность, управление, работа
human resources - трудовые ресурсы, людские резервы, персонал,
штат служащих
accounting n - бухгалтерский учет, отчет
to give, render an ~ - предоставить отчет
salary ~ - начисление заработный платы
affect v - влиять (на), оказывать воздействие
to ~ smb. deeply - сильно повлиять на кого-л.
basic training - основная подготовка, основное образование
operations manager - директор-распорядитель
convert v - преобразовывать, превращать, конвертировать
equate v - отождествлять, приравнивать
advertising n - рекламная деятельность, бизнес
distribution n - распределение, зд.распространение
wide ~ - широкое распространение

unfair ~ - несправедливое распределение
be in charge (of) v - заведовать, быть ответственным (за)
engage (in) v - заниматься
hire v - нанимать (на работу)
appraise v - оценивать
ensure v - обеспечивать, гарантировать
regulations n - постановления, зд. положения законодательства
rules and ~ - правила и нормативы
government ~ - правительственные постановления
general manager - генеральный директор
уровни руководства; высший руководитель; менеджер среднего уровня;

руководитель первого звена; вся деятельность организации; определять
политику; главный исполнительный директор; директор производства;
офисный руководитель; неквалифицированный работник; рабочая сила;
людские ресурсы; научное исследование; бухгалтерский учет; производство
товаров; процентное соотношение; оценить деятельность рабочего;
правительственные постановления; работа по найму; генеральный директор.
6. Give the most suitable Russian equivalents for the following expressions:
levels of management; three-storeyed structure; middle managers; first-line
manager; operating employee; operating policies; chief executive officer;
production supervisor; research department; work force; organizational structure;
human resources; purpose and mission; risk management; basic training;
production of goods; nonbusiness activities; exchange of products; marketing
research; be in charge of; appraise the performance; follow government
regulations; to be associated with.
7. Complete the sentences with the words from the box. There are two words
which you don’t need to use.
responsibilities coordinates advertising first-line areas

resources operations determinate supervisors qualified
a pyramid middle overall balance employee
1. Each organization can be represented as a three-storeyed structure or _____.

2. There are three general levels of management: top managers, _____
managers and _____ managers.
3. Top manager is responsible for the _____ management of an organization.
4. Middle managers’ principal _____ are to direct the activities and to _____
the demands of their managers with the capacities of their employees.
5. First-level managers are often called “_____”.
6. Operating employees are _____ and non-qualified persons working for the
organization.
7. A financial manager is primarily responsible for the organization’s financial
_____ .
8. Traditionally, _____ management is equated with the production of goods.
9. Specific _____ within marketing are marketing research, _____, promotion,
sales, and distribution.
10. An administrative manager _____ the activities of specialized managers in
all these areas.
8. a) Match the words on the left with their definitions on the right:
a) employ (v) 1) a person, company, or organization that pays

someone to work for them as a member of their
staff
b) employer (n) 2) someone who has the relevant skills,
qualifications, experience, or qualities to get
a job.
c) employee (n) 3) someone who is paid regularly to work for a
person or an organization
d) employment (n) 4) a situation in which some people do not have
work and do not have an income
e) unemployment (n) 5) to pay someone regularly to do a job for you
or to work as a member of your organization
f) employable (adj) 6) a work that you are paid regularly to do for

a person or company
b) Complete the following sentences with an appropriate term from the

left column:
1) After graduation, she found _____ with a local finance company.

2) Their _____s worked a ten-hour day.
3) _____ rose last month to its highest level for over five years.
4) They _____ a nanny, cleaner, and gardener.
5) The factory is the largest single _____ in the area.
6) Think about whether you have the right balance of self-reliance,
generalist and specialist skills to stay _____ .
formed of a comparatively small group of people; top management is answerable

for the overall management of an organization; middle managers’ principal duties
are to direct the activities; first-line managers do not control other managers;
operating employees are skilled and unskilled persons working for the
organization; an organization may comprise other spheres as well – research and
development; financing influences the operation of the entire company; a
marketing manager is responsible for the exchange of goods between the
organization and its customers; an administrative manager coordinates the work of
specialized managers in all areas.
1. What are the levels of management? 2. What are top managers responsible
for? What are the common titles associated with top management? 3. What are
middle managers’ principal responsibilities? 4. What are the common titles
associated with first-line management? 5. Who is at the bottom (нижняя часть) of
the management levels? Are they managers? 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 are the main
tasks of a human resources manager? 11. What does an administrative manager
coordinate?
1. He was the most experienced actor, a man of the very rarest executive
ability. 2. They are generally responsible for the organization’s planning and
developing its mission. 3. Nothing but the interest of this world guided him. 4.
Middle managers develop policies, coordinate and supervise the activities of first-
line managers. 5. I always associate the smell of those flowers with my childhood.
6. If I am not promoted within the next two years I am going to change my job. 7.
His researches have been fruitful. 8. A poet is one who can convert ordinary words
into a meaningful and effective piece of writing. 9. You cannot equate life in the
city to life in the country. 10. The rule does not apply to this case. 11. He wondered
what it must be for such a boy to be in charge of so wild and tumultuous army. 12.
If I had engaged in politics, I should have perished long ago. 13. The book ensured
his success.
1. Существует три основных уровня управления: менеджмент высшего

звена, менеджмент среднего звена и менеджмент первого звена. 2.
Руководители высшего звена направляют и контролируют общую
деятельность организации, они определяют стратегию и основную
политику фирмы. 3. Менеджерами высшего звена организации
являются президент, вице-президент, главный исполнительный
директор и члены совета директоров. 4. Основной обязанностью
менеджеров среднего звена является руководство работой организацию
5. Менеджер первого звена следит за деятельностью неуправленческих
служащих и координирует ее. 6. Примерами менеджеров первого звена
являются мастер, руководитель отдела по производству или офисный
руководитель. 7. Неуправленческие работники представляют основную
рабочую силу организации. 8. Самыми обычными сферами управления
являются финансы, производственные операции, маркетинг, людские
ресурсы и администрирование. 9. Заведующий финансами, прежде
всего, отвечает за финансовые ресурсы организации. 10. Традиционно
управление производством тождественно производству товаров. 11.
Управляющий маркетингом ответственен за обмен продукцией между
организацией и ее постоянными покупателями или клиентами. 12.
Менеджер людскими ресурсами занимается наймом, обучением и
оценкой деятельностью работников. 13. Административный
руководитель осуществляет общее административное руководство, и
он не связан с какой-либо конкретной функциональной сферой.
Oral activity
Work in pairs. Discuss with a partner where you’d like to work and in what
management area. Justify your choice.
Writing activity
Write an essay: Ideal manager for me.
Unit III
THE FUNCTIONS OF MANAGERS
Before you read

a) Planning doesn’t involve decision making.
b) In reality, planning, organizing, motivating and controlling are intergrally
related and cannot be separated.
c) The basic functions or activities that make up the management process
are: controlling, organizing, financing, planning and staffing.
The main functions of managers are planning, organizing, staffing, leading

and controlling. These functions are crucial to effective management.
Planning involves selecting objectives and the actions to achieve them, it
requires decision making. Decision making is choosing future courses of
action from among alternatives. No real plan exists until a decision has been
made. Before a decision is made, all we have is a planning study, an
analysis, or a proposal, but not a real plan.
Planning bridges a gap from where we are to where we want to be in a
desired future. It strongly implies not only the introduction of new things but
also sensible and workable implementation.
Organizing is the management function that focuses on allocating and
arranging human and nonhuman resources so that plans can be carried out
successfully. Through the organizing function that managers determine
which tasks are to be done, how tasks can best be combined into specific
jobs, and how jobs can be grouped into various units that make up the
structure of the organization. Staffing jobs with individuals who can
successfully carry out plans is also part of the organizing function.
People working together in groups to achieve some goals must have
roles to play, much like the parts actors fill in a drama. The concept of a
“role” implies that what people do has a definite purpose or objective; they
know how their job objective fits into group effort, and they have the
necessary authority, tools and information to accomplish the task.
The purpose of an organization structure is to help in creating an
environment for human performance. To design an effective organization
structure is not an easy managerial task. Many problems are involved in
making structures fit situations, including both defining the kind of jobs that
must be done and finding the people to do them.
Staffing involves filling and keeping filled the positions in the
organization structure. This is done by defining work-force requirements,
inventorying the people available, recruiting, selecting, placing, promoting,
planning the career, compensating and training or otherwise developing both
candidates and current job holders to accomplish their task efficiently.
Leading is influencing people so that they will contribute to
organization and group goals; it has to do with the interpersonal aspect of
managing. All managers would agree that their most important problems
arise from people – their desires and attitudes, their behavior as individuals
and in groups.
Effective managers also need to be effective leaders. Since leadership
implies followership and people tend to follow, those who offer a means of
satisfying their own needs and wishes, it is understandable that leading
involves motivation, leadership styles and approaches, and communication.
Controlling is the measuring and correcting of activities or
subordinates to ensure that events conform to plans. It measures
performance against goals and plans, shows where negative deviations exist
and by correcting deviations helps ensure accomplishment of plans.
Although planning must precede controlling, plans are not self-
achieving. The plan guides managers in the use of resources to accomplish
specific goals. Then activities are checked to determine whether they
conform to plans. Nothing can be done unless one knows who is responsible
for these functions.
Thus, outcomes are controlled by regulating what people do.

Crucial; require; achieve; alternative; focus; implementation; implication; analysis;
inventory; recruiting; career; current; influencing; interpersonal; behavior;
followership; measuring; deviation; precede.
crucial adj - ключевой, решающий

involve (in) v - включать в себя, подразумевать,
предполагать
require v - требовать ч-л., нуждаться в ч-л.
propose v - предлагать
bridge a gap - прокладывать мост; зд. являться
связующим звеном
imply v - заключать в себе, значить, подразумевать
introduction n - введение, внесение
implement v - обеспечивать выполнение, осуществлять
allocate v - распределять
arrange v - организовывать, устраивать
purpose n (syn. aim - цель, намерение
goal/objective)
fit (into) v - совпадать, точно соответствовать
create v - создавать
performance n - зд. исполнение, выполнение (служебных
обязанностей)
inventory v - зд. составлять опись
recruit v - произволить набор кадров; пополнять
ряды
place v - 1) размещать; 2) помещать на
должность, устраивать
promote v - продвигать по службе
compensate v - вознаграждать (материально)
leading n - руководство
influence v - оказывать влияние, влиять
interpersonal adj - межличностный
arise v - возникать, появляться
attitude n - отношение
behavior n - поведение
followership n - приверженность; верность сторонников
follower n - последователь, сторонник
mean v - намереваться, иметь в виду, думать,
подразумевать
mean (s) n - средство, способ
~ of communication - средство общения
measure v - оценивать, определять, соразмерять,
регулировать
measure n - мера, критерий, предел, степень
subordinate n - подчиненный
ensure v - обеспечивать, гарантировать
conform to v - соответствовать, согласовывать
deviation n - отклонение
although adv - хотя
precede v - предшествовать
guide v - направлять, руководить
determine v - определять
outcome n (syn. result) - результат, последствие, исход

ключевые функции; принятие решения; прокладывать мост (являться
связующим звеном); распределение ресурсов; выполнять план успешно;
очень похожие на те роли, которые актеры исполняют в спектакле;
составлять структуры организации; «подгонять» структуру под конкретные
условия работы; составлять опись; работающий персонал (люди,
занимающие должности в настоящее время).
6. Give the most suitable Russian equivalents for the following

expressions:
require decision making; bridge a gap; desired future; workable implementation;

specific jobs; staffing jobs; concept implies; definite purpose; accomplish the task;
human performance; work-force requirements; recruiting; interpersonal aspect;
arise from; the means of communication; activities of subordinates; negative
deviations; conform to plans.
7. Complete the sentences with the words from the box. There are two
words which you don’t need to use.
followership involves structure implementation ensure

guides authority promotion subordinates measuring
assign arise developing select influence attitudes
1. It is important to _____ objectives and the actions to achieve them.

2. Planning _____ both the introduction of new things and their _____ .
3. People should have the necessary _____ , tools, and information to
accomplish the task.
4. To design an effective _____ is not an easy managerial task.
5. Staffing involves _____ both candidates and a current job holders.
6. It is necessary to _____ people so that they will contribute to organization
goals.
7. Most important problems _____ from people, their desires and _____ .
8. Leadership implies _____ because people tend to follow those who can
satisfy their needs.
9. Controlling is the _____ and correcting of activities of _____ .
10. Controlling is necessary to _____ that events conform to plans.
11. The plan _____ managers in the use of resources.
a) management (n) 1) relating to the work of a manager

b) manager (n) 2) possible to control or deal with
c) manage (v) 3) a person who is employed to control,
organize, and direct part or all of a business
or organization
d) managerial (adj) 4) a woman who runs a shop or restaurant
e) manageable (adj) 5) to be in charge or in control of an
organization, a department, a project, etc.
f) manageress (n) 6) the control or organization of people, a
business, a department of a firm, a project, or
a process.
b) Complete the following sentences with an appropriate term from the left
column:
1) The fall in profits was a result of bad _____ .
2) The company has taken on a new marketing _____ .
3) She started work as a sale assistant in a shoe shop but soon became the _____ .
4) He decided to apply for a _____ position.
5) He _____ a team of 15 staff.

the main responsibilities of a manager are planning, organizing, staffing, leading
and controlling; decision making is selecting future courses of action from among
alternatives; the idea of a “role” implies that what people do has a definite purpose
or objective; the aim of an organization structure is to help in establishing an
environment for human performance; staffing involves filling and keeping filled
the jobs in the organization structure; it is clear that leading comprises motivation,
leadership styles and approaches, and communication; nothing can be done unless
one knows who is answerable for these functions; results are controlled by
regulating what people do.
1. Do you know the main functions of managers? What are they? 2. What does
planning involve? 3. Can you explain the importance of decision making? 4.
What does the concept of role imply? 5. Is it easy to design an effective
organization structure? Why/Why not? 6. How is staffing defined? What is
to be done to perform staffing effectively? 7. Why should developing apply
both to candidates and current job holders? 8. How should leading influence
people? What aspect of managing has leading to do with? 9. Where do the
most important problems of management arise from? 10. What does
leadership imply? 11. Why is it necessary to check the activities of
subordinates? What does controlling involve?
11.What is the meaning of the italicized words in the following sentences?

1. Planning is one of the main functions in managerial work . 2. Before
managers make a decision they have to choose future sources of action from
among alternatives. 3. Planning implies both the introduction of new things
and their workable implementation. 4. People should know the guidelines to
be followed in performing the tasks assigned to them. 5. It is quite
understandable that effective managers also need to be effective leaders. 6.
Negative deviations should be corrected to ensure accomplishment of plans.

1. Чтобы люди хорошо выполняли свои обязанности, нужно создать
такую атмосферу, которая способствовала бы решению стоящих перед
нами задач. 2. Задача менеджера заключается в том, чтобы давать
указания, необходимые для выполнения общих задач. 3. Люди должны
знать, чего от них ждут. 4. Все необходимые задачи должны быть
поручены людям, которые способны наилучшим образом их
выполнить. 5. Менеджер-кадровик отвечает за набор, отбор, оценку,
назначение, продвижение по службе. Он вербует и отбирает новых
служащих для заполнения вакантных должностей, анализирует
заявления квалифицированных специалистов, совещается с
руководителями первого (низшего) звена по кадровым вопросам
назначений, найма или увольнения постоянных работников. 6.
Развитие трудовых ресурсов способствует успешному и эффективному
выполнению задач, стоящих перед организацией. 7. Продвижение по
службе помогает организации, поскольку позволяет ей заполнять
вакансии служащими, которые уже проявили свои способности. 8.
Управление подразумевает мотивацию людей, поскольку они склонны
следовать за теми, кто способен удовлетворить их потребности. 9.
Контроль – это процесс, обеспечивающий достижение организацией
своих целей.
Oral activity
1. Assignment. Imagine that your executive is a very exacting man. What
should his staff do to please him? Complete the list with your own ideas.
Prompts: to be creative; to be well-organized; to keep fit; to be punctual; to
be enthusiastic; to obey the rules.
2. Discuss this with your partner. Say what relationship should be built
between manager and staff.
Writing activity
Write an essay. Use this idea as a resource: imagine you work for an
advertising company. The answers to the following questions will help
you.
1) What working position do you hold?
2) Would you like to hold a higher position? Why? (not)?
3) What position is the best for you?
4) What should you do to get it?
5) Are you accustomed to working under pressure?
6) What do you think of it?
7) What do you think about a red-tape job?
8) What qualities do you need to become an executive?
9) What does it mean to be a competent manager?
Unit IV
THE MANAGERIAL JOB AND SKILLS
Before you read

a) The job of a manager includes the leader’s control of the environment
and subordinates.
b) Manager’s success doesn’t depend on the psychological atmosphere
within the organization.
c) A communication skill enables managers to hold meetings, write
letters and explanatory notes, make reports, etc.
There are many aspects to the job of a manager and there is no complete
agreement as to what exactly constitutes the job of a manager.
Some focus on the entrepreneurial aspects of managing and their main
concern is innovation, risk taking and similar activities.
Others emphasize decision making, especially the kind of decisions that
cannot be easily programmed.
An additional view of the managerial job draws attention to leadership with
an emphasis on particular traits and managerial styles.
Closely related to this approach is the discussion about power and influence,
that is, the leader's control of the environment and subordinates,
Others focus their attention on the behaviour of leaders by examining the
content of the manager's job.
But despite different approaches to the nature of managerial tasks, the key
tasks of managers can be organized into the five functions, of planning, organizing.
staffing, leading and controlling which constitute the framework of managerial
activities. Managers are different; they have different needs, desires, and motives.
Effectiveness of a manager’s activity depends on certain important skills. A

skill is the ability to engage in a set of behaviours that are functionally related to
one another and that lead to a desired performance level in a given area. Skills can
be divided into seven different categories: conceptual, decision making, analytic,
administrative, communicational, interpersonal and technical.
1. A conceptual skill is a skill related to the ability to visualize the

organization as a whole, discern interrelationships among organizational
parts, and understand how the organization fits into the wider context of the
industry, community, and world.
2. A decision making skill is the ability of a manager to choose the best course
of two or more alternatives. A manager must decide the following:
1) What goals must be reached?
2) What strategy must be implemented?
3) What resources must be used and how they must be distributed?
4) What kind of control is needed?
In short, managers are responsible for the most important decisions which
are required to carry out any organizational activity.
3. An analytic skill is the ability to determine the most important problem of
many other problems and identify the causes of each problem before
implementing a proper action plan. This ability is especially important for
top managers because they have to solve complex problems.
4. An administrative skill is the ability of a manager to keep the
organizational rules specified for the production process, within a limited
budget, and coordinate the flow of information and paper work in his group
and in other groups.
5. A communicational skill is the ability of manager to share his ideas and
opinions with other people both orally and in writing. This skill is a decisive
factor of a manager’s success. Some investigations show that top managers
and middle managers spend approximately 80% (percent) of their work time
in communicating with each other. Thus, a communication skill enables
managers to hold meetings, write letters and explanatory notes, make
reports, etc.
6. An interpersonal skill (psychological skill) is the ability to deal effectively
with other people both inside and outside the organization. It is the ability to
understand the needs and motives of other people. This skill is very important for a
good psychological atmosphere for successful activity in the common work in
future. If the interpersonal relations are good, a manager will be successful in
getting a support in the development and implementation of organizational plans.
7. A technical skill is a skill that reflects both understanding of and
proficiency in a specialized field. For example, a manger may have technical
skills in accounting, engineering, manufacturing, or computer science.

