EUMK_(zfo) - Белорусский государственный экономический

УО «БЕЛОРУССКИЙ ГОСУДАРСТВЕННЫЙ ЭКОНОМИЧЕСКИЙ
УНИВЕРСИТЕТ»
М.М.Ахрамович, С.С.Дроздова, О.В. Евдокимова, Л.М. Ушакова
ЭУМК
по дисциплине
«ИНОСТРАННЫЙ ЯЗЫК (АНГЛИЙСКИЙ)»для студентов
заочной формы обучения специальностей:
1-25 01 13 «Экономика и управление туристской индустрией»,
1-25 01 10 «Коммерческая деятельность»,
1-25 01 09 «Товароведение и экспертиза товаров»,
1-25 01 14«Товароведение и торговое предпринимательство»,
1-25 01 04 "Финансы и кредит”,
1-24 01 02 «Правоведение»
Минск: БГЭУ, 2014
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Рецензент: Новик Н.А., заведующий кафедрой профессионально
ориентированной английской речи Учреждения образования «Белорусский
государственный экономический университет».
Рекомендовано кафедрой профессионально ориентированной английской речи
Учреждения образования «Белорусский государственный университет» Пр.№7
от 25.02.2014г.
Ахрамович, М.М., Дроздова, С.С., Евдокимова, О.В., Ушакова, Л.М. ЭУМК по
дисциплине «Иностранный язык (английский)»для студентов заочной формы
обучения специальностей: 1-25 01 13 «Экономика и управление туристской
индустрией», 1-25 01 10 «Коммерческая деятельность», 1-25 01 04 "Финансы и
кредит”, 1-24 01 02 «Правоведение»/ М.М.Ахрамович, С.С.Дроздова, О.В.
Евдокимова, Л.М. Ушакова. – Минск, БГЭУ: 2014. – 462 с.
2
СОДЕРЖАНИЕ
1. ЭУМК ИНОСТРАННЫЙ ЯЗЫК (АНГЛИЙСКИЙ)»для студентов заочной
формы обучения специальности 1-25 01 04 "Финансы и кредит”…………..5
2. ЭУМК ИНОСТРАННЫЙ ЯЗЫК (АНГЛИЙСКИЙ)»для студентов заочной
формы обучения специальности 1-25 01 13 «Экономика и управление
туристской индустрией»……………………………………………………..117
ЭУМК ИНОСТРАННЫЙ ЯЗЫК (АНГЛИЙСКИЙ)»для студентов
заочной формы обучения специальности 1-25 01 10 «Коммерческая
деятельность», 1-25 01 09 «Товароведение и экспертиза товаров», 1-25 01
14«Товароведение и торговое предпринимательство»……………………304
4. ЭУМК ИНОСТРАННЫЙ ЯЗЫК (АНГЛИЙСКИЙ)»для студентов заочной
3.
формы обучения специальности 1-24 01 02 «Правоведение»……………373
3
ЭУМК ИНОСТРАННЫЙ ЯЗЫК (АНГЛИЙСКИЙ)»для студентов
заочной формы обучения специальности 1-25 01 04 «ФИНАНСЫ
И КРЕДИТ»
СТРУКТУРА
1. Титульный экран………………………………………………………………1
2. Карта ЭУМКД……………………………………………….............................4
3. Учебная программа по дисциплине «Иностранный язык (английский)»
3.1 Титульный лист…………………………………………………………………5
3.2 Пояснительная записка…………………………………………………………7
3.3 Структура курса…………………………………………………………………9
3.4 Формы текущего контроля……………………………………………………..9
3.5 Формы контроля сформированности умений и навыков……………………10
3.6 Учебно-методическая карта…………………………………………………...11
3.7 Информационно-методическая часть…………………………………………19
4. Теоретический раздел
4.1 Методические рекомендации «Иностранный язык (английский)»................20
5. Практический раздел
5.1 Электронные учебные пособия по дисциплине «Иностранный язык
(английский)»:
5.1.1 Ушакова Л.М., Горбатова Т.В., Topics for Reading and Discussion, учебное
пособие……………………………………………………………………………...25
5.1.2 Ушакова Л.М., Зезюльчик Е.Н. Тренировочные тесты для подготовки к
выполнению компьютерного теста №1, учебное пособие ...................................57
5.1.3 Ушакова Л.М., Зезюльчик Е.Н. Тренировочные тесты для подготовки к
выполнению компьютерного теста №2, учебное пособие ……………………..79
5.2 Материалы к практическим занятиям............................................................100
5.2.1 Вопросы к изучаемым темам………………………………………………100
5.3 Материалы и задания для управляемой самостоятельной работы
студентов..................................................................................................................102
5.3.1 Лексический минимум по изучаемым темам……………………………...102
6. Раздел контроля знаний
6.1 Требования к промежуточному (текущему) контролю.................................107
6.2 Требования к зачету..........................................................................................107
6.2.1 Содержание зачета по дисциплине «английский язык»………………….107
6.3 Требования к экзамену......................................................................................109
6.3.1 Содержание экзамена по дисциплине «английский язык»………………109
6.4 Материалы и рекомендации (памятки) для подготовки к контрольным
мероприятиям……………………………………………………………………..111
6.4.1 Образец текста разговорной тематики для чтения и пересказа на
экзамене…………………………………………………………………………....111
6.4.2 Образеу текста разговорной тематики для письменного зачетного,
экзаменационного перевода……………………………………………………...112
6.4.3 Образец плана пересказа текста разговорной тематики………………….112
6.5 Тесты контроля усвоения знаний ……………………………………………114
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3 Учебная программа по дисциплине «Иностранный язык
(английский)»
3.1Титульный лист
Министерство образования Республики Беларусь
УО «Белорусский государственный экономический университет»
УТВЕРЖДАЮ
Декан факультета финансов
и банковского дела
____________ Н.А. Лесневская
«___» ____________2013 г.
Регистрационный № УД___/р.
ИНОСТРАННЫЙ ЯЗЫК
Учебная программа
для студентов специальностей 1-25 01 04 «Финансы и кредит »; 1-250108
«Бухгалтерский учет, анализ и аудит»
Факультет
Кафедра
финансов и банковского дела
профессионально ориентированной английской речи
Полный курс обучения:
Сокращенный курс обучения:
Курс (курсы) 1
Семестр (семестры) 1,2
Курс (курсы) 1
Семестр (семестры) 1,2
Экзамен – 2 семестр
Зачет – 1 семестр
Экзамен – 2 семестр
Зачет – 1 семестр
Практические (семинарские)
занятия 36 часов
Практические (семинарские)
занятия 30 часов
Всего аудиторных
часов по дисциплине 36 часов
Всего аудиторных
часов по дисциплине 30 часов
Всего часов
по дисциплине
Форма получения
высшего образования - заочная
(сроки обучения: полный – 5 лет
сокращенный – 4 года)
320 часов
2013
5
1. Учебная программа составлена на основе Типовой учебной программы для
высших учебных заведений «ИНОСТРАННЫЙ ЯЗЫК», утвержденной
15.04.2008г., Министерством образования РБ, регистрационный № ТДСГ.013:тип.
2. Учебная программа «Профессионально ориентированный иностранный
язык» Мн.: БГЭУ, 17.02 .2010, регистрационный № УД 429-10/баз.
Рассмотрена и рекомендована к утверждению на заседании кафедры
профессионально ориентированной английской речи 22.05.2013. Протокол
№10
Заведующая кафедрой
__________ Н.А.Новик
1.Одобрена и рекомендована к утверждению методическим Советом
факультета финансов и банковского дела БГЭУ
_________________
(дата, номер протокола)
Председатель
__________ __________
(подпись) (И.О.Фамилия)
6
3.2 ПОЯСНИТЕЛЬНАЯ ЗАПИСКА
Цели и содержание современного иноязычного образования
ориентированы на плюралингвизм и диалог культур. Таким образом,
иностранный язык рассматривается сегодня не только в качестве средства
межкультурного общения, но и средства формирования личности как субъекта
национальной и мировой культур с последующим языковым межкультурным
взаимодействием, что соответствует подходу Совета Европы к проблеме
изучения языков.
Целью становится развитие такого лингвистического репертуара, где есть
место всем лингвистическим умениям. Языковая программа Совета Европы
направлена на разработку инструмента, с помощью которого преподаватели
языков будут способствовать развитию многоязычной личности.
Особенностью обучения иностранным языкам в вузе неязыкового
профиля является усиление профессионально-ориентированной составляющей,
направленной на развитие иноязычной коммуникативной компетенции
будущего специалиста в предполагаемых сферах его профессиональной
деятельности. Значительное внимание уделяется вопросам языкового
самообразования будущих специалистов.
ЦЕЛИ И ЗАДАЧИ ДИСЦИПЛИНЫ «ИНОСТРАННЫЙ ЯЗЫК»
Главная цель обучения иностранным языкам – формирование
иноязычной
коммуникативной
компетенции
будущего
специалиста,
позволяющей использовать иностранный язык как средство профессионального
и межличностного общения.
Достижение главной цели предполагает комплексную реализацию
следующих целей:
 познавательной, позволяющей сформировать представление об образе
мира как целостной многоуровневой системе ценностей (религиознофилософских, эстетических и нравственных); особенностях профессиональной
деятельности в изучаемых странах;
 развивающей, обеспечивающей развитие речемыслительных и
коммуникативных способностей студентов, формирование потребности к
самостоятельной познавательной деятельности, критическому мышлению,
рефлексии;
 воспитательной, связанной с формированием общечеловеческих,
общенациональных и личностных ценностей, таких как: гуманистическое
мировоззрение, уважение к другим культурам, патриотизм, нравственность,
культура общения;
 практической, предполагающей овладение иноязычным общением в
единстве всех его функций (этикетной, познавательной, регулятивной,
ценностно-ориентационной) и форм (устной и письменной), что
осуществляется посредством взаимосвязанного обучения всем видам речевой
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деятельности в рамках определенного Программой предметно-тематического
содержания, а также овладения технологиями иноязычного самообразования.
ТРЕБОВАНИЯ К ПРАКТИЧЕСКОМУ ВЛАДЕНИЮ ВИДАМИ РЕЧЕВОЙ
ДЕЯТЕЛЬНОСТИ А2 (Предпороговый уровень):
Понимание
Аудирование
Студент должен уметь:
 понимать отдельные фразы и наиболее употребительные слова в
высказываниях;
 понимать о чём идёт речь в простых, чётко произнесённых и небольших по
объёму сообщениях и объявлениях.
Чтение
Студент должен уметь:
 понимать очень короткие простые тексты;
 найти конкретную, легко предсказуемую информацию в простых текстах
повседневного общения: в рекламах, проспектах, меню, расписаниях;
 понимать простые письма личного характера.
Говорение
Монологическая речь
Студент должен уметь:
 используя простые фразы и предложения, рассказать о своей семье и других
людях, условиях жизни, учёбе, настоящей и прежней работе.
Диалогическая речь
Студент должен уметь:
 общаться в простых типичных ситуациях, требующих непосредственного
обмена информацией в рамках знакомых тем и видов деятельности;
 поддерживать предельно краткий разговор на бытовые темы.
Письмо
Студент должен уметь:
 писать простые короткие записки и сообщения;
 написать несложное письмо личного характера
Вместо выделения категорий, лежащих в основе речевой деятельности,
может потребоваться оценить языковое поведение на основе отдельных
аспектов коммуникативной компетенции:
Диапазон
Студент должен:
 использовать элементарные синтаксические структуры с заученными
конструкциями, словосочетания и стандартные обороты для того, чтобы
передать ограниченную информацию в простых каждодневных ситуациях.
Точность
Студент должен:
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 правильно употреблять некоторые простые структуры.
Беглость
Студент должен:
 понятно выразить свою мысль очень короткими предложениями, хотя паузы
самоисправления и переформулирование предложения непосредственно
бросаются в глаза.
Взаимодействие
Студент должен:
 отвечать на вопросы и реагировать на простые высказывания;
 показать, когда он ещё следит за мыслью собеседника, но очень редко
понимает достаточно, чтобы поддержать беседу самостоятельно.
Связность
Студент должен:
 соединять группы слов при помощи таких простых союзов как «и», «но»,
«потому что».
3.3 СТРУКТУРА КУРСА
В течение курса формируется предпороговый уровень обученности (А2).
На данный уровень обучения дисциплине «Иностранный язык», согласно
учебным планам, для специализаций ЗФК и ЗФФ отводится из расчёта на одну
учебную группу 14 часов в установочной сессии, 12 часов в I семестре, 10 часов
во II семестре, для специализаций РФК, РФР, РФФ, РФМ, РФН, РФС, РФД,
РФУ – 12 часов в установочной сессии, 10 часов в I семестре, 8 часов во II
семестре соответственно По завершении данного курса обучения студент
должен достигнуть определённого программой уровня практического владения
иностранным языком, проверка которого проводится кафедрой в
предусмотренных программами и учебными планами формах контроля.
РАСЧЁТ ЧАСОВ ПО СЕМЕСТРАМ, СПЕЦИАЛИЗАЦИИ: ЗФК, ЗФФ
1 курс
Установочная сессия
- 14 часов
1 сессия
- 12 часов, тест, зачёт
2 сессия
- 10 часов, тест, экзамен
СПЕЦИАЛИЗАЦИИ: РФК, РФР, РФФ, РФМ, РФН, РФС, РФД, РФУ
1 курс
Установочная сессия
- 12 часов
1 сессия
- 10 часов, тест
2 сессия
- 8 часов, тест, экзамен
3.4 ФОРМЫ ТЕКУЩЕГО КОНТРОЛЯ
1. Письменное стартовое тестирование.
2. Устный опрос по темам, предусмотренным программой.
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3.
Беседа по содержанию профессиональных экономических текстов для
внеаудиторного чтения.
4. Письменный перевод одного из текстов из блока «Внеаудиторное чтение
(4000 печ. зн. за семестр)» (I, II, семестры).
3.5 ФОРМЫ
НАВЫКОВ
ЗАЧЁТ
КОНТРОЛЯ
СФОРМИРОВАННОСТИ
УМЕНИЙ
И
ТРЕБОВАНИЯ К ЗАЧЁТУ I КУРС, 1 СЕМЕСТР
1. Выполнение компьютерного лексико-грамматического теста №1
2. Внеаудиторное индивидуальное чтение текстов профессионального и
общеэкономического характера, подготовленных в межсессионный период
объёмом 4000 печатных знаков за семестр
3. Монологическое высказывание по ситуациям, охватывающим тематику
установочной сессии и I семестра
4. Письменный перевод текста с иностранного языка на русский (400п.зн.) со
словарем, время выполнения 40 минут
ТРЕБОВАНИЯ ДЛЯ ПОЛУЧЕНИЯ ДОПУСКА К ЭКЗАМЕНУ
1. Выполнение компьютерного лексико-грамматического теста №2
1. Письменный перевод текста с иностранного языка на родной со словарем.
Объем – 400 печатных знаков, время выполнения 40 минут (проводится
на последнем занятии)
2. Письменный перевод одного из текстов из блока «Внеаудиторное чтение
(4000 печ. зн. за семестр)» без словаря,
3. Беседа по прочитанным текстам для внеаудиторного чтения (4000 п.зн.).
ЭКЗАМЕН
ТРЕБОВАНИЯ К ЭКЗАМЕНУ I КУРС, 2 СЕМЕСТР
1. Монологическое высказывание по темам, предусмотренным программой
курса (15 предложений).
2. Чтение, пересказ и беседа по тексту изученной тематики.(1500-2000 п.зн.)
Экзаменационные темы:
1.
Наш университет
2.
Экономика Беларуси
3.
Экономика США
4.
Экономика Великобритании
5.
Экологические проблемы
6.
Формы организации бизнеса
7.
Экономические системы
8.
Моя будущая профессия
10
1
2
Иностранный язык
Установочная сессия
1
Модуль: устная речь
1.1.1 1.Вводное занятие,
знакомство с программой
дисциплины, тема:
«Образование»:
2.Системы образования
Республики Беларусь,
Великобритании, США
3. Наш университет
3
30
12
8
2
4
Управляема
я
самостоятел
ьная работа
студентов
Практическ
ие занятия
Управляема
я
самостоятел
ьная работа
Материальное
студентов
обеспечение занятия
(наглядные,
методические
пособия)
Практическ
ие занятия
Номер раздела, темы,
занятия
3.6 Учебно-методическая карта
по дисциплине « Иностранный язык»
для студентов заочной формы обучения факультета финансов и банковского дела, специальности
«Финансы и кредит», специализаций «Банковское дело», «Фондовый рынок», «Финансы», «Налоги и
налогообложение», «Финансовый менеджмент», «Страхование», «Финансы государственного управления и
местного самоуправления», «Бухгалтерский учет, анализ и аудит в банках» (РФК, РФР, РФФ, РФН, РФМ,
РФС, РФД, РФУ) сокращенный курс обучения
1 курс, I семестр
Название дисциплины, темы, Кол-во
Литература
Формы контроля
занятия, перечень изучаемых аудиторных
знаний
вопросов
часов
5
6
7
8
Аудио/видео
1, 2, 3, 5
13, 14, 15
Стартовое тестирование.
Упражнения на активное
закрепление новой
лексики,
самостоятельная работа
индивидуально и в
группах
11
1.2.1 Тема: «Республика Беларусь
в современном мире»
1. Экономика Республики
Беларусь
2
Аудио/видео
1, 2, 3, 4
7, 8, 9, 10
1.2.2 Тема: «Страны изучаемого
языка в современном мире»
1.Экономика США
2
Аудио/видео
1, 2, 3, 4
7, 8, 9, 10
1.2.3 Тема: «Страны изучаемого
языка в современном мире»
1.Экономика
Великобритании
2
Аудио/видео
1, 2, 3, 4
7, 8, 9, 10
2
1
Аудио/видео
7, 8, 9
11, 12, 13
2
2.1
Модуль: грамматика
Грамматика:
Имя существительное, его
число и притяжательный
падеж; личные,
притяжательные,
указательные и
неопределенные
местоимения; имя
прилагательное, наречия,
степени сравнения
Упражнения на активное
закрепление новой
лексики,
самостоятельная работа
индивидуально и в
группах
Упражнения на активное
закрепление новой
лексики,
самостоятельная работа
индивидуально и в
группах
Упражнения на активное
закрепление новой
лексики,
самостоятельная работа
индивидуально и в
группах
Выполнение
грамматических тестов
12
2.2
3
3.1
1
Грамматика:
Времена групп Indefinite,
Continuous; the Perfect Tense,
the Past Perfect Tense
Модуль: чтение
Чтение текстов
общеэкономического
содержания
2
1
2
1 сессия
Модуль: устная речь
Тема: «Экологические
проблемы»
3
10
4
2
1.2
Тема: «Формы организации
бизнеса»
2
2.1.
Модуль: чтение
Профессиональное чтение:
Индивидуальное чтение:
4000п.зн.
Модуль: грамматика
1
1.1
3
1
Аудио/видео
5, 6, 9
Аудио/видео
7, 8, 9, 10 6, 7, 8
1 курс, I семестр
4
4
11, 12, 13
Выполнение
грамматических тестов
Беседа
6
7
8
Аудио/видео
1, 2, 3, 5
13, 14, 15
2
Аудио/видео
7, 8, 9
11, 12, 13
Упражнения на активное
закрепление лексики;
самостоятельная работа
в группах
Упражнения на активное
закрепление новой
лексики,
самостоятельная работа
индивидуально и в
группах
2
2
Аудио/видео
1, 6, 7
8, 9, 10
Беседа по прочитанному
4
13
3.1
Грамматика:
Модальные глаголы: can,
must, need, should и их
эквиваленты
2
2
Аудио/видео
1, 6, 7
8, 9, 10
Выполнение
компьютерного теста №1
Зачет
1
2
2 сессия
Модуль: устная речь
Тема: «Экономические
системы»
3
8
2
1.2.
Тема:
«Моя будущая профессия»
2
2
Модуль: грамматика
Грамматика:
Страдательный залог,
причастие I, причастие II,
инфинитив, герундий
Модуль: чтение
Профессиональное чтение:
Индивидуальное чтение:
4000 п.зн.
2
1
1.1
2.1
3
3.1
1 курс, II семестр
4
4
2
2
1
1
6
7
8
Аудио/видео
1, 2, 3, 5
13, 14, 15
Аудио/видео
1, 2, 3
11, 12
Упражнения на активное
закрепление лексики;
самостоятельная работа
в группах
Контроль правильности
развернутых
высказываний
Аудио/видео
7, 8, 9
11, 12, 13
Выполнение
компьютерного теста №2
Аудио/видео
7, 8, 9
11, 12
Беседа по статье
общеэкономического
содержания
Экзамен
14
1
2
Иностранный язык
Установочная сессия
1
Модуль: устная речь
1.1
1. Вводное занятие,
знакомство с программой
дисциплины, тема:
«Образование»:
2. Системы образования
Республики Беларусь,
Великобритании, США
3. Наш университет
1.2.1 Тема: «Республика Беларусь
в современном мире»
3
36
14
8
2
2
4
5
6
Управляема
я
самостоятел
ьная работа
студентов
Практическ
ие занятия
Управляема
я
самостоятел
ьная работа
Материальное
студентов
обеспечение занятия
(наглядные,
методические
пособия)
Практическ
ие занятия
Номер раздела, темы,
занятия
Учебно-методическая карта
по дисциплине « Иностранный язык»
для студентов заочной формы обучения факультета финансов и банковского дела, специальности
«Финансы и кредит», специализаций «Банковское дело», «Финансы» (ЗФК, ЗФФ) полный курс обучения
1 курс, I семестр
Название дисциплины, темы, Кол-во
Литература
Формы контроля
занятия, перечень изучаемых аудиторных
знаний
вопросов
часов
7
8
Аудио/видео
1, 3, 5
13, 14, 15
Стартовое тестирование.
Упражнения на активное
закрепление новой
лексики,
самостоятельная работа
индивидуально и в
группах
Аудио/видео
1, 3, 5
7, 8, 9, 10
Упражнения на активное
закрепление новой
15
1. Экономика Республики
Беларусь
1.2.2
Тема: «Страны изучаемого
языка в современном мире»
1. Экономика США
1.2.3 Тема: «Страны изучаемого
языка в современном мире»
1. Экономика
Великобритании
2
Модуль: грамматика
2.1 Имя существительное, его
число и притяжательный
падеж; личные,
притяжательные,
указательные и
неопределенные
местоимения; имя
прилагательное, наречия,
степени сравнения
2.2. Времена групп Indefinite,
Continuous; the Perfect Tense,
the Past Perfect Tense
3
Модуль: чтение
3.1 Чтение текстов
лексики,
самостоятельная работа
индивидуально и в
группах
Упражнения на активное
закрепление новой
лексики,
самостоятельная работа
индивидуально и в
группах
Выполнение
письменного теста
2
Аудио/видео
1, 3, 6
7, 8, 9, 10
2
Аудио/видео
1, 3, 6
7, 8, 9, 10
4
2
Аудио/видео
2, 4
11, 12, 13
Выполнение
грамматических тестов
2
Аудио/видео
2, 4
11, 12, 13
Выполнение
грамматических тестов
Аудио/видео
7, 8, 9, 10 6, 7, 8
2
1
1
Беседа
16
общеэкономического
содержания
1
2
1 сессия
Модуль: устная речь
Тема: «Экологические
проблемы»
3
12
6
3
1.2
Тема: «Формы организации
бизнеса»
2
2.1
Модуль: чтение
Профессиональное чтение:
Индивидуальное чтение:
4000п.зн.
Модуль: грамматика
Грамматика:
Модальные глаголы: can,
must, need, should и их
эквиваленты
1
1.1
2.2
1 курс, I семестр
4
4
6
7
8
Аудио/видео
1, 3, 5
13, 14, 15
3
Аудио/видео
1, 3, 6
11, 12, 13
Упражнения на активное
закрепление лексики;
самостоятельная работа
в группах
Упражнения на активное
закрепление новой
лексики,
самостоятельная работа
индивидуально и в
группах
3
3
Аудио/видео
3, 13, 14
8, 9, 10
Беседа по прочитанному
Аудио/видео
1, 2
8, 9, 10
Выполнение
компьютерного теста №1
3
2
1
Зачет
1
2
2 сессия
3
10
1 курс, II семестр
4
4
6
7
8
17
1
1.1
Модуль: устная ручь
Тема: «Экономические
системы»
5
3
Аудио/видео
1, 3, 6,7
13, 14, 15
1.2
Тема:
«Моя будущая профессия»
2
Аудио/видео
1, 3, 6,7
11, 12
2
2.1
Модуль: грамматика
Грамматика:
Страдательный залог,
причастие I, причастие II,
инфинитив, герундий
Модуль: чтение
Профессиональное чтение:
Индивидуальное чтение:
4000 п.зн.
3
3
Аудио/видео
2, 4
11, 12, 13
Выполнение
компьютерного теста №2
Аудио/видео
7, 8, 9
11, 12
Беседа по газетной
статье
общеэкономического
содержания
Экзамен
3
3.1
2
1
1
Упражнения на активное
закрепление лексики;
самостоятельная работа
в группах
Контроль правильности
развернутых
высказываний
18
3.7 ИНФОРМАЦИОННО-МЕТОДИЧЕСКАЯ ЧАСТЬ
1.
2.
3.
4.
ЛИТЕРАТУРА
Основная литература:
Ушакова, Л.М. Topics for Reading and Discussion / Л.М. Ушакова, Т.В.
Горбатова. Минск, БГЭУ: 2011.
Ушакова, Л.М. Тренировочные тесты для подготовки к выполнению
компьютерных тестов/ Л.М. Ушакова, Е.Н. Зезюльчик. Минск, БГЭУ: 2011.
MacKenzie, I. English for Business Studies / Ian MacKenzie. – Cambridge
University Press, 2002. – 208р.
Симхович, B.A. English Grammar in Communication / B.A. Симхович
Минск: Экоперспектива, 2003.
13.
Дополнительная литература:
Конышева, Л.В. Let’s Talk about Belarus / Конышева, Л.В., Козакова, О.П..
M., 2003.
Португалов, В.Д.Economics. Учебник по английскому языку/ В.Д.
Португалов. - М., 2005
Бедрицкая, Л.В. English for Economists / Л.В. Бедрицкая. - Минск:
Экоперспектива, 2002.
Johnson, C. Banking and Finance/ C .Johnson. Pearson Education Limited,
2000.
Cotton, D. Business Class. Course Book. / D. Cotton, S. Robbins. ─ Longman,
2002.
Cotton, D., Market Leader. Business English/ D., Cotton, D. Favley D., S. Kent,
Hashemi, F. PET Practice Tests / F.Hashemi. - Cambridge, 1991.
Robbins, S. Business Vocabulary in Practice / S. Robbins, S. Horrod.
HarperCollins Publishers 2003.
Wallwork, A., Business Options / A. Wallwork. Oxford University Press, 1999.
14.
15.
16.
17.
18.
19.
20.
Газеты, видео курсы и другие источники:
Business review – Newspaper.
Business week – Newspaper.
Economist, Magazine.
Financial Times, Newspaper
www.wikipedia.org
Начинаем изучать деловой английский язык. http: //cdo.bseu.by/bust.
Английский язык без преподавателя. http:.//cdo.bseu.by/english 1.
5.
6.
7.
8.
9.
10.
11.
12.
19
4.1 МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ ПО ДИСЦИПЛИНЕ
«ИНОСТРАННЫЙ ЯЗЫК (АНГЛИЙСКИЙ)» ДЛЯ СТУДЕНТОВ 1-2
КУРСОВ ЗАОЧНОЙ ФОРМЫ ОБУЧЕНИЯ, ФАКУЛЬТЕТА ФИНАНСОВ
И БАНКОВСКОГО ДЕЛА
Цeли и задачи дисциплины:
Основной целью курса «Иностранный язык» является развитие умений и
навыков практического владения английским языком в степени, позволяющей
эффективно использовать их в ситуациях повседневного общения, читать
литературу и извлекать необходимую информацию, а так же в процессе
межкультурного взаимодействия, что соответствует подходу Совета Европы к
проблеме изучения языков.
Говорение:
 уметь делать устные сообщения по актуальной общественнополитической и профессионально ориентированной тематике;
уметь передавать содержание и комментировать информацию при чтении
текстов экономического характера;
 владеть диалогической речью в типичных ситуациях повседневного,
бытового общения в пределах изученного языкового и грамматического
материала.
Аудирование:
 уметь понимать на слух учебные тексты в рамках ситуаций
повседневного общения, опираясь на изученный языковой и грамматический
материал, страноведческие знания, навыки языковой и контекстуальной
догадки.
Чтение:
 владеть навыками всех типов чтения профессионально ориентированной
литературы с целью извлечения информации: изучающего – с целью полного
охвата содержания, ознакомительного – с целью извлечения основной
информации и наиболее существенных деталей, просмотрового – с целью
получить общее представление о содержании текста, поискового – с целью
найти конкретную информацию, о которой известно, что она содержится в
данном тексте.
Письмо:
Владеть навыками письма в пределах изученного языкового и грамматического
материала, в частности:
 уметь составить план (конспект) прочитанного и / или прослушанного
текста (изложение);
 уметь изложить основное содержание прослушанного или прочитанного в
форме резюме.
ФОРМЫ КОНТРОЛЯ СФОРМИРОВАННОСТИ УМЕНИЙ И НАВЫКОВ
1. Стартовое тестирование, лексико-грамматические тесты текущего контроля,
компьютерные итоговые лексико-грамматические тесты.
20
2. Беседа по темам, проработанным в семестре.
3. Беседа по содержанию внеаудиторных текстов экономического характера,
подготовленных в межсессионный период объёмом 4000 печатных знаков.
4. Письменный перевод (40 мин.) незнакомого текста общеэкономического
характера (объём 400 печатных знаков) со словарем.
5. Зачет.
6. Экзамен.
СТРУКТУРА КУРСА
Специализации: ЗФК, ЗФФ
1 курс
Установочная сессия
1 сессия
2 сессия
- 14 часов
- 12 часов, тест, зачёт
- 10 часов, тест, экзамен
Специализации: РФК, РФР, РФФ, РФМ, РФН, РФС, РФД, РФУ
1 курс
Установочная сессия
- 12 часов
1 сессия
- 10 часов, тест
2 сессия
- 8 часов, тест, экзамен
Тематика
Установочная сессия
1. Наш университет
2. Экономика Беларуси
3. Экономика США
4. Экономика Великобритании
I семестр
1.Экологические проблемы
2.Формы организации бизнеса
II семестр
1. Экономические системы
2. Моя будущая профессия
СОДЕРЖАНИЕ ЗАЧЕТА:
1.
Выполнение компьютерного лексико-грамматического теста №1
2.
Беседа по содержанию внеаудиторных текстов экономического
характера объёмом 4000 печатных знаков.
3.
Беседа по пройденным устным темам.
4.
Письменный перевод текста на русский язык (объёмом 400
печатных знаков) со словарем.
К зачету допускаются студенты, отчитавшиеся за выполнение
домашнего задания и успешно сдавшие компьютерный лексикограмматический тест.
21
СОДЕРЖАНИЕ ЭКЗАМЕНА:
1.
Выполнение компьютерного лексико-грамматического теста №2
2.
Монологическое высказывание по темам, пройденным в течение
всего курса обучения. Объём – 15 фраз.
3.
Чтение текста общеэкономического характера (со словарем),
передача содержания на английском языке, ответы на вопросы, комментарий.
К экзамену допускаются студенты, выполнившие домашнее задание и
успешно сдавшие компьютерный лексико-грамматический тест.
Примечание:
Каждый студент должен вести рабочую тетрадь, в которой выполняются
домашние упражнения, выписываются незнакомые слова и выражения из
прочитанных текстов. Во время каждой сессии тетрадь предъявляется
преподавателю.
ОБЪЁМ САМОСТОЯТЕЛЬНОЙ РАБОТЫ В МЕЖСЕССИОННЫЙ
ПЕРИОД:
1 КУРС, I СЕМЕСТР (К ЗИМНЕЙ СЕССИИ)
1. Темы для изучения и обсуждения: «Наш университет», «Экономика
Беларуси», «Экономика Великобритании», «Экономика США», «Экологические
проблемы», «Формы организации бизнеса». (Пособие -Ушакова Л.М.,
Горбатова Т.В., Topics for Reading and Discussion).
2. Письменный перевод одного из текстов из блока «Внеаудиторное чтение
(4000 печ. зн. за семестр)» без словаря,
3. Беседа по прочитанным текстам для внеаудиторного чтения (4000 п.зн.).
4. Выполнение компьютерного теста № 1.
Для выполнения компьютерного теста №1 по иностранному языку необходимо
повторить грамматический материал: имя существительное,
число и притяжательный падеж имени существительного; личные,
притяжательные, указательные и неопределенные местоимения; имя
прилагательное, наречие, степени сравнения прилагательных и наречий;
времена глагола (действительный залог); модальные глаголы.
Выполнить упражнения по учебнику «Практическая грамматика английского
языка». Автор: Симхович В.А.
Имя существительное: упр. 2, стр. 7; упр. 3, 4, 5, стр. 8; упр. 1, стр. 15,
упр. 2, 3, стр. 16; упр. 5, 6, стр. 17.
Местоимения: упр. 3, 4, стр. 78; упр. 5,стр. 79; упр. 12, стр. 82; упр. 13,
14, стр. 83; упр. 15, 16, стр. 84; упр. 1, 2, 3, стр. 89; упр. 4, 5, стр. 90; упр. 8,
стр.92.
Имя прилагательное, наречие: упр. 1, 2, стр. 41; упр. 3, 4, 5 стр. 42; упр.
22, 23, стр. 51; упр. 4, 5, стр. 55; упр. 10, 11, стр. 58.
22
Времена: упр. 2, стр. 94; упр. 3, стр. 95, упр. 6, стр. 96; упр. 1, стр. 104;
упр. 2, 3,стр. 105; упр. 2, 3, стр. 114; упр. 9, 10, стр. 118; упр. 1, стр. 121; упр. 5,
стр. 123; упр. 6, стр. 124; упр. 15, стр. 128; упр. 1, 2, стр. 143; упр. 2, стр. 138,
упр. 3, стр. 139; упр. 1, стр. 143; упр. 3, стр. 144; упр. 16, стр. 151; упр. 20, 21,
стр. 153; упр. 2, стр. 156; упр. 5, 6, стр. 158; упр. 1, 2, стр. 163; упр. 3, стр. 164,
упр. 7,стр. 166.
Модальные глаголы: упр. 2, стр. 198; упр. 7, стр. 200; упр. 2, 3, стр. 212;
упр. 4, стр. 213; упр. 1, 2, стр. 218; упр. 5, стр. 220; упр. 1, 2, стр. 233.
Выполнить тренировочные тесты . (Пособие Ушакова Л.М., Зезюльчик
Е.Н.Тренировочные тесты для подготовки к выполнению компьютерного теста
№1).
1 КУРС, II СЕМЕСТР (К ВЕСЕННЕЙ СЕССИИ)
1. Темы для изучения и обсуждения: «Экономические системы», «Моя
будущая профессия». ». (Пособие -Ушакова Л.М., Горбатова Т.В., Topics for
Reading and Discussion).
2. Письменный перевод одного из текстов из блока «Внеаудиторное чтение
(4000 печ. зн. за семестр)» без словаря,
3. Беседа по прочитанным текстам для внеаудиторного чтения (4000 п.зн.).
4. Выполнение компьютерного теста № 2.
Для выполнения компьютерного теста №2 по иностранному языку необходимо
повторить грамматический материал: времена и модальные глаголы в
страдательном залоге; инфинитив; причастие I, II; герундий). Выполнить
упражнения по учебнику «Практическая грамматика английского языка».
Автор: Симхович В.А.
Страдательный залог: упр. 1, стр. 186; упр. 2, 3, стр. 187; упр. 4, 5, стр.
188, упр. 8, 9, стр. 190;
Причастие I: упр. 1, стр. 273; упр. 2, 3, стр. 274; упр. 6, стр. 276; упр. 9,
10, стр. 278.
Причастие II: упр. 1, 2, стр. 287; упр. 4, стр. 288; упр. 7, стр. 290; упр. 9,
стр. 291.
Инфинитив: упр. 1, стр. 245; упр. 2, 3, 4, стр. 246; упр. 5, 6, стр. 247.
Герундий: упр. 1, стр. 296; упр. 2, 3, стр. 297; упр. 5, стр. 302; упр. 1, 2,
стр. 327; упр. 4, 5, 6, стр. 329.
Выполнить тренировочные тесты . (Пособие Ушакова Л.М., Зезюльчик
Е.Н.Тренировочные тесты для подготовки к выполнению компьютерного теста
№2).
ЛИТЕРАТУРА:
1. Ушакова, Л.М. Topics for Reading and Discussion / Л.М. Ушакова, Т.В.
Горбатова. Минск, БГЭУ: 2011.
23
2. Ушакова, Л.М. Тренировочные тесты для подготовки к выполнению
компьютерных тестов/ Л.М. Ушакова, Е.Н. Зезюльчик. Минск, БГЭУ: 20111.
3.Симхович, B.A. English Grammar in Communication. Минск: Экоперспектива,
2003.
