English language training manual for students. Blue manual on the English language. Methodological instructions and practical tasks on grammar for first-year students of all faculties. Customs formalities. Part I
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ST. PETERSBURG STATE
FORESTRY ACADEMY
ENGLISH LANGUAGE
Guidelines
SAINT PETERSBURG
Compiled by: Senior teacher Novitskaya G.A.
Associate Professor of the Department Vorobyova N.V.
Rep. editor Candidate of Pedagogical Sciences, Associate Professor Kozhevnikov S.D.
Reviewer Senior Lecturer Yu.M. Bobritskaya
ENGLISH LANGUAGE
Guidelines
and practical exercises on grammar
for first year students of all faculties
Methodological instructions and assignments on grammar are intended for first-year students of all full-time specialties, covering complex grammatical material. Topics “Passive”, “Infinitive”, “Infinitive phrases”, “Partiples” were compiled by senior teacher of the department of foreign languages G.A. Novitskaya, topics “Gerund”, “Subjunctive and conditional moods” - associate professor of the department N.V. Vorobyova.
Introduction
These guidelines are a collection of grammar exercises for first-year students of all faculties.
The methodological manual includes the main complex grammatical material: Passive voice in all tenses, Infinitive and complex constructions, Participle, Gerund and Subjunctive mood.
Each topic contains examples of translating sentences of a given grammatical topic, independent training exercises, control exercises and texts rich in the grammatical material being studied.
The purpose of the methodological instructions is to consolidate the theoretical material given by the teacher during the lesson, as well as to practice grammatical forms and constructions.
were being sent to other planets. the first in the world, sent
to other planets.
6. Wait a bit, a nice chop is being 6. Wait a minute, for you
cooked for you. grilling a luxurious chop.
7. Supper was being served in a cozy 7. Dinner was served in a cozy
guest-room. living room.
8. When I came in the new program 8. The new program has already been announced
was being discussed. were judging when I entered.
1. Open the brackets and put the verb in the Present/Past Continuous Tense form.
His articles (to type) by experienced typist now.
Many new houses (to build) here at present.
Nick (to examine) for two hours still.
Computers (to use) in research nowadays.
Much (to do) to improve the condition for research work in the past.
Much attention (to give) to the development of international scientific contracts.
Several students (to examine) for two hours yesterday.
2. Make as many sentences as possible using the table. Translate into Russian.
An exercise discussed
His story is written
An article was still being translated
The letter read loud
The telegram
The sentences
The articles were done
The stories
3. Answer the following questions using a combination of words from the table.
Model: - What’s going on in the room?
A new film is being discussed.
What’s going on in the room now? - to explain a new rule;
What was happening in the room - to pack one’s things;
when did you go in at three o’clock? - to speak of the recent
at that time? sporting events;
To discuss the questions of
Translation special texts
The Perfect Tenses Passive
to have been + III
Present Perfect: Our work has been finished.
The delegation has just been met.
Past Perfect: He had been asked by the examiner before I came.
The work had been finished by that time yesterday.
Future Perfect: The letter will have been typed by the time you come.
I shall have been told about it.
Training Exercises
Translate the sentences Check your translation
1. The letter has been sent today. 1. The letter was sent today.
2. The report has been made by 2. The report was made by Mr.
Mr. Smith. Smith.
3. The telegram has not been received. 3. I haven’t received the telegram yet
got.
4. Has the article been published already? 4. Has the article already been published?
5. Have you been examined in Latin or 5. Have you passed the exam in Latin
in English? Tyni or in English?
6. Where has this document been found? 6. Where was this document found?
7. This material had been studied by 7. This material was studied
the end of last month. already towards the end of the past
8. We understood that our letter had not 8. We understood that our
been received. We haven't received the letter yet.
9. This book had been translated by 9. This book has already been translated
the end of 1999
10. He will have been sent to help them. 10. It will be sent to them
help.
11.We shall have been given some
articles to translate them. articles for translation.
12. When will you have been asked? 12. When will you be invited?
13. The timber goods will have been 13. The timber will be sent to
shipped to Japan. Japan by ship.
14. I hope my book will have been 14. I hope that my book
printed by next spring. will be printed by the future-
cabbage soup in the spring.
1. Form the perfect form of the passive infinitive from the following verbs. Translate the verbs.
to invite, to bring, to translate, to show, to make, to do, to meet, to spend, to write, to find, to discuss, to occupy, to build, to speak, to take, to leave, to break , to sell, to examine, to return.
2. Read and translate the following sentences. Put them in question form.
These new houses have been built by our students in summer.
The seat has been taken by somebody.
Their child has been left alone.
The important document has been found at last.
The telegram had been sent before you come.
This book will have been translated in a year.
3. Make sentences according to the model.
Model: 1) The work has just been finished.
2) This article hasn’t yet been translated.
3) When I came
By the time I came the letter had been typed.
By this time yesterday
The picture – to be painted; the film – to be shown; the telegram – to be received; many new houses – to be built; all the tickets – to be sold out;
I – to be told about; she – to be helped with her English; he – to be asked to do
4. Translate into English.
The picture has already been drawn (to paint).
The translation is finished (to finish).
The letter has been sent (to send).
Many new buildings have been built in our city.
We were just told about this (to tell).
Has the delegation already been met? - Yes.
Has he already been given a task? - Not yet (yet).
The work plan will be discussed.
This building will be built this year.
The students have already finished being examined.
Features and possibilities of using Passive Voice
The passive voice is used much more often in English than in Russian. In Russian, the passive voice can only be formed from transitive verbs, which require only a direct object after them: they gave us (something), they were told (something), etc.
In English, there are often phrases based on an intransitive verb.
We were given a table. We were given a table.
I was told
We were joined by a girl. A girl sat down next to us.
I will be shown
I was promised
In English, verbs that require a preposition after them are also used in the passive voice. The preposition is retained in this case after the verb and clarifies the lexical meaning of the verb.
They were talking a lot about. They talked a lot about them.
The doctor was sent for at once. The doctor was sent for immediately.
5. Translate the following sentences, paying attention to the predicate.
This book is being talked about very much.
The old man was followed by a dog.
Nobody likes to be taught at.
The doctor was sent to the patient at once.
The doctor was sent for.
The boy was looked for by everyone.
The plan has been agreed upon.
Such results can not be wondered at.
The plan was committed to by myself.
Your clothes will be looked at.
6. Read and retell the text.
Olympic Games were held by the Greeks in the year 776 B.C.*
in the plain Olympia. They were held once in 4 years. Greece was at that time divided into federal state. On the day the Games were announced all wars were stopped and peace was proclaimed.
*B.C. = Before Christ - before the Nativity of Christ
7. Translate the text with a dictionary.
Charles Darwin was born in 1809 in England. He was a distinguished scientist whose “Origin of Species” first clearly formulated and elaborated the theory of evolution. It was published in 1859 and was supported by many scientists, but at first it was much attacked by theologians.
Here is an example of how passive forms of verbs derived from nouns are freely formed.
Noun: sugar
When they gave me sugar, there was hope that they would offer me
cake.
Noun: a box
Cheap candies are not packaged in boxes.
Nouns: dinner - lunch
Chichikov was dined and wined in the best houses.
Chichikov was treated to dinner and wine in the best houses.
8. Translate the following phrases into Russian.
All the cakes were wolfed by the children.
He was widely traveled and spoke several languages fluently.
The girl was tead and tangoed by Prime Minister.
The streets in New-York are all regular and numbered.
THE INFINTIVE
The sign of the infinitive is the particle “to” before the verb.
Infinitive forms
Indefinite Infinitive expresses an action simultaneous with the action of the predicate.
Active Passive
to do to be done
to develop to be developed
to be considered
to satisfy to be satisfied
to occupy to be occupied
2. Continuous Infinitive expresses an action that is performed in
moment of action of the predicate.
to be + -ing (Participle 1)
to be developing
The Perfect Infinitive expresses an action that preceded the action of the predicate.
to have + III (Participle II)
Active Passive
to have seen to have been seen
to have done to have been done
to have developed to have been developed
to have studied to have been studied
to have written to have been written
Note. Remember that the infinitive without the particle “to” comes only after modal verbs (but not substitutes) and after “will”, “shall”, “would”, “should”, after the word “let” in imperative sentences (e.g. Let's go, Let him come up to me), after the word “make” meaning “to force”.
