- •Высшего профессионального образования «Сибирская академия государственной службы»
- •080105.65 — Финансы и кредит; 080103.65 — Национальная экономика; 080107.65 — Налоги и налогообложение
- •1.1. Correct the sentences using the models given above:
- •1.2. If you work or have work, you have a job. Work is also a place where you do your job.
- •1.3. Complete the text with one of the prepositions given be-fore:
- •1.4. Learn the following word combinations:
- •1.5. Write about each person using words in bold type given before and the words in brackets. The first one has been done for you.
- •2.3. Complete this table with the words from the texts above:
- •2.1. Complete the sentences with expressions from the texts above:
- •2.2. The aircraft engineer talks about his work. Complete his statements with expressions in the previous text.
- •3.1. Look at this list of things that motivate people and tick the things Marie and Tom mention:
- •3.2. Answer the questions:
- •3.3. Choose five rewards or benefits from the list in Exer-cise 3.1. Number them in order of importance to you. Explain your order to another student.
- •3.4. Choose one of these jobs, or another job you know about:
- •4.1. Which person (1–5) is most likely to do each of the five things (a–e)?
- •4.2. Learn all these words which are used in front of ‘job’ and ‘work’:
- •4.3. Five people talk about their jobs. Match the jobs (1–5) to the people (a–e) and put the words in brackets into the correct grammatical forms:
- •4.4. Answer the questions:
- •4.5. Write a description for the job you would like and say why you feel you are suitable for it.
- •5.1. Remember the word combinations with the noun ‘stress’:
- •5.2. Answer the questions:
- •6.1. Match the statements (1–4) to the findings in the survey given in Text 6:
- •6.2. Answer the questions:
- •1.1. Complete the following sentences:
- •1.2. Match the phrases (1–4) with their definitions (a–d) af-ter it:
- •1.3. Choose the right variant and explain your choice:
- •1.4. Answer the questions and then, in groups of two or three, compare your answers:
- •2.1. Answer the questions beginning with ‘What’:
- •2.2. Correct the mistakes in the sentences 1–6 using words in bold type from the previous text:
- •2.3. Read articles about 3 companies, think of their titles and discuss their activities in groups:
- •2.4. Read the dialogue in pairs, act and make your own one using phrases in bold:
- •3.1. Find the adjectives (1–5) in the article. Match them with the word (a-e) that has a similar meaning:
- •3.2. Look at the following lists of positions and organiza-tions and answer the questions below. Then, in groups of two or three, compare your answer:
- •3.3. Match up the words on the left with the definitions on the right:
- •3.4. Read this information about managers and executives in the us and match each task (1–6) to the manager most likely to be responsible for doing it:
- •3.5. Complete the following sentences using suitable words or phrases from the box below:
- •3.6. Discuss the following questions in groups:
- •4.1. Fulfil the following tasks:
- •4.2. Complete each sentence with the present perfect of the verb in brackets and a time marker ‘for’ or ‘since’:
- •4.4. Complete the text using the words from the box. There are two words which you don’t need to use:
- •4.5. Complete this article about Vivendi by putting each of the verbs in brackets into the past simple. Most of the verbs are irregular:
- •Vivendi: 150 years of history
- •4.6. Make a project on one of the suggested problems:
- •5. ‘The Most Famous Company Abroad’. 6. ‘The Most Famous Russian Company’.
- •1.1. A management consultant is talking about meetings, using expressions from the dialogue given above. Put what she says into a logical order:
- •1.2. Remember the following word combinations with ‘meeting’:
- •1.3. Replace the underlined expressions with the appropri-ate forms given before. In some cases more than one verb is pos-sible:
- •1.4. Meetings come in all shapes and sizes, of course. Mem-orize the following types of them:
- •1.5. At which type of meeting would you be most likely to hear each of these things?
- •1.6. Answer the questions:
- •2.1. Replace the underlined phrases in this article with the correct expressions given above:
- •I don’t know how to chair a meeting!
- •2.2. Match the verbs (1–7) with the nouns (a–g) that they go with:
- •2.5. Here are some tips for speaking in meetings. Which ones do you agree with?
