There is so much to do at work that i m always

READING AND VOCABULARY

Никитина, И. С.

Н 62 Английский язык для студентов специальности «Управление персоналом» (язык профессионального общения): учебное пособие / И. С. Никитина; Волгоградский филиал ФГБОУ ВО «Российская академия народного хозяйства и государственной службы». – Волгоград: Изд-во Волгоградского филиала РАНХиГС, 2015. – 1 электрон. опт. диск (CD-ROM). – Систем. требования: IBM PC с процессором 486; ОЗУ 64 Мб; CD-ROM дисковод; Adobe Reader 6.0. – Загл. с экрана.

Учебное пособие адресовано студентам, обучающимся по специальности «Управление персоналом», студентам других специальностей, изучающим дисциплину «Иностранный язык профессионального общения», а также широкому кругу лиц, интересующимся английским языком в рамках профессиональной сферы.

В пособии представлены учебно-методические материалы, включающие в себя тексты для чтения и серию упражнений, способствующих осмыслению прочитанного, усвоению и закреплению лексического материала, а также задания для развития навыков устной и письменной речи.

ISBN 978-5-7786-0597-8 © Никитина И. С., 2015

ФГБОУ ВО РАНХиГС, 2015

ОГЛАВЛЕНИЕ

Введение. 4

UNIT 1 CHOOSING A CAREER. 5

UNIT 2JOB SEARCH PROCESS. 12

UNIT 3PREPARING FOR AN INTERVIEW. 17

UNIT 4RECRUITMENT ADVERTISING. 25

UNIT 5WORKING AS AN HR-MANAGER. 31

UNIT 6ORGANISATION. 38

UNIT 7 WORKING HOURS. 44

UNIT 8 ORGANISING A MEETING. 48

UNIT 9BUSINESS TRIP. 54

UNIT 10COMPANY ACTIVITIES. 60

Библиографический список. 67

Введение

Предлагаемое учебное пособие предназначено для аудиторной и самостоятельной работы студентов второго курса, обучающихся по специальности «Управление персоналом» и обладающих базовыми знаниями по английскому языку.

Настоящее пособие составлено с учетом требований рабочей программы по дисциплине «Иностранный язык профессионального общения» для специальности «Управления персоналом» и предусматривает обучение основам делового общения на иностранном языке в письменной и устной форме, а также развитие лингвистической, социокультурной и профессиональной компетенций будущих специалистов по управлению персоналом.

Цель данного пособия – сформировать навыки делового общения в устных и письменных формах в типичных ситуациях, а также научить извлекать информацию из аутентичных текстов профессиональной направленности.

Пособие охватывает круг основных вопросов, представляющих несомненную значимость и интерес для студентов данной специальности: карьера, процесс поиска работы, подбор персонала, рабочие часы, подготовка к интервью, устройство на работу, особенности работы менеджером по управлению персоналом, структура организации, командировки, деятельность компаний.

Пособие состоит из 10 уроков (Units), каждый из которых имеет следующую структуру: Part1. Reading and Vocabulary; Part 2. Speaking; Part 3. Writing.

Раздел Reading and Vocabulary включает тематические тексты по профилю специальности для развития навыков чтения, предтекстовые и послетекстовые задания, направленные на смысловую обработку информации текста, а также новый лексический материал по теме урока.

Раздел Speaking имеет своей целью усовершенствовать навыки студентов вести свободную беседу в рамках делового общения, отстаивать свою точку зрения на рассматриваемую проблему посредством выполнения предложенных заданий и использования разговорных формул.

Раздел Writing включает задания, направленные на обучение написанию делового письма. Основной задачей данного раздела является совершенствование умений письменной коммуникации.

После каждого урока студентам предлагается раздел Check your know ledge of vocabulary, содержащий 40 лексических единиц по тематике урока, необходимых для запоминания с последующим употреблением в речи.

Пособие рассчитано на 72 часа (36 часов аудиторной и 36 часов самостоятельной работы студентов) и может быть использовано преподавателем и студентами в ходе подготовки к курсовому экзамену по дисциплине «Иностранный язык профессионального общения».

UNIT 1

CHOOSING A CAREER

PART 1

READING AND VOCABULARY

1. Which of this statements do you agree with:

1) Work is the most important thing in life.

2) Work is just a way to get money so you can do the things you enjoy?

2. Read what three people say about their jobs. Complete the chart with notes on the good and bad things about Anna`s, Tony`s and Bella`s jobs.

“My name is Anna and I am 18. I work in a factory. My working hours are 8.00 a.m. to 5.00 p.m., Monday to Friday. I have a one-hour lunch break at 12.30. The routine is the same every day. My job is very boring but the pay is quite good. My collegues and I don’t really talk to each other, but I have a lot of friends outside work. My job is just a way to earn money”.

“I am Tony. I`m 23 years old and I work as a computer programmer. I work a 40-hour week. We have flexible hours so I can start and finish when I want. If we are very busy then I work overtime – I get paid extra for this. There are always problems to solve. This can be difficult, but it can also be quite creative. I earn a good salary, but my job doesn’t rule my life. I like to do different things in my free time.”