Exactly; entrepreneurial; behavior; emphasize; effectiveness; conceptual;
interpersonal; communicational; technical; visualize; required; course; alternative;
identify; specified; budget; approximately; psychological; decisive; atmosphere;
engineering; successful.
agreement n - согласие, соглашение
constitute v - составлять
focus on v - обращать внимание, концентрироваться
entrepreneurial adj - предпринимательский
risk taking - принятие риска
emphasize v - придавать особое значение, подчеркивать,
делать особое ударение
decision making - принятие решения

content n - содержание
despite adv - несмотря на
framework n - основа, структура
engage (in) v - вовлекать, привлекать, занимать
set of behaviours - поведенческий набор
conceptual skills - концептуальные навыки
administrative skill - навык управления
interpersonal skill - зд. мастерство, умение общаться с людьми,
психологическое мастерство
visualize v - отчетливо представлять себе, мысленно видеть
discern v - разглядеть, понять, различать
fit (into) v - вписываться приспосабливаться
identify v - узнать, определить
action plan - план действий
keep (to) v - зд. исполнять, придерживаться (чего-л.)
specify v - точно определять, устанавливать,
предписывать
flow n - поток
paper work - бумажная работа
share v - делиться
~ one’s problems поделиться с к-л. своими проблемами

with smb.
both orally … and как устно …, так и … в письменной форме
in writing
investigation n - исследование
to carry out/conduct/ - проводить исследование
make an ~
enable v - давать возможность
explanatory note - пояснительная записка
deal (with) v - зд. взаимодействовать, сотрудничать
motive n - стимул, мотив, причина
noble/honorable –s - благородные порывы
to establish/find ~ - выяснить, найти мотив
relation n - отношение, связь
to establish ~ - установить связь, отношение
in ~ to - относительно; что касается
reflect v - отражать
proficiency n - опытность, умение, квалификация
предпринимательский аспект управления; принятие риска; концентрировать

внимание на; основная задача; эффективность деятельности; быть
функционально взаимосвязанными; желаемый уровень производительности;
как единое целое; курс действий; быть ответственным за что-л.; решать
сложные проблемы; производственный процесс; поток информации;
решающий фактор; рабочее время; проводить (собрание); делать доклад;
способность понимать; хорошая психологическая атмосфера; отношения
между людьми; заручиться поддержкой; осуществление организационных
планов.
6. Find in the text Russian equivalents for the following:
complete agreement; decision making; additional view; draw attention; closely

related to; content of the manager’s job; interpersonal skill; discern interrelations;
in short; carry out organizational activity; flow of information; both orally and in
writing; to hold meetings; explanatory note; both inside and outside the
organization; psychological atmosphere; successful activity; to get a support;
proficiency in a specialized field.
words which you don’t to use.
engage in despite emphasize conceptual psychological

specialized enables complex job analytic technical
decisions key tasks fit together visualize
1. There are many aspects to the _____ of a manager.

2. Others _____ decision making, especially the kind of _____ that cannot be
easily programmed.
3. The _____ of managers can be organized into the five functions.
4. An _____ skill is especially important for top managers because they have to
solve _____ problems.
5. A communication skill _____ managers to hold meetings, write letters, make
reports, etc.
6. A _____ skill is the ability to understand the needs and motives of other
people.
7. A skill is the ability to _____ a set of behaviours.
8. A _____ skill is a skill related to the ability to _____ the organization as a
whole.
9. A _____ skill is a skill that reflects both understanding of and proficiency in
a _____ field.
a) able adj 1) not able to do something

b) unable adj 2) very well or very skillfully
c) ability n 3) physically strong and healthy
d) ably adv 4) intelligent or good at doing something
e) able-bodied adj 5) the level of skill that someone has in a particular job
or activity
column:
1) The work will vary according to your _____ .
2) She is a very _____ driver.

3) _____ laborers should be used for work for the army.
4) The singers were _____ supported by the London Chamber Orchestra.
5) Some of the children were _____ to read or write.

Some pay attention to the enterprising aspects of managing; closely connected
with this approach is the discussion about power and influence; managers are
different: they have different wants, desires and impulses; efficiency of a manager’s
activity depends on certain important masteries; a skill is the capability to engage
in a set of behaviours; these skills can be distributed into seven different
categories; they have to solve difficult problems; this skill is a determinative factor
of a manager’s progress; a communication skill gives a possibility to managers to
hold meetings; psychological skill is the ability to deal effectively with other
people; it is the ability to see the needs and motives of other people; a skill that
images both understanding and experience in a specialized field.
10. Complete the following sentences according to the text:

1. There are no complete agreement as to what exactly constitutes the …
2. The key tasks of managers can be organized into the five functions of …
3. Managers are different: they have different …
4. Effectiveness of a manager’s activity depends on …
5. A skill is the ability to engage in a set of …
6. A conceptual skill is a skill related to the ability to …
7. A decision making skill is the ability of a manager to choose the best
course of actions of …
8. An analytic skill is the ability to determine the most important problems
and identify the courses of each problem before …
9. A communication skill is the ability of manager to share his ideas and
opinions with other people …
10. An interpersonal skill is very important for …
11. A technical skill is a skill that reflects both understanding of and
proficiency in …
1. What constitutes the job of a manager? 2. What does the entrepreneurial

aspect imply? 3. What kind of decision making is emphasized? 4. What
attracts attention to leadership? 5. What are the key functions of managers?
6. Give the definition of a skill. 7. What important skills does effectiveness
of a manager’s activity depend on? 8. What is a conceptual skill? 9. What
questions must a manager decide? 10. What is an analytic skill? 11. What
does an administrative skill mean? 12. Why is a communicational skill a
decisive factor of a manager’s success? 13. Why is a psychological skill so
important for a good atmosphere for successful activity? 14. What does a
technical skill reflect?
1. There is a complete agreement as to what exactly constitutes the job of a

manager.
2. The key tasks of managers can be organized into three functions.
3. Effectiveness of a manager’s activity depends on five different categories.
4. A conceptual skill is the ability of a manager to choose the best course out of
actions of two or more alternatives.
5. A communicational skill is the ability to understand the needs and motives
of other people.
6. An interpersonal skill is the ability to deal effectively with other people.
7. Managers are responsible for the most important decisions which are
required to carry out any organizational activity.
13. What is the meaning of the italicized words in the following

sentences?
1. I went on writing till my fingers were numb and my eyes refused to do their
duty. 2. It requires careful consideration. 3. We all have certain duties and
jobs to carry out. 4. He specified the reasons of their failure. 5. We have
dealt with this company for many years. 6. She had no motive to commit the
crime. 7. Have you developed the skills the job needs? 8. These plans list the
specific learning objectives for each lesson. 9. We will also provide
guidance on how to best present your business case to your chosen investor.
10. This code id intended to promote good relations between you and us.
1. Нет единого мнения о том, что именно входит в работу менеджера. 2.

Существуют различные подходы к аспектам работы менеджеров. 3.
Одни уделяют особое внимание предпринимательству в управлении,
другие концентрируют внимание на поведении менеджеров в
различных ситуациях. 4. Подходы к природе управленческих задач
могут быть сведены к пяти основным группам. 5. Концептуальным
мастерством называется умение отчетливо представлять организацию
как единое целое. 6. Менеджеры несут ответственность за принятие
самых важных решений, которые необходимы для осуществления
деятельности организации. 7. Аналитическое мастерство особенно
важно для менеджеров высшего звена, потому что им приходиться
решать сложные проблемы. 8. Административное мастерство – это
способность менеджера соблюдать организационные правила,
предписанные для процесса производства. 9. Коммуникативное умение
позволяет менеджерам проводить собрания, делать доклады, писать
пояснительные записки. 10. Мастерство человеческих отношений – это
способность менеджеров эффективно взаимодействовать с другими
людьми. 11. Это мастерство имеет большое значение для создания и
поддержания хорошей психологической атмосферы в организации. 12.
Менеджеры должны понимать, как их обязанности согласуются с
обязанностями других менеджеров.
Oral activity
1. Work in pairs. Read the advert below. Make notes about the skills
and qualities you have for the job. Interview each other for the job.
ITALIAN FASHION
ASSISTANT Administrator
We are looking for an enthusiastic, friendly individual to join our
team. Duties will include answering the phone, working on
reception, arranging meetings and dealing with post, and entering
data accurately onto an in-house computer system. You will also
provide administrative support for the rest of the team. Applicants
should be presentable, with good communication skills.
2. Role-play “Problem Solving”
The situation. An urgent job has to be completed in two hours. You can
just manage it if you give it your undivided attention, with no
interruptions. Then somebody catches you in the corridor or the
staffroom and insists on discussing a «very important» problem with you.
It may, of course, truly be something that is of greater importance than
the job you are working on. All too often, however, you find you are
being bothered at crucial times by matters which you should never have
to deal with. In hurrying to make up for wasted time, you are sure to do a
less efficient job than normal.
Telling people bluntly that you are too busy to listen to them may not
be the answer. But how do you deal with time-wasters?
Writing activity
Find and write your strengths and weaknesses.
1) SPEAKING SKILLS
a) I enjoy speaking in groups and I don’t mind giving presentations.
b) I don’t enjoy having to explain myself, or give a presentation.
2) TEANWORK
a) I like working in a group or team. I feel that we get better results together.
b) I prefer working alone, I can’t get my point across in team work.
3) TIME MANAGEMENT
a) I usually deliver my work on time and organize my time well.
b) I’m a bit disorganized. I tend to deliver my work late.
4) FLEXIBILITY
a) I enjoy the challenge when I have to change my plans or ideas.
b) I prefer following rules, and don’t enjoy it when I have to change my plans.
5) INFLUENCING PEOPLE
a) I’m persuasive and have the ability to change people’s mind.
b) I don’t enjoy trying to sell my ideas to other people.
6) CREATIVITY
a) I’m very creative and am always coming up with new ideas.
b) I’m not really an ideas person. I’m more logical and methodical.
7) ORGANIZATIONAL
a) I’m well-organized and like making plans.
b) I’m pretty disorganized and never know what I should be doing next.
8) WRITING SKILLS
a) I find writing easy. I enjoy writing emails, letters, reports, etc.
b) I’m not very good at writing. I don’t enjoy organizing my ideas on paper.
Score
- Any question where you chose ‘a’ relates to an area you have developed
skills in.
- Any question where you chose ‘b’ relates to a skill where you could focus
your attention.
Unit V
HUMAN BEHAVIOR
Before you read
a) Employees work only to achieve goals of an organization.
b) Goals and values give clues about an individual’s performance.
c) Promotion seeking my impair relationships among colleagues.
Why do people behave the way they do in organizations?

Why do some work so hard while others appear to do the minimum required?
Why do two people have such different rates of productivity?
Why do some like highly structured jobs while others want freedom and
autonomy?
What makes some satisfied and happy while others seem unhappy?
Why do some work alone and others spend all their time in groups?
Why are some people money-hungry while others are almost unaffected by
monetary rewards?
Managers want the questions like these to be answered.
It is not very helpful to tell managers that people are different; they know
that already. What managers find useful are reference points about the individuals
they have to manage. One function of a manager is to collect the clues and use
them to discover the abilities, goals, events, etc., that are important to that
individual. Once they know what is important to the individual employee,
managers then have the key to motivating that person for better performance. They
have to link the individual’s goals to those of the organization.
Predicting performances. One of the managers’ objectives is to attempt to
predict future performances. There are five major influences on how an individual
behaves at work: abilities, experience, goals and values, energy, expected rewards.
If individuals have the necessary abilities and experience and their goals are
the same as those of the organization and if they find the rewards attractive and
have the energy, they will work to achieve those goals.
Let us examine each of these factors.
Abilities. From a very early age we learn that some people are much better at
drawing or running, for example, or language than we are.
Schools, colleges, universities, business organizations measure abilities religiously
and, on the basis of test results, attempt to predict an individual’s future
performance.
Experience. By experience we mean knowledge, skills and practice, and
situational familiarity. Performance will increase with experience wherever
knowledge, skill and practice are relevant to the job. The practical advantage of
experience is the effect it has on confidence.
Knowing that one can do the job provides an excellent foundation.
Goals and values. While abilities and experience give us clues about current
and future performance, the most useful information comes from an individual’s
goals and values.
Motivation is the personal internal «force» that causes people to work to
achieve organizational goals and by doing it to satisfy their personal needs. When
we say that a job motivates employees, we mean that it activates this force.
Motivation results from a desire of the individual to allocate time and energy to a
particular goal in exchange for some expected result or reward. The task of the
manager is to create the possibilities for the employees to satisfy their needs to the
full extent as a reward for their work and skills.
The most popular theories, which are called “need theories” collect goals,
aspirations, values and behavior into motives and call them drives, wants or needs.
Abilities, experience and goals might influence behavior at work.
The fourth variable is energy. Some people simply have more energy than
others, while others decide to put a higher proportion of their energy into their
careers. Like all other factors, energy is not easily isolated from goals, rewards,
abilities, etc. Are people who work till 10 o’clock of an evening more energetic
than those who stop at 5 o’clock? Perhaps, the former are slower, or perhaps they
are doing it because they want people to say they are working hard.
Assessing overall energy levels in people can be a relatively simple matter.
Clues are:
- activity rate
- number of hours of activity
- hours of rest/sleep
- choice of and participation in leisure and sporting activities.
Expected rewards. Organizations offer the individual inducements to work
and to work hard. These inducements are both extrinsic and intrinsic.
Extrinsic rewards include wages, salary, bonuses, commission payments,
working conditions, a car, pension, etc. Those rewards attract most of us into the
workplace in the first place. They provide a more likely explanation for the level of
employment, necessity is the motivator.
Intrinsic rewards imply the goal satisfaction of working – lifestyle, comfort,
a sense of achievement, companionship, status, public acclaim, challenge,
interesting tasks, etc. These rewards of work are often referred to collectively as
job satisfaction.
It is recognized that individuals at work are motivated by the sorts of
rewards that are available.

Productivity; freedom; autonomy; unaffected; monetary; knowledge; wherever;
however; confidence; reward; clue; experience; value; internal; cause; activate;
theory; aspiration; variable; career; isolate; assessment; leisure; inducement;
extrinsic; intrinsic; companionship; energetic.

behave v - вести себя
rate n - уровень; ставка, курс, коэффицент
affect v - влиять, оказывать влияние (часто негативное)
~smb.deeply - сильно повлиять на кого-л.
monetary adj - денежный
~damage - денежный ущерб
~funds - денежные средства
~penalty - денежный штраф
reward n - вознаграждение, награда
tangible~ - материальное поощрение
well-deserved~ - заслуженная награда
to claim/receive a~ - получать награду
to pay a ~ - давать награду, награждать
clue n - ключ к разгадке чего-либо
discover v - раскрыть, обнаружить
link v - связывать
predict v - предсказать
attempt v - пытаться, стараться

~ a difficult task - взяться за решение трудной задачи
influence n - влияние, воздействие; зд. фактор, фактор
влияния
attract v - привлекать
religiously adv - зд. скрупулезно, добросовестно
familiarity n - знакомство
situational~ - знание рабочей ситуации/ситуационное
знакомство
to be familiar with - быть знакомым с
increase v - увеличивать (ся)
relevant adj - значимый, уместный
advantage n (ant. - преимущество (недостаток)
disadvantage) -
great/definite~over smb. - явное преимущество над кем-л.
to be at an~ - находиться в выигрышном положении
provide v - обеспечивать
~for a family - содержать семью
foundation n - основание, фундамент, база
necessary~ - необходимая база
strong~ - прочный фундамент
~s of society - устои общества
internal adj - внутренний
cause v - заставлять, побуждать
aspiration n - стремление, сильное желание достичь
чего-л
noble~s - высокие порывы, возвышенные
стремления
drive n - побуждение, стимул; напористость
variable n - переменная величина
former adj - зд. первый
assess v - оценивать, давать оценку
~compensation - определить, размеры компенсации
~damages - определить сумму денежного
возмещения
induce v - вызывать, стимулировать
extrinsic adj - внешний, посторонний
intrinsic adj - внутренний, присущий, свойственный
~value - внутренняя ценность
wages n - заработная плата
salary n - жалованье, оклад
handsome~ - хорошая зарплата
meager/modest~ - скромное, скудное жалованье
to pay a~ - платить зарплату
to pull down a~ амер./ - зарабатывать, получать (определенную)
зарплат
pull in a~ брит.
bonus n - премия
acclaim n - одобрение, приветствие
public~ (syn. social - общественное признание
approvement)
challenge n - вызов, сложная задача, проблема
recognize v - узнавать; признавать

необходимый минимум; не поддаваться влиянию; денежные вознаграждения;
ключ к разгадке чего-либо; быть знакомым с …; недостаток; личная
внутренняя сила; достижение общих целей; личные потребности; задача
менеджера; в полной мере; вознаграждение; уровень занятости;
настоятельная потребность является движущим фактором; внутренняя
ценность; общественное признание; иметь отношение к чему-либо.

expressions:
rates of productivity; highly structured jobs; monetary rewards; predict
performance; from a very early age; to measure abilities religiously; situational
familiarity; practical advantage of experience; excellent foundation; internal force;
satisfy personal needs; allocate to; possibility; leisure activities; reward; social
approvement.
inducements salary, wages, bonuses, working conditions
desire internal money-hungry energy achieve clues
involves assess satisfy rewards employees careers
helpful intrinsic behavior information attract
1) We cannot predict people’s _____ in different situations.
2) Experience _____ knowledge, skills and practice, and situational familiarity.
3) Abilities _____ a great deal of attention and are measured religiously.
4) Managers should use _____ to people’s behavior to discover their abilities
and goals.
5) If people are attracted by monetary rewards, they are _____ .
6) People’s goals and values give useful _____ about their current and future
performance.
7) When people expend their _____ on a particular task, they expect some
_____.
8) Motivation results from a _____ of the individual to allocate time and
energy to a particular goal.
9) It is necessary to _____ the total energy available.
10) Some people give more energy to their _____ than others simply
because they are more energetic.
11) Organizations should offer their employees different kinds of _____ if
they want them to work hard.
12) _____ are extrinsic inducements.
13) Job satisfaction which implies lifestyle, comfort, a sense of
achievement, status, public acclaim is often referred to as _____ rewards.
14) Motivation is the personal _____ “force” that causes people to work to
_____ organizational goals by doing it to _____ their personal needs.
a) competition (n) 1) process of being competitive
b) compete (v) 2) the person or people competing
c) competitor (n) 3) the rivalry among buyers and among
sellers in the purchase and sale of
resources and products
d) competitive (adj) 4) a person or company that offers the
same or better goods and services as
another and therefore competes for the
same customers
e) competitiveness (n) 5) succeed in doing better than another
person or company
b)Complete the following sentences with an appropriate term from the left
column:
1. The _____ is very fierce.
2. Producers in a _____ market must constantly look for new and attractive goods
and services to win a larger share of the market.
3. There was a lot of _____ for the job.
4. It’s difficult to _____ with low-priced imports.
5. _____ motivates producers to improve the quality and increase the variety of
goods and services.
6. Stockbrokers _____ with one another for the public business. They try to make
their services more attractive than the _____ .
7. _____ is the relative standing of one competitor against other competitors.
8. As a rule, the more _____ the industry and the more homogeneous the product,
the greater the pressure to keep _____ .
Why do people conduct themselves the way they do in organization?; it is not
very useful to tell managers that people are different; one task of a manager is to
gather the clues and use them to discover the abilities; they have to connect the
individual’s goals to those of the organization; they will work to reach those goals;
performance will grow with experience; incentive makes people to work to achieve
organizational goals; motivation results from a desire of the individual to spend
time and energy to a particular goal instead of some expected result or reward.
10.Answer the questions:

1. What are the questions that managers want to be answered? 2. What do
managers find useful? Why? 3. How can managers motivate people’s
performance? 4. What influences an individual’s behaviour at work? 5. In
what case will people work to achieve goals? 6. Why do you think business
organizations measure abilities religiously? 7. What do we mean by
experience? 8. What is the practical advantage of experience? 9. Why are
goals and values as important as abilities and experience? 10. What is
motivation? Give a short definition. 11. What theories deal with motivation?
12. How else can motives be called? 13. Which is the fourth variable to
influence behaviour at work? 14. Is it easy to isolate energy from other
factors? 15. Why do some people work harder than others? 16. How can
overall energy be assessed? 17. What inducements do organizations offer
their employees? 18. What do extrinsic rewards include? Why are they
important? 19. What do intrinsic rewards imply? 20. Why are they referred
to as job satisfaction? 21. Which rewards are more important? Give your
reasons.
1. Motivation is essential for improving performance. 2. They have to consider
five major influences on how an individual behaves at work. 3. If people do
not find rewards attractive, they become dissatisfied with their job and
appear to do the minimum required. 4. The potential advantage of
experience is evident. 5. Energy expended on job performance can vary
greatly, some people simply have more energy than others. 6. Rewards are
the inducements offered to the people for their work and they are aimed at
motivating the people to work hard.