- •2.6. Match the words and phrases (1–7) with the definitions (a–g):
- •2.7. Look at some things that people say about speaking in meetings. Tick the ones you agree with then compare your an-swers with a partner:
- •3.1. Read and remember the standard phrases which people may use at meeting:
- •3.2. Which of these expressions are correct? Correct the mistakes:
- •3.3. Make these invitations to speak less aggressive and more natural:
- •4.1. Put the extracts from this newspaper report of a public meeting into the correct order:
- •4.2. Answer the questions:
- •4.3. Complete the dialogue using the words given below:
- •4.4. Answer the questions:
- •1.1. Answer the questions:
- •1.2. Complete the sentences using the words:
- •1.3. Match the terms (1–3) and their definitions (a–c):
- •1.4. Read the information about Follet’s theory of man-agement, give it the title and answer the questions:
- •1.5. Agree or disagree with the following using ‘nothing of the kind’, ‘wrong’, ‘not at all’ or ‘right’, ‘true’, ‘I agree with you’:
- •1.6. Complete the paragraphs adding your own ideas:
- •2.1. Agree or disagree with the following sentences:
- •2.2. Complete the following sentences with these words:
- •2.3. Open the brackets, choosing a necessary word:
- •2.4. Fill in correct prepositions:
- •3.1. Match the sentence beginnings (1–7) with the correct endings (a–g):
- •3.3. Match different leadership styles (1–9) with their defi-nitions (a–h):
- •3.4. People in charge of big business empires may be re-ferred to, especially by journalists, as magnates, moguls or ty-coons. Who are (or were) these famous businesspeople (a–f)?
- •3.5. Discuss the following questions with your partner:
- •3.6. Complete the following article with your own ideas. Be ready to make a project ‘a Manager of the XXI century’:
- •4.1. Find words or phrases in the text which mean the same as the following:
- •4.2. Fulfil the following tasks:
- •4.3. Rewrite the following sentences, replacing the words in italics with words and phrases from the box below. Make any oth-er necessary changes:
- •4.4. Complete the following sentences with the correct word or phrase (a, b, c, d):
- •4.5. Read and act the dialogue translating phrases in bold into English:
- •1.1. Replace the underlined phrases with correct forms of words and expressions from the texts above:
- •1.2. Answer the questions:
- •1.3. Choose the correct alternatives given below (a, b or c) to complete the text. Then say: a) what a company personnel de-partment does; b) what a person looking for a job does.
- •2.1. Correct the italicized words in the following sentences using the words from the text above:
- •2.2. Study the following speech patterns. Mind the use of prepositions:
- •2.3. Are these jobs generally considered to be highly skilled, skilled, semi-skilled or unskilled? Each expression is used twice:
- •2.4. These words are usually used in job advertisements. Learn the characteristics of people companies usually look for:
- •2.5. Complete these extracts from job advertisements using the words given above:
- •2.6. Answer the questions:
- •3.1. Answer the questions:
- •3.2. Find the English equivalents for:
- •4.1. Chose the right variants:
- •4.2. Complete the sentences with the words from the text:
- •4.3. Match these terms with their definitions:
- •4.4. Answer the questions:
- •1.3. Match these sentences (1–9) with their endings (a–I):
- •1.1. Complete the following sentences:
- •1.4. Read the information and fill in correct prepositions ‘out’, ‘at’, ‘in’, ‘about’:
- •1.5. Match the words below with their definitions:
- •2.1. Answer the following questions beginning with ‘Who’:
- •2.2. Complete the passage below using the appropriate words or phrase:
- •2.3. Match the terms and their definitions:
- •2.4. Read the information and decide how successful the mix coherency and mix dynamics are in the examples below (1– 5). Use the four Ps or the four Cs to explain your answers:
- •3.1. Match English words from the text (1–8) with their Russian equivalents (a–р):
- •3.2. Complete the article using the words in bold. There are two words which you don’t need to use:
- •3.3. Read the sentences, translating words in bold into Eng-lish:
- •3.4. Agree or disagree with the following statements. Prove your opinion:
- •4.1. Choose the right variant:
- •4.2. Complete the advertisement for holiday apartments by choosing the correct words:
- •4.3. Find the answer to these questions in the information on Peter Hull below:
- •4.4. Complete the passage below using the appropriate words or phrases from the box:
- •4.5. Discuss the following questions in groups
- •5.1. Answer the questions:
- •5.2. Match the following aspects of a promotional mix (1–4) with their definitions (a–d):
- •2. Personal selling 3. Sales promotion 4. Public relations
- •5.3. Read the information and match the sentences (1–3) to the correct words (a–c).
- •5.4. The following sales promotion techniques are often used to stimulate sales. Give examples of these techniques that you know. Use the list of products:
- •5.5. Complete the marketing collocations in sentences 1– 10 with the following words (a–j):
- •1.1.Lookat thetext abovetofindtheanswerstothecrossword:
- •1.2. Read the text and remember the basic definitions:
- •1.3. Answer the questions.