They made him work. They made him work.
Form all infinitive forms from the following verbs:
to contribute to improve
to overcome to discuss
to locate to apply
to complete to bring
to accelerate to find out
Functions of the infinitive
1. Subject
To swim is pleasant. It's nice to swim.
To plant trees in front of
this building is necessary. this building is necessary.
To abolish war is a problem
that mankind has got to solve. problem that should be solved
Sew all of humanity.
Training Exercise
Translate into Russian Check your translation
4. We believe the new equipment 4. We hope that new equipment
tobeusedthisyear. will be used this year.
If there is a preposition “f” before the infinitive phrase or”, then it is translated “ to».
It is time for them to come. It's time ( to they came) they come.
It was necessary for you to leave. It was necessary to you left.
A week will be required for them It will take a week, to They
to return. are back.
Remember the verbs after which the objective infinitive phrase is usually used. It will be easy for you to remember them if you have learned the verbs used in the subjective infinitive phrase in the passive voice. The only difference is that here they are in the active voice.
to know to suppose
to expect to find
to consider to believe
to think to want and others.
Attention: after the verbs “ to feel”, “to hear”, “to see”, “to watch” the infinitive is used without the particle “to”.
Training Exercises
1. Translate the sentences into Russian.
She had so often waited for me to come home at just this hour.
I am very anxious for him to learn about her state of health.
We expected them to let us know about it.
The weather is sufficiently hot for them not to put on warm clothes.
I want him to ring me up.
I didn’t believe him to be able to ask this question.
The inspector didn't find the group to have fulfilled their work thoroughly.
The driver thought his car to be examined.
The teacher watched his pupils write a composition.
Everybody expected her to give a better answer at the examination.
We know the atomic weight of a hydrogen atom to be 1.008.
We consider the electron to be a minute particle having an electric charge.
I heard this instrument meet the industrial requirements.
We want this instrument to be tested in a week.
We believe radio to play a great part in human life.
For the plants to grow well they must be well protected.
We can certainly expect new hostel to be built not far from our Academy.
We know many drugs to be made from plants.
We believe this new invention to be useful to people.
They saw the students of the Academy plant trees around the building.
2. Translate the text into English, using infinitives and infinitive constructions where possible.
The Dolphin
A Russian-English phrasebook for rescuers was prepared by the Federal State Budgetary Educational Institution of Higher Professional Education "Academy of Civil Defense of the Ministry of Emergency Situations of Russia."
The phrasebook facilitates the implementation of foreign language communicative intentions of rescuers, firefighters, volunteers and other categories of specialists performing practical professional tasks in the process of search and rescue operations.
The selection of foreign language language and speech material was carried out on the basis of a communicative approach, taking into account the functional roles of specialists from the Russian Ministry of Emergency Situations and compliance with the laws of stylistic usage.
Professional communication in emergencies.
Special communication
Emergency call
An emergency call
Duty officer speaking
Dispatcher listening
Your name? What's your name?
What is your phone number? What's your phone number?
What happened? What's occurred?
Be brief
Sorry, it’s outside our competence
Apply to the Organizing Committee for the Olympic Games.
Content
I. Professional communication in emergencies 6
Emergency call 6
Security 11
Fire 15
Building Collapse 18
Emergency in water area 22
Chemical contamination 25
Road traffic accident 27
Emergency in the natural environment 34
Avalanche work 37
Evacuation by helicopter 42
Domestic incidents 46
Radio exchange 49
Psychological support 51
First aid 55
II. Professional communication in everyday activities 62
Survey questions 62
Talking on the phone 64
Weather 66
How to show the way 69
On the highway
III. Social communication 77
Greeting 77
Dating 78
Meeting 80
Invitation 81
Request 82
Tip 83
Promise 84
Gratitude 84
Consent 85
Disagreement 86
Apology 86
Sympathy 87
Misunderstanding 88
Caution 90
Farewell 90
IV. Appendix 92
Pronouns 92
Numerals 94
Question words 97
Days of the week 98
Time 99
Months
Colors 103
Countries/capitals, nationalities/languages 105
Olympic Winter Sports 115
Olympic venues 120
Units of measurement 123
International Phonetic Alphabet 125
Correspondence of letters of the Russian and English alphabets 126
V. Russian-English dictionary 128
Abbreviations.
Download the e-book for free in a convenient format, watch and read:
Download the book Russian-English phrasebook for rescuers, Subbotina I.I. - fileskachat.com, fast and free download.
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51
Important issues of adapted physical education = Current issues of adaptive physical education
The purpose of this manual is to prepare students and undergraduates for independent reading of authentic literature on adaptive physical education and rehabilitation, as well as to develop oral and written speech skills in a foreign language within the topics being studied. The manual is built on the principles of a conscious-communicative method of teaching a foreign language and developed in accordance with the state educational standard for higher professional education of the third generation and the program requirements of the discipline “Foreign Language”.
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Customs formalities. Part I
RIO Vladivostok branch of the Russian Customs Academy
The manual is aimed at developing the skill of listening to foreign language speech as an element of competence, which consists of the ability to communicate in a foreign language to solve problems of interpersonal and intercultural interaction and professional activity. The content of the educational manual consists of tasks and exercises developed on the basis of videos demonstrating the work of customs authorities.
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English grammar (based on customs vocabulary)
Publishing house of the Russian Customs Academy: M.
The textbook was developed in accordance with the work program of the discipline “Foreign Language” and is intended for use in the educational process in the 1st and 2nd years of the Faculty of Customs Affairs. Its lexical content fully complies with the educational materials of the basic manual “Modern Customs Service”, which contributes to the development and consolidation of not only grammatical phenomena, but also customs terminology. The most difficult grammatical topics have been selected for study, namely: the tense system of the English verb, modal verbs and their equivalents, ways of expressing unreality in English and impersonal forms of the verb.
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Media & Journalism World
RIO SurSPU
This manual is addressed to bachelor students in the field of study 42.03.02 “Journalism”, as well as foreign language teachers and was developed in accordance with the requirements of the Federal State Educational Standard for Higher Education (3++). The tasks of the manual are aimed at developing students’ skills in working with foreign language texts in their field, mastering special terminology, as well as increasing the level of business communication in oral and written forms in English. The structure of the manual offers two training modules “Mass Media and Information Technologies” and “Career in Journalism”, reflecting the professional field of communication in the field of training and correlating with the main disciplines of the curriculum. The publication also contains a section "Supplementary Reading", a dictionary of journalistic terminology, a bibliographic list of sources and applications.
Preview: Media & Journalism World.pdf (1.4 Mb)55
English-Russian and Russian-English dictionary of basic pharmaceutical and pharmacopoeial terms
Knowledge Laboratory: M.
The dictionary contains about 22,000 words, phrases, terms and terminological phrases that are often found in the scientific literature and regulatory documentation for medicines. It can serve as a useful tool when working with scientific periodicals in English, as well as when preparing reports and scientific articles for foreign scientific periodicals.
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Practical phonetics of the English language. Part 1
publishing house NCFU
The manual contains material that promotes the practical mastery of the phonetic features of English speech, presents the basics of phonetic theory, exercises for developing automated pronunciation skills, texts of audio materials for independent work and memorization.
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Foreign language (English)
publishing house NCFU
The manual is compiled in accordance with the program for the discipline “Foreign Language (English)”, it presents a workshop that contains texts, accompanying exercises, tasks for developing written and speaking skills, and a grammar reference.
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"Peter Pan" J. M. Barrie
RIO SurSPU
The presented manual was prepared as part of the study of the discipline "Practical English Language Course" and compiled in accordance with the requirements of the Federal State Educational Standard of the Russian Federation for the bachelor's training program in the direction of 44.03.01 - Pedagogical education, focus "Foreign languages". This educational and methodological manual is aimed at improving the language skills acquired as part of the study of basic language practical disciplines, and contributes to the development of creative initiative and the formation of independent thinking of the student. The manual consists of 16 lessons, each of which includes tasks and exercises to develop communicative speech skills; applications and bibliography. Addressed to full-time bachelors of study in the direction of training 03/44/01 - Pedagogical education, focus "Foreign languages".
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Majoring in journalism
The purpose of this manual is to develop students' reading skills based on texts in their specialty and for students to master new terminology necessary for subsequent independent work with original texts in their specialty. The manual is also aimed at developing a number of communication skills associated with the implementation of various types of written and oral speech activities: annotating and reforming scientific literature, drawing up presentations and oral reports, writing messages, articles and essays on a professional topic, leading a discussion. The manual contains reference material teaching how to write and format the above types of monologue and dialogic speech.