1. Некоторые люди совсем не прельщаются денежным вознаграждением,
а находят вознаграждение в достижении желаемой цели. 2.
Руководители должны уметь подбирать необходимые ключи к
пониманию желанию людей, их опыта и способностей. Тогда им будет
легче мотивировать людей к лучшему выполнению работы. 3.
Менеджеры всегда пытаются предсказать будущую работу людей. 4.
Под опытом мы подразумеваем знания, навыки и практические умения,
а также знание рабочей ситуации. 5. Качество работы улучшается, если
человек обладает необходимым опытом, однако, это случается тогда,
когда знания и навыки имеют прямое отношение к работе. 6. Менеджер
должен уметь использовать практические преимущества опыта и
способностей работающих людей, с тем, чтобы более эффективно
решать поставленные задачи. 7. Цели и ценности людей дают ключ к
пониманию движущих ими мотивов. 8. Мотивация исходит из желания
человека вложить свою энергию и время в выполнение определенной
задачи. 9. Задача руководителя состоит в том, чтобы создать
возможности для служащих удовлетворять их потребности в полной
мере в качестве вознаграждения за их работу и мастерство. 10. Люди
рассчитывают на определенное вознаграждение за свою работу. 11.
Они работают и реализуют свои карьерные устремления с разной
степенью активности. 12. Виды вознаграждения могут быть
внутренними и внешними. 13. Заработная плата, оклад, премии,
пенсии, условия труда и тому подобные стимулы называются
внешними, потому что они очевидны и конкретны. 14. Внутренние
стимулы более сложны. Они определяются стремлениями каждого
человека. 15. Удовлетворение работой может стать мощным стимулом,
если руководитель правильно понимает и признает устремления своих
подчиненных.
Oral activity
1. Food for thought. Why do people work? (Part1)
Go round the class and interview as many people as you can, including
your teacher. Ask them why they work/study. Use this pattern: Why do
you work?
Do you work to earn a living?
1. To earn a living
2. For the fun of it
3. For work’s sake
4. To make a major impact, to achieve results
5. For self-fulfillment
6. To make it big
7. To become famous
8. To leave a legacy
9. To support a family
10. Out of (из-за) keen interest
11. To gain power or authority
Now look at your results and write down the top three reasons why people
work.
2. What do you think:
1) Is there competition for promotion in your organization?
2) Does it lead to some disturbing situations?
3) How do you deal with such situations?
4) What do you think of promotion seekers?
5) Do you agree that the urge to earn more money is the strongest motive of
promotion seekers?
6) Which do you think is more difficult: to acquire power and authority or to
earn respect of the colleagues?
7) Are you aware of your colleagues ‘attitude to you?
8) What do you think it is?
9) Are you satisfied with your relationships with colleagues? Why (not)?
Writing activity
1. Are you a workaholic?
Work through this questionnaire as if you were your partner. If neither of the
suggestions is appropriate, write in what you think would be right for your
partner.
NOTE: If you haven’t had any work experience, do this test as a simulation
exercise (i.e. imagine an office situation with the established hierarchy).
1. You work
a) for work’s sake b) to make a major impact c) _____
2. After work you need to relax. You know this
a) but never get down to it because you thrive on pressure
b) and you do it regularly
c) _____
3. In the decision making process, you are in favour of
a) delegating authority b) centralized authority c) _____
4. when choosing subordinates/co-workers you make it a point to
a) surround yourself with competent people
b) outsmart the people at work
c) _____
5. In your work strategy, you
a) foster a nose-to-the-grindstone strategy
b) are overwhelmed by work and events
c) set goals and stick to them
6. Your communication with people at work is
a) nothing to be proud of
b) businesslike and efficient
c) ______
7. About work, you often
a) get/give useful feedback
b) mistrust what anyone has to say

c) _____
8. Your work habits make you
a) labour at your desk from dawn to dusk
b) do overtime only when it’s reasonable
c) _____
9. When you are working on a project, you focus on the
a) quality of the work b) volume c) _____
10. Your family life is in shambles due to your long working hours.
a) Yes b) No c) _____
11. Your kids are doing poorly at school.
a) Yes b) No c) _____
12. There is a pain in your chest/back
a) Yes b) No c) _____
13. You have difficulty sleeping at night even though you are exhausted.
a) Yes b) No c) _____
14. Family and health risks are part of the price you have to pay for success.
a) True b) False c) _____
Compare your notes with your partner and challenge any point on which you
disagree.
2. Write an essay “Team work”. The answers to the following questions will
help you.
- What teams have you worked in or are you working in?
- What role do you usually play?
- Which role would you feel most comfortable in when working with
others?
- Do you have what it takes to be a good team member?
Unit VI
LEADERSHIP
Before you read
a) Without followers a manager cannot become a leader.
b) Employees don’t need to know about the company’s mission and goals, its
financial condition or even its day-to-day operation.
c) Women who do become leaders perform as well as male leaders.
Defining leadership. It is worth nothing that although some people treat the terms
«managership» (or «management») and «leadership» as synonyms, they are not the
same concepts and should be distinguished. As a matter of fact, there can be
leaders of unorganized groups, but there can be managers only where organized
structures create roles.
Leadership is an important issue of managership: the ability to lead
effectively is one of the keys to being an effective manager. A person can serve as
an effective manager – a good planner and a fair, organized administrator – but
lacks the motivational skills of a leader. Others can serve as effective leaders
skilled at inspiring enthusiasm and devotion – but lack the managerial skills to
channel the energy they arouse in others.
What makes a great leader? “The greatest leaders have charisma, an
attractive quality that makes other people admire them and follow them. A leader
may be described as a visionary, someone with the power to see clearly how they
are going to be in the future. People often say leaders have drive, dynamics and
energy.”
Can leadership be taught? Or are the only real leaders born leaders? This
view – that leaders are born, not made – is still popular among laypersons, though
not among professional researches.
The essence of leadership is followership. In other words, it is the
willingness of people to follow that makes a person a leader. Moreover, people
tend to follow those whom they see as providing a means of achieving their own
desires, wants and needs. Leadership and motivation are closely interconnected.
We define leadership as the art or process of influencing people so that will
strive willingly and enthusiastically toward the achievement of group goals.
Ideally, people should be encouraged to work with zeal and confidence. Zeal
is ardour, earnestness and intensity in the execution of work. Confidence reflects
experience and technical ability.
Ingredients of leadership. The skill in the art of leadership is a compound of at
least four major ingredients.
The first ingredient of leadership seems to be a rare ability to inspire
followers to apply their full capabilities to a project.
The second ingredient of leadership is a fundamental understanding of
people that is the ability to appreciate that human beings have different motivations
at different times and in different situations. As in all practices, it is one thing to
know motivation theory, kinds of motivating forces and the nature of a system of
motivation, and another thing is to be able to apply this knowledge to people and
situations. A leader should be aware of the nature and strength of human needs and
should be able to define and design ways of satisfying them.
The third ingredient of leadership is power. The leader should use power
effectively and in a responsible manner.
The fourth ingredient has to do with the style of the leader and the climate
he or she develops.
The more managers understand what motivates their subordinates and how
these motivations operate, and the more they reflect this understanding in carrying
out their managerial actions, the more effective they are likely to be as leaders.
This is the fundamental principle of leadership.
Leadership functions. Leadership functions are related to goal achievement
and to the maintenance and strengthening of the group. Functions in the former
category, instrumental to achieving the goals of the group include making
suggestions for action, evaluating movement towards the purpose, preventing
activities irrelevant to the aim and offering effective solutions for goal
achievement.
Functions in the second category include encouraging the members,
releasing tension that builds up and giving everyone a chance to express himself.
Leadership styles. They can be classified on the basis of how leaders use
their authority. In 1939, a group of researchers led by psychologist Kurt Lewin1 set
out to identify different styles of leadership. This early study was very influential
and established 3 major leadership styles.
___________________________
1 Kurt Lewin was a German-American psychologist as one of the modern pioneers of social, organizational, and applied psychology in the Unites States.
These basis styles of leadership are described as: 1) authoritarian or autocratic; 2)

participative or democratic; 3) delegative or free-rein.
The authoritarian leader is defined as one who commands and expects
compliance; provides clear expectations for what needs to be done, when it should
be done and how it should be done. The autocratic approach can be a good thing
when the situation calls for rapid decisions and decisive actions. However ot tends
to create hostile environments. Lewin concluded that it is harder to move from an
authoritarian style to a democratic style than vice versa. Abuse of this method is
usually viewed as controlling, bossy and dictatorial.
The participative leader consults with subordinates on proposed actions,
decisions and encourages participation from them, though retains the final say in
the decision making process. Group members feel engaged in the process and are
more motivated and creative. Democratic leader tends to make followers feel like
they are an important part of the team. Lewin’s study found that participative
leadership is typically the most effective leadership style.
The third type – delegative leader – uses his or her power very little (if at
all), giving subordinates a high degree of independence, or free rein, in their
operations. This style can be useful in situations involving highly qualified experts
but it often leads to poorly defined roles and a lack of motivation. Members often
blame each other for mistakes, refuse to accept personality, responsibility and
produce a lack of progress and work.
Finally, a manager’s choice of leadership style must address such situational
forces as the organization’s preferred style, the size and cohesiveness of a specific
work group, the nature of the tasks, the pressures of time and even environmental
factors.

Although; concept; distinguish; issue; managership; charisma; visionary;
dynamics; appreciate; ardour; subordinate; arouse; enthusiastically; facilitate;
inspire; ingredient; fundamental; rare; status; autocratic; authority; compliance;
free-rein; irrelevant; psychologist; vice versa; cohesiveness.
treat v - относиться к чему-либо, трактовать
distinguish v - различать, отличать от чего-либо
fair adj - честный, справедливый
lack n - отсутствие чего-либо

lack v -испытывать недостаток, нуждаться, не хватать
inspire v - вдохновлять, воодушевлять
devotion n - приверженность, преданность, сильная
привязанность
blind/complete~ - слепая, безоговорочная преданность
to demonstrate/ - выказывать преданность
display~
devotee n - делу; приверженец; энтузиаст своего дела
человек, всецело преданный какому-либо

channel v - направлять в определенное русло
arouse v - вызывать; пробуждать (чувства, энергию)
charisma n - личное обаяние, харизма (умение стать
лидером, снискать популярность в массах)
visionary n - провидец
visionary adj - мудрый, дальновидный
drive n - энергия, настойчивость, внутренний импульс,
стимул
layperson n - непрофессионал
essence n - сущность, существо
willing adj - готовый сделать что-либо, охотно делающий
что-либо, старательный
~horse - разг. работяга; человек, готовый отдуваться за

других
willingly adv - охотно, с готовностью
encourage v - ободрять; поощрять; поддерживать
zeal n - рвение; усердие
excessive~ - излишняя старательность
to demonstrate/ - проявлять старание, усердие
display/show~
great ~ - сильное усердие, большое старание
confidence n - уверенность
ardour n - жар; рвение; пыл
to damp smb’s~ - умерять чей-то пыл
earnestness n - убежденность; серьезность; ревностное
отношение к работе
ingredient n - составная часть, ингредиент
compound n - состав; соединение; смесь
major adj - основной; главный
rare adj - редкий
capabilities n - способности, потенциальные возможности
appreciate v - оценивать, понимать; принимать во внимание
~ greatly/keenly/ - высоко ценить (кого-л./что-л.)
sincerely
force n - сила/действие(закона, постановления);
to come into~ - вступать в силу
to put in ~ - вводить в действие; осуществлять; проводить

в жизнь
remain in~ - оставаться в силе
likely adv - вероятно, тем более
prevent v - предотвращать, не допускать, препятствовать
release tension - снимать напряжение
authoritarian/ - авторитарный, автократический
autocratic adj
participative/ - демократический, коллегиальный
democratic adj
delegative/free- - зд. либеральный, попустительский
rein/laissez-faire adj анархический
rein n - узда
the ~s of government - бразды правления
to keep a tight~ on smb - строго контролировать; держать в узде к-л.
compliance n - подчинение (правилам, законам)
hostile adj - неприятельский, враждебный,
недружелюбный
~looks - недружелюбные взгляды
~reception - ледяной прием

~feelings - неприязненные чувства
~options - резкая критика
to be ~ to smth. - принимать в штыки что-л.
abuse n - злоупотребление
crying ~ - вопиющее злоупотребление
~of power/ - злоупотребление властью
authority
~of trust - злоупотребление доверием
Bossy adj -властный, любящий командовать
cohesiveness n - сплоченность, слаженность

необходимо различать; неорганизованные группы; отсутствие (недостаток)
навыков менеджера; личное обаяние; привлекательное качество;
приверженность сторонников; более того; тесно взаимосвязаны; усердие и
уверенность; выполнение работы; основные компоненты лидерства;
применять знания; средства удовлетворения личных целей; недружелюбная
среда; демократический руководитель.
6. Give the most suitable Russian equivalents for the following:

treat the terms; lack of motivation skills; inspire enthusiasm and devotion; channel
the energy; visionary leader; born leaders; professional researches; work with zeal
and confidence; rare ability; human beings; responsible manner; release tension;
expect compliance; provide clear expectations; free-rein.
apply free-rein motivation rare encourage satisfying
confidence power (2) facilitate willingness ability
follow understand compliance participative environment
1. The _______ to lead effectively is one of the keys to being an effective

manager.
2. The _______ of people to follow makes a person a real leader.
3. People usually _______ those who enable them to achieve their own desires,
wants and needs.
4. If a leader understands _______ , he can appreciate better what people want
and why they act as they do.
5. Leaders should _______ people to work with zeal and confidence.
6. _______ comes with experience and technical ability.
7. Real leaders place themselves before the group and _______ progress.
8. A leader should be able to _______ his knowledge of motivation theory to
people and situations.
9. A leader should be able to design ways of _______ human needs.
10. _______ is the third ingredient of leadership.
11.The more managers _______ what motivates their subordinates, the more
effective leaders they are.
12. The autocratic leader expects absolute _______ from his subordinates.
13. The democratic leader is also defined as ________ .
14.Free-rein leaders use their _______ very little and they give subordinates a
lot of _______ in their operations.
Others can serve as effective leaders skilled at inspiring enthusiasm and loyalty;
they will strive readily toward the achievement of group goals; the first ingredient
of leadership seems to be a rare ability to inspire devotees; the second component
of leadership is a fundamental understanding of people; to create enemy
environment; overuse of the method; the third type of leader – free-rein leader –
uses his or her power very little; the size and unity of a specific work group.

1. Do you agree that the terms «leadership» and «managership» should be
distinguished? If not, give your reasons. 2. What is the interconnection of
these two terms? 3. Why is it essential for an effective manager to be a
leader? Do you think that most managers are good leaders? 4. What is the
essence of leadership? Give its definition. 5. Why is followership so
important? Who do people tend to follow? 6. What can be said about zeal and
confidence? Do you know the best way to encourage people to work with
zeal and confidence? 7. Do you agree that leadership is art? Why (not)? 8.
What are the main ingredients of leadership? 9. What does the ability to
inspire imply? 10. What is fundamental understanding of people essential for
a leader? 11. How should leader use motivation theory in everyday life? 12.
What is the essence of the third ingredient of leadership? 13. Is the climate a
leader develops important? 14. What are the two basic leadership functions?
15. How are leadership styles classified? Which of them appeals most to
you? Why? 16. How does autocratic leader use the position power? 17. Why
is the democratic leader also called participative? 18. What is the role of the
free-rein leader in the group performance? 19. What are the advantages and
disadvantages of each style?
10.What is the meaning of the italicized words in the following sentences.
Firstly, good leaders have to be trustworthy and honest – they earn respect by
being fair. There are more women managers now, who are more able to build
consensus than traditional military-style authoritarian male managers. 3. In the
police, leaders are held responsible for the actions of their subordinates. 4.
Encouraging employees to use their own initiative to take decisions on their own
without asking managers first, is empowerment. 5. Good leaders must be confident
about their decisions – it is difficult to follow someone who seems unsure. 6.
Managerial leadership can be defined as the process of directing and influencing
the task-related activities of group members. 7. Leadership is a fascinating subject,
all of human history revolves around it.

1. Необходимо различать термины «лидерство» и «руководство». 2.
Лидеры действуют и в неорганизованных группах, а руководители
бывают лишь там, где есть организационные структуры. 3.
Величайших лидеров отличает харизма – привлекательное качество,
заставляющее других людей восхищаться ими и следовать за ними. 4.
Мудрое руководство заключается в умении предвидеть будущее. 5.
Точка зрения, что лидерами рождаются, а не становятся. Все еще
популярна среди непрофессионалов, хотя у профессионалов на этот
счет другое мнение. 6. Суть лидерства заключается в приверженности
сторонников. 7. Люди следуют за теми, кто понимает их желания и
потребности и помогает им в их осуществлении. 8. Лидерство
определяется как процесс влияния на людей таким образом, чтобы они
с готовностью и энтузиазмом стремились к достижению общих целей.
9. Усердие и уверенность являются идеальными качествами для
выполнения работы. 10. Мастерство руководителя слагается из четырех
основных компонентов. 11. Недостаточно понимать теорию мотивации,
нужно уметь применить знание основных положений этой теории к
конкретным людям и ситуациям. 12. Важным компонентом
руководства является власть. 13. Существуют три основных типа стиля
руководства: властный, демократический и
попустительский/либеральный. 14. Некоторые руководители
используют свою власть для того, чтобы давать указания и строго
контролировать их исполнение. 15. Демократический руководитель,
наоборот, стимулирует активное участие подчиненных в принятии
решений. Он советуется с работниками перед тем, как предпринять
какие-либо шаги и ожидает от своих подчиненных понимания и
поддержки. 16. Либеральный тип управления предполагает полную
независимость действий подчиненных. 17. Роль руководителя сводится
к тому, что он является связующим звеном между коллективом и
внешним миром, предоставляя всю необходимую информацию.
Oral activity
1. Think and answer.
1. What’s the role of leaders in inspiring the people for better performance?
2. How can the ability to lead be measured or assessed?
3. Do you agree that there is no leader without followers?
4. What about a manager? Is the same in management?
5. What can you say about the organizational climate in your office?
6. Does it arouse or damp your motivation? Why do you think so?
7. Does your manager (or leader) respond to your motivation? If not, why?
If yes, how?
8. Can you explain the importance of practical application of the main
elements of motivation theory?
9. Is your manager a leader? Why/Why not?
10. What type of leader is your boss?
11. Do you find it easy or difficult to work under him/her?
12.What’s your idea of an ideal leader?
2. Why do people work? (Part 2)

a) Interview as many people as you can to find out the rewards they
expect for their work.
Look at their answers and write down the top three rewards they expect for
their work.
b) Ask the people if they are satisfied with the rewards they get. Sum up
how many of them are (not) satisfied.
c) Ask the people if they are satisfied with their leaders and the climate
they create.
d) Discuss the results of your interviews in class.
3. Food for thought. Think of a famous political or business leader.

What qualities best describe him or her? In your view, which of the
qualities does he or she lack?
Top leadership qualities. He or she is …
calm, honest, enthusiastic, able to take risks, confident, caring,

knowledgeable, inspiring, a good listener, fair minded, persuasive,
able to delegate, a good communicator
Writing activity
Are you a born leader?
Try this quiz to find out your leadership potential.
 Do you always complete your work?

 Do people come to you with their problems?
 Can you tell someone if you don’t like their behaviour?
 Are you happy to speak in front of people?
 Do you organize your time carefully?
 Do you enjoy helping others to do something well?
 Are you able to multi-task?
 Do you enjoy finding solutions to problems?
 Can you respond to questions quickly?
 Can you hide your emotions easily?
Score (1 point for each yes answer)
0-4 You aren’t a born leader but you could learn leadership skills.
5-7 You have quite a lot of leadership potential and could learn the
rest.
8-10 Maybe you are a born leader, but you still need to study
leadership skills.
Unit VII
HUMAN RESOURCES MANAGEMENT (HRM)
Before you read

a) Tasks can always be achieved more easily by individuals rather than by
teams.
b) The HRM process is an ongoing procedure that tries to keep the organization
supplied with the right people in the right positions.
c) The process of finding people for particular jobs is recruitment.