“I`m Bella. I`m 25 and I`m a doctor in a large hospital. I work very long hours – 60 or 70 hours a week – often in the evenings and at weekends. The work is really interesting but it can also be quite stressful. I love my job and my collegues are also my friends. I don’t have time for a social life. When I get home, I`m too tired to do anything except have dinner and watch TV.”

3. Match the definitions (1–8) with the suitable words and word expressions from the quotes.

1) The people you work with ________________________________________________

2) The number of hours in the week you spend doing your job _____________________

3) The money you receive every month for the work you have done _________________

4) The things you do, usually with other people, outside work ______________________

5) The time you have for eating in the middle of the working day __________________

6) The time you spend at work after your normal working hours ____________________

7) A system where you can choose when to start and finish work ___________________

8) The usual order and way that you regularly do things __________________________

4. Work in pairs. Which of the jobs in Exercise 2 would you most like to have? Which would you least like to have? Tell your partner why and ask his/her opinion.

5. All of the following sentences could be used to describe jobs. Mark each sentence as follows:

(+) if you think it describes a positive aspect to a job;

(-) if you think it describes a negative aspect to a job;

(?) if it could be either positive or negative.

● It’s well-paid.

● It’s badly-paid.

● It’s challenging.

● It’s hardwork physically.

● You work long hours.

● You have to work shifts.

● You need to be talented.

● You need special trainingand qualifications.

● You need good people skills.

● There’s a lot of job satisfaction.

● There’s a lot of variety.

● There’s a lot of responsibility.

● There are a lot of opportunities.

6. Work in pairs or groups. Which of the above do you associate with the following jobs:

a journalist, a police officer, a concert pianist, a supermarket cashier, an accountant, a train driver, a social worker, a professional footballer? Think of one more job that you can associate with each of the sentences in Exercise 2.

7. Complete the sentences with the following words:

Descriptions of jobs

1) If we have too much work and not enough time, it can be quite ____________.

2) In my job, I use my imagination and ideas a lot, so the work is _____________.

3) I do the same thing every day – my job is ______________.

4) There is so much to do at work that I`m always ___________.

5) Sometimes my job is ______, but I would get bored if it was too easy.

6) My job is very ________ because I`m always learning new things.

PART 2

SPEAKING

INTRODUCTIONS AND SAYING WHAT YOU DO

1. Read the conversation. Does it sound formal or quite informal? Name jobs and responsibilities of the speakers.

2. Find phrases in the dialogue for each of the following groups. Think of other suitable phrases you can use in these situations:

1) Introducing yourself: __________________________________________________

2) Introducing someone else: ______________________________________________

3) Responding to an introduction: __________________________________________

3. Work in pairs. Choose a job from A, but don’t tell your partner which one. Describe the job`s responsibilities using words from B and phrases from Conversation 1. Your partner must guess the job.

— This person deals with customers and is responsible for responding to complaints.

— Is he/she an after-sales assistant?

4. Work in groups of three. Each person chooses a job from 3. Student A, introduce yourself to Student B, and then introduce Student C to Student B. Find out about each other`s jobs and responsibilities. Use phrases from Conversation 1.

5. Change roles and use your own jobs and responsibiities. Work together and find out as much as you can about each other.

6. Read the conversation. Which phrases can help to express interest to something someone has just said?

7. Work in pairs. Tell each other information about your job. Respond with phrases from Conversation 2 and try to continue the conversation.

— I work twelve hours a day.

— Twelve hours? What do you do?

PART 3

WRITING

WRITING SHORT NOTES AND MESSAGES

1. Do you ever leave handwritten notes for people? If so, when? How formal are they? If not, when do you think people would leave handwritten notes?

2. Read the three notes below:

1) What is the purpose of each note;

2) Where was each note left by the writer;

3) What do you think the relationship between each writer and the person they are writing to is? How do you know?

3. Complete this note with appropriate phrases where necessary to make one formal and one informal note. Use phrases from the notes in 2 to help you.

4. Look at the following prompts and write three short notes based on the situations:

1) You met Robert Croft after a conference last week. He invited you for a research trip. You want to write a note to him before he leaves his hotel this morning to accept. You need to find out what dates and times would be best for him. Ask him to email you or call you.

2) Your colleague, Jack Russell, has invited you for lunch at a conference with Helen Marr but you can’t make it. Jack is the only person you know who has Helen’s email address. Write a note to leave on his desk to apologize for not going to lunch and ask for the email address you need.

3) You need your colleague to check some figures before you file your sales report today. You need this done by lunchtime. He / she is not at their desk so leave the relevant documents with some instructions about what you want him / her to do.

5. Work with a partner and compare the notes you wrote. Discuss how you would follow each note up / reply to each note.

A GETTING STARTED IN BUSINESS

Unit 1

1 A WORK TO LIVE OR LIVE TO WORK?

1.Before you start. Which of these statements do you agree with?

1) Work is the most important thing in life.