СПИСОК ТЕМ К ЗАЧЕТУ ПО ДИСЦИПЛИНЕ «ИНОСТРАННЫЙ
ЯЗЫК»
1 КУРС, I СЕМЕСТР
1. Наш университет
2. Экономика Беларуси
3. Экономика США
4. Экономика Великобритании
5.Экологические проблемы
6.Формы организации бизнеса
СПИСОК ЭКЗАМЕНАЦИОННЫХ ТЕМ ПО ДИСЦИПЛИНЕ
«ИНОСТРАННЫЙ ЯЗЫК»
I КУРС, II СЕМЕСТР
1.Наш университет
2.Экономика Беларуси
3.Экономика США
4.Экономика Великобритании
5.Экологические проблемы
6.Формы организации бизнеса
7.Экономические системы
8.Моя будущая профессия
24
5.1. ЭЛЕКТРОННЫЕ УЧЕБНО-МЕТОДИЧЕСКИЕ ПОСОБИЯ
5.1.1
УО «БЕЛОРУССКИЙ ГОСУДАРСТВЕННЫЙ ЭКОНОМИЧЕСКИЙ
УНИВЕРСИТЕТ»
Л.М.Ушакова, Т.В.Горбатова
TOPICS FOR LEARNING AND DISCUSSION
Учебное пособие
для студентов 1-2 курсов заочной формы обучения
факультета финансов и банковского дела
Минск: БГЭУ, 2011
25
Л.М.Ушакова, Т.В.Горбатова
Topics for Learning and Discussion. Учебное пособие для студентов 1-2 курсов
заочной
формы
обучения
факультета
финансов
и
банковского
дела
/Л.М.Ушакова, Т.В.Горбатова. - БГЭУ, 2011. – 56 c./
Настоящее учебное пособие предназначено для студентов 1-2 курсов
заочной формы обучения факультета финансов и банковского дела по
дисциплине «Иностранный язык (английский)», включает в себя все темы,
предусмотренные учебной программой и включенные в перечень обязательных
при подготовке к экзамену.
26
OUR UNIVERSITY
Look through the list of English words and their Russian equivalents before
reading the text:
1.establishment (n)
учреждение
2.external student (n)
студент заочного отделения
3.internal student (n)
студент дневного отделения
4.to incorporate (v)
включать в состав
5.to equip (v)
оснащать, оборудовать
6.to obtain (v)
получать
7.preliminary exam (n)
зачёт
8.to be engaged in (n)
заниматься
We are students of Belarus State Economic University. It was formed in 1992
on the basis of the Byelorussian State Institute of the National Economy founded in
1933. It is the biggest educational establishment in Belarus training specialists for the
republic’s economy. The number of external and internal students is more than 24
thousand.
There are nine schools at the University – School of Accounting and
Economics, School of Management, School of Accounting and Statistics, School of
Finance and Banking, School of Marketing, School of Law, School of International
Economic Relations, School of Commerce Economics and Management, School of
Language Studies. In addition, BSEU incorporates Higher School of Tourism, Higher
School of Business and Management, Consulting Center for Commerce, a specialized
school of pre-university training, a specialized school of psychological and teaching
up-dating. The university has a Research Center and a Publishing Center. The
university library is one of the best supplied and equipped in the country.
The university has 57 departments, research laboratories, a student campus and
a retail trade center.
The University occupies seven buildings. The conditions for study are good.
The university is proud of its technical equipment. It has about 40 computer
classrooms, training bookkeeping centers, as well as automated PC-based training
offices for specialists in management, finance, banking and commerce. Classes are
fully equipped for language study. Satellite TV, the Internet and local computing
network are widely used in the teaching process.
The academic year is divided into two terms: the winter term and the summer
term. It is a four- or a five-year course. Terminal examinations and preliminary
exams are held in January and June. State examinations are held at the end of the
course of studies. Upon graduation we can obtain bachelor or master degrees.
27
Our University provides us with high standard of theoretical and practical
knowledge. We learn different subjects: finance, banking, statistics, accounting,
mathematics, foreign languages, philosophy etc.
A large part of study is devoted to fundamental subjects. This provides the
basis for the study of special subjects and the organization of production practice. At
our English lessons we read our textbooks and newspapers, ask and answer questions,
do all sorts of exercises. We try to speak English in class and we want to speak
English well. Many of our teachers are noted scholars, so advanced students are
engaged in research.
Ex.1. Match the English words with the appropriate Russian equivalents:
1.to found
розничная продажа
2.department
проводиться
3.retail
обеспечивать
4.to be held
знаменитый, известный
5.academic year
кафедра
6.bachelor degree
основывать
7.to provide
учебный год
8.noted
степень бакалавра
Ex.2. Give English equivalents from the text:
Образовательное учреждение, факультет финансов и банковского дела,
факультет права, факультет международных экономических отношений,
факультет до вузовской подготовки, факультет повышения квалификации по
психологии и педагогике, библиотека, научно- исследовательские лаборатории,
студенческий городок, центр розничной торговли, техническое оборудование,
бухгалтерский учёт, учебный процесс, семестр, степень магистра,
производственная практика, заниматься научно-исследовательской работой,
посвящать.
Ex3. Say whether these statements are right or false:
1.
The Belarus State Economic University was formed in 1998 on the basis of the
Byelorussian State Institute of the National Economy founded in 1935.
2.
The number of external and internal students is more than 15 thousand.
3.
The university has a Research Center and a Publishing Center.
4.
The university has 47 departments, research laboratories, a student campus and
a retail trade center.
5.
The university has about 46 computer classrooms, training bookkeeping
centers, as well as automated PC-based training offices for specialists in
management, finance, banking and commerce.
6.
Satellite TV, the Internet and local computing network are widely used in the
teaching process.
7.
State examinations are held at the end of the course of studies.
28
8.
We learn different subjects: finance, banking, statistics, accounting,
mathematics, foreign languages, philosophy, etc.
9.
At our English lessons we read our textbooks and newspapers, ask and answer
questions, do all sorts of exercises.
Ex.4. Answer the questions:
1. When was Belarus State Economic University formed?
2. What schools does it incorporate?
3. How many departments does the university have?
4. What can you say about the conditions for study at our university?
5. What subjects do you learn at the university?
6. Are classes fully equipped for language study?
7. Terminal examinations and preliminary exams are held in January and June, aren’t
they?
8. Do you try to speak English in class?
Ex.5. Complete the sentences:
1.
Belarus State Economic University was formed in 1992 on the basis of… .
2.
The number of external and internal students is more ... .
3.
There are nine schools at the University … .
4.
In addition, BSEU incorporates Higher School of Tourism, Higher School of
Business and Management … .
5.
The university library is one of the best … .
6.
Satellite TV, the Internet and local computing network are … .
7.
We learn different subjects: … .
8.
At our English lessons we read our textbooks and newspapers, … .
9.
Many of our teachers are noted scholars, so … .
Ex.6. Make up a plan of the text and retell it.
ECONOMIC SYSTEMS
Look through the list of English
reading the text:
1.organized way of providing for
smth.
2. problem of scarcity (n)
3. to draw up (v)
4. to change direction drastically
5. lack of incentives (n)
6. to adjust to changes over time
(v)
words and their Russian equivalents before
организованный способ обеспечения
чего-либо
проблема нехватки, дефицита
cocтавлять
изменить направление решительно
недостаток стимулов
приспосабливаться
к
изменению
времени
29
All societies have an economic system or organized way of providing for the
wants and needs of their people. The survival of any society depends on its ability to
provide food, clothing and shelter for its people. However, all societies face the
problem of scarcity of resources and unlimited wants of their people. Many different
economic systems have been used in attempts to solve the problem of scarcity. So
every society must answer the following questions: What goods and services must be
produced? How must those goods and services be produced? For whom must they be
produced? The way in which decisions concerning what, how and for whom to
produce are made, determines the type of economic system.
There are three major kinds of economic system. They may be classified as
traditional, command and market.
In a society with a traditional economy nearly all economic activity is the result
of ritual and custom. The answer to the what, how and for whom questions are
decided by tradition and custom in such societies. People always know what goods
and services will be produced, how to produce them and how to distribute them. The
main advantage of a traditional economy is that everyone has a role in it. There are
several disadvantages in the society with a traditional economy. This economic
system tends to discourage new ideas, punishes people for breaking rules or doing
things differently.
In some societies government plays a big role in answering the fundamental
economic questions. An economy where a central authority draws up a plan that
determines what will be produced, how it will be produced and who will get it is
called a command economy. The control of most production is in the government
hand. The major advantage of a command economy is that it can change direction
drastically in a relatively short time. The main disadvantages are as follows: it does
not always meet people’s wants and needs. There is a lack of incentives that
encourage people to work hard.
In a market economy the basic economic questions are answered without the
necessity of a central government plan and directives. The basic coordinating
mechanisms in a market economy are competition and price. The competition among
individuals and firms dictates what goods to produce, how to produce them and who
will use these goods.
A market economy has several advantages that traditional and command
economies do not have. A market economy is flexible. It can adjust to changes over
time. The second is the freedom that exists for everyone involved. It means that each
individual may make a choice what to produce and what to buy. The third advantage
is the lack of significant government interference.
There are no purely command economies and no purely market economies. All
economies are mixed.
Ex.1. Match the English words with the appropriate Russian equivalents:
1.survival
a) рыночная экономика
2.unlimited wants
b) центральная власть
3.advantage
c) подвижный
30
4.market economy
5.to determine
6.a central authority
7.flexible
d) выживание
e) неограниченные потребности
f) преимущество
g)определять
Ex.2. Give English equivalents from the text:
Экономическая система, общество, удовлетворять потребности,
производить товары, конкуренция, распределять товары и услуги,
традиционная экономика, командная экономика, правительство, делать выбор,
вмешательство правительства, смешанная экономика, потребности, рыночная
экономика, преимущество, недостаток.
Ex.3. Say whether these statements are right or wrong:
1.
The survival of any society doesn’t depend on its ability to provide food,
clothing and shelter for its people.
2.
There are four major kinds of economic system.
3.
All societies face the problem of scarcity of resources and unlimited wants of
their people.
4.
The main disadvantage of a traditional economy is that everyone has a role in
it.
5.
The major advantage of a command economy is that it can change drastically
in a relatively short time.
6.
In a market economy the basic economic questions are answered without the
necessity of a central government plan and directives.
7.
The basic coordinating mechanisms in a market economy are a plan and a
custom.
8.
A market economy is not flexible.
Ex.4. Answer the questions
1.
What do all societies have in common?
2.
What does the survival of any society depend on?
3.
What do all societies face with in the process of providing people’s wants and
needs?
4.
What fundamental economic questions must every society answer?
5.
What determines the type of economic system?
6.
What is the main advantage of a traditional economy?
7.
What are the disadvantages of a traditional economy?
8.
What is a command economy?
9.
What is the main advantage of a command economy?
10. How are the basic economic questions answered in a market economy?
11. What advantages does the market economy have?
Ex.5.Complete the sentences:
1.
All societies have an economic system or …
31
2.
However, all societies face the problem of…
3.
Every society must answer the following questions…
4.
The way in which decisions concerning what, how and for whom to produce
are made …
5.
People always know…
6.
In some societies government plays…
7.
The major advantage of a command economy is …
8.
There is a lack of incentives that…
9.
The basic coordinating mechanisms in a market economy are…
10. The advantages of a market economy are …
Ex.6.Make up a plan of the text and retell it.
FEDERAL RESERVE SYSTEM
Look through the list of English words and their Russian equivalents before
reading the text:
1. community (n)
общество, община, группа населения
2. to charter (v)
даровать привилегию
3. governor (n)
член правления
4. rate (n)
ставка
5. discount rate (n)
ставка рефинансирования
6. requirement (n)
нужда, потребность
7. tool (n)
инструмент, орудие
8. vault (n)
хранилище
9. to promote (v)
продвигать, содействовать
10.to set aside (v)
выделять, откладывать
11.tight money (n)
ограниченный кредит
The Federal Reserve System is the central bank for the U.S. It is an
independent U.S. government agency. Its most important function is to manage the
country’s supply of money and credit.
The Federal Reserve System includes 12 regional Federal Reserve Banks and
25 Federal Reserve Bank branches. All nationally charted commercial banks are
required by law to be members of the Federal Reserve System; membership is
optional for state-chartered banks. In general, a bank that is a member of the Federal
Reserve System uses the Reserve Bank in its region in the same way that a person
uses a bank in his or her community.
The Federal Reserve System is administered by the Federal Reserve Board of
Governors, a group of seven individuals who are appointed by the president of the
United States and serve 14-year terms. Although the Federal Reserve System is
32
directly responsible to Congress, the governors are, by law, independent of political
pressure from either Congress or the president.
The Federal Reserve has three main tools for maintaining control over the total
supply of money and credit in the economy. The first is the discount rate, or the
interest rate that commercial banks pay to borrow funds from Reserve Banks. By
raising or lowering the discount rate, the Fed can promote or discourage borrowing
and, thus, alter the amount of revenue available to banks for making loans.
The second is the reserve requirement. These are percentages of deposits, set
by the Federal Reserve, that commercial banks must set aside either as currency in
their vaults or as deposits at their regional Reserve Banks. These percentages cannot
be used for loans.
The third tool is known as open market operations. It is the buying and selling
of government securities. When the Federal Reserve buys government securities from
banks, other businesses or individuals, it pays for them with a check (a new source of
money that it prints) drawn on itself.
These tools allow the Federal Reserve to expand the amount of money and
credit in the U.S. economy. When there is more money to lend, credit is “loose” and
interest rates tend to drop. In general, business and consumer spending tend to rise
when interest rates fall. When there is less money to lend, credit is “tight” and interest
rates tend to rise. Tight money is considered a particularly powerful tool for fighting
inflation.
Ex.1.Match the English words with the appropriate Russian equivalents:
1. reserve
a) необязательный
2. administer
b) ценная бумага
3. drop
c) резерв
4. optional
d) управлять, вести дела
5. security
e) назначать
6. appoint
f) процентная ставка
7. interest rate
g) падать
Ex.2.Give English equivalents from the text:
Филиал, требование резерва, деньги, правительственные ценные бумаги,
борьба с инфляцией, мощный инструмент, способствовать, иметь тенденцию,
увеличивать количество денег, потребитель, ограниченный кредит, ставка
рефинансирования, подчиняться, давать взаймы, изменять количество дохода,
ценные бумаги, брать взаймы.
Ex.3. Say whether these statements are right or false:
1.
The Federal Reserve System is a dependent U.S. government agency.
2.
The Federal Reserve System is administered by the Federal Reserve Board of
Governors.
3.
The Federal Reserve System includes 15 regional Federal Reserve Banks and
20 Federal Reserve Bank branches.
4.
Membership is not optional for state-chartered banks.
33
5.
The first tool for maintaining control over the total supply of money and credit
in the economy is the discount rate.
6.
The percentages of deposits, set by the Federal Reserve, can be used for loans.
7.
When the Federal Reserve buys government securities from banks, other
businesses or individuals, it pays for them with a check.
Ex 4. Answer the questions:
1.
What is the Federal Reserve System?
2.
What is the main, principal function of the system?
3.
Who appoints the Federal Reserve Board of Governors?
4.
What are the main tools for maintaining control over the total supply of money
and credit in the economy?
5.
What is the reserve requirement?
6.
Why is tight money considered a particularly powerful tool for fighting
inflation?
Ex.5. Complete the sentences:
1.
The Federal Reserve System is …
2.
Its most important function is …
3.
The Federal Reserve System is administered by…
4.
The Federal Reserve System has three main tools for…
5.
The third tool for maintaining control over the total supply of money and credit
is known…
6.
When there is more money to lend, credit is …
7.
When there is less money to lend, credit is …
8.
Tight money is considered…
Ex.6.Make up a plan of the text and retell it.
FORMS OF BUSINESS ORGANIZATIONS
Look through the list of English words and their Russian equivalents before
reading the text:
1. sole proprietorship (n)
единоличное владение
2. to exist (v)
существовать
3. to own (v)
владеть
4. unlimited liability (n)
неограниченная
юридическая
ответственность
5. to run (v)
управлять
6. to create (v)
создавать
7. to be responsible for (v)
быть ответственным за что-либо
8. partnership (n)
партнерство
9. to recover one’s money (v)
вернуть свои деньги
34
10. debt (n)
11. disadvantage (n)
12. to be subject to taxation
13. to issue (v)
долг
недостаток
подлежать налогообложению
выпускать
A business may be privately organized in three different forms. These forms
are the sole proprietorship, the partnership and the corporation. Most business firms
are created and exist to make a profit.
A sole proprietorship is a form of business organization owned and operated
by one person. Sole proprietorships are the most numerous kind of business
organization, but most of them are very small. Sole proprietors own all the profits of
their enterprises, and they are “own bosses”. They don’t have to pay the special taxes
placed on corporations. Among sole proprietors are farmers, professional men, small
storekeepers and small manufacturers.
The greatest disadvantage of a sole proprietorship is unlimited liability that
each proprietor faces. Liability refers to legal obligations to pay for debts or damages.
Other disadvantages may include lack of opportunities for employees, limitations of
size and growth and lack of management resources.
A partnership is a form of business organization that is owned and run by two
or more persons. Partnerships are easy to form, relatively small to control and often
get tax benefits from the government. Partnerships are not subject to special taxation.
Partnerships can be found in such professional fields as medicine, law, accounting,
insurance.
In many cases partnerships have unlimited liability. Each partner is both jointly
or separately responsible for all the debts of their business. If the business fails, its
creditors have the right to recover their money from any, or all, of the partners.
A corporation is a form of business organization created under a government
charter.
A corporation may issue and sell stock certificates. A person who owns a stock
certificate is called a stockholder. Shareholders are the owners of a corporation and
their shares of ownership are represented by stock certificates.
A corporation is managed by the Board of Directors.
It is difficult and expensive to organize a corporation. The process of obtaining
a charter usually requires the services of a lawyer. Corporations are subject to special
taxes.
Ex. 1. Match the English words with the appropriate Russian equivalents:
1. profit
a) бухгалтерский учет
2. lack of opportunities
b) держатель акций
3. accounting
c) устав, привилегия
4. shareholder
d) обязанности
5. charter
e) прибыль
6. obligations
f) совет директоров
35
7. the Board of Directors
8. insurance
g) недостаток возможностей
h) страхование
Ex.2.Give English equivalents from the text:
Единоличные владельцы, прибыль, производители, налоги, подлежать
налогообложению, держатели акций, услуги юриста, устав, совет директоров,
неограниченная юридическая ответственность, недостаток возможностей, долг,
сталкиваться, недостаток возможностей, бухгалтерский учет.
Ex.3. Say whether these statements are right or false:
1.
A business may be organized in four different forms.
2.
A sole proprietorship is a form business organized and operated by two
persons.
3.
Sole proprietors have to pay special taxes.
4.
A partnership is a form of business organization that is owned and run by two
or more persons.
5.
Partnerships are easy to form, relatively small to control and often get tax
benefits from the government.
6.
If a partnership fails, its creditors don’t have the right to recover their money
from any, or all, of the partners.
7.
A corporation may issue and sell stock certificates.
8.
A person who owns a stock certificate is called a broker.
9.
Corporations are subject to special taxes.
Ex.4. Answer the questions:
1.
What are the forms of business organizations?
2.
What is the main purpose of business organizations?
3.
What is a sole proprietorship?
4.
What is the greatest disadvantage of a sole proprietorship?
5.
What is a partnership?
6.
Who is responsible for all business debts in a partnership?
7.
What form of business organization is created under a government charter?
8.
Who can be an owner of a corporation?
9.
By whom is a corporation managed?
Ex.5.Complete the sentences:
1.
Most business firms are created and …
2.
A sole proprietorship is a form…
3.
Among sole proprietors are…
4.
A partnership is a form of organization that…
5.
Partnerships can be found in…
6.
Partnerships are easy to form, relatively small…
7.
A corporation is a form of business organization…
8.
Shareholders are the owners of corporation and their shares…
36
9.
A corporation is managed…
Ex.6. Make up a plan of the text and retell it.
TASKS AND FUNCTIONS OF THE NATIONAL BANK
Look through the list of English words and their Russian equivalents before
reading the text:
1. to be accountable to (v)
быть ответственным перед кемлибо
2. to appoint (v)
назначать
3. subject to approval (n)
подлежать утверждению
4. implementation (n)
выполнение
5. interest rate (n)
процентная ставка
6. to issue (v)
выпускать
7. legislation (n)
законодательство
8. to draft (v)
составлять
The National Bank of Belarus occupies the central position in the country’s
banking system and is accountable to the Parliament. The Head of the National Bank
is appointed by the President. His deputies and members of the board are appointed
by the Presidium of the Parliament.
The National Bank is an independent institution acting within the limits of the
legislation and its Charter. The Charter is the subject to approval by the Parliament.
The Bank sends annual reports of its activities to the Parliament.
In cooperation with the government, the National Bank drafts and sends to the
Parliament the guidelines for financial and credit policies for the coming year and
reports the implementation of such policies in the previous year.
The National Bank regulates inflation chiefly by internationally accepted
economic means, such as interest rates, minimum requirements for banking services
and activity on the open financial market.
The National Bank acts as a creditor, economic advisor and representative of
the government on the financial market.
The National Bank participates in the work of international organizations. It
co-operates with the International Monetary Fund, World Bank and European Bank
for Reconstruction and Development and foreign banking and financial control
institutions.
The main functions of the National Bank are:
- develop and pursue monetary policy of the Republic of Belarus jointly with
the government of the Republic of Belarus;
- to issue money;
- to regulate money circulation;
37
- to regulate credit relations;
- to carry out foreign exchange regulation;
- to act as a central depository.
The National Bank does not provide crediting to economic entities. Under the
current legislation, crediting, cash collection and other financial services are provided
to economic entities by commercial banks.
Ex.1. Match the English words with the appropriate Russian equivalents:
1.advisor
a) разрабатывать
2. representative
b) выполнять
3. to develop
c) предоставлять
4. to carry out
d) консультант
5. economic entity
e) представитель
6. to provide
f) финансовые услуги
7. money circulation
g) экономическая единица
8. financial services
h) основные направления
9. interest rate
i) денежное обращение
10. guidelines
j) процентная ставка
Ex.2.Give English equivalents from the text:
Занимать центральное положение, быть ответственным перед кем-либо,
банковские услуги, заместители главы Национального банка, ежегодные
доклады, совместно с правительством, регулировать инфляцию, минимальные
требования, экономический консультант, представитель государства,
экономическая единица, предоставлять, Международный Валютный Фонд,
Всемирный Банк, денежное обращение.
Ex3. Say whether these statements are right or false:
1.
The National Bank of Belarus is accountable to the President.
2.
The Head of the National Bank is appointed by the Presidium of the
Parliament.
3.
The Charter is the subject to approval by the government.
4.
The National Bank regulates inflation by internationally accepted economic
means.
5.
The National Bank acts as a creditor, economic advisor and representative of
the government on the financial market.
6.
The National Bank doesn’t participate in the work of international
organizations.
7.
The National Bank provides crediting to economic entities.
8.
The National Bank regulates money circulation.
Ex.4. Answer the questions:
1.
What position does The National Bank occupy?
38
2.
By whom is the Head of the National Bank appointed?
3.
Is the National Bank accountable to the Parliament or to the President?
4.
What does the National Bank draft and send to the Parliament in cooperation
with the government?
5.
By what means does the National Bank regulate inflation?
6.
With what international organizations does the National Bank cooperate?
7.
What are the main functions of the National Bank?
8.
What financial institutions provide crediting to economic entities?
Ex.5. Complete the sentences:
1.
The National Bank of Belarus occupies the central position …
2.
The Head of the National Bank is…
3.
The National Bank is an independent institution…
4.
In cooperation with the government, the National Bank drafts and sends to the
Parliament…
5.
The National Bank regulates inflation chiefly by internationally accepted
economic means…
6.
The National Bank acts as a creditor…
7.
The National Bank participates in the work of international organizations…
8.
The main functions of the National Bank are…
Ex.6. Make up a plan of the text and retell it.
TAXATION
Look through the list of English words and their Russian equivalents before
reading the text:
1. to levy
облагать налогом
2. to impose
взимать налоги (облагать);
3. tax burden
налоговое бремя
4. benefit-received principle
принцип извлечения выгоды
5. ability-to-pay principle
принцип платежеспособности
6. to afford smth.
позволять себе что-либо
7. sales tax
налог с оборота
8. value-added tax
налог на добавленную стоимость
9. income tax
подоходный налог
10.property tax
налог на собственность
11.inheritance tax
налог на наследство
The principal purpose of taxes is to pay for the cost of government. Sometimes
taxes are levied to protect selected industries. The federal government can use its
ability to tax to regulate the level of economic activity.
39
Taxes may be imposed on transactions, institutions, property and all kinds of
other things. But the most important thing is that taxes are paid by people.
All taxes are paid out of income. Two principles of taxation deal with the
equity in distributing tax burdens.
The benefit-received principle of taxation states that those who benefit from
government programme are the ones who ought to pay for it.
The ability-to-pay principle states that taxes ought to be paid by those who can
best afford them, regardless of the benefits they receive.
Most taxes can be classified as progressive, regressive and proportional.
A progressive tax takes a larger percentage of a higher income and a smaller
percentage of a lower income.
A regressive tax is one that takes a higher percentage of a low income and a
lower percentage of a high income.
A proportional tax takes the same percentage of all incomes, regardless of size.
A sales tax is a general tax levied on consumer purchases of nearly all
products. Sales taxes have a regressive effect. A value-added tax is similar to a sales
tax and is also regressive.
An income tax, a property tax and an inheritance tax are progressive taxes.
Much of the government’s revenue comes from the income and property taxes.
Ex.1. Match the English words with the appropriate Russian equivalents:
1. purpose
a) способность
2. to protect
b) покупка
3. level
c) получать выгоду, прибыль
4. ability
d) сделка
5. distributing
e) заявить, сообщить
6. purchase
f) цель
7. transaction
g) уровень
8. to benefit
h) защищать
9. to state
i) распределение
Ex.2.Give English equivalents from the text:
Главная цель, облагать налогами, налоги выплачиваются из прибыли,
распределение налогового бремени, принцип извлечения выгоды, принцип
платёжеспособности, налог с оборота, налог на добавленную стоимость,
подоходный налог, прогрессивный налог, налог на наследство, налог на
собственность.
Ex3. Say whether these statements are right or false:
1.
The principal purpose of taxes is to pay for the cost of government.
2.
Taxes are paid by the government.
3.
There are three principles of taxation.
40
4.
The benefit-received principle of taxation states that those who benefit from
government programme are the ones who ought to pay for it.
5.
A progressive tax takes a smaller percentage of a higher income and a larger
percentage of a lower income.
6.
A regressive tax is one that takes a higher percentage of a low income and a
lower percentage of a high income.
7.
A proportional tax takes the largest percentage of all incomes, regardless of
size.
8.
A sales tax is a general tax levied on consumer purchases of nearly all
products.
9.
Much of the government’s revenue comes from the income and property taxes.
Ex.4. Answer the questions:
1.
What is the main purpose of taxes?
2.
What may taxes be imposed on?
3.
Who pays taxes?
4.
What are the principles of taxation?
5.
What does the benefit-received principle state?
6.
What does the ability-to-pay principle mean?
7.
How can most taxes be classified?
8.
What is a progressive tax?
9.
What is the peculiar feature of a regressive tax?
10. What is a proportional tax?
11. What are the examples of progressive and regressive taxes?
Ex.5.Complete the sentences:
1.
The principal purpose of taxes is…
2.
The federal government can use its ability to tax…
3.
Taxes may be imposed on…
4.
But the most important thing is…
5.
Two principles of taxation deal with…
6.
The benefit-received principle of taxation states…
7.
The ability-to-pay principle states that taxes ought to be paid…
8.
Most taxes can be classified…
9.
A progressive tax takes a larger percentage of a higher income and…
10. A regressive tax is one that takes…
11. A proportional tax takes…
12. A sales tax is a general tax levied…
13. A value-added tax is similar…
14. Much of the government’s revenue comes…
Ex.6.Make up a plan of the text and retell it.
41
THE WORLD BANK
Look through the list of English words and their Russian equivalents before
reading the text:
1.to be founded (v)
быть основанным
2.staff (n)
штат, персонал
3.headquarters (n)
штаб-квартира
4.to lend (v)
давать взаймы, одалживать
5.to extend (v)
оказывать
6.to promote (v)
помогать, содействовать
7.to intermediate (v)
быть посредником
8.bond (n)
облигация
The World Bank was founded in July 1944. It is a group of four institutions:
the International Bank for Reconstruction and Development, the International
Finance Corporation, the International Development Association and the Multilateral
Investment Guarantee Agency.
The World Bank has about 40 offices throughout the world with the staff over
7,000 members including economists, engineers, agronomists, statisticians, lawyers,
experts in telecommunications, water supply, transportation, education, energy, rural
development, population and health care and other disciplines. The headquarters of
the World Bank is situated in Washington.
The World Bank is a lending institution. The first loans were extended during
the late 1940s to finance the reconstruction of the war-destroyed economies of
Western Europe. When these countries recovered, the Bank turned its attention to
assisting the world’s poorer nations, known as developing countries. The World Bank
has one central purpose: to promote economic and social progress in developing
countries by helping to raise productivity so that they may live a better and fuller life.
The World Bank is an investment bank, intermediating between investors and
recipients, borrowing from the one and lending to the other. It obtains most of the
funds through the issue of bonds. The World Bank also borrows money by selling
bonds and notes to governments, their agencies and central banks. The proceeds of
these bond sales are lent to developing countries to help to finance projects and
policy that give promise of success.
The World Bank started working with the government of Belarus in 1992. The
first project was focused on improving forest management in the Belavezhskaya
Pushcha nature reserve. From that time the World Bank has assisted with an
economic rehabilitation loan, institution building, forestry development and a number
of technical assistance projects.
Ex.1. Match the English words with the appropriate Russian equivalents:
1. water supply
a) развивающиеся страны
2. health care
b)
производительность,
продуктивность
42
3. to recover
4. developing countries
5. productivity
6. to obtain
7. proceeds
8. to focus on
c) выручка, доход
d) водоснабжение
e) сосредоточивать (-ся)
f) восстанавливать
g) здравоохранение
h) получать
Ex.2. Give English equivalents from the text:
Заём, разрушенные войной экономики, обращать внимание, главная цель,
жить лучшей и более полной жизнью, продажа облигаций, давать взаймы,
способствовать, получать, финансировать проекты, быть посредником,
средства, развитие, улучшение, заповедник, выпуск облигаций, помощь,
правительство, штаб-квартира, восстанавливать.
Ex3. Say whether these statements are right or false:
1.
The World Bank was founded in June 1944.
2.
The World Bank has about 60 offices throughout the world.
3.
The headquarters of the World Bank is situated in Washington.
4.
The World Bank is a borrowing institution.
5.
The World Bank has one central purpose: to promote economic and social
progress in developing countries by helping to raise productivity so that they may live
a better and fuller life.
6.
The World Bank is an investment bank, intermediating between borrowers and
recipients.
7.
The World Bank also lends money by selling bonds and notes to governments,
their agencies and central banks.
8.
The World Bank started working with the government of Belarus in 1992.
Ex.4. Answer the questions:
1.
When was the World Bank founded?
2.
What institutions does it consist of?
3.
How many offices does it have?
4.
What kind of institution is the World Bank?
5.
What is the central purpose of the World Bank?
6.
In what ways does the World Bank obtain the funds?
7.
When did the World Bank start working with the government of Belarus?
Ex.5.Complete the sentences:
1.
The World Bank was founded in …
2.
It is a group of four institutions: …
3.
The World Bank has about 40 offices throughout the world with the staff over
7,000 members including…
4.
The headquarters of the World Bank…
5.
The World Bank is a lending …
43
6.
7.
8.
9.
The first loans were extended during the late 1940s to finance…
The World Bank has one central purpose: …
The World Bank is an investment bank, …
The World Bank started working with the government of Belarus …
Ex.6.Make up a plan of the text and retell it.
ECOLOGICAL PROBLEMS
Look through the list of English words and their Russian equivalents before
reading the text:
1. interference
2. destruction
3. ecological imbalance
4. to go beyond
5. urgency
6. densely populated
7. to exert a heavy load
8. to endanger
вмешательство
разрушение
нарушение
экологического
равновесия
превосходить, выходить за
срочность
густонаселенный
оказывать большую нагрузку
подвергать опасности
With the development of civilization man’s interference in nature increases
leading to various negative changes in the environment. Among the negative factors
that result in the destruction of ecological systems are the pollution of water and air
and destruction of natural landscapes.
Ecological imbalance has become a global problem, drawing attention of
practically all countries.
It is evident that owing to global nature and extreme complexity of the problem
protection of the environment goes beyond the scientific, technological and economic
abilities of even the best developed countries, if taken separately. The consideration
of, for example transport of pollutants across state frontiers presupposes bilateral and
multilateral cooperation of governments, public and international organizations.
Special urgency and complexity acquire the question of large-scale
environmental protection in densely populated Europe where developed industry
exerts a heavy load on all environmental components. The state of the environment in
the USA and Canada also causes serious concern.
Due to the extreme significance of the problem more and more often
suggestions are put forward about creating a system of international ecological
security. Such a system presupposes a systematic analysis of global ecological
situation, as well as trying to answer the following questions: at what point will
nature cease to tolerate man? What amount of which resources can man use each year
without endangering the environment? It also includes research and development of
44
problems of a purely applied nature, such as international projects to develop nowaste technologies, ecologically clean production processes, improved technologies
to purify water and air, alternative energy sources, methods for the rehabilitation of
the environment.
Global monitoring of the environment would make it possible to isolate
ecologically endangered areas on the planet. On the same level there should be a
special world service concerned with elimination of large-scale ecological disasters,
like forest fires, big oil slicks, accidents at major chemical factories or nuclear power
plants.
The creation of a system of international ecological security cannot be delayed
as the problem of environmental pollution poses much threat to humanity as could a
nuclear war.
Ex.1. Match the English words with the appropriate Russian equivalents:
1. environment
a) авария, катастрофа
2. pollution
b) чрезвычайный, крайний
3. extreme
c) утечка нефти
4. presuppose
d) загрязнение
5. significance
e) окружающая среда
6. to create
f) угроза
7. elimination
g) важность, значение
8. disaster
h) предполагать
9. oil slick
i) создавать
10. threat
j) устранение, уничтожение
Ex.2. Give English equivalents from the text:
Многостороннее сотрудничество, нарушение экологического равновесия,
окружающая среда, лесные пожары, атомные электростанции, экологическая
безопасность, угроза человечеству, экологическая катастрофа, подвергать
опасности, превосходить, разрушение, срочность, прекращать, терпеть.
Ex3. Say whether these statements are right or false:
1.
Man’s interference in nature poses no problem to the environment. It helps to
preserve natural landscapes and doesn’t affect water and air.
2.
The problem of ecological imbalance can be settled by by separate countries,
especially highly developed ones.
3.
Special urgency and complexity acquire the questions of large-scale
environmental protection in densely populated Europe.
4.
The state of the environment in the USA and Canada is quite satisfactory and
causes no serious concern.
5.
Global monitoring of the environment would make it possible to isolate
ecologically endangered areas on the planet.
45
6.
The creation of a system of international ecological security cannot be delayed
as the problem of environmental pollution poses as much threat to humanity as could
a nuclear war.
Ex.4. Answer the questions:
1.
What negative factors does man’s interference in nature lead to?
2.
Ecological imbalance has become a global problem, drawing attention of
practically all countries, hasn’t it?
3.
Why does the problem of ecological imbalance go beyond scientific
technological and economic abilities of even the best developed countries, if taken
separately?
4.
What can you say about the problem of large-scale environmental protection in
Europe?
5.
What suggestions are put forward more often? Why?
6.
What does a system of global ecological security presuppose?
7.
What does a system of global ecological security include?
8.
What would global monitoring of the environment make it possible to do?
9.
What other world service should there be on the same level?
10. The creation of a system international ecological security cannot be delayed,
can it? Why not?
Ex.5.Complete the sentences:
1.
It is evident that owing to global nature…
2.
Special With the development of civilization man’s interference in nature…
3.
Ecological imbalance has become…
4.
urgency and complexity acquire…
5.
Due to the extreme significance of the problem…
6.
Such a system presupposes a systematic analysis…
7.
It also includes research and development of problems…
8.
Global monitoring of the environment would make it possible…
9.
The creation of a system of international ecological security…
Ex.6.Make up a plan of the text and retell it.
BELARUS ECONOMY
Look through the list of English words and their Russian equivalents before
reading the text:
1.acid soil (n)
кислая почва
2.combustible slates (n)
горючий сланец
3.arable land (n)
пахотная земля
4.peat (n)
торф
5.loam (n)
жирная глина
46
6.fire-resistant and refractory clay (n)
7.amalgamation (n)
8.potassium salts (n)
9.backbone (n)
огнеупорная глина
объединение
калийные соли
основа
The Republic of Belarus is located in the center of Europe, on the crossroads of
trade ways between West and East, North and South, in the East European Plain. The
flat character of the territory, moderately continental climate create favorable
conditions for habitation of population, building industrial enterprises.
The territory of the Republic of Belarus covers 207.6 thousand square
kilometers. Minsk is the capital of the Republic of Belarus.
The total population of the republic reached about 10 million people. The
Republic of Belarus consists of six regions with centers in the cities of Minsk, Brest,
Vitebsk, Gomel, Grodno, Mogilyov, which are further divided into 118 rural districts,
102 towns and over 24 thousand townships and villages.
Most of Belarus territory is farming land and in the past Belarus was mainly an
agricultural country. The lands here are not very rich. Four-fifth of its arable land is
constituted by acid soil which needs constant improvement. Today agriculture
specializes in meat and milk production. The main crops grown here are potatoes,
grain, flax and vegetables.
Belarus is not rich in mineral resources. There are some deposits of petroleum,
combustible slates, brown coal, ferrous and non-ferrous ore, dolomites, potassium
salts on the lands of the republic. The reserves of peat, fire-resistant and refractory
clay, loam and sand for the manufacture of glass, various construction materials are
great.
The backbone of Belarus economy is constituted by industry. The industry
produces nearly 70% of GNP. The main branches are motor industry, manufacture of
tractors, and agricultural engineering, machine-tool industry, and manufacture of
bearings, electronics and electrical industry, manufacture and refining of petroleum,
mining, manufacture of synthetic fibers, mineral fertilizers, radio engineering
products, pharmaceutical industry, manufacture of construction materials, light
industry and food-processing industry.