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Socio-emotional development in early childhood
The purpose of this work is to develop in students the necessary level of professional communicative competence to solve social and communicative problems in the areas of professional and scientific activity. The manual is also designed to ensure the development of information culture, broadening the horizons and improving the general culture of students, instilling respect for the spiritual values of different countries and peoples.
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Differentiation of phraseology and phraseomatics in the English-Russian economic dictionary: critical notes
Just a quick acquaintance with both monolingual and translated dictionaries, including a lexicon and phraseocon on economics, banking, management, business, finance, audit, etc., makes it obvious that the terms included in dictionary entries are often They are not simple, but stable phrases, complicated by a completely or partially rethought meaning, i.e., they are essentially phraseological units. But not every dictionary follows the rules for differentiating actual phraseological units, on the one hand, and stable, or phraseomatic, combinations of words, on the other. This violation is especially characteristic of the one compiled by D.Yu. Terekhov of the English-Russian Dictionary of Accounting, Auditing and Finance, which is chosen by the author of this work as the object of research. The subject of the study is the presence of semantic complexity of a stable combination of words, or its rethinking. Based on the phraseological concept of A.V. Kunin and his method of phraseological identification, based on the semantic classification of phraseological units by V.V. Vinogradov and resorting to semantic analysis of stable units given in the dictionary entry, through the method of definitions, the author of the study analyzes stable combinations of words in the dictionary entries of the said dictionary and clarifies their linguistic status, according to which D.Yu. Terekhov to streamline the structure of the dictionary entry. The author believes that in each dictionary entry, first of all, three parts should be provided: a) for variable combinations of words, b) for stable combinations of words and c) for phraseological units, within which it is necessary to differentiate phraseological adhesions, phraseological unities and phraseological combinations, which will increase the theoretical level of the dictionary and intensifies its communicative and pragmatic orientation.
62
Lexicology of the English language
Sib. federal university
The textbook covers the entire syllabus of the English language lexicology course. It examines the most important topics of lexicology: types of lexical units, their structure, word formation, etymological composition of English vocabulary and ways of its development, phraseology, synonymy, antonymy, homonymy, lexicography and variants of the English language. Theoretical material is closely related to materials for practical and independent work. The textbook is equipped with a glossary of linguistic terms, reference material on affixes of the English language and the history of English and American lexicography.
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Translation and intercultural interaction
Sib. federal university
Lecture material on theoretical issues of translation and practical assignments aimed at developing basic translation competencies are presented. Covers two disciplines: “Translation and intercultural interaction” and “Translation practice in the aspect of intercultural communication.” Can be used for self-preparation by anyone interested in translation from English into Russian and from Russian into English.
Preview: Translation and intercultural interaction (English).pdf (0.5 Mb)64
Composition of English writing
Sib. federal university
The theoretical foundations of the composition of written text are systematized and generalized. The stages of planning and writing a draft, methods of collecting material, rules for formulating a topic and a key thesis, as well as ways to improve the structure, style, vocabulary, morphology, syntax, and punctuation of written text are considered. The most common writing strategies are presented in detail: description, narration, process description, illustration, comparison, cause and effect, argumentation. Attention is paid to business correspondence, structure and linguistic features of official letters. A large amount of practical exercises are proposed to improve writing skills in English.
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We translate texts on economics
Sib. federal university
Designed for classes on practical translation of the English language within the framework of the academic disciplines “Professionally oriented translation in a foreign language” and “Workshop on professionally oriented translation in a foreign language” for students in the direction of 38.03.01 “Economics” (program 38.03.01.12 “International economy"). The purpose of the workshop is to develop basic linguistic and translation competencies among future economists.
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Oil and gas business: well drilling (in English)
Sib. federal university
It consists of six modules, each of which is dedicated to a specific area of the oil and gas business, related to one degree or another with oil and gas drilling. Intended for students undergoing training in the specialty 21.03.01 “Oil and Gas Engineering” (profile 21.03.01.00.01 “Drilling of Oil and Gas Wells”, program 210.00.00 “Applied Geology, Mining, Oil and Gas Engineering and Geodesy”), as well as students studying the discipline “Professional Foreign Language”.
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Mathematics through English
Sib. federal university
Materials are presented for improving professionally oriented reading skills and oral and written communication skills. The texts are of an authentic nature. A series of exercises is proposed to help expand and systematize vocabulary, develop conversational skills and abilities, and consolidate grammatical material.
Preview: Mathematics through English.pdf (0.3 Mb)68
Political communication: experience of multimodal and critical discourse analysis
Sib. federal university
The issues related to the identification of linguosemiotic and linguopragmatic means of discursive construction of foreignness in modern British political communication are considered, taking into account monocultural and intercultural perspectives of interaction with the “stranger”. The main attention is paid to the study of key strategies and the discursive-semiotic techniques that implement them, marking political foreignness using multi-level means of language and discourse.
Preview: Political communication experience of multimodal and critical discourse analysis.pdf (0.6 Mb)69
Lexicographic modeling of Russian and English pyrological terminology
Sib. federal university
Dedicated to the problem of lexicographic modeling of forest pyrological terminology in Russian and English. The authors proposed a conceptual model of a comparative-contrastive bilingual glossary of pyrological terminology in Russia and the United States, which contributes to the ordering and harmonization of terms.
Preview: Lexicographic modeling of Russian and English pyrological terminology.pdf (0.4 Mb)70
English language. Phonics and reading teaching
Publishing House Omsk State Technical University
The manual is intended for teaching reading and developing pronunciation skills in English, as well as training some basic morphological and grammatical skills using a system of special exercises and simple pragmatic texts.
Preview: English language. Teaching phonetics and reading S. Yu. Neiman, 2017. - 134 pp. .pdf (0.3 Mb)71
English as a second foreign language. Basic course
Publishing House Omsk State Technical University
The textbook is designed to develop the basic skills necessary to master English as a second foreign language. In the theoretical part, along with spelling and grammatical features, attention is paid to regional studies material. The practical part contains exercises that promote the development of communication skills, aimed at the formation and automation of grammatical skills.
Preview: English as a second foreign language. Basic course by T. V. Dolgova, E. P. Okhotnikova, 2017. - 133 pp. .pdf (0.6 Mb)72
Borrowed military vocabulary in English in a diachronic aspect
Northern (Arctic) Federal University named after M.V. Lomonosov
This study examines the development in English of military vocabulary borrowed from French and Italian in the 14th–17th centuries. Development options that have influenced the vocabulary of the language under study to varying degrees are identified and analyzed. Extralinguistic factors opened the English language to the penetration of foreign military borrowings more than 400 years ago, which makes it possible to talk about options for the development of military borrowings in the language under study and the factors that influenced them. The results of the study suggest that military borrowings of the Middle and Early Modern English periods developed in 4 directions: a) preservation only in the military sphere; b) obsolescence; c) going through the process of determinologization; d) migration to another terminological system. The longest and most complex process, in our opinion, is the process of determinologization, which occurs in the following areas: the traditional creation of figurative meaning (using metaphor and metonymy) and the formation of a phraseological unit. The other three directions of development of the studied terms do not demonstrate a wide range of lexical units, but they occupy a significant place in the process of vocabulary development. Let us note that the consolidation of a word in the military terminology system while maintaining its original meaning turns out to be a rare phenomenon. The range of new terminology systems for the borrowed military terms described in the article is wide, among them: zoology, economics, sports, technical, musical, legal and medical terminology. The exit from active use and the transition to a passive stock in the form of archaisms and historicisms within the analyzed material may concern both the word as a whole and one of its meanings.
