- •Л. Данькевич національний університет біоресурсів і природокористування україни
- •Курс ділової англійської мови для магістрів
- •ЧIntroduction
- •Business English Level Test
- •Staff don't have to file holiday requests before they leave.
- •Excuse me, I was wondering if you could possibly help me?
- •Never include the address of the recipient at the top of a letter;
- •Include the address of the recipient at the bottom of a letter.
- •Minor complaints do not have to be reported to the director.
- •All requests must be forwarded to the personnel department.
- •21 .You have to introduce two people to each other at work / at a party.
- •Vocabulary development 1. Find the English equivalents to the following Ukrainian phrases in the sentences below.
- •Give as many equivalents to the following phrases as possible:
- •Read the text about various organisational structures paying attention to their specific differences. Different ways of organising or structuring a company
- •Use the information below to make a presentation about different phases of organisational growth Life cycle of an organisation
- •Read Aesop’s Fable and comment on its moral: a Soldier and His Horse
- •9. Find in the fable the words that mean:
- •Describing a company
- •Read this extract from Nestle Management report and note how the information is organised. Underline the key words.
- •Write or search for a short management report about a Ukrainian well-known company.
- •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
- •Answer the questions:
- •Match these definitions with the four organisational structures described in the text.
- •The following words and expressions from the text describe different aspects of organisational structure. Which are positive and which are negative?
- •Match these collocations as they occur in the text and then complete each sentence below.
- •Verbs used with introductory ‘It’
- •The Passive verb is followed by a ‘that-clause’.
- •The Passive verb is followed by a iwh-clause' indicating that something is known or becomes known
- •The verb is followed by an adjective group and a ‘that-clause’ indicating what a situation is, seems, or becomes. The word that is often omitted.
- •The verb is followed by an adjective group and a ‘to-infmitive’ indicating what an action is, seems, or becomes.
- •The verb is followed by it, an adjective group, a /«-infinitive clause or that-clause, wh- or if clause indicating how someone evaluates or judges a situation.
- •Rewrite these sentences to form sentences showing whose opinion or viewpoint is being expressed, starting with the words provided.
- •Translate into Ukrainian paying attention to the infinitives.
- •Rephrase the following sentences using Complex Object:
- •Rephrase the following sentences into sentences with Complex Subject.
- •Unit 2 types of companies
- •Complete the sentences with the words from the box: зії}
- •Complete this fax using the following complex prepositions:
- •Read the text about different types of companies and discuss the questions below. ' Types of companies
- •Questioning techniques
- •You are going to roleplay a first meeting with a prospective client. Before making any offers, you have to find out about the buyer's needs and interests. Discuss the following questions:
- •Put the words in the correct order to make questions:
- •A) Complete the text with verbs from the box in the correct tense form.
- •Using the information in the text above make questions for these answers.
- •Match the key terms and their definitions:
- •Complete the sentences with the correct options:
- •Structuring your presentation
- •It is essential to state the purpose of your presentation near the beginning. Stating the purpose of your presentation
- •Complete the sentences using the words given. Combining the £ sentences with the number 1 will give you a complete introduction. ,q p Then do the same with those numbered 2, etc. G
- •I making outlining bringing giving filling
- •Signposting
- •Introduce your talk
- •Introduce your first point
- •Invite questions
- •Quiz. Choose the correct answer to each question, then check your answers with the specialist’s recommendations below.
- •Find in the recommendations above the words that mean:
- •Sorry, what I meant is that
- •Taking questions in presentations
- •Decide whether you agree or disagree with the following statements. Make comments.
- •I understand your position but I can assure you we ’ve our homework.
- •Evaluation What are the strengths of the presentation?
- •Word order
- •O, Object ‘0j
- •Each of the sentences below has a group of words incorrectly placed. Move them to the correct position in the sentence.
- •Rewrite these sentences, replacing the passive voice with the active voice. Make the language more direct.
- •Active verbs Compare these sentences:
- •Make changes to the sentences below, if necessary.
- •Verbs instead of noun phrases 25. Rewrite these sentences changing the noun phrases to verbs where possible. Make any other necessary changes.
- •Delete the redundant words from the following sentences:
- •Make the passage below easier to read by using any of the techniques above:
- •Read the suggested answer and compare it with yours:
- •Unit з strategic alliances
- •Vocabulary development 1. A) What are the noun forms for these adjectives? Complete it without a dictionary, then check your answers in the dictionary.
- •Write three mini-dialogues using the adjectives and nouns above together.
- •Choose the appropriate preposition to complete the sentences:
- •Management of change
- •Mergers and acquisitions
- •Match the terms with the definitions:
- •Read the article ‘After the deal’ and do the tasks that follow:
- •Describing trends
- •Change in figures
- •Figures “at” a point
- •Match the sentences (1-4) with the meaning of the tense used in each of them (a-d).
