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Файл:Ділова Англійська мова для магістрів.doc
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- •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
Modals of deduction, speculation or certainty
When we know that something is true, we use a normal present tense. If we are not completely sure, we make assumptions and use modals. The choice of modal depends on the degree of certainty
.Talking about the present
must/might/could/may / can’t + infinitive
Where is Martha?
She must be on the bus. (I’m fairly sure this is a good guess)
She could come soon. (50% possible)
She may be lost (quite likely)
She might be in the wrong room, (possible but unlikely)
She can’t be at home. (I’m fairly sure this isn’t true or highly unlikely)
Talking about the Past
must/could/may/might/can’t + perfect infinitive
Where was Martha last night?
She must have forgotten about our date.
She could have taken the wrong bus.
She may have felt ill.
She might have worked late.
She can’t have stayed at home.
We use ‘should(n’t)’ to make an assumption about what is probably true, if everything is as we expect:
They should be there by now.
Al It shouldn ’t take long to drive here.
‘musf
VS ‘‘can’t’’ |
can’t = highly unlikely negative logical assumptions |
She must be French. They must be working together now. He must have won the first prize. You must have been planning the project. The lock must have been changed. |
You can’t live here. She can’t be looking for a new job. He can’t have arrived yet. ^ They can’t have been fixing the photocopier for so long. Linda can’t have been invited |
Make deductions about the following past situations:
e.g. - He was busy when he set the deadline, (time to plan things properly)
He can't have had time to plan things properly.The team didn't meet the deadline, (not enough time)
The instructions weren't clear, (the team/confused)
The team had to work overtime every day last week, (not happy)
All the other teams were waiting for the results of our work, (they/frustrated)
needn
’t have +Past Participle
VS didn
’t need to it was not necessary to do sth, but it was done (an action happened in the past, though it was not necessary) |
didn’t need to + V it was not necessary to do sth. (an action did not happen in the past because we knew it was not necessary) |
She needn’t have bought so many oranges, but she did. You needn’t have made reservations at the restaurant. |
We didn V need to turn on the light. It wasn’t dark. We got some large orders so we didn’t need to make anyone redundant. |
Rephrase using must, may, can’t
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