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Proper name in various types of discourse (based on English neologisms)
Northern (Arctic) Federal University named after M.V. Lomonosov
This article is devoted to the study of the functioning of proper names as part of English neologisms in various types of discourse. Language functions in a society that naturally develops, evolves and therefore constantly needs linguistic support and reflection of changes, and therefore, in one way or another, stimulates language processes. An essential feature of the vocabulary is its direct appeal to the phenomena of reality, therefore it is in the vocabulary that all changes occurring in social life are reflected, which inevitably entails the creation of new names. New formations in the discursive paradigm are of particular interest to researchers, since it is in this area that a word must be expressive and attract the attention of the audience, for which lexical units are often constructed that can perform a specific communicative task. Their study makes it possible to trace the complexity of language processes, the interweaving of internal and external phenomena in language, the impact of the latter on various links in the language structure. The article emphasizes that neologisms with a proper name realize through their space those categories with which representatives of a particular nation think, and the boundaries within which they are placed for the purpose of perceiving and analyzing the world around them. The analysis of neologisms helps to identify the linguistic personality’s vision of the typical and specific features of his people, and as a result of the description of the cultural interpretation of these units, the conceptual values of a given people are revealed based on the mentality and typical features. This material allows us to identify the main word-formation models, as well as determine the most frequent stylistic devices that have the desired effect on the addressee due to their rich emotional potential.
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English for Rescuers: Safety Technology: Study Guide
Northern (Arctic) Federal University named after M.V. Lomonosov
The manual, aimed at developing professional English-language communication skills in the field of technosphere safety, contains a system of exercises aimed at expanding active vocabulary, teaching students strategies for reading specialized literature in a foreign language, developed on the basis of modern processed and adapted authentic materials.
Preview: English for Rescuers Safety Technology study guide.pdf (0.7 Mb)75
English language. Practical course
Publishing house TGASU
The manual has been compiled in accordance with the requirements of the foreign language program for non-linguistic universities and is recommended for providing a basic course in English. The main goals of the textbook are repetition and generalization of basic grammatical topics and lexical material covered during the period of study in secondary school, in-depth study of those grammatical and lexical phenomena that students need for professional communication in English, as well as improving reading, listening, and translation skills and oral speech.
Preview: English language. Practical course.pdf (0.6 Mb)76
Follow Me: Step by Step
Publishing house TGASU
The textbook represents text, lexical and grammatical material for the formation of communication skills in the field of professional activity. The purpose of the manual is to enable students to master a certain set of lexical units and grammatical structures necessary for understanding technical texts and developing speaking skills in a short time.
Preview: Follow Me Step by Step.pdf (0.8 Mb)77
Variability of the structure of English news electronic hypotexts depending on the age of the target audience
Northern (Arctic) Federal University named after M.V. Lomonosov
Thanks to the globalization of communication due to technological progress, any hyper- or hypotext of electronic media is accessible to almost any user who has access to the Internet and speaks the language in which the text is written. At the same time, all news hypertexts are designed for a specific audience, distinguished by gender, race, social status, level of education, religious affiliation, etc. It seems that the age of the target audience plays a significant role in predetermining the linguistic features of news hypertexts. The object of this study was the structural features of English-language hypotexts included in the news hypertext posted on the American website CNN.com and intended for adult and youth target audiences. The research material was based on two groups of news English-language hypotexts: those aimed at adult and youth audiences. The number of analyzed hypotexts in each group was 80 units. The goal of the work was to identify possible differentiation in the structure of news hypotexts aimed at addressees of different ages. To achieve this goal, the following tasks were solved: a) a review of scientific literature in the field of studying the structure of news texts was carried out, b) an analysis of the structure of news hypotexts for adults and youth was carried out; c) previously obtained data were compared with the results of this study. The analysis showed that the news hypotexts of the CNN.com website are built on the principle of an “inverted” pyramid. At the same time, the structure of news hypotexts aimed at a youth audience has the appearance of a truncated “inverted” pyramid due to the absence of one of the most important elements of the structure – the headline. When carrying out this research, the conceptual and terminological apparatus, methods of text theory and the theory of Internet communication were used. The results obtained can be used for further development of text theory.
78
Basic language (theoretical course)
The textbook presents tasks to deepen students' knowledge of the history of the English language, as well as a technological map and samples of control activities carried out in the process of studying the discipline "Basic language (theoretical course)" in the second semester.
Preview: Basic language (theoretical course).pdf (0.5 Mb)79
Small text analysis
The textbook presents generalized theoretical and practical material on the theory of small-format text and the features of its linguopragmatic analysis. The textbook consists of two chapters, tasks for them and is equipped with an appendix: a selection of titles of English-language educational materials from foreign publishers.
Preview: Analysis of small format text.pdf (0.4 MB)80
Current problems of philology in university competency-based education
The collective monograph presents the main results of scientific research by employees and undergraduates of the Department of English Philology and Methods of Teaching English at Orenburg State University on current issues in the theory and practice of philological science, considered in the context of a competency-oriented educational paradigm. The materials of the monograph cover issues of linguistics, literary criticism and philological education related to the formation of general cultural and professional competencies of a philologist.
Preview: Current problems of philology in university competency-based education.pdf (0.4 Mb)81
English for Post-Graduate Students: Entrance Exam
The textbook examines a range of issues related to optimizing the process of preparing graduate students for the entrance exam in English. It contains a description of the requirements for the content of the exam, practical tasks and recommendations for preparing for all stages of this test. The manual presents samples of authentic scientific texts in specialties in the humanities and examples of oral statements on exam topics, selected a minimum of vocabulary of a general scientific nature, and recommended exercises for developing oral speech and reading skills on problems related to the scientific work of graduate students. The appendices contain texts for further reading and reference materials.
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Biology in the modern world
The textbook presents a selection of authentic texts on the topic “Biology in the modern world” and a system of exercises for them. All exercises are designed to develop speech skills and abilities, contributing to the achievement of the main goals of teaching a foreign language at a non-linguistic university.
Preview: Biology in the modern world.pdf (0.9 Mb)83
Common Mistakes at English Grammar Studying
The workshop is a collection of exercises on the most common grammatical errors that students make when learning English. Tests are given to check the mastery of the rules. The educational publication is aimed at improving students' knowledge of English grammar.
Preview: Common mistakes at English grammar studying.pdf (0.3 Mb)84
Intentions of political discourse: theory and practice. Part 1
The textbook for the discipline “Theory of Intentionality of Speech Behavior” consists of two theoretical chapters that introduce students to the basic concepts of this interdisciplinary theory using the example of speech behavior of producers of political discourse in Great Britain. Key theoretical paragraphs of the textbook are accompanied by questions to control acquired knowledge and practical exercises that allow a deeper understanding of the intentional mechanisms of speech of producers.
Preview: Intentions of political discourse theory and practice.pdf (0.4 Mb)85
Practical phonetics of the first language
This manual is aimed at introducing bachelors to the theoretical foundations of English pronunciation, promoting bachelors’ mastery of phonetic transcription of the English language and the formation of phonetic skills in speech communication.
Preview: Practical phonetics of the first language.pdf (0.7 Mb)86
Professional English for Electrical Engineers. Part 1
The textbook presents tasks and exercises aimed at expanding students' vocabulary and developing verbal communication, reading and writing skills. Designed for classes in the discipline “Foreign Language” to ensure classroom and independent work for bachelor students.
MINISTRY OF AGRICULTURE
RUSSIAN FEDERATION
FEDERAL STATE BUDGET
EDUCATIONAL INSTITUTION OF HIGHER
PROFESSIONAL EDUCATION
"ALTAI STATE AGRICULTURAL UNIVERSITY"
G.G. RUMYANTSEVA
FORMATION OF READINESS TO SPEAK
BASED ON SPECIALTY TEXTS,
GRAMMAR AND ORAL TOPICS
Educational and methodological manual
for students of the Faculty of Economics
Barnaul 2011
UDC 371.3:372.8:802.0(072)
Reviewers: Ph.D., Associate Professor, Department of Foreign Languages, Barnaul University
Law Institute E.V. Pestova;
Candidate of Pedagogical Sciences, Associate Professor of the Department of Foreign Languages, Altai State Agrarian University O.A. Parpura.
Rumyantseva G.G. Formation of readiness for speaking on the basis of texts in the specialty, grammatical and oral conversation topics: an educational and methodological manual for students of the Faculty of Economics. – Barnaul: Publishing House of AGAU, 2011. – 80 p.
The educational and methodological publication includes a grammatical commentary,
rules for completing two grammar tests with 5 options
each of them, 33 texts on the specialty of Part A and Part B, equipped with an active dictionary and special exercises that build readiness
to self-development of oral speech, and 7 oral conversation topics. The purpose of the educational publication is to help students in their independent work on
creative self-development of speaking skills based on professionally oriented texts and oral conversational topics.
Designed for students of different levels of readiness to study foreign languages at the correspondence department of the Faculty of Economics
specialties: accounting, analysis and audit, finance and credit.