General Definition. Human resources management is a set of planning activities.
They include the acquisition, maintenance, and development of an organization's
human resources. In general, human resources planning consists of forecasting the
human resources that the firm will need in the future.
Acquisition includes planning that leads to hiring new personnel.
Maintenance of human resources consists of motivating employees to remain

within the firms and to work effectively. Motivation includes the following
aspects:
• Rewarding an employee through monetary payments,
• Providing benefits and promotions to ensure an employee's well being.
Development aspect of HRM is concerned with improving employees' skills and

capabilities. Employee training and development programs enhance the ability of
employees to contribute to the firm.
Candidates for open positions may be recruited from within or outside the firm. In
the selection process applications, resumes, interviews and references may be used
to obtain information about candidates.
Employment Applications. Everyone who applies for a job (an applicant) must
submit an application. An employment application is useful in collecting factual
information on a candidate's education, work experience, and personal history. The
data obtained from applications are usually used for two purposes: to identify
candidates who are worthy of further scrutiny and to familiarize interviewers with
applicants' backgrounds. A typical employment, application represents a special
form to be filled in.
Resumes. Many job candidates submit resumes to employers, and some firms
require them. A resume is a short summary of the candidate's background and
qualifications. It includes a description of the type of job the applicant is seeking.
A resume may be submitted along with an employment application. In Britain a
resume is often referred to as a curriculum vitae (CV).
Interviews. The employment interview is the most widely used selection

technique. Job candidates are usually interviewed by at least one member of the
HRM staff and by the person for whom they will be working. Interviews provide
an opportunity for the firm and the applicant learn more about each other.
Interviewers can ask different questions to learn something about the candidate's
attitude to the job and motivation.
Very often interviewers ask different questions-of different applicants, so that it

becomes impossible to compare candidates' qualifications. Some of these problems
can be solved through the use of structural interviews. A structural interview is an
interview in which an interviewer asks a prepared set of questions.
References. A job candidate is generally asked to indicate the names of references

— people who can verify background information and provide personal evaluation
of the candidate. Personal evaluations obtained from references may not be of
much value because applicants list only the references who say good things about
them. However, references are often contacted to verify such information as
previous job responsibilities and the reason an applicant decided to leave a former
job.
Orientation. All the information collected during the selection process is then
used to select the most appropriate candidates for the job. Newly hired employees
should go through a firm's orientation program. Orientation is the process of
acquainting new employees with the organization.
Feedback. Feedback is talking of a manager to subordb nates to let them know
how well they are doing and how they can work better in the future. In other
words, it is performance appraisal. These appraisals may be positive or negative.
Feedback must help eliminate job-related weaknesses. For a good job employees
get rewards such as pay raises and promotions.
Team role. Some people are more comfortable working behind the scenes. Others
like to interact and engage with clients and customers. Some like ideas. Others
prefer decisions.
What is a team role?
A team role as defined by Dr. Meredith Belbin1 is: “A tendency to behave,

contribute and interrelate with others in a particular way”.
In some situations, task can be achieved more easily by teams with a common
purpose, rather than by individuals. It is important to develop team work through
team building so as to get the best from the team. Meredith Belbin has identified 9
behaviour types of team members or team players. They are:
1. the Implementer, who converts the team’s plan into something achievable;
2. the Coordinator, who clarifies goals, promotes decision-making and
defines team member’s roles;
3. the Shaper, who defines issues, shapes ideas and leads the action;
4. the Plant, who supplies original ideas and solves problems;
5. the Resource Investigator, who communicates with the outside world and
explores opportunities;
6. the Monitor-Evaluator, who sees all the possibilities, evaluates situations
objectively, and sees what is realistically achievable;
7. the Team Worker, who builds the team, supports others and reduces
conflict;
8. the Completer-Finisher, who meets deadlines, corrects mistakes and makes
sure nothing is forgotten.
9. the Specialist, who provides knowledge and skills in rare supply.
However, a successful team need not be made up of these members since
some people may be more than one personality type. Thus a team of three
could work together very successfully, if, among them, the members
combined these personality types.
Team roles according to strengths
People Resource Investigator: extroverted, enthusiastic,
communicative.
Team Worker: cooperative, mild, perspective and diplomatic.
Coordinator: mature and a good team leader.
Action/task Shaper: challenging, dynamic and thrives on pressure.
Implementer: disciplined, reliable, conservative and efficient.
Completer-Finisher: painstaking, conscientious.
Thinking Plant: creative, imaginative, unorthodox.
Specialist: single-minded, self-starting, dedicated.
Monitor-Evaluator: sober, strategic, discerning.
Top performance teams are built on a balance of 9 basic roles with each team
member performing a role (or roles) that reflect the unique, inherent strengths.
Acquisition; scrutiny; resume (n); curriculum vitae; technique; appropriate;

coordinator; issue; explore; monitor evaluator; scene; engage; unique; inherent;
mature; reliable; conscientious; unorthodox; sober; acquainting.
acquisition n - комплектование; сбор, прием

(syn. recruitment)
maintenance n - обеспечение; поддержание; сохранение
forecast v - прогнозировать
to~the future - предсказывать будущее
to make a~ - прогнозировать
~ed sales - прогнозируемые продажи
hire v - нанимать
provide v - предоставлять
to ~ smb. with money - снабдить кого-л. деньгами
to ~ for old age -обеспечить свою старость
to be well ~d for - быть хорошо обеспеченным
to ~for a family - содержать семью
to ~ an opportunity - предоставить кому-л. возможность
for smb. to do smth. сделать что-л.
benefit n - льгота, пособие, польза
psychological ~ - психологическое преимущество
for the ~ of smb. - на благо/в пользу/кого-л.
for your special ~ - (только) ради вас
to get (a) ~ from smth. - извлечь выгоду из чего-л.
cash ~ - денежное пособие
health-care ~ - пособие по уходу за больным

old age ~ - пенсия по старости
ensure v - обеспечивать
enhance v - повышать
position n - должность, вакансия
to hold/have - занимать высокую должность
occupy a senior~
to offer smb. - предложить кому-л. административную
a managerial~ должность
to resign from a~ - уйти в отставку с должности, поста
junior ~ - мелкая должность
key/responsible~ - ключевая/ответственная должность
high-paid~ - высокооплачиваемая должность
low-paid~ - низкооплачиваемая должность
recruit v - набирать, нанимать
~staff (personnel) - комплектовать штат (сотрудников)
~locally - нанимать местных рабочих
selection n - отбор
application n - заявление
written~ - письменное заявление
~form - бланк заявки; бланк для заявления
~for the position - заявление о зачислении на должность

to send/to put/ in an~ - подать заявление
membership ~ - заявление о приеме в члены какой-л.
организации
employment ~ - заявление о приеме на работу
~ for admission to a - заявление о приеме в университет
university
applicant n - претендент, кандидат, соискатель (на
должность)
resume n - амер. резюме (краткая трудовая
автобиография поступающего на работу)
(syn.) curri culum vitae - брит. жизнеописание (отличается от
резюме объемом и пишется кандидатом
на высокие посты)
interview n - собеседование
to conduct an~ - проводить интервью
an~ with the personnel - собеседование с начальником отдела
director for a job кадров при приеме на работу
personal~ - личная встреча, беседа
to give, grant an~ - давать интервью
to obtain an~ - взять интервью
reference n - лицо, дающее рекомендацию;

поручитель
who are your ~s? - кто может за вас поручиться? Кто вас
рекомендует?
you may use my name - вы можете сослаться на меня
as ~
submit v - представлять, подавать
~documents - представить документы
~bids - подать заявки
~reports - предоставить отчет
~ a request - отправить запрос
personal history - зд. личная биография
be worthy v - быть достойным
scrutiny n - внимательное рассмотрение
critical ~ - критический разбор
a~of the proposal - тщательное изучение предложения
close/strict ~ - подробное рассмотрение
under constant ~ - под постоянным наблюдением
background n - зд. Образование, подготовка
one’s academic/ - сведения о чьем-л. образовании
educational~
to have the right~for - иметь подходящее образование для

a job какой-л. работы/должности
form n - бланк
fill in the~ - заполнять бланк
summary n - сводка, краткое изложение
refer to (as) v - называть (ся)
interviewer n - интервьювер (лицо, проводящее
собеседование)
attitude n - отношение -
friendly~towards smb. - дружеское отношение к кому-л.
~of mind - склад ума
casual~ - небрежное отношение
irreverent~ - непочтительное отношение
smb~towards smth - чье-л. отношение к чему-л.
verify v - подтверждать; заверять/удостоверять
evaluation n - оценка
to make an~ - оценивать
~of information - оценка информации
~of quality - оценка качества
be of value - представлять/иметь ценность
appropriate adj - подходящий
~to occasion - соответствующий случаю

~dress - подобающая одежда
~conduct - должное поведение
acquaint v - ознакомить
feedback n - обратная связь
performance n - зд. выполненная работа
appraisal n - оценка
~of achievements - оценка достижений
objective~ - объективная оценка
to give/make an~of - дать оценку чему-л., оценить
smth.
eliminate v - устранять; искоренять
weakness n - зд. недостаток; слабое место
team n - команда
~spirit - дух товарищества, коллективизма
~behaviour - поведение в группе
interrelate v - взаимодействовать
Implementer n - Реализатор («рабочая лошадка»)
convert v -превращать; преобразовывать
Coordinator n - Координатор (Председатель)
Shaper n - Шейпер (Мотиватор)
issue n - вопрос; проблема, задача; предмет спора

controversial~ - спорный вопрос
international~ of - международные проблемы/вопросы,
mutual interest представляющие взаимный интерес для
обеих сторон
dead~ - неактуальная проблема
Plant n - Генератор идей
supply v - снабжать; давать
Resource Investigator - Исследователь ресурсов
explore v - исследовать, изучать, анализировать
Monitor Evaluator - Аналитик-Стратег (Критик)
Team Worker n - Душа компании (Вдохновитель)
Completer-Finisher n - Педант (Контролер, Завершитель)
meet deadline - успевать в срок; заканчивать работу в
назначенный срок
extroverted adj - общительный, дружелюбный
mature adj - зрелый
~ age - зрелый возраст
~wisdom - мудрость, приходящая с возрастом
a~judgement - зрелое суждение
~scheme (plan) - зрелый (хорошо обдуманный)план
challenging adj - побуждающий

reliable adj - надежный, заслуживающий доверия
~ assistance - сотрудники, на которых можно
положиться
~ firm - солидная фирма
~ remedy - верное, испытанное средство
~ information - достоверные сведения
painstaking adj - исполнительный, усердный,
скрупулезный
conscientious adj - добросовестный, честный
сознательный
~ piece of work - добросовестная работа
~ attitude - сознательное отношение
imaginative adj - творческий, оригинальный; одаренный
большим богатым воображением
unorthodox adj - неортодоксальный, необщепринятый
~ teaching method - нешаблонная/оригинальная методика
преподавания
single-minded adj - целеустремленный
dedicated adj - преданный, посвятивший себя чему-л.
~ doctor - врач по призванию
~ life - жизнь, отданная служению (какому-

либо делу и т. п.)
sober adj - рассудительный, благоразумный,
здравомыслящий
~ critic - объективный критик
~ estimate - трезвая/реальная оценка
~ mind - трезвый ум
discerning adj - проницательный, догадливый.

Управление людскими ресурсами; благосостояние работника; открытая
вакансия (должность); обращаться по поводу работы; специальный бланк для
заполнения; представить резюме; собеседование (при найме на работу);
способ (метод) отбора; подготовленный ряд вопросов; удостоверять
информацию; процесс ознакомления; обратная связь; известить (дать знать);
связанный с работой; повышение зарплаты; оценка выполненной работы;
продвижение по службе; поручитель (лицо, дающее рекомендацию).
6. Give the most suitable Russian equivalents for the following expressions:
selection process; employment application; submit an application; candidate's
background and qualifications; curriculum vitae; member of HRM staff; verify
information; hire employees; pay raise; thrives on pressure; lead the action; explore
opportunities; personality type; inherent strengths; monetary payment; feedback;
employment interview; seek a job; provide an opportunity; communicate the
results; get rewards; recruit.
summary hiring such as forecasting deadlines
background common purpose learn well-being
the organization teams application references
feedback curriculum vitae acquainting appropriate
1. Tasks can be achieved more easily by _____ with a _____ .

2. The completer meets _______ and correct mistakes.
3. Human resources planning consists of _______ the human resources that
the firm will need in the future.
4. Acquisition includes planning that leads to _______ new personnel.
5. Motivation includes benefits to ensure an employee’s _______ .
6. An application who applies for a job must submit an _______ .
7. A resume is a short _______ of the candidate’s ________ and
qualifications.
8. In Britain a resume is often referred to as a _______ .
9. An interview provides an opportunity for the firm to _______ more about
an applicant.
10. Applicants list only the _______ who say good things about them.
11. Orientation is the process of _______ new employees with _______ .
12. Performance appraisal is used to provide employees with _______ .

Meredith Belbin has named the types of team members or team players; the
implementer transforms the team’s plan into something reachable; the plant …
provides original ideas and resolves problems; acquisition includes planning
that leads to employing new staff; candidates for open jobs may be hired from
within or outside the firm; the information obtained from applications are
usually used for two purposes; interlocutions give an opportunity for the firm
and the applicant learn more about each other; it becomes impossible to
compare applicant’s skills; orientation is the process of familiarizing new
workers with the organization.

1. How is HRM defined? 2. What makes the HRM function vital nowadays? 3.
What leads to hiring new personnel? 4. What does maintenance of human
resources consist of? What aspects does motivation include? 5. Where may
candidates for open positions be recruited from? 6. What is a resume? 7.
What is the difference between training and development? 8. What is an
interview? Do you think it is a good was of finding the right person for a
job? 9. What can be said about references? What do they provide? 10. How
is employee’s performance appraised? Who by? 11. Can you define a Team
Role? 12. What can be gained by identifying people’s Team Roles? 13.
What are the types of team members according to Dr. Meredith Belbin
(Belbin Team-role Type)? 14. Describe each personality type/team role. 15.
Do Team Roles change?” 16. Can you agree that each team should be an
ideal mix of different Team Roles depending on the specific goals that team
wants to achieve?
10.Look at the types of team members in the text and say if these statements
are true or false.
1) Implements are not interested in final results.
2) Coordinators tend to take a leading, organizing role.
3) Shapers tend to follow what other people say.
4) Plants can be useful in providing new ideas when the team has run out of
steam.
5) Resource investigators explore opportunities and develop contacts.
6) Monitor-Evaluators are not good at seeing all sides of a problem.
7) Team workers may help to defuse arguments between members.
8) Completers are bad at finishing things on time.
9) Specialists may have a tendency to focus only on their subject of choice.
11.What is the meaning of the italicized words in the following sentences?

1) Some recruitment administrators say they look for good academic
qualifications and responsibility, such as, for being captain of a team. 2)
sometimes you can see a manager catching the late arrival of an employee.
3) Some interviewers make the applicants state their “principal interest and
leisure activities” and how they contribute to and benefit from them. 4)
Criticizing an employee often produces anger. 5) Fashionable small firms
get as many, or more applications than the major city firms. 6) She looks for
people with media or civil liberties experience rather than those straight out
of college. 7) Competition between firms for the best graduates is still as
keen as ever.
12. Complete the table with the team roles in the box. Put them into the
correct columns.
Shaper; Co-ordinator; Plant; Implementer; Completer; Resource Investigator;
Monitor Evaluator; Team worker
Action-oriented roles People-oriented roles Cerebral roles
1. Shaper 1. Co-ordinator 1. Plant

2. 2. 2.
3. 3. 3.
13.Translate into English.

1. Людские ресурсы являются (are) самыми важными ресурсами организации.
2. Управление ресурсами представляет (is) ряд плановых мероприятий.
3. Мотивация включает денежную оплату и льготы. 4. Каждый, кто

обращается по поводу работы, должен представить заявление. 5. Некоторые
фирмы требуют краткую трудовую автобиографию (резюме). 6.
Собеседование (интервью) дает возможность фирме больше узнать о
претенденте. 7. Обратная связь включает положительные и отрицательные
оценки работы, тем самым помогая ликвидировать связанные с работой
недостатки. 8. Не все менеджеры по подбору персонала уделяют
достаточное внимание тем рекомендациям, с которыми к ним приходят
потенциальные сотрудники, потому что большинство рекомендаций не
объективны, и надо уметь их интерпретировать. 9. За хорошую работу
работники получают вознаграждения, например, повышение зарплаты и
продвижение по службе. 10. Подбирать эффективную команду – важнейший
профессиональный навык. 11. Классификация Белбина помогает выявить
сильные стороны человека и зоны его роста. 12. Координатор – уверенный в
себе человек, устанавливающий цели и определяющий роли для членов
команды. 13. Реализатор – это дисциплинарный, надежный,
предусмотрительный и квалифицированный организатор, который
претворяет идею в практические дела. 14. Команда из трех человек может
быть весьма успешной, если среди них имеются члены команды, сочетающие
характерные личностные признаки.
Oral activity
1. Work with a partner. Imagine you are applying for a job. Translate the
questions and try to find proper answers to the questions of an
“interviewer”.
1. Interviewer: Tell me please in short about your work,
(professional) experience and your marital
status (семейное положение).
You: …..
2. Interviewer: Why are you interested in joining our

company?
You: …..
3. Interviewer: Why do you feel qualified for this job?

You: …..
4. Interviewer: Don’t you think you are too young for this job?
You: …..
5. Interviewer: Which is more important to you: status or money?
You: …..
6. Interviewer: What is your objective and what are your long-
range goals?
You: …..
7. Interviewer: What worries you about the job you are doing now?
You: …..
8. Interviewer: What do you find rewarding about your present job?
You: …..
9.Interviewer: Why do you want to leave your present job?
You: …..
10. Interviewer: How would you rate your present boss?
You: …..
11. Interviewer: Describe your ideal boss.
You: …..
12. Interviewer: What do you do in your spare time?
You: …..
13. Interviewer: Are you an ambitious person?
You: …..
14. Interviewer: What are your principal interests and how do you benefit
from them?
You: …..
15. Interviewer: Why should we choose you?
You: …..
2. Assignment. Read an advertisement for a job of Managing Director

from The Economist newspaper:
a) define the requirements for the job;
b) speak about the advantages and disadvantages of the position;
c) hold a job interview with an applicant.
FOUNDATION FOR INTERNATIONAL
ENVIRONMENTAL LAW AND DEVELOPMENT
MANAGING DIRECTOR
FIELD is seeking a MANAGING DIRECTOR to have
overall responsibility for the management of the
organization and to contribute to its international legal
work. FIELD is an internationally recognized not-profit
organization involved in research, teaching at London
University, publications and the provision of legal
assistance in environment and sustainable development.
The Managing Director is likely to be a lawyer, ideally
with expertise in these areas as well as suitable
management experience.
Salary: £25,000-£35,000
Closing date 10 July 1998, interviews end of July.
For further details please contact:
Frances Connelly, Administrator, FIELD,
King’s College London, Manresa Road, London
SW36LX,
TEL. (44) 71 352 8123 Fax (44) 71 351 6435.
FIELD aims to be an equal opportunities employer
Writing activity
1. Write a letter of application for the job advertised above.

 Give details of your experience, skills and suitability
 Say why you think the job is right for you
 Indicate when you would be available for work
2. On the basis of the sample resume given below, write your own.
RESUME
Name: Emily Alison Biggins
Address: 47 Putney Hill
London
SW16QX
Tel.: London 4757865
Date of birth: 15 July 1970
Age: 27
Marital status: Single
Nationality: British
Education
Dates: 1987-1992
College: South Thames College, London
Qualifications: Secretarial Courses; Shorthand Grade 2; Typing
Grade 3
Dates: 1993-1994
College: Oxleigh Secretarial College
College Road, Oxleigh
Qualifications:
Secretarial Skills Refresher Course: Shorthand (90
w.p.m.) Typing (60 w.p.m.). Book-keeping Grade
One. Word-processing
Employment
Dates: 1995-to present
Company: Philip Wilson Publishers Ltd.
Position: Secretary to the Sales Manager.
Responsibilities: Taking shorthand; typing and filing correspondence,
maintaining diaries, office support, etc.
Other skills&Occupations
I now work regularly as a volunteer for the Red Cross. I also have a
clean driver’s licence and a good knowledge of Spanish and French.
My personal interests include classical literature reading, independent
travel, modern jazz and swimming.
References
References are available on request.
RESUME
Name:
Address:
Tel.:
Date of birth:
Age:
Marital status:
Nationality:
Education
Dates:
College:
Qualifications:
Dates:
College:
Qualifications:
Employment
Dates:
Company:
Position:
Responsibilities:
Other skills&Occupations
References
Unit VIII
RISK MANAGEMENT
Before you read

a) Fire is still the greatest potential risk.
b) Risks can come only from disasters and accidents.
c) Working conditions are the areas of risk management.