Over 100 large enterprises are the basis of Belarus economy. These are such
large plants as Minsk Tractor Plant, the Refrigerator Producing Amalgamation
Atlant, the TV sets Producing Amalgamation Gorizont, Belarus Amalgamation of
Heavy-load Trucks Production BelavtoMAZ, Novopolotsk and Mozyr oil-processing
plants, Zhlobin metallurgy plant, artificial fibers plants and many others.
The main trading partners are Russia, Ukraine, Germany, Poland, Lithuania,
Italy, Latvia, Kazakhstan, Moldova, Brasil, China, Argentina. Development of export
potential, improvement of the structure of export and import, rational use of external
financing are the main perspectives for the republic.
Ex.1. Match the English words with the appropriate Russian equivalents:
1. habitation
a) фармацевтическая промышленность
47
2. improvement
3. crops
4. synthetic fiber
5. mineral fertilizers
6. pharmaceutical industry
7. grain
8. deposit
9. agricultural engineering
10.oil-processing plant
b) зерно, хлебные злаки
c) проживание
d) нефтеперерабатывающий завод
e) сельскохозяйственная культура
f) агротехника
g) минеральные удобрения
h) улучшение
i) искусственное волокно
j) залежь
Ex.2. Give English equivalents from the text:
Умеренно континентальный климат, лён, доломиты, благоприятные
условия, мясное и молочное производство, создавать, промышленные
предприятия, производство и очистка нефти, производство подшипников,
внешнее
финансирование,
минеральные
удобрения,
производство
строительных
материалов,
лёгкая
и
пищевая
промышленность,
нефтеперерабатывающий завод, торф, калийные соли, железная и цветная руда,
производственное объединение.
Ex3. Say whether these statements are right or false:
1.
The flat character of the territory, moderately continental climate create
unfavorable conditions for habitation of population, building industrial enterprises.
2.
The total population of the republic reached over 10 million people.
3.
Most of Belarus territory is farming land and in the past Belarus was mainly an
agricultural country.
4.
One-third of its arable land is constituted by acid soil which needs constant
improvement.
5.
Today agriculture specializes in meat and milk production.
6.
The main crops grown here are potatoes, grain, flax and vegetables.
7.
The reserves of peat, fire-resistant and refractory clay, loam and sand for the
manufacture of glass, various construction materials are not great.
8.
The backbone of Belarus economy is constituted by agriculture.
9.
The industry produces nearly 63% of GNP.
10. Over 100 large enterprises are the basis of Belarus economy.
Ex.4. Answer the questions:
1.
What is location of the Republic of Belarus?
2.
What is its population?
3.
Is Belarus rich in mineral resources?
4.
In what production does Belarus agriculture specialize today?
5.
What deposits comprise our mineral wealth?
6.
What are the main branches of Belarus economy?
7.
Can you name large enterprises which form the basis of Belarus economy?
8.
What are the basic trading and economic partners of the Republic of Belarus?
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Ex.5. Complete the sentences:
1.
The Republic of Belarus is located in the center of Europe, …
2.
The flat character of the territory, moderately continental climate create
…
3.
Four-fifth of its arable land is constituted by …
4.
The main crops grown here are …
5.
There are some deposits of …
6.
The main branches are motor industry, manufacture of tractors, and …
7.
These are such large plants as …
8.
The main trading partners are …
Ex.6. Make up a plan of the text and retell it.
AMERICAN ECONOMY
Look through the list of English words and their Russian equivalents before
reading the text:
1.to extract (v)
извлекать
2. gross domestic product (n)
валовой внутренний продукт
3. to contribute (v)
делать вклад, способствовать
4. natural resources (n)
природные богатства
5. to involve (v)
включать в себя
6. manufacturing (n)
производство
7. to account (v)
считать
8.primary (a)
первичный
The United States ranks first in the world in the total value of its economic
production. The nation’s gross domestic product (GDP) amounts to over $7 trillion.
The United States economy is based largely on a free enterprise system. In such a
system, individuals and companies are free to make their own economic decisions.
Individuals and companies own the raw materials, equipment, factories and other
items necessary for production, and they decide how best to use them in order to earn
a profit.
The US economy consists of three main sectors: the primary, secondary and
tertiary.
Primary economic activities are those directly extracting goods from the
natural environment, including agriculture, forestry, fishing and mining. The primary
sector contributes about 3 percent of annual GDP.
Agriculture accounts for 2 percent of the US gross domestic product and
employs 3 percent of the nation’s workers. Yet, the United States is a world leader in
agriculture production. The country’s farms turn out as much food as the nation
49
needs, with enough left over to export food to other countries. About a third of the
world’s food exports come from U.S. farms.
Beef cattle rank as the most valuable product of American farms. Other leading
farm products include milk, soybeans, chickens and eggs, hogs, wheat, cotton. United
States farms also produce large amounts of hay, tobacco, turkeys, oranges, tomatoes
and apples.
A variety of natural resources provide the raw materials that support the
economy of the United States. The most valuable resources are minerals, soils, water,
forests and fish.
The United States has large deposits of coal, iron ore, natural gas, petroleum,
which are vital to the country’s industrial strength. Its many other important minerals
include copper, gold, phosphates, silver and zinc.
Secondary economic activities involve processing or combining materials into
new products, and include manufacturing and construction. They account for 22
percent of the gross domestic product and employ 20 percent of workers. The leading
categories of U.S. products are chemicals, transportation equipment, food products,
non-electrical machinery, electrical machinery and equipment, printed materials,
scientific and medical instruments, fabricated metal products, paper products, rubber
and plastic products, and primary goods.
Construction accounts for 4 percent of the US GDP and provides jobs for 4
percent of the work force. This industry employs such workers as architects,
engineers, contractors, bricklayers, carpenters, electricians, plumbers, roofers,
ironworkers and plasterers.
The tertiary sector includes the commercial services that help industry produce
and distribute goods to the final consumers, as well as activities such as education,
health care, leisure, tourism and so on.
Ex.1. Match the English words with the appropriate Russian equivalents:
1. secondary
a) нефть
2. soybeans
b) индейка
3. wheat
c) железная руда
4. iron ore
d) цинк
5. deposit
e) соевые бобы
6. turkey
f) пшеница
7. zinc
g) вторичный
8. petroleum
h) залежь
Ex.2.Give English equivalents from the text:
Валовой внутренний продукт, сырьё, окружающая среда, медь, третичный
сектор экономики, строительство, переработка материалов, сантехник, сено,
каменщик, химикалии, серебро, природные богатства, продукты питания,
лесоводство, хлопок, жизненный, здравоохранение, оборудование, заработать
прибыль.
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Ex3. Say whether these statements are right or false:
1.
The United States ranks second in the world in the total value of its economic
production.
2.
The United States economy is based largely on a free enterprise system.
3.
The US economy consists of three main sectors: the primary, secondary and
tertiary.
4.
The primary sector contributes about 5 percent of annual GDP.
5.
About a third of the world’s food exports come from Russian farms.
6.
United States farms also produce large amounts of hay, tobacco, turkeys,
oranges, tomatoes and apples.
7.
The United States has large deposits of coal, iron ore, natural gas, petroleum,
which are vital to the country’s industrial strength.
8.
Secondary economic activities involve processing or combining materials into
new products, and include manufacturing and construction.
9.
Construction accounts for 7 percent of the US GDP and provides jobs for 8
percent of the work force.
10. This industry employs such workers as architects, engineers, contractors,
bricklayers, carpenters, electricians, plumbers, roofers, ironworkers and plasterers.
Ex.4. Answer the questions:
1.
What system is the United States economy based on?
2.
What is a free enterprise system?
3.
What sectors does the U.S. economy consist of?
4.
What do primary economic activities include?
5.
What do the United States farms produce?
6.
Does the country have enough natural resources to support the economy?
7.
What do secondary economic activities involve?
8.
What does the tertiary sector of economy include?
Ex.5.Complete the sentences:
1.
The United States ranks first in the world… .
2.
The United States economy is based largely … .
3.
In such a system, individuals and companies are free… .
4.
The US economy consists of three main sectors:…
5.
Primary economic activities are those directly extracting goods from the
natural environment, including… .
6.
Yet, the United States is a world… .
7.
The most valuable resources are… .
8.
Secondary economic activities involve… .
9.
The leading categories of U.S. products are… .
10. The tertiary sector includes… .
Ex.6.Make up a plan of the text and retell it.
51
BRITISH ECONOMY
Look through the list of English words and their Russian equivalents before
reading the text:
1.foodstuff (n)
продукт питания
2.consumer goods (n)
потребительские товары
3.abundant (a)
богатый, обильный
4.tin (n)
олово
5.lead (n)
свинец
6.limestone (n)
известняк
7.china clay (n)
глина
8.to raise (v)
выращивать
Great Britain is one of the world’s leading industrialized nations. It has
achieved this position despite the lack of most raw materials needed for industry.
Great Britain also must import about 40% of its food supplies. Thus the country’s
prosperity is heavily dependent upon the export of manufactured goods in exchange
for raw materials and foodstuffs.
Some years ago, manufacturing industries accounted for about a quarter of
GDP, followed by financial industries, trade, transportation and communications,
services, construction, mining and public utilities, and agriculture. Service industries
employed about 60% of the workforce, while manufacturing accounted for just over
25%.
Within the manufacturing sector itself, the largest industries include machine
tools; electric power, automation, and railroad equipment; ships; motor vehicles and
parts; aircraft; electronic and communications equipment; metals; chemicals;
petroleum; coal; food processing; paper and printing; textile; and clothing.
The country’s chief exports are manufactured goods, machinery, fuels,
chemicals, semi-finished goods and transport equipment. The chief imports are
manufactured goods, machinery, semi-finished and consumer goods, and foodstuffs.
Great Britain has abundant supplies of coal, oil and natural gas. Great Britain’s
other mineral resources include iron ore, tin, limestone, salt, china clay and lead.
British agriculture is highly mechanized and extremely productive, with some
of the highest crop yields of grains, sugar beets, fruits and vegetables. Sheep are
Britain’s chief livestock. Farmers in almost every part of the country raise sheep for
meat and wool. British farmers also raise beef cattle, dairy cattle and hogs. A little
over 2 per cent of Britain’s working population is engaged in agriculture, which is a
lower proportion than in any other major industrialized country.
In order to pay for the food and other materials it needs, Britain relies not only
on the sales of manufactures. Of great importance is the “invisible export” – the
provision of services such as banking, shipping, aviation and tourism. The heart of all
these activities is the City of London, although there are other important centers in
several large cities, especially in ports. The City contains probably the greatest
concentration of financial expertise in the world.
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The national economy of Britain is vitally dependent on foreign trade. The
main trade partners are other developed countries – Germany, the United States,
Japan, France, etc.
Ex.1. Match the English words with the appropriate Russian equivalents:
1. semi-finished goods
зерно, хлебные злаки
2. sugar beets
быть занятым
3. grain
процветание, благосостояние
4. dairy cattle
сахарная свекла
5. to be engaged in
специальные знания
6. prosperity
полуфабрикаты
7. expertise
горная промышленность
8. mining
молочный скот
Ex.2. Give English equivalents from the text:
Ведущее промышленное государство, промышленные товары, сырьё,
торговля, горная промышленность, каменный уголь, нефть, железнодорожное
оборудование, машинное оборудование, финансовые знания, свинья, урожай
зерновых, железная руда, олово, глина, полуфабрикаты, шерсть, зависеть,
сельское хозяйство, содержать в себе, коммунальные предприятия, невидимый
экспорт, перевозка грузов морем, домашний скот.
Ex3. Say whether these statements are right or false:
1.
Great Britain is one of the world’s leading industrialized nations.
2.
Great Britain also must import about 60% of its food supplies.
3.
The country’s prosperity is not dependent upon the export of manufactured
goods in exchange for raw materials and foodstuffs.
4.
Some years ago, manufacturing industries accounted for about a quarter of
GDP.
5.
Service industries employed about 25% of the workforce, while manufacturing
accounted for just over 60%.
6.
The country’s chief exports are manufactured goods, machinery, fuels,
chemicals, semi-finished goods and transport equipment.
7.
The chief imports are manufactured goods, machinery, semi-finished and
consumer goods, and foodstuffs.
8.
A little over 8 per cent of Britain’s working population is engaged in
agriculture.
9.
Of great importance is the “invisible export” – the provision of services such as
banking, shipping, aviation and tourism.
Ex.4. Answer the questions:
1.
What is the country's prosperity dependent on?
2.
What do the largest industries include?
3.
What are the country’s chief exports?
53
4.
5.
6.
7.
8.
What are the chief imports?
What can you say about mineral resources in Great Britain?
What do British farmers raise?
What is “invisible export”?
What are the main trade partners of Great Britain?
1.
2.
3.
4.
5.
6.
7.
8.
9.
Ex.5.Complete the sentences:
Great Britain is one of the world’s …
Great Britain also must import …
Within the manufacturing sector itself, the largest industries include …
The country’s chief exports are …
The chief imports are …
Great Britain has abundant supplies …
British farmers raise …
Of great importance is the “invisible export” – the provision of services …
The main trade partners are …
Ex.6.Make up a plan of the text and retell it.
MY FUTURE PROFESSION
Look through the list of English words and their Russian equivalents before
reading the text:
1.insuarance (n)
страхование
2.complexity (n)
сложность
3.taxation (n)
налогообложение
4.promotion (n)
повышение, содействие
5.accuracy (n)
точность
6.to outline (v)
обрисовать, наметить в общих
чертах тах
7.jurisprudence (n)
юриспруденция
8.statement (n)
заявление
Choosing the right profession is very important. Most of us spend a great part
of our lives at our jobs. When young people finish school they always think about
their life. There were many professions opened to each of us, but we decided to
become economists.
Now we are students of the Belarus State Economic University. We study at
the Economic School of Finance and Banking and are going to be specialists in
different branches of our economy.
There’s a surprisingly wide range to choose from – for example, I could work
for a high-street bank. Now people have realized that having a bank account is a
greater help in organizing their financial affairs. There are a lot of financial services
provided by the banks – from simple things like cashing cheques and looking after
54
saving to the complexities of insurance, taxation and investment. It takes a lot of
people to run one of the biggest financial organizations in the world and needs
various professions. We believe in a system of progressive promotion, so everyone
starts from the first line. You will probably be preparing customers’ statements,
sorting cheques and learning to use accounting machines. Then you will be able to
have more personal contact with the customers. You can help the customers to solve
any problems they may have with their accounts, answer their questions, outline the
bank’s services. You will meet many different people, will be dealing with many
thousands of pounds every day so accuracy is vital. So your work’s becoming more
complex and each job carries a greater degree of responsibility. For example you
may be a foreign clerk. It means that you will be dealing with customers’ travel
requirements, supplying foreign currencies and travel cheques and assisting with
passport applications and travel insurance. In some years you may become the
Manager of the Bank. It is Manager’s Clerk who acts as a Personal Assistant
providing all the information needed for day to day control of accounts.
It isn’t important what part of the work you do in your bank but banking
combines the Science and Art of Business with many other disciplines, such as
economics, geography, history, language, jurisprudence, statistics, demography.
Banking does not just affect the financial life of the country, it also plays a
vital role in the total world economy.
Ex.1. Match the English words with the appropriate Russian equivalents:
1.to believe in
ответственность
2.to run
помогать
3.to realize
верить
4.to provide
иметь дело
5.cashing cheques
управлять
6.responsibility
понимать, осознавать
7.to assist
предоставлять
8.to deal with
обналичивание чеков
Ex.2. Give English equivalents from the text:
Факультет финансов и банковского дела, решать, различные отрасли
экономики, банковский счёт, финансовые дела, сбережения, страхование,
налогообложение, инвестирование, управлять, играть важную роль,
становиться более сложным, иностранная валюта, встречаться с разными
людьми, степень ответственности, клиент, отвечать на вопросы, иметь дело,
обналичивание чеков, влиять, престижный, требования, заявление,
юриспруденция, статистика, дисциплина.
Ex3. Say whether these statements are right or false:
1.
Choosing the right profession is very important.
2.
There were many professions opened to each of us, but we decided to become
engineers.
55
3.
There are a few financial services provided by the banks.
4.
We believe in a system of progressive promotion, so everyone starts from the
first line.
5.
You will probably be preparing customers’ statements, sorting cheques and
learning to use accounting machines.
6.
You can help the customers to solve any problems they may have with their
accounts, answer their questions, outline the bank’s services
7.
You will meet many different people, will be dealing with many thousands of
pounds every day so accuracy is not vital.
8.
So your work’s becoming more complex and each job doesn’t carry a greater
degree of responsibility.
9.
It isn’t important what part of the work you do in your bank but banking
combines the Science and Art of Business with many other disciplines, such as
economics, geography, history, language, jurisprudence, statistics, demography.
10. Banking does not just affect the financial life of the country and it doesn’t play
a vital role in the total world economy.
Ex.4. Answer the questions:
1.
Why is it so important to choose a right profession?
2.
Why did you choose the Economic School of Finance and Banking?
3.
Why is it very useful to have a bank account?
4.
What financial services provided by the banks do you know?
5.
Do you believe in a system of progressive promotion?
6.
What will you probably begin your work with?
7.
What kinds of disciplines does banking combine?
8.
What role does banking play in the total world economy?
Ex.5. Complete the sentences:
1.
When young people finish school … .
2.
There were many professions opened to each of us, but … .
3.
We study at the Economic School of Finance and Banking and … .
4.
Now people have realized that … .
5.
There are a lot of financial services provided by the banks … .
6.
We believe in a system of progressive promotion … .
7.
You will probably be preparing customers’ statements, … .
8.
You can help the customers to solve any problems … .
9.
It isn’t important what part of the work you do in your bank but … .
10.Banking does not just affect the financial life of the country … .
Ex.6. Make up a plan of the text and retell it.
56
5.1.2
УО «БЕЛОРУССКИЙ ГОСУДАРСТВЕННЫЙ ЭКОНОМИЧЕСКИЙ
УНИВЕРСИТЕТ»
Л.М.Ушакова, Е.Н.Зезюльчик
ТРЕНИРОВОЧНЫЕ ТЕСТЫ
ДЛЯ ПОДГОТОВКИ К ВЫПОЛНЕНИЮ КОМПЬЮТЕРНОГО
ТЕСТА № 1
ДЛЯ СТУДЕНТОВ ЗАОЧНОЙФОРМЫ ОБУЧЕНИЯ
Учебное пособие
для студентов 1-2 курсов факультетов ФФБД, ФВШТ, ФЭУТ И
ФП
Минск: БГЭУ, 2011
57
Рекомендовано кафедрой профессионально ориентированной английской речи
УО «Белорусский государственный экономический университет»
Л.М.Ушакова, Е.Н.Зезюльчик.
Тренировочные тесты для подготовки к выполнению компьютерного теста №1
для студентов заочной формы обучения/ Л.М.Ушакова, Е.Н.Зезюльчик.
. - БГЭУ, 2011. – 26c.
Настоящее учебное пособие предназначено для студентов заочной формы
обучения факультетов ФФБД, ФВШТ, ФЭУТ И ФП и может быть использовано
при подготовке к сдаче теста №1 по дисциплине «Иностранный язык
(английский)».
58
TEST 1. NOUNS
Choose the correct form.
1.
His advice … useful to me.
A were
B was
2.
Their progress in … was good.
A mathematics
B mathematic
3.
The police here … helpful.
A are
B is
4.
There were a lot of … in the field.
A sheeps
B sheep
5.
Where … my clothes?
A are
B is
6.
What … the news?
A is
B are
7. My trousers … torn.
A is
B are
8.
There … money on the table.
A is
B are
9.
.… is power.
A knowledge
B knowledges
10. The furniture … rather old.
A are
B is
11. Did you catch many …?
A fish
B fishes
12.
Where .. my glasses?
A is
B are
13. My sister’s hair … fair.
A is
B are
14. The scissors … on the table.
A is
B are
15. He knows well the … at the Black Sea.
59
A fish
B fishes
16. There … sand in my shoes.
A is
B are
17. My cat catches a lot of … .
A mouse
B mice
18. Do you know the … who lives next door?
A men
B man
19. Travellers saw two … in distance.
A oases
B oasis
20. There is … in American agriculture.
A crises
B crisis
21. His family … at the table.
A is
B are
22. The team … tomorrow morning.
A is playing
B are playing
23. Politics … me.
A interest
B interests
24. A group of students … on a tour to Italy.
A is going
B are going
25. Close by, a group of men … .
A was sitting
B were sitting
26. There are many … in our schools.
A women-teachers
B woman-teachers
27. I like … .
A forgets-me not
B forget-me-nots
28. This crossroads … very dangerous.
A are
B is
TEST 2. NOUNS: POSESSIVE CASE
Choose the correct form.
1.
My … hair is fair.
60
A sister
B sister’s
C sisters
2.
It is about three … drive to Minsk from my house.
A hour
B hour’s
C hours’
3.
He’d never forget his … kindness.
A friend
B friend’s
C friends
4.
There was a … silence.
A moment’s
B moment
C moments
5.
He made his way to a … .
A chemists’
B chemist
C chemist’s
6.
… parks are dangerous at night.
A New-York’s
B New-York
C New-Yorks’
7.
I have got two … holiday.
A weeks
B weeks’
C week’s
8.
She taught for a year in a good … school in the north of England.
A girl
B girls’
C girl’s
9.
I am afraid we are going to be lot at … .
A John’s
B John
C Johns
10. I need eight … sleep at night.
A hour
B hour’s
C hours’
11. She stayed at … flat.
A Ann and Mary
B Ann’s and Mary’s
C Ann and Mary’s
12. Her … face showed her irritation.
A doll
61
B doll’s
C dolls’
13. I went to sleep very late. So I only had … .
A an hour’s sleep
B an hour sleep
C an hours’ sleep
14. She was surprised by young … reply to her question.
A men
B men’s
C man
15. He used to refer to his profession as a … life.
A dog
B dogs’
C dog’s
16. On his way home he usually buys something at the … .
A baker
B baker’s
C bakers
17. His … eyes expressed an astonishment.
A sister’s
B sisters
C sister
18. My … … car is new.
A sister’s-in-law
B sister-in-laws
C sister-in-law’s
19. They are going to the … office.
A lawyer
B lawyers
C lawyer’s
20. He told me nothing about the … functions.
A clerk’s
B clerk
C clerks
21. There is an article about this place in the … paper.
A evening
B evening’s
C evenings’
22. The … toys are everywhere.
A children’s
B childrens
C childrens’
23. I spent Christmas at my aunt … .
A Emily’s
B Emily
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C Emilys’
24. Mike’s … cottage is posh.
A parent’s
B parents’
C parents
25. The … environment is in danger.
A earth
B earth’s
C earths’
26. It’s only … far from here.
A 5 minutes walk
B 5 minute walk
C 5 minutes’ walk
27. A … voice behind me softly spoke my name.
A woman’s
B women’s
C womans
28. She went through the … without looking at her.
A secretaries
B secretarys’
C secretary’s
TEST 3. INDEFINITE PRONOUNS
Choose the correct form.
1.
You can do … you want, but don’t bother me now.
A anything
B something
C nothing
2.
You are always quarreling! Stop it … of you.
A everybody
B some
C both
3.
Excuse me, could you move. I can’t see … .
A something
B anything
C nothing
4.
There are … things that money can’t buy.
A something
B any
C some
5.
They say that in future the officials will demand a fine if … breaks the law.
A someone
B everyone
C everybody
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6.
He has earned so … money that he has decided to help the poor.
A many
B much
C few
7.
My friends tell me that the professors are people who think a lot, but say … .
A little
B few
C some
8.
Sorry, but I can’t hear … of your property.
A neither
B none
C either
9.
Excuse me, there is … I’d like to ask you.
A anything
B something
C everything
10. … is at home and no one knows where they are.
A Anybody
B Somebody
C Nobody
11. Why have you done it? Oh, there are … reasons for it.
A many
B much
C little
12. … is wrong with the car and it won’t start.
A Anything
B Something
C Nothing
13. Are you going … today?
A somewhere
B nowhere
C anywhere
14. … has used this room for ages.
A Anybody
B Nobody
C Everyone
15. I haven’t got … money.
A some
B any
C no
16. They didn’t want to tell us … .
A something
B nothing
C anything
17. Are you going … ?
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A somewhere
B anywhere
C nowhere
18. Ca n you lend me … money?
A some
B any
C a few
19. Do you hear … ? Yes, I hear soft music.
A something
B everything
C anything
20. I couldn’t open the door, because it was locked by … .
A someone
B anyone
C everyone
21. … is at the door. – I’ll go to see who it is.
A Anyone
B Somebody
C No one
22. I know … of them.
A either
B nothing
C neither
23. I have … time left.
A little
B many
C few
24. He left the house without … money.
A no
B some
C any
25. A cook is … who prepares meals.
A someone
B everyone
C anyone
26. … of the guests have arrived yet.
A None
B Neither
C Either
27. … nowadays thinks that women should just stay at home and look after the
children.
A Anyone
B Everyone
C Nobody
28. I have something to say. May I have … words with you?
65
A few
B a few
C little
TEST 4. POSESSIVE PRONOUNS
Choose the correct form.
1.
Whose book is it? – It’s … .
A my
B mine
C our
2.
Something is wrong with mu umbrella. May I take … ?
A yours
B your
C our
3.
That car isn’t … .
A ours
B her
C our
4.
May I use … phone to ring for a taxi?
A you
B your
C yours
5.
Tom was invited to … friends birthday party yesterday.
A his
B hers
C ours
6.
Whose spectacles are these? - … are on the table and these are my spectacles.
A Ours
B Their
C Yours
7.
Ask the woman on front of you to take off … hat.
A her
B hers
C their
8.
Our city is famous for … ancient buildings.
A it
B its
C his
9.
These beautiful flowers were presented to her by … friends.
A hers
B him
C her
10. They did not reply to … letters.
A ours
66
B theirs
C our
11. Who doesn’t eat this ice-cream. Oh, it’s … . I’m just going to eat it.
A his
B mine
C my
12. They went on holydays with a friend of … .
A theirs
B them
C their
13.”… mother was more intelligent and less naïve than you” – my grand mother
used to say.
A their
B yours
C your
14. Do you know that lady who has just left the shop. Is she a customer of …?
A yours
B you
C our
15. We are waiting for … answer to our request.
A theirs
B their
C them
16. We enjoy … life here. We have a few friends and we meet quite often.
A ours
B their
C our
17. The case is too heavy for me to lift it on … own.
A my
B me
C mine
18. His composition is much more interesting than … .
A me
B my
C mine
19. Have you got many friends here? – Alex is … best friend.
A mine
B my
C me
20. Is it … book? Yes, it’s mine.
A you
B yours
C your
21. She said that she was trying to ring up … mother several times.
A her
67
B hers
C yours
22. Your Italian is much better than … .
A my
B me
C mine
23. She makes all … clothes herself.
A hers
B her
C ours
24. There is … book on it.
A my
B mine
C hers
25. I’ve got a lot of stamps in my collection and my brother has few in … .
A her
B his
C him
26. The cat drank … milk.
A it
B it’s
C its
27. … was the last train.
A our
B ours
C their
28. She folded the letter and replaced it in … envelope.
A its
B it
C his
TEST 5. ADJECTIVES
Choose the correct form.
1.
That was great! It was … meal you have ever cooked.
A better
B best
C the best
2.
Small shops are not … as supermarkets.
A as convenient
B convenient
C more convenient
3.
This is … film I’ve ever seen.
A more interesting
B most interesting
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C the most interesting
4.
We moved last week and now we have a much … flat.
A good
B better
C the best
5.
My … brother studies at college.
A older
B elder
C the oldest
6.
The Mediterranean is not … as the Pacific Ocean.
A larger
B large
C largest
7.
This is … problem I have ever had in my life.
A difficult
B more difficult
C the most difficult
8.
I think … people look after their cars better than young people.
A elderly
B older
C oldest
9.
The book was … then the film I saw last week.
A exciting
B most exciting
C more exciting
10.
… house is three miles away.
A Near
B The nearest
C the near
11. This wine is … I ever tasted
A the best
B good
C better
12. We were disappointed as the film was … than we expected.
A more entertaining
B less entertaining
C most entertaining
13. You live so far away. I wish you lived … .
A near
B nearer
C the nearest
14. The British Queen is certainly one of … women in the world.
A rich
B richer
C the richest
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15. You can apply for … a job when you have more experience.
A best
B better
C the best
16. This café used to be much … before they opened the new one next door.
A popular
B most popular
C more popular
17. The journey to Paris had taken much … before they built the Channel Tunnel.
A longer
B long
C the longest
18. He was the … man to come.
A later
B late
C last
19. Being a nurse is not … as being a doctor.
A more interesting
B most interesting
C as interesting
20. In Japan the first bow of the day should be … than when you meet these after.
A the lowest
B low
C lower
21. Do you know that the sea is … at the bottom than in any part nearer its
surface?
A calmer
B much calmer
C the calmest
22. Agatha Christie is possibly the world’s … writer.
A less famous
B most famous
C more famous
23. This is … book I have ever read.
A the best
B better
C good
24. Africa’s economy is the … of any continent after Antarctica.
A last developing
B last developed
C least developed
25. Apples are not … as oranges.
A less expensive
B expensive
C so expensive
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26. You are late. I expected you to be here … .
A early
B the earliest
C earlier
27. You speak English a lot … than you did when we last met.
A fluently
B more fluently
C most fluently
28. There were a lot of people in the bus. It was … than usual.
A crowded
B less crowded
C more crowded
TEST 6. ADVERBS
Choose the correct form.
1.
Actions speak … than words.
A loudly
B louder
C the loudest
2.
You live even … from the center than they.
A farther
B far
C the farthest
3.
It took her … to translate this text.
A long
B the longest
C much longer
4.
I sing … of all in my family.
A badly
B worst
C the worst
5.
You know much, but you know … than your teacher.
A little
B less
C least
6.
She studies … than most of her group mates.
A hard
B hardly
C harder
7.
It took me … to get there than I expected.
A long
B longest
C longer
8.
John said that no other car could go … his.
A as fast as
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B faster
C fastest
9.
The people who arrive … get the best seats
A early
B earlier
C the earliest
10. His eyebrows rose … than ever.
A high
B the highest
C higher
11. She was the one who was being hurt … .
A deeply
B the most deeply
C more deeply
12. He thought about it … before making a decision.
A careful
B the most carefully
C more carefully
13. She was … educated than the others.
A better
B the best
C well
14. In such situation he acted … .
A more sensibly
B sensibly
C the most sensibly
15. Ann works … than most of her friends.
A hard
B the hardest
C harder
16. Could you speak … ?
A more slowly
B slow
C slower
17. She listened to him … than he had expected.
A respectively
B more respectively
C the most respectively
18. He drives … than his brother.
A more cautiously
B more cautious
C cautiouslier
19. Everybody in our team played … than the captain.
A badly
B worse
72
C the worst
20. Of two evils choose … .
A less
B little
C the least
21. He is … ill than he thought.
A seriously
B more seriously
C the most seriously
22. It is necessary to work … to be successful in one’s carrier.
A Hardly
B harder
C the hardest
23. It is becoming … to find a job.
A hard and hard
B the hardest and hardest
C harder and harder
24. She understands Italian … than French.
A better
B well
C the best
25. Our guide spoke English … than Spanish.
A fluent
B fluently
C more fluently
26. … we leave, … we’ll arrive.
A The earlier, the sooner
B The early, the soon
C The earlier, sooner
27. He usually drives … than his brother.
A careful
B carefully
C more carefully
28. Have you seen her …?
A lately
B late
C later
TEST 7. VERBS
Choose the correct form.
1.
By the time we got to the cinema the film ….
A will begin
B began
C had begun
2.
Don’t make noise, the children … to sleep.
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A are trying
B try
C will try
3.
When … you in the city again? – In a week.
A arrive
B arrived
C will arrive
4.
My train … in 2 hours. So I’ll leave the house in an hour.
A is leaving
B will be leaving
C leaves
5.
Have you ever visited other countries? – Yes, I … to Poland and Italy.
A was
B have been
C had been
6.
He spoke so quickly that we … what he was speaking about.
A don’t understand
B didn’t understand
C had not understood
7.
Where … you … when I saw you yesterday near the railway station?
A was hurrying
B had hurried
C were hurrying
8.
I thought that I … my key.
A lose
B lost
C had lost
9.
As soon as she arrives, I … you know.
A let
B have let
C will let
10. Can you help me? I … for a railway station.
A look
B am looking
C was looking
11. At the beginning of the film I realized that I … it before.
A see
B saw
C had seen
12. We’ll … our dinner by 3p.m. Phone me.
A finish
B be finishing
C have finished
13. This time last year she … along the country.
A travelled
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B was travelling
C had traveled
14. When you … in Minsk again, you must come and see us.
A will be
B are going
C are
15. By the time we come they … .
A will go
B will be going
C will have gone
16. Long ago they … most houses out of wood.
A built
B were building
C had built
17. Usually she … pictures in the living room.
A is painting
B paints
C was painting
18. … you … much fruit today?
A Have … eaten
B Did … eat
C Are … eating
19. At 10 o’clock tomorrow she … .
A will work
B will be working
C will have worked
20. Next week he … to Moscow on business.
A is going
B goes
C is going to go
21. I think, it … a difficult match.
A is going to be
B will be
C have been
22. By the end of the next week we … know the results of our test.
A will know
B will be knowing
C will have known
23. I … by train in the future.
A shall travel
B shall be travelling
C am traveling
24. I … the title of the article.
A have forgotten
B forgot
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C had forgotten
25. How much money … you … for your journey?
A have saved
B do save
C are saving
26. I think I … the same job all my life.
A will be doing
B will do
C will have done
27. … you … for me after your lectures?
A Will wait
B Will have waited
C Will be waiting
28. While I was waiting for my friend, it … to rain.
A has started
B started
C starts
FINAL TEST
I never (read) a story that (interest) me so much as the one I (read) last night.
Where (be) my glasses? – On your nose.
The house was small and there (be) not (much, many, little, a little) in it.
For (far) information, please, write to the above address.
When (be) the (late) news on TV? (It, they) (be) at 9p.m.
Would you like (some, any) coffee?
The flat (look) very cozy.
He is much (old) than his wife, but they are (happy) couple I ever (meet).
A group of foreigners (visit) our university tomorrow.
I think the American version of “War and Peace” was (little) interesting than
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
(our).
11. As soon as I (finish) my work the phone (ring).
12. My (old) sister is an economist.
13. Oh, measles (be) quite a serious illness.
14. Television (inform) about the (last) news and also (provide) entertainment at
home.
15. When we (meet) them on Saturday, they (go) to the cinema.
16. I hope you (discuss) this (serious) problem tomorrow.
17. My (sister-in-law) family is large.
18. Cambridge University was exclusively for (man).
19. What you (do)? – I (look) for (I) keys.
20. (Old) she gets, the (forgetful) she becomes.
21. My both (brother-in-law) work in a bank.
22. The Japanese live (long) than Europeans.
23. By the end of this week they (return) from their trip.
24. When mother came into the room, he (watch) TV.
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25.
26.
27.
28.
The first (woman) college was opened in Britain in 1871.
Their family belonged to (high) social class of the country.
Is it (you) book? – Yes, it’s (I).
(They) firm is situated on the (outskirt) of the town.
Test 1
1-B
2-A
3-A
4-B
5-B
6-A
7-B
8-A
9-A
10-B
11-A
12-B
13-A
14-B
15-B
16-A
17-B
18-A
19-A
20-B
21-B
22-A
23-B
24-A
25-B
26-A
27-B
28-B
Test 2
1-B
2-C
3-B
4-A
5-C
6-A
7-B
8-B
9-A
10-C
11-C
12-B
13-A
14-B
15-C
16-B
17-A
18-C
19-C
20-A
21-B
22-A
23-A
24-B
25-B
26-C
27-A
28-C
KEYS to Tests 1-7
Test 3
Test 4
1-A
1-B
2-C
2-A
3-B
3-A
4-C
4-B
5-A
5-A
6-B
6-C
7-A
7-A
8-C
8-B
9-B
9-C
10-C
10-C
11-A
11-B
12-B
12-A
13-C
13-C
14-B
14-A
15-B
15-B
16-C
16-C
17-B
17-A
18-A
18-C
19-C
19-B
20-A
20-C
21-B
21-A
22-C
22-C
23-A
23-B
24-C
24-A
25-A
25-B
26-A
26-C
27-C
27-B
28-B
28-A
Test 5
1-C
2-A
3-C
4-B
5-B
6-B
7-C
8-A
9-C
10-B
11-A
12-B
13-B
14-C
15-B
16-C
17-A
18-C
19-C
20-A
21-B
22-B
23-A
24-B
25-C
26-C
27-B
28-C
Test 6
1-B
2-A
3-C
4-B
5-B
6-C
7-C
8-A
9-C
10-C
11-B
12-B
13-A
14-C
15-C
16-A
17-B
18-A
19-B
20-C
21-B
22-C
23-C
24-A
25-C
26-A
27-C
28-A
Test 7
1-C
2-A
3-C
4-C
5-B
6-B
7-C
8-C
9-C
10-B
11-C
12-C
13-B
14-C
15-C
16-A
17-B
18-A
19-B
20-A
21-B
22-C
23-B
24-B
25-A
26-A
27-C
28-B
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1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
KEYS TO THE FINAL TEST
Had read, interested, read
Are
Were, many
Further
Is, the latest, it, is
Some
Looks
Older, the happiest, have met
Is visiting
Less, ours
Had finished, rang
Elder
Is
Informs, latest, provides
Met, were going
Will discuss, seriously
Sister-in-law’s
Men
Are doing, am looking, my
The older, the more forgetful
Brothers-in-law
Longer
Will have returned
Was watching
Women’s
The highest
Your, mine
Their, outskirts
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5.1.3
УО «БЕЛОРУССКИЙ ГОСУДАРСТВЕННЫЙ ЭКОНОМИЧЕСКИЙ
УНИВЕРСИТЕТ»
Л.М.Ушакова, Е.Н.Зезюльчик
ТРЕНИРОВОЧНЫЕ ТЕСТЫ
ДЛЯ ПОДГОТОВКИ К ВЫПОЛНЕНИЮ КОМПЬЮТЕРНОГО
ТЕСТА № 2
ДЛЯ СТУДЕНТОВ ЗАОЧНОЙФОРМЫ ОБУЧЕНИЯ
Учебное пособие
для студентов 1-2 курсов факультетов ФФБД, ФВШТ, ФЭУТ И
ФП
Минск: БГЭУ, 2011
79
Рекомендовано кафедрой профессионально ориентированной английской речи
УО «Белорусский государственный экономический университет»
Л.М.Ушакова, Е.Н.Зезюльчик.