Recommended for publication by the educational and methodological commission of the Center for Humanitarian Education of the Altai State Agrarian University
(Minutes No. 5 dated November 10, 2011).
© Rumyantseva G.G., 2011
© FSBEI HPE ASAU, 2011
Table of contents
Introduction
Guidelines for performing tests
Test No. 1
Test No. 2
Grammar commentary with exercises
Texts. Part A.
General Structure of US Agriculture
Technology and Problems of US Agriculture
Basic Principles of Statistics
Forms of Accounting
Production Expenses and Costs
Causes for Cost Variations
Prices for Farm Products
Measures of Labor Efficiency
Livestock Production in Relation to Physical Factors
Farm Bookkeeping
Methods of Keeping Books
Benefits From Work Study
Methods of Improving Production Efficiency
Optimization of Planning
The Formation of the Income in Money and Kind
Labor management
To get a more detailed of US land...
The major reason...
Forms of Accounting
Microcomputers on Farms
In American farming...
What Work Study Can Do
Planning and Accounting
Texts. Part B.
Setting up the business
Accounting and balance sheet
Federalism & the Tax System
The insurance market: structure and situation in Russia
Banking services in Russia: theory and facts.
Bookkeeping as a Part of Accounting Cycle
Planning the Audit
Analytical procedures of planning the audit
Pricing (Part I)
Pricing (Part II)
Conversational topics
Bibliography
3
4
5
7
15
17
30
30
31
31
32
33
34
35
36
37
37
39
40
41
42
44
45
46
47
48
49
50
51
52
54
54
56
58
59
62
64
66
68
69
71
73
80
Introduction
The educational and methodological manual is designed for students with varying degrees of readiness to study foreign languages in the correspondence department of agricultural universities, who want to creatively develop themselves, mastering speaking skills independently, using special literature containing information on accounting and auditing and finance and credit in
agricultural enterprise. The manual consists of 43 texts on the specialty of the faculty and 7 oral conversation topics. All of them are equipped with active
a dictionary and a series of exercises aimed at mastering the material of texts and
those with further use of it in colloquial speech. The manual contains
grammar commentary and 2 test options.
The exercises are both reproductive and creative in nature and
set as their goal to activate the special vocabulary of the faculty. Series
exercises is intended for creative self-development based on independent mastery of oral practice skills.
The educational manual is compiled in accordance with the requirements
foreign language programs for students in non-linguistic specialties.
METHODOLOGICAL INSTRUCTIONS FOR IMPLEMENTATION
CONTROL WORK
Goals and objectives of training
The main goal of the “Foreign Language” course at a non-linguistic university is
training in practical proficiency in everyday speech and the language of specialty for the active use of a foreign language, as in everyday life,
as well as in professional communication.
In the process of achieving the goals of teaching a foreign language,
professional, general educational and educational tasks. For students
It is recommended to use literature on the specialty, as well as materials
periodicals.
During training, work is carried out to develop the following types of speech
activities: reading, listening, speaking.
Translation* (oral or written) throughout the course is used as:
* teaching tool;
* a way to control reading comprehension;
* a method of transmitting information obtained while reading a text.
Course structure
In accordance with the current curriculum of the ASAU for full
A foreign language course consists of 50 hours of compulsory classroom training and 160 hours of independent work.
During the entire period of study, the student completes 2 tests and passes
texts for additional reading, tests and exams.
Exam requirements
The exam assesses the level of practical knowledge of a foreign language
language corresponding to the learning goal and the number of hours allocated for
compulsory classroom training and independent work. Every ticket
offered to students during the exam, includes several tasks:
1. Reading with a dictionary a text covering issues related to the student’s future specialty and translating a certain paragraph or sentence.
Text volume - based on 1000 printed characters per 0.5 academic
hours,
2. Reading a text containing studied language material without a dictionary
and corresponding to the profile of the university, retelling its content in the native language or
answers in a foreign language to a number of examiner questions.
The volume of text is based on 600 printed characters per 10 minutes.
3. Conversation with the examiner on the proposed topics.
Types of independent work:
- completing educational assignments during class time;
- verbal communication in special classes under the guidance of a teacher;
- carrying out training sessions outside of school hours;
- extracurricular (home) reading.
Carrying out control tasks and completing tests
1. Test tasks are compiled in five versions.
The option number should be selected according to the first letter of the student's last name.
Initial letter of surname
Option No.
student
A B C D E
I
E, F, 3, I, K, L
II
M, O, P, R
III
S, T, U, F, X
IV
Ts, Ch, Sh, Shch, E, Yu, Ya
V
2. All tasks are performed one by one. Each subsequent one can be started only after the errors in the previous one have been corrected and all the reviewer’s instructions have been followed.
3. Written control tasks are prepared in a separate notebook.
On the cover of the notebook is the student's name, test number and the name of the textbook he is studying from.
4. Test work must be done in ink, carefully,
clear handwriting. In the notebook, wide margins must be left for the reviewer’s comments, explanations and methodological instructions.
5. At the end of the work, the student’s signature and the date of completion of the assignment must be affixed.
6. The material for test assignments should be placed in a notebook according to the following pattern:
RIGHT
LEFT PAGE
PAGE
Fields
English text Russian text
Fields
7. Test tasks must be completed in the sequence in which they are given in this manual.
8. For checking and reviewing, the completed test work must be submitted within the established time frame.
9. If the test is completed without following instructions or
in full, it is returned to the student without verification.
Correction of work based on reviews
When receiving a review of a verified test paper, you must read the reviewer’s comments and analyze the noted
mistakes and work through the training material again. All offers that
spelling and grammatical errors or inaccuracies were found
6
Translation must be rewritten again and placed at the end of the test.
Reviewed test assignments are educational documents,
which need to be preserved. During a test or exam, the quality of mastery of the material included in the tests is checked.
CHECK WORK No. 1
Option #1
grammars:
5. Present participle, Continuous group.
I.
1. My friend worked at a computer center.
2. We will go to the library next week.
3. The students are planting trees in the garden.
4. The Institute had already trained many young specialists by 1990.
5. He has visited my village many times.
II.
degrees
adjective comparisons:
1. They discussed the most important problem.
2. He is the best chess-player in our group.
3. Everest is the highest mountain in the world.
4. The more we study, the more we know.
5. It is warmer now than it was yesterday.
modal verb or its equivalent Translate the sentences into Russian:
1. I couldn’t do this work yesterday.
2. Our farmers will be able to grow different crops.
3. My friend is to come at 5.
4. He must work more at his English.
5. It may rain today.
1. Being in Moscow she visited her friend,
2. They will be playing chess when we come,
7
3. A reading student is my friend.
4. Going to the Institute I met my friend.
5. The famous writer wrote this book.
CHECK WORK No. 1
Option No. 2
To complete the assignment you must understand the following sections
grammars:
1. Form of the present (Present), past (Past), and future (Future)
time groups Indefinite active voice.
2. Degrees of comparison of adjectives.
3. Modal verbs, their equivalents.
4. Participle II. Perfect Tenses of the active voice.
I. Rewrite the following sentences, determine the tense forms of verbs in them and indicate their infinitive; translate the sentences into Russian:
1. The weather changed yesterday.
2. The fanners will harvest crops in time.
3. Farm machinery has changed life and work on our farm.
4. Now I am reading a very interesting book about London.
5. Today it is not so cold as it was yesterday.
II. Translate the following sentences, paying attention to the degrees of comparison of adjectives:
1. The climate in India is hotter than in our country.
2. France is larger than England.
3. Moscow has the largest population in our country.
4. Autumn is the wettest season in a year.
5. It was the coldest day in winter.
III. Rewrite the following sentences, underline the modal verb or its equivalent in each Translate the sentences into Russian
language:
1. They were able to do this work.
2. I am to see him tomorrow.
3. You must come tomorrow.
4. I had to read this book.
5. I can help you.
IV. Rewrite the following sentences" underline participle I
and participle II and establish their functions, i.e. indicate whether it is a definition, a circumstance, or part of a predicate. Translate the sentences into Russian:
1. I am going to the library.
2.Build this house they used new materials.
3. He sat at the table playing chess.
4. The opened book is on the table.
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5. The method used is important for the experiment.
CHECK WORK No. 1
Option No. 3
To complete the assignment you must understand the following sections
grammars:
1. Form of the present (Present), past (Past), and future (Future)
time groups Indefinite active voice.