Risk management is an accepted practice in business activities. Risk is the
possibility of loss or injury. It is a part of everyday life for businesses and
individuals. Individuals and businesses must evaluate the risks they face, and they
should minimize the costs involved with those risks.
Risk management is not simply a matter of insuring against risk. It involves, first
of all, surveying all the areas of risk to a company and then preparing a series of
recommendations to minimize potential losses from them. This is often done by
risk management consultants. But some major companies have now appointed their
own risk managers.
Risks can come from uncertainty in financial markets, project failures (at
any phase: in design, development, production, or sustainment life-cycles), legal
liabilities, credit risk, accidents, natural causes and disasters as well as deliberate
attack from an adversary, or events of uncertain or unpredictable root-cause.
Several risk management standards have been developed including the Project
Management Institute, the National Institute of Standards and Technology,
actuarial societies, and ISO standards (международная организация по
стандартизации).
Methods, definitions and goals vary widely according to whether the risk
management method is in the context of project management, security,
engineering, industrial processes, financial portfolios, actuarial assessments, or
public health and safety.
Intangible risk management identifies a new type of a risk that has a 100%
probability of occurring but is ignored by the organization due to a lack of
identification ability. Relationship risk appears when ineffective collaboration
occurs. Process-engagement risk may be an issue when ineffective operational
procedures are applied. These risks directly reduce the productivity of knowledge
workers, decrease cost effectiveness, profitability, service, quality, reputation,
brand value, and earnings quality.
Operating in politically unstable countries is one of the most extreme

examples of where we have to manage risk. The dangers there may include
nationalization of assets by the government.
Elsewhere, we may be accused of working with governments which people
do not approve of. We have to think about the impact of this in terms of our
reputation for social responsibility.
There is always the danger of oil spills from ships transporting our oil, with
the resulting pollution and associated costs of fines, cleaning up etc. If our
computer systems are damaged, for example in a fire, we have business continuity
plans, involving back-up machines on another site, so that we can carry on working
normally.
We try to have contingency plans or crisis management plans for all the risks
we can think of.
Fire is still the greatest potential risk. The risk manager can simply
recommend bricking up a doorway or a hole in the wall of a warehouse to prevent
fire from spreading. Or he can suggest a safer method of stacking. On the other
hand, he can recommend installing a very expensive sprinkler system. This could
save a company huge sums in insurance premiums.
Industrial espionage is another, constantly increasing risk. Computer

security is particularly important, and it is absolutely vital that only authorized
persons should have access to the information stored in the computer. The risk
manager will suggest methods of selecting computer staff and restricting access to
it inside and outside working hours.
Working conditions are another area of risk management; even such

ordinary things as ventilation, heating and lighting are important. These can expose
a company to personal claims from staff for damage.
Accident prevention and a company's increased liability because of new

consumer protection legislation are other, obviously important areas.
A great many recommendations fall into the 'common sense' category.

Suppose a company relies on only one supplier for a vital raw material. If that
supplier suffers a total loss of production because of a fire, strike or some other
reason, the company faces huge losses, and even more important, a permanent loss
of market share. To prevent this, the risk manager or consultant might recommend
coming to a two-way agreement with a competitor that in such a case the
competitor would supply raw materials to the assembly line. The agreement might
even stipulate supplying the end product if that were necessary. Another example
of this 'common sense category' is that all the top executives should never travel
together in the same jet, or that valuable goods should not all be stored in one
building but spread over a number of sites. Risk management is becoming more
and more important as a concept.
Resources spent on risk management could have been spent on more

profitable activities. Again, ideal risk management minimizes spending (or
manpower or other resources) and also minimizes the negative effects of risks.

Injury; survey; project failure; life-cycle; disaster; adversary; actuarial societies;
intangible; impact (n); associated; continuity plans; espionage; vital; jet;
liability.

risk management - управление рисками
loss n - потеря, убыток
to make up/replace a ~ - возмещать убытки
to inflict~es on - причинять ущерб (кому-л.)
injury n - ущерб, вред, повреждение, травма
face v - сталкиваться
survey v - обозревать, инспектировать
appoint v - назначать
failure n - неудача, провал
complete/hopeless/ - полный провал
outright~
to experience~ - потерпеть неудачу
to end in~ - кончиться неудачей

life-cycle n - жизненный цикл
legal liability - юридическая ответственность
cause n - причина, основание
(deep) root/underlying~ - истинная причина
leading/primary/major~ - главная, основная причина
disaster n - беда, несчастье, бедствие
deliberate adj - тщательно спланированный, умышленный
~decision - взвешенное решение
~policy - сознательная, тщательно спланированная
политика
adversary n - противник, соперник, оппонент
formidable~ - грозный соперник
worthy~ - достойный соперник
unpredictable adj - непредсказуемый
actuarial adj актуарный, страховой
intangible adj - нематериальный, неосязаемый
collaboration n - сотрудничество, совместная работа
assets n - активы, фонды
current~ - текущий капитал
frozen~ - замороженные активы
personal~ - личное имущество, движимое имущество
accuse v - винить, обвинять
impact n - влияние
considerable/dramatic~ - сильное влияние
to have an~(up) on smb. - иметь влияние на кого-л./что-л.

/smth.
in terms of - в отношении/ в аспекте чего-л.
oil spill - разлив нефти
fine n - взыскание, штраф
heavy/stiff~ - большой штраф
mandatory~ - принудительный штраф
to impose/levy a ~on - налагать штраф
to pay a ~ - заплатить штраф
damage n - повреждение; ущерб; вред;
to the ~of smth - во вред/в ущерб чему-л.
to sustain great~ - быть серьезно поврежденным
to do/to cause~(to) - причинять убытки; наносить ущерб; портить
irreparable~ - невосстановимые убытки, потери
action for/of ~s - иск о возмещении убытков
to claim~s - требовать возмещение убытков
to repair/to pay the~s - возмещать убытки
to recover ~s - получать компенсацию за убытки
back-up adj - резервный, запасной
site n - участок, площадка
contingency plan - план на случай непредвиденных,
чрезвычайных обстоятельств
brick up v - закладывать кирпичом
doorway n - дверной проем
warehouse n - склад
stacking n - складирование
sprinkler system - противопожарная система
insurance premium - страховой взнос, премия
espionage n (фр) - шпионаж
to engage in~ - вести шпионскую деятельность
industrial~ - производственный шпионаж
vital adj - жизненно важный
store v - хранить
restrict v - ограничивать
to~smb’s freedom - ограничивать чью-л. свободу
to~to a diet - посадить на диету
claim n - иск, жалоба
territorial~s - территориальные претензии
to allow a~ - удовлетворить требование; признать
правильность претензии
fall into v - подпадать
strike n - забастовка
assembly line - конвейер
stipulate v - обуславливать, оговаривать

управление риском; происходить; жизненные циклы; юридическая
ответственность; естественные причины; широко варьироваться; быть в
контексте чего-либо; здравоохранение; политически нестабильный;
национализация активов правительством; могут обвинить в чем-либо;
разлив нефти; резервное оборудование; другой участок; страховой взнос;
промышленный шпионаж; уполномоченные лица; информация, хранимая
в компьютере; иск о нанесении ущерба; ответственность компании;
здравый смысл; сталкиваться (с); двухстороннее соглашение;
минимизировать расходы; негативный эффект от рисков.

expressions:
project failures; at any phase; deliberate attack from an adversary; actuarial
assessments; intangible risk; knowledge worker; elsewhere; in terms of; social
responsibility; costs of fines; cleaning up; business continuity plans;
contingency plans; sprinkler system; insurance premium; restrict access to;
claim for damage; consumer protection legislation; total loss; market share;
assembly line; end product; valuable goods; profitable activities.
authorized assembly liability bricks up

uncertainty stored damaged negative face
sprinkler system stipulate spending assets vital
1. Individuals and business must evaluate the risks they _______ .

2. Risks can come from _______ in financial markets, project failure, legal
liabilities, credit risk, accidents etc.
3. The dangers may include nationalization of _______ by the government.
4. If our computer systems are _______ , for example in a fire, we have
business continuity plans.
5. The risk manager can recommend installing a very expensive _______ .
6. It is absolutely vital that only _______persons should have access to the
information _______ in the computer.
7. Accident prevention and a company’s increased _______ because of new
consumer protection legislation are other, obviously important areas.
8. Suppose a company relies on only one supplier for a _______ raw material.
9. The agreement might even _______ supplying the end product.
10. Ideal risk management minimizes _______ and also minimizes the _______
effects of risks.
8. Match the words in the left column with the correct definitions in the
right hand column:
1) loss n a) to think carefully about something before
making a judgment about its value, importance,
or quality.
2) evaluate v b) very important, necessary, or essential
3) vital adj c) physical harm that impairs the value, usefulness,
or normal function of something
4) espionage n d) money that a person, company, organization
loses when it spends more than it earns
5) damage n e) the practice of spying or of using spies, typically
by governments to obtain political and military
information
column:
1. A fire caused serious _______ to their flat.
2. He played a _______ role in setting up the organization.
3. _______ is a crime under the legal code of many nations.
4. We made a _______ on the house sale.
5. Employers _______ the performance of each employee once a year.

Risk can come also as premeditated attack from a competitor; a new type of a
risk is identified by non-financial risk management; the dangers may include
nationalization of funds by the government; some major companies have now
nominated their own risk managers; the risk manager can simply recommend
bricking up a doorway or a hole in the wall of a warehouse to prevent fire from
expansion; the agreement might even provide supplying the end product; all the
top managers should never travel together in the same jet; valuable goods
should not all be kept in one building; risk management is becoming more and
more important as an idea.

1. What is risk? 2. What does risk management primarily involve? 3.
When can risks appear? Can you give any examples? 4. What does
intangible risk management identify? 5. When do relationship and
process-engagement risks appear? 6. What can be said about the
dangers in politically unstable countries? 7. Do you know any other
dangers when there is the necessity to manage risk? What are they? 8.
What plans do we try to have? 9. What can be recommended by the
risk manager to prevent fire from spending? 10. How can the risk
manager provide computer security? 11. Why working conditions are
considered to be another area of risk management? 12. What other
important areas do you know? 13. What main recommendations fall
into the “common sense” category? 14. What does ideal risk provide?

1) Риски появляются как при неопределенности на финансовых
рынках, по естественным причинам и вследствие несчастных
случаев и бедствий, так и при умышленном нападении со
стороны соперника. 2) Риск в сфере взаимоотношений возникает
при неэффективном сотрудничестве. 3) Функционирование в
политически нестабильных странах является одним из примеров,
где приходится управлять рисками. 4) Политические риски – это
национализация, введение экономических ограничений, войны и
конфликты. 5) Идеальное управление рисками минимизирует
расходы. 6) Управление рисками – это необходимая
составляющая коммерческой деятельности. 7) Управление риском
предлагает некоторые рекомендации по снижению возможных
потерь. 8) Менеджер по рискам может предложить самую
дорогостоящую противопожарную систему. 9) Компьютерная
безопасность очень важна и только определенные люди должны
иметь доступ к информации, хранимой в компьютере. 10)
Условия труда – еще одна составляющая управления риском. 11)
Профилактика несчастных случаев и увеличение
ответственности компании – одни из важных областей
управления рисками по новому законодательству о защите прав
потребителей. 12) Управление рисками становится все более и
более важным понятием. 13) Другим примером из категории
“здравого смысла” является то, что все топ-менеджеры не должны
лететь вместе в одном самолете, также как ценные товары не
должны храниться в одном здании.
Oral activity
Role-play “The fire”
Problem
Below is the case study which is usually given to a student of a business
school to test the ability to take action and make firm recommendations.
You are to assume that you will be appointed to a position of executive
responsibility within the firm if your performance in the role-play shows that
you can plan, organize, direct and control business operations. You are to
take decisions on major issues concerned with the case study.
Case-study
Statements of faces
Brown and Co are in difficulty now. A month ago there was fire on its
factory. The fire started in an old building. The fire brigade tried to prevent
the fire from spreading. To do this they had to soak the research and
development area and the water did a lot of damage.
The managing Director was up all night. As soon as he heard about the
fire he telephoned the key people in management and they all hurried
immediately to the factory.
The next morning the Managing director called a meeting to hear
reports from managers and heads of departments on the damage caused by
the fire and to discuss what action should be taken to minimize the ill effects
of the fire.
Words and word combinations
prevent (from) - предотвращать от чего-л.
soak - пропитать, намочить
research and development - (научные) исследования и опытные
разработки
ill effects - пагубные последствия
Analyse the case

Questions:
1. Why is Brown and Co in difficulty now?
2. What damage was caused by the fire?
3. Why did the Managing Director call a meeting the next day?
4. What would be your plan of action in the circumstances?
ROLES
Managing Director
You want accurate reports from your subordinates with concrete and realistic
proposals as to how problems can be overcome. You should prepare an agenda for
yourself listing the points that you wish to raise and the order in which you wish to
raise them.
Marketing Manager
You should prepare a short report on how the fire will affect deliveries to the local
customers. Remember that most of your finished goods have been destroyed. You
want your local customers to have priority over overseas customers on available
stocks and on the goods as they are manufactured. You want to abandon overseas
customers for the time being.
Production Manager
You have the most difficult problem. Your warehouse has been destroyed
and there is no factory space available for storage purposes. Part of your factory
has been burnt out, part soaked in water. You should prepare a short report on the
extent of the damage. You should also be ready to state what problems in
production you will have to face over the next few weeks.
Head of Research and Development
You are in despair. Your area has been soaked in water, which has
destroyed a lot of your equipment, and nearly all your documents.
Finance Director
In your report you analyse the financial consequences of the fire. The firm is
bound to have a short-term liquidity problem. The reasons for it are:
1. The insurance claim won’t be met for some time

2. The firm won’t invoice customers for several weeks
3. There will be extra wage bills
4. There will be the added cost of renting new storage space.
Note:liquidity – ликвидность (превращаемость в наличные деньги)
USEFUL LANGUAGE
We were completely exhausted (panic-stricken, demoralized)
The worst thing was …
The thing that worried me most …
In the circumstances the only chance seemed to be …
We knew it was risky but everybody felt we had to try …
My plan of action is based on exact calculations …
I’ve calculated that …
I advise you most strongly to …
I’m convinced …
I consider it inevitable.
The only thing to be done is …
There is only one way of dealing with the problem …
I’m dead sure of it.
Writing activity
1. Written follow-up (Role-play “The fire”). Write down the main points of
your plan of action to normalize the operation or the one you would like to
work for. How was it handled in the past?
Unit IX
IT MANAGEMENT
Before you read
a) Today business, government and other organizations can be managed
easily without computers.
b) The Internet became available to everyone in 1978.
c) Data can be stored on disk, USB flash drive and memory card.

One of the key issues in information technology is, of course, the future of
the Internet. The Internet may not have changed everything in the economy,
as some predicated a few years ago, but it is still growing fast.
The development of information and communication technologies is a

driver for major innovations in the world economy. They are the basis for
the economic performance of all industrialized nations and the basis for a
large number of services.
IT management is the discipline whereby all of the technology resources

of a firm are managed in accordance with its needs and priorities. These resources
may include tangible investments like computer hardware, software, data,
networks and data centre facilities, as well as the staff who are hired to maintain
them. Managing this responsibility within a company entails many of the basic
management functions, like budgeting, staffing, and controlling, along with other
aspects that are unique to technology.
The four functions performed by ITM are collecting data, storing and
updating data, processing data, and presenting information. Data may be collected
from such internal sources as accounting documents and other financial records,
conferences and meetings, and sales and production records. External sources
include customers, suppliers, bankers, publications, and information-gathering
organizations. With a computer, data can be stored on disk, USB flash drive and
memory card. Data processing is the function that transforms stored data into a
form that is useful for a specific purpose. Finally, the processed data (which can
now be called information) must be presented for use. Verbal information is
generally presented in a text form. Numerical information is often displayed in
graphs and charts or tables.
IT management is connected with other term as management information

system (MIS) which provides information that organizations need to manage
themselves efficiently and effectively. Management information systems are
typically computer systems used for managing three primary components:
technology, people, and data. Academically, the term is commonly used to refer to
the study of how individuals, groups, and organizations evaluate, design,
implement, manage, and utilize systems to generate information to improve
efficiency and effectiveness of decision making.
Kenneth and Jane Laudon1 identify five eras of MIS evolution

corresponding to the five phases in the development of computing technology:
1) The first era (mainframe and minicomputer) was ruled by IBM and their
mainframe computers. They would often take up whole rooms and require
teams to run them. Minicomputers are smaller (more or less desk-sized) ones
that made computers available to most firms.
2) The second era (personal computer) began in 1965 as microprocessors
started to compete with mainframes and minicomputers. In the late1970s
minicomputer technology gave way to personal computers and relatively
low cost computers were becoming mass market commodities, allowing
businesses to provide their employees access to computing power.
3) As technological complexity increased, the need to share information within
an enterprise also grew - giving rise to the third era(client/server), in which
computers on a common network were able to access shared
information on a server.
4) The fourth era (enterprise) enabled by high speed networks, tied all aspects
of the business enterprise together offering rich information access
encompassing the complete management structure.
5) The fifth era (cloud computing) employs networking technology to
deliver applications as well as data storage independent of the configuration,
location or nature of the hardware. This, along with high speed cell phone
and WI-FI networks, led to new levels of mobility in which
managers access the MIS remotely with laptops, tablet PCs, and
smartphones.
The proliferation of computers created a ready market for interconnecting
networks and the popularization of the Internet. The WWW (World Wide Web)
became available to everyone in 1991. There are now many browsers that provide
Web pages, information and other services.
Everyday Internet resources of a business are being used by employees, Network
administrators, third parties, customers, and the public. Managers want to know
that employees are able to see any server across the Internet that has information
or services that employees needs to get his job done.
1 Kenneth C. Laudon is a Professor of Information Systems at New York University’s Stern School of Business.
Jane Price Laudon is a management consultant in the information systems area.
Commercial users communicate over the Internet with the rest of the world and can
do it very cheaply due to e-mail messages.
Computers have come from nowhere 50 years ago and are rapidly catching
up in capability with the human brain. Computers will continue getting smarter.
There is a noticeable positive feedback loop in technology development with each
generation of improved computers giving us more assistance in the design and
development of the next. They will design their offspring with little or no human
involvement. This technology development will push every field of knowledge
forwards, not just computing.