Тренировочные тесты для подготовки к выполнению компьютерного теста №2
для студентов заочной формы обучения/ Л.М.Ушакова, Е.Н.Зезюльчик.
. - БГЭУ, 2011. – 26c.
Настоящее учебное пособие предназначено для студентов заочной формы
обучения факультетов ФФБД, ФВШТ, ФЭУТ И ФП и может быть использовано
при подготовке к сдаче теста №2 по дисциплине «Иностранный язык
(английский)».
80
Test 1. Passive Voice
Choose the correct form.
1.
The day before yesterday we … to the restaurant by Tom Jenkins.
A are invited
B were invited
C invite
2.
Look! The bridge … .
A is being repaired
B is been repaired
C has being repaired
3.
The letter and the parcel … tomorrow.
A will be post
B will have been posted
C will be posted
4.
Margaret … to be a very industrious person.
A has been known
B is known
C is been known
5.
In Greece the Olympic Games … once in four years.
A were held
B are being held
C are held
6.
The problem … for three years, but they haven’t got any results.
A has been studied
B has being studied
C was studied
7.
This book … by the end of September.
A would be republished
B will have been republished
C will been republished
8.
The doctor said that Tommy’s leg … the following day.
A will be X-rayed
B would be X-rayed
C will have been X-rayed
9.
A police car came when the injured man … the road.
A was being carried off
B was been carrying off
C has been carried off
10. I … in a small Belarusian town not far from Minsk.
A was borne
B am born
C was born
11. Dad phoned us and asked if our luggage … .
A was already being packed
B had already been packed
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C was packed
12. What a pity, John won’t come. He … about the meeting beforehand.
A should have been told
B should be told
C should been told
13. The kitchen … tomorrow.
A will cleaned
B will clean
C will be cleaned
14. America … by Christopher Columbus.
A founded
B was found
C has been found
15. Oh, I’m so tired. – So am I. But these articles must … before we leave.
A translated
B be translated
C translate
16. Jack’s car … last week.
A was stolen
B was being stolen
C has been stolen
17. Did they build their summer cottage themselves? – No, it … before they moved
in.
A has been built
B had been built
C was built
18. What a nice shirt! Where did you buy it? – It … by my mother.
A was making
B made
C was made
19. Have you written your report yet? – Yes, it … an hour ago.
A has been completed
B was complete
C was completed
20. Did you type the letters? – No, they … by the time I came in.
A had been typed
B were being typed
C were typed
21. Hurry up or all the food … by the time you arrive there.
A will be eaten
B will have been eaten
C will have eaten
22. She … to drive by her father.
A taught
B was taught
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C has taught
23. He dog must … for a walk.
A to be taken
B taken
C be taken
24. Where’s your computer? – I lent it. It … by my aunt now.
A uses
B is using
C is being used
25. Don’t worry. Your camera … in an hour.
A will fix
B will be fixed
C will fixed
26. What is happening over there? – A new bridge … over the river.
A is being constructed
B is constructed
C is constructed
27. Do you know Ann’s telephone number? – Yes it … on the back of this
envelope.
A is written
B is writing
C be written
28. They are going home now because all the work … .
A has done
B has been done
C done
Test 2. Modal Verbs
Choose the correct form.
1.
You will … speak English in another few months.
A can
B have
C be able
2.
I’d like … skate.
A to can
B to be able
C to have to
3.
Nobody answers the phone. They … be out.
A should
B can
C must
4.
To my mind, the government … take care of old people.
A ought
B may
C must
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5.
The policeman told the woman she … worry.
A needn’t
B couldn’t
C mustn’t
6.
Little children like books with large print. They … read them more easily.
A should
B must
C can
7.
… I speak to Jane, please?
A could
B shall
C must
8.
I … get up early on Mondays.
A am able
B have to
C may
9.
My dentist says I … eat so many sweets.
A needn’t
B mustn’t
C shouldn’t
10. – Why hasn’t Mr. Grill got in touch with us? I don’t quite know. It … be that
he has lost phone number.
A may
B must
C should
11. We … eat before we go.
A can
B should
C are able
12. You … stay any longer if you don’t want.
A can’t
B may not
C needn’t
13. It … be done. It’s out of the question.
A can’t
B may not
C needn’t
14. You … to do whatever you like.
A can
B are allowed
C may
15. I … hear very well. Speak up.
A mustn’t
B can’t
C may not
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16…. you do me a favour?
A Could
B May
C Are
17….You tell me the time, please?
A Could
B Should
C May
18. You … phone your mother at once. She wants to speak to you.
A may
B are able
C must
19. You … be late for your lecture. – I’m leaving in a minute.
A needn’t
B may not
C mustn’t
20. Can I speak to you, Fred? – Sorry, I … hurry now. I’m late for the train.
A can
B must
C have
21. Patricia is always late for work. She … get up earlier.
A need
B should
C shouldn’t
22. After I had tried for a few hours, I … open the door and get out.
A can
B was able
C might
23. I haven’t seen my neighbours for over 2 weeks. They … have gone on holiday for
a time.
A may
B can
C should
24. It’s not fair. I always … do the dirty work.
A have to
B mustn’t
C has to
25. I’m so glad to walk alone. You … give me a lift.
A mustn’t
B can
C needn’t
26. There’s a chance that they’ll arrive at the party in time, but they ... be a lot later.
A will
B might
C can
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27…. You help me with my umbrella, please?
A Could
B May
C Shall
28. They … have left the camp at 7 a.m., the bus didn’t start till 9.30.
A hadn’t
B must
C needn’t
Test 3. Participle I, II
Choose the correct form.
1.
Have you seen the new film yet? – No, I haven’t. But they say it’s very …
A bored
B bore
C boring
2.
Are you better today? – No, I still feel very … .
A tired
B tiring
C being tired
3.
I’m very … of the dark, don’t turn off the light, please.
A frighten
B frightened
C frightening
4.
Scott is good at making speeches in public. I heard him … one last Monday, it
was brilliant.
A to make
B to be making
C making
5.
I saw him … the street.
A crossing
B to gross
C to be crossing
6.
Your offer sounds … .
A tempted
B to tempt
C tempting
7.
They seemed highly … when they lost their court action.
A disappointed
B disappointing
C to disappoint
8.
The number of persons permitted to take part in the project will be … .
A limiting
B limited
C have limited
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9.
She shivered with fright as if … the danger.
A to realize
B realized
C realizing
10. He heard her … the stairs.
A came up
B coming up
C to come up
11. The performance was so … that I could hardly stay till the end of it.
A boring
B bored
C to bore
12. He took a … strip of paper from his pocket.
A folding
B folded
C fold
13. We employ … personnel. We do not care which sex they are.
A experience
B experiencing
C experienced
14. Clothes … in the sale cannot be changed.
A having bought
B buying
C bought
15. While … her homework, Ann was interrupted several times.
A do
B doing
C done
16. Any Japanese company creates harmony … decision through consensus.
A making
B made
C having made
17. Goods … in transit should be returned to the manufacturer.
A damaging
B damaged
C damage
18. There are many high quality leather goods … from Italy.
A having delivered
B delivering
C delivered
19. The police found some people … in the accident.
A injured
B injuring
C injure
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20. There is a book on economics … in the classroom.
A being left
B left
C lefted
21. He seemed fully … against all risks.
A having covered
B covering
C covered
22. It’s been raining all day. I hate … weather.
A depressing
B depressed
C being depressed
23. Every month the company which has issued you the credit card sends you a
report … about your expenses.
A told
B telling
C tell
24. This film is so …, I advise you to see it.
A excited
B exciting
C excite
25. They look highly … with the success of their campaign.
A delight
B delighting
C delighted
26. There was a tree … down in the storm last night.
A fallen
B falling
C fall
27. Cars … in a no-parking zone will be removed.
A having parked
B park
C parked
28. You can get your things … .
A unpack
B unpacked
C unpacking
Test 4. Infinitive
Choose the correct form.
1.
You may … us, if you wish.
A to join
B joining
C join
2.
Let her … what she wants … .
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A do … to do
B to do … do
C doing … to do
3.
The company can … cement in July.
A supply
B to supply
C supplied
4.
Welcome home. – Thanks a lot. It’s so wonderful … back.
A be
B to be
C to being
5.
I say she’d better … or she’ll be late for her classes.
A to hurry
B hurrying
C hurry
6.
The man suggested … till the end of the contest … the results.
A to stay … to know
B staying … to know
C staying … knowing
7.
This car is too expensive for me … .
A buy
B to buying
C to buy
8.
Ask your guest … in.
A to come
B come
C coming
9.
When do you expect … in Paris?
A arrive
B to arrive
C arriving
10. He is thin enough … through the window.
A get
B to get
C getting
11. He was too sleepy … the article to the end.
A reading
B read
C to read
12. My friend takes long walks … .
A to relax
B relaxed
C relax
13. I went to the hospital … a friend.
A visit
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B to visit
C visited
14.
He offered … me the money, but I refused … it.
A to lend … taking
B to lend … to take
C lending … taking
15. He made me … all the work again.
A to do
B done
C do
16. She seems … a great deal about music.
A know
B knowing
C to know
17. She was seen … a note of it.
A to make
B make
C made
18. You had better … not … about it.
A to try … to think
B try … thinking
C try … to think
19. How much time does it take you … there?
A get
B to get
C got
20. It’s difficult for him … smoking.
A to give up
B give up
C giving
21. I’m sorry I forgot … your letter.
A posted
B post
C to post
22. His life’s ambition was … an economist.
A becoming
B to become
C became
23. It took him half an hour … the words in the dictionary.
A looking
B look
C to look
24. I’d rather not … home that way.
A go
B to go
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C going
25. My neghbour let me … his own car.
A to borrow
B borrowing
C borrow
26. Why not … out now? We can’t … for the weather … .
A to start … wait … to change
B start … wait … to change
C start … wait … change
27. What made you … so?
A thinking
B to think
C think
28. He decided … when he reached the age of 60.
A to retire
B retiring
C retire
Test 5. Gerund
Choose the correct form.
1.
She was tired … her part in the play.
A at repeating
B of repeating
C in repeating
2.
We thanked him … so kind to us.
A of being
B at being
C for being
3.
I insisted … the TV set.
A in turning down
B on turning down
C at turning down
4.
He succeeded … a good job.
A in getting
B for getting
C at getting
5.
She was interested … the university.
A at entering
B in entering
C for entering
6.
He was good … things with his own hands.
A at making
B in making
C for making
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7.
Forgive him … rude to you.
A of being
B at being
C for being
8.
I’m pleased … from you.
A of hearing
B for hearing
C at hearing
9.
Excuse me … so late.
A for coming
B of coming
C in coming
10. They objected … him.
A at inviting
B to inviting
C in inviting
11. … the classroom she greeted her teacher.
A On entering
B Entering
C Being entered
12. The girl left home … the door.
A not lock
B without locking
C not locked
13. I learned the words … them aloud.
A by pronouncing
B to pronounce
C with pronouncing
14. They listened attentively … .
A without interrupting
B do not interrupt
C by interrupting
15. … the test we listened to the teacher’s explanation.
A At writing
B In writing
C Before writing
16. She consulted the doctor … to the South.
A on going
B before going
C by going
17. … this piece of news he was greatly surprised.
A With hearing
B At hearing
C After hearing
18. … the problem they adopted a resolution.
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A In discussing
B After discussing
C By discussing
19. The secretary asked if I would mind … for a few minutes.
A waiting
B to wait
C waited
20. Do you think it’s a good film to see? – Yes, the film is worth … .
A to see
B being seen
C seeing
21. I can’t help ….
A to smile
B smiling
C to be smiled
22. Do you remember … this man before?
A seeing
B to see
C having seen
23. Why have you stopped? Go on …
A to read
B read
C reading
24. When we had finished … , the waiter brought the bill.
A to eat
B eating
C eat
25. I can’t help … about awful accident.
A thinking
B to think
C of thinking
26. Avoid … and you’ll feel better soon.
A to overeat
B overeating
C at overeating
27. I really must stop … .
A to smoke
B at smoking
C smoking
28. Would you mind … the front door?
A closing
B to close
C close
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Final Test
Choose the correct form.
1.
Can you think of any reason why we … do it?
A aren’t to
B shouldn’t
C may not
2.
We … by the beauty of the view in front of us.
A impressed
B were impressing
C were impressed
3.
Soon the ship … sight of.
A was lost
B lost
C was losing
4.
He watched the people … along the street.
A to hurry
B hurry
C hurrying
5.
John made me … this medicine.
A to take
B take
C taking
6.
I expected Becky … at the airport.
A to meet
B meeting
C meet
7.
He is incapable of … a lie.
A to tell
B tell
C telling
8.
He sat … at me.
A staring
B stare
C to stare
9.
Suddenly they saw him … his temper and were uncomfortable.
A to lose
B losing
C lose
10. What … in your street?
A is built
B is being built
C is building
11. Don’t worry, she … after.
A will be looked
B will look
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C will be looking
12. All you can do is … his advice.
A following
B to follow
C follow
13. She led him through the crowd … his hand.
A to hold
B hold
C holding
14. It’s foolish … him about this. He knows nothing.
A ask
B to be asked
C to ask
15. My first thought was … you.
A phoned
B to phone
C will phone
16. He made us … the truth.
A tell
B to tell
C telling
17. Why not … me tomorrow?
A to phone
B phone
C will phone
18. The woman … next door works for a TV company.
A having lived
B lives
C living
19. He … be driving here, he hasn’t a car.
A needn’t
B may not
C can’t
20. … to pay for the tickets in advance?
A Do you have
B Must you
C Have you
21. James believes … a promotion in 2 months.
A to be offered
B to offer
C to be offering
22. His doctor advised him … smoking so many cigars a day.
A stop
B stopping
C to stop
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23. There’s no point … for the tram. It won’t come.
A waiting
B in waiting
C to wait
24. He made me … his instructions … sure that I understood everything properly.
A to repeat … to be
B repeat … to be
C repeat … be
25. The children are encouraged … in the sea on hot days.
A to play
B play
C playing
26. My mother didn’t recommend … the children alone in the house after dark.
A to leave
B leave
C leaving
27. … the room suddenly, the teacher found the boys smoking.
A To enter
B On entering
C Entering
28. You … go and see that film, it’s fantastic.
A have to
B can
C must
29. He surprised everybody by … the party without … “Good-bye”.
A leaving … saying
B leave … say
C to leave… to saying
30. I tried … everything to him but he refused … and kept on…
A to explain … to listen … to grumble
B to explain … to listen … grumbling
C explaining … listening … grumbling
31. When … that unexpected question I was in a state of shock.
A asking
B to asking
C asked
32. Is there anything in this shop worth …?
A buying
B buy
C to buy
33. It’s no use … over spilt milk.
A cry
B crying
C to crying
34. Billy didn’t expect … such a question. He wasn’t prepared for it.
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A to ask
B asking
C to be asked
35. He offered … be the money, but I refused … it.
A to lend … taking
B to lend … to take
C lending … taking
36. She isn’t answering the phone. She … be out.
A should
B is to
C must
37. … I take a photo of you?
A May
B Am I allowed
C Am
38. I … say whether Daniel will win.
A may not
B am not allowed
C can’t
39. Mark … hurry. He had lots of time.
A couldn’t
B didn’t need to
C don’t have
40. Fortunately, I … to work on Sundays.
A am not allowed
B can’t
C don’t have
41. We … come back on foot because the airport was closed by fog.
A had to
B could
C should
42. We waited for Jane for over three hours. She … have telephoned us to say she
wasn’t coming.
A needn’t
B should
C may
43. I saw you … a bicycle in the park yesterday.
A to ride
B riding
C ride
44. We were watching the sun … .
A set
B to set
C setting
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45. We didn’t expect … so soon.
A he to leave
B him to leave
C him leave
46. I didn’t hear the phone … .
A ring
B rang
C to ring
47. Don’t make me … these words to you.
A to say
B saying
C say
48. Why … Ann today?
A not visit
B not to visit
C not visiting
49. It … done. It’s out of the question.
A may not
B needn’t
C can’t
50. The old theatre … currently … .
A is … being rebuilt
B is … rebuilt
C is … rebuilding
51. Interviews … in early June.
A hold
B will be held
C will hold
52. Portuguese … widely in Latin America.
A speaks
B spoken
C is spoken
53.
A fax … to them
A was sent
B sent
C had been sent
54. The nail … yet.
A isn’t delivered
B hasn’t been delivered
C will be delivered
55. How much milk … for the recipe?
A do you need
B do you have
C can you have
56. You … try and lose some weight.
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A should
B can
C may
Keys
Test 1
1. B
2. A
3. C
4. B
5. A
6. A
7. B
8. B
9. A
10.C
11.B
12.A
13.C
14.B
15.B
16.A
17.B
18.C
19.C
20.A
21.B
22.B
23.C
24.C
25.B
26.A
27.A
28.B
Test 2
1.C
2.B
3.C
4.C
5.A
6.C
7.A
8.B
9.C
10.A
11.B
12.C
13.A
14.B
15.B
16.A
17.A
18.C
19.C
20.B
21.B
22.B
23.A
24.A
25.C
26.B
27.A
28.C
Test 3
1.A
2.A
3.B
4.C
5.A
6.C
7.A
8.B
9.C
10.A
11.A
12.B
13.C
14.C
15.B
16.A
17.B
18.C
19.A
20.B
21.C
22.A
23.B
24.B
25.C
26.A
27.C
28.B
Test 4
1.C
2.A
3.A
4.B
5.C
6.B
7.C
8.A
9.B
10.B
11.C
12.A
13.B
14.B
15.C
16.C
17.A
18.C
19.B
20.A
21.C
22.B
23.C
24.A
25.C
26.B
27.C
28.A
Test 5
1.B
2.C
3.B
4.A
5.B
6.A
7.C
8.C
9.A
10.B
11.A
12.B
13.A
14.A
15.C
16.B
17.C
18.B
19.A
20.C
21.B
22.A
23.C
24.B
25.A
26.B
27.C
28.A
Final Test
1.B
29.A
2.C
30.B
3.A
31.C
4.C
32.A
5.B
33.B
6.A
34.C
7.C
35.B
8.A
36.C
9.C
37.A
10.B
38.C
11.A
39.B
12.B
40.C
13.C
41.A
14.C
42.B
15.B
43.B
16.A
44.C
17.B
45.B
18.C
46.A
19.C
47.C
20.A
48.A
21.A
49.C
22. C
50.A
23.B
51.B
24.B
52.C
25.A
53.A
26.C
54.B
27.B
55.A
28.C
56.A
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5.2 МАТЕРИАЛЫ К ПРАКТИЧЕСКИМ ЗАНЯТИЯМ
5.2.1 Вопросы к изучаемым темам
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1. Our University
Who may enter higher educational establishments?
Are there many institutes and universities in your country?
What is education in your country?
Who gets grants?
What University do you study at?
How many faculties and departments are there at your University and what are they?
How often do the external students come to the University?
What subjects do you study?
Is it easy to study by correspondence? (to be an external student).
What do you do during examination sessions?
Who encouraged you in your desire to enter our University?
Explain the reasons of your choice of the educational establishment and the faculty?
What is the perspective of your future job?
Do you think education is in demand in modern world? Why?
What is the reason for you to get higher education?
Is education of any significance in the village, small settlement, city?
What are your personal educational demands and requirements?
Did you attend any optional courses to acquire knowledge, abilities and skills at
school?
Were all your school teachers real professionals?
Were new information processing technologies introduced in your school?
Where can you apply your abilities at the University?
What would you like to change in our system of education?
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2.Economic Systems
What do all societies have in common?
What does the survival of any society depend on?
What do all societies face with in the process of providing people’s wants and needs?
What fundamental economic questions must every society answer?
What determines the type of economic system?
What is the main advantage of a traditional economy?
What are disadvantages of a traditional economy?
What is a command economy?
What is the main advantage of a command economy?
How are the basic economic questions answered in a market economy?
What advantages does the market economy have?
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3. Forms of Business Organizations
What are the forms of business organizations?
What is the main purpose of business organizations?
What is a sole proprietorship?
What is the greatest disadvantage of a sole proprietorship?
What is a partnership?
Who is responsible for all business debts in a partnership?
What form of business organization is created under a government charter?
Who can be an owner of a corporation?
By whom is a corporation managed?
4. Ecological Problems
 What negative factors does man’s interference in nature lead to?
 Ecological imbalance has become a global problem, drawing attention of practically
all countries, hasn’t it?
 Why does the problem of ecological imbalance go beyond scientific technological
and economic abilities of even the best developed countries, if taken separately?
 What can you say about the problem of large-scale environmental protection in
Europe?
 What suggestions are put forward more often? Why?
 What does a system of global ecological security presuppose?
 What does a system of global ecological security include?
 What would global monitoring of the environment make it possible to do?
 What other world service should there be on the same level?
 The creation of a system international ecological security cannot be delayed, can it?
Why not?
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5 . British Economy
What is the country's prosperity dependent on?
What do the largest industries include?
What are the country’s chief exports?
What are the chief imports?
What can you say about mineral resources in Great Britain?
What do British farmers raise?
What is “invisible export”?
What are the main trade partners of Great Britain?
6. American Economy
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What system is the United States economy based on?
What is a free enterprise system?
What sectors does the U.S. economy consist of?
What do primary economic activities include?
What do the United States farms produce?
Does the country have enough natural resources to support the economy?
What do secondary economic activities involve?
What does the tertiary sector of economy include?
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7.Belarus Economy
What is location of the Republic of Belarus?
What is its population?
Is Belarus rich in mineral resources?
In what production does Belarus agriculture specialize today?
What deposits comprise our mineral wealth?
What are the main branches of Belarus economy?
Can you name large enterprises which form the basis of Belarus economy?
What are the basic trading and economic partners of the Republic of Belarus?
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8.My Future Profession
Why is it so important to choose a right profession?
Why did you choose the Economic School of Finance and Banking?
Why is it very useful to have a bank account?
What financial services provided by the banks do you know?
Do you believe in a system of progressive promotion?
What will you probably begin your work with?
What kinds of disciplines does banking combine?
What role does banking play in the total world economy?
5.3
МАТЕРИАЛЫ
И
ЗАДАНИЯ
ДЛЯ
САМОСТОЯТЕЛЬНОЙ РАБОТЫ СТУДЕНТОВ
5.3.1Лексический минимум по изучаемым темам
1. Our University:
• education - образование
• a student of education - студент - педагог
• to enter an Institute - поступить в институт
• a school - факультет
УПРАВЛЯЕМОЙ
102
• an establishment - учреждение, заведение
• a department - отделение
• geographical - географический
• biological - биологический
• to study - учиться
• a study - кабинет
• tutorial - практическое занятие
• to attend lectures - посещать лекции
• to take notes of the lectures - записывать лекции
• a subject - предмет
• a term - семестр
• to take an exam -сдавать экзамен
• to pass an exam - сдать экзамен
• to fail in an exam - провалить экзамен
• an internal student - студент - очник
• an external student - студент - заочник
• an extra - mural department - заочное отделение
• free of charge - бесплатный
• to miss classes - пропускать занятия
• a school - leaver - выпускник школы
2.Economic Systems:
• society – общество
• scarcity – нехватка, дефицит
• incentive – стимул
• to provide – обеспечивать
• unlimited wants – неограниченные потребности
• market economy – рыночная экономика
• advantage – преимущество
• disadvantage – недостаток
• flexible – гибкий
• government interference – вмешательство правительства
• mixed – смешанный
• central authority – центральная власть
• to determine – определять
• survival – выживание
• to punish – наказывать
• to brake rules – нарушать правила
• to distribute – распределять
• to discourage new ideas – не поощрять новые идеи
• to draw up – составлять
• attempt – попытка
• choice – выбор
• significant - значительный
103
3.Ecological Problems
• interference – вмешательство
• destruction – разрушение
• ecological imbalance – нарушение экологического баланса
• to go beyond – превосходить
• urgency – срочность
• densely populated – густонаселенный
• to exert a heavy load – оказывать большую нагрузку
• to endanger – подвергать опасности
• environment – окружающая среда
• pollution – загрязнение
• extreme – чрезвычайный
• to presuppose – предполагать
• elimination – устранение, уничтожение
• significance – важность
• disaster – катастрофа, авария
• oil slick – утечка нефти
• threat – угроза
• to purify – очищать
• security – безопасность
• protection – защита
• elimination – уничтожение
• large-scale – широко масштабный
4.Belarus Economy
• acid soil – кислая почва
• combustible slates – горючий сланец
• arable land – пахотная земля
• peat – торф
• fire-resistant and refractory clay – огнеупорная глина
• amalgamation – объединение
• potassium salts – калийные соли
• backbone – основа
• improvement – улучшение
• habitation – проживание
• synthetic fiber – искусственное волокно
• mineral fertilizers – минеральные удобрения
• grain – зерно, хлебные злаки
• deposit – залежь
104
• agricultural engineering – агротехника
• oil-processing plant – нефтеперерабатывающий завод
• crops – сельскохозяйственная культура
• enterprise – предприятие
• branch – отрасль
• loam – жирная глина
• to reach – достигать
• constant – постоянный
• to specialize in – специализироваться в чём-либо
5.American Economy
• to extract – извлекать
• gross domestic product – внутренний валовой продукт
• to contribute – вкладывать
• natural resources – природные богатства
• to involve – включать в себя
• manufacturing – производство
• to account – считать
• primary – первичный
• mining – горнодобывающая промышленность
• soybeans – соевые бобы
• wheat – пшеница
• cotton – хлопок
• turkey – индейка
• copper – медь
• silver – серебро
• zinc – цинк
• equipment – оборудование
• health care – здравоохранение
• petroleum – нефть
• to earn – зарабатывать
• profit – прибыль
• construction – строительство
• iron ore – железная руда
6.British Economy
• foodstuff - продукт питания
• consumer goods – потребительские товары
• abundant – богатый, обильный
• tin – олово
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• lead – свинец
• limestone – известняк
• china clay – глина
• to raise – выращивать
• workforce – рабочая сила
• coal – уголь
• semi-finished goods – полуфабрикаты
• sugar beets – сахарная свекла
• dairy cattle – молочный скот
• expertise – специальные знания
• to be engaged in – быть занятым
• shipping – перевозка груза
• wool – шерсть
• raw materials – сырьё
• supply – запас
• invisible export – невидимый экспорт
• to be dependent on – зависеть
• trade - торговля
7.Forms of Business Organizations
• sole proprietorship – единоличное владение
• to exist – существовать
• to own – владеть
• unlimited liability – неограниченная юридическая ответственность
• to run – управлять
• to create – создавать
• to be responsible for – быть ответственным за что-либо
• partnership – партнерство
• to recover one’s money – вернуть деньги
• debt – долг
• disadvantage – недостаток
• to be subject to taxation – подлежать налогообложению
• to issue – выпускать
• profit – прибыль
• lack of opportunities – недостаток возможностей
• accounting – бухгалтерский учёт
• shareholder – держатель акций
• charter – устав, привилегия
• obligations – обязанности
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• Board of Directors – совет директоров
• insurance – страхование
• expensive – дорогой
• stock – акция
8.My Future Profession
• complexity - сложность
• promotion – продвижение
• accuracy – точность
• to outline – обрисовывать, наметить в общих чертах
• jurisprudence – юриспруденция
• statement – заявление
• to believe in – верить
• to run – управлять
• to realize – понимать, осознавать
• to provide – предоставлять
• cashing cheques – обналичивание чеков
• to assist – помогать
• to deal with – иметь дело
• customer – клиент
• responsibility – ответственность
• foreign currency – иностранная валюта
• account – счёт в банке
• high-street – престижный
• to solve – решать
• vital – жизненно важный
• branch – отрасль
• bank service – банковская услуга
6. РАЗДЕЛ КОНТРОЛЯ ЗНАНИЙ
6.1 Требования к промежуточному (текущему) контролю
1. Стартовое тестирование
2. Выполнение компьютерных тестов №1, 2
3. Устные беседы по текстам и темам текущего контроля
4. Письменный перевод и беседа по текстам внеаудиторного чтения объёмом
4000 печатных знаков
6.2 Требования к зачету по дисциплине «английский язык»,
I курс, 1 семестр
6.2.1 Содержание зачета по дисциплине «английский язык»:
107
1. Выполнение компьютерного лексико-грамматического теста №1 (имя
существительное, число и притяжательный падеж имени существительного;
личные, притяжательные, указательные и неопределенные местоимения; имя
прилагательное, наречие, степени сравнения прилагательных и наречий;
времена глагола (действительный залог); модальные глаголы)
2. Письменный перевод и беседа по тексту для внеаудиторного чтения (4000печ.
зн. за семестр)
3. Монологическое высказывание по ситуациям, охватывающим тематику
установочной сессии и I семестра
4. Письменный перевод текста с иностранного языка на русский (400п.зн.) со
словарем, время выполнения 40 минут
6.2.2 Темы и вопросы к зачету по дисциплине «английский язык»:
1. Our University
1. When was the Belarus State Economic University formed?
2. What schools does it incorporate?
3. How many departments does the university have?
4. What can you say about the conditions for study at our university?
5. What subjects do you learn at the university?
2.Belarus Economy
1. In what production does Belarus agriculture specialize today?
2. What deposits comprise our mineral wealth?
3. What are the main branches of Belarus economy?
4. Can you name large enterprises which form the basis of Belarus economy?
5. What are the basic trading and economic partners of the Republic of Belarus?
3.American Economy
1. What system is the United States economy based on?
2. What is a free enterprise system?
3. What sectors does the U.S. economy consist of?
4. What do primary economic activities include?
5. What do the United States farms produce?
4.British Economy
1. What is the country's prosperity dependent on?
2. What do the largest industries include?
3. What are the country’s chief exports?
4. What are the chief imports?
5. What can you say about mineral resources in Great Britain?
5.Ecological Problems
1. What can you say about the problem of large-scale environmental protection in
Europe?
2. What suggestions are put forward more often? Why?
3. What does a system of global ecological security presuppose?
4. What does a system of global ecological security include?
5. What would global monitoring of the environment make it possible to do?
6.Forms of Business Organizations
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1. What are the forms of business organizations?
2. What is the main purpose of business organizations?
3. What is a sole proprietorship?
4. What is the greatest disadvantage of a sole proprietorship?
5. What is a partnership?
6.3 Требования к экзамену по дисциплине «английский язык»,
I курс, 2 семестр
6.3.1 Содержание экзамена по дисциплине «английский язык»:
Письменная часть
1. Выполнение компьютерного лексико-грамматического теста №2 (времена и
модальные глаголы в страдательном залоге; инфинитив; причастие I, II;
герундий)
2. Письменный перевод текста с иностранного языка на родной со словарем.
Объем – 400 печатных знаков, время выполнения 40 минут
3. Письменный перевод, беседа по текстам общеэкономического содержания
для внеаудиторного чтения (4000 п.зн.).
Устная часть
1. Монологическое высказывание по темам, предусмотренным программой
курса (15 предложений).
2. Чтение, пересказ и беседа по тексту изученной тематики.(1500-2000 п.зн.)
Экзаменационные темы:
1.Наш университет
2.Экономика Беларуси
3.Экономика США
4.Экономика Великобритании
5.Экологические проблемы
6.Формы организации бизнеса
7.Экономические системы
8.Моя будущая профессия
6.3.2 Темы и вопросы к экзамену по дисциплине «английский язык»:
1. Our University
1. When was the Belarus State Economic University formed?
2. What schools does it incorporate?
3. How many departments does the university have?
4. What can you say about the conditions for study at our university?
5. What subjects do you learn at the university?
2.Belarus Economy
1. In what production does Belarus agriculture specialize today?
2. What deposits comprise our mineral wealth?
3. What are the main branches of Belarus economy?
4. Can you name large enterprises which form the basis of Belarus economy?
109
5. What are the basic trading and economic partners of the Republic of Belarus?
3.American Economy
1. What system is the United States economy based on?
2. What is a free enterprise system?
3. What sectors does the U.S. economy consist of?
4. What do primary economic activities include?
5. What do the United States farms produce?
4.British Economy
1. What is the country's prosperity dependent on?
2. What do the largest industries include?
3. What are the country’s chief exports?
4. What are the chief imports?
5. What can you say about mineral resources in Great Britain?
5.Ecological Problems
1. What can you say about the problem of large-scale environmental protection in
Europe?
2. What suggestions are put forward more often? Why?
3. What does a system of global ecological security presuppose?
4. What does a system of global ecological security include?
5. What would global monitoring of the environment make it possible to do?
6.Forms of Business Organizations
1. What are the forms of business organizations?
2. What is the main purpose of business organizations?
3. What is a sole proprietorship?
4. What is the greatest disadvantage of a sole proprietorship?
5. What is a partnership?
7.Economic Systems
1. What determines the type of economic system?
2. What is the main advantage of a traditional economy?
3. What is a command economy?
4. How are the basic economic questions answered in a market economy?
5. What advantages does the market economy have?
8.My Future Profession
1. Why is it so important to choose a right profession?
2. Why did you choose the Economic School of Finance and Banking?
3. Why is it very useful to have a bank account?
4. What financial services provided by the banks do you know?
5. What role does banking play in the total world economy?
110
6.4 Материалы и рекомендации (памятки) для подготовки к контрольным
мероприятиям
6.4.1 Образец текста разговорной тематики для чтения и пересказа на
экзамене
Plastic Money
Plastic money is the money given to all types of plastic card which are used in
place of cash. \there are different names for these names but in general they have two
main purposes: to enable people to obtain cash; or to make payments without using
cash or cheques.
Banks now make available to their customers a single card which does three
things: it guarantees cheques (like a bank card or cheque guarantee card); it obtains
cash from automatic teller machines (ATMs); and it pays for goods by electronic
funds transfer at point of sale (EFTPOS).
A fourth use for plastic cards is to give customers credit when they purchase
goods or services. Credit cards are issued by credit card companies such as Access,
Mastercard, Visa, American Express. Some of these are owned by banks. Charge
cards (American Express, Diner’s Club) are similar to credit cards except that the
holder has to pay the account in full each month and there is also an annual
membership fee.
Debit cards are like credit cards except that they are used to debit (subtract)
money to the customer’s bank account when a purchase is made. An existing credit
balance is reduced. But when a credit card is used, a debit balance is increased.
The latest development in plastic money is the Smart Card. This carries a
microchip on it with account information on the holder. It can also carry information
about previous transactions which can be viewed at enquiry terminals. Clearly such a
card could also be used to carry non-banking information, such as medical and other
personal details.
Cash dispenser, automatic teller machine or cashpoint are some of the names
given to machines from which customers can withdraw money from their bank
accounts, using their cash cards. They can do this at any branch of their bank and
branches of other banks which are linked to their bank.
111
6.4.2 Образец текста разговорной тематики для письменного
зачетного, экзаменационного перевода
Microeconomics
Microeconomics is one of the two major fields of standard economics.
Microeconomics is the study of the economic behavior of individual consumers, firms,
and industries, and distribution of total production and income among them. It
considers individuals both as suppliers of labour and capital and as the ultimate
consumers of the final product.
The central components of microeconomics are demand, supply, and market
equilibrium. Demand refers to how individuals or households form their demands for
different goods and services. Supply refers to how firms decide which and how many
goods or services they will supply and what combination of factors of production they
should employ in supplying them. Market equilibrium refers to how markets enable
these supplies and demands to interact. Other important subsections of microeconomic
theory include welfare economics and public finance.
6.4.3 Образец плана пересказа текста разговорной тематики
The Headline/Title of the
Article/text
The Place of Origin
The Time of Origin
The Author
The Theme/Topic
The Main Idea/Aim of the
Article/Text
The article/text is headlined…
The article/text goes under the headline…
The article/text under the headline…has the subhead…
The article/text is printed/ published in…
The article/text is from a newspaper under the nameplate…
The publication date of the article/text is…
The article/text is dated by the first of October 2007
The article/text is printed on the second of October in 2007
The article/text is written by…/The author of the article is…
The article/text is written by a group of authors
The article/text deals with the topic…
The basic subject matter of the script is…
The article/text touches upon the topic of…
The headline of the article/text corresponds to the topic.
The purpose of the article/text/author is to give the reader
some information on…; to inform with…; to
compare/determine…; to provide the reader with some
material/data on…
112
The Contents of the
Article/Text
important facts, names,
figures.
The Vocabulary of the
Article/Text
-the topical voc.
-the author’s voc.
Personal
Opinion/Impression of the
Article/text
Personal View on the
Topic/Idea/Problem
The article/text can be divided into some parts (The first
part deals with…, the second covers the events, the third
touches upon the problem of…, the fourth part includes some
interviews, dialogues, pictures, reviews, references,
quotations, figures.
The article/text is written in the form of the monologue,
from the first/third person narration.
In the article/text we come across an interview, historical
facts, a speech of…, the picture from the place of events .