- •2.2. Complete the sentences with appropriate forms of ‘fi-nance’. There are two possibilities for one of the gaps:
- •3.1. Read the profit and loss account for a uk company. All the figures are pounds sterling. Say if the statements below are true or false:
- •3.2. Translate the following into English:
- •4.1. What kind of asset is each of the following? Which three are not assets?
- •4.2. Use the correct forms of words in brackets to complete these sentences:
- •4.3. Complete the assets table for a uk company with the expressions from the text above, and the relevant figures, using the following information:
- •4.4. Using the information from the text and in the table above, decide if these statements about Paradigm’s assets are true or false:
- •4.5. Think of an organization you are interested in. What are its main assets? Which of them could be shown on its balance sheet?
- •5.1. Say if these statements are true or false:
- •5.2. This is the other half of the balance sheet given above. Complete the assets table with the expressions from the text, and the relevant figures, using the following information:
- •5.3. Using the information in the text and in the table above, decide if these statements about Paradigm's liabilities are true or false:
- •6.1. Put the paragraphs of this article in the correct order. The first is a and the last is e, but the other paragraphs are in a different order:
- •6.2. Complete the sentences with appropriate forms of expressions from the article above:
- •6.3. Should there be obligatory rotation of auditors as rec-ommended by some regulators?
- •1.1. Agree or disagree with the following statements:
- •1.2. Complete the sentences using the following adjectives:
- •2.1. Answer the questions:
- •2.2. Match the economic functions of banks (1–4) with their definitions (a–d):
- •2.3. Match up the terms on the left with the definitions on the right:
- •2.3. Read the information and decide if the sentences are true (t) or False (f):
- •3.1. Answer the questions:
- •3.2. Match up these terms with the definitions below:
- •3.3. Read these short texts (1–3) and choose their titles (a–c). Discuss them in groups:
- •3.4. Read the dialogue in parts and answer the questions given below:
- •3.5. Choose the right answer:
- •4.1. Find the Russian equivalents for the following:
- •5.1. Find words in the text which are similar in meaning to these words or phrases:
- •5.2. Translate from English into Russian:
- •5.3. Discuss in groups. Think about different ways of bank-ing and think about these questions.
- •1.1. Translate the expressions from English into Russian:
- •1.2. Complete the song lyrics in box a with a phrase from box b:
- •1.3. Circle the best answer: a), b), c) or d):
- •1.4. Money serves as a medium of exchange, a standard of value and a store of value. Match the definitions (1–3) with their explanations (a–c):
- •1.5. Fill the gaps in the sentences below with the words and expressions. There are two expressions, which you don’t need to use:
- •1.6. Match these notions (1–5) with their definitions and examples (a–e):
- •2.1. Do you agree with the following?
- •2.2. Complete the texts using the words in the box:
- •2.3. Match the names of currency with the country where they are used:
- •2.3. Fill in the correct word derived from the word in bold:
- •3.1. Which words would you use to describe: a) John Sut-ter; b) one of the Forty-Niners?
- •3.2. Put the lines of this summary in the correct order:
- •3.3. Match the beginnings (a–g) with the ends of the sen-tences (1–7):
- •4.1. Complete the sentences, adding your own ideas:
- •4.2. If you possess a large amount of money, what are the advantages and disadvantages of the following?
- •4.3. Read the information on good and bad points of saving money. What do you think about it?
- •4.4. Match the questions and answers. Express your own ideas on the problems discussed:
- •4.6. Test your money expressions. Choose the correct option in the sentences below and say what each underlined money ex-pression means. Refer to a dictionary if you need to:
- •5.1. Agree or disagree with the following statements using the previous texts:
- •5.2. Make the following words negative by using one of the following prefixes: de-, dis-, im-, in-, un-
- •5.5. Match the following terms (a–f) with their definitions (1–6):
- •5.6. Discuss the following questions in groups. Be ready to write an essay on one of these problems:
- •1.1. Choose the correct expressions from the text to com-plete the following:
- •1.2. Would you like to start a business? What sort? Where would you get the capital?
- •2.1. Correct the eight mistakes in italics in this article, us-ing expressions from the text above:
- •2.2. Look at the text above and say if these statements are true or false:
- •2.3. What is your country’s main financial centre? Is it in the capital or another city?
- •3.1. Complete this financial report using expressions from the text above:
- •3.2. Use expressions from the text above to describe:
- •3.3. Is it usual in your country for ordinary people to own shares? Do people follow the stock market closely?
- •4.1. Pay attention to the usage of the following words and word combinations. Give their Russian equivalents:
- •4.2. Translate into English using the words and word com-binations from the text:
- •5.1. Find in the text the English for:
- •5.2. Translate the following into English using the words and word combinations from the text:
- •6. Investment choices: risk and reward
- •6.1. Answer the questions.