2. Degrees of comparison of adjectives.
3. Modal verbs, their equivalents.
4. Participle II. Perfect Tenses of the active voice.
5. Present participle, Continious group.
I.
Rewrite the following sentences, determine the tense forms of verbs in them and indicate their infinitive; translate the sentences into Russian:
1. We went to this collective farm lasy year.
2. He has made three experiments today.
3. I have seen this film.
4. We will begin our work next week.
5. They had finished their lessons by?
II.
Translate the following sentences, paying attention to
degrees of comparison of adjectives:
1. In spring the days are longer and warmer than in winter.
2. The Ob is one of the longest Siberian rivers.
3. This is the highest house in our town.
4. This collective form is the richest in our region.
5. Baikal is the largest fresh-water lake in Europe and Asia.
III. Rewrite the following sentences and underline each
1. You must come tomorrow.
2. He was to speak at the meeting.
3. You should read this book.
4. He can translate this text.
5. They had to go to the library.
IV. Rewrite the following sentences, underline participle I
and participle II and establish their functions, i.e. indicate whether it is a definition, a circumstance, or part of a predicate. Translate the sentences into Russian:
1. We see growing plants.
2. What are you doing?
3 Working at this problem they had to read many books.
4. The work done by the students is very interesting.
5. The translation made without a dictionary was very good.
9
CHECK WORK No. 1
Option No. 4
To complete the assignment you must understand the following sections
grammars:
1. Form of the present (Present), past (Past), and future (Future)
time groups Indefinite active voice.
2. Degrees of comparison of adjectives.
3. Modal verbs, their equivalents.
4. Participle II. Perfect Tenses of the active voice.
5. Present participle, Continious group.
I.
Rewrite the following sentences, determine the tense forms of verbs in them and indicate their infinitive; translate the sentences into Russian:
1. Didn’t not go to the country.
2. We will go to the library in the evening.
3. We went home as it was cold.
4. They had done much work by 7 o"clock.
5. They have seen them this month.
II.
1. London is the largest city in Europe.
2. He is the youngest in our family.
3. She speaks English better than he.
4. Tree is one of the largest and oldest plants on the earth.
5. This state farm has the poorest soil in our region.
III. Rewrite the following sentences and underline each
modal verb or its equivalent. Translate the sentences into Russian:
1.I am to be at the library.
2. She is to come.
3. You must look through this journal.
4. May I take your dictionary?
5. He couldn't play chess well
IV. Rewrite the following sentences, underline participle I
and participle II and establish their functions, i.e. indicate whether it is a definition, a circumstance, or part of a predicate. Translate the sentences into Russian:
1. Preparing for the examination she worked at the library.
2. Speaking she entered the room.
3. It wasn't snowing.
4. A reading student is my friend. 5.1 am going to the library now.
CHECK WORK No. 1
Option No. 5
To complete the assignment you must understand the following sections
grammars:
1. Form of the present (Present), past (Past), and future (Future)
time groups Indefinite active voice.
2. Degrees of comparison of adjectives.
3. Modal verbs, their equivalents.
4. Participle II, Perfect Tenses of the active voice.
5. Present participle, Continious group.
I.
Rewrite the following sentences, determine the tense forms of verbs in them and indicate their infinitive; translate the sentences into Russian:
1. My sister lived in Leningrad last year.
2. It often rains in autumn.
3. Many different crops have grown on our farm.
4. Fanners had harvested crops by the end of the month.
5. Third-year students will work at a computer center.
II.
Rewrite the following sentences, translate them by reversing
attention to the degree of comparison of adjectives:
1. Not the best student in our group.
2. We discussed the important problems at the meeting yesterday.
3. Autumn is the most rainy season.
4. Better late than never.
5. He is the younger brother.
III. Rewrite the following sentences, underlining the modal verb or its equivalent in each. Translate sentences into Russian
language:
1. You must not smoke here.
2. They could start an experiment yesterday.
3. It may rain today.
4. I have to come in time.
5. He is able to play chose.
IV. Rewrite the following sentences, underline participle I and
participle II and establish their functions, i.e. indicate whether it is a definition, a circumstance, or part of a predicate. Translate
Toolkit
in foreign (English) language for students
2 courses of secondary vocational education specialty 02/38/01
"Economics and Accounting"
Compiled by Pazaeva D.N.
ANO PA "LAW COLLEGE" (Ufa)
Foreign (English) language
Methodological manual for students
ﭺﭺﭺﭺﭺﭺﭺﭺ
The main goal of the Foreign Language course is to teachpractical knowledge of everyday speech and business language of the specialty for active use, both in everyday lifelife and in professional activities. Practical language proficiency includes in the areas of oral and written speech:
engaging in simple conversation about everyday life;
reading and translation with a dictionary;
reading without a dictionary those texts that contain vocabulary
covered topic.
business correspondence.
A methodological manual on a foreign (English) language is intended for 2nd year students of secondary vocational education, specialty 38.02.01 “Economics and Accounting”
The manual consists of several sections. The tasks are based on the selection of language and text materials, taking into account the peculiarities of foreign language communication of specialists in the field of economic and financial activities. The system of educational tasks provides for the consistent formation and control of basic communication skills in oral speech and reading based on material from the students’ specialty. The exercises are based on the basic lexical and grammatical material of the 2nd year of study.
The purpose of the textbook is to introduce students studying English to the basic concepts of economics, various economic issues, as well as terminology in the field of economics and business in English.
The materials in the manual can be used both during students’ independent work on the language and in practical classes under the guidance of a teacher.
Section 1.
SPOKEN ENGLISH
Supporting questions for composing dialogues
About myself
ABOUT to myself
When & where were you born?
When did you leave school?
What can you tell us about your character?
Are you an ambitious person? Why do you think so?
Are you a sociable person? Why do you think so?
What traits in people (in your relatives) do you dislike?
What traits in people do you admire?
8. Are you fond of animals? Why? Have you got a pet (pets)?
My friend
My friend (girlfriend)
How old is your friend?
Do you know when he (she) left school?
What can you tell us about his (her) character?
What traits of his (her) character do you admire/
Do you dislike any of his (her) traits? What are they?
Have you got many interests in common? What are they?
When & how did you get acquainted?
Have you ever quarreled with your friend?
What was the reason for the quarrel?
10.Are you sure your friend will never let you down? What would you do if he (she) did?
11.What can you tell us about his (her) appearance?
My family
My family
How many members does your family consist of?
Where do your parents work?
Do your grandparents live with you or do they live apart? Do they still work or have they retired
Are you a friendly family? Why do you think so?
Do you know of any families where the parents have divorced (separated)? How does it tell on the children?
Who is more convenient to you: your mother, father, etc.?
Have you ever dreamed (thought, imagined) of a family of your own?
What kind of family would it be?
What do you think of families where there are many children.
Seasons
Seasons
How many seasons are there in the year?
Which do you like best of all? Why?
Which do you dislike? Why?
What are the spring (winter) months?
What do people who live in the countryside do at the end of summer, at the beginning of autumn, in spring, in winter?
Which is the rainiest season in Bashkortostan?
Which is the hottest (coldest)?
When do people spend more time indoors?
Holiday
Holidays
When did you last have a holiday?
Where did you go?
Do you like to be on holiday alone or do you prefer to spend it with your friends? Why?
When do you prefer to have a holiday-in summer, winter? Why?
Where do you usually have your holiday?
What do you do if you are on holiday in summer (winter)?
If you had hard currency where would you go for your holiday?
8.How do people feel when they have no holiday for a long time?
My future profession
My future profession
When did you first start thinking of your future profession?
Which was the first profession you liked best?
Who helped you to decide –upon this profession?
Who did you discuss the problem with?
What do your parents think of your future career?
What will you do if you make little money on the job?
What is more important to you: money or a job you like?
What have you done to make your future career?
9.Do your friends ask for advice when choosing their future career?
Sports
Sport
What kind of sports do you like?
Which of them do you go in for?
When did you take part in sport event last?
Why do people go in for sports?
Who is your favorite sportsman?
Do you understand people who don’t like sports? Why?
You normally cry if you lose, don’t you?
Can you swim?
Which is the biggest sports event of the world?
10.When did you visit the Sport Complex last & why?
The theater (cinema)
Theater ( movie )
How often do you go to the theater?