-The author starts by telling the reader…(writes, states,
stresses, depicts, says, informs, underlines, confirms,
emphasizes, puts an accent on, accepts/denies the fact,
reports, resorts to, hints on, inclines to and so on)
-The article/text describes, goes on to say…
-In conclusion/the author comes to the
conclusion/concludes
The key sentence/words of the article/text…the
following…
While reading I’ve come across some topical words and
expressions like…/A great number of words belong to the
topic:
The author’s vocabulary is rather vivid, poor, rich
The author resorts to colorful general phrases/ clichés/stable
statements/understatements/exaggerations/words with
negative/positive connotation/fine words/descriptive
adjectives/comparisons (to create a vivid picture, a humorous
effect/to enforce the influence the reader)
We see the author’s mastery in conveying the main idea to the
reader with the help of the
phrases/parenthesis/sayings/proverbs
I found the article/text interesting/important/hard to
understand (Why?)
I appreciate the author’s word-painting as/superb/ordinary/
exaggerated
The message of the writer is clear to understand… I share the
author’s view…I see the problem in different way… I don’t
quite agree with the fact…
113
6.5 Тесты контроля усвоения знаний
Стартовый тест для определения уровня знаний (Starting Test)
1. There … money on the table.
A is
B are
2. There were a lot of … in the field.
A sheeps
B sheep
3. There is … in American agriculture.
A crises
B crisis
4. The team … tomorrow morning.
A is playing
B are playing
5. There are many … in our schools.
A women-teachers
B woman-teachers
6. Don’t make noise, the children … to sleep.
A are trying
B try
C will try
7. Have you ever visited other countries? – Yes, I … to Poland and Italy.
A was
B have been
C had been
8. Can you help me? I … for a railway station.
A look
B am looking
C was looking
9. When you … in Minsk again, you must come and see us.
A will be
B are going
C are
10.… you … much fruit today?
A Have … eaten
B Did … eat
C Are … eating
11. The day before yesterday we … to the restaurant by Tom Jenkins.
A are invited
B were invited
C invite
12.Look! The bridge … .
A is being repaired
114
B is been repaired
C has being repaired
13.The letter and the parcel … tomorrow.
A will be post
B will have been posted
C will be posted
14.Margaret … to be a very industrious person.
A has been known
B is known
C is been known
15.In Greece the Olympic Games … once in four years.
A were held
B are being held
C are held
16.You may … us, if you wish.
A to join
B joining
C join
17.Let her … what she wants … .
A do … to do
B to do … do
C doing … to do
18.The company can … cement in July.
A supply
B to supply
C supplied
19.Welcome home. – Thanks a lot. It’s so wonderful … back.
A be
B to be
C to being
20.I say she’d better … or she’ll be late for her classes.
A to hurry
B hurrying
C hurry
115
ЭУМК ИНОСТРАННЫЙ ЯЗЫК (АНГЛИЙСКИЙ)»для студентов
заочной формы обучения специальности 1-25 01 13 «Экономика и
управление туристской индустрией»
СТРУКТУРА
1. Титульный экран……………………………………………………………….116
2. Карта ЭУМК…………………………………………………………………….116
3. Учебная программа по дисциплине «Иностранный язык
(английский)»……………………………………………………………………...117
3.1 Титульный лист………………………………………………………………...117
3.2 Пояснительная записка………………………………………………………...119
3.3 Структура курса………………………………………………………………..119
3.4 Формы контроля сформированности умений и навыков……………………122
3.5 Учебно-методическая карта …………………………………………………..124
3.6 Информационно-методическая часть…………………………………………129
4. Теоретический раздел………………………………………………………….130
4.1 Методические рекомендации «Иностранный язык (английский)»................130
5. Практический раздел
5.1 Электронные учебные пособия по дисциплине «Иностранный язык
(английский)»……………………………………………………………………….133
5.1.1 Радина, И.В. Учебно-методическое пособие по разговорному английскому
языку для студентов 1-2 курсов факультета «Высшая школа туризма» ЗФО….133
5.1.2 Белова, Н.В. Develop Your Reading Strategies: учеб.-метод. пособие……..152
5.2 Материалы к практическим занятиям...............................................................283
5.2.1 Вопросы к темам изучаемой тематики ……………………………………..283
5.3 Материалы и задания для управляемой самостоятельной работы
студентов…………………………………………………………………………....285
5.3.1Словарные слова по темам изучаемой тематики…………………………...285
6. Раздел контроля знаний
6.1. Требования к промежуточному (текущему) контролю.................................292
6.2. Требования к зачету..........................................................................................292
6.2.1 Содержание зачета по дисциплине «английский язык»………………….292
6.2.2 Темы и вопросы к зачету по дисциплине «английский язык»……………292
6.3 Требования к экзамену......................................................................................293
6.3.1 Содержание экзамена по дисциплине «английский язык»……………….293
6.3.2 Темы и вопросы к экзамену по дисциплине «английский язык»………..293
6.4. Материалы и рекомендации (памятки) для подготовки к контрольным
мероприятиям……………………………………………………………………..294
6.4.1 Образец текста разговорной тематики для чтения и пересказа…………294
6.4.2 Образец текста разговорной тематики для письменного экзаменационного
перевода……………………………………………………………………………295
6.4.3 Образец плана пересказа текста разговорной тематики………………….296
6.5. Тесты контроля усвоения знаний……………………………………………298
116
3 Учебная программа по дисциплине «Иностранный язык
(английский)»
3.1Титульный лист
Министерство образования Республики Беларусь
УО «Белорусский Государственный Экономический Университет»
УТВЕРЖДАЮ
Декан факультета высшей школы
туризма
____________ Н.И. Кабушкин
«_____» __________ 2013г.
Регистрационный № УД___/р.
ИНОСТРАННЫЙ ЯЗЫК
Учебная программа
для студентов специальностей: 1-25 01 13 «Экономика и управление
туристской индустрией»
Факультет
Кафедра
Высшей школы туризма
профессионально ориентированной английской речи
Курсы 1,2
Семестры – I, II, III
Зачет – II семестр
Экзамен – III семестр
Практические (семинарские) занятия: 36 часов
Всего аудиторных
часов по дисциплине: 36 часов
Всего часов
по дисциплине 308 часов
Форма получения
высшего образования - заочная
2013 г.
117
Учебная программа составлена на основе Типовой учебной программы для
высших учебных заведений «Иностранный язык», утвержденной 15.04.2008г.,
Министерством образования РБ, регистрационный № ТД-СГ.013:тип, и учебной
программы «Иностранный язык», утвержденной 04.11.2008, регистрационный №
УД 6008/баз.
Рассмотрена и рекомендована к утверждению на заседании кафедры
профессионально ориентированной английской речи 18.05.2013г. Протокол №
10.
Заведующий кафедрой
__________ Н.А.Новик
Одобрена и рекомендована к утверждению методическим Советом
факультета Высшей школы туризма Учреждения образования «Белорусский
Государственный Университет»
(дата, номер протокола)
Председатель
__________ __________
(подпись) (И.О.Фамилия)
118
3.2 ПОЯСНИТЕЛЬНАЯ ЗАПИСКА
На рубеже веков существенно изменился социокультурный и
образовательный контекст изучения иностранных языков в Республике Беларусь
и Европе в целом. Повышение статуса иностранного языка как
общеобразовательной дисциплины, реально востребуемой в практической и
интеллектуальной деятельности специалистов потребовало модернизации
системы иноязычного образования, создания новых программных документов,
пересмотра целей и содержания обучения иностранным языкам.
Целью изучения иностранных языков сегодня становится развитие такого
лингвистического репертуара, где есть место всем лингвистическим умениям.
Языковая программа Совета Европы направлена на разработку инструмента, с
помощью которого преподаватели языков будут способствовать развитию
многоязычной личности.
Задачи курса:
• развитие умений и навыков практического владения английским языком в
степени, позволяющей эффективно использовать изученный материал в
ситуациях повседневного и профессионального общения;
• самостоятельно читать литературу по специальности со словарем и извлекать
необходимую информацию, а так же в процессе межкультурного
взаимодействия,
что соответствует подходу Совета Европы к проблеме
изучения языков.
3.3 СТРУКТУРА КУРСА:
В течение курса формируется предпороговый уровень обученности (А2) с
пошаговым переходом к пороговому уровню (В1), предполагающий занятия в I,
II, III семестрах. На данный уровень обучения дисциплине «Иностранный язык»,
согласно учебным планам, отводится из расчёта на одну учебную группу 12
часов в I семестре, 12 часов в II семестре, 12 часов в III семестре соответственно.
По завершении данного курса обучения студент должен достигнуть
определённого программой уровня практического владения иностранным
языком, проверка которого проводится кафедрой в предусмотренных
программами и учебными планами формах контроля.
А2 ПРЕДПОРОГОВЫЙ УРОВЕНЬ
ТРЕБОВАНИЯ К ПРАКТИЧЕСКОМУ ВЛАДЕНИЮ ВИДАМИ РЕЧЕВОЙ
ДЕЯТЕЛЬНОСТИ
Понимание:
Студент должен уметь:
119
• понимать отдельные фразы и наиболее употребительные слова в
высказываниях, касающихся изучаемых общеразговорных тем (в частности,
основную информацию о себе, своей семье и других людях, о покупках, о месте
проживания, о работе, условиях жизни, учебе, о своих предпочтениях в еде и
одежде);
• понимать, о чем идет речь в простых, четко произнесенных и небольших по
объему сообщениях.
Чтение
Студент должен уметь:
• понимать очень короткие простые тексты повседневного и профессионального
общения;
• найти конкретную, легко предсказуемую информацию в простых текстах
повседневного общения.
Говорение
Диалог
Студент должен уметь:
• общаться в простых типичных ситуациях, требующих непосредственного
обмена информацией в рамках изученного языкового материала;
• поддерживать предельно краткий разговор на бытовые темы, используя
изученный языковой и грамматический материал.
Монолог
Студент должен уметь:
• использовать простые фразы и предложения, рассказать о своей семье и других
людях, условиях жизни, учебе, настоящей или прежней работе, о своих
предпочтениях в еде и одежде;
Письмо
Студент должен уметь:
 Владеть навыками письма в пределах изученного языкового и
грамматического материала, в частности:
 • лексически и грамматически корректно писать простые короткие
сообщения.
В1 ПОРОГОВЫЙ УРОВЕНЬ
ТРЕБОВАНИЯ К ПРАКТИЧЕСКОМУ ВЛАДЕНИЮ ВИДАМИ РЕЧЕВОЙ
ДЕЯТЕЛЬНОСТИ
Понимание:
Аудирование
Студент должен уметь:
• понимать развернутые доклады и лекции и содержащуюся в них даже сложную
аргументацию, если тематика этих выступлений достаточно знакома;
120
• понимать почти все новости и репортажи о текущих событиях;
• содержание большинства фильмов, если их герои говорят на литературном
языке.
Чтение
Студент должен уметь:
• понимать тексты, построенные на частотном языковом материале
повседневного и профессионального общения;
• читать, понимать и использовать литературу по специальности, опираясь на
изученный языковой материал;
• понимать статьи и сообщения по современной проблематике, авторы которых
занимают особую позицию или высказывают особую точку зрения.
Говорение
Диалог
Студент должен уметь:
• понимать, без подготовки довольно свободно участвовать в диалогах с
носителями изучаемого языка;
• принимать активное участие в дискуссии по проблеме изучаемой тематики,
обосновывать и отстаивать свою точку зрения.
Монолог
Студент должен уметь:
• понятно и обстоятельно высказываться по широкому кругу интересующих
вопросов;
• объяснить свою точку зрения по актуальной проблеме, высказывая все
аргументы «за» и «против».
Письмо
Студент должен уметь:
 владеть навыками письма в пределах изученного языкового и грамматического
материала, в частности:
• писать понятные подробные сообщения по широкому кругу интересующих
вопросов, выделяя те события и впечатления, которые являются особо важными;
• писать эссе или доклады, освещая вопросы или аргументируя точку зрения «за»
или «против».
ТРЕБОВАНИЯ К ОЦЕНКЕ РЕЧЕВОЙ ДЕЯТЕЛЬНОСТИ
ДИАПАЗОН
Студент должен:
• обладать достаточными знаниями по таким общеразговорным темам, как « Наш
университет», «Образование в Беларуси», «Личность человека», «Еда и
приготовление пищи», «Сезоны и погода», «Семейные отношения», «Жилье»,
«Поход в магазин», «Экология».
ТОЧНОСТЬ
121
Студент должен:
• аккуратно использовать набор конструкций, ассоциируемых со знакомыми
коммуникативными ситуациями.
БЕГЛОСТЬ
Студент должен:
• высказаться понятно, несмотря на то, что паузы для поиска грамматических и
лексических средств заметны, особенно в высказываниях значительной
протяжённости.
ВЗАИМОДЕЙСТВИЕ
Студент должен:
• начинать, поддерживать и завершать беседу один на один, если темы
обсуждения знакомы или индивидуально значимы;
• уметь повторить предыдущие реплики, демонстрируя тем самым своё
понимание.
СВЯЗНОСТЬ
Студент должен:
• связать несколько достаточно коротких простых предложений в линейный
текст, состоящий из нескольких пунктов.
3.4 ФОРМЫ КОНТРОЛЯ СФОРМИРОВАННОСТИ УМЕНИЙ И
НАВЫКОВ
1. Стартовое тестирование,
2. Два компьютерных теста,
3. Устные беседы по текстам и темам текущего контроля,
4. Письменный перевод текстов изученной тематики,
5. Зачет,
6. Экзамен.
СОДЕРЖАНИЕ ЗАЧЕТА:
после II семестра:
1. Компьютерный тест.
2. Письменный перевод текста (600 п.з.) со словарем за 45 мин.
3. Беседа по текстам, проработанным в предыдущем семестре.
4. Беседа по пройденным темам.
СОДЕРЖАНИЕ ЭКЗАМЕНА:
после III семестра:
1. Компьютерный тест.
2. Письменный перевод текста (600 п.з.) со словарем за 45 мин.
3. Чтение, пересказ и беседа по тексту изученной тематики (1500-2000 п.зн.).
4. Беседа по пройденным темам.
РАСЧЁТ ЧАСОВ ПО КУРСАМ И СЕМЕСТРАМ
122
1 курс, I семестр: 12 часов (практические занятия)
1 курс, II семестр: 12 часов (практические занятия) + зачёт
1 курс, III семестр: 12 часов (практические занятия) + экзамен
123
3.5 УЧЕБНО-МЕТОДИЧЕСКАЯ КАРТА ДИСЦИПЛИНЫ «ИНОСТРАННЫЙ ЯЗЫК»
I семестр (12 часов)
Управляемая
самостоятельная
работа студентов
2
3
4
1
1.1
1.1.1
1.1.2
1.1.3
1.2
1.2.1
1.2.2
1.2.3
2
2.1
5
6
7
Формы контроля
Практические
занятия
1
Материальное
обеспечение
занятия
(наглядные,
методические
пособия и др.)
Управляемая
самостоятельная
работа студентов
Название раздела, темы, занятия; перечень
изучаемых вопросов
Литература
Практические
занятия
Номер раздела, темы,
занятия
Количество
аудиторных часов
8
Модуль: устная речь
Our University
3
The main areas of studies
The university departments
Correspondent studies
1
1
1
Family Relations
3
Types of families
A typical Belarusian family
The main functions of a family
1
1
1
Модуль: чтение
“Computers and Girls” (Level A 2)
“Be Web-Wise” (Level B 1)
“The Creators of Grammar”(Level B2)
3
1
Powerpoint,
video, audio
=//=
=//=
=//=
Powerpoint,
audio
=//=
=//=
=//=
1
1
1
1
1
1
2
Retelling
Discussion
=//=
=//=
=//=
Retelling
Discussion
=//=
=//=
=//=
Retelling
Discussion
124
2.2
2.3
3
3.1
3.2
3.3
“Losing Identity” (Level A 2)
“Children’s play scheme” (Level B 1)
“Jesus and the Aborigines”(Level B2)
“All about Steve” (Level A 2)
“Why people get tattoos” (Level B 1)
“The Holidaymaker”(Level B2)
Модуль: грамматика
Стартовое тестирование
имя существительное, его число и
притяжательный падеж
личные, притяжательные, указательные и
неопределенные местоимения
1
2
Retelling
Discussion
1
2
Retelling
Discussion
3
1
Test №1
Paper Test
1
3,4
1
=//=
Discussion
Discussion
3,4
1.1
4
5
6
7
Формы контроля
3
Материальное
обеспечение
занятия
(наглядные,
методические
пособия и др.)
Управляемая
самостоятельная
работа студентов
2
Литература
Практические
занятия
Название раздела, темы, занятия; перечень
изучаемых вопросов
Управляемая
самостоятельная
работа студентов
1
1
Количество
аудиторных часов
Практические
занятия
Номер раздела, темы,
занятия
II семестр (12 часов)
8
Модуль: устная речь
Food and Cooking
3
Powerpoint,
video, audio
Discussion
125
1.1.1
1.1.2
1.1.3
International cuisines
Belarusian dishes
Eating habits
1
1
1
Ecology
3
1.2.1
Climatic changes
1.2.2
1.2.3
2
Water, air and soil pollution
Dying out species of flora and fauna
1
1
1
1.2
=//=
=//=
=//=
Powerpoint,
video, audio
=//=
1
1
1
4
=//=
=//=
=//=
4
4
=//=
=//=
1
Powerpoint,
audio
2
Retelling
Discussion
1
=//=
2
Retelling
Discussion
1
=//=
2
Retelling
Discussion
1
=//=
3,4
Discussion
Discussion
Computer
Test№1
Discussion
3
3.2
Модуль: чтение
“The Big Orange Splot” (Level A 2)
“Crime Prevention” (Level B 1)
“English Mases”(Level B2)
“Home Comfort Division One Year Limited
Warranty” (Level A 2)
“Clothes” (Level B 1)
“Cookie Sale”(Level B2)
“The Savannah” (Level A 2)
“Cities” (Level B 1)
“Fish Dinner”(Level B2)
Модуль: грамматика
имя прилагательное, наречие, их степени
сравнения
времена глагола (действительный залог)
1
=//=
3,4
3.3
модальные глаголы
1
=//=
3,4
2.1
2.2
2.3
3
3.1
=//=
=//=
=//=
3
126
4
Модуль: устная речь
1
Housing
3
Types of housing
The typical housing of Belarus
My Ideal house
1
1
1
1.1
1.1.1
1.1.2
1.2
1.2.1
1.2.2
1.2.3
2
Shopping
3
5
Powerpoint,
video, audio
=//=
=//=
=//=
Powerpoint,
audio
=//=
=//=
=//=
6
7
Формы контроля
3
Материальное
обеспечение
занятия
(наглядные,
методические
пособия и др.)
Управляемая
самостоятельная
работа студентов
2
1
1
Литература
Практические
занятия
Название раздела, темы, занятия; перечень
изучаемых вопросов
Управляемая
самостоятельная
работа студентов
Количество
аудиторных часов
Практические
занятия
Номер раздела, темы,
занятия
III семестр (12 часов)
8
Discussion
1
1
1
=//=
=//=
=//=
Discussion
Types of shops
Being a shopaholic
Shopping process
1
1
1
1
1
1
Модуль: чтение
3
2.1
“The Dinner Party” (Level A 2)
1
Powerpoint,
audio
2
2.2
“The American Pepper” (Level B 1)
1
=//=
2
=//=
=//=
=//=
Retelling
Discussion
Retelling
Discussion
127
3.2
“Superfoods:Protect Your Body by Eating
Right”(Level B2)
Модуль: грамматика
времена и модальные глаголы в
страдетельном залоге
инфинитив, герундий
3.3
причастие I, II
2.3
3
3.1
=//=
2
Retelling
Discussion
1
=//=
3,4
Discussion
1
=//=
3,4
1
=//=
3,4
Discussion
Discussion
Computer
Test№2
1
3
128
3.6 ИНФОРМАЦИОННО-МЕТОДИЧЕСКАЯ ЧАСТЬ
I. Основная литература:
1.
Радина, И.В. Учебно-методическое пособие по разговорному
английскому языку для студентов 1-2 курсов факультета «Высшая школа
туризма» заочной формы обучения / И.В. Радина. – Минск: БГЭУ, 2009. – 21 с.
2.
Белова, Н.В. Develop Your Reading Strategies: учеб.-метод. пособие / Н.В.
Белова. – Минск: БГЭУ, 2012. – 136 с.
3. Симхович, В.А. Практическая грамматика английского языка / В.А.
Симхович. – Минск, 2004. – 416 с.
4. Хведченя, О.И. и др. Английский для студентов-заочников / О.И. Хведченя.
– Минск: Выш. шк., 2002. – 464 с.
II. Дополнительная литература:
5. Маслыко, Е.А., Бабинская П.К. Настольная книга преподавателя
иностранного языка / Е.А. Маслыко, П.К. Бабинская. – Минск: Выш. шк., 2001.
– 522 с.
6. Бабинская, П.К., Леонтьева Т.П. и др. Практический курс методики
преподавания иностранных языков / П.К. Бабинская, Т.П. Леонтьева. – Минск,
ТетраСистемс, 2005. – 288 с.
7. Пассов Е.И. Коммуникативное иноязычное образование: готовим к диалогу
культур / Е.И. Пассов. – Минск: ООО «Лексис», 2003. – 184 с.
III. TCO, наглядные материалы:
DVD/Video
8. Acklam, R., Grace, A. Total English Elementary: Student’s book / R. Acklam,
A.Grace. – Longman, 2005. – 167 p.
9. Cunningham, S. New Cutting Edge Elementary: Student’s book / S. Cunningham,
P. Moor. – Oxford: Longman, 2005. – 170 p.
129
4.1 МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ
ПО ДИСЦИПЛИНЕ «ИНОСТРАННЫЙ ЯЗЫК (АНГЛИЙСКИЙ)»
ДЛЯ СТУДЕНТОВ 1-2 КУРСОВ ЗАОЧНОЙ ФОРМЫ ОБУЧЕНИЯ,
ФАКУЛЬТЕТА ВЫСШЕЙ ШКОЛЫ ТУРИЗМА
Цeли и задачи дисциплины:
Основной целью курса «Иностранный язык» является развитие умений и
навыков практического владения английским языком в степени, позволяющей
эффективно использовать их в ситуациях повседневного общения, читать
литературу и извлекать необходимую информацию, а так же в процессе
межкультурного взаимодействия, что соответствует подходу Совета Европы к
проблеме изучения языков.
Требования к умениям и навыкам:
Говорение:

уметь передавать основную идею аудио и видеотекста на базе
пройденного лексико-грамматического материала;

владеть подготовленной монологической речью, уметь делать резюме,
устные сообщения;

уметь комментировать информацию, полученную при чтении текстов;

владеть диалогической речью в типичных ситуациях повседневного,
бытового общения в пределах изученного языкового и грамматического
материала.
Аудирование:
 уметь понимать на слух учебные тексты в рамках ситуаций повседневного
общения, опираясь на изученный языковой и грамматический материал,
страноведческие знания, навыки языковой и контекстуальной догадки.
Чтение:

уметь читать, понимать и использовать литературу, опираясь на
изученный языковой и грамматический материал; овладеть всеми видами
чтения (изучающее, ознакомительное, поисковое и просмотровое).
Письмо:
Владеть навыками письма в пределах изученного языкового и грамматического
материала, в частности:
 уметь составить план (конспект) прочитанного и / или прослушанного текста
(изложение);
 уметь изложить основное содержание прослушанного или прочитанного в
форме резюме.
Формы контроля наличия умений и навыков:
1. Стартовое тестирование,
2. Два компьютерных теста,
3. Устные беседы по текстам и темам текущего контроля,
4. Письменный перевод текстов изученной тематики,
130
5. Зачет,
6. Экзамен.
Структура курса:
1 курс, I семестр: 12 часов (практические занятия)
1 курс, II семестр: 12 часов (практические занятия) + зачёт
1 курс, III семестр: 12 часов (практические занятия) + экзамен
СОДЕРЖАНИЕ ЗАЧЕТА:
после II семестра:
1. Компьютерный тест.
2. Письменный перевод текста (600 п.з.) со словарем за 45 мин.
3. Беседа по текстам, проработанным в предыдущем семестре.
4. Беседа по пройденным темам.
СОДЕРЖАНИЕ ЭКЗАМЕНА:
после III семестра:
1. Компьютерный тест.
2. Письменный перевод текста (600 п.з.) со словарем за 45 мин.
3. Чтение, пересказ и беседа по тексту изученной тематики (1500-2000 п.зн.).
4. Беседа по пройденным темам.
ОБЪЁМ САМОСТОЯТЕЛЬНОЙ РАБОТЫ В МЕЖСЕССИОННЫЙ
ПЕРИОД:
1 курс, I семестр (к зимней сессии)
1. 1) Темы для изучения и обсуждения: “Our University”, “Family Relations”,
“Food and Cooking” – пособие Радиной И.В.
2. Внеаудиторное чтение: 3 текста общеразговорной тематики (пересказ,
упражнения и ответы на вопросы по тексту) – пособие Беловой Н. В. Develop
Your Reading Strategies
1 курс, II семестр (к весенней сессии)
1. Подготовка устного ответа разговорных тем: “Our University”, “Family
Relations”, “Food and Cooking”
2. Темы для изучения и обсуждения: “Ecology”(пособие Хведчени О.И.,
“Housing”, “Shopping” (пособие Радиной И.В.)
3. Внеаудиторное чтение: 3 текста общеразговорной тематики (пересказ,
упражнения и ответы на вопросы по тексту) – пособие Беловой Н. В. Develop
Your Reading Strategies
4. Тест по иностранному языку за первый курс, второй семестр (тест № 1) (для
выполнения компьютерного теста №1 по иностранному языку необходимо
повторить грамматический материал: имя существительное, число и
притяжательный падеж имени существительного; личные, притяжательные,
указательные и неопределенные местоимения; имя прилагательное, наречие,
131
степени сравнения прилагательных и наречий; времена глагола
(действительный залог); модальные глаголы.)
2 курс, III семестр (к зимней сессии)
1. Подготовка устного ответа разговорных тем:: “Housing”, “Ecology”,
“Shopping” – пособие Радиной И.В.
2. Внеаудиторное чтение: 3 текста общеразговорной тематики (пересказ,
упражнения и ответы на вопросы по тексту) – пособие Беловой Н. В. Develop
Your Reading Strategies
3. Тест по иностранному языку за второй курс, третий семестр (тест № 2) (для
выполнения компьютерного теста №2 по иностранному языку необходимо
повторить грамматический материал: времена и модальные глаголы в
страдетельном залоге; инфинитив; причастие I, II; герундий).
ЛИТЕРАТУРА:
1. Радина, И.В. Учебно-методическое пособие по разговорному английскому
языку для студентов 1-2 курсов факультета «Высшая школа туризма» заочной
формы обучения / И.В. Радина. – Минск: БГЭУ, 2009. – 21 с.
2. Белова, Н.В. Develop Your Reading Strategies: учеб.-метод. пособие / Н.В.
Белова. – Минск: БГЭУ, 2012. – 136 с.
3. Симхович, В.А. Практическая грамматика английского языка / В.А.
Симхович. – Минск, 2004. – 416 с.
4. Хведченя, О.И. и др. Английский для студентов-заочников / О.И. Хведченя.
– Минск: Выш. шк., 2002. – 464 с.
СПИСОК ТЕМ К ЗАЧЕТУ ПО ДИСЦИПЛИНЕ «ИНОСТРАННЫЙ
ЯЗЫК»
1 КУРС, II семестр
1. Our University
3. Family Relations
5. Food and Cooking
СПИСОК ЭКЗАМЕНАЦИОННЫХ ТЕМ ПО ДИСЦИПЛИНЕ
«ИНОСТРАННЫЙ ЯЗЫК»
2 КУРС, III семестр
1. Our University
4. Ecology
2. Family Relations
5. Housing
3. Food and Cooking
6. Shopping
132
5.1 Электронные учебные пособия по дисциплине «Иностранный язык
(английский)».
5.1.1 УО «БЕЛОРУССКИЙ ГОСУДАРСТВЕННЫЙ ЭКОНОМИЧЕСКИЙ
УНИВЕРСИТЕТ»
И.В. Радина
ENGLISH CONVERSATION PRACTICE FOR PART-TIME
STUDENTS OF HIGHER SCHOOL OF TOURISM
Учебно-методическое пособие по разговорному
английскому языку для студентов I-II курсов факультета
«Высшая школа туризма» заочной формы обучения
Минск: БГЭУ, 2009
133
Рецензент:
Н.П.
Могиленских,
зав.
кафедрой
межкультурной
экономической коммуникации БГЭУ, кандидат филологических наук, доцент
Рекомендовано кафедрой профессионально ориентированной английской
речи
«Английский разговорный язык для студентов заочной формы обучения
ФВШТ». Учебно-методическое пособие по разговорному английскому языку
для студентов I-II курсов факультета «Высшая школа туризма» заочной формы
обучения/ И.В. Радина – Мн., БГЭУ, 2009. - 21с.
Предлагаемое
вниманию
читателей
учебно-методическое
пособие
направлено на развитие навыков говорения на английском языке по тематике,
предусмотренной
типовыми
учебными
программами
по
дисциплинам
«Иностранный язык» и «Иностранный язык (разговорная речь)».
Пособие предназначено для студентов 1-2 курсов факультета ВШТ
заочной формы обучения.
134
Содержание
I. BEING A STUDENT….....
.5
II. FAMILY MATTERS …………………………………..……………8
III. HOUSING……………………………………….………………….11
IV. FOOD AND COOKING……………….…………………………..14
V. SHOPPING…………………………………………………………...17
VI. SEASONS AND WEATHER ………………………………………20
135
I. BEING A STUDENT
Focus Vocabulary
graduate – выпускник
field of study – область знаний
research – исследование
school – факультет
accounting – бухгалтерский учет
department – кафедра, факультет
bachelor – бакалавр
master – магистр
post-graduate school – аспирантура
to train specialists – готовить
специалистов
to pursue degrees – присваивать звание
to master knowledge – приобретать
знания
to implement effective methods –
внедрят эффективные методы
to upgrade – усовершенствовать
to be a success – быть успешным
to enter the university – поступать в
университет
Belarus State Economic University
Choosing the right profession is very important. Most of us spend a great part
of our lives at our jobs. For that reason we should try to find out what our capabilities
are and how we can use them. After finishing school many professions open to each
of us, but we decided to enter the Belarus State Economic University (BSEU), which
gives us many possibilities for acquiring prestigious profession and being a success in
life.
The Belarus State Economic University was founded 76 years ago in 1933.
This is one of the largest Universities in the country. It trains specialists in the field of
economics, management and law. The graduates of the University work in all the
sectors of the national economy both in the country and abroad. The University has a
developed infrastructure, which provides training and research within eight schools:
School of Management, School of Accounting and Economics, School of Finance
and Banking, School of International Economic Relations, School of Commerce
Economics and Management, School of Marketing, School of Law, School of
Language Studies. In addition, BSEU incorporates Higher School of Tourism, Higher
School of Business and Management, Consulting Center for Commerce, a specialized
school of pre-university training and a specialized school of psychological and
teaching updating. The University has a Research Center, an International Relations
Division and Publishing Center.
136
There are two branches of the University beyond Minsk – in Bobruisk and
Pinsk. The University has 57 departments, research laboratories, a student campus
and a retail trade center.
The training of students is done on a multi-level basis. The degrees pursued are
those of bachelors, specialists and masters. The graduates can also continue their
education in a post-graduate school (full-time or part-time).
The priorities in the organization of teaching are through training, a creative
approach to mastering knowledge, as well as making conditions for the realization of
individual abilities. The focus is made on providing for systemic level of studies,
developing independent work skills, implementing effective methods of testing.
The university is proud of its technical equipment. It has about 40 computer
classrooms, training bookkeeping centers, as well as automated PC-based training
offices for specialists in management, finance, banking and commerce. Lecture halls
have slide projectors, “Power Points” and other required technical equipment. Classes
are fully equipped for language study. Satellite TV, Internet and local computing
network are widely used in the teaching process.
On the 20th of January, 1992, the Belarusian State National Institute was
renamed Belarus State Economic University (BSEU). In 1997 it was officially
awarded the status of the Leading Higher Educational Establishment in economists'
training.
The University continues to upgrade the quality of education and aims at high
standards of contemporary university, able to meet the challenges of domestic and
global economic development. New Faculties and departments are created as the need
arises.
BSEU is full member of the Universities Association and takes part in many
international and European programmes.
I. Say which of the statements are true. Correct the false ones.
1)
Choosing the right profession people should consider their capabilities.
137
2)
The university trains specialists in the field of economics, linguistics and
3)
The university provides training and research within ten schools.
4)
There are 57 departments at the University, research laboratories, a
law.
student campus and a retail trade center.
5)
Studying at the University one can acquire two types of degrees.
6)
The focus is mainly made on developing independent work skills.
7)
The university is very well-equipped.
8)
The university was awarded the status of the Leading Higher
Educational Establishment not long ago.
9)
The university continues to upgrade the quality of education and aims at
high standards.
10)
BSEU is full member of the Universities Association and takes part in
some international and European programmes.
II.
Fill in the gaps with the words given in the table below.
courses
studies
student
last
graduate
keen
degree
grant
fees
Harry is 21. He passed his school exams with good marks and left school at 19.
Now he is at the university. He is a…… and receives a……from the state to
help him pay the university……and his personal expenses. He is very……on his
subject, mathematics, and it will be useful to him in the future. He works hard and
enjoys his…… University……in Britain usually……for three years. After this, Harry
hopes to…… A good……will help him to get a high-paid job.
III. Make an outline of the text consisting of 5-8 sentences and retell the text
according to it.
138
II. FAMILY MATTERS
Focus Vocabulary
parents – родители
to marry smb/to get married to smb –
spouses – супруги
жениться на ком то
grandparents – бабушка и дедушка
couple – семейная пара
to rear children – воспитывать детей
to adopt – усыновлять
single-parent family – семья с одним foster child – приемный ребенок
родителем
marriage – брак
stepmother – мачеха
divorce – развод
stepfather – отчим
to remarry – жениться снова
single – одинокий
The American Family
Belonging to a family is one bond almost everyone in the world shares, but
family patterns vary from country to country. In some countries, for example, the
grandparents are the family leaders. In other countries, many families live and work
together as one on community farms. What are the families in the United States are?
The United States has many different types of families. Most American
families are traditional ones. A traditional family is one in which both parents, also
called spouses, are living and rearing their children together. There are also families
headed by one parent or single-parent families. Apart from traditional and singleparent families there are also families with one stepparent. A stepmother or a
stepfather is a person who joins a family by marrying a mother or a father.
Some families look even less like the typical traditional family. They may
consist of a couple of one race who have adopted children of another race, or from
another country. In many states single people may also adopt children or take foster
children whose parents can not take care of them.
Families are very important to Americans and they show great concern about
the family as an institution. But despite this fact about half of all marriages end in
divorce when a wife and a husband legally end their marriage. These numbers are
very high as they are in many industrialized countries. Though couples in the U.S.
may still be getting divorced at fairly high rate, this doesn’t mean that they do not
believe in marriage. It simply means that they are giving up being married to a
particular individual. As a result most people remarry after getting a divorce. The
139
number of divorces grew steadily in the U.S. for many years. Now, however, this
number is decreasing. Unlike their parents, many single adult Americans today are
waiting longer to get married. Some women and men are delaying marriage and
family because they want to get education and start their career.
Families serve many functions. They provide a setting in which children can be
born and reared. Families help to educate their members. Parents teach their children
not only values – what they think is important but also different daily skills necessary
for normal life as well as customs and traditions. Some families provide each member
with a place to earn money. In the US, however, most people earn money outside
home. The most important job for the family is to give emotional support and
security.
It can hardly be denied that families give us sense of belonging, tradition,
strength and purpose. And as one American expert, studying families says, “The
things we need most deeply in our lives – love, communication, respect and good
relationships – have their beginnings in the family.”
I.
Say which of the statements are true. Correct the false ones.
1)
Family patters are common in all the countries of the world.
2)
The most typical type of family in the US is a traditional one.
3)
Single-parent families are families only with father at the head.
4)
A stepparent is a person who joins the family by marring either a mother
or a father.
5)
Single people can easily adopt children in the United States.
6)
Half of all marriages in the U.S. end in divorce nowadays.
7)
Unlike their parents, many single adult Americans today are getting
married after finishing school.
8)
Families serve many functions, such as: giving money and food to
children.
9)
The most important job for the family is to give emotional support.
10) Our families show us who we are.
140
II.
Put each of the following words into the gaps.
bride
civil
reception
bridegroom
consent
engaged
toast
wedding
propose
honeymoon
accepted
ceremony
One evening, although he was very nervous, Joe decided__________to his
girlfriend, Linda. She_________his proposal, they became____________and he gave
her a ring. After a year they had saved enough money to get married (they where both
over 18 so they didn’t need there parents______________). Some people have a
religious__________with
a
priest,
but
Joe
and
Linda
decided
on
a__________ceremony in a registory office. On the day of the__________Linda,
the____________, was very calm. But Joe, the____________was very nervous.
Afterwards, at the____________, the speeches were made and the guests drank
a_____________to the happy couple, who finally left for a__________in Spain.
III.Make an outline of the text consisting of 5-8 sentences and retell the text
according to it.
III. HOUSING
Focus Vocabulary
141
property – имущество, собственность
detached house – особняк
accommodation – жилье
affluent – богатый
dwelling – место жительства
ceiling – потолок
flat – квартира
beam – балка, брус
tax incentives – налоговые льготы
slums – трущобы
mortgage loan – кредит
to re-house – переселять
instalment – взнос
outskirts – окраина
to rent – арендовать
tower blocks – многоэтажное здание
thatched – соломенный
storey – этаж
terraced house – дом ленточной playground – спортивная площадка
застройки
facility – удобства, услуги
semi-detached house – дом, имеющий
общую стену с соседним домом
Patterns of Housing in Britain
Over half the people in Britain live in their own houses, about a third live in
property rented from the local council and one eight live in privately-rented
accommodation. The total number of dwellings is more than 22 million and houses
are much more common than flats.