- •1.2. Using the information from the text, decide if these statements are true or false:
- •1.3. Answer the questions:
- •3. Characteristics of a good tax system
- •3.1. Answer the questions:
- •3.2. Find in the text English equivalents for:
- •4.1. Answer the questions.
- •4.2. Translate into English.
- •Валерия Викторовна Давыдова Марина Ивановна Ковалёва
- •080105.65 — Финансы и кредит; 080103.65 — Национальная экономика; 080107.65 — Налоги и налогообложение
2.1. Do you agree with the following?
1. It’s interesting that different types of money have the same economic strengths.
2. Ludwig von Mises distinguished three types of money. 3. Money comes in all shapes and sizes.
4. Writing checks usually make up more than 70 percent of the transactions in most countries.
5. Checks are representative money.
6. Savings accounts and time deposits are part of the na-tion’s money supply.
7. Depositors can pay bills directly from their savings ac-counts.
2.2. Complete the texts using the words in the box:
deposit, in the black, saving, statement, savings, fend, borrowed, interest, in the red, withdrawing, current
I’m (1) … all money for my retirement. I’ve never (2) … any money from my friends or my bank. I think if you can’t pay for something you shouldn’t buy it. my bank account is never (3) …. I (4) … money into my (5) … account every month because you know it’s safe there and the bank pays me (6) …, about 6 % a year. it all adds up over time you know.
I think you should enjoy life and spend your money while you can. I’m always (7) … money from my (8) … account. — I never know how much money I’ve got until the bank sends me a (9) …
I’m always asking people to (10) … me money to get back (11) … It doesn’t worry me though — it’s only money.
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2.3. Match the names of currency with the country where they are used:
1) the dollar 2) the pound 3) lira
4) peseta
5) krone is used 6) the franc
7) mark
8) the riyal 9) the dinar 10) rupee
a) in France, Belgium, Switzerland b) in Saudi Arabia and Qatar
c) in many countries including the United States, Canada and Australia
d) in Spain
e) in India, Pakistan f) in Italy and Turkey g) in German
h) in Iraq and Kuwait
i) in Denmark, Norway and Sweden j) in Britain, Egypt and Lebanon
2.3. Fill in the correct word derived from the word in bold:
Although the (1) … of people say that they work, ‘for the money’, the (2) … reward isn’t actually the only thing that they think about. (3) …, research has shown that people consider many different factors to be of (4) … when they make their (5) … A world wide survey of students showed that after (6) … they would be looking for jobs that allowed them to balance their (7) … lives with their work lives
It’s not just the younger generation who think like this either. There has even been an increase in the number of middle-aged (8) … who are moving away from highly-paid executive positions into less (9) … jobs. They are looking fro something which is more (10) … and gives them more leisure time. All this has meant that (11) … are realising that they need to do more than just offer good wages if they are going to keep their workers happy and motivated!
MAJOR FINANCE RECENT IMPORT CHOOSE GRADUATE PERSON
WORK STRESS ENJOY EMPLOY
2.5. You are going to read an article about the history of the British monetary system. Choose the most suitable heading from the list (A–I) for each part (1–8) of the article. There is one extra heading which you do not need to use:
In For a Penny In For a Pound 1) …
England has enjoyed a relatively stable single national cur-rency with an unbroken history of over 900 years. The origins of
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the pound sterling date even further back. In fact, the pound as a unit of currency has never had to be replaced by a new currency, in contrast to many European currencies. The pound has also been preferred and widely accepted in international trade for two hun-dred years. As a result, other countries had to adapt their currency arrangements to fit in with sterling.
2) …
Economic activity in the very earliest civilizations had to do with trading or ‘bartering’. Services were traded to meet individual needs. For example, a master would reward his servant with food and shelter. Goods of equal value were also exchanged. People then began to use items that had the same value to everyone. In the earli-est civilizations cattle, grain, salt, leaves, and seeds were traded to buy necessities. England has returned to barter several times over the course of its history.
3) …
The Ancient Britons used sword blades as currency before they started minting coins. The designs of the earliest coins, dating back to 125 BC, were imitations of Macedonia’s pure gold coins. As their experience of minting grew the designs became more orig-inal. The coins started to reflect their lifestyle and interests. The horse was a common feature as they were a rural people. Their love of hunting and farming, can be seen in the designs of boars and ears of wheat.