2) Work is just a way to get money so you can do the things you enjoy.

2. Reading.Read what three people say about their jobs. Complete the chart with notes on the good and bad things about Anna’s, Tony’s, and Erika’s jobs.

3.Vocabulary. Match the highlighted words in the quotes with the definitions (1-8).

1) the people you work with ______________________________

2) the number of hours in the week you spend doing your job

3) the money you receive every month for the work you have done

4) the things you do, usually with other people, outside work

5) the time you have for eating in the middle of the working day

6) the time you spend at work after your normal working hours

7) a system where you can choose when to start and finish work

8) the usual order and way that you regularly do things

4. Completethe sentences (1-6) with an adjective from the box.

1) If we have too much work and not enough time, it can be quite ___________________________________________________

2) In my job, I use my imagination and ideas a lot, so the work is

4) There is so much to do at work that I’m always ______________

5) Sometimes my job is _______________, but I would get bored if it was too easy.

6) My job is very__________________ because I’m always learning new things.

5.Speaking. Work in pairs. Which of the jobs in Exercise 2 would you most like to have? Which would you least like to have? Tell your partner why.

6. Listening 1. People are talking about their jobs. What do they like about their jobs?

7.Writing. Think of a job you would like, or would not like, to have. Write a short text about it, using the texts in Exercise 2 as models.

Get real

Interview someone you know about their job, e.g. a relative or family friend. Ask them what they like and don’t like about their job. Find out if they live to work or work to live. Prepare to tell the class about them, in English.

B MOTIVATION AT WORK

1. Before you start.

a) Work in pairs. Make a list of things that are important when choosing a job, e.g. earning a lot of money, working for a big company, helping other people. You have one minute.

b)Why do people choose these jobs?

a teacher b banker c doctor d engineer

2. Reading.Read about the quotes from two people talking about their jobs. Which one is motivated by:

1) helping other people? __ __

2) earning a lot of money? ____

Marie, accountant

Tom, physiotherapist

I work for the health service. There are a lot of

rewards: the main one is the job satisfaction. I get a real sense of achievement when someone says ‘’thank you.’ You know you’re doing a worthwhile job. If you work hard, there are opportunities for promotion. I like the responsibility of making a difference to people’s lives. There are some benefits. We don’t get bonuses or anything like that, but there’s a very good pension. The health service pays for us to go on training courses, and people with children get help with paying for childcare. If I visit patients at home, I get a travel allowance, but it’s not very much.

3. Look at this list of things that motivate people and tick the things

Marie and Tom mention.

Marie Tom Marie Tom

business class travel □ □

private health insurance □ □

doing something worthwhile □ □

4. Whichthings in the list in Exercise 3 are benefits (extra things you get from your employer)? Which ones are rewards (things that make you feel good about the job)?

5.Speaking. Choose five rewards or benefits from the list in Exercise 3. Number them in order of importance to you. Explain your order to another student.

6. Writing. Choose one of these jobs, or another job you know about:

■ flight attendant ■ architect ■ dentist

■ hotel receptionist ■ salesperson ■ nurse

1 Make a list of the rewards and benefits of the job.

2 Imagine this is your job. Write a short text describing the rewards and benefits. Use the texts in Exercise 2 to help you.

Interview two people you know about their jobs. Find out about the benefits and rewards they get from their job. Tell the class.

Unit 2

2 A JOBS IN AN ORGANIZATION

1.Before you start. Think about the people who work in your university, e.g. the lecturers, the administrators. What are they responsible for? Who are they responsible to?

2.Reading. Read the text about some of the people in a film crew. Complete the diagram.

Finally, there’s me. My name’s Pat and I’m the assistant director. I help John, the director. I’m responsible for the rest of the crew, including Tony and Martin. My job is to make sure that everyone is in the right place at the right time and that they know what to do.

3.Vocabulary. Look at these phrases from the text. Use a dictionary to check any words you don’t know. Then write them in your language.

. in charge of. _____________________

. works closely with… ____________

4. Completethe sentences (1-8) with a phrase from Exercise 3. Use each phrase only once.

1) The director tells the actors what to do and ________any problems.

2) Martin __________ the practical things, like finding the right props.

3) I’m the camera operator. _____________ record everything on film.

4) The director is ___________________ everything on the film set.

5) The electrician _______________ the cameras, lights, and recording equipment.

6) Emma is ___________________ recording what people say.

7) The producer ___________________ the studio.

8) Pat ____________________ the director, John.

5. Complete1-5 with words from the first paragraph.

1) The ________________ is in charge of a company.

2) The _____________ is money you have available to spend on a particular project.

3) The ________________ is responsible for running a company.

4) To ___________ is to put money into a business.

5) _______________ put their money into a company.

Get real

Talk to someone who works for a company or organization. Ask them how it is organized. Find out about the jobs and responsibilities of some of the people. Draw an organigram of the company and explain it to the class.

2 B PARTS OF A COMPANY

1. Before you start.Look at the photos. Which departments of a company do they represent?

2.Reading. Someone is giving a visitor a tour of a company. Read about the nine departments and match the pictures with four of the paragraphs. Then underline the names of all the departments.