Although the number of houses built during the 1980s went down (especially
in the public housing sector traditionally provided by local authorities) the number of
people owning their personal homes has more than trebled in the last 35 years.
Nowadays there are many tax incentives for people who want to buy houses of their
own.
Buying a house is a large financial investment for many people. That is why
the majority buy their homes with a mortgage loan from a building corporation or a
bank. The loan is repaid in monthly instalments over a period of twenty years or
more. Some people rent or buy accommodation through housing associations which
provide a financial alternative to the mortgage system.
There are many different types of housing in Britain, ranging from the
traditional thatched country cottages to flats in the centre of towns.
Terraced houses are usually found in inner cities. They can be anything up to
150 years old and were often built by industries to house their workers near the
factories. Such houses are built in long rows where each house is attached to the ones
142
on either side. The back of this type of house faces the back of another identical row
of houses, so they are often known as “back to backs”.
Semi-detached houses have been built in large numbers since the 1930s when
Britain's towns and cities expanded into suburbs. Each house is part of a pair and is
joined on one side to its partner. Towns in Britain have areas which contain streets
and streets of semis, often with well-kept gardens.
The detached house stands by itself, usually with a garden all around it. These
houses are much more expensive than semis and are often owned by professional
people. Most detached houses are to be found in affluent suburbs or in the green belt
– a strip of protected open countryside around the city, where no industrial
development is allowed.
Britain is famous for its country cottages which were often built on the country
estates of wealthy landowners or around a village green. Such houses have low
ceilings, wooden beams and sometimes a thatched roof.
In the 1960s local councils cleared a lot of slums in the inner city areas. The
people were re-housed in tower blocks on the outskirts of the city or in the centre of
the city. Tower blocks can vary from 3-5 storeys high up to 10-20 storeys high. Each
storey contains five or six flats for families. In recent years local councils have tried
to improve the areas around tower blocks by creating children's playgrounds and
facilities for the community to use.
I.
Say which of the statements are true. Correct the false ones.
1)
Flats are the most common type of housing in Britain.
2)
Tax incentives simplify the process of buying houses and flats.
3)
Renting accommodation is the alternative to the mortgage system.
4)
Types of houses in Britain vary from cottages to flats in the suburbs.
5)
Terraced houses are usually built in short rows.
6)
Semi-detached house consists of three houses joined together.
7)
Detached houses are usually not very expensive.
8)
Most detached houses are situated in slums.
143
9)
Tower blocks are situated mainly on the outskirts of the city.
10)
Areas around tower blocks contain shops and playgrounds.
II.
Look at the verbs in block letters in the following sentences. Then
complete the gaps with the nouns formed from these verbs.
1)
A person who lodges with a family is their__________.
2)
The large home which a rich family resides in is their__________.
3)
The person who occupies a home is an__________.
4)
The place where a person lodges is called__________in formal English.
5)
People who squat in empty houses without any permission are________.
6)
A place where a group of people decide to settle is a__________.
7)
The people who inhabit a country are called its__________.
8)
People who went to a newly developed part of a country to settle there
were often called__________.
III. Make an outline of the text consisting of 5-8 sentences and retell the text
according to it.
IV. FOOD AND COOKING
Focus Vocabulary
raw – сырой
to cook – готовить, варить
to lick – облизывать
to burn – обжигать, гореть
food – еда, пища
health-giving – полезный для здоровья
appetizing/tasty – аппетитный, вкусный
grated – тертый
carrot – морковь
apple – яблоко
beetroot – свекла
chopped – рубленый
herbs – травы
greengrocer's – овощной магазин
meal – прием пищи, еда
protein – белок, протеин
garlic – чеснок
green-staff – зелень
onion – лук
parsley – петрушка
dill – укроп
nutritious – питательный
dressing/gravy – соус, подлива
vegetable oil – растительное масло
snack – закуска
bun – булочка
biscuit – печенье
flour – мука
sugar – сахар
to slim – худеть, быть на диете
144
meat – мясо
cheese – сыр
mushrooms – грибы
pastry – хлебобулочные изделия
Why Cook? Raw Food Is Fine!
It is well known that cooking came in by accident, when a man tried to rescue a
pig from a fire. Having burnt his fingers and licked them to soothe the pain. He liked
the taste and decided to burn more pigs, and so the idea of cooking came into being.
Now, when so much of our food is de-naturated, raw food therapy is coming to the
force, and besides being so much more health-giving it can also be very appetizing.
Grated raw carrots, apples, beetroot, etc. should be eaten daily and with some
finally chopped herbs. Indeed anything from the greengrocer's will make a good meal
with either meat or cheese.
Mushrooms too are a very good protein, equal in value to the most expensive
piece of meat. Add to all this some garlic (a natural antibiotic), some raw green-stuff
such as onion, parsley, dill and you have the basis of a really tasty and nutritious
meal. These herbs can be used in any salad with a dressing of lemon juice or
vegetable oil and you will feel well fed and not stuffed as one does with an ordinary
cooked meal.
For a snack, why not try an apple with a piece of your favourite cheese, instead
of the usual bun or sweet biscuit. In fact, it is worthwhile to cut out all the so-called
foods, made from white flour and sugar, especially if you are trying to slim.
Both sugar and white flour should find no place in the diet, as they are
completely devoid of any food value. Besides you wouldn’t need to visit the dentist
so often and there will be more health all around.
Many people are afraid of eating garlic because they think it will make them
unattractive to their friends but if some raw green-staff is eaten with the raw garlic,
then there will be no smell on the breath at all.
By eating raw food, one gets all the vitamins instead of pouring them down the
drain with the cooking water. If you cook, then use the water for soup or gravy.
Another thing, which will appeal to the busy person – there will be much less
washing up!
145
1. Say which of the statements are true. Correct the false ones.
1)
Cooking came in by accident when a man tried to rescue a dog from a
2)
Raw food is not only health-giving but also tasty.
3)
Vegetables should be included into daily meals with meat and pastry.
4)
The value of protein in mushrooms is equal to its value in meat.
5)
For a snack it is better to have some fruit with a piece of cheese.
6)
When people try to slim they should eat more pastry and sugar.
7)
Herbs eaten together with garlic neutralize its smell.
8)
Raw food contains less vitamins then cooked food.
fire.
I.
III.
Use the right word to fill in the gaps (meal, food, dish, course)
1.
We have three__________a day: breakfast, dinner and supper.
2.
I like to cook my__________food myself.
3.
This__________ tastes bad! Don't eat it!
4.
Breakfast in England is generally a bigger__________than in Europe.
5.
The most common third__________is an ice-cream.
6.
Why don’t you take a__________of meat and vegetables.
7.
Dinner consists of several__________.
8.
I like to have a tasty hot__________in the evening.
9.
Which__________is healthier: boiled or fried?
10.
Yesterday I cooked a special__________from a French cookery book.
Make an outline of the text consisting of 5-8 sentences and retell the
text according to it.
V. SHOPPING
Focus Vocabulary
146
to cater for – угождать, удовлетворять
retail store – магазин розничной
wallet – кошелек
торговли
convenience store – ночной магазин
establishment – учреждение
self-service store – магазин
department store – универмаг
самообслуживания
consumer goods – потребительские
spacious – просторный
товары
goods – товары
counter – прилавок
customer – покупатель
household goods – хозяйственные товары
cart – тележка
electric appliances – электротовары
washing powder – порошок
crockery – посуда
cash desk – касса
glassware – изделия из стекла
queue – очередь
textiles – ткани
market – рынок
to wander around – бродить
foodstuffs – продукты питания
bakery/backer's – булочная
to bargain – торговаться
butcher's – мясная лавка
price – цена
confectioner's – кондитерская
shopping mall/centre – торговый центр
fishmonger's – магазин морепродуктов
Going Shopping
It can hardly be denied that almost every person likes shopping. Nowadays
there is a wide range of shops catering for different tastes and wallets beginning with
huge supermarkets and ending with small convenience stores.
The importance of large self-service supermarkets in our everyday life can not
be underestimated. Such big shops are usually situated on the outskirts of the cities
though some can be also found not far from the city centre. These stores are usually
spacious and well laid out. The goods are tidily arranged on long shelves and there is
plenty of room for the customers to walk about even with a cart. In such shops one
can find anything he needs from food to washing powder. But there is one thing
which is to be mentioned as one of the worst disadvantages of supermarkets. It is
queuing. Despite the fact that every supermarket has up to 10 cash desks long queues
seem to be their eternal problem.
Markets, on the contrary, have almost no queues and are usually situated in the
open-air. Though the essence of markets changed nowadays there are still people who
prefer markets situated not far from their homes to huge supermarkets on the
outskirts. Among the advantages of buying things at the market customers usually
mention wide range of goods and high quality of foodstuffs. By the way, the
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possibility to bargain makes the prices there considerably lower than in ordinary
shops.
Shopping centres or shopping malls are also extremely popular nowadays. A
shopping centre is a collection of independent retail stores, services and a parking
area. Shopping centres may also contain banks, restaurants, theatres, offices, service
stations and other establishments.
Apart from markets, self-service supermarkets and shopping centres stand
department stores. The department store is a great convenience for customers because
is saves our time selling various items of consumer goods under one roof. In such
stores customers go to the counters, choose the necessary goods and pay for them at
the cash desk. In the department store a customer can find: household goods, electric
appliances, crockery and glassware, textiles and other departments. Big department
stores usually have information bureaus, where a customer can inquire about any
goods he would like to buy.
In case a customer is interested in some particular goods and doesn’t want to
loose time wandering around supermarkets he can go to a shop which specializes in
some particular goods. Such as: bakery or baker's where one can find different kind
of bread and pastry, butcher's selling all kinds of meat and meat products,
confectioner's – stores selling sweet things, fishmonger's selling seafood.
I.
Say which of the statements are true. Correct the false ones.
1)
Nowadays there is a wide range of shops catering for different needs.
2)
Supermarkets are usually situated in slums.
3)
Queuing is one of the main disadvantages of modern supermarkets.
4)
Markets are still very popular with the customers.
5)
A shopping mall unites numerous separate supermarkets under one roof.
6)
Department stores sell all kinds of foodstuffs and clothes under one roof.
7)
Specialized shops give people a good chance to save time going
shopping.
148
II.
Put one of the following words in the correct space in the passage
below.
pay
push
find
buy
sell
need
spend
take
complain look for
I love shopping! My friends say I like to_____money. It is probably true. There
is a good supermarket near me. They have everything you_____for your house. If
you need a tube of toothpaste, a bottle of beer or a jar of jam, you can_____it at the
supermarket. They_____everything. If you buy a lot of things, you can take a trolley
and_____it in front of you. If you don’t need much, you can use a small basket.
Then_____the things you want. If you can't_____them on the shelves, ask an
assistant for help. When you see what you want, you just_____it from the shelves.
When you have everything you want you go to the check-out to_____. If there is
anything wrong with the service, customers can_____to the manager. Our
supermarket is really super!
III.
Make an outline of the text consisting of 5-8 sentences and retell the text
according to it.
VI. SEASONS AND WEATHER
Focus Vocabulary
nature – природа
to burst into leaf – зазеленеть
earth – земля
ray – луч
mild – умеренный, тихий
meadow – луг, низина
cloudless – безоблачный
to scorch – обжигать
oppressed – подавленный
stack – стог
hay – сено
overcast – затянутый облаками
storm – гроза, буря
thunder – гром
hail – град
glittering – блестящий
crop – урожай
orchard – фруктовый сад
branch – ветка
ash – пепел, зола
to glimmer – мерцать
gloomy – темный, мрачный
dreary – тоскливый, печальный
to sparkle – искриться
snowy – снежный
severe – суровый
blizzard – пурга
wind – ветер
149
Seasons
The year is divided into four seasons: spring, summer, autumn and winter.
Spring is the season of hope and happiness. In spring nature awakens from her
long winter sleep. The trees are bursting into leaf, the earth is warmed by the rays of
the sun and the weather gets gradually milder. The fields and the meadows are
covered with fresh green grass. The woods and forests are filled with the songs of the
birds. The sky is blue and cloudless. At night millions of stars shine in the darkness.
Summer is the hottest season of the year. The bright sunshine scorches the
earth. Not a single cloud is in the sky. It is pleasant to get out of town where no one is
so oppressed with the heat and wander around woods, hills and valleys. The fields are
green and shorn – here and there big stacks of hay are seen. Though the weather is
mainly hot in summer, sometimes the sky can be overcast with heavy clouds and
there are storms with thunder and even hail.
But on moves the earth in its race round the sun. The days are becoming
shorter, the sun rays are loosing their glittering force and autumn, one of the most
picturesque seasons, is approaching. Autumn brings with it the harvest-time, when
the crops are gathered in and fruit is picked in the orchards. The days get shorter and
the nights longer. The trees turn yellow and red, leaves begin to fall from the trees,
and the ground is beautifully covered with them. The sky is grey almost all the time
and very often in rains. After autumn comes winter.
Winter is the season of black and white. The coloures are washed away from
the trees leaving naked branches black while snow is covering the earth. The snow
covers the fences and hedges so that they no longer mark the road over the plain. The
clouds are gray like ashes. The red sun flashes through the gray clouds on the
windows and they glimmer red. But the pictures of winter are not always gloomy and
dreary. The sun in winter can shine from a clear blue sky and the snow sparkles then
under it like a jewels.
Winter is not the same everywhere of course. In Serbia for instance and North
Canada winter is usually snowy, severe, cold and long lasting. The temperature can
fall as low as 50 degrees Centigrade. Blizzards rage for days covering vast areas with
150
a thick layer of snow. On the shores of the Black Sea, on the contrary, winter only
means rains and winds. It never snows there.
It can hardly be denied that each season of the year possesses its own charm
and has its own beauty and significance to man.
I.
Say which of the statements are true. Correct the false ones.
1)
The year is divided into four seasons: winter, spring, summer, and fall.
2)
In spring the weather gets gradually colder.
3)
Summer is the shortest season of the year.
4)
The weather can be sometimes stormy in summer.
5)
Autumn brings with it colourful scenery and harvest-time.
6)
Rain is the most typical thing in winter.
7)
Winters are usually cold and severe in Canada and Serbia.
Choose between “thunder”, “lightning” or “storm”
II.
1)
A flash of _____lit up the whole sky.
2)
They could here_____rumbling in the distance.
3)
A flash of_____was immediately followed by a clap of_____.
4)
We were caught in a_____I'd never experienced before.
5)
We are in for a big_____. The sky is covered with dark clouds. There
was the first flash of_____just now.
III.
Make an outline of the text consisting of 5-8 sentences and retell the text
according to it.
151
5.1.2 УО «БЕЛОРУССКИЙ ГОСУДАРСТВЕННЫЙ ЭКОНОМИЧЕСКИЙ
УНИВЕРСИТЕТ»
Н. В. Белова
DEVELOP YOUR READING STRATEGIES
Учебно-методическое пособие по самостоятельному чтению для
студентов I курса факультета «Высшая школа туризма»
заочной формы обучения
Минск: 2012
152
Рецензент:
Новик
Н.
А.,
заведующий
кафедрой
профессионально
ориентированной английской речи Учреждения образования «Белорусский
государственный экономический университет», кандидат филологических наук,
доцент.
Рекомендовано кафедрой профессионально ориентированной английской речи
БГЭУ.
Белова Н. В.
Develop
Your
Reading
Strategies.
Учебно-методическое
пособие
по
самостоятельному чтению для студентов I курса факультета «Высшая школа
туризма» заочной формы обучения / Н. В. Белова. – Мн.: БГЭУ, 2012. – 136 с.
Настоящее электронное учебно-методическое пособие направлено на
совершенствование навыков самостоятельного чтения на английском языке по
тематике, предусмотренной типовой учебной программой по дисциплине
«Иностранный язык».
Пособие предназначено для студентов I курса факультета «Высшая школа
туризма» заочной формы обучения.
153
Contents
PREFACE
……………………………………………………………………………..5
UNIT 1. EDUCATION
Level A 2 ………………………………………………………………………………
7
Level B 1 ……………………………………………………………………………..
13
Level B 2 ……………………………………………………………………………..
20
UNIT 2. FAMILY
Level A 2 …………………………………………………………………………… 28
Level B 1 …………………………………………………………………………… 32
Level B 2 …………………………………………………………………………… 38
UNIT 3. PEOPLE AND THEIR PERSONALITIES
Level A 2 …………………………………………………………………………… 45
Level B 1 …………………………………………………………………………… 51
Level B 2 …………………………………………………………………………… 56
UNIT 4. HOUSING
Level A 2 …………………………………………………………………………… 64
Level B 1 …………………………………………………………………………… 70
Level B 2 …………………………………………………………………………… 78
UNIT 5. FOOD AND COOKING
Level A 2 …………………………………………………………………………… 86
Level B 1 …………………………………………………………………………… 90
Level B 2 …………………………………………………………………………… 97
UNIT 6.
Level A
104
Level B
107
Level B
112
UNIT 7.
Level A
118
Level B
123
SHOPPING
2 ……………………………………………………………………………
1 ……………………………………………………………………………
2 ……………………………………………………………………………
ENVIRONMENT
2 ……………………………………………………………………………
1 ……………………………………………………………………………
154
Level B 2 ……………………………………………………………………………
129
PREFACE
Since its publication in 2001, the Common European Framework of Reference
for Languages: Learning, Teaching, Assessment (CEF) has had a wide-ranging
impact on the teaching and learning of languages around the world. Many ministries
of education, local education authorities, educational institutions, teachers’
associations, and publishers use the CEF, and it will continue to have an impact for
many years to come. In most countries there is general agreement that language
learning can be organized into three levels: basic/beginner, intermediate, and
advanced.
Course books and supplementary materials that are referenced to the CEF can
help the teacher achieve his or her classroom goals. The book consists of seven units.
Each unit comprises nine texts: three texts belong to level A2, three texts belong to
level B1, and three texts belong to level B2. The texts are arranged in the following
way: multiple matching, multiple choice, gapped text.
MULTIPLE MATCHING
In this part, there is an emphasis on locating specific information and detail,
and recognizing opinion and attitude, in one long text or a group of short texts.
Students are required to locate the specific information which matches the questions.
To do this, they need to understand detail, attitude or opinion in the question and
locate a section of text where that idea is expressed, discounting ideas in other
155
sections which may appear similar but which do not reflect the whole of the question
accurately. Some of the options may be correct for more than one question.
MULTIPLE CHOICE
In this part, there is an emphasis on detailed understanding of a text, including
the expression of opinion, attitude, purpose, main idea, detail, tone and gist. Students
are also tested on their ability to recognize meaning from context and follow text
organization features, such as exemplification, comparison and reference. The 4option multiple-choice questions are presented in the same order as the information in
the text so that students can follow the development of the writer’s ideas as they work
through the questions. The final question may require students to interpret an aspect
of the text as a whole.
GAPPED TEXT
In this part, there is an emphasis on text structure, cohesion and coherence, and
students’ ability to follow the development of a long text. It consists of the text from
which several sentences have been removed and placed in jumbled order after the
text, together with an extra sentence which does not fit in any of the gaps. Students
are required to decide from where in the text each sentence has been removed. Each
sentence may be used only once, and there is one sentence that students do not need
to use. The task tests understanding of how texts are structured. Rather than
concentrating on individual sentences, students need to be able to follow the
development of ideas, opinions and events through the text as a whole, using their
understanding of text coherence and cohesion devices.
In conclusion, it should be noted that at the center of the learning process and
the framework itself is the learner. It is important that learners understand what the
framework means to them so that they can use self-assessment and learner autonomy
to become more effective learners inside and outside the classroom.
156
UNIT 1
EDUCATION
Level A2
MODERN TEENS
Some people can't understand why teenagers often seem unhappy. After all, they have
more luxuries and opportunities than previous generations. We asked eight modern
teens about their most serious problems.
1. Read this text and the questions below.
A. Mick (aged14)
Well, it has to be schoolwork, hasn't it? Everyone keeps telling you
that your exams are going to affect the rest of your life. And there
are so many subjects, and none of the teachers worry about how
much homework the others have given you. I reckon that I spend
more time doing my work than my mom and dad with theirs. And
we are expected to do sport twice a week at my school as well. It
does not give you time for much else, does it?
B. Elaine (aged 17)
Of course I hate school, but it's not that I'm against education. It's
other stuff. I'd like to get a boyfriend, but the boys at my school are
so shallow and stupid. I keep in with some of the other girls, but they
can get really nasty sometimes. Like smoking. I don't want to smoke.
It's so unhealthy, but all the other girls in my group smoke, and they
don't like it if I don't. I mean, what am I supposed to do?
C. Fatima (aged 16)
It’s not easy for me right now. I was born right here in this town, but
some people still treat me as a foreigner. Not to my face, mostly, but
you see it in the looks you get. And I like all the stuff that kids my
age like, music, parties and all that, but my parents keep saying kids
157
don't behave like that at home. They mean their home. I'm just not sure where I
belong.
D. Sam (aged 14)
It's got to be my family. My brother is older than me, so he gets
to go anywhere he likes and comes home late and no-one cares.
But if I am five minutes late coming home, my mum won't let me
hear the last of it. And when she goes to the shops, guess who has
to look after my little sister? My dad keeps on at me about getting
better marks at school, but wants me to help around the house. I
just want them all to leave me alone.
E. Frank (aged 17)
I met this girl on holiday, she's from a town twenty miles away. We
really like each other – actually we are in love. But our parents won't
let us stay over at each other's houses. So I've got to take a bus every
Saturday to meet her, because my parents won't drive me there. We
only have a few hours together every week, and I'm worried she'll
meet someone in her own town. My dad thinks that it’s just
something I'm going through. He doesn't understand.
F. Allison (aged 14)
It’s everything. I mean my body's changing, and I find it hard to
control my moods. All my mates are so fashion conscious and they
make fun of you if you have the wrong jumper or trainers, and some
of that stuff is so expensive. My mum says I should just ignore them
and wear what I like, but you can't, can you? And I want to be a
doctor, but you are supposed to know chemistry, and I just can't do
it. Sometimes I think my chemistry teacher hates me.
G. Joe (aged 15)
There's these two boys, ever since I came to the school they have
hated me. They play stupid tricks on me, and try to get other people
to do it too. I don't think they are really popular, but everyone is
scared of them. It's hard to make friends, because everyone knows
that if they are friends with me, they are a target. I know if I
158
complain to my parents or the school it will just make me more unpopular.
H. Cathy (aged 16)
I hate being treated like a little girl. That's what my dad calls me –
his little girl. I'm not. I'm almost old enough to vote. But I have to
be home by eight every night, and every time my parents hear that
I'm going out with a boy they make such a fuss. Why can't they
trust me? I don't even get pocket money. If I want something I have
to ask my mom or my dad for it. It's not that they won't let me have
it, it's just that they always have to control me. I hate that.
2. Choose from the people (A – H). Write the letter next to each extract on the
right. When two answers are required you can put them in any order.
Which person
is being bullied?
is caught between cultures?
resents babysitting?
is worried by pressure from friends?
1.
2.
3.
4.
5.
wants more responsibility?
6.
has problems with teachers?
7.
8.
has problems with transport?
9.
would most like a holiday?
10.
Which titles would go best with each extract?
Not here or there
Let me grow up!
Too seldom together
11.
12.
13.
159
COMPUTERS AND GIRLS
1. Read the text and answer the questions.
The girls in this sixth grade class in East Palo Alto, California, all have the same
access to computers as boys. But researchers say, by the time they get to high school,
they are victims of what the researchers call a major new gender gap in technology.
Janice Weinman of the American Association of University Woman says, "Girls
tend to be less comfortable than boys with the computer. They use it more for word
processing rather than for problem solving, rather than to discover new ways in
which to understand information."
After re-examining a thousand studies, the American Association of University
women researchers found that girls make up only a small percentage of students in
computer science classes. Girls consistently rate themselves significantly lower than
boys in their ability and confidence in using computers. And they use computers less
often than boys outside the classroom.
The instructor of this computer lab says he's already noticed some differences.
Charles Cheadle of Cesar Chavez School says, "Boys are not so afraid they might do
something that will harm the computer, whereas girls are afraid they might break it
somehow."
Six years ago, the software company Purple Moon noticed that girls’ computer
usage was falling behind boys. Karen Gould says, "The number one reason girls told
us they don't like computer games is not because they're too violent, or too
competitive. Girls just said they're incredibly boring."
Purple Moon says it found what girls want, characters they can relate to and
story lines relative to what's going on in their own lives. Karen Gould of Purple
Moon Software says, "What we definitely found from girls is there is no intrinsic
reason why they wouldn't want to play on a computer; it was just a content thing."
The sponsor of the study says it all boils down to this, the technology gender gap
that separates the girls from the boys must be closed if women are to compete
effectively with men in the 21st century.
2. Choose the correct answer.
1. In this sixth grade classroom, you would find
a. only boys allowed to use the computers.
160
b.
c.
d.
2.
only girls allowed to use the computers.
no computers in the classroom.
both boys and girls allowed to use the computers.
Girls usually rate themselves
a.
b.
c.
d.
as being uncomfortable using computers.
as comfortable using computers.
as experts with computers.
as very good with using computers.
3. A small percentage would be
a.
b.
c.
d.
100 %.
98 %.
10 %.
75 %.
4. Girls seem to find most of the software
a.
b.
c.
d.
as too violent.
boring.
as too competitive.
exciting.
5. This year is included in the 21st century
a.
b.
c.
d.
2003
2103
1998
1921
3. Number the items below in the correct order in which they occurred in time.
Choose the numbers 1, 2, 3, 4 to list the sentences in correct time order.
Boys find software more interesting than girls do.
4___ 1___ 3___ 2___
Boys are more comfortable using computers.
4___ 1___ 3___ 2___
In high school, more boys are in computer science courses. 4___ 1___ 3___ 2___
Both boys and girls can use the computers at school.
4___ 1___ 3___ 2___
LEARNING LANGUAGES
161
1. Read an article on learning languages. Six sentences have been removed from
the article.
You come across so many ways of learning a language: through CDs, the
Internet,
magazines, books and so on. All these aids motivate you to go on, but you wonder if
there is any real need for teachers anymore. My language-learning career started off
badly. All I remember of my first French lesson at an English Secondary School is
copying down the parts of the verb “to be” and my teacher’s strict orders: “Learn it!”
To me, an 11-year old who had never left England, the ‘verb table’ looked like a
mysterious mathematical formula and made just about as much sense. 1.
___________. Teachers today tend to agree. Instead of using the old
grammar/translation methods, they teach students in their classes how to achieve
simple tasks and express everyday feelings using role-plays, games and other
exercises which require them to speak, make mistakes and thus improve.
2._______________________________________. Its emphasis is on interacting
rather than learning structural details of a language.
Before, people had to struggle in a traditional classroom. 3.
_________________. For example, after university, the BBC’s book Discovering
Portuguese gave me enough of the language to go shopping, order in restaurants and
learn about Portuguese life and culture. It came with a cassette of real-life recordings
of people speaking the language at full speed and exercises which made you listen
hard to understand what they were saying. Self-study courses provide a relatively
easy and cheap way to start learning foreign languages. 4. __________________. But
the teachers do have a point.
Without someone there to give you instant correction, to demand that you try to
pronounce that difficult word, and even to get you to open the book on days when
you don’t feel like it, you won’t make much progress. 5.
________________________. The school I attended in London pioneered the
communicative method in the 1950s and 1960s.
I was in a class with only five people. Over ten weeks, for two evenings a week
we progressed through a rich diet of role-play and exercises, some from text books,
some devised specially for us by our teacher, ranging from how to introduce friends
to how to reject invitations politely. 6. ________________________________. You
have to tell the other students what you really think, want and feel, and using your
own language is forbidden.
2. Choose from the sentences A – H the one which fits each gap (1 – 6). There are
two letters which you do not need.
A. However, today’s students are lucky to have a wide variety of multi-media
programmes to help them.
B. As a result, beginners are more likely to learn how to buy a train ticket than how to
form the plural of a verb.
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C. The best thing about learning in a small group like this is that it motivates you to
use the language you are learning.
D. The pronunciation of Portuguese was exhausting, Slovak consonants made my jaw
ache, and Hungarian grammar made me want to study German again.
E. The best of them have plenty of quick, simple exercises, photographs and real life
recordings so that you can learn a language on your own.
F. Twelve years later I had a degree in French, but was convinced that there must be
a better way to learn a language.
G. Indeed, the more languages you learn, the easier the process of learning becomes.
H. That is why, when I took up Spanish, I decided to go back into the new
communicative language classroom.
Level B 1
A COURSE TO ATTEND
1. The people all want to attend a course. Read the descriptions of eight courses.
A – Form and Colour
This is year-long course is perfect for people who want to learn about how to use a
camera and who want to take it up as a profession. Students will learn how to use
light and shade, colour and different shapes. The course will also teach students to
change their work using computer technology. Tips will be given on how best to get
started in the profession.
B – Practice makes Perfect
Learn about how to use computer software to make your work life easier. This
course is designed for people who use computers regularly as part of their career, but
who feel they are unable to make the most of the technology. Learn about new
software for storing documents and photographs and keeping records. This evening
class runs for ten weeks from September to December.
C – Armchair Explorer
This is a series of daytime lectures by people who have lived and worked in wild
places. Each of the six talks will focus on a different continent. Lecturers will show
photographs of the animals and plants, and explain why they are only found in one
area. Lecturers will include Leo Holland, a scientist from the Antarctic project, and
Milly Oliphant, who researches birds in the Amazon rainforest. Tea and Biscuits
provided.
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D – Art Starter
Are you interested in a career in art? If so, this full-time, eight-week course will be
perfect for you. Learn about different methods used by artists, including painting,
drawing, photography and computer design. Artists will create work for an
exhibition which will be displayed in the Town Hall for one month in September.
Top businessmen and women from the design industry will be invited to attend the
exhibition, so this could be a great start to your career!
E – Wild Design
Whether you want a career in art, or you just want to enjoy your hobby, this holiday
course is for you. Wild Design is a two-week summer course situated on the wild
coast of South Wales. We teach all kinds of art, including photography and painting,
and the wild sea, beautiful flowers and great wildlife will definitely give you lots of
creative ideas. Even if you already have a good understanding of art, you are sure to
learn something new from our team of professional tutors.
F – Explore your Imagination
Do you want to show your friends a photograph of you beside the Egyptian pyramids
or in the jungles of Borneo? Well now you can tell your friends that you have
travelled the world without actually leaving the country! Join this evening class and
learn how to use the latest technology and software to change photographs to a
professional standard. You will also learn how to make your own computer designs
using the computer programmes used by professionals.
G – Technology for You
Do you feel as if everyone is using a computer except you? Join in this five-day
course and learn the basics. You’ll learn how to store your personal files, send emails
and use simple programmes to write and print letters. In the afternoons you will have
the choice of either learning how to make Birthday Cards and other designs on a
computer, or you can join our ‘Basic computers for Work’ class.
H – Wildlife Photographer
Travel to a different wild place every week and learn how to take photographs of
animals, plants and scenery. Our expert teachers will advise you how to take the best
pictures. This course will run for six weeks on Saturdays. Students should already
have a good understanding of photography and their own equipment. The class is
suitable for everyone, as there is very little walking involved.
2. Decide which course would be the most suitable for the each person. Select the
best course.
1. Harriet is 71, and is interested in painting and drawing. She would like to go
somewhere in the summer where she can learn new tips and paint attractive scenery.
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






A – Form and Colour
B – Practice makes Perfect
C – Armchair Explorer
D – Art Starter
E – Wild Design
F – Explore Your Imagination
G – Technology for You
2. Belinda works for a large Art Company and she feels she needs to improve her
computer skills. She already has a basic understanding of some common computer
programmes, but she wants to learn how to organize her work and store information.







A – Form and Colour
B – Practice makes Perfect
C – Armchair Explorer
D – Art Starter
E – Wild Design
F – Explore Your Imagination
G – Technology for You
3. Jenny is interested in a career design, and wants to learn how to create art and
change photographs using special computer programmes. She wants a course that
will fit into her normal university day.







A – Form and Colour
B – Practice makes Perfect
C – Armchair Explorer
D – Art Starter
E – Wild Design
F – Explore Your Imagination
G – Technology for You
4. George is unable to travel because he has difficulty walking, but he wants to learn
more about wildlife and scenery in different parts of the world.







A – Form and Colour
B – Practice makes Perfect
C – Armchair Explorer
D – Art Starter
E – Wild Design
F – Explore Your Imagination
G – Technology for You
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5. Chris wants a change in career, so he’s looking for a full-time course in which he
can learn everything there is to know about photography and how to use computers to
change and sell his work.







A – Form and Colour
B – Practice makes Perfect
C – Armchair Explorer
D – Art Starter
E – Wild Design
F – Explore Your Imagination
G – Technology for You
BE WEB-WISE
Protect your computer, by all means, but don't forget to protect yourself, advises web
safety expert, Amanda Knox.
1. Read an article about online safety.
We're always being urged to stay safe online. But in an era where the internet is
part of our everyday lives – for work, fun, study, shopping, even managing finances –
it's not always easy to spot the dangers. Web safety expert, Amanda Knox, explores
some of the issues lurking in cyberspace.
Her first piece of advice is to install software and a firewall to protect your
computer from viruses, hackers and criminals who want to steal your data or financial
information. "Think of these as your first line of defence," says Amanda.
So much for protecting yourself against intruders, but what about other
problems? Say you've accidentally deleted an important file or you've been at the
mercy of a natural disaster. Katy Marsh runs an online photography business from
home and when a fire destroyed part of her house it could easily have spelled ruin for
her business too. "Luckily I keep a regular back-up of my data so it wasn't a
catastrophe." Amanda advises that while back-ups are good to have we must ensure
we protect our computers to start with.
Whilst most of us are aware of the need to protect our computers, it seems we're
more lax when it comes to looking out for ourselves, at least according to a recent
web awareness survey. Web safety specialists say better personal awareness is needed
and this is due in part to the rise of 'Social Networking' sites like 'Bebo', 'MySpace'
and 'Facebook', which allow us to connect with people around the world with similar
interests and professional backgrounds. Chris Simpson, a computer programmer,
learnt the hard way. "I joined a free online networking group in the hope of making
some professional contacts to help me find a new job. After a month, one of my
online contacts invited me to take out a subscription to a club that promised access to
a network of job recruiters. It turned out to be a waste of money. I ended up a
laughing stock with my mates – they couldn't believe that someone in my job could
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get taken in so easily." No wonder then that Amanda warns, "It's easy to get
complacent and let our guard down when we meet someone with the same interests
online."
This brings us to other potential pitfalls. Are the people you meet online who
they really claim to be? Can you be sure the person you're chatting with is in fact a
22-year-old Maths undergraduate from London and not someone merely
masquerading as a student to win your trust? Khaled, a postgrad from Manchester
University, quickly realised that it was unwise of him to post his phone number and
email address in the public forum of an online academic discussion group. He was
soon bombarded with unwanted emails and nuisance phone calls. Yet, it's astonishing
how many highly educated people do this without considering the consequences that
anyone in the world could use the information to make (unwanted) contact.
When networking and joining online communities it's better to be cautious about
the amount of personal information you share. For example, it isn't always necessary
to use your real name as a username when registering for a service. You could instead
use a pseudonym, or a name that doesn't give away your real identity to other users.
And is it really important to tell the world details about your school, college or any
local clubs you're a member of? Sometimes it pays to be a little vague and simply say
something like 'I'm studying at college in Madrid at the moment and I'm a member of
a local tennis club'.
If you do experience problems from another user be prepared to report them for
misusing the service. You'll be doing other users a favour too. And if all else fails,
check to see if it is easy to delete your account and leave the service if you choose to
and that you have the option to delete all your details.
A general rule of thumb is not to post any information about yourself that you
would not be happy for the world to know – not just now but in years to come. This
includes photographs of yourself, particularly embarrassing shots of you at that party
which you may later regret! It's not always easy to remove information after it's been
posted so you – not to mention your future employer – may have an unpleasant
surprise a few years down the line.
2. Choose the answer (A, B, C or D) which you think fits best according to the text.
1. In the second paragraph the phrase “first line of defence” suggests something
a.
b.
c.
d.
is the only option.
offers protection.
is an instruction.
shows weakness.
2. The effect of the fire was
a. worse for Katy’s business than her home.
b. to ruin Katy’s business.
c. not as serious for Katy’s business as it could have been.
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d. to make Katy start to back up her data.
3. According to the web awareness survey, our attitude to our personal safety is
rather
a.
b.
c.
d.
relaxed.
concerned.
positive.
uncertain.
4. Chris first joined the networking group
a.
b.
c.
d.
because it promised him a job.
in order to make friends and have fun.
to assist him in a job search.
because it didn’t cost him anything.
5. Regarding Khaled’s experience, the writer is surprised that
a.
b.
c.
d.
people telephone complete strangers.
people don’t think of the results of their actions online.
university students take part in online discussions.
people sent emails to Khaled without asking permission.
6. What tip does the writer give for joining an online community?
a.
b.
c.
d.
Always use a false name.
Make sure you’re properly registered.
Limit the information you give to others.
Tell other users where you’re studying.
7. The writer says that you should report troublesome users
a.
b.
c.
d.
because other people will benefit.
so you can stop using the service.
only if nothing else works.
if you want to delete your own details.