- •Phrasal or multi-word verbs in business (a combination of a verb and one or two particles)
- •Types of phrasal verbs:
- •В The following phrases summarize the main idea of each paragraph of the text. Match each phrase with the correct paragraph.
- •Report writing
- •Verbs for referring to sources
- •Very bad - really dreadful, very tired — absolutely exhausted
- •Make newspaper headlines more catchy by rewriting them. Use extreme adjectives to replace the underlined ones.
- •Adverb and Adjective collocations:
- •Make adverb and adjective collocations and use them in the
- •Adverb and verb collocations
- •I quite agree /strongly resist / sincerely trust, etc. A Political Speech
- •Put one of the following intensifying adverbs into each gap (more than one might be possible).
- •Read some facts about the history of Kraft Jacobs Suchard ag, a leading European food company, and draw a scheme of its
- •Read the mission statement of Kraft Jacobs Suchard ag and fill in the gaps using the words in the box.
- •Stages of Alliance Formation
- •Risks of Strategic Alliances
- •Unrealistic expectationsKey questions on Module 1
- •Unit 4 recruitment and selection
- •The advantages of strategic alliances
- •Vocabulary development
- •Which is the odd one out in the following lists of verbs?
- •Which of the verbs does not match a noun?
- •Complete the sentences with an appropriate preposition
- •Read the text about selection practices used across cultures and get' ready to discuss the questions that follow.
- •Choose the correct alternative:
- •Read the article about the importance of international experience in business and do the tasks that follow it. Global Careers
- •The acronym swaNs stands for 'people who are Smart, Willing, Able and Nice'. Depending on the context, these words can have different meanings.
- •Read the advertisement from the Los Angeles Times and do the tasks below: Nature’s Plus The Energy Supplements
- •Find these adjectives in the advertisement:
- •Match a-h with 1-8 to form expressions from the advert:
- •Read the following job description and answer the questions below:
- •Would this job be good for someone who ...
- •Which word or phrase means:
- •Match the verbs and prepositions and use an appropriate phrase to complete the sentences:
- •Making basic errors in your cv or an application letter can ruin your chances of getting a job. Find and correct the following mistakes:
- •Match the following expressions with their meaning: j
- •Test Choose the best options to complete the questions of an interviewer in the following job interview and try to answer them:
- •Complete the following dialogue between an interviewer and a candidate with the best option given below: Mistaken identity
- •Unit 5 training, the value of mbAs
- •Vocabulary development
- •Match the adjectives describing abilities with the appropriate definitions:
- •2. Which is the odd one out in each set?
- •3. Complete the sentences with prepositions from the box.
- •Read the text about training across cultures and do the tasks that follow: How to learn
- •Match the approaches to teaching and learning from the box with their definitions:
- •Write a short paragraph covering the following questions:
- •Read the three extracts from brochures advertising training courses. Which ones would appeal to you, and why? ®
- •Write an email to your hr manager, asking for permission to attend a training course of your choice.
- •Read the statements and decide which form best fits each space:
- •Getting things done
- •Managing people
- •Rewrite the sentences using have or get. Decide whether or not you want to emphasise who does or did the work.
- •React to the statements below using the words in brackets, as in the example. Suggest solutions.
- •Discuss the following issues:
- •Read the article about language teaching in business schools and do the tasks that follow. Communication: Students appreciate polyglot approach
- •Fill in the gaps with the words from the box, then continue r
- •;Role-playing exercise.
- •True or false?
- •Look at the Top Tips for Job Interviews and complete the sentences using the words in the box:
- •Read the list of questions asked during the job interview and divide them into two columns. Then simulate a conversation using these questions.
- •Read the article about the work and learning experience of a global manager. Using the highlighted phrases retell the text.
- •Vocabulary development
- •2. Match each of the nouns in the box with one set of verbs:
- •The five teams every organisation needs
- •Match the words in italics from the text above to the phrases below:
- •To support and promote the development c'
- •Below are some rules of teamwork. Match the laws and the explanations:
- •Some common expressions used in meetings:
- •Read the article from the magazine ‘The Economist’ about meeting techniques and do the tasks that follow it. Think before you meet
- •Modals of deduction, speculation or certainty
- •.Talking about the present
- •Talking about the Past
- •Make deductions about the following past situations:
- •Rephrase using must, may, can’t
- •Open the brackets using the appropriate form of Infinitive:
- •Fill in the gaps with must, can’t, couldn’t, needn’t with Perfect Infinitive.
- •Two people are talking about Robert. Read this conversation andj fill in the gaps with the appropriate phrase from the box:
- •Describing time spans and limitations
- •Is there a deadline involved?