OK, let’s start here, in research and development, or R & D. This department is responsible for thinking of ideas for new products and finding ways to improve our existing products. □

This department looks after our computer equipment. They deal with any problems. This is information technology, or IT. □

Sales and marketing is very important. The marketing people think up the ideas for selling our products. The sales people go out and sell our products to our customers. □

Customer services processes orders from customers. It organizes transportation, checks that customers have received their orders and deals with complaints. □

Finally, distribution is responsible for transporting our products. They receive orders from customer services, and plan how and when to transport the products so the customers receive them at the right time. □

3. Vocabulary. Match the names of the departments (1-12) with the phrases (a-l) to make a short description of each department.

4. Which department in ex.3 above do these people usually work in?

1) cost accountants 4) representatives (reps)

2) laboratory technicians 5) training manager

3) lawyers 6) machine operators

5.Speaking. Work in pairs to test each other. Take turns to ask questions about the different departments.

Which department pays the salaries?

6.Listening 2. PMP is a company which manufactures security doors and gates. You are going to hear some of PMP’s employees talking about their jobs.

1) What do they do?

a ___________ c ___________ e ___________

b ___________ d ___________ f ___________

2) Which departments do you think they work in?

7.Listenin g 3.You are going to hear a presentation about the company structure of PMP. Listen carefully and complete the organization chart below.

8.Listening 3. Listen to the presentation again and match 1-5to a-e to form sentences.

1) Laura is responsible

2) Dr Karl Cooper is in charge

3) There are seven people

4) Sales and Marketing are part

5) The Main Board is responsible to

a) the shareholders.

b) of the Commercial Division.

c) of Production.

d) for the Commercial Division.

e) on the Main Board

9. Complete these sentences using a word from the box.

Into for of to for in

1) Dr Karl Cooper is in charge ______ the Production Division.

2) 395 people work ________ PMP.

3) The Commercial Division is responsible ______ advertising and promotion.

4) The market is divided ______ three regions.

5) The head of the Accounts Department reports ______ Jane Figgis.

6) Mike Saunders works ______ the HR Department.

10. Look at this company layout and say what departments are described below.

1) It’s on the second floor next to the Legal Department.____________

2) It’s behind Reception. _____________________________________

3) It’s below Sales and Marketing. _____________________________

4) It’s on the ground floor at the back of the building. ______________

5) It’s in the middle of the first floor. ___________________________

6) It’s between the fitness centre and the cafeteria. ________________

11.Listening 4. A member of the PR team is showing some visitors around the company.

1) Listen and say where they are.

2) Listen again and complete the gaps in the extracts below.

Visitor 1Excuse me 1 ___________________ here?

Visitor 1 2 _______________________ at the moment?

Employee 3 ________________. We are looking for people to work in the Customer Relations Department.

Visitor 1 4 ______________ responsible ________________?

7 _____________ come here?

Visitor 2 8 _________________ British?

Employee 9 _________________. In fact he’s German.

12.Speaking. Imagine you work in the human resources department of a manufacturing company. Give a short talk to some new employees.

• Decide what the company makes, e.g. bicycles, computers.

• Give your talk to some other students.

Use the Internet to find out about a large company, or visit a factory in your home town. Find out what the company makes, what departments it has and what they are called.

Unit 3

A GETTING STARTED IN BUSINESS

1.Before you start. How much free time do you have outside university? How do you spend it? Would you like to spend some of your free time earning money?

2.Reading. This article gives advice for someone who wants to start their own business. Match the questions (a-f) with the paragraphs (1-6).

a) How much will my business cost to run? ____

b) How do I get started? ____

c) Where will I get the money? ____

d) Can I make a profit? ____

e) How much money will I make? ____

f) How much should I charge? ____

What do Juan from Spain and Jessica from the USA have in common? They are both teenagers running successful businesses. Juan, 16, has a gardening business with 75 clients and three employees. Jessica’s company cleans new houses. She started it when she was 14. If you want to start a business, good planning is important. Here are some tips.

1Get organized. Decide what your skills are. Find out if there is a market for them in your area, e.g. ask your neighbours what they need. Babysitting, coaching for exams or sports, and computer training are all possibilities.

2Decide how much money you need to start your business. Think about how to get the capital. You can use your own money or you can ask the bank for a loan. If you get a loan, be sure you can afford to pay the interest.

3Calculate your costs. First, work out your fixed costs, for example, the rent on your office or the interest on a loan. Then add your variable costs, for example, equipment or tax (if you pay it).

4Work out how much to charge for your service. Find out what other people are charging and use this to set your own prices.

5Your revenue is the amount of money you receive from selling your service. You need to calculate this very carefully. Your revenue is the number of hours worked multiplied by (x) the price per hour.

6Your business will make a profit if your revenue for a year is more than your costs. If your costs are higher than the revenue, you’ll make a loss. Work out carefully the number of hours you need to work.