8. In the final paragraph, the writer advises people
a.
b.
c.
d.
not to put photos online.
to apply for a job online.
not to have any personal information online.
to consider what may cause problems in the future.
CAREER SUCCESS IN THE ARTS
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John Prince, famous dancer and choreographer, gives advice on how to succeed in a
career in the arts.
1. Read a magazine article about John Prince, a dancer, dance teacher and
choreographer. Seven sentences have been removed from the article.
I asked John how he got started and what requirements there are. "Well, to be a
professional dancer it's useful to have had acting lessons or some background in
drama. If you want to succeed in musical theatre you have to have a good singing
voice as well. When you approach an agent you should take a portfolio with your CV,
your statistics sheet and some good photos and reviews of past performances. You'll
need dance clothes, ballet shoes, tap shoes, and even roller skates depending on what
kind of show you are going to go for."
1.
___________________________________________________________________
"Of course, you need to be extremely fit if you want to be a professional dancer. I
dance or move about for about six hours a day. There are great health benefits to
being a dancer. I can eat a lot of pasta without gaining weight because dancing
increases your metabolism so much."
2.
___________________________________________________________________
John has a very busy schedule in the next few months. He took time out to speak to
me today from the making of a pop video to promote N-ergy's latest record. "I
choreographed the dance routine for the boys and they only had 2 days in which to
learn it! I am going to be working on a video for another well known band - but that's
top secret. Next month I'll be touring Spain in a production of a musical that was
written by a friend of mine, Michaela Evans.
3.___________________________________________________________________
As for the future, I've come to realise that I would never be content to be just a chorus
dancer - I'm too much of an individual for that. Like all artists I'd love to become a
household name by writing and choreographing my own musicals."
John was born in Jamaica to a Jamaican father and a Scottish mother but the family
emigrated to England 20 years ago. "I have a little sister I adore, who is also training
to be a dancer." How does it feel to have someone else following in your footsteps?
4.___________________________________________________________________
Has he much more to learn, I wondered. "I've spent an incredible amount of my life
training to get where I am. I went to college for two years in England, I trained for six
months in Paris and about eight months in America. But you never really stop
training or learning your art."
5.___________________________________________________________________
So, would you say it's been plain sailing? "I feel I've been lucky to a degree; many
people hit problems breaking into the arts. It can be a vicious circle really. You can't
become a member of Equity, which is the actors' and dancers' union, without good
contracts, and you can't get good contracts without being a member of Equity. My
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advice to people who want to get into the arts would be to go out into the world, and
try everything else first.
6.___________________________________________________________________
What has a dance career done for you as a person? "Thanks to dancing, I've visited
and performed in 23 countries so far. This has opened my eyes to the world, and I've
been able to understand issues like racism and inequality from a wider perspective.
7.___________________________________________________________________
"So all in all I'm really happy to be a dancer!"
2. Choose the most suitable sentence from the list A – H for each part (1 – 7) of the
article. There is one extra sentence which you do not need to use.
A. It's fine, but I try not to give out too much advice as it gets irritating!
B. And if nothing you like comes out of it, then come back and be an actor or dancer.
C. Without a strict daily timetable like this you find yourself wasting too much time.
D. After that it's back to England to start a new term of dance classes.
E. Hopefully this has enabled me to become a better and more tolerant person as a
result.
F. When it comes to coping with stress, I find that exercise helps me to cope with my
problems, so I stay in good shape mentally as well.
G. Like any profession where you're always travelling, you tend to acquire something
new almost every day.
H. Being fully equipped with all this stuff beforehand makes it easier when you go
for auditions.
Level B 2
THIS MONTH’S LETTERS
1. Read a selection of letters from a problem page in an International English
Language magazine.
A
I study English for 6 hours per week in secondary school. For 1 hour each week we
have conversation classes with a native speaker of English where we talk about topics
such as drugs, politics and culture. I know it's a really good opportunity to practise
my spoken English, but I never make a contribution to the discussion. It's not that I
don't have an opinion, or that I'm shy, but more that I don't have the vocabulary to
express my views. I feel really frustrated at the end of the lesson. Nobody else in the
group seems to have the same problem.
Katalin
B
I'm a 24-year-old business student from Malaysia and I've been attending English
classes at night school for the past 5 years. Up to now I've considered myself to be a
good student. Last month I went to Britain to visit my relatives over there and it was
awful. People found my pronunciation difficult to follow and I couldn't understand
170
them either. What went wrong? My English teacher is very good and I always score
the highest in grammar tests.
Fazlinda
C
I'm writing to ask your opinion on a matter which is really annoying me. My English
teacher never corrects my mistakes when I am speaking. Isn't that her job? How am I
going to improve otherwise? Also she's always telling me that now I'm an advanced
student, I should forget all the rules of grammar that I learnt when I was younger.
Gunther
D
Can you help me? I really want to speak English the right way, with the correct
accent. Do you have any good ideas? I have a particular problem with sounds like 's'.
I plan to work in the UK in the future and nobody will take me seriously if my
English pronunciation is anything short of excellent.
Jose
E
I am working as an au pair in London looking after 2 small children. I love my job
but the way that English people speak is a little puzzling. For example, I often hear
them say things like 'more friendlier', whereas I thought it should be 'more friendly'.
It also seems to be common for them to say 'we was' instead of 'we were'. Can you
explain this? Would it be impolite of me to correct them?
Lana
F
I am an intermediate student of English (I have been studying it for 3 years). I'm quite
good at reading and writing but listening is very difficult for me. My teacher
suggested that I listen to the BBC World Service every day in order to improve my
listening. The problem is that it's hard for me to understand every word. Do you have
any ideas about how to make listening to the radio less difficult? I like listening to the
news and knowing what's going on in the world.
Yuki
G
I have studied English for 5 years at school but for the past 6 months I have been
doing self-study using the Internet and books to improve. There are lots of materials
to choose but I'm not sure what is best for me and how I should use them. I really
would like to take the FCE examination but don't know how to study on my own.
Should I take a course in my local school – which is a little expensive for me now –
or is it possible to prepare for the exam doing self-study?
Paula
H
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Could you please give me some advice on a problem I have at the moment with my
English studies. I decided to go to the UK to improve my English but the college I am
studying in at present is full of people from my own country. Although the teachers
tell us we should only try to speak in English with each other, it is very difficult to do
this, especially in our free time when we go out together. I am worried that my
speaking will not improve.
Maria
2. Choose from the people (A – H). Write the letter next to each extract on the
right. The people may be chosen more than once.
Which person
1. would appear not to have an English
teacher?
2. doesn't like studying with people from
their own country?
3. has a job in the UK?
4. enjoys keeping up with current affairs?
5. feels that the teacher isn't doing their
job properly?
6. uses English speaking radio stations to
practise English?
7. had a shock when they visited Britain?
8. wants to avoid speaking their own
language?
9. wants to speak English like a native
speaker?
10. feels they are the only person with
their difficulty?
11. wonders whether it is rude to correct
people when they make mistakes?
12. worries that their English will cause
them problems at work?
13. had difficulty being understood when
they spoke?
14. is thinking about taking an English
exam?
15. finds it difficult to take part in
conversations?
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THE CREATORS OF GRAMMAR
1. Read the text about the development of language and grammar.
No student of a foreign language needs to be told that grammar is complex. By
changing word sequences and by adding a range of auxiliary verbs and suffixes, we
are able to communicate tiny variations in meaning. We can turn a statement into a
question, state whether an action has taken place or is soon to take place, and perform
many other word tricks to convey subtle differences in meaning. Nor is this
complexity inherent to the English language. All languages, even those of so-called
'primitive' tribes have clever grammatical components. The Cherokee pronoun
system, for example, can distinguish between 'you and I', 'several other people and I'
and 'you, another person and I'. In English, all these meanings are summed up in the
one, crude pronoun 'we'. Grammar is universal and plays a part in every language, no
matter how widespread it is. So the question which has baffled many linguists is –
who created grammar?
At first, it would appear that this question is impossible to answer. To find out
how grammar is created, someone needs to be present at the time of a language's
creation, documenting its emergence. Many historical linguists are able to trace
modern complex languages back to earlier languages, but in order to answer the
question of how complex languages are actually formed, the researcher needs to
observe how languages are started from scratch. Amazingly, however, this is
possible.
Some of the most recent languages evolved due to the Atlantic slave trade. At
that time, slaves from a number of different ethnicities were forced to work together
under colonizer's rule. Since they had no opportunity to learn each other's languages,
they developed a make-shift language called a pidgin. Pidgins are strings of words
copied from the language of the landowner. They have little in the way of grammar,
and in many cases it is difficult for a listener to deduce when an event happened, and
who did what to whom. [A] Speakers need to use circumlocution in order to make
their meaning understood. [B] Interestingly, however, all it takes for a pidgin to
become a complex language is for a group of children to be exposed to it at the time
when they learn their mother tongue. [C] Slave children did not simply copy the
strings of words uttered by their elders, they adapted their words to create a new,
expressive language. [D] Complex grammar systems which emerge from pidgins are
termed creoles, and they are invented by children.
Further evidence of this can be seen in studying sign languages for the deaf.
Sign languages are not simply a series of gestures; they utilise the same grammatical
machinery that is found in spoken languages. Moreover, there are many different
languages used worldwide. The creation of one such language was documented quite
recently in Nicaragua. Previously, all deaf people were isolated from each other, but
in 1979 a new government introduced schools for the deaf. Although children were
taught speech and lip reading in the classroom, in the playgrounds they began to
invent their own sign system, using the gestures that they used at home. It was
basically a pidgin. Each child used the signs differently, and there was no consistent
grammar. However, children who joined the school later, when this inventive sign
system was already around, developed a quite different sign language. Although it
173
was based on the signs of the older children, the younger children's language was
more fluid and compact, and it utilised a large range of grammatical devices to clarify
meaning. What is more, all the children used the signs in the same way. A new
creole was born.
Some linguists believe that many of the world's most established languages were
creoles at first. The English past tense –ed ending may have evolved from the verb
'do'. 'It ended' may once have been 'It end-did'. Therefore it would appear that even
the most widespread languages were partly created by children. Children appear to
have innate grammatical machinery in their brains, which springs to life when they
are first trying to make sense of the world around them. Their minds can serve to
create logical, complex structures, even when there is no grammar present for them to
copy.
2. Choose the correct answer.
1. In paragraph 1, why does the writer include information about the Cherokee
language?
a. To show how simple, traditional cultures can have complicated grammar
structures.
b. To show how English grammar differs from Cherokee grammar.
c. To prove that complex grammar structures were invented by the Cherokees.
d. To demonstrate how difficult it is to learn the Cherokee language.
2. What can be inferred about the slaves' pidgin language?
a. It contained complex grammar.
b. It was based on many different languages.
c. It was difficult to understand, even among slaves.
d. It was created by the land-owners.
3. All the following sentences about Nicaraguan sign language are true
EXCEPT:
a. The language has been created since 1979.
b. The language is based on speech and lip reading.
c. The language incorporates signs which children used at home.
d. The language was perfected by younger children.
4. In paragraph 3, where can the following sentence be placed?
It included standardised word orders and grammatical markers that existed in
neither the pidgin language, nor the language of the colonizers.
a.
b.
c.
d.
5. ‘From scratch’ in paragraph 2 is closest in meaning to:
174
a. from the very beginning.
b. in simple cultures.
c. by copying something else.
d. by using written information.
6. ‘Make-shift’ in paragraph 3 is closest in meaning to:
a. complicated and expressive.
b. simple and temporary.
c. extensive and diverse.
d. private and personal.
7. Which sentence is closest in meaning to this sentence?
Grammar is universal and plays a part in every language, no matter how widespread
it is.
a. All languages, whether they are spoken by a few people or a lot of people, contain
grammar.
b. Some languages include a lot of grammar, whereas other languages contain a
little.
c. Languages which contain a lot of grammar are more common that languages that
contain a little.
d. The grammar of all languages is the same, no matter where the languages evolved.
8. All of the following are features of the new Nicaraguan sign language
EXCEPT:
a. All children used the same gestures to show meaning.
b. The meaning was clearer than the previous sign language.
c. The hand movements were smoother and smaller.
d. New gestures were created for everyday objects and activities.
9. Which idea is presented in the final paragraph?
a. English was probably once a creole.
b. The English past tense system is inaccurate.
c. Linguists have proven that English was created by children.
d. Children say English past tenses differently from adults.
10. Look at the word ‘consistent’ in paragraph 4. This word could best be
replaced by which of the following?
a. natural
b. predictable
c. imaginable
d. uniform
3. Which THREE ideas best sum up the main ideas of the text?
a. Some children are better at grammar than others.
175
b. Children have the mental capacity to create complex languages.
c. Children are better at learning grammar than adults.
d. Children prefer to invent their own grammar rules than to copy existing rules.
e. Children do not only learn grammar by copying other people.
f. All creole languages were perfected by children.
STUDENT GAP YEARS
1. Read the article written by professional funny man David Mitchell where he
discusses whether young people should still be taking gap years. Seven sentences
have been removed from the article.
The race is on for A-level students to grab university places before the fee cap is
lifted (the maximum amount universities can charge students). Pre-Christmas
applications reached a record high as candidates scrambled for the last scraps of
cheap education.
1. _______________________________________________________. This, in
turn, will create a gap for the rest of the world.
There'll be no enthusiastic teenagers to build schools in Mozambique and there
are going to be a lot of unfound selves slouching around the Indian subcontinent
waiting for their backpacking owners.
2. _____________________________________________________________.
For one generation at least, our student population won't be contaminated by a
vociferous minority who think they've seen the world and have the beaded bracelets
and ethnic ponchos to prove it. And they haven't seen the world – they've seen Peru.
The world's not like Peru – not the bit that Britons tend to inhabit when they graduate.
It's more like Reading.
This year's nervous and bookish school-leavers, timorously arranging their mugs
and kettle, and applying new Blu-Tack to their cherished "Kings and Queens of
England" posters in unwelcoming university halls, won't be intimidated by the bloke
from the room next door reminiscing about snake bites, snakebite and drug
experimentation.
Before you automatically lump me in with the fearful kettle arrangers, let me say
that I took a gap year.
3. ____________________________________________. Secretly, I knew I was
boring. I pretended to be keen on lots of clubs and societies so I had something to
write on my UCCA form, but my private shame was the knowledge that all I really
wanted to do was stay indoors and watch television.
4. ______________________________________________________________.
It also delayed the terrors of university for a whole year, the first few months of
which, as a reward for the stresses of A-levels, would undoubtedly be spent watching
television.
As the summer holidays wore on, the pressure from my parents to find
something exciting to do with this opportunity, and their disappointment at my
defensive apathy, intensified.
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5. ______________________________________________________. Gapyear-taking contemporaries, particularly as described by their parents to mine,
seemed desperate to get out there, see stuff, help people.
I glumly went InterRailing. I toured Europe's most beautiful cities as part of a
bickering group of frightened nerds. I coped with youth hostels and handwashing
underwear. I slept on trains. I went round art galleries and museums.
6. __________________________________________________________________.
All in all, my year off was so stressful that being back on felt relaxing and I
suppose I approached university with more confidence as a result – which puts me in
the same category as all the dope-smoking orphanage builders, though I'm loath to
admit it.But times have changed.
7. ___________________________________________.
In an educational environment where students must borrow heavily to join an
overpopulated graduate workforce, the less they know of the unreal world across the
glittering sea, the less cheated they'll feel.
2. Choose the most suitable sentence from the list A – H for each part (1 – 7) of the
article. There is one extra sentence which you do not need to use.
A. It was the last stage of my tentative teenage quest not to be a boring person – or at
least to deceive the world into thinking I wasn't.
B. I was hugely intimidated by my peers' apparent fearlessness.
C. Only the super-rich will be planning gap years at the moment.
D. As it turned out, I did see the world in my gap year, or the world that most
graduates inhabit, as I spent nine months of it sitting at a desk in an office.
E. The country can't afford all that non-vocational time-wasting.
F. For Britain, this could be the one good outcome from the whole tuition fees
betrayal.
G. But a gap year was like a certification of interestingness, of roundedness – it
showed that you were embracing life's challenges, not festering in a clammy fug of
spot cream and self-doubt.
H. There was not a moment when I didn't want to go home.
UNIT 2
FAMILY
Level A 2
PEN PALS
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1. Read this letter from Milena to her pen-pal, Elena.
Dear Elena,
Thank you for the letter you sent me last week. I'm very happy to hear that you and
Francesco are well and that your exam results were so good. Well done! I know you
studied hard and you deserve your success.
Mine are next week so at the moment I'm studying a lot. I'm really nervous about
them because, if you remember, I was ill for a couple of months at the end of the year
and so I missed a lot of lessons. When they finish I would like to come and visit you
for a few days, if that's OK with your mom and dad.
Do you remember I told you about my friend Amanda from Scotland? She's going to
come here next month and is going to stay for two weeks. I'd like you to come too so
you can meet her and we can all go out together. What do you think? We can practice
our English!
I remember last year we had such a good time. The beaches near your house are
wonderful and I really enjoyed meeting your friends (especially Roberto! Is he still
single?) I can't remember the name of the disco next to the train station but I'd like to
go there again – it was fun.
Oh, guess what! Jason broke his arm last weekend! He went to the skateboard park
with his friends from school and fell down some steps (he doesn't know how to
skateboard!) He's got a plaster cast and he's going to have it for at least six weeks.
He's such an idiot!
My mom's calling me for lunch so I'll finish this letter now. Say hello to your family
and don't forget to congratulate Francesco for me.
Lots of love
Milena x x
PS. Say Hi to Roberto too!
2. There are six paragraphs in the letter. Match each paragraph to a subject by
writing the correct letter (A – F) for what it talks about.
A. Memories
B. Well done!
C. Plans
Paragraph 1 is _______
Paragraph 2 is _______
D. Me
E. News
F. Bye!
Paragraph 4 is _______
Paragraph 5 is _______
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Paragraph 3 is _______
Paragraph 6 is _______
LOSING IDENTITY
1. Read the text and answer the questions.
Language is a way to communicate with each other. We started to learn language
when we were born. However, people are used to speaking their native language, so
immigrants are having many problems between the first generation and the second
generation because they don't have the same native language. Also, the second
generation is losing their identity. Especially in America, there are many immigrants
that came from different countries to succeed in the States. Because they suffer in lots
of areas such as getting a job and trying to speak English, they want their children to
speak English, not only at school, but also at home in order to be more successful.
Because of this situation, their children are losing their ethnic identity and, even
more, they are ignoring their parents whose English is not very good.
For example, my aunt, who has been living in Chicago for fifteen years, has
three children and they were all born in the States. The eighteen year old daughter
speaks English as a native language and she speaks Korean very well too. She has no
problems talking with her parents, but she still doesn't understand Korean jokes, and
there are sometimes misunderstandings. The second daughter is fourteen years old,
and she doesn't want to speak Korean. My aunt often gets upset with her because she
is very Americanized and they cannot understand each other. Even when my aunt
punishes her, this daughter does not understand what my aunt is talking about. I felt
sympathy for my aunt whenever my fourteen year old cousin said, "Mom, what is
your problem?" The third child is a twelve year old son. He speaks English to his
parents and my aunt speaks Korean to him as she does to the second daughter. He
also has a problem communicating with his parents. My aunt is trying to teach him to
speak both languages very well, but it is very hard for him because he speaks English
all day and does not understand why he should learn to speak Korean.
I think most immigrants are trying to preserve their native language in their new
country, but this doesn't help very much in getting a good job. My aunt didn't teach
Korean to her children in order to help them succeed in the U.S.; she did so,
hopefully, to help them establish a Korean identity. Though the second generation is
born in the new country, they often get confused about their identity because they
look different from others, and also, if they visit their parent's country, they will
probably feel different from other people there too. My cousins told me that when
they visited Korea a few years ago, they felt different from other Koreans. They could
even feel it just strolling around the street because they wore different clothes and
walked differently.
We must realize that language is important and valuable for many reasons.
Immigrants should make an effort not to be ignored by their children and to make
their children understand their heritage by teaching them the parents' language. This
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is very important, not only for the harmony of the family, but also in helping the
second generation establish their identity.
2. Choose the correct answer.
1. Which of these statements is NOT true according to the first paragraph of the
article?
a. Second generation immigrants are usually eager to learn their parents' native
language.
b. It is often hard for first and second generation family members to communicate
with each other.
c. Because second generation immigrant children often speak only English, they may
lose their ethnic identity.
d. Sometimes second generation immigrant children ignore their parents because of
language differences.
2. Which of the following is NOT true about the 18 year old daughter?
a. She was born in the U.S.
b. She speaks only English very well; her Korean is poor.
c. She gets along better with her parents than her brother and other sister do.
d. She doesn't understand Korean jokes well.
3. Which is NOT a reason that the 14 year old sister has problems with her mother?
a. She doesn't want to speak Korean.
b. She doesn't love her mother.
c. She is very Americanized.
d. She does not understand her mother when she gets punished.
4. To whom does the mother speak Korean?
a. Her oldest daughter only.
b. All of her children.
c. Her two daughters only.
d. Only to her son.
5. Why did the author's aunt try to teach her children to speak Korean?
a. To help them succeed in the U.S.
b. To help them find a good job.
c. To help them establish a Korean identity.
d. To help her improve her Korean language skills.
e. None of the above.
6. There are many reasons that second generation immigrants may get confused
about their identity. Which of the following is NOT found in the article?
a. Their American friends may not see them as Korean-Americans.
b. They look different than most of their friends in the U.S.
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c. If they travel to Korea they wear different clothes than the Koreans.
d. If they visit Korea, they even walk differently than the Koreans.
7. Which of the following is closest to the main idea of this article?
a. Second generation Korean-Americans walk and dress differently than their parents.
b. Many immigrant families have problems with communication.
c. The language spoken in immigrant households is often a mixture of two languages.
d. Second generation Korean immigrants often speak only English.
e. Teaching immigrant children the parents' native language helps them establish their
ethnic identity.
JUST MARRIED
1. Read about a newly-wed couple, Richard and Victoria. Seven sentences have
been removed from the article.
Considering their wedding cost over $20,000 and took a year and a half to
organize, you would be surprised to hear that Richard and Victoria Hammond now
intend to forget it. Well, almost.
"It was a wonderful wedding, an unbelievable day," says Victoria.
1."_________________________________________________________________.
" Her husband, banker and amateur race driver Richard, agrees. "Both our minds are
now fixed firmly on the future. I'll never forget our wedding ceremony or the
reception we had at a cliff-side hotel afterwards, but there's so much we want, so
many
hopes.
2.__________________________________________________________________.
"
"At the moment, we are still living with my parents," explains Victoria, "so our
first wish is to find our own place. We intend to start looking for a new house with all
the modern conveniences in the suburbs in the new year."
3.________________________________________________________________.
Do they intend to add to the extended Hammond family? "We plan on having two or
three children ourselves," Richard tells me. "Victoria is just wonderful with children
and I can get 3 years paternity leave from my work, which is just perfect."
The young couple has just returned from a two-week honeymoon spent in an
authentic Scottish castle. Both the newly-weds are big travel lovers and Richard
hopes this will continue. "I would like to go travelling as much as possible together.
Travelling with someone else is such a sharing experience.
4.__________________________________________________________________.
" Victoria also has another great travel ambition that she might have to do alone. "I
have always been fascinated by safari and my real wish is to go on safari. Richard has
no interest in wildlife though."
And what about the marriage itself? In a world with such a high divorce rate,
how do Richard and Victoria hope to avoid all the problems that beset so many other
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couples? Richard explains thoughtfully that "our ambition is to always talk to each
other. If you stop communicating, what chance do you have?"
5.___________________________________________________________________
. "I hope that we can speak about things, but also not expect everything to be easy. I
think many people expect the wedding to be the end of getting to know each other.
6.
__________________________________________________________________."
2. Choose the most suitable sentence from the list A – F for each part (1 – 6) of the
article.
A. Both Victoria and husband Richard have a lot of siblings.
B. I think it's sad to experience all the wonderful places in the world and have no-one
else there.
C. I think it's the start.
D. But we have so much we want to do together now, we are both looking to the
future.
E. His wife goes along with that completely.
F. Our marriage is so much more important than the wedding.
Level B 1
EARLY DRIVING EXPERIENCES
1. Read a selection of letters from a motoring magazine.
A. Terry
I'd been taking lessons for a year before I passed my driving
test at the age of eighteen, but my dad never gave me any help.
Even after I'd passed he never let me use the car. So I used to
take my dad's keys before leaving the apartment block where
we lived and would run round to the car park at the back where
my father left the car at night. He hardly ever used the car after
getting in from work. I used to go and see my girlfriend or just drive around and then
come back and leave the car in exactly the same place. One night though, I got back
at around ten thirty only to find there were no parking spaces left. I suppose because I
went in and told my dad the truth straight away he was quite good about it. Although
he did stop my allowance for four weeks.
B. Carl
My most unfortunate driving experience happened ages ago,
before I'd actually passed my driving test. My girlfriend's
father used to let her borrow his car whenever we were going
to the cinema or something. Anyway, I'd been thinking about
learning to drive and I persuaded her to let me have a go. We
took the car down to the beach on the sand where no one
could see us and she let me take the wheel. We were having such fun that we didn't
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notice the tide was coming in until the car was actually swimming in the water. We
had to leave the car where it was and catch the bus back to tell her dad. By the time
the three of us returned, the car was almost covered in water. Needless to say, her
father wasn't too pleased. The funny thing is her dad ended up selling me the car after
I passed my test.
C. Sarah
I was teaching my mum to drive and we were coming down
a rather narrow road which had cars parked on both sides.
Suddenly, from nowhere there was a young man on a bike
coming towards us. Mum slammed the brakes on but she
crashed into us, landed on the car and then rolled off. My
mother and I both jumped out of the car to see if he was all
right. Fortunately, he stood up and said he was OK, just a little shaken. My mum
offered to give him some money for the repair of the bike, and then an old lady came
along. When she saw what had happened, she began shouting at my mother, saying
she must have been driving too fast and that it was a bad example to set her young
daughter. Poor old mum didn't say a word and I had to explain that she was still
learning to drive.
D. Karen
My advice about learning to drive would be to have proper
lessons from a qualified instructor and never to let a friend or
family member try to teach you. It's a guaranteed way to
spoil a good relationship. Every Sunday, when the traffic was
quieter, my father would pick me up and take me for a drive
along the streets of our hometown and give me a lecture on
how to drive, explaining everything he was doing and why. Eventually it was my turn
to have a go. My dad was so nervous that he panicked before I'd even started up the
engine. He used to shout at the slightest mistake, and when the lesson was finally
over he'd come home and have a large glass of whisky to calm down.
E. Mike
I didn't start learning to drive until I was twenty one. I'd
spent lots of money on lessons but I was a terrible driver, I
must admit. The first time I took my driving test nobody
expected me to pass. But after failing another four times the
pressure was really on. I took my test for a sixth time and
failed yet again, but I was too embarrassed to admit it to my
family, so I just pretended that I'd passed after all. My family were delighted and my
mother went out and bought me a car the next day. I didn't know what to do so I just
got in and drove. I continued to drive – illegally – for three months. Fortunately I was
never stopped by the police and the next time I took my driving test I passed.
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2. Choose from the people (A – E). Write the letter next to each extract on the right.
The people may be chosen more than once.
Which person (‘s)
1. had a parent who was accused of
driving dangerously?
2. bought a car?
3. drove his girlfriend’s dad’s car?
4. drove alone without a license?
5. had to defend one of their parents?
6. drove the family car without
permission?
7. was teaching someone to drive?
8. paid for driving lessons?
9. had no driving instruction from their
father?
10. was punished for their actions?
11. was given driving lessons by a
member of their family?
12. was considering taking driving
lessons?
13. advises against being taught to drive
by a friend or family member?
14. was given a treat for passing their
test?
15. used to make their father nervous?
CHILDREN’S PLAYSCHEME
1. Read an extract from a writer's journal.
Six months ago I made a rash promise. The leader of the youth club in our
village rang me in March saying, “We’re thinking of running a children’s playscheme
for a day in October half-term. Would you be prepared to help?” My response was
“Sure, why not?” In truth I was a little flattered to be asked, even though working as a
care assistant with old people hardly qualified me for the role. Still, I duly put the
date in my diary and of course I forgot all about it. I don’t know if you’ve noticed this
but time has a habit of speeding along faster than a police car chasing a robber and,
before I knew it, the day was dawning.
I arrived at the youth centre that morning feeling full of trepidation. There was a
gang of 12 helpers including me and each pair had been allocated a particular age
group. Mine was the 10 to 11 year olds. Even with the planning meeting I had
attended the week before, I worried about whether I was up to the task. Why hadn’t I
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read through the copious lesson plans we were given beforehand? And wasn’t the
average 10-year-old more interested in the latest Play Station game than making
things with paper and glue?
All too quickly the children began arriving. The look of relief on parents’ faces
as they handed their offspring over to us was quite comical. A handful of the children
were already members of the club but the other forty five or so were from the local
primary schools. Again I asked myself why I had elected to spend a day with all these
‘little monsters’ especially when I have two all of my own to contend with!
I needn’t have worried of course as it turned out to be a marvellous day. We
watched entertaining DVD clips, learned ‘action’ songs, made clay pyramids,
decorated biscuits, played memory games and spent some time in quiet reflection. I
say ‘we’ because I rediscovered my inner child and joined in all the activities.
The particular highlight for me was the final rendition of “He’s got the whole
world in his hands” in the closing part of the day. The children knew the words and
actions off by heart and sang so loudly it was almost enough to bring the roof down.
It’s difficult to explain those moments; only that the body tingles with the pleasure of
having witnessed something so magical.
Of course there were also moments of great poignancy. I found it difficult to
stop thinking of one little girl, who mentioned oh-so-casually that her mum was in
hospital and would be there for a long time. It’s easy for us adults to idealise
childhood and forget that some children have their own burden of anxieties and
concerns. When I got home utterly exhausted, still with modelling clay under my
fingernails, I reflected on what a privilege it had been.
There was one disappointment for the children and that was that the playscheme
was only running for a day, and not the whole week. As I said farewell to my group,
one of the children turned and said “Can we do it again in the next holiday, Miss?”
My response was, “Sure, why not?”
2. Choose the correct answer.
1. When the offer of the job was made the writer
a. felt she had made a mistake to agree.
b. thought she had appropriate experience for the job.
c. believed she shouldn't have been asked.
d. gave the impression she wasn't sure about accepting the job.
2. When the day arrived the writer was surprised
a. that the day had come round so quickly.
b. because she'd forgotten to write down the date.
c. because she witnessed a car chase on the way.
d. that she woke up at dawn.
3. When the writer arrived to start her job she
a. put the children into pairs.
b. realised she should have done more preparation.
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c. felt confident she could deal with 10 and 11 year olds.
d. saw the children had brought their own electronic games to play with.
4. According to the writer, the parents were
a. happy to stay with their children all day.
b. worried about children from the other schools.
c. nervous that their children might not behave themselves.
d. glad to leave their children.
5. The writer needn't have worried because
a. the children were quiet during the day.
b. the children weren't doing messy activities.
c. she had fun herself.
d. the time passed quickly.
6. The writer's best moment
a. occurred in the middle of the day.
b. took her by surprise.
c. was hard to put into words.
d. was when the day was over.
7. According to the writer, adults
a. think that being a child is a privilege.
b. sometimes forget that children have worries too.
c. are usually exhausted by bringing up their children.
d. don't have a stressful life.
8. What is the writer's attitude by the end of the day?
a. She could imagine doing the job again next time.
b. She was sad to say good bye to the children.
c. She was disappointed with the experience.
d. She hopes the playscheme will be longer in future.
THE FISHING CHAMPION
1. In the following text, four paragraphs have been removed.
Mattie Jackson is 12 years old. He rides his bike around the neighborhood, plays
soccer with his friends and gets good grades from Fairmount Ridge Junior High
School.
1. __________________________________________________________________
When I first met Mattie, he was exchanging baseball cards with some of his pals.
This is a quiet, unassuming youngster and not at all what I expected from somebody
who is said to have the fishing world at his feet. He was called the "Tiger Woods of
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fishing" by the editor of California Fishing last month just after he won the
prestigious under-16 title.
Mattie was pushed into angling by his father, John, when he was nine. He
accompanied his father on numerous fishing trips so many successful tips and tricks
had already been picked up by the time he tried it himself. And it seemed to come ohso-naturally to him.
"I caught my first fish after about four minutes. My father was furious," he laughs.
His father says he has a great technique, enormous patience and, most importantly, a
willingness to listen and learn.
2. __________________________________________________________________
His first angling trophy was won at the age of ten. He was Californian under-12
champion the following year. He is also American under-13 champion but it is the
under-16 tournament success, against much older anglers, that gives him the most
satisfaction.
3. __________________________________________________________________
It's what his father calls 'Mattie's radar' and it is being used on a daily basis in rivers
and lakes across the USA as he travels from one tournament to the next with his
father by his side. But he has other tools of the trade and is, typically for a fisherman,
pretty superstitious when it comes to his tackle.
"This lure was bought for me in England," he explains, handing me something that
looks like a wasp on a hook. "I've won three tournaments using that and if I lost it,
snagged it or something, I would dive in after it. And this hat." He is wearing a light
blue cloth hat that he goes on to explain brings him luck.
4. __________________________________________________________________
What does the future hold for Mattie? "I intend to finish school and I want to go to
college. I know it's important to get a good education. I'll always have fishing to go
back to whenever I want."
And with that, we reach the lake shore and he settles down for what promises to be a
fruitful evening. Instinctively, his hand reaches up and pats his faithful blue hat
before returning to his rod. Just checking.
2. Choose the most suitable sentence from the list A – E for each part (1 – 4) of the
text. There is one extra sentence which you do not need to use.
A. "I was at this tournament in Oregon last autumn and it had been left back in the
motel by my father. I tell you, not a single fish came near the hook that day. I
wouldn't go anywhere without it now."
B. But it was mainly his mother who saw his potential and decided to buy Mattie his
first rod for his ninth birthday. The rest, as they say, is history.
C. Oh, and he's the Western USA Under-16 Freshwater Angling Champion. Which,
considering he's up against kids who have been fishing for some ten years while
Mattie has had a rod in his hand for a mere three, is pretty impressive.
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D. "I went to Florida for the national Under-13's. I won that with a barracuda and it
was caught in about 3 feet of water. Everyone else was casting out to 20 foot. I just
seem to have a knack for finding fish."
E. This explains the wise head he seems to have on his shoulders. Fishing runs wide
and deep in the Jackson family, who live near the mountain resort of Mammoth in the
north of the state of California. "So much of what I know about fishing has been
given to me by my father, my brothers, my uncles and aunts. It's a team effort I like to
say."
Level B 2
BOOK CORNER
A round-up of the latest fiction and non-fiction from Beth Young.
1. Read an article containing reviews of recently-published books.
A
Reading a new novelist is a bit like asking a stranger out on a date. You never quite
know if this is the start of a beautiful relationship. You check the blurbs, the publicity
photograph, and flick through the book to look for the two essentials: entertainment
and substance. Beginner’s Greek by James Collins is certainly big on the latter,
weighing in at 400-plus pages. And the quotes on the back cover have the effect of a
bunch of friends saying to you, ‘Go on, you’ll get on brilliantly’. Early indications are
that this blind date could lead to a deeper relationship. Beginner’s Greek is described
by The New York Times as a “great big sunny lemon chiffon pie of a novel” about
romantic love amongst the American middle classes. It is indeed delicious.
B
In Manil Suri’s second outing The Age of Shiva we have a broad-sweeping, epic
novel with an unforgettable heroine so wilful yet flawed that it calls to mind that
other famous leading lady, Scarlett O’Hara in Gone With the Wind. The story begins
at a firework party in Delhi where Meera falls disastrously in love. We follow her
journey to Bombay, marriage and obsessive motherhood, with occasional flashbacks
to a childhood that was marred by political turmoil. Mathematics professor, Suri,
captures the fluidity of the role of women with a beautiful kind of precision.
C
Devotees of playwright David Mamet, whose screen work includes Wag The Dog and
the award-winning Glengarry Glen Ross may be less than enamoured of Ira Nadel’s
new biography, David Mamet: A Life in the Theatre. It may seem churlish to question
the minutia of incidents that abound in this comprehensive tome, but whilst Nadel is
clearly striving for accuracy one feels there ought to have been more sifting, more
mining for the gold amongst the biographical trivia. In addition, Nadel’s tone is
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somewhat dry and academic and seems at odds with the brilliance of David Mamet’s
own writing. That said, the book offers a sound introduction to the life and career of
the man hailed as one of America’s most outstanding writers.
D
Can any Mother help me? is the true story of a desperately lonely mother who, in
1935, appealed to other women through the letters page of a women’s magazine.
Writing under a pseudonym, the woman known as Ubique (meaning ‘everywhere’)
little realised that she would be the trigger for the launch of a new and private
magazine that would last for the next fifty years. The Cooperative Correspondence
Club was formed to offer comfort and support to wives, often well-educated women,
who craved stimulation beyond the drudgery of family life. Jenna Bailey has done a
superb job of organising and editing this compendium, adding her own insightful
commentary.
E
Subtitled, The Life and Times of Henry Howard, Earl of Surrey, Jessie Child’s debut
historical biography, Henry VIII's Last Victim, was the worthy winner of last year’s
Elizabeth Longford Prize. Henry Howard’s victim status is owing to the fact that he
was the final person to be executed by King Henry VIII, a mere nine days before the
king himself expired. Although killed ostensibly for treason, the Earl of Surrey’s only
real crime it seems was leading an unsuccessful army campaign in France. Only 29,
he was also a distinguished poet with a fine literary voice, a persona which refutes his
reputation as the spoilt son of the Duke of Norfolk.