- •Taking the above examples into consideration, answer these questions.
- •The report will be available until noon.
- •Choose correct words to complete the following sentences.
- •Unit 7
- •Information and management
- •Tactile and strategic ;
- •Auditory and visual ‘ l
- •Replace the underlined word or phrase in the passage using the words in the box.
- •Contribute b) breakdown c) horizontal d) is centred on
- •Find a word or phrase from the text above that have a similar meaning:
- •Note:technology/equipment
- •Read the article about how businesses will be organised in the future and do the tasks that follow it. !, The e-lance economy jj
- •Read the article about technology-based human resource management and do the tasks that follow it. Human resources goes technical
- •Of a specific event.
- •Speculating about the present (Hypothetical / Imaginary possibilities with 4f)
- •Speculating about the past
- •If you are imagining possibilities in the past, we often use if to describe the hypothetical situation.
- •Talking hypothetically about the past and the present together
- •I trust you, that’s why I lent you the money.
- •Respond to the situation:
- •What would you say in these situations? Write sentences using the words in brackets.
- •Here are some unlikely situations. What would you do if any of them happened to you?
- •Read the article from The Economist about how information technology is speeding up business decision-making and creating a real-time economy and do the tasks that follow:
- •Complete the passage with the words from the box.
- •It seems best to start with ...
- •I think we could give you ...
- •In negotiations it is often desirable to adapt your language so that you don’t appear aggressive. Choose the prompts below to make the following statements sound more diplomatic.
- •There’s no way we can invest in your project in its present form.
- •Invitations and thanking people for hospitality Useful language
- •Inviting
- •Complete the faxed invitation to Michael Williams, professor sociology at Baltimore University with prepositions.
- •Read Michael Williams’s reply and choose the more formal expressions in each pair of words or phrases.
- •Law/regulation/procedure
- •Choose the appropriate word (law/regulation/procedure) to complete the sentences :
- •Useful language
- •Complete the sentences with the words from the box:
- •Complete the sentences with the appropriate word from the box.
- •Read the text about Dell's plans to assemble pCs in South America and do the tasks that follow.
- •Match these nouns as they occur together in the text:
- •Match these verbs and nouns as they occur in the text:
- •Use an appropriate phrase from above to complete each sentence.
- •Using the 'Six Thinking Hats' technique brainstorm creative ideas
- •Complete the table by matching the connectors and their meaning:
- •Textual connectors and sequence markers
- •Complete the table by filling in the corresponding connectors and markers:
- •Write a short paragraph on each item below.
- •Formal register
- •Match the less formal word with the more formal that has the same meaning:
- •In the letter below choose the word or phrase that is more formal in tone.
- •Information/News
- •Endings
- •Look up the pronunciation of the above mentioned words in the dictionary and write out the examples:
- •Unit 9 business culture and social etiquette
- •Vocabulary development
- •Fill in the gaps in the sentences below using the words and phrases in the appropriate form:
- •Express your point of view in writing (10 sentences).
- •Read the article about globalisation and international standards and write a summary. 'Corporate culture trumps national culture'
- •You shouldn’t...
- •Discuss the characteristics of management and international business cultures. The questions below may help you.
- •Useful phrases:
- •Below is an extract from a briefing session about setting up a corporate website. Complete it with the words from the box.
- •Answer the questions about the briefing session above:
- •Read the text about advertising and give Ukrainian equivalents of the underlined words or expressions. The power of persuasion
- •Read the text below and think of the word which best fits each space. Use only one word in each space. Functional food
- •Emphasising
- •Render the following sentences into Ukrainian:
- •None at all, none whatsoever, not by any means, not a single one
- •Inversion
- •Make the following sentences emphatic:
- •Render the following sentences into English using the inversion where possible:
- •Something left over as a residue; remainder; залишок, залишковий продуктUnit 5
- •Unit 7
- •Unit 8
- •Unit 9
- •Навчальне видання л. Данькевич курс ділової англійської мови для магістрів
Discuss the following issues:
Should companies have some of the following policies towards MBAs?
sponsor students folly and with no conditions;
sponsor students partly and/or with conditions;
form a partnership with a particular business school to design a 'company-specific' MBA;
recruit only from the top international business schools.
Many people study for MBAs part-time over several years, or even by distance learning. What are the advantages and disadvantages of this route compared to a full-time MBA? Which route would you prefer?