3. Vocabulary.Match the words in bold in the text with the definitions (1-7). Write them in your language.

1) an amount of money you need to start a business __________________

2) the money you receive from selling a product or service ____________

3) what you make if your revenue is more than your costs _____________

4) what you make if your revenue is less than your costs ______________

5) an amount of money that someone, e.g. the bank, lends you __________

6) money you pay for things and services to run your business __________

7) an amount you pay for borrowing money, e.g. from the bank ____________

4.Speaking. Work in pairs. Look at this summary of two companies’ profit and loss accounts for next year. For each company, calculate:

1) Pre-tax profit (= revenue minus costs)

2) Profit after tax (= pre-tax profit minus tax).

Which company will be more profitable?

5. Work in pairs or small groups. You have decided to start a small business to earn extra money outside university. Discuss these questions.

• What service are you going to sell?

• How much capital do you need to start it?

• What are your fixed and variable costs?

• What price will you charge?

• How many hours’ work will cover your costs?

• How much profit will you make?

6. Writea profit and loss account to show your plan. Use the table in Exercise 4 to help you. Present your plan to the class.

Get real

Talk to someone who has their own business. Find out how they started it. Was it easy or difficult? Is their company profitable?

3 B SETTING UP A BUSINESS (Listening 5)

Setting up a business is a risk. Twenty per cent of new businesses fail within twelve months; fifty per cent go out of business in three years. It may be because of poor quality services or goods, or one of these common mistakes:

• inadequate market research

• poor control over suppliers and customers

• being over-ambitious and over-optimistic

• poor management of stock and assets

• inadequate knowledge of rivals

• employing the wrong people

• set up a business start a business.

• risk the possibility that sth bad may happen in the future, risky adj.

• fail (about a business) be unable to continue, syn go out of business,

• quality the good or bad condition or character of sth compared with similar things.

• goods (pi.) things that are made to be sold.

• inadequate not sufficient: not good enough, opp. adequate.

• market research the study of what people want to buy and why.

• supplier a company that provides sth for another company, supply v.

• stock everything a company has for sale at any particular time.

• asset a thing of value that a person or company owns (e.g. a factory).

• rival a person or company that competes with another, syn competitor.

• employ sb give sb a job (an employer is sb who does this; an employee is sb who works for an employer), syn take sb on inf.

1. Circle things in this list that you can own or sell.

2. Completethe sentences. The meaning must be the same as in the sentences on the left.

►This business is risky.

1) When did she start the business?

2) Why did the business fail?

3) We are the main company that supplies them.

4) Their products aren’t very good.

5) Do you still employ him?

6) When did you employ her?

This business is a ___risk_____

We are their main ___________.

Their products are of poor _____.

When did you take __________?

3. Whatmistakes do businesses make? Complete the sentences using words from the box.

► The company doesn’t have effective controls over its customers or its ____suppliers____

1) The company doesn’t carry out adequate market _______________

2) The company is poor at managing its stock and its _____________

3) The company doesn’t have a very good knowledge of its_ ________

4) The company _______________ the wrong people.

3 C GROWTH (Listening 6)

The first years may be a struggle, but if a company can survive this difficult period, it may develop into a successful business:

• customer numbers grow and the company gains a share of the market

• turnover increases-the company breaks even

• the brand develops a reputation

• the company needs more capital and may sell shares to the public to obtain the finance

• eventually this growth may result in the company being taken over

• growththe process of increasing in size or number, grow v.

• strugglea period of action to achieve sth difficult, SYN effort, struggle v.

• survivecontinue to exist in a difficult situation, survival n.

• gain sthobtain sth. OPP losesth

• sharea part of sth that has been divided.

• break evennot make a profit or a loss,

• brandthe name under which one or more products are sold, e.g. ‘Nike’.

• reputationthe opinion that people have about sth (it can be good or bad).

• shares(usu pl) units of equal value that a company is divided into and which are then sold to raise money (the buyers then own part of the company).

• take over a company take control of another company, takeover n.

1. Complete the sentences. The meaning must be the same as in the sentences on the left.

►Will they continue to grow?

1) Will they take it over?

2) People say the company is very good.

3) They won’t make a profit or a loss.

4) It’s the biggest company in the market.

5) Are you worried they may not survive?

6) They’ve survived, but it’s been difficult.

Will there be a ___________?

The company has a very good

Are you worried about their

They’ve survived, but it’s been

2. Complete the sentences.

► It’s been a struggle, but I think the business will ___survive___.

1) The company now has a 10 per cent _____________ of the market.

2) I bought 1,000 _______________ in that company. They are now worth over £10,000.

3) People go on buying the same _____________ of breakfast cereal because it’s familiar.

4) There has been considerable _________ in the soft drinks _______: up 25 per cent in two years.

5) I think the company may be _________ over by the end of the year.

6) It’s been a good year: we’ve _______________ another 5 per cent of the market.

Unit 4

А INTERNATIONAL TRADE

1.Before you start. Think of things that you have in your home or university, e.g. a fridge, a TV, a computer. What are the names of the companies that made them?