Priority; hardware; unique; microprocessor; client; WI-FI network; numerical;
popularization; browser; purchasing; e-mail; design; forward; technology;
discipline; data.

driver n -двигатель, движущий механизм
whereby adv - благодаря чему, посредством чего/которого;
в которой
tangible investments - инвестиции в материальные активы
hardware n - оборудование, аппаратура
software n - программное обеспечение, компьютерные
программы
data n - данные; факты, сведения
network n - сеть
data centre facilities - ЦОТ (Центр обработки данных)
updating~ - обновление данных
processing ~ - обработка данных
entail v - влечь за собой, вызывать
budgeting n - бюджетирование, планирование бюджета
record n - учет, отчет
financial ~ - финансовый отчет
sale ~ - учет продаж
production ~ - производственный учет
USB flash drive - USB флеш-накопитель, USB-драйв; флешка
memory card - плата памяти, плата запоминающего
устройства
numerical information - числовая информация
academically adv - чисто теоретически
IBM (International - компания/производитель аппаратного и
Business Machines) программного обеспечения, а также
принадлежащая ей торговая марка
mainframe computer - универсальная вычислительная машина
take up v - зд. занимать
commodity n - товар, продукт для продажи
~ production - товарное производство
computer power - вычислительная техника
tie v - связывать, соединять

encompass v - охватывать, включать, вмещать
cloud computing - облачные вычисления/обработка
application n - зд. приложение, программа
data storage - запоминающее устройство для данных,
память данных
cellphone n - мобильный телефон
Wi-Fi (Wireless Fidelity) - вай-фай, беспроводной доступ в интернет
remotely adv - удаленно
~ operated - с дистанционным управлением
laptop n - лэптоп, небольшой портативный компьютер
tablet PC - планшетный ПК; карманный ПК;
proliferation n - рост, распространение, быстрое увеличение
interconnect v - связывать, соединять, взаимосвязывать
WWW (World Wide - сеть, веб, (всемирная) паутина
Web)
browser n - браузер, навигатор, веб-обозреватель
e-mail n - электронная почта
catch up (with) v - догнать, наверстать
brain n - мозг, интеллект, ум
smart adj - умный, интеллектуальный
noticeable adj - достойный внимания, заметный
feedback loop - петля обратной связи; цепь обратной связи
offspring n - потомок
push forwards v - продолжать, продвигать; способствовать
осуществлению
в соответствии с; программное обеспечение; информационный центр;
основные функции менеджмента; производственный учет; USB флеш-
накопитель; обработка данных; качественно и эффективно (управлять);
развитие компьютерных технологий; универсальная вычислительная
машина; облачные вычисления; высокоскоростной мобильный телефон;
удаленно получать доступ; небольшой портативный компьютер;
всемирная паутина; интернет ресурсы; благодаря; сообщения по
электронной почте; становиться интеллектуальнее; без участия человека.

expressions:
IT management; tangible investments; computer hardware; update data;
financial record; information-gathering organization; memory card; processed
data; in a text from; provide information; academically; effectiveness of
decision making; take up whole rooms; require teams to run; mass market
commodities; common network access; share information; high speed
networks; tablet PC; WWW; rest of the world; human brain; design offspring;
push forwards; field of knowledge.
mainframe offspring whereby e-mail network
proliferation Internet feedback loop involvement
data tangible send
1. The technology resources may include _______ investments like

computer hardware, software, data, networks and centre facilities.
2. _______ may be collected from such internal sources as accounting
documents and other financial records.
3. _______ computers often took up whole rooms.
4. Computers on a common _______ access shared information on a server.
5. The _______ of computers created a ready market for interconnecting
networks.
6. Commercial users communicate over the _______ with the rest of the
world very cheaply due to _______ messages.
7. There is a noticeable positive _______ in technology development.
8. Computers will design their _______ with little or no human _______ .
8.a) Match the words in the left column with the correct definitions in the
right hand column:
1. hardware a) a small plastic disk drive that stores information
and that you can carry around with you
2. software b) a small phone that you can carry around with you
3. flash drive c) a very large collection of documents, pictures, sounds
etc stored on computers in many different places and
connected through the Internet
4. cellphone d) computer equipment
5. laptop e) a set of computers that are connected to each other
so that each computer can send and receive
information to and from the other computers
6. WWW f) a computer that is portable and suitable for use while
Travelling.
7. E-mail g) programs used by computers for doing particular jobs
8. network h) a system for sending messages from one computer to
another
column:
1.All staff have access to a computer _______ .

2. Send me an _______ with the details.
3. You can do research, download music files, play interactive games, shop,
send and receive e-mail on the _______ .
4. The _______ of the Microsoft company considerably simplifies work on the
computer.
5. When you call 411 on your _______, they charge you two bucks.
6. Your iPhone, your _______ , is much more handy than New York Times on
Sunday.

the technology resources of a firm are managed according to its needs and
priorities; the information must be presented for use; IT management is
linked with other term as management information system (MIS); mainframe
computers would often occupy whole rooms and require crews to run them;
computers on a common network entrance shared information on a server;
the Internet became available to everyone in 1991; commercial users
communicate with the rest of the world thanks to e-mail messages;
computers are rapidly overtaking in capability human brain; they will design
their descendant with little or no human involvement.

1. What is a driver for major innovations in the world economy? 2. Can you
give the definition of IT management? 3. What can technology resources
comprise? 4. What are the four functions performed by ITM? 5. What are
the sources that help to collect data? 6. Where can date be stored? 7. How
is information (verbal and numerical) generally presented? 8. What does
management information system (MIS) provide? 9. What is the term MIS
used for? 10. What are Kenneth and Jane Laudon famous for? 11. How
would you characterize the first era? What is the difference between
mainframe and minicomputer? 12. When did the second era begin? 13.
What was the impetus (impulse) for the beginning of the third era? 14.
Do you know the distinctive feature of the fourth era? 15. What is the
advantage of the fifth era? 16. What did the proliferation of computers
create? 17. How is the WWW decoded? Why does business management
need Internet Resources so badly? 18. What is the future of computers?

1. Информационные технологии являются важным фактором
качественного функционирования экономики во всех промышленных
странах. 2. Технологические ресурсы включают в себя такие
компоненты как компьютерные устройства и программы,
информацию, сетевое оборудование и оборудование информационного
центра, а также сотрудников, которые управляют ими. 3. В функции
Управления информационными технологиями входит сбор, сохранение
и обновление, обработка данных и представление информации. 4.
Данные можно хранить на дисках, флеш-накопителях и на картах
памяти. 5. Информационные системы управления предоставляют
информацию, в которой нуждаются организации для эффективного
управления. 6. Пять эр эволюций управления информационными
системами соответствуют пяти фазам развития компьютерных
технологий. 7. Для управления универсальной вычислительной
машиной требовалась целая команда работников. 8. Персональные
компьютеры дали возможность обеспечить сотрудников доступом к
вычислительным возможностям. 9. Благодаря развитию
высокоскоростных сетей четвертая эра предоставила доступ к
огромной информации, охватывающей полную структуру управления.
10. Высокоскоростные мобильные телефоны и Вай-Фай сети привели к
новому уровню мобильности, при которой менеджеры при помощи
смартфонов, портативных и планшетных компьютеров имеют доступ к
управлению информационными системами на расстоянии. 11. Каждый
день Интернет-ресурсами пользуются рабочие, администраторы сети и
клиенты. 12. Коммерческие потребители общаются с остальным миром
по Интернету благодаря электронным сообщениям. 13. Компьютеры
догоняют по способностям человеческий мозг.
Oral activity
1. Act out the dialogue

Computers in Russia
Foreigner: Many people think that Russians tend to lag behind other
Countries in computer literacy of the population. Is that
true?
Russian: To some extent you are right if you mean the number of
computers. But over the last few years we have progressed
enormously. Two decades ago few people realized that
computers would become part of our daily lives. Not only
computers, many of the things that we do now were
thought to be impossible 20 years ago.
Foreigner: Yes, the world has changed. In advanced countries
computers are everywhere these days. Computers
monitor the flow of materials in plants and factories,
computerized robots take over dangerous jobs in
factories. They are widely used in business and finance,
in science and medicine.
Russian: They even help secretaries to get letters and contracts
typed accurately and quickly. To be serious, the progress
in computer technologies is amazing.
Foreigner: Yes, soon computers will be able to recognize voice
commands, people won’t be using keyboards.
Russian: Undoubtedly within 20 years from now all information

will be coming through computers even in my country.
It will affect the labour market drastically.
Foreigner: Can’t agree more. Many jobs will have disappeared by
say, 2015. Besides, computers provideaccess to the
Internet. Do young people in your country use the
system?
Russian: I’d say an overwhelming majority of young people do
use the Internet. They show an interest in websites
relating to their occupations and studies.
Foreigner: Do you often visit Internet shops?
Russian: No, I log on to the Net from my office. Many people,
however, are disappointed and embarrassed by the
situation. We’ve become too dependent on computers.
Foreigner: That’s right. Clerical staff cannot do simple arithmetic
without calculators.
Russian: Not only that. It’s difficult to keep information held on
computers secret.
Foreigner: Yes, even kids can hack the computers of large
corporations; they can hack into banks and transfer
huge amounts of cash.
Russian: Connecting to other people’s computers secretly and
illegally has become a problem. People may be right
that the spread of computers has brought us as many
problems as it has solved.
2. Food for thought.

1) How do you think the world is going to change in the next 10 years?
2) What impact will technology have on people’s lives?
3. Role-play “Starting a business”

Problem
Peter S. is a young electronics engineer who works at a plant which

manufactures all kinds of audio-visual equipment: television-sets, projectors,
videotape recorders, etc. In his spare time Peter has invented a new device
which will allow the manufacture of a smaller and simpler video recorder at
a relatively low price. In his opinion it will transform this machine as useful
and as a tape recorder.
Peter is extremely excited by his discovery and he thinks that it will be

a good idea to try and form his own company. He wants to involve in the
project people with good expertise who will be good at running the business
affairs of the company. In day is Saturday. Peter is at home together with his
friends who have come to discuss the project and its feasibility. Among the
guests there is a new friend from the U.K., who has come to Moscow for a
long-term stay.
Words and word combinations

spare time - свободное время
relatively - сравнительно
transform - превращать
Analyse the case
Questions
1. What advice would you give Peter about setting up his company?
2. What questions will Peter have to settle before business started?
3. Will it be suicidal to compete with big plants?
4. Is it realistic for Peter to start a business abroad?
ROLES
Mike
You have been a loyal and true friend of Peter since college. As a lawyer you are
well informed about legal aspects of founding a company. You also give Peter
some practical advice how to patent the invention.
Arthur
You have to come to Moscow from the UK. You are an executive in one of the
joint ventures. You have been on friendly terms with Peter since the inauguration
ceremony where Peter was invited as an official representative of the Electronics
Department. You want wholeheartedly to be of help and have made a breakdown
of the initial costs. You think that it is unrealistic to start a business without a loan
from a bank.
For the managerial work you can recommend Mr. Simon, who has been a top
manager for many years. He could have a part time job in Peter’s firm.
Bob
You are an accountant with a coop and confirm Arthur’s words about probable
costs. You have roughly calculated all the costs which will inevitably arise. It’s not
only the rent and the cost of machinery but also the advertising expenses necessary
for the product promotion. You give a full account of the costs to be incurred in the
first year, the sales needed to cover investment and start making the profit. You
don’t want to dissuade Peter. Your aim is to make him think in realistic terms.
Peter
You explain to your friends the technical aspect of the product, its advantages, how
it can be manufactured and in what way it is an innovation. When you realize how
much capital will be necessary to run a business you are taken aback. Nonetheless
you don’t want to give up the idea completely, and think that it will be possible to
open a small workshop which will make the device you have invented. The device
when manufactured could be sold to big plants who would use it as a component.
As to the funds, a loan can be obtained from a commercial bank for innovation.
USEFUL LANGUAGE
The first decision to be taken is to …
I don’t know what to begin with …
There is little chance of …
I see no reason why …
I know it’s risky but I’m all optimistic about …
The thing that worries me most is …
After a lot of thought I’ve come to understand that …
In the circumstances the only chance seems to be …
We should reach the first year target of … if we …
I’d like to see how you came to these figures.
Could you break down the calculations into more details?
Writing activity
Write an essay about the role of Internet in your life. The answers to the
following questions will help you.
- Which websites do you usually visit?

- What sort of Internet services do you usually prefer: on-line shopping,
weather forecast, etc.
Unit 10
THE ROLE OF GOVERNMENT
Before you read

a) Government regulation ensures the quality of consumer goods.
b) Businesses complete only in selling things.
c) Regulation ensures that business serves the best interests of the people.

In every economy the work of different firms has to be coordinated. In a market
economy this coordination is achieved by means of markets. Nevertheless the
debate over the role of government in a market economy is continuing and the
issue is being widely discussed at the present time. An economy based on free
enterprise is generally characterized by private ownership and initiative, with a
relative absence of government involvement. However, government
intervention has been found necessary from time to time to ensure that
economic opportunities are fair, to dampen inflation and to stimulate growth.
Let’s consider the role of government as applied to the government in the

United States of America.
The economic role of its government has grown dramatically in recent years.
Federal, state and local governments tax, regulate and support business. At the
same time, US citizens have always had the freedom to choose for whom they
will work, and what they will buy.
The federal government, for example, provides national defence. By
contrast, the construction and maintenance of most highways is the
responsibility of individual state governments. The public education systems
are paid for by state, county or city governments. In general, police and fire
protection are the responsibilities of local governments.
Government plays a big role in the American free enterprise system.
It acts to:
- safeguard the market system;

- provide public goods and services;
- redistribute income;
- stabilize the economy.
Safeguarding system. The free enterprise system and the laws of supply and
demand that govern it, depend upon competition. Government promotes and
protects competition by
1) establishing and enforcing “rules of the game”;

2) furnishing the public with information about market conditions and the
state of economy;
3) helping to settle disputes.
Public schools, roads, police and fire protection and national defence are
examples of public goods and services.
Redistributing income. Every modern society should help its poor
citizens. Government programs to relieve poverty redistribute income
from those earning more than enough on which to live to those in need.
Each level of government supports individuals who cannot adequately
care for themselves by making grants to low-income parents with
children, by providing medical care for the aged and invalids, by assisting
the unemployed.
Stabilizing the Economy. Business conditions, particularly in market
economies, tend to fluctuate, rise and fall. When the swings become
severe, unemployment can rise, business failures often increase, and the
population in general can suffer.
Government is able to limit the swings between the economy’s highs
and lows.
Taxes provide the principal source of income to all levels of
government. Income taxes are the principle source of federal tax income.
State and local governments rely on sales, income and property taxes as
their principal sources of revenue. Government regulation places burdens
on business.
Some industries – nuclear power, for instance – have been regulated
more closely over the last few years than ever before. In others the trend
has been towards deregulation or reduction of administrative burden on
the economy. At the same time, government supports business in many
ways. It provides information and advice, loan guarantees, and direct
services.

Government; nevertheless; the issue; opportunities; growth; support; safeguard;
stabilize; enforcing; furnishing; adequately; the aged; fluctuate; severe; failure;
suffer; highs and lows; source; revenue; burden; guarantees.

issue n - проблема, вопрос
free enterprise - свободное предпринимательство
ownership n - собственность (владение, право
собственности)
private~ - частная собственность
public ~ - общественная собственность
state~ - государственная собственность
to pass into the~ - перейти в собственность
govern v - управлять
government n - правительство
~intervention - вмешательство (в экономику)
~involvement - вовлеченность
local~ - местное самоуправление
state~ - правительство, относящееся к отдельному
штату
damp n - застой
damper n - фактор, сдерживающий экономическую
активность
dampen v - сдерживать, замедлять
dramatically adv - значительно, сильно
tax n - налог
income~ - подоходный налог
sales ~ - налог с продаж
property~ - поимущественный налог, налог на
недвижимость
tax v - облагать налогом
maintenance n - эксплуатация
county n - графство
safeguard v - защищать, охранять
redistribute v - перераспределять
income n - доход
low ~ - низкий доход
~for life - доход, получаемый в течение жизни
psychic ~ - нематериальный доход (в форме
удовлетворения от творческой деятельности,
приобретения профессионального престижа)
substandard~ - доход ниже прожиточного минимума
tax ~ - налоговые поступления
enforce v - оказывать давление, принуждать
furnishing v - предоставлять, снабжать

aged n - пожилые
assist v - помогать
swing n - колебание
swing v (syn. - колебаться
fluctuate)
failure n - неудача, банкротство, несостоятельность
source n - источник
rely on v - полагаться
revenue - доход, государственные доходы
budget~ - доходная часть бюджета
earned ~ - полученный доход (от реализации товаров и
услуг)
tax ~s - налоговые поступления
deregulation n - уменьшение государственного регулирования
burden n - бремя

рыночная экономика; частная собственность; вмешательство
государства (правительства); время от времени; в последние годы;
свобода выбора; сдерживать инфляцию; органы местного
самоуправления; справедливый; пожилые; органы местного
самоуправления; справедливый; пожилые; основной источник;
облагать налогом; уменьшение государственного регулирования;
подоходный налог; атомная/ядерная энергетика; коммерческий крах.

expressions:
free enterprise system; government involvement; economic opportunities; to
dampen inflation; to stimulate growth; to grow dramatically; state
government; to provide national defense; by contrast; fire protection;
redistribute income; furnishing the information; poor citizens; to relieve
poverty; tend to fluctuate; business failures; economy’s highs and lows;
sales tax.
source rises financial raise benefits actually private
regulate benefiting taxation aged income gap
1. The economic system of the USA is principally one of the _______

ownership.
2. Governments get most of their money through _______ .
3. Unemployment _______ in a time of depression.
4. The difference between the highest salaries and the lowest is called the
_______ .
5. Public goods and services are those _______ large numbers of people
that could not be provided by private enterprise.
6. If you give someone _______ help, you give them money.
7. They are trying to _______ funds from different sources.
8. For the most people the _______ of their income is paid work.
9. In the United States there are agencies to _______ safety, health,
environment, transport, communications, trade, labour relations and
finance.
10. _______ are money, that the government gives to people who need help.
8. a) Match the words in the left column with the correct definitions in the
right hand column:
1. earnings a) (tax) added to the price of goods at the time they
are sold
2. to be fair b) system of taking part of people’s earnings to
give governments an income
3. taxation c) income
4. sales tax d) to treat people unreasonably or in the wrong way
5. to be unjust e) a tax on the income earned by individuals and
corporations
6. income tax f) to treat people reasonably and in the right way
column:
1. _______ tax can be progressive, proportional or regressive.
2. Economists are interested in measuring how _______ our economic systems are.
3. The part of the price you pay when you buy something that goes to the
government as tax is _______ tax.
4. Some economists feel that any kind of _______ on people’s earnings is ______ .
5. Volvo _______ rise.

The coordination is achieved with the aid of markets; however the debate is
continuing; an economy is characterized by private possession; government
intervention is necessary to stifle inflation; maintenance of roadway; it acts to
protect market system; supplying the public with information; governments
programs redistribute income to lessen poverty; individuals who cannot
sufficiently care for themselves; taxes are their principal sources of income;
government backs up business in many ways.

1. What problems does every economy face? 2. What is the role of government
in economy? Can you give any examples? 3. How is economic coordination
achieved in a market economy? 4. What is widely discussed at the present
time? 5. Describe an economy based on free enterprise. 6. Why is
government intervention considered to be necessary from time to time? 7.
What does the federal government provide? 8. What is the responsibility of
individual state governments? 9. What major problems do local governments
face? 10. What powers are usually given to local government? 11. How does
the US government affect the economy? 12. Give examples of public goods
and services. 13. What do taxes provide? 14. What is regulated closely in the
American economy? 15. Do you think that authorities at the place where you
live perform their functions successfully? 16. Do they spend sufficient
budget resources on health services, education, housing, … (development of
transport)?

1. В рыночной экономике координация работы различных фирм
достигается посредством рынков. 2. Правительство пытается
контролировать инфляцию. 3. Государственное вмешательство
признано необходимым время от времени, чтобы сдерживать
инфляцию и стимулировать экономический рост. 4. Граждане
Соединенных Штатов всегда имеют свободу выбора: на кого им
работать и что покупать. 5. Некоторые отрасли промышленности в
США контролируются специальными ведомствами. 6. Система
свободного предпринимательства и законы спроса и предложения
зависят от конкуренции. 7. Каждому современному обществу следует
поддерживать своих неимущих граждан. 8. Американское
правительство в системе свободного предпринимательства
обеспечивает охрану рыночной системы, предоставляет товары и
услуги для общественного потребления, перераспределяет доходы и
стабилизирует экономику. 9. Правительственные расходы строго
контролируются. 10. Налогообложение – способ, которым государство
контролирует общий спрос и предложение на рынке. 11. Основным
источником доходов (поступлений) правительства штата и местного
самоуправления являются налоги с продаж, подоходный и
поимущественный налоги.
Oral activity
1. What do you think?
1) In your opinion, what is more important for an economic system – equity
or efficiency?
2) Do you think the tax system in your country is fair? Why/Why not?
2. Assignment: imagine you have been asked to describe the role of

government in business in the U.K. and the U.S. Work together with your
partner and make a list of most typical (de) regulation measures.
Compare your list with others in the class and discuss the differences, if
any.
3. Work in pairs. Each of you has one of the following roles.
a) Finance Minister – you decide on how government revenue should be spent.

