A. Translate into Russian.

According to the United States Department of Labor, at present there are around 15,000 economists in the United States, with a median salary of roughly $77,010; with the top ten percent earning more than $136,550, annually. About 400 colleges and universities grant about 900 new Ph.D.s in economics each year. The type of academic degree, Bachelor’s, Master’s or Doctorate degree, has significant influence on an individual’s job outlook and salary. While the overall expected job growth for economists remains below nation average, the demand for those with a Doctorate, especially those employed in the corporate sector, is expected to increase at a considerably faster pace. Incomes were highest for those in the private sector, followed by the federal government with academia and high schools paying the lowest incomes.

Policy advising and analyzing of economic current trends are among the main responsibilities of economists in the United States. A recent study of U.S. economists by Daniel B. Klein and Charlotta Stern found that the responses show that most economists are supporters of safety regulations, gun control, redistribution, public schooling, and anti-discrimination laws. They are evenly mixed on personal choice issues, military action, and the minimum wage. Most economists oppose tighter immigration controls, government ownership of enterprise and tariffs. A study in the Southern Economic Journal found that 71 percent of American economists believe the distribution of income in the U.S. should be more equal, and 81 percent feel that the redistribution of income is a legitimate role of government.

B. Translate into English.

Экономическое образование – это подготовка специалистов по планированию, учету, финансам и другим направлениям экономической работы в народном хозяйстве, в области научной и педагогической деятельности. Возникновение экономических учебных заведений связано с развитием промышленности и торговли.

Во второй половине XVIII века в России были организованы первые коммерческие училища. Преподавание экономических дисциплин в университетах началось в XIX веке. Первые специализированные вузы по подготовке специалистов для торгово-промышленной деятельности возникли в начале XX века (коммерческие университеты в Москве и Киеве). В Беларуси экономические институты появились тоже в XX веке. Ведущим отраслевым вузом Республики Беларусь является Белорусский государственный экономический университет. Экономические специальности можно также приобрести в ряде других вузов страны. В БГУ обучение ведется по следующим специальностям: экономика, экономическая теория, менеджмент, финансы и кредит.

LISTENING

You’ll hear four people talking about their work. They work for Small World, a company that produces computer systems and software for handling maps and geographical information. Its customers include supermarket chains, local government departments and cable TV companies.

Ex. 1. Listen to the text twice and fill in the chart.

Ian McShane is an a…………… He is responsible for: …………… He enjoys: 1…………… 2…………… 3…………… He doesn’t enjoy: ………………	Lesley Trigg is a a…………… Her responsibilities are: 1…………… 2…………… 3…………… She enjoys: …………… She doesn’t enjoy: ………………
Patrick Verdon is a s…………… administrator (this is a t……………sh His responsibilities include: 1…………… 2…………… of machines, operating system and the software product. He enjoys…………… He doesn’t enjoy:…………… 1 2	Paul Lockwood is a t…………o He provides …………… for customers and agents. He enjoys: 1…………… 2…………… 3…………… He doesn’t enjoy: ………………

Ex. 2. Work in pairs Ask your partner these questions:

• Which of the jobs that you have heard about would you most like to do yourself? Why?

• Which would you least like to do? Why?

SPEAKING

A. Useful language: Starting presentations (Part 1).

Introducing yourself

1. On behalf of myself and Focus Advertising, I’d like to welcome you. My name’s Sven Larsen.

2. Hi, everyone, I’m Dominique Lagrange. Good to see you all.

Introducing the topic

1. I’m going to tell you about the ideas we’ve come up with for the ad campaign.

2. This morning, I’d like to outline the campaign concept we’ve developed for you.

Giving a plan of your talk

1. I’ve divided my presentation into three parts. Firstly, I’ll give you the background to the campaign. Secondly, I’ll discuss the media we plan to use. Finally, I’ll talk you through the storyboard for the TV commercial.

2. My talk is in three parts. I’ll start with the background to the campaign, move on to the media we plan to use, and finish with the storyboard for the commercial.

Inviting questions

1. If there’s anything you’re not clear about, go ahead and ask any questions you want.

2. If you have any questions, please don’t hesitate to interrupt me.

Ex. 1. Presenters can use different techniques to get their audience’s attention at the start of a presentation. Listen to the start of five presentations and match them to the techniques below.

Tell a personal story. Offer an amazing fact. Use a quotation.

Ask a question. State a problem.

Ex. 2. Choose one of the presentation situations below. Prepare five different openings using the techniques in Ex.1. Practice the opening with a partner.

1. Your company is developing a small car aimed at city workers.

Audience: a group of distributors.

2. Your bank wishes to encourage young people to save money.

Audience: a group of students.

3. Your firm has produced a type of torch which has unique features.

Audience: a group of buyers at a trade fair.

Ex. 3. Make a presentation on outstanding economists and their contribution in the science of economics. Use the tips from the Useful language box.

