- •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
Read the article from the magazine ‘The Economist’ about meeting techniques and do the tasks that follow it. Think before you meet
Too many meetings are a waste of time
WHAT do corporate leaders do all day? Much of their time is spent in meetings. No wonder: the rules of team-working are established in meetings, which in turn are the basic building blocks of corporate existence. However, meetings might not always be the best use of the team's time.
Meetings, like teams, do not necessarily achieve what they set out to do. One recent study in America by consultants Synectics found that senior and middle managers spent more than three- quarters of their time in meetings. On average, only 12 per cent of managers thought their meetings were productive. In high- performing companies, that figure rose to 25 per cent and in the lower performers it dropped to 2 per cent
"Despite IT, we all go to more and more of them," reflects Jonathan Day of McKinsey. But there must be a way to таке them work. They can't all be a waste of time. Perhaps team leaders should do everything they can to make sure they organize them properly. Indeed, running meetings well is clearly an art, and a growing number of companies (including Synectics, which modestly claims to run the best meetings in the world) are offering help. Lots of meetings, of course, happen in the corridor or around the coffee machine, and those are probably the most efficient sort, because they tend to be spontaneous, small and quick. Bigger ones are usually more problematic, and team members have to put up with meetings where too little thought goes into the agenda, the location, the people asked to attend and the outcome, say those who try to improve them. That allows unimportant ideas or tedious individuals to hog the floor, with the result that a lot of team members find it hard to look forward to the next meeting.
Meetings tend to be held either to share information or to solve problems. For the first sort, Roger Neill of Synectics advocates asking all the participants to say at the end what they think they have heard, and correcting their accounts if they are wrong. With problem-solving, the aim ought not to be just brainstorming and coming up with ideas but also paying proper attention to putting solutions into practice. He also thinks it is wise to ask people what they liked about the things they heard; criticism usually comes unasked. Pessimism, scepticism and challenge all cause trouble.
What makes meetings especially important to companies, though, is that this is where teams are moulded. That is why companies must leam how to run them. David Bradford, a professor at Stanford Business School, who specializes in studying teams, argues that meetings often waste huge amounts of time: in one business, the executive team spent three meetings designing business cards. Of course, one person should have done this before the team started working together. The way to get a good decision is to frame the question carefully. If you want to invest in China, do not announce that you are planning to do this, or ask the meeting whether you should. Instead, enlist your colleagues' help by saying: "We want to be in the Chinese market: how do we get there?
"
A Answer the questions in writing:
Why are corridor and coffee machine meetings often efficient? iboaa
What are the two main reasons for holding meetings? ~ >>r Juo
■ і юпзіпА
What kind of feedback do people give easily?
Why do companies consider meetings to be very important?
What happens when meetings are not properly organized?
Can teams be moulded in meetings?
Some companies organize other team-moulding activities like sports or away days. How do you feel about these activities?
What other activities can help to build a team?
В Find in the text the phrasal verbs or idiomatic expressions which
mean |
the following: |
1. |
plan to do |
2. |
tolerate |
3. |
dominate the discussion |
4. |
be excited about |
5. |
think of to |
6. |
engage or secure someone’s support |
Read the information about the tool created by Edward de Bono in his book ‘Six Thinking Hats’. It is a good technique for looking at the effects of a decision from a number of different points of view. ‘Six Thinking Hats’
Many successful people think from a very rational, positive viewpoint. This is part of the reason that they are successful. Often, though, they may fail to look at a problem from an emotional, intuitive, creative or negative viewpoint. This can mean that they underestimate resistance to plans, fail to make creative leaps and do not make essential contingency plans.
Similarly, pessimists may be excessively defensive, and more emotional people may fail to look at decisions calmly and rationally.
If you look at a problem with the 'Six Thinking Hats' technique, then you will solve it using all approaches. Your decisions and plans will mix ambition, skill in execution, public sensitivity, creativity and good contingency planning.
You can use Six Thinking Hats in meetings or on your own. In meetings it has the benefit of blacking the confrontations that happen when people with different thinking styles discuss the same problem. Each 'Thinking Hat' is a different style of thinking.
White Hat:
With this thinking hat you focus on the data available. Look at the information you have, and see what you can learn from it. Look for gaps in
your knowledge, and either try to fill them or take account of them. This is where you analyze past trends, and try to extrapolate from historical data.