Education Minister – you want more spending on education.
Talk about:
a) overcrowded classrooms
b) lack of facilities
c) teacher training
b) Environment Minister – you want more spending on roads and public
transport.
Talk about:
a) dangerous roads
b) improving country roads
c) increased underground train system
d) free transport for retired people
c) Health Minister – you want more spending on hospitals and health care.
Talk about:
a) cheaper medicine
b) waiting lists in hospitals
c) length of time to get a doctor’s appointment
d) hospital facilities
Ministers: persuade the Finance Minister to give you money.
Finance Minister: ask questions to decide who needs more money.

Writing activity
1. Assignment: imagine that you are getting prepared for a meeting with
representatives of English country councils – with people who work within
local government. Make a list of questions you would ask them.
2. Write an essay about government revenue and spending. The answers
to the following questions will help you.
- Can economic policies make our lives better?
- What way do economic relationships affect the welfare of a society?
- Explain how taxation can create equity in the economy.
Supplement (Appendix)
PASSIVE VOICE
Revise Passive Voice
Таблица видо-временных форм английского глагола

(пассивный залог)
to be + Participle II
(V – словарная форма глагола; V2 – 2-я форма глагола; V3 – 3-я форма
глагола, т.е. причастие II; V-ing – причастие I)
Indefinite Continuous Perfect Perfect continuous

констатация процесс завершенность процесс в течение
факта некоторого периода
времени
am am have Вместо
is }V-ed, V3 is } being V-ed, } been отсутствующих
форм Perfect
are are V3 has V-ed, V3
Continuous
I am asked I am being asked I have been asked употребляются
Меня Меня (сейчас) Меня спросили формы Perfect
спрашивают спрашивают (уже)
(часто)
P was was had been Вместо
A } V-ed, V3 } being V-ed, V-ed, V3 отсутствующих
форм Perfect
S were were V3 I had been asked
Continuous
T I was asked I was being asked Меня уже употребляются
Меня спросили Меня спрашивали спросили (к формы Perfect
(вчера) (когда звенел тому моменту,
звонок) когда он вошел)
F shall Вместо shall Вместо
U } beV-ed, отсутствующей } have been отсутствующих
форм Perfect
T will V3 формы will V-ed,V3 Continuous
U I shall be asked употребляется I shal have been употребляются
R Меня спросят Future Indefinite asked формы Perfect
E (завтра) Меня уже
спросят (к трем
часам)
1. Translate these sentences into Russian paying attention to the Passive
voice:
1. She is highly paid. 2. The president of this company was elected last
January. 3. Our scientists are given the widest opportunities for research
work. 4. Individual members of the team are presented with the challenge to
take initiatives. 5. Everybody is sure that an agreement will be arrived at. 6.
The equipment was installed a month after the goods arrived. 7. More than
at any time in history today’s engineer is called upon to be a manager. 8.
Through politics, conflicts in society are managed. 9. The manager is called
upon to perform a great amount of work. 10. I am sure the goods will be
shipped next week.
2. a) Transform some sentences with the verbs in Active Voice into

Passive.
1. Merchants may be buying and selling a lot of goods from each other.
2. He managed to make two contracts at the beginning of the year.
3. You measure the value in terms of money.
4. You may keep money with you as long as you wish.
5. They will open a new branch at the end of the month.
b) Transform some sentences with the verbs in Passive Voice into Active.
1. He was asked to sign the contract.
2. Chemical industry is paid great attention to by Russian government.
3. This lecture was followed by several reports.
4. The new farmland will be owned and operated by the state.
5. He was well spoken of by all his fellow-workers.
3. Choose the right variant.

1. The goods … next June.
a) will be delivered b) deliver c) are delivered
2. Popular papers … large headlines and … especially with events
commonly termed front-page news.
a) are used, are concerned; b) use, are concerned; c) are used, concern
3. The price problem … by them yesterday.
a) were settled b) was settled c) have been settled
4. As the population on the island …, the forests … for agriculture, and
natural resources … scarce.
a) grew, were destroyed, became;
b) was growing, destroyed, became;
c) was growing, were destroyed, become
5. Numerous innovations … now by business firms in Europe and the
United States to combat the increasing dissatisfaction of employees at
every level with the quality of their lives.
a) are being tried; b) are tried; c) are trying
4. Complete the sentences using the correct form of the passive voice !
1. The authorities decided that the meeting … next Wednesday. (hold)

2. The goods … to our house in the Midlands every Friday. (transport)
3. The larger portrait … by a well-known Flemish artist.(paint)
4. When I arrived I … a note by one of the delegates . (hand)
5. Nothing … of Pauline since her car accident last spring. (see)
6. I'll have to stay at home because our new furniture … (deliver)
7. For the past few days I had to work in Jack's office because mine … at the
moment.(redecorate)
8. I major new oil deposit … in the North Sea recently.(discover)

1. Нам показали очень странную картину. 2. Тебя ищут. Иди домой.
3.Вас всех пригласят в зал и расскажут обо всех изменениях в
школьной программе. 4. Почему над ним всегда смеются? 5. Нам всем
дали билеты на выставку. 6. Лекции этого знаменитого профессора
всегда слушают с большим вниманием. 7. Меня ждут? 8. Им задали
три трудных вопроса. 9. За директором уже послали. Подождите
немного. 10. Всех пригласили в большой зал. 11. Эти письма
просмотрены. Их можно отправлять. 12. На станции их встретил гид и
отвез в гостиницу. 13. Эти журналы должны быть возвращены в
библиотеку на следующей неделе. 14. На наших занятиях много
внимания уделяется произношению. 15. Иванову велели объяснить,
почему он пропускает занятия. 16. Меня пригласят на ваш вечер? 17.
Детей оставили дома одних.
6. Rewrite the following passage in the Passive.

Someone broke into a local jewellery shop yesterday. The owner had just locked
up the shop when a robber with a gun threatened him. The robber told him to
unlock the shop and give him all the diamonds in the safe. Then the robber tied
him up. The police have organized a search for the robber. They hope they will
find him in a few days. Doctors are treating the owner of the shop for shock.
SEQUENCE OF TENSES
Revise the Sequence of tenses
Таблица согласования времен
Если в прямой речи используется …, … то в придаточном предложении

косвенной речи используется
Present Simple – “He lies to me.” Past Simple – I knew that he lied to
Настоящее простое Он мне врет. Прошедшее простое me.
(постоянно или Я знала, что он мне
время от времени) врет.
Present Continuous – “He is lying to me” Past Continuous – I knew he was lying to
Настоящее Он мне врет. (прямо Прошедшее me.
продолженное сейчас) продолженное Я знала, что он мне
врет.
Present Perfect – “He has lied to me.” Past Perfect – “I suspected he had
Настоящее Он мне соврал. Прошедшее lied to me.”
совершенное совершенное Я подозревала, что
он мне врал.
Present Perfect “He has been lying to Past Perfect “I was sure he had
Continuous – me” Continuous – been lying to me.”
Настоящее Он мне врал (в Прошедшее Я была уверена, что
совершенное какой-то момент совершенное он мне врет. (в тот
продолженное времени) продолженное момент)
Past Simple – “He lied to me about Past Perfect – “I knew he had lied to
Прошедшее простое having a girlfriend.” Прошедшее me about having a
Он врал мне, что у совершенное girlfriend.”
него есть подружка. (может не Я знала, что он врал
изменяться) мне, что у него есть
подружка.
Past Continuous – “He was lying to me.” Past Perfect “It was obvious he
Прошедшее Он мне лгал. Continuous – had been lying to
продолженное Прошедшее me.”
совершенное Было очевидно, что
продолженное он мне лгал.
(может не
изменяться)
Past Perfect – “He had lied to me on Past Perfect – “I found out that he
Прошедшее occasion.” Прошедшее had lied to me on
совершенное Он лгал мне время совершенное не occasion.”
от времени. изменяется Я обнаружила,, что
он мне лгал время от
времяни.
Past Perfect He confessed: “I had Past Perfect He confessed that he
Continuous – been lying to you for Continuous – had been lying to me
Прошедшее the past two years.” Прошедшее for the past two years.
совершенное Он признался: «Я совершенное Он признался, что
продолженное лгал тебе все эти 2 продолженное не лгал мне все эти 2
года.» изменяется года.
All Future tenses – “I will not lie to you All Future-in the Past He promised he would
Все будущие any more.” He tenses – Все будущие not lie to me any
promised. в прошедшем more.
Я больше никогда не Он пообещал, что
буду тебя больше никогда не
обманывать, - будет меня
пообещал он. обманывать.
1. Translate the sentences.

1. I was absolutely convinced that we would only win if we coordinated our
activities. 2. He said the conference would discuss new trends in marketing.
3. Not all the appointments have been made and it was decided to wait until
they had. 4. I was not sure if I would be able to cope with the challenges of
working in London schools. 5. She also wanted to know if there was any
overtime and if they needed a reference. 6. She asked the personal manager
what the salary was, how long the hours were and when the job actually
started. 7. They said their week-long protest would continue until a 45 per
cent pay rise was granted.
2. Open the brackets, choosing the right variant.
1. He said he (will come, would come) to the station to see me off. 2. I was
sure he (posted, had posted) the letter. 3. I think the weather (will be, would
be) fine next week. I hope it (will not change, would not change) for the
worse. 4. I knew that he (is, was) a very clever man. 5. He asked me where I
(study, studied). 6. I thought that I (shall finish, should finish) my work at
1. Он сказал мне, что раньше он учился в университете. 2. В прошлом году

они думали, что никогда не будут хорошо читать по-английски, но вчера они
увидели, что читают тексты довольно хорошо. 3. Ученый был уверен, что
найдет решение проблемы. 4. Я знал, что моя сестра изучает французский
язык, и думал, что она поедет в Париж. 5. Все были уверены, что Борис
хорошо сдаст экзамены. 6. Я боялся, что вы не последуете моему совету. 7. Я
думал, что он подождет меня. 8. Он боялся, что ему будет трудно сделать
доклад. 9. Он сказал, что не знает, когда начнется конференция. 10. Он
спросил меня, что я буду делать вечером. Я ответил, что не знаю, буду ли я
свободен вечером, но сказал, что если буду свободен, то позвоню ему часов в
семь.
4. Transform direct speech into reported speech. Make the necessary changes.
1. She said to me, “We’ll go boating tomorrow”.
2. He said, “We’ll stage this play if you help us”.
3. The secretary said, “I’ve got a massage from Mr. Green”.
4. Mr. Nelson said, “Show was awarded the Nobel Prize for Literature in 1925”.
5. The old man said to me, “I met her many years ago”.
6. Mr. Smith said, “They had lunch on the train two hours ago”.
7. She said, “I’m lining for London tomorrow”.
5. Complete the sentences. Use sequence of tenses rule.
1. … that his nephew didn’t go to school yet as he is too small.
2. … that his father had been fond of parachuting and car-racing before …
3. His cousin … that collecting badges … for years until …
4. I found out yesterday that … until…
5. … her mother-in-law had never been interested in such a strange thing as

embroidering, it must be a mistake.
6. … that his grandson … at that moment.
7. She was sure that her father … until he married.
PARTICIPLE
Revise the Participle I
PARTICIPLE
ACTIVE
PRESENT (not) asking
PERFECT (not) having asked
PASSIVE
PRESENT (not) being asked
PERFECT (not) having been asked
Функции в предложении
1. I looked at the laughing woman. Определение 1.
2. The book was exciting. Часть составного сказуемого 2.
3. Ann showed us the photo lying on После существительных в 3.
the piano. причастных оборотах
4. I saw my brother crossing the street. После ряда глаголов (complex 4.
object)
5. Обстоятельство 5.
1) While watching the film she 1) времени
forgot about everything. 2) образа действия
2) She came up to me smiling. 3) причины
3) Having finished the work, we
were ready to go home.
1.Translate these sentences into Russian paying attention to the Participle I:
1. Arriving at the airport the heads of Government usually make a short statement.
2. A person can travel by car through any country in Europe knowing international
road signs. 3. Not being good at mathematics he asked his friends to help him. 4.
Having lived in London long he speaks English well. 5. When seeking supervisors
and managers most Iowa manufacturers prefer to promote from within their own
organizations. 6. Fearing foreign competition Australia has for years been
concerned more with creating jobs than encouraging industrial efficiency.
2.Shorten the following sentences without changing their meaning, like this:
1) Nobody likes prices, which are constantly rising.
Nobody likes constantly rising prices.
2) John is a person who works very hard.
John is a person working very hard.
1. A demand curve, which slopes.

2. Some February reports show consumer spending that rebounds a bit.
3. We must develop a policy, which fixes prices better.
4. Interest rates, which rise will damp down demand.
5. An economy, which is rapidly expanding can get out of control.
6. Let’s look at the information, which corresponds to this in tabular form.
3.Choose the right variant.
1. When we came nearer, we saw two boys (being come, coming) towards us. 2.
(Taking, Having taken) the girl by the hand, she led her across the street. 3. (While
to wait, While waiting) in the hall, he thought over the problem he was planning to
discuss with them. 4. The workers (built, building) this house used new
construction methods. 5. This young man once saved a (drowning, having
drowned) child. 6. (Having being prepared, Preparing) for the interview, she could
answer all the questions. 7. (Having tired, being tired) he went home at once.
Revise the Particple II
PARTICIPLE II
PAST
Active (только от come
Passive непереходных глаголов) asked
Функции в предложении
1. A broken cup lay under the table. Определение 1.
2. The teacher was pleased about the Часть составного сказуемого 2.
result of the test.
3. All books borrowed from the После существительных и 3.
library must be returned причастных оборотов
tomorrow.
4. Обстоятельство 4.
1) When asked whether he 1) времени
expected me to help, dad said
nothing.
2) She spent the day as though 2) образа действия
surprised.
3) Satisfied with my answer, the 3) причины
professor put me a “five”.
1.Translate the sentences into Russian paying attention to the Participle II:
1. The method used gave the students the opportunities to learn faster and more. 2.
Considerable progress has been made in the methods employed. 3. The team is a
group of individuals brought together to achieve a relatively small number of
company research goals. 4. He offered the best solution of the problem concerned.
5. The problem faced at the outset of the investigations was very complicated. 6.
The terms insisted upon are difficult to fulfill. 7. The objective of this report is to
describe the kinds of business planning done, and the methods followed, in a
selected group of companies. 8. When managed well, little companies have the
habit of becoming big ones.
2.Shorten the following sentences without changing their meaning, like this:
The quantity, which we require, is 5000 units.
The required quantity is 5000 units.
1. A demand curve, which has been drawn inaccurately.

2. A price, which has been fixed.
3. We can see changes in the price of goods, which are related to each other.
4. The prices, which we have been given should be seen as hypothetical.
5. If we don’t use a model, which has been simplified we shall get bogged
down.
6. Ours is a company, which is managed well.
7. An economy, which is poorly run leads to problems in society.
8. That is a theory, which is now out of date.
9. On the evidence available, that is a conclusion, which is not justified.
1. Have you had this article … ?
a) typed; b) typing; c) type
2. We shall not be able to catch the train … at five.
a) left; b) leaving; c) having been left
3. The letter … yesterday was most welcome.
a) receiving; b) having received; c) received
4. … his report, the clerk started writing down the latest figures.
a) Finished; b) Being finished; c) Having finished
5. … the children fell asleep immediately.
a) Being very tired; b) Very tired; c) Having tired
6. They should have had their windows … .
a) clean; b) cleaned; c) cleaning
7. While … the street in the wrong place, the boy was stopped by the policeman.
a) crossing; b) being crossed; c) having been crossed.

THE INFINITIVE
Revise the Infinitive
Форма инфинитива Действительный залог Страдательный залог

Indefinite to write to be written
Continuous to be writing формы нет
Perfect to have written to have been written
Perfect Continuous To have been writing формы нет
Функция Пример Перевод

Подлежащее To see means to believe. Увидеть – значит поверить.
Часть составного To know everything is to Знать все – значит ничего не
именного сказуемого know nothing. знать.
Прямое дополнение I asked him to give me the Я попросил его дать мне
magazine. журнал.
Определение Nature has many secrets to be У природы много секретов,
discovered yet. которые еще предстоит
раскрыть.
Обстоятельство His mind was too much upset Он был слишком расстроен,
to put the same thoughts in (вне себя), чтобы изложить
other words. те же самые мысли другими
словами.
1. Translate the sentences.

1. To increase productivity in manufacturing usually means decreasing the
man-hours, materials, energy or capital required to produce industrial goods
of all kinds. 2. I don’t like to be told what to buy. 3. He thinks there is
enough private capital to handle this kind of investment. 4. Here are many
planning factors to be considered in relation to an overseas market. 5. The
manager who is the first to be blamed for a systems crash but the last to be
thanked when things go right has an average salary of $27,500. 6. The latest
figures to be announced next month will show that profits rose to $10
million in the last financial year. 7. The first thing to determine is that
demand is not the same thing as desire or need or want. 8. This was the ideal
method to aim at. 9. This will be the largest exhibition of office equipment
to have been shown in this country. 10. High tech is still a great place to
invest. 11. We needed people to have a sense of ownership and urgency
around the business, to welcome innovation and take risks.

1. He was said … a man who could always … any opposition.
a) To be, to defeat; b) be, to defeat; c) to be, defeat
2. She asked the chief … her … to conference but he did not want … to her.
a) let, go, to listen; b) to let, to go, to listen; c) to let, go, to listen
3. I persuaded Sales Manager not … that expensive goods.
a) to buy; b) buy; c) to have bought
4. My friend never fails … in time to help me.
a) arrive; b) to arrive; c) to be arrived
5. The clerk threatens … if the manager doesn’t agree to his proposal.
a) resign; b) to resign; c) to be resigned
6. The customs officer opened the suitcase … if anything illegal was being
brought into the country.
a) to see; b) see; c) to be seen
7. So they begged the jeweler … it for three days.
a) don’t sell; b) not sell; c) not to sell
3. Translate into English using the correct form of Infinitive.

1. Я рад, что рассказал вам эту историю. 2. Я рад, что мне рассказали эту
историю. 3. Я хочу познакомить вас с этой артисткой. 4. Я хочу,чтобы
меня познакомили с этой артисткой. 5. Я рад, что встретил ее на
станции. 6. Я рад, что меня встретили на станции. 7. Мы очень
счастливы, что пригласили его на вечер. 8. Мы очень счастливы, что
нас пригласили на вечер. 9. Он будет счастлив посетить эту
знаменитую картинную галерею. 10. Он был счастлив, что посетил эту
знаменитую картинную галерею. 11. Дети любят, когда им
рассказывают сказки. 12. Мне очень жаль, что я пропустил эту лекцию.
13. Она счастлива, что была на этом концерте. 14. Она рада, что
присутствовала на лекции. 15. Он очень доволен, что выиграл кубок.
16. Он был счастлив, что снова дома. 17. Он был счастлив, что
вернулся домой. 18. Я сожалею, что прервал вас.
4. Insert the particle to where necessary.

1. Parents should let the children … have private life.
2. I waited for my friend … get off the bus.
3. They made me … do it.
4. We can’t … let him stay outdoors.
5. He ordered the car … come at 5 p.m.
6. At last he was made … write a letter to his parents.
7. Children were allowed … go to the cinema alone.
8. Let us … be friends.
9. What makes you … think so?
10.Don’t let him … drive so fast.
GERUND
Revise the Gerund

Действительный залог Страдательный залог
Неперфектный translating being translated
Перфектный having translated having been translated
Функция Пример Перевод

Подлежащее Reading – is my favourite Чтение – мое любимое
occupation. занятие.
Часть составного My favourite occupation Мое любимое занятие –
именного сказуемого is reading. чтение.
Часть составного I began reading when I Я начал читать в 5 лет.
глагольного was six.
сказуемого
Дополнение I enjoy reading. Я получаю
удовольствие от чтения.
Определение I have a habit of reading У меня привычка читать
newspapers. газеты.
Обстоятельство In writing the dictation Когда ученик писал
the pupil made some диктант, он сделал
mistakes. несколько ошибок.
1. Translate these sentences into Russian paying attention to the Gerund:

1. Being an expert in a given field is becoming more and more difficult. 2.
Understanding group processes is the first step for improving group
effectiveness. 3. Their only interest is improving those managers’ operations. 4.
We can no longer afford to waste management resources through not knowing
how efficiently we operate. 5. Good management involves selecting people
who know when to listen and when to act. 6. These measures have discouraged
fund managers from becoming active in their markets. 7. It was his secret to
building a high-performing team.

