Vocabulary development

1. Match the adjectives describing abilities with the appropriate definitions:

A flexible	1. find practical solutions
В bilingual	2. deal with figures
C logical	3. think clearly
D computer-literate	4. speak two languages
E pragmatic	5. adapt to changing
F persuasive	circumstances
G numerate	6. make firm decisions
H decisive	deal with IT problems make others see your viewpoint

2. Which is the odd one out in each set?

	A	В	c	d
1	seminar	tutorial	class	format
2	delegate	expert	trainee	participant
3	tutor	trainer	advisor	instructor
4	m-company	intensive	in-house	internal
5	online	hands-on	practical	interactive
6	individual	executive	customised	unique
7	lead	conduct	run	cope ,,,,
8	skills	knowledge	understanding	workshop

3. Complete the sentences with prepositions from the box.

on in up to with out of

1. Few of the courses conform what it says in the brochures. □

2. Have you signed for the presentation skills course yet?

3. I don’t know what the cause this problem is.

4. The feedback could result a follow-up course being organised.

5. Let’s start by looking at all the options open us.

6. I couldn’t relate anything the lecturer was saying.

7. The next session will focus analysing training needs.

8. You have to comply all the legal requirements.

9. I’ll be asking you to act the case study later.

j) The tutor pointed key features of the case study.

3. Read the text about training across cultures and do the tasks that follow: How to learn

Cultural differences are an important factor when it comes to how and what managers should learn and from whom. Different cultural responses to management education are particularly revealing. For example, German and Swiss managers tend to favour structured learning situations with clear pedagogical objectives, detailed course outlines and schedules, and the 'right answer' or superior solution. This is very much in contrast with the view typically held by people from Anglo-Saxon cultures such as Britain and the USA. Most British participants, in courses dislike a structure that is too rigid. They tend to prefer more open-ended learning situations with loose objectives and practical tasks. The suggestion that there could be only one correct answer is less acceptable to them.

The idea of working in groups may come more naturally to Asian managers than to the more individualistic Anglo-Saxons. On the other hand, Asian participants experience more difficulty having to 'sell' their ideas in a group, with the potential for open disagreement and conflict, and therefore possible loss of face. Nor do they quite see the point of learning from other students who are no more knowledgeable than themselves. Wisdom resides in the hierarchy.

Group discussions may seem perfectly natural to Americans, who have been encouraged as students to express their own ideas and opinions. British students too have been educated to challenge and debate the ideas put forth by each other, including the teacher. British culture values the ability to prove one's case, eloquently, even at the expense of others. Anglo-Saxon culture is more tolerant of confrontation and uncertainty, and is less concerned with status differences, either among participants or between themselves and the teacher. This can be quite a shock to students from Asia and many Central European countries, who are not used to either voicing their opinion in class, disagreeing with each other, or actively debating with the professor.

Training that makes extensive use of case studies, business games, and management exercises such as role-plays, favours learning by doing rather than learning by lecture and reading. It indicates a preference for experiential or active learning rather than cognitive or reflective learning. It also reflects an inductive rather than deductive approach; cases or exercises are used to arrive at general principles or theories (the Anglo-Saxon approach) rather than starting with a theory or framework, which is then applied to a given situation (the approach in many countries in Europe). As a result, European managers may not always see the point of some of these exercises, and some complain that seminars conducted by US trainers are not sufficiently serious or theoretical. US managers, on the other hand, want training to be more concrete, practical and fun.

With each culture favouring different training and development practices, it may be difficult to integrate these into a coherent or consistent policy within an international organization. However, standardizing training methods may be important if the company needs to communicate specialized knowledge quickly across different units, or if the special quality of the company training programmes is regarded as a major source of attracting new recruits.

On the other hand, multinational companies may have a lot to gain from cross-fertilizing different approaches, and providing opportunities for training and development that appeal to people with different abilities, learning styles, educational backgrounds, and, of course, cultures. In fact, working with groups of managers from different countries often requires a mixed pedagogical approach, as well as the use of trainers of different nationalities.

A Discuss these questions.