2. Reading.Read the text and correct the statements.

1) British companies don’t sell overseas. □

2) Multinational companies sell the same products in different markets. □

3) Increased competition is good for producers and bad for customers. □

4) Changes in the exchange rate are not important in international trade. □

International trade is when companies from one country sell their products or services in other countries. For example, the UK produces cars, machinery, oil, and chemicals, which it exports to overseas markets. Other British exportsinclude services like banking and travel. These earn foreign currency for the UK. Imports to the UK include cars, food, and electrical goods.

Many companies set subsidiaries overseas, either for manufacturing or for distribution, or both. These companies are called multinationals— Shell, Ford, and Sony are examples. Most multinational companies ‘think global and act local.’ This means that they try to understand and cater for the needs of every market they sell in.

International trade means there are more companies competing with each other to sell their products. This means lower prices, which is good for customers because they pay less and have more choice. Producers, however, make less profit. Multinational companies often look for ways to reduce their costs, for example, by manufacturing their products in countries where labour costscheap.

Changes in exchange rate can make a company more or less competitive. The exchange rate is the amount of one currency needed to buy another currency. For example, in 2002, one British pound bought about 200 Japanese yen, so the exchange rate was 1:200. If the exchange rate falls, exports become cheaper, so companies become more competitive. If the exchange rate rises, exports become more expensive, so companies become less competitive.

3. Vocabulary.Match the words and phrases in the text in bold with the definitions (1-8). Then write the words and phrases in your language.

1) what a company pays for its workers _________________________

2) the type of money used in another country or market ____________

3) the value of one currency compared to another _________________

4) smaller companies that are part of a larger company _____________

5) companies that operate in more than one country _______________

6) things produced in your country and sold in other countries _______

7) places abroad where you can sell your products ________________

8) things produced in other countries and sold in your country _______

4. Lookat the word map for the verb compete.Make similar word maps for these words: produce, employ, operate. Use a dictionary to help you.

5.Speaking. Work in pairs. You work for a multinational company. You are looking for a new overseas market to manufacture and sell your products in. Look at this information about two possible international markets. Discuss which market seems better, A or B.

Use newspapers, magazine articles or the Internet to find out about a multinational company that interests you. Find out what it makes, what are its main markets, and where its subsidiaries are. Prepare a short talk.

Рабочая тетрадь Spotlight 9. Workbook. Страница 15

1. Choose the correct response, as in the example. — Выберите корректный ответ, как в примере.

2. Listen and mark each statement as True, False or Not stated. — Послушайте и отметьте каждое утверждение как верное, неверное или о котором ничего не было сказано.

3. Replace the phrases in bold with the ones below. — Замените фразы, выделенные жирным шрифтом на одну из фраз, приведенных ниже.

Having a sister is great, but having a twin sister is fantastic! Suzan understands me completely, and 1) never leaves my side when I need her.

This doesn’t mean that we don’t have our share of problems, though. We may be very similar in character and appearance, but each of us still has habits that 2) really annoy the other. For example, Suzan 3) hates it very much when I play loud music. She also says that when I call someone, 4) I talk to them for hours and hours! As for me, I really don’t like the fact that Suzan 5) always leaves her side of our room messy. This means that I have to clean the whole room, which 6) makes me very angry.

But all these don’t really matter. No matter how angry we sometimes make each other, we always forgive one another in the end!

Когда у тебя есть сестра, это великолепно, но когда твоя сестра двойняшка, это просто фантастика! Сьюзан полностью меня понимает и нигодна не бросает меня, когда она мне нужна.

Но это не означает, что у нас нет своих проблем. Мы можем быть очень похожими в характере и во внешнем виде, но у каждой из нас есть привычки, которые реально раздражают другую. Например, Сьюзан просто ненавидит, когда я громко включаю музыку. Она также говорит, что когда я кому-нибудь звоню, я разговариваю часы напролет! Что до меня, мне очень не нравится тот факт, что Сьюзан всегда оставляет в своей половине комнаты бардак. Это значит, что мне приходится убирать всю комнату, что меня очень злит.

4. Use the idioms below in the correct form to complete the sentences. — Используйте идиомы, данные ниже, в корректной форме, чтобы закончить предложения.

Phrasal verbs-3. Exercises (Фразеологические глаголы. Упражнения)

Exercise 1 Combinations with get and be. Put in the correct prepositions or adverbs.

2 What shall we do now?

3 …. If you got your work instead of talking you’d be finished in half the time.

6 He leaves his car at a parking meter for over two hours and always gets. it. (is never caught) When I do that, I am fined.

9 The office closes early on Fridays and we get. at five o’clock instead of six.

10 If you don’t give the children something to do, they’ll be. some mischief.

11 The car stopped in front of the bank messenger and two men with guns got.

12 …. She is a friendly girl who gets. everyone she meets.

15 We usually get. a play among ourselves at the end of the term.

18 The police knew he had committed the crime but he got. as there was not enough evidence against him.

19 Shall I marry him?

— Well, it is you. I can’t very well decide for you.