B.

Read the interview in which Andy Rees, Head of Studies at Leicester Business School, dwells on business degrees. Do the task that follows.

Q:	Explain briefly the type of business-related degree courses on offer.
A:	Leicester Business School offers a huge breadth of academic and industrial expertise1. Courses available at undergraduate degree level include advertising and marketing communications, international marketing and business, accounting and finance, human resource management, public administration and managerial studies, public policy and management, housing studies, marketing and business studies. All the degree programmes have a strong vocational focus, with an emphasis on skills development and a placement option.
Q:	What are your normal entry requirements?
A:	5 GCSEs at grade C or above, including English and maths, plus 220-260 UCAS tariff points (or equivalent). All applications are considered individually and all equivalent UK and overseas qualifications are accepted. Mature students are also encouraged to apply.
Q:	Describe briefly the structure of the degrees (e. g. are they modular2, how much is core compared to option?) and duration.
A:	All undergraduate courses are modular and can be completed on either a full- or part-time bases. Our BA business studies degree can also be studied via Open Learning. During the first year students study key areas of their chosen discipline which they build upon in subsequent years. In the second and third years the ratio3 of core to optional modules depends on the pathway/area of specialization chosen and professional accreditation requirements.
Q:	Are there specialist routes4 available or is it a standard course?
A:	During the second and third years students can develop specialist areas of study within the more general degrees such as business studies, focusing on human resource management, finance or marketing. Alternatively, students follow more specialist routes from year one on courses such as accounting and finance or public policy.
Q:	What flexibility is there for moving between routes, once you have started a course?
A:	Leicester Business School makes every effort to support students who may discover that a pathway is unsuitable for them and wish to change subject areas. All cases are considered individually.
Q:	Is a placement5 year available and, if so, how do you find a placement?
A:	A 1-year paid industrial placement (taken after the second year) is an option for most undergraduate students. The specialist team, experienced in dealing with placement students and employers, identifies vacancies available for students to apply for and helps students find placements that suit them.
Q:	If available, what is the value of a placement year? Give examples of the type of placements available.
A:	A placement year is an invaluable opportunity to gain experience of the business world. Successful completion of the formally assessed placement enables students to graduate with a sandwich degree6 qualification. Recently, students have been placed with IBM, Hewlett Packard, Siemens, Volkswagen and the Ministry of Defence.
Q:	What types of assessments are used?
A:	Essays, reports, assignments, presentations, group projects, case study analysis, formal exams and a dissertation.
Q:	How much contact time is there per week and how much independent study is expected?
A:	Approximately 12-15 hours contact time per week (mainly lectures, seminars and tutorials) and 15-30 hours self-directed study per week.
Q:	Do all students have to do a project/dissertation in order to get their degree?
A:	No. Students can complete two taught modules rather than a dissertation in their final year if preferred.
Q:	What is the employment rate of business graduates like and what type of jobs do they move into?
A:	Our graduates are highly rated by industry. Recent graduates have found employment with BT, Virgin Atlantic Airways, Broadcasting Standards Council, Barclays Bank, BP, County Council Race Relations Unit, BUPA, the Police Force, English Nature, NHS Hospital Trusts, the Inland Revenue and Housing Associations.
Q:	Why do you think students choose De Montfort University business degrees?
A:	DMU is one of the ten largest providers of business and management education in the UK. It is a leading research centre. Students also benefit from living in Leicester, a cosmopolitan city that is home to over 30,000 students during term-time. It’s an ideal city for students with the cost of living well below the national average and the city centre just a few minutes’ walk from the university campus. Road and rail links to other major UK cities are good and open countryside is within easy reach.

Notes:

1. Expertise – expert knowledge or skill.

2. Modular – composed of separate units from which students may select a specific number.

3. Ratio – a relation between two amounts, which shows how many times one contains the other.

4. Specialist route – a fixed course.

5. Placement – the action of placing sb/sth (e. g. The students spend the third year of the course on a placement with an industrial firm.).

6. Sandwich course – an educational course in which there are periods of study between periods of working in a company, in industry.

Ex. 1. You are going to get a degree at Leicester Business School. You meet a second-year student from Leicester Business School and discuss the following issues:

1. Business-related degree courses Leicester Business School offers.

2. Entry requirements.

3. Special routes and flexibility for moving between them.

4. Placements available.

5. Types of assessments.

6. The employment rate of business graduates.

C.

Discuss the following issues:

1. Have you changed your attitude to the profession of an economist after learning the information of the Unit?

2. What kind of economist would you like to become: academic, government or business? Why?

3. Do you think it is enough to take a bachelor degree to become an experienced economist? What are you plans for the future? Are you going for further education after getting the first degree? Why?

4. Do you belong to the people who are comfortable with a nine-to-five existence? Are there many people of this type among your friends, relatives, colleagues?

5. Would you like to be your own boss? What business do you see yourself in?