1. You must keep on … the computer until you understand how … all of the
programmes.
a) practise, to use; b) practising, using; c) practising, to use
2. Will you excuse me for … an obvious precaution?
a) taking; b) take; c) to take
3. You seem most fortunate in … an employee who comes under the full
market price.
a) to have; b) having; c) having had
4. Stop … at me! I’ll get everything finished before I go to the conference.
a) to grumble; b) grumbling c) to be grumbling
5. If people delay … their bills, they only incur more and more interest
charges.
a) to pay; b) paying; c) to be paying
6. I’ll never forget … my first entrance examination. It was a complete failure.
a) to take; b) have been taking; c) taking
7. Nobody has offered … the house next door, so I think they are going … the
price.
a) buying, to lower; b) to buy, to lower; c) to buy, lowering
CONDITIONAL SENTENCES
Revise Conditional Sentences
Condition Subordinate Principal Translation

clause clause
Real If it looks like rain, We’ll stay at
home.
If I have more time, I’ll come over.
Без «бы»
If he is working on He won’t be able
Friday, to go with us.
Present Ind/Cont. will + Inf.
Present/ If I were you, I would go there
Future myself.
If I had more time, I would come
over.
Unreal
If you knew him You wouldn’t
better, think so. бы
If it were not I could go out.
raining,
(Past Ind./Cont.) (Would/could/migh
Past t + Inf.)
If you had gone there, you would have
If it hadn’t been so seen him.
hot last summer, we could have
gone to the South.
(Past Perfect) (Would/could/
might + have +
Participle II)
There are four main types of conditional sentences.
• When the both parts of the sentence refer to the simple present. (Zero
conditional)
Example: If it rains, you cannot attend the party.
If clause + Main clause.
If + simple present +simple present.
 When the first part of the sentence or ‘If ‘clause is written in the
simple present and the main clause refers the simple future. (Type 1
conditional)
Example: If it rains you will not attend the party.
If clause + Main clause
If + simple present + simple future
• When the first part of the sentence or the ‘If’ clause is written in the
simple past tense and the main clause refers the present conditional.
(Type 2 conditional)
Example: If it rained you would not attend the party.
If + simple past + present conditional
 When the If clause is written in past perfect tense and the main clause
refers to perfect conditional. (Type 3 conditional)
Example: If it had rained you would not have attended the party.
If+ past perfect tense + perfect conditional
1. Translate these sentences into Russian paying attention to the First
Conditional:
1. I don’t like to go outside the organization to hire managers if I don’t have
to. 2. So if unions demand pay and better conditions at one place the
owners can close the factory down and expand production at another
factory situated in another part of the EEC. 3. If the documents are not
exchanged this month, the treaty will not become effective until January
1. 4. If the number of things overlooked is small a project can succeed. 5.
Information will be rejected if it conflicts with the mental bent of the
audience. 6. If the market becomes too saturated demand may drop off. 7.
If you are budget conscious then we recommend that you join our group
course. 8. If we put ourselves on such course, we can truly competitive.
2. Translate these sentences into Russian paying attention to the Second

Conditional:
1. My enterprise is doing fine and if it were not for one or two technical
problems we would be operating perfectly. 2. If I were you I should
insist on the price. 3. This situation would be laughable if it were not
so burdensome. 4. If demand for goods always matched production,
there would be no need to store goods. 5. Many investors would be
richer if it (future) really were foreseeable. 6. If California were a
country, its gross domestic product would be the world’s seventh
largest. 7. If you asked him he would show you the project.
3.Translate the sentences paying attention to the Third Conditional:
1. If he had not helped us yesterday the project would not have been completed. 2.
If the deal had been put forward by anyone else, it might have been taken less
seriously. 3. The firm would not have reduced their prices if they had not been
much higher than the world prices. 4. It would have been more profitable for us if
he had been content to stay on as an ordinary employee. 5. If I had had enough
time I should have translated this document in written form. 6. He would have held
office if an illness hadn’t forced him to retire.
4. Underline the correct form to make conditional sentences.
1. If Rita opens /will open a boutique in the High Street, she’ll make lots of money.
2. If the economy doesn’t improve, lots of businesses will close / would close
down.
3. This burglar alarm is so sensitive: it goes off if a mouse runs / will run across the
floor.
4. George may go to prison unless he won’t pay / pays his taxes.
5. The company was / would be more successful if it spent more money on

advertising.
6. If the employees of a company are/were happy, they work harder.
7. We might sell our business if it makes / would make another loss this year.
8. It looks like Molly’ll be okay, unless something new will happen / happens.
9. Unless Shelly had read him wrong, Jack would find /would have found her
unorthodox approach irresistible.
10. Mat would not trust/ didn’t trust that unless he had to.
5. Supply the correct verb forms in these conditional sentences. Decide, which
type of conditionals are these sentences.
1. If you (to heat) __________ iron, it (to start) ____________ to get red hot and
then white hot.
2. If Molly and Paul (be not) ________ misinformed about the train times, they
(not be) __________ late.
3. If Ioannis (stay) _______ longer at the party, he (have) ________ a good time
4. If the government (lose) __________ the next election, the Prime Minister
(resign) ________ from politics.
5. If we (not go) ________ to your friend's party, I never (meet) _________ Alan.
6. If train fares (be) _________ cheaper, more people (use) _________ them.
7. If Molly (get) _______ that job she's applied for, she will be delighted.
8. It (be) ______ a disaster if it the explosion had happened in the middle of the
day.
9. If the talks (be broken) __________ down again, there (be) ______ a war
between the two countries
10. If Ali (know) _______ anything about mechanics at that time, I'm sure she
(help) _____ us.
11.He (have) ________ a bad accident last Friday if he _____________ (not /

drive) more carefully.
1. Джаггер пригрозил уйти в отставку, если правительство потерпит

поражение
2. Если бы в компании согласились, мы могли бы достичь быстрого

прогресса.
3. Компания вернет деньги, если вы передумаете.
4. Выставка, возможно, закрылась бы, если бы они не нашли новых

спонсоров.
5. Я бы отказался сотрудничать, если бы я был в вашем положении
6. Пожалуйста, сообщите врачу немедленно, если она покажет признаки

улучшения.
7. Молли и Салли поняли бы свою ошибку, если бы только остались до

конца.
8. Можете считать, что мы согласны, если не получите от нас новостей до

воскресенья.
9. Если вы выпьете слишком много кофе, вы не сможете уснуть.
10. Если бы Джек привез карту, мы бы не заблудились.
11. Если бы Джон знал о встрече, то приехал бы
12. Если вы столкнетесь с Павлом, скажите ему, что я хочу его видеть.
7.Work in pairs. Complete the sentences about yourself. Then discuss them
together.
1. If I hadn’t come to my English lesson today, …

2. If I had been born 200 years ago, …
3. If my parents had moved to New York, …
4. If I had left school when I was sixteen, …
5. If it had been winter, …
1. And after all the weather was ideal. They could not have had a more perfect day
for a garden party if they … it.
a) order b) ordered c) had ordered
2. If there … high demand overseas we … the Export Sales team.
a) will be, would increase b) would be, increased c) were, would increase
3. We … our prices … us.
a) have reconsidered, you asked; b) will reconsider, will you ask; c) would have
reconsidered, had you asked
4. If I … to my colleague yesterday, I … everything.
a) spoke, would learn; b) had spoken, would have learned; c) speak, I will learn
5. You … a mistake unless you … the instructions carefully.
a) might have made, would follow; b) may make, follow; c) might make, didn’t
follow
6. They … the train if they … their house earlier.
a) wouldn’t have been missing, left; b) won’t have missed, leave; c) wouldn’t
have missed, had left
7. Mary wishes that she … off her relationship with her mother-in-law.
a) hasn’t broken; b) hadn’t broken; c) wouldn’t broken

IRREGULAR VERBS
VERB PAST SIMPLE PAST PARTICIPLE ПЕРЕВОД
be [bi:] was [wɔz], were been [bi:n] Быть

[wз:]
beat [bi:t] beat [bi:t] beaten ['bi:tn] Бить
become [bi:kʌm] became [bi:keim] become[bi:kʌm] Становиться
begin [bi'gin] began [bi'gæn] begun [bi'gʌn] Начинать
break [breik] broke [brouk] broken ['brouk(e)n] Ломать
bring [briŋ] brought [brɔ:t] brought [brɔ:t] Приносить
build [bild] built [bilt] built [bilt] Строить
burn [bз:n] burnt [bз:nt] burnt [bз:nt] Гореть
burst [bз:st] burst [bз:st] burst [bз:st] Разразиться
buy [bai] bought [bɔ:t] bought [bɔ:t] Покупать
catch [kætʃ] caught [kɔ:t] caught [kɔ:t] Ловить, хватать,

успеть
choose [tʃu:z] chose [ʃəuz] chosen [tʃəuz(ə)n] Выбирать
come [kʌm] came [keim] come [kʌm] Приходить
cost [cɔst] cost [cɔst] cost [cɔst] Стоить
cut [kʌt] cut [kʌt] cut [kʌt] Резать
do [du:] did [did] done [dʌn] Делать
draw [drɔ:] drew [dru:] drawn [drɔ:n] Рисовать, тащить
dream [dri:m] dreamt [dremt] dreamt [dremt] Мечтать, дремать
drink [driŋk] drank [dræŋk] drunk [drʌŋk] Пить
drive [draiv] drove [drouv] driven ['drivn] Водить
eat [i:t] ate [et] eaten ['i:tn] Есть
fall [fɔ:l] fell [fel] fallen ['fɔ:lən] Падать
feel [fi:l] felt [felt] felt [felt] Чувствовать
fight [fait] fought [fɔ:t] fought [fɔ:t] Бороться

find [faind] found [faund] found [faund] Находить
fit [fit] fit [fit] fit [fit] Подходить по размеру
fly [flai] flew [flu:] flown [floun] Летать
forget [fə'get] forgot [fə'gɔt] forgotten [fə'gɔt(ə)n] Забывать
forgive [fo'giv] forgave [fo'geiv] forgiven [fo'givn] Прощать
get [ get ] got [gɔt] got [gɔt] Получать
give [giv] gave [geiv] given [givn] Давать
go [gou] went [went] gone [gɔn] Идти
grow [grou] grew [gru:] grown [groun] Расти
have [hæv] had [hæd] had [hæd] Иметь
hear [hiə] heard [hз:d] heard [hз:d] Слышать
hide [haid] hid [hid] hidden ['hidn] Прятать
hit [hit] hit [hit] hit [hit] Попадать в цель
hold [hould] held [held] held [held] Держать
know [nou] knew [nju:] known [noun] Знать
lead [li:d] led [led] led [led] Вести
learn [lз:n] learnt [lз:nt] learnt [lз:nt] Учить
leave [li:v] left [left] left [left] Оставлять
lend [lend] lent [lent] lent [lent] Занимать
let [let] let [let] let [let] Позволять
lie [lai] lay [lei] lain [lein] Лежать
light [lait] lit [lit] lit [lit] Освещать
lose [lu:z] lost [lɔst] lost [lɔst] Терять
make [meik] made [meid] made [meid] Производить
mean [mi:n] meant [ment] meant [ment] Значить
meet [mi:t] met [met] met [met] Встречать
mistake [mis'teik] mistook [mis'tuk] mistaken Ошибаться

[mis'teik(e)n]
pay [pei] paid [peid] paid [peid] Платить
prove [pru:v] proved [pru:vd] proven [pru:vn] Доказывать
put [put] put [put] put [put] Положить
read [ri:d] read [red] read [red] Читать
ring [riŋ] rang [ræŋ] rung [rʌŋ] Звенеть
rise [raiz] rose [rouz] risen ['rizn] Подниматься
run [rʌŋ] ran [ræŋ] run [rʌŋ] Бежать
say [sei] said [sed] said [sed] Говорить
see [si:] saw [sɔ:] seen [si:n] Видеть
seek [si:k] sought [sɔ:t] sought [sɔ:t] Искать
sell [sel] sold [sould] sold [sould] Продавать
send [send] sent [sent] sent [sent] Посылать
set [set] set [set] set [set] Ставить
show [ʃəu] showed [ʃəud] shown [ʃəun] Показывать
sing [siŋ] sang [sæŋ] sung [sʌŋ] Петь
sit [sit] sat [sæt] sat [sæt] Сидеть
sleep [sli:p] slept [slept] slept [slept] Спать
speak [spi:k] spoke [spouk] spoken ['spouk(e)n] Говорить
spell [spel] spelt [spelt] spelt [spelt] Произносить по

буквам
spend [spend] spent [spent] spent [spent] Тратить
spill [spil] spilt [spilt] spilt [spilt] Проливать
spoil [spɔil] spoilt [spɔilt] spoilt [spɔilt] Портить
spread [spred] spread [spred] spread [spred] Расстилать
stand [stænd] stood [stu:d] stood [stu:d] Стоять
steal [sti:l] stole [stoul] stolen ['stəulən] Красть

swim [swim] swam [swem] swum [swʌm] Плавать
swing [swiŋ] swung [swʌŋ] swung [swʌŋ] Качать
take [teik] took [tuk] taken ['teik(ə)n] Брать, взять
teach [ti:tʃ] taught [tɔ:t] taught [tɔ:t] Учить
tell [tel] told [tould] told [tould] Рассказывать
think [θiŋk] thought [θɔ:t] thought [θɔ:t] Думать
throw [θrəu] threw [θru:] thrown [θrəun] Бросать
understand understood understood Понимать

[ʌndə'stænd] [ʌndə'stud] [ʌndə'stud]
wake [weik] woke [wouk] woken ['wouk(e)n] Просыпаться
wear [wɛə] wore [wɔ:] worn [wɔ:n] Носить
weep [wi:p] wept [wept] wept [wept] Плакать
wet [wet] wet [wet] wet [wet] Мочить
win [win] won [wʌn] won [wʌn] Выигрывать
wind [waind] wound [waund] wound [waund] Извиваться
write [rait] wrote [rout] written ['ritn] Писать

References
1. Аванесян Ж.Г. Английский язык для экономистов: учебное пособие

для студентов экономических специальностей. – 3-е изд., - М.:
Издательство «Омега-Л», 2008. – 312 с.+CD – (Курс иностранного
языка).
2. Ашурбекова Т.И., Мирзоева З.Г. English for Economists: Учебное
пособие. – Махачкала: Издательство ДГУ, 2010
3. Воробьева С.А. Guidelines to Better Management Skills. – Moscow:
International University of Business and Management, 1998.
4. Голицынский Ю.Б. Грамматика: Сборник упражнений. – 4-е изд., -
СПб.: КАРКО, 2004. – 544с.
5. Зайцева С.Е., Шибанова Е.С. Английский язык для экономистов. –
Москва: КНОРУС, 2008.
6. Любимцева С.Н. Английский язык для студентов финансово-
экономических вузов. – М.: Высшая школа, 2006.
7. Рыжков В. Д. Менеджмент: Деловой английский язык. – Калининград:
Янтарный сказ, 2008.
8. Сальникова Л.В., Памухина Л.Г. Английский язык для менеджеров:
Учебное пособие. – М.:ГИС, 2011. – 208с.
9. Солодушкина К. А. Сборник упражнений на базе экономической
лексики «Modern English grammar practice». – Санкт-Петербург:
Антология, 2005. – 532с.
10. Тихова Е.А., Толстикова Е.И. English for managers. Part I. – М.:
Экономический факультет МГУ, ТЕИС, 2001. – 72с.
11. Тихова Е.А., Толстикова Е.И. English for managers. Part II. – М.:
Экономический факультет МГУ, ТЕИС, 2001. – 72с.
12. Business correspondence in English – М.: Айрис пресс рольф, 2001.
13.Bill Mascull. Business Vocabulary in Use. Advanced. – Cambridge
University Press. – 2004.
14. Dinos Demetriades. Information Technology. Workshop. – Oxford
University Press. – 2010.
15. Erice H. Glendinning, John McEwan. Oxford English for Information
Technology. Second edition. – Oxford University Press. – 2011.
16. Raitskaya L., Cochrane S. Macmillan Guide to Economics. Student’s book.
– 2011.
17. Macmillan English Dictionary for Advanced Learners. International Student
Edition. – Macmillan Publishers Limited. – 2006.
18. Martyn Hobbs and Julia Starr Keddle. Commerce 2. – Oxford University
Press. – 2007.
19. Raymond Murphy. English grammar in use. Cambridge University Press. –
1988.
20. Zsuzsanna Ardo. English for practical management. – Oxford University
Press. – 1988.
21. www.belbin.impovingteams.com/using-thenine-belbin-team-role
22.Wikipe
Contents
Preface
Unit I. Definition of Management. Its Nature and Purpose
Unit II. Levels and Areas of Management
Unit III. The Functions of Managers
Unit IV. The Managerial Job and Skills
Unit V. Human Behavior
Unit VI. Leadership
Unit VII. Human Resources Management (HRM)
Unit VIII. Risk Management
Unit IX. IT Management
Unit X. The Role of Government.
Supplement
References

2020-Book-English For Management Studies

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ГАОУ ВО «ДАГЕСТАНСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ

ББК 81.2 Англ

по решению методического совета ГАОУ ВО « Дагестанский государственный

Гаджиева Н. А., Дагестанский государственный университет народного хозяйства

Хочавова Ю. У., Дагестанский государственный университет народного хозяйства

Темирханова Г. К., Дагестанский государственный университет народного хозяйства

Рецензенты: Гусейнова Д.Ш., к.ф.н., доцент кафедры английского языка ДГУНХ

Хасбулатова Зарипат Абазовна, к.ф.н., доцент кафедры иностранных языков

Ответственный редактор: Батырмурзаева У.М., к.ф.н., доцент, ДГУНХ

Учебное пособие «English for Management Studies» имеет практическую направленность и

© Гаджиева Н.А., Хочавова Ю.У., Темирханова Г.К. 2020

Данное пособие составлено на основе учебной программы курса английского

Учебное пособие состоит из 10 уроков (Units) с единой внутренней

Целями пособия являются:

- ознакомление обучающихся с основными областями менеджмента;

- развитие умений чтения профессионально ориентированных текстов (при

- дальнейшее формирование коммуникативной компетенции – способности

Материал пособия ориентирован на развитие основных видов речевой

Учебное пособие включает ролевые игры, творческие и проблемные задания,

Выражаем благодарность за ценные методические рекомендации

ITS NATURE AND PURPOSE.

Before you read

1. Are the following statements true or false?

a) The ability to achieve organizational goals requires great skill.

b) Management applies only to large organizations and to profit enterprises.

2. Read the text and check your answers.

Management is based on scientific theories and today we can say that it is a

We define management as the process of designing and maintaining an

1. As managers, people carry out the managerial functions of planning, organizing,

2. Management applies to any kind of organization.

- to managers at all organizational levels;

- to small and large organizations;

- to profit and not-for-profit enterprises;

- to manufacturing as well as service industries.

The term «enterprise» refers to business, government agencies, hospitals,

Management is the process of coordinating the resources of an organization

Material resources are physical materials and the equipment used by an

Information also can’t be ignored. Companies are finding it increasingly

3. Do you know how to pronounce these words?

Era; area; edge; formidable; environment; designing; efficiently; maintaining;

4. Study the meanings of the key words from the text:

management n - управление, руководство, менеджмент

reassess v - подвергать пересмотру, производить переоценку

approach n - подход, метод, принцип

strive v - стараться, прилагать усилие

formidable adj - пугающий, гигантский

environment n - (окружающая) среда

domestically adv - внутри страны, на внутреннем рынке

gain v - добывать, зарабатывать, выигрывать

edge n - преимущество, (в конкурентной борьбе)

provide v - обеспечивать, давать

 to hear - способность слышать

inborn/native  - врожденная, природная способность

to do smth. to the best - стараться изо всех сил

to demonstrate/display - проявлять, демонстрировать способности,

skill n - мастерство, навык

accomplish v - доводить до конца; завершать, осуществлять

efficient adj - действенный, эффективный, целесообразный

рациональный (о человеке), умелый,

carry out v - выполнять, исполнять

 in (to)practice - осуществлять, проводить в жизнь

staff v - комплектовать кадры, обеспечивать

apply to v - касаться, относиться

profit n - прибыль, выгода

a enterprise - коммерческое предприятие, работающее

5. It is _ important _ information about the competitors.