23 He got. his bicycle to pick up his pump.

24 Mary wants to study medicine but she is not very clever. I don’t think she is. it.

25 The train was delayed and only got. at midnight.

31 I don’t think she is …. the level of the rest of the class.

34 The dog got. a string of sausages from the butcher’s.

36 Don’t worry about my snake. He can’t get. his box.

Exercise 2 Combinations with look and keep. Put in the correct prepositions or adverbs.

2 She is a good secretary but she is kept. by her ignorance of languages.

3 The country was in a state of rebellion and was only kept. by repressive measures.

9 I told the children to keep. the room that was being painted.

13 The man walked so fast that the child couldn’t keep. him.

17 Look. me at the station. I’ll be at the bookstall.

19 He was kept. in his research by lack of money.

20 Tom is looking. his first trip abroad, (expecting with pleasure)

24 My windows look the garden.

30 I am looking ….seeing your new house.

31 Children have a natural inclination to look. their parents.

33 He looks. me because I spend my holidays in Bournemouth instead of going abroad.

34 If he doesn’t know the word he can look it. in a dictionary.

Exercise 3 Combinations with go and come. Put in the correct prepositions or adverbs.

8 The gun went. by accident and wounded him in the leg.

11 She went … a beauty contest and got a prize.

15 Seeing me from across the room, she came. me, and said that she had a message for me.

17 You can’t go. your promise now; we are depending on you.

19 The aeroplane crashed and went. in flames.

26 Mary went. in such a hurry that she left her passport behind.

28 Why don’t you go. stamp collecting if you want a quiet hobby?

30 Her weight went. to 70 kilos when she stopped playing tennis.

Exercise 4 Combinations with take and run.Put in the correct prepositions or adverbs.

2 He is inclined to let his enthusiasm run. him.

11 That blouse is easy to make. You could run it. in hour.

13 Reformers usually run. opposition from all kinds of people.

26 My neighbour is always running. bread and borrowing some from me.

Exercise 1 1 out, in/back 2 for 3 on with 4 out of 5 up to 6 away with 7 up 8 out/about 9 off/away 10 up to 11 out 12 on with 13 over 14 over 15 up 16 away 17 through 18 off 19 up to20 t hrough 21 away 22 over 23 off 24 up to 25 in 26 over 27 out 28 for 29 off/into/on 30 on 31 up to 32 back 33 on/along 34 away with 35 back/in 36 out of

Exercise 2 1 on 2 back 3 down 4 after 5 in 6 ahead 7 off/away/back 8 at/for 9 out of/away from 10 back 11 up 12 back 13 up with 14 round/back 15 out 16 for 17 out for 18 out 19 back 20 forward to 21 in 22 into/at 23 on 24 out on/on to 25 through/over 26 through 27 up 28 up 29 up, down 30 foward to 31up to 32 at 33 down on 34 up 35 on 36 through

Exercise 3 1 to/round 2 ahead/on 3 round 4 for 5 on 6 out 7 into/over 8 off 9 up 10 out 11 in for 12 out 13 down 14 round 15 up to/over to 16 through 17 back on 18 through with 19 up 20 into 21 down 22 back 23 over/through 24 off 25 along/on 26 off/away 27 away/off 28 in for 29 across/upon 30 up 31 without 32 down 33 round 34 on with 35 out 36 down

Exercise 4 1 in 2 away with 3 aback 4 through 5 up 6 up 7 down 8 after 9 after 10 over 11 up 12 back 13 up against 14 to 15 away with 16 up 17 down 18 off 19 over/through 20 to 21 over 22 for 23 into 24 in 25 for 26 out of 27 out 28 on 29 away 30 in 31 down 32 down 33 on/over 34 into 35 in 36 over

There is so much to do at work that i m always

Вы услышите 6 высказываний. Установите соответствие между высказываниями каждого говорящего A–F и утверждениями, данными в списке 1–7. Используйте каждое утверждение, обозначенное соответствующей цифрой, только один раз. В задании есть одно лишнее утверждение. Вы услышите запись дважды.

Воспользуйтесь плеером, чтобы прослушать запись.

1. Using the Internet is a good way of studying English.

2. The Internet has all kinds of interesting forums.

3. The Internet helps with shopping.

4. The Internet is ideal for being a freelance worker.

5. The Internet helps to learn about different cultures.

6. The Internet can be dangerous for users.

7. The Internet gives quick access to the information you need.

Speaker A. Nowadays more and more companies show their products on the Internet. So, if there’s anything I need I can see where to get it and what it will cost without leaving home. I can also compare prices, which helps me to save money. Besides, I can buy the things I need online and they will be delivered to me which saves me a lot of time.

Speaker В.With the help of the Internet I can chat with different people from different countries, learn more and more about our world, different lifestyles and thinking. The Internet offers a place where we can communicate with each other. By exchanging ideas, learning other peoples’ customs and traditions, we get to know people from all over the world and how our life compares to other people’s lives in other countries.

Speaker С. I work all by myself doing translations. I find contacts on the web by publishing my advertisement on different Internet sites. Then I get texts from customers by e-mail, and return the completed translation to them. And when doing translations I use all kinds of on-line dictionaries. I also get paid through the Internet, so it saves me a lot of time.