When did you go to the cinema last?
Where do you feel better: after theater or cinema?
Who is your favorite actor or actress?
Would you like to be an actor?
What kind of films do you like?
What was the film about you saw last?
Why do people like to go to the theatre/cinema?
Who do you go there with? Why?
Traveling
Journey
When did you travel anywhere for the first time in your life?
Are you fond of traveling now? Why?
How do you prefer traveling: by plane, by sea, by train, on foot? Why?
What places have you been to? Which of them have made the deepest impression on you?
Do you prefer to travel alone, with your parents, friends or total strangers? Why?
How long does it usually take you to prepare for a journey?
What places do you dream of visiting? Why?
How do you kill the time during a long journey?
Why do young people like to go on a hike?
10. Do you buy guide - books, post cards, booklets when visiting places? Why?
11. Haveyoueverbeenabroad?
Section 2
TEXTS
FOR
READINGS
Text 1 Three basic types of economic systems
To develop some perfective for a study of microeconomics, it helps to begin with a feeling
for what an economic system is and how it works.
Various countries have elected to use different methods both in organizing resources in the production process and in distributing the resultant goods and services. Three basic types of economic systems stand out.
A traditional economic system relies upon custom, habit, social mores, and tried-and-true methods for achieving economic goals; technology is primitive; changes are slow and production is taken in the same way as last year and the year before. Tradition and the status quo are perpetuated.
A command economic system relies on public ownership and centralized control of the basic means of production, severe limitations are placed upon individual choice when such choices conflict with government-determined economic priorities. Economic plans and activities are under the control of an economic commander-in-chief (a king, czar, prime minister, or central planning authority).
A capitalistic or market economic system emphasizes private ownership, individual economic freedom, competition, the profit motive, and the price system in the achievement of economic goals. Each economic unit decides what choices and policies are best for it, the thesis being that in encouraging the drive for individual economic self-interest, the outcome proves also to be in the overall best interests of society because of the strong incentives for efficiency, productivity , and satisfaction of consumers.
Active Dictionary
traditionaleconomicsystem– traditional economic system
commandeconomicsystem– command economic system
capitalisticormarketeconomicsystem– capitalist or market economic system
public ownership– public property
private ownership- private property
satisfactionofconsumers– meeting customer demand
efficiency- efficiency
productivity– productivity
to elect –elect, choose
government- determinedeconomicpriorities– economic priorities of national importance
profit – profit, benefit
competition – competition
the price system– rating system
the achievement of economic goals – achieving economic goals
distributing the goods and services – distribution of goods and services
personal economic freedom
limitations - restrictions
Answer the questions :
1. How many basic types of economic systems stand out?
2. What does a traditional economic system rely upon?
3. When are severe limitations placed upon individual choice?
4. What does a capitalist economic system emphasize?
5. Why does the outcome prove to be in the overall best interests of society?
Text 2
Corporation
A corporation is a business organization authorized by the state to conduct business and is a separate legal entity from its owners. It is the dominant form of American business because it makes it possible to gather together large amounts of capital.
Before a corporation may do business, it must apply for and receive a charter from the state. The state must approve the articles of incorporation, which describe the basic purpose and structure of the proposed corporation.
The stockholders usually meet once a year to elect directors and to carry on other important business. Each share of stock entitles its owner to one vote. A stock holder who cannot attend the meeting can legally authorize another to vote his or her shares by proxy.
Management of a corporation consists of the board of directors, who decide corporate policy, and the officers, who carry on the daily operations. The board is elected by the stockholders, and the officers are appointed by the board.
Some specific duties of the board of directors are to declare dividends, authorize contracts, decide on executive salaries, and arrange major loans with banks. Management"s main means of reporting the corporations financial position and results of operations is its annual report.
The corporation form of business has several advantages over the sole proprietorship and partnership. It is a separate legal entity and offers limited liability to the owners, ease of capital generation and ease of transfer of ownership. In addition, it allows centralized authority and responsibility and professional management.
The corporation form of business also has several disadvantages. It is subject to greater government regulation and double taxation. In addition, separation of ownership and control may allow management to make harmful decisions.
Active Dictionary
the state- state
a corporation– corporation
to approve the articles of incorporation – approve the provisions of the charter
the basic purpose- primary goal
a stockholder – shareholder
to attend the meeting– take part in the meeting
corporate policy– corporate policy
the officers are appointed by the board – employees are appointed by the board
The board is elected by the stockholders – the board is elected by shareholders
to authorize contracts– conclude contracts
salarywage
annual report- annual report
the sole ownership and partnership – sole proprietorship
disadvantages- flaws
taxation– taxation
to make harmful decisions- make wrong decisions
Answer the questions :
1. Why is a corporation the dominant form of American business?
2. How often do the stockholders usually meet?
3. What does management of a corporation consist of?
4. What can a stockholder do if he cannot attend the meeting?
5. What advantages does the corporate form of business have?
Text 3
Planning
A plan is a design for achieving some specific objectives. Plans can relate to short, medium or long-term intentions. Short-term plans are more likely to contain precise objectives and can be more detailed schemes than long-term plans (often called "strategic plans"); the further it looks into the future, the less certain it can be. However, there is little point in pursuing activities if the business does not know what the intended outcome is. "If you don"t know where you are going,
how do you know when you"ve got there?"
The first step in planning is to state as clearly as possible the desired outcome that is, the objective. A fundamental skill of managing is the ability to set and communicate objectives.
Next, it is usual to look at the period over which the plan is to take effect and to set specific, measurable targets for quality, time and costs. This is to allow the plan to be monitored.
In any planning activity, the managers never have all the information they need to make decisions. The Business Environment title in this series looks at some of the external pressures that affect the prosperity of a business. They cannot be ignored at the planning stage. Managers have to make forecasts about the effects that factors outside their control may have on their objectives.
During this stage of the planning process, some decisions may be made about how the plan is to be executed, but only in the broadest terms
the detailed activities are the next stage. Plan on its own is a sterile thing. Nothing happens until the plan is turned into actions.
Active Dictionary
short, mediumorlong- termintentions– short-term. medium and long term plans
the desired outcome- expected outcome
a fundamental skill of managing
measurable targets– commensurate goals
quality- quality
to make decisions- decisions
The Business Environment– business environment
the prosperity of a business – business prosperity
the planning stage– planning stage
to make forecasts– predict
a design for achieving some specific objectives – project to achieve certain goals
Answer the questions :
1. What is a plan?
2. What is the first step in planning?
3. What is the next step in planning?
4. What affects the prosperity of a business?
5. What kind of intentions can plans relate to?
Text 4
Wholesaling
Wholesalers are the institutions which stand between the manufacturer and the retailer. A wholesaler buys goods in bulk from producers and sells them in small quantities to retailers. In doing so he helps the production process. If you had an intention to be a successful manufacturer, you would make high quality products at a reasonable price for selected markets. If you intended to be a wholesaler, you would learn how to serve the market.
Wholesaler economizes the distribution. The most important function of a wholesaler is to contact manufacturers and potential customers. nine contacts and deliveries are necessary if three firms supply directly to three retailers, where each producer deals only with a wholesaler, thus reducing the total number of transactions to six.
Wholesalers are used for information and advice. Suggestions which customers make to the retailer are passed to the wholesaler who conveys them to the manufacturer. Thus the latter can improve his product.
A wholesaler keeps slocks. Shoppers like to obtain goods immediately. This requires stocks. Often, however, neither the producer nor the retailer has extensive storage facilities and responsibility falls on the wholesaler.
Moreover he arranges imports from abroad. Foreign manufacturers can rarely bother to ship small parcels to individual retailers abroad. They prefer to deal with a wholesaler, an import merchant with established trade connections.
Wholesalers may be classified into three groups: manufacturer owned operations, merchant wholesalers, merchandise agents and brokers. Manufacturers can establish their own wholesaling office or branch, the latter providing more services to its customers. Depending on the industry or geographical location merchant wholesalers are called distributors, jobbers, or dealers. Among merchandise agents there are selling agents, brokers, commission agents and action companies. They arc all compensated by either a commission or a brokerage fee.