Read the article about language teaching in business schools and do the tasks that follow. Communication: Students appreciate polyglot approach
By Stephen Hoare
Frederic Leoni, a student at Grenoble Graduate School of Business in the French Alps, occupies his spare time topping up on his German language lessons. Grenoble’s MBA is taught in English, but the business school offers tuition in several European languages. “I describe myself as a French Italian but I decided to learn German to give me more career options. I’d like to work for the United Nations in Switzerland or in
Germany and if you can speak, you can work,” says Mr Leoni, 31. Language teaching at GGSB is a mix of face-to-face teaching supported by online distance learning, which allows individuals to practise at their own pace. “I’m using an online language course called Tell Me More. I’ve loaded it on to my laptop,” says Mr Leoni. Lessons on Tell Me More are graded by European Community language proficiency levels. “My aim is to get to level C,” he says. Grenoble pays for a licence for Tell Me More, which is available to all students on the university’s virtual learning environment, Moodle.
The majority of non-French-speaking international students at Grenoble learn French face-to-face and online. Language study allows them to get the most out of life in the city, as well as helping them secure internships with French companies. Students can also study Spanish, German or Chinese. “If you are here for a semester, you will be offered the chance to learn a language,” says Carole Gaily, GGSB’s language coordinator. Language tuition is a popular add-on for MBA programmes and is what gives European business schools such as Grenoble, IE or Iese a competitive edge against UK or North American schools. At Insead for example, fluency in a second language is a condition of entry and by the time you graduate, you will be speaking a third. “We see language classes as a cultural tool - how you behave when you are meeting with a French manager,” says Ms Gaily.
Distance learning MBAs are picking up on the huge market for business qualifications among non-native speakers of English. Over the past decade, Edinburgh Business School has begun translating its online MBA into the main world languages: Mandarin Chinese, Spanish, Arabic and Russian. The adaptation is no mere matter of word for word translation. The entire business landscape has to be reflected as well as its technical language and cultural idioms. Alick Kitchin, EBS business director, says: “It’s a tough call to get 600 pages of economics into Spanish or Russian. You need language experts, business experts and reviewers to make sure that it all makes sense.” EBS delivers blended learning, a mix of online and face-to-face teaching delivered through partner institutions. “This attitude that regards the MBA as essentially English is wrong,” says Mr Kitchin. And who can argue with that? If business schools are to tap the vast markets for qualifications in China, India and the developing world, then languages must be a key part of the offer.
Foreign language-based social networking is putting business students in direct contact with teachers in the developing world, where tuition is often traded and where business people and professionals can learn a language through conversing online with someone with similar career interests. In such cases both the teacher and the student leam each other’s language and culture through conversation.
In four years, the Seattle-based social networking site Livemocha has established 9m users and 300,000 teachers worldwide. Brazil, the Middle East and Asia are the biggest markets. Michael Schutzler, chief executive of Livemocha, says: “There are 300m people in China learning English. They are already fluent in Mandarin. In China, language social networking is as addictive as computer gaming. It’s a completely different attitude to language learning from what we see in the west.” Business schools are a target market for Livemocha and the website has set up licences with a number of smaller US business schools. One of its biggest corporate clients is Google, which has hired Livemocha as a way of encouraging all staff to leam another language.
Business schools have spotted an opportunity for developing social enterprise. MBA students from Iese, a Spanish business school, are helping mn a start-up languages website Glovico on a rotating internship and are marketing it in the US and Europe, using personal contacts and word of mouth. Glovico fosters business links with developing countries and puts teachers from Latin America and Africa in touch with students wanting to improve their conversation skills. The no-frills website is mn with a small back office, a money transfer facility and a booking diary. Conversations in French, Spanish or English are delivered over Skype at little more than the cost of a phone call.
A Discuss these questions.
What business schools are mentioned in the article?
What kind of language learning is offered by European business schools
What are the advantages of blended learning?
В Find a word or phrase in the article that has a similar meaning:
поповнити
альтернативи у виборі кар'єри
в своєму власному темпі
завантажити на свій ноутбук , о’
рівень майстерності
популярний додаток
дати конкурентну перевагу
умови для вступу
виявити великі ринки >;
побачити (розпізнати) можливість
з уст в уста
зміцнювати ділові контакти
’’без викрутасів” (без надмірностей)
щоденник бронювання
С Write out the key words and phrases and make a short summary of the article BUSINESS COMMUNICATION SKILLS Job interview 16. Put the remarks in the correct order to make a dialogue, then
continue the talk:
That’s not a bad idea. You’ve already got a university degree, haven’t you?
I had an appraisal with the Personnel manager the other day, and...
That sounds like an absolute waste of time to me. What you need to do is an MBA at an institution like Insead, so that you end up with a decent qualification.
Yes, and I’m doing an evening course in accounting, but that only takes up about an hour a week.
Oh, really? How did it go?
Fine. We were talking about qualifications and career development, and she suggested I should consider doing a course in Business Administration.
'l