Speaker D. There is a lot of information and things on the Internet. But many of them can hurt other people easily. The Internet has a risk of receiving spy programs or viruses, which can damage your computer. Moreover, you can meet bad people when chatting. According to crime statistics, there have been many people who suffered because of chatting to people they didn’t know.

Speaker E. I used to chat on the Internet because I wanted to improve my English. Then I started to write in forums because I think that there you can get to know very intelligent people and share your interests. From my research, I think the best way to learn English over the Internet is to chat online. You can also find some tests on the Internet and check your progress.

Speaker F. The Internet has a wide variety of information such as data, pictures, graphs, film or book reviews and suchlike. For example, instead of going to a library you can search the Internet at home and find information for a report, an essay or anything you need in no time. Also, the Internet has lots of news from all over the world, so it’s easy to find out what’s going on. So, it is very helpful for people of different age groups.

A−3: I can also compare prices, which helps me to save money. Besides, I can buy the things I need online.

B−5: With the help of the Internet I can chat with different people from different countries.

D−6: The Internet has a risk of receiving spy programs or viruses, which can damage your computer.

E−1: I used to chat on the Internet because I wanted to improve my English.

F−7: The Internet has a wide variety of information such as data, pictures, graphs, film or book reviews and suchlike.

Вы услышите 6 высказываний. Установите соответствие между высказываниями каждого говорящего A–F и утверждениями, данными в списке 1–7. Используйте каждое утверждение, обозначенное соответствующей цифрой, только один раз. В задании есть одно лишнее утверждение. Вы услышите запись дважды.

Воспользуйтесь плеером, чтобы прослушать запись.

1. The speaker feels unhappy about changes in her/his former classmates.

2. The speaker thinks that uniforms give students a tidier look.

3. The speaker is unhappy with his rich classmates’ attitude to expensive gifts.

4. The speaker says that his school building is inconvenient because of its size.

5. The speaker says that students prefer casual clothes to school uniform.

6. The speaker thinks it depends on the person what type of school is better for her/him.

7. The speaker thinks private school gives better opportunities to study different subjects.

Speaker A. All my friends from private school are snobbish now because they moved from the state school I go to. I don’t understand why everyone thinks private schools are better. I’m not saying I have anything against private schools, but it does make me a bit upset when I see all the people that used to go to state school acting snobbish because of a silly little thing like having more lessons in biology, physics and chemistry than I have in my school.

Speaker В. I hated my state school that I went to when I was younger. But don’t get me wrong, I have nothing against state schools in general. I know I was just unlucky. My brother and sister stayed at a state school right up until their final exams. They both got really good grades, which proves that private school education isn’t better for everyone. As for me, I found that people were friendlier in my private school, and I felt a lot happier. I know this is not always the case, because my brother and sister enjoyed going to the state school.

Speaker С. Well, I would like to say, I go to a private school and I was shocked at how much some people take for granted. One of my classmates got a plasma screen TV for her birthday and a laptop for Christmas, and she just spoke about them as if they were ordinary presents, nothing special. It’s not that there’s anything wrong with it, just sometimes if you have a lot of money, it is important to remember that you are lucky, because some families are so poor that they have no money to buy a TV-set in the sales.

Speaker D. A lot of people who go to my private school are not that rich at all. My parents just wanted the best education for me and this school was the right choice. Smaller classes are much better, I found this from my own experience. Here we do separate sciences and I think it allows people to understand which sciences they like and see which they are good at. You can also study physics, chemistry and biology in much more detail as well as languages, history and so on.

Speaker E. I go to private school, and we have to wear a uniform and I know why we have to have it. If the people in my school didn’t have to wear it then they would come to school in too short skirts or torn trousers. And you always get the people who can come into school and look almost like Halloween, with make up running down their faces and chains hanging off every place. Not the right things to wear to school I think. School uniform disciplines pupils and makes them look nice and clean.

Speaker F. I go to a busy city centre school, I think there are about 1100 pupils and about 120 teachers. The corridors are really narrow in some of the buildings and there are crowds of pupils running and pushing when the bell goes and everyone is there. One of the corridors is so narrow that we have a ‘one way system’. The school definitely needs broader corridors as well as larger classrooms.

А−1: it does make me a bit upset when I see all the people that used to go to state school acting snobbish because of a silly little thing like having more lessons in biology, physics and chemistry than I have in my school.

B−6: They both got really good grades, which proves that private school education isn’t better for everyone. As for me, I found that people were friendlier in my private school, and I felt a lot happier.

C−3: I was shocked at how much some people take for granted. One of my classmates got a plasma screen TV for her birthday and a laptop for Christmas, and she just spoke about them as if they were ordinary presents, nothing special.

D−7: You can also study physics, chemistry and biology in much more detail as well as languages, history and so on.

E−2: School uniform disciplines pupils and makes them look nice and clean.

F−4: The school definitely needs broader corridors as well as larger classrooms.