1. How do you most like to leam, e.g. lectures, discussions, multimedia, case studies?

КУРС ДІЛОВОЇ АНГЛІЙСЬКОЇ МОВИ для магістрів 1

2. Find in texts above words or phrases with the following meanings. „ 10

3. Decide in which phase of the organisational life cycle the following happens: 11

4. Read Aesop’s Fable and comment on its moral: A Soldier and His Horse 12

5. Read this extract from Nestle Management report and note how the information is organised. Underline the key words. 14

6. Write or search for a short management report about a Ukrainian well-known company. 14

7. Read the newspaper article about the different ways in which companies are organised and do the tasks that follow: Efficient management structures are vital for success 14

D. Match these collocations as they occur in the text and then complete each sentence below. 16

E Match the terms in the box with their definitions below. 16

8. Complete the second sentence so that it means more or less the same as the first: 19

19. Use ‘find’ with ‘it’ and a variety of adjectives from this list to ^ : express your feelings on each of the matters mentioned below. _; 23

Complex Object with the Infinitive and Participle /, r 25

Complex Subject with the Infinitive and Participle r 25

20. Translate into Ukrainian paying attention to the infinitives. 25

21. Rephrase the following sentences using Complex Object: 25

22. Rephrase the following sentences into sentences with Complex Subject. 26

23. Check whether you know the definition of the following key terms from Unit 1. Use them in the sentences of your own. 29

Questions for discussion: 35

BUSINESS COMMUNICATION SKILLS Questioning styles 35

Closed questions 35

a) Using the information in the text above make questions for these answers. 39

9. Read the text about the factors that play a major role in determining the structure of tomorrow's companies and answer the questions that follow. A matter of choice 39

Questions: 40

10. Match the key terms and their definitions: 40

11. Complete the sentences with the correct options: 41

,s 42

Signposting 43

13. Choose one of the ‘signpost’ expressions from the box above for the following situations: 43

Outline talk 46

Present main part divided into points 46

Introduce your first point 46

Giving a presentation 16. Read the following tips and till in the gaps with an appropriate word or phrase from the box: 51

17. Find in the recommendations above the words that mean: 51

22. Decide whether you agree or disagree with the following statements. Make comments. 54

23. Pair work. The questioner asks about a company using the prompts below. The presenter answers the questions using appropriate comments. 54

Verbs instead of noun phrases 25. Rewrite these sentences changing the noun phrases to verbs where possible. Make any other necessary changes. 59

The words in italic below are unnecessary. Eliminate them from your writing. 59

28. Read the suggested answer and compare it with yours: 61

VOCABULARY DEVELOPMENT 1. a) What are the noun forms for these adjectives? Complete it without a dictionary, then check your answers in the dictionary. 63

b) Write three mini-dialogues using the adjectives and nouns above together. 63

2. Choose the appropriate preposition to complete the sentences: 63

5. By altering the scope of their activities 67

Mergers and acquisitions 68

Г 88

A 116

Соф. 118

A ' 134

я 181

«і 187

o 214

КУРС ДІЛОВОЇ АНГЛІЙСЬКОЇ мови для магістрів 298

a mixed pedagogical approachВ Mark these statements T (true) or F (false) according to the information in the text. Find the part of the text that gives the correct information.

1. German and Swiss managers like training courses to be clear and well- structured.

2. British managers dislike training courses and prefer to learn by doing things on the job.

3. Asian managers want to learn from the teacher, not from each other.

4. Courses attended by British and US participants often lead to conflict and arguments.

5. British trainers are often concerned about the status of participants in their seminars.

6. British and American trainers like using role plays and simulations.

7. European managers consider American training courses to be badly organized.

C Choose the best explanation for the phrases:

'loss of face'

1. when someone is embarrassed in front of others

2. when someone has a different opinion from others in a discussion

'wisdom resides in the hierarchy'

1. older and more senior people have more knowledge than younger people

2. you should never disagree with a teacher in public

D Find a word or phrase from the text that has a similar meaning:

1. generally prefer (para 1)

2. something that is easier and more acceptable to do (para2)

3. understand and accept an idea (para2)

4. absolutely normal or usual (рагаЗ)

5. to another person’s disadvantage or embarrassment (рагаЗ)

6. worried about something (рагаЗ)

7. get great benefit from (рагаб)