4) …
Coins continued to be used in Britain while it was part of the Roman Empire. The Romans did, however, impose their own coin-age on Britain. Small brass and copper ‘minissimi’ coins were used for low value purchases. When the Roman Empire collapsed in the 5th century and Britain was invaded by the Anglo-Saxons, minting and the use of coins ceased in England for over 200 years. The is-land went back to bartering and using other, more primitive, stand-ards of value.
5) …
With the Viking invasions of England came an enormous in-crease in the production of coins. Alfred the Great, who prevented the Vikings from conquering all of England, had eight mints built so that he would have enough coins to pay his soldiers and to build forts and ships. The kings who came after Alfred had to keep in-
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creasing the number of mints in order to pay for the defense ot the country. It became so complicated, that in 928, King Athelstar, passed a law stating that there was to be only one single type of money or currency in England, and there has been just one ever since. This occurred many centuries before other major European countries such as France, Germany and Italy had their own national currency.
6) …
The pound was introduced into England by the Normans even before William I conquered and united England in 1066. It was originally an amount of silver weighing a pound and became the basis of the monetary systems throughout the British colonies. With Britain’s head start in the Industrial revolution, developments in banking, her military victories and the spread of the British Em-pire during the 19th century, the pound sterling became the world’s most important currency.
7) …
In 1816 the standard of value for the sterling changed from silver to gold and other countries followed the British example, making the gold standard an international one. During the world-wide economic crisis in 1931, Britain was forced to abandon the gold standard. The US dollar replaced the pound sterling as the key global currency. Other countries then fixed their exchange rates against the dollar, the value of which remained defined in terms of gold.
8) …
After the Norman Conquest, the pound was divided into twenty shillings. The shillings were made of silver and the weight of twenty shillings was cxaetly that of one pound. The shillings were then divided into twelve pence or pennies. The pennies were made of copper, and the weight of twelve pennies was exactly the weight of one shilling. On 15th February, 1971, Britain introduced the decimal system. This meant that the pound (£) was equal to 100 pence (p) which made it much easier to use.
A. The strongest currency worldwide B. Deciding on a single currency
C. The long history of the pound D. Using goods to buy and sell
E. Coins showed the ancient way of life
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F. The oldest money in the world G. Making it simpler for all
H. From coins to trade again
I. Changing the way the pound is measured
3. DISCOVERING THE GOLD
Text 3
Read the article and explain the links between the follow-ing:
a) John Sutter — a private empire — disillusion; b) James Marshall — a sawmill — half a pea;
c) President James Polk — the gold rush — the ‘Forty Niners’.
FEVER
In 1848, when gold was discovered in California, John Sutter was already one of the wealthiest people in the state. By 1850 he was a ruined man.
A private empire
Sutter was a Swiss immigrant who came to California in 1839, intent on building his own private empire. at that time, the state was a distant outpost that only a handful of Americans had seen. San Fran-cisco had just a few hundred residents. Sutter built a fort, and soon he had 12,000 head of cattle and hundreds of workers.
By the mid-1840s, more and more Americans were trickling into California by wagon and ship. Sutter welcomed the newcom-ers: he saw them as subjects for his new kingdom. But he had no idea that the trickle would become a flood, a deluge of humanity that would destroy his dream.
Discovery
At the beginning of 1848, Sutter sent James Marshall and about twenty men to the American River to build a sawmill. it was nearly complete when a glint of something caught Marshall’s eye. Later he wrote, ‘I reached my hand down and picked it up; it made my heart thump, for I was certain it was gold. The piece was about half the size and shape of a pea. Then I saw another.’
The ‘Forty-Niners’
By the end of the year, whispers of a gold strike had drifted eastward across the country — but few easterners believed it until
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President James Polk made a statement to Congress of December 5th 1848. The discovery, he declared, was a fact. within days ‘gold fever’ descended on the country.
The news was telegraphed to every village, to every town. hundreds of thousands of people, almost all of them men, began to prepare for the epic journey west. they sold possessions, mortgaged farms, borrowed money, and banded together with others from their towns to form joint stock companies. they said their goodbyes and streamed west — thousands of young adventurers willing to take a chance on gold: a year of pain in return for a riches. they were called ‘Forty-Niners’ because they left home in 1849. When they return was another matter entirely.
By early 1849, gold fever was an epidemic. By the end of 1850, Sutter’s grand empire had completely collapsed. Sutter did not have gold fever. He wanted an agricultural empire and refused to alter his vision. in the new California, he was simply in the way. The Forty-Niners trampled his crops and tore down his fort for the building materials. Disillusioned, he eventually left the state. The man who had had the best opportunity to capitalize on the discovery of gold never even tried.