Active Dictionary
to be a successful manufacturer – be a successful manufacturer
high quality products– high quality goods
at a reasonable price – at an affordable price
to obtain goods immediately – receive the goods immediately
neither the producer nor the retailer– neither manufacturer nor retailer
toarrangeimportsfromabroad– organize deliveries from abroad
foreign manufacturersforeign manufacturers
established trade connections – strong trade ties
establishone’ sownwholesaleoffice– establish your own sales office
dependingon… - depending on the…
responsibility falls on... - responsibility falls on ...
Answer the questions :
1. What kind of institutions are wholesalers?
2. What is the most important function of a wholesaler?
3. How can a manufacturer improve his product?
4. Does a wholesaler import from abroad?
5. How can wholesalers be classified?
Text 5
Retailing
The retailer performs the last stage of the production process for it is he who puts the goods in the hands of the actual customers. His work is "to have the right goods in the right place at the right time".
There are four types of retail institutions: 1) specialty stores; 2) supermarkets, 3) general merchandise stores, 4) nonstore retailing.
Often specialty stores sell one type of product, such as clothing, jewelry, furniture, books. These stores having a better feeling of their market they compete against giant department stores. They can adjust more quickly to market conditions.
Big supermarkets are usually well located. All the goods are arranged on trays and shelves. All the prices are clearly marked. The goods are ready-weighed and beautifully packed. There you can find everything you need. The prices are reasonable.
General merchandise stores (GMS) carry a wide variety of products. There are three types of GMS, a) department stores, b) discount stores, c) hypermarkets. Big department stores started in America more than 50 years ago, and then the idea was brought to European countries. These stores are wonderful places. People can do all their shopping under one roof. All the things for sale are displayed so that they can be easily seen, and the customers walk around and choose what they want.
The store is divided into departments: women's clothes, men's clothes, shoes, toys, sports goods, China and glass etc. There may be a restaurant with an orchestra and sometimes a tea-room as well. You will also find a room where you can rest if you are tired. There"s an office where you can book seats for the theater or arrange to travel anywhere in the world.
Low price is the major attraction of the discount stores. These stores sell the most popular items, colors and sizes. The stores keep long hours and usually open on Sundays. Hypermarket is a type of discount store that was developed in Germany. They are very large stores with low-price and high-turnover products. Hypermarkets achieve cost savings by simplifying their unpacking and display.
There are three major types of nonstore retailing: a) vending machines b) door-to-door sales, and c) catalog sales.
Active Dictionary
retail institutions– retail establishments
largestoreswithlow- priceandhigh- turnoverproducts- large stores with low prices and high turnover
to adjust to market conditions– adapt to market conditions
discount stores– discount stores
general merchandise stores – mixed goods stores
nonstoreretailing- retail sales outside stores
hypermarkets achieve cost savings – hypermarkets benefit
simplifying their unpacking– simplified packaging
thestoreskeeplonghours- these stores have long opening hours
vending machines- vending machines
All the prices are clearly marked - All prices are clearly marked
Answer the questions :
1. What is the function of a retailer's work?
2. How can retail institutions be classified?
3. What can you say about the specialty stores and big supermarkets?
4. What did you come to know about discount stores?
5. What types of nonstore retailing do you know?
Section 3
LEXICAL-GRAMMARICAL
Exercise 1
a) Translate the text in writing;
b) write down the verbs and determine their tense;
c) ask 5 questions of different communicative types to the text.
Financial careers
There is a surprisingly wide range of jobs to choose from in the financial world, for example, you can raise money for charities or sell famous paintings or write about economics as a financial journalist or run your own company.
Fund-raiser . There are thousands of different charities these days, e.g. ""for children"", "cancer research", "the disabled", "Aids research". They all do important work and they all need to raise money. That’s why they employ fund-raisers. What does the job involve? Well, it is very varied, but basically fund-raisers organize special events like concerts, ask governments for money, try to get support from local companies and organizations. Most major charities have fund-raising departments which employ teams of workers. Some of these people do office work - others visit companies or arrange special events.
Financial journalist . Financial journalists work in three main areas - newspapers, radio and television. Their job is to understand what"s happening in the financial world and explain it as quickly and accurately as possible. Economic journalists don"t just report today"s news, but they need the ability to predict future events, too. Will interest rates rise or fall? Will the stock market go up or down? Are exports going to increase or decrease? To become a financial journalist you train as a general reporter. Then you specialize in finance and economics. "ll get a job in the media. But financial journalism is a very competitive career. In Britain only 2000 jobs are available.
Dealer. Dealers work for companies which sell and buy, e.g. foreign currencies or commodities like oil or steel. They work in large, noisy rooms called dealing rooms and do most of their business over the phone and on computer screen. The majority of them are under 35. Most of them also earn very big salaries because their work involves huge amounts of pressure and responsibility. You don’t need a degree to be a dealer. What you need is talent, energy, confidence and ambition.
Do the exercises.
1. Fill in the blanks with prepositions, if necessary.
1) You must keep control… your finances to run your company successfully.
2) Thanks to computers you can get the necessary data… the touch of the button.
3) Every employee has a computer connect…a printer.
4) Our firm tries to get support… the local government.
5) His office hours begin … 9 a.m., but he comes earlier to get ready … his work
6) Mr Sun works in a big electronic company. He often goes abroad… business.
7) I am impressed…the progress of your firm.
8) Every morning our secretary answers … a lot of letters … our foreign customers.
9) We would like to place a big order… you. Your equipment is very up-to-date. It is in great demand, in fact.
10) Mr Simonov has been promoted … Marketing Manager and we are very glad … him.
2. Select correct answer
1) There are (many, little) houses in your street.
2) There are (a lot of, a little) things on the table.
3) I have (no, much) relatives here.
4) Do you see (something, anything) in the distance?
5) Will you go (somewhere, anywhere) in the summer?
3 . Translate into English:
Mr. Sun works for a large electronics company. They produce various office equipment such as telephones, computers, printers, scanners and copiers.
Their head office is located in Tokyo. They rent a modern building in the suburbs of the capital. There are five departments at the head office. These are the HR department, accounting department, sales department, transport and production departments.
The company's managers are experienced specialists. They run the company successfully. Sales volumes are high. This is a profitable company.
Task 2
a) translate the text in writing;
b) write down the verbs in the passive voice and determine their tense;
c) write down the non-finite forms of the verb and determine their form and function in the sentence.
Unemployment
We say that unemployment exists where people are capable and willing to work are unable to find suitable paid employment. But where an economy is adapting to changing conditions, there will always be some persons unemployed as they change jobs or as seasonal work comes to an end.
Unemployment may occur for many different reasons. There will always be some people changing jobs. In certain occupations, e.g. unskilled labor in the construction industry, workers are not employed regularly by one employer. When a contract is completed,
labor is not required. Occasionally workers are discharged when a factory is being reorganized.
Unemployed workers usually register at the local employment exchange from which employers can hire them. The unemployed are paid certain benefits. Employment in some industries, e.g. building, fruitpicking is seasonal in character. Seasonal employment can be reduced out of "season" and admit such persons as students and housewives during the busy period. Sometimes there are unemployed workers of a particular occupation in one part of the country but a shortage of the same type of work in other parts. today there is a surplus of unskilled and manual laborers in the north of England, whereas firms in the London Thus area have vacancies unfilled. Two main reasons can be suggested for this type of unemployment, ignorance of opportunities, and immobility of labor.
Workers may be in "between jobs". Some of them are looking for better jobs, others are seeking better salaries. Young people search for their first jobs. This is called "frictional unemployment". This type is usually short-term and regarded as inevitable.
Unemployment may also be caused by important changes in the structure of consumer demand and in technology. As a result some workers find that their skills and experience are unwanted by these changes. This type of employment is more long-term and regarded as more serious. It is known as structural unemployment.
The full-employment or natural rate of unemployment ranges between 5 and 6 percent.
Do the exercises
1. Expand the brackets by using an infinitive or gerund
1) Istarted (towrite) myletterthisafternoon.
2) Shepromised (to go) to the doctor.
3) (to travel) by air is interesting.
4) She enjoys (to cook) Indian meals.
5) Would you mind (to open) the window?
2. Educate following forms from verbs
Use - Simple Passive Infinitive;
Occupy - Perfect Passive Infinitive;
Sign - Participle II;
Explain - Participle I Perfect;
Write - non-perfect Passive Gerund;
3. Translate from Russian to English
1) An important contract was signed yesterday
2) I would like you to visit us tomorrow
3) When will this equipment be tested?
4) The company building this house is one of the best construction companies.
5) The house built by this company has all modern amenities.