Red Hat:
’Wearing’ the red hat, you look at problems using intuition, gut reaction, and emotion. Also try to think how other people will react emotionally. Try to understand the responses of people who do not fully know your reasoning.
Black Hat:
Using black hat thinking, look at all the bad points of the decision. Look at it cautiously and defensively. Try to see why it might not work. This is important because it highlights the weak points in a plan. It allows you to eliminate them, alter them, or prepare contingency plans to counter them. Black Hat thinking helps to make your plans 'tougher' and more resilient. It can also help you to spot fatal flaws and risks before you embark on a course of action. Black Hat thinking is one of the real benefits of this technique, as many successful people get so used to thinking positively that often they cannot see problems in advance. This leaves them underprepared for difficulties.
Yellow Hat:
The yellow hat helps you to think positively. It is the optimistic viewpoint that helps you to see all the benefits of the decision and the value in it. Yellow Hat thinking helps you to keep going when everything looks gloomy and difficult.
Green Hat:
The Green Hat stands for creativity. This is where you can develop creative solutions to a problem. It is a freewheeling way of thinking, in which there is little criticism of ideas.
Blue Hat:
The Blue Hat stands for process control. This is the hat worn by people chairing meetings. When running into difficulties because ideas are running dry, they may direct activity into Green Hat thinking. When contingency plans are needed, they will ask for Black Hat thinking, etc.
A variant of this technique is to look at problems from the point of view of different professionals (e.g. doctors, architects, sales directors, etc.) or different customers.
■ V 0ОШШПО1ОІ
Example:
The directors of a property company are looking at whether they should construct a new office building. The economy is doing well, and the amount of vacant office space is reducing sharply. As part of their decision they decide to use the 6 Thinking Hats technique during a planning meeting.
Looking at the problem with the White Hat, they analyze the data they have. They examine the trend in vacant office space, which shows a sharp reduction. They anticipate that by the time the office block would be completed, that there will be a severe shortage of office space. Current government projections show steady economic growth for at least the construction period.
With Red Hat thinking, some of the directors think the proposed building looks quite ugly. While it would be highly cost-effective, they worry that people would not like to work in it.
When they think with the Black Hat, they worry that government projections may be wrong. The economy may be about to enter a 'cyclical downturn', in which case the office building may be empty for a long time. If the building is not attractive, then companies will choose to work in another better-looking building at the same rent.
With the Yellow Hat, however, if the economy holds up and their projections are correct, the company stands to make a great deal of money. If they are lucky, maybe they could sell the building before the next downturn, or rent to tenants on" long-term leases that will last through any recession.
With Green Hat thinking they consider whether they should change the design to make the building more pleasant. Perhaps they could build prestige offices that people would want to rent in any economic climate. Alternatively, maybe they should invest the money in the short term to buy up property at a low cost when a recession comes.
The Blue Hat has been used by the meeting's Chair to move between the different thinking styles. He or she may have needed to keep other members of the team from switching styles, or from criticizing other peoples' points.
The advantages of ‘Six Thinking Hats’ technique:
It allows necessary emotion and skepticism to be brought into what would otherwise be purely rational decisions.
It opens up the opportunity for creativity within decision making. u'
It helps persistently pessimistic people to be positive and creative
.
Plans developed using this technique will be sounder and more resilient than would otherwise be the case.
It may also help you to avoid public relations mistakes.
It helps you spot good reasons not to follow a course of action before you have committed to it.
Can you think of any disadvantages of ‘Six Thinking Hats’ technique?
1-
LANGUAGE FOCUS
In the English languages there are rules that many people don't follow. It jr doesn't make the rules unnecessary, but rather implies that people who J neglect them don't speak good English. < >
>1
Functions of modal verbs a
obligation
necessity
certainty
ability
possibility
lack of necessity
offers
suggestions
requests
logical assumptions
permission
prohibition
advice
criticism
You must stop when the traffic light is red.
I must sign the contract.
He can’t have stayed late at the office.
I can’t ski now but I could ski when I was young. He could/may/might finish his work by 5.00 p.m. He needn’t have got a taxi. I didn’t have to buy it. Shall/can I get you anything from the supermarket?
What shall we do tonight? - We can/could go to the cinema
Could/would you help me with this exercise?
He must have been on holiday.
It’s 6 a.m. The 5.30. plane should have left by now.
Could/can/may/might I open the window, please? You mustn ’t be late for work tomorrow morning. You ought to/should revise for your test.
He ought to/should have told her the truth.