F
This is the 25th outing for T. Keneally but he’s lost none of his writing powers. The
Widow and Her Hero takes real life events during the Second World War as its
inspiration and builds a tale of love and intrigue. Grace looks back on her life to
recall her courtship with the hero of the title, the handsome Captain Leo Waterhouse.
Leo is tragically killed whilst on a secret mission but it is many years before Grace
discovers the facts about his death. Keneally made fans galore when Schindler’s Ark
was published and later made into the award-winning Steven Spielberg film,
Schindler’s List. The Widow and Her Hero will bring him even more fans.
2. Choose from reviews (A – F). Write the letter next to each extract on the right.
The reviews may be chosen more than once.
In which review are the following mentioned?
1. A story in which someone is unaware
of the impact of their action.
2. A description of the opening scene.
3. An author who exemplifies source
material with their own analysis.
189
4. A humorous comparison with a reallife situation.
5. A character who finds out the truth
about a situation.
6. A hint that the author’s future writing
career will be positive.
7. A book that would be appreciated by
people without much previous knowledge
of the subject.
8. A book which has already won critical
acclaim.
9. A book which includes too much
factual detail.
10. A book which is a collection of
contributions from other people.
11. The title of a book that was changed.
12. A mention of the profession of the
author.
13. A book that describes someone who
was treated unfairly.
14. A comparison between the main
character and another, well-known one.
15. The style of writing failing to match
the subject matter.
JESUS AND THE AUBERGINES
1. Read the story by Sarah Salway.
My husband spent August wondering whether he wanted to leave me or not. I
didn't seem to be involved in the decision, so I filled the time by going on a diet of
raw vegetables. I followed the instructions exactly from a book I bought purely on the
strength of the photograph on the front cover. It was of a model with long blonde
hair, bright eyes and the sort of smile you thought could only belong to rich
American children. I knew that wasn't true, because my husband had fallen in love
with a girl with perfect white teeth and she came from Nottingham.
I loved that book. At a time when everything was falling down around me, it
gave me rules to help me through my life. I even had a task to do each day, with a
little box to tick when I had finished. I don't think I've ever been so satisfied as when
I was ticking those boxes. The book was just one of many things I lost when my
husband finally left, but I can still remember the instructions.
"Place yourself directly in front of a market trader's stall and put your arms out
in front of you at shoulder level. Then walk slowly towards the produce until your
hands are an inch away from touching. Stand still for several minutes and you will be
able to feel the vibrations of goodness moving directly from the vegetables to your
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own body." I think it does you good to realise there are people so innocent that they
think you can still do something like that in public and get away with it.
About six months later, I was at the supermarket. I prefer to go late in the
evening so I can miss all those young mothers doing family shops. They look at my
simple purchases with so much pity. I had just reached the vegetables when I was
struck by a vision of a Jesus figure, arms raised, blessing the aubergines.
A gurgle rose up from me and I was away. I tried everything but I could not stop
laughing. It was loud too, not the sort of watery chuckle you can get away with. My
body was rocking so hard I had to hold on tight to the trolley with both hands and
there were tears rolling down my cheeks. All I could think about were those bloody
aubergines.
I could see him coming towards me from the other side of the carrots. He looked
almost frightened in his blue suit and little white badge. "Colin. Assistant Manager.
Here to Help." I was trying to concentrate on these small details in my effort to stop
laughing.
"Is everything all right?" he said and I noticed he was trying to smile in a
relaxed, confident way but because he was so nervous, his mouth kept twitching. I
felt sorry for him. After all, he was probably only about twenty; just a couple of years
older than my Calum. My pity must have done the trick because I could feel the
laughter simmer down inside.
He looked relieved. "OK," he said, looking around at the crowd which had
gathered. "Everything's under control." And everything would have been fine, if he
hadn't then lifted up his arms in a gesture that was supposed to be a gentle reminder
for people to disperse but was positioned directly above the aubergines. I started to
laugh again, even harder this time although my stomach was aching and I had got a
stitch. I put both hands on my waist to support myself. If only he could have seen
what he looked like.
Colin held on to my elbow and tried to steer me away from the vegetables but I
couldn't move. I felt so drained that even to me, my laughter sounded as if I was
reading it out of a comic book: "Ho, ho, ho. Ha, ha, ha." I was aware of Colin looking
around desperately for someone to help him.
"Shall I get you a nice cup of tea?" he asked, in the sort of voice you hope might
soothe a child in mid-tantrum.
I nodded. It might have been a cliche but, to tell the truth, a nice cup of tea was
precisely what I could do with at that moment.
We walked together to the supermarket cafe; his arm still on my elbow as if he
was scared I was going to run away. I could feel his hand was wet and clammy and
for the first time, I felt ashamed at putting him through this. At least I had stopped
laughing. I was exhausted, collapsing into the seat Colin held out for me and gulping
at my tea.
"Do you have anyone we could call?" He was still looking scared and I didn't
blame him. I wasn't exactly the picture of reasonableness. I thought about my
children and then rejected each one in turn. Calum would be out with his university
friends and Debbie was staying over at her friend Christine's. She spent all her time
there nowadays. I called it the hippy, happy house once because of all the
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windchimes and burning candles Christine's mother has around, but Debbie didn't
laugh.
"What about your husband?" Colin was still prodding, anxious to get rid of me
onto someone else.
"My ex-husband is probably out on the town, somewhere," I said, "pretending to
be twenty years younger than he is." The bitterness was so habitual I was surprised to
see Colin flinch. "Don't mind me," I tried to reassure him. "I'm just an old mad
woman who goes wild in the veggie department."
"What was so funny?" He was smiling at me now. It was as if it took me
mocking my own sanity to reassure him I was all right.
I thought about telling him about the book and about Jesus and the vibrating
vegetables, but I knew he wouldn't understand. "Just a joke someone told me about
aubergines," I said. I was trying to look as if this explained everything, but I needn't
have bothered. I could tell he was thinking about something else.
"My mum and dad are divorced," he said. "They split up when I was seventeen."
"Divorce is hard for everybody," I said quickly. I was still feeling too sorry for
myself to be interested in anyone else's pain.
"Dad ran off with someone younger," he was stirring his coffee round and round,
gazing into the circles he'd made on the black liquid surface. "Someone my age."
"All men are fools." I said it automatically. I wanted to leave now, get back
home. I'd do my shopping at another supermarket the next day.
"Not just someone my age. Someone I knew. Someone I'd been to school with."
"Was she your girlfriend?" He'd caught my attention now. I think I'd have killed
my husband if he'd run off with one of Calum's girlfriends.
He shook his head. "She wouldn't even look at me," he said. "Latched on to my
dad though. She knew which side her bread was buttered on."
2. Choose the correct answer.
1. Why did the narrator buy the book about vegetables?
a. She wanted to improve her diet.
b. To understand why her husband was leaving her.
c. To give her life order.
d. There was something she liked about the book when she first saw it.
2. What did the narrator particularly like about using the vegetable book?
a. It got her to do things in public she normally wouldn't have done.
b. She learned a lot about vegetarian eating.
c. It gave good advice about what to buy in supermarkets.
d. It contrasted well with the chaos in her personal life.
3. Why did the narrator first stop laughing in the supermarket?
a. Because the assistant manager arrived on the scene.
b. She could see the assistant manager was in a difficult situation.
c. She realised she wasn't happy but actually very sad about her marriage.
d. She felt embarrassed about laughing in front of everyone in public.
4. How is the assistant manager feeling when they arrive in the cafe?
a. Relieved that the scene is over.
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b. Happy not to be working.
c. Nervous about this woman who had acted so strangely.
d. Sad about his own family problems.
5. What is the first thing Colin, the assistant manager, discovers about the
narrator's husband?
a. That he is causing problems in their marriage.
b. That he looks young for his age.
c. That he is much younger than the narrator.
d. That he isn't available to come and collect the narrator.
6. Why was Colin upset?
a. His father had left with Colin's girlfriend.
b. Colin's own parents' marriage had failed.
c. He was desperate to leave the narrator in the cafe.
d. He didn't agree with what the narrator had said about men.
BABY-BEARING GRANDMOTHERS
1. Read the text about an Italian doctor. Nine sentences have been removed from
the article.
Severino Antinori is an Italian obstetrician. Dr Antinori’s claim to fame is not that he
is simply one of the many doctors who provide artificial fertilisation, but that he
provides such artificial fertilisation for women who are long past normal childbearing age. For example, in 1992, a 61-year-old widow from Palermo, Sicily, had a
baby. Dr Antinori had planted in her an egg fertilised with her husband’s sperm.
1. __________________________________________________________________
After 32 years of childless marriage, another Sicilian housewife, Giuseppina
Maganuca, had a baby planted by Antinori at the age of 53. She said: “My baby is an
angel, and the doctor is a saint... “Another woman, Anita Blokziel, aged 56, a former
circus acrobat from Amsterdam, gave birth to a baby girl. Of Antinori, she says: “The
doctor has made me the happiest of women.
2. __________________________________________________________________
The Catholic church is certain that Dr Antinori is not a performer of miracles.
3. __________________________________________________________________
The head of the church’s bio-ethical commission has condemned his work as
“horrifying”.
4. __________________________________________________________________
The early work in this field was done by Simon Fishel. He developed a technique for
injecting a single sperm into the female egg, the ovum.
5. __________________________________________________________________
According to Dr Fishel, “the only real problem that hasn’t been solved in this area is
how old the woman can be, and how safe the treatment is.
6. __________________________________________________________________
Does this mean that women may continue to have children into their seventies and
eighties, that the power-women of today may now put off having a family until 2040?
It seems like it.
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7. __________________________________________________________________
It seems that about 30,000 women worldwide are being offered these hi-tech breeding
systems. They spend about $400 million a year.
8. __________________________________________________________________
The good doctor hit the headlines in Britain after it got into the newspapers that, as a
result of his efforts, an unnamed Englishwoman of 55 was expecting twins in
December. The news was greeted with scorn and derision in the newspapers, so much
so that Dr Antinori has been consulting a London-based libel lawyer.
9. __________________________________________________________________
2. Choose the most suitable sentence from the list A – J for each part (1 – 9) of the
article. There is one extra sentence which you do not need to use.
A. Nobody has that information.
B. It looks as if the granny-mummy, or, as the Italians call them, le mamme-nonne, is
going to be in the headlines for a few months to come.
C. The whole process should be treated with the contempt it deserves.
D. In its opinion, he is far more likely to be going to hell than heaven.
E. After taxes and overheads, Dr Antinori’s clinic makes $600,000 a year clear profit.
F. This technique has been combined with a hormone treatment which rejuvenates
the baby-carrying parts of older women.
G. He has given me a miracle.
H. The Catholic press considers that he is creating “prefabricated orphans” in that the
parents will die before their children have grown up or even left school.
I. According to Dr Antinori, he had been contacted by a representative of CNN
chairman Ted Turner, who wanted to know if the saintly doctor would treat his wife,
the 55-year-old Jane Fonda.
J. Her husband had died in 1985, but his sperm had been frozen before his death.
UNIT 3
PEOPLE AND THEIR PERSONALITIES
Level A 2
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TASTES DIFFER
1. Read information about these people.
Sarah is a keen walker. She lives in an area which is very
flat and when she goes on holiday she likes to walk in the
hills. She is looking for new places to go.
Jane is keen on music. She likes reading about the personal
life of famous people to find out what they are really like.
Peter is going to France next week on business and has a
free weekend which he plans to spend in Paris. He would like
to find out what is happening there for fun and entertainment.
Paul likes visiting other countries. He is also interested in
history and likes reading about famous explorers from the
past.
Mary likes clothes but hasn't got much money so she is
looking for ways of dressing smartly without spending too
much.
2. Below are some articles from 8 different magazines. Choose one magazine for
each person that best matches their interests. Choose "None" if there isn't a match.
1. MARIA MARIA
She conquered the world of opera with the most extraordinary voice of the century –
and died miserable and alone. Michael Tonner looks at Maria Callas, the woman
behind the opera singer.
BUSINESS IN PARIS
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John Felbrick goes to Paris to see what facilities it offers for business people planning
meetings.
a. Sarah
b. Jane
c. Peter
d. Paul
e. Mary
f. None
2. DON’T GO into the hills unprepared. If you're a hill walker, we have advice for
you on what to take and what to do if something goes wrong.
WE SHOW pictures of Linda Evangelista, the supermodel from Toronto, wearing
next season's clothes for the woman with unlimited money.
a. Sarah
b. Jane
c. Peter
d. Paul
e. Mary
f. None
3. HERE AND THERE
Our guide to what is happening in London, and this month we'll also tell you what's
on in Paris, Rome, and Madrid.
EXPLORE AFRICA
Last year Jane Merton joined a trip across Africa, exploring the most cut-of parts of
the continent. Read what she has to say.
a. Sarah
b. Jane
c. Peter
d. Paul
e. Mary
f. None
4. FESTIVALS
This is the season for street festivals. We've travelled to three of the big ones in South
America and bring you pictures and information.
HOW I GOT THERE
Georgina Fay tells us how she became a famous clothes designer overnight.
a. Sarah
b. Jane
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c. Peter
d. Paul
e. Mary
f. None
5. READ about NEIL ASHDOWN's recent walk along one of Britain's oldest paths.
It passes through some of the most beautiful hill country.
ENTER our competition and win a week for two in THAILAND.
a. Sarah
b. Jane
c. Peter
d. Paul
e. Mary
f. None
6. IN THE FREEZER
We talk to the two men who have just completed a walk across the Antartic.
TIGHTEN THAT BELT
Well-known fashion designer, Virginia McBride, who now lives in Paris, tells us how
to make our old clothes look fashionable.
a. Sarah
b. Jane
c. Peter
d. Paul
e. Mary
f. None
7. WAKE UP THE CHILDREN
Penelope Fine's well-known children's stories are going to be on Sunday morning
Children's TV. We have a wonderful talk with this famous author.
FLATLANDS
It may not look like promising walking country – it hardly rises above sea level, but
we can show you some amazing walks.
a. Sarah
b. Jane
c. Peter
d. Paul
e. Mary
f. None
8. MY INTERVIEW WITH PAVAROTTI
David Beech recollects the famous singer’s tour to the Far East.
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NEW LIGHT
Julian Smith talks to the granddaughter of one of the men who reached the North Pole
for the first time in 1909. She tells us about his interesting life.
a. Sarah
b. Jane
c. Peter
d. Paul
e. Mary
f. None
ALL ABOUT STEVE
1. Read the article.
It was an unforgettable weekend for actress, Sandra Bullock. On Saturday she
collected the Golden Raspberry Award for the worst actress, and the next day, she got
the Oscar award for the role in football drama, The Blind Side.
The Razzie awards are held in Los Angeles to celebrate the worst films of the
year. The last big star to get the award was Halle Berry in 2005.
Bullock arrived with hundreds of copies of the DVD, All about Steve, “the worst
film of the year” to give to the audience.
She joked with the audience, “I will show up next year if you promise to watch
the movie and really consider if it was truly the worst performance. If you’re willing
to watch, I’ll come back next year and give back the Razzie”.
In All about Steve, Bullock plays a character called Mary, who is a shy
crossword-writer. The “terrible” plot includes her joining a protest group, getting hit
by a tornado, falling down a mine and meeting a deaf girl at the bottom of it.
The leading actor in All about Steve, Bradley Cooper, also won an award.
Together with Bullock they were voted the worst screen couple.
The Razzies was started by American, John J.B. Wilson, in 1981. He was
involved in the media and entertainment industry. Wilson used to have dinner parties
at his house in Los Angeles on the night of the Academy Awards. One year, after
watching a very bad film win an award, he decided to ask his dinner party guests to
vote for the worst films of the year, and this began to be a formal, annual event. Now,
anyone can register on the website, to vote for award winners. For the 29th Golden
Raspberry Awards in 2009, about 650 journalists, cinema fans, and people in the film
industry voted. They came from 45 states in the United States and 19 other countries.
Major TV companies are there to film the event, and it is now watched by
millions all over the world.
2. Choose the correct answer.
1. Why did Sandra Bullock win a Razzie?
a. Because she starred in The Blind Side.
b. Because All about Steve was voted the best film.
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c. Because she starred in the worst film.
d. Because she starred in the best film.
2. What did Sandra Bullock think of the audience’s vote at the Razzies?
a. She knew they had watched the film
b. She didn’t think they had watched the film.
c. She didn’t think they knew anything about films.
d. She knew they all wanted a DVD of the film.
3. What makes the plot “terrible”?
a. It’s full of unbelievable, dramatic events.
b. It’s boring and dull.
c. It’s about football.
d. It’s about a shy girl.
4. What made John J.B. Wilson start the Razzies?
a. He was tired of watching the Oscar Awards.
b. He couldn’t believe that a bad film had been chosen for a “best film” award.
c. He didn’t know what to do with his guests after dinner.
d. He wanted to start a formal awards ceremony of his own.
5. Which is NOT true?
a. You can only vote for a Razzie award winner if you go to a special dinner party.
b. Even famous film stars can win Razzies.
c. Sandra Bullock didn’t mind winning a Razzie.
d. The Razzie’s isn’t a recent award ceremony.
FACEBOOK CREATOR IS TIME PERSON OF THE YEAR
1. Read the text about Mark Zuckerberg. Five sentences have been removed from
the article.
Time magazine has named Mark Zuckerberg, the
founder of Facebook, as and their Person of the
Year 2010. Zuckerberg, 26, is the second-youngest
winner of the accolade. 1. ___________________.
This is an impressive statistic considering the site
has yet to make any impression in China. Mr
Zuckerberg said on Wednesday, naturally on his
Facebook page: "Being named as Time Person of
the Year is a real honor and recognition of how our little team is building something
that hundreds of millions of people want to use to make the world more open and
connected. 2. __________________________." The young entrepreneur owns a
quarter of the shares of Facebook and is a multi-billionaire.
3. ____________________________________________________. Readers voting
in the online poll chose the Wikileaks founder Julian Assange as the winner.
4. __________________________________________. Time’s editor Richard
Stengel explained they chose Zuckerberg because he was a more positive figure than
Assange and because he changed “how we all live our lives in ways that are
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innovative and even optimistic”. He wrote on Time’s website: "There is an erosion of
trust in authority, a decentralizing of power and at the same time, perhaps, a greater
faith in one another…" he said. Mr Stengel continued: “Zuckerberg sees the world as
filled
with
potential
friends.”
5.
________________________________________________.
2. Choose the most suitable sentence from the list A – F for each part (1 – 5) of the
text. There is one extra sentence which you do not need to use.
A. We have entered the Facebook age, and Mark Zuckerberg is the man who brought
us here.
B. I'm happy to be a part of that.
C. He won the award for connecting 12 percent of the planet on his social networking
site.
D. Perhaps only the Facebook creator himself knows how much more he can do.
E. However, Time panelists chose Mark Zuckerberg.
F. It was uncertain for a while who would win Time’s annual honour.
Level B 1
THE LIFE AND WORK OF J. TOLKIEN
1. Read the article.
A. _____________________________
Many authors become masters of a particular genre of fiction. But very few can claim
to have had such an effect that they virtually have created the genre for themselves.
One such author is J. R. R. Tolkien. From his prolific imagination was created not
only Middle Earth; the stage for his giant fantasy The Lord of the Rings, but also a
whole genre of fantasy fiction which has since become known as "sword and
sorcery".
B. ______________________________
Before Tolkien's work was published, fantasy was set in what was very near to the
present for the authors. Also, the genre was very close to horror, and authors such as
Lovell and Bram Stoker moved easily between the two. The great American writer
Edgar Allen Poe had recently brought out a work of what we would today call horror
200
stories, but he had entitled it Tales of Mystery and Imagination, suggesting that he
thought of it as fantasy.
C. ______________________________
Tolkien's distinctive contribution was to create a pseudo-medieval world and to
populate it with wise wizards, bold knights, and a massive cast of other characters,
including dwarfs, elves, and most of the other creatures of our folk memory. He also
created his own contribution, the hobbit. Hobbits were small people, who had
distinctive hairy feet. They were characterised by honest common sense and rather
complex social lives. In all his works, it is evidently the hobbits with whom Tolkien
sympathises the most.
D. ______________________________
What made Tolkien's work so compelling was that it was a perfectly realised work of
fantasy. Every detail in his stories rings true. This is because Tolkien spent so much
time working and thinking about Middle Earth that the actual part which we have on
paper is only a fraction of his research. His later books show clearly to what extent he
had created this entire world, complete with detailed maps and even the languages of
the major protagonists.
E. _____________________________
However, although Middle Earth is a towering work of fantasy, it has roots in reality.
The Middle Earth of Tolkien is close to his own native Oxfordshire, both in the
landscape of the Shire, and above all in the reactions and behaviour of its characters.
The ethos is that of pre-war England, possibly because Tolkien could conceive of no
other mode of behaviour, but more probably because his book can be read on many
levels, and in only the most basic of the levels is the great struggle between light and
darkness completely.
F. ______________________________
It must be remembered that Tolkien was writing in a time when one Great War had
just finished, and another was about to begin. In his book, he stresses the bravery, and
endurance of the small people without whom victory is impossible. This was the
lesson that Tolkien felt had to be learned from the horrors of the Great War – the
decisions which shape the destiny of nations are taken by an elite group, but they are
implemented by the common people of the country.
G. ______________________________
Though his book brought him world-wide fame, Tolkien continued to live modestly
at Oxford University, where he worked. He was a close friend of another great writer
of his day, C.S. Lewis, who also taught there. However, while Lewis was more
relaxed about his fame, Tolkien never really got used to it, and he was quite
embarrassed by the admiration of the many tourists who came to see him.
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2. Match these chapter headings 1 – 8 with the appropriate parts of the article,
marked A – G. You do not need one of the chapter headings.
1. How to make fantasy seem real. _______
5. A quiet man. _______
2. A new best-seller. _______
6. The real Middle Earth. _______
3. Fantasy before Tolkien. _______
7. A new fantasy creature.
_______
4. The Master of Middle Earth. _______
8. The experience of war.
_______
WHY PEOPLE GET TATTOOS
1. Read the essay.
Jack lay, quiet and unmoving, for thirty minutes while a stranger repeatedly
stabbed him with sharp needles, causing blood to pour steadily out of his leg. Jack
was getting a tattoo. His friend Tony had recently gotten a tattoo, and Jack was so
impressed by Tony's bravery and his tattoo that he decided to get one too. Getting a
tattoo because your friends and peers have them is just one of the reasons why a lot of
young people in North America get tattoos. Peer pressure, media influence, and
personal expression are some of the common reasons for wearing tattoos today.
The desire to be part of a group, to be accepted by one's friends or peers, can
have a great influence on what a person does. Sometimes, wearing a tattoo can be a
sign that you belong to a certain group. Gangs often use special clothes and tattoos to
identify their particular group. For example, in one gang all the members may wear
green army jackets and have large 'Xs' tattooed on their arms. It is not only gangs that
have this type of special 'uniform'. Young people often belong to a certain group of
friends. Some of these groups wear only brand-name clothes. Some wear only black
clothes. Others wear tattoos. When a person's friends are all doing something, such as
getting a tattoo, that person is more likely to do the same thing, and get a tattoo too.
The media is another big influence behind the popularity of tattoos in North
America. A wide variety of media images show tattoos. Tattoos can be seen on
people appearing in commercials selling expensive cars. Famous sports heroes with
tattoos are shown in magazines. Fashion models are often seen in magazines and on
TV wearing designer clothes that show their bodies tattooed with detailed and
colourful patterns. These media images link tattoos to ideas of wealth, success, and
status. As a result, many people decide to get a tattoo for its fashion and status value.
It is not always the influence of other people or the media that results in a person
getting a tattoo. Many people decide to wear tattoos in order to express their artistic
nature, their beliefs, or their feelings – in other words, to show their individuality. A
musician in a rock band may get a tattoo of a guitar on the arm. Some
environmentalists may tattoo pictures of endangered animals on their shoulders.
Lovers may tattoo each others' names over their hearts. A tattoo can be a public sign
to show what is important in a person's life.
As you can see, there are many reasons why young North Americans get tattoos.
A tattoo can be part of a group's uniform. It can be a sign of fashion. It can be an
expression of individuality. The decision to get a tattoo is most often a result of the
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influence of friends or media or the desire to express oneself. For Jack, it was a
mixture of all three.
2. Choose the correct answer.
1. What are the three most common reasons why a person gets a tattoo?
a. Pressure from their peers.
b. It is healthy.
c. Influence from the media.
d. A way of personal expression.
2. Which of the following are common ways that people show they belong to a
certain group?
a. Wearing a tattoo.
b. Wearing special clothes.
c. Wearing a special uniform.
d. Wearing a special kind of socks.
3. Which of the following are ways that the media uses tattoos in advertising?
a. To sell cars.
b. By using fashion models.
c. By using sports stars.
d. By using endangered species.
4. According to the essay, media images are linked to _____________. Choose all
that apply.
a. wealth
b. status
c. success
d. debt
5. Which of the following are possible artistic reasons for getting tattoos?
a. To show membership in a band.
b. To show a lover's name.
c. To show pictures of animals that may become extinct.
d. To show which language you speak.
6. Jack was stabbed for thirty minutes with a needle because _____________
a. he was getting a tattoo.
b. he was getting acupuncture.
c. he was getting his ears pierced.
d. he was getting a nose ring.
7. Some people get tattoos because ____________
a. they think it is fashionable.
b. they like pain.
c. they think it will wash off in the bath.
d. they are religious.
8. Jack thinks people who get tattoos are ____________
a. brave.
b. cowardly.
c. old fashioned.
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d. nitwits.
9. The reason Jack wanted to get a tattoo was ____________
a. the influence of friends.
b. the influence of the media.
c. a desire to express himself.
d. all of the above.
LIFESTYLES
1. Read a magazine article about Sarah Bryant, an acupuncturist. Seven sentences
have been removed from the article.
I’ve done a lot of travelling in Europe and Asia throughout my adult life and it was
whilst I was teaching in China that I became interested in acupuncture.
1. __________________________________________________________________
It was after returning from China and witnessing how successful it had been that I
reached the decision to become an acupuncturist myself. I was lucky to discover that
the town where I lived had a famous and well-reputed college of traditional
acupuncture.
Alternative medicine is particularly important for me because I firmly believe that it
works on the level of body, mind and spirit.
2. __________________________________________________________________
Of course this medicine is very powerful and can consequently have powerful side
effects. Alternative medicine like acupuncture on the other hand is aimed at treating
the person as a whole. When a person’s ill, there’s something in their life which is
putting their energy levels out of balance. What alternative therapies try to do is help
to gradually push that energy back into balance. The result is that any disease present
might naturally disappear as it cannot survive when energies are balanced.
The treatments consist largely of balancing the energy between the different
meridians of a person’s body.
3. __________________________________________________________________
Treatment aims to free blocks of energy in these meridians which may be causing ill
health and which may have been there for many years.
It would be an odd state of affairs if a practising alternative therapist had not had
treatment themselves and this is certainly not the case for myself.
4. __________________________________________________________________
I’ve never suffered particularly from physical problems but treatment for my mental
and spiritual wellbeing has been very successful.
I’ve treated a wide range of people for various conditions, for example people
suffering from stress and anxiety and helped them to cope with stressful situations in
their lives.
5. __________________________________________________________________
There’s another woman who suffers from arthritis of the hip and at the moment I’m
treating an old lady who has several health problems, one of them being Parkinson’s
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Disease. All these people have found that acupuncture has made them feel more
balanced in themselves and they have certainly benefited from the treatment.
To date I currently own the Licentiate in Acupuncture. This course lasted three years
and I had to go to the college about one weekend in three.
6. __________________________________________________________________
I had a large amount of homework to do and practical work, which I did two or three
evenings a week. This entailed locating points on different people. As you can
imagine, this isn’t straightforward as people are different sizes and have different
shaped bodies.
In the future I hope to set up an alternative health clinic which will involve myself as
an acupuncturist but perhaps other people as well.
7. __________________________________________________________________
I’d like to set this up somewhere in a rural setting, where people could enjoy coming
not only for the treatment but where they would be able to sit and enjoy the scenery,
go for walks and basically feel free from the stresses of life.
2. Choose the most suitable sentence from the list A – H for each part (1 – 7) of the
article. There is one extra sentence which you do not need to use.
A. These are twelve acupuncture channels along which energy travels in the human
body.
B. Also on a physical level I’ve treated a woman for problems with eczema.
C. I'd like to work with practitioners of homeopathy, reflexology, aromatherapy and
perhaps counselling.
D. There was a lot more to it than that though.
E. It is common for people there to have acupuncture treatment, not only if they’re ill
but also to prevent the onset of diseases.
F. Contrary to popular belief, having the needles placed in your body is quite
painless.
G. I’ve had a lot of acupuncture treatment and found it particularly useful.
Level B 2
THE HOLIDAY MAKER
1. Read the text.
Here's something else to put on your list of things to get once your rich uncle
Fred dies and leaves you all his money, or when you win the lottery – your own
holiday consultant. Our travel reporter, Jane Wiggs interviews Billy Andower who
has been a holiday consultant for seven years now.
Billy strongly denies that he is just a fancy travel agency. 'Every individual is
different, and deserves a different kind of holiday. Before I even think of planning a
destination or an activity for my clients, I spend several days with them observing
their lifestyle, and discussing possible alternatives for the holiday. Often what I
suggest is very different from what they had in mind. For example, I had a client,
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Mrs. Brecon, who had suddenly come into a lot of money. She was planning to spend
her holiday lying on a beach in Bermuda. But I could see at once that she was a very
active person, and she had not been working for a while and was getting restless. So I
sent her on an eco-tourism trip to the Galapagos islands. She loved it.
On the other hand, I had another client, Dave Darmak. Dave's internet company
had made him a lot of money, and he wanted to go snowboarding and hang-gliding in
the Alps. But he really needed to wind down and recharge his batteries, so I
recommended a farm in Tuscany not far from the sea, where there was lovely scenery
and lots of time to relax. Of course, that's also the best thing for people who have
recently been ill or injured, though I don't recommend Tuscany for them in midsummer. It's just too hot.'
Not all of Billy's holidays cost the earth. He once sent Mike Harman and another
executive from the same business on a cycling holiday in Holland as a bonding
exercise, and even recommended to one would-be holidaymaker – Terry Balt, an
assistant manager at Vernion Electric – that he spend his holiday at home.
'He had just finished a big project, and was really tense. The last thing he needed
was travel to a foreign country and have the hassle of trains, planes and taxis. So I
told him to use all the money he was saving on travel and accommodation for eating
in the best restaurants in his home town, and taking taxis to see the local sights. He's
lived in the town for ten years, and never had time to relax in the park or see a show
in the local theatre.'
The biggest challenge, says Billy, is families. Especially when the children and
adults want different things. Fortunately, Billy knows many places where childminding is an art. He suggested to our reporter 'We might take you to see cathedrals
and art galleries in Paris, while the children go to Disneyworld, for example. With
some recent clients, the Bellway family, the mother, Sally, wanted to spend all day,
every day on the beach. I knew her son, Joe, would go crazy with boredom, as it was
quite an exclusive place without many other kids about. So I arranged for him to take
sky-diving lessons. Once Sally stopped worrying, everyone had a great time!'
When a Professor Lember came to Billy, he wanted something really unusual to
impress his friends. Billy arranged for him to spend a holiday in a scientific undersea
habitat near Florida. He could only do it because Prof. Lember is a distinguished
marine biologist, whose contribution to research in the habitat was so useful that he
did not even have to pay for his vacation.
But what about Billy himself? Billy laughs. 'To tell you the truth, I've been so
busy these last five years, I have had time for one break. But I'd been so many exotic
places researching holidays for other people, that I took week off at home watching
football on the telly!'
2. Write the name of the person next to each extract on the right. Sometimes two
answers are possible.
Which person
1. was sent on holiday to get to know
someone better?
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2. worked while he was on holiday?
3. needed a holiday without travel?
4. was recommended for a cultural
holiday?
5. learned something about the
environment?
6. had no chance to meet other people of
the same age?
7. needed to go somewhere and relax?
8. wanted something as extraordinary as
possible?
9. was really fit after the holiday?
10. suffered from stress at work?
11. wanted a holiday with excitement
and risk?
ROBERT CAPA
1. Read the text.
Robert Capa is a name that has for many years been synonymous with war
photography.
Born in Hungary in 1913 as Friedmann Endre Erno, Capa was forced to leave
his native country after his involvement in anti government protests. Capa had
originally wanted to become a writer, but after his arrival in Berlin had first found
work as a photographer. He later left Germany and moved to France due to the rise in
Nazism. He tried to find work as a freelance journalist and it was here that he
changed his name to Robert Capa, mainly because he thought it would sound more
American.
In 1936, after the breakout of the Spanish Civil war, Capa went to Spain and it
was here over the next three years that he built his reputation as a war photographer.
It was here too in 1936 that he took one of his most famous pictures, The Death of a
Loyalist Soldier. One of Capa’s most famous quotes was “if your pictures aren’t god
enough, you’re not close enough”. And he took his attitude of getting close to the
action to an extreme. His photograph, The Death of a Loyalist Soldier is a prime
example of this as Capa captures the very moment the soldier falls. However, many
have questioned the authenticity of this photograph, claiming that it was staged.
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When World War II broke out, Capa was in New York, but he was soon back in
Europe covering the war for Life magazine. Some of his most famous work was
created on 6th June 1944 when he swam ashore with the first assault on Omaha Beach
in the D-Day invasion of Normandy. Capa, armed only with two cameras, took more
than one hundred photographs in the first hour of the landing, but a mistake in the
darkroom during the drying of the film destroyed all but eight frames. It was the
images from these frames however that inspired the visual style of Steven Spielberg’s
Oscar winning movie “Saving Private Ryan”. When Life magazine published the
photographs, they claimed that they were slightly out of focus, and Capa later used
this as the title of his autobiographical account of war.
Capa’s private life was no less dramatic. He was friend to many of Hollywood’s
directors, actors and actresses. In 1943 he fell in love with the wife of actor John
Austin. His affair with her lasted until the end of the war and became the subject of
his war memoirs. He was at one time lover to actress Ingrid Bergman. Their
relationship finally ended in 1946 when he refused to settle in Hollywood and went
off to Turkey.
In 1947 Capa was among a group of photojournalists who founded Magnum
Photos. This was a co-operative organisation set up to support photographers and
help them to retain ownership of the copyright to their work.
Capa went on to document many other wars. He never attempted to glamorize
war though, but to record the horror. He once said, “The desire of any war
photographer is to be put out of business”.
Capa died as he had lived. After promising not to photograph any more wars, he
accepted an assignment to go to Indochina to cover the first Indochina war. On May
25th 1954 Capa was accompanying a French regiment when he left his jeep to take
some photographs of the advance and stepped on a land mine. He was taken to a
nearby hospital, still clutching his camera, but was pronounced dead on arrival. He
left behind him a testament to the horrors of war and a standard for photojournalism
that few others have been able to reach.
Capa’s legacy has lived on though and in 1966 his brother Cornell founded the
International Fund for Concerned Photography in his honour. There is also a Robert
Capa Gold Medal, which is given to the photographer who publishes the best
photographic reporting from abroad with evidence of exceptional courage. But
perhaps his greatest legacy of all are the haunting images of the human struggles that
he captured.
2. Choose the correct answer.
1. Why did Capa change his name?
a. To hide his identity.
b. Because he had been involved in protests.
c. To sound more American.
d. Because he had to leave Hungary.
2. Capa originally wanted to be
a. a photojournalist.
b. a writer.
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c. American.
d. a professor.
3. Capa went to Spain to
a. fight in the civil war.
b. build his reputation.
c. have a holiday.
d. take photographs.
4. Capa’s most famous picture Death of a Loyalist Soldier
a. was taken by someone else.
b. was definitely genuine.
c. wasn’t even taken in Spain.
d. cannot be proven genuine or staged.
5. When World War II broke our Capa
a. went to New York.
b. swam ashore on Omaha Beach.
c. went to Europe.
d. went to Normandy.
6. A mistake meant that
a. only one hundred of Capa’s photographs were published.
b. Capa lost both of his two cameras.
c. Capa’s images inspired an Oscar winning movie.
d. most of Capa’s images of the D-Day landing were destroyed.
7. Capa’s private life was
a. less dramatic than his professional life.
b. spent mostly in Hollywood.
c. very glamorous.
d. spent in Turkey.
8. Capa wanted his work to
a. be very famous.
b. show how glamorous war can be.
c. show the true horror of war.
d. make lots of money.
9. Which sentence best paraphrases paragraph 5?
a. Capa had a tragic private life and was never able to settle down and find happiness.
b. Despite having many good friends and lovers, Capa always put his work first.
c. Capa wanted to make friends with important people in Hollywood so that he could
move into the movie industry.
d. Capa’s private life was very complicated. He could not choose between the two
women he loved, so he went off to work in Turkey.
10. Which sentence best paraphrases paragraph 4?
a. Capa never tried to avoid danger. He risked his life to take photographs of the DDay invasion, but then destroyed most of them.
b. Capa took some of his most famous photographs during the D-Day invasion, but
most were tragically destroyed in an accident.
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c. Capa only kept the best eight D-Day photographs as the others were out of focus.
These inspired the visual style of a Hollywood film.
d. Capa left Europe when the war broke out and went to take his most famous
photographs of the D-Day invasion.
11. Which THREE sentences best summarise the text?
a. Capa’s work tried to show the beauty within the horror of war, that’s why so many
photographers have tried to copy his work.
b. From the earliest years Capa was active in political journalism and reporting. This
often got him into trouble with the authorities.
c. Capa was not afraid to get close to his work and often risked his life to ensure that
his photographs were as good as they could be.
d. Capa wanted to have a glamorous life style and so he made friends with
Hollywood film stars and even had a film, “Saving Private Ryan” made about him.
e. Capa was deeply committed to trying to stop war and he left behind him a legacy
that continued to support and inspire other photojournalists to continue his work.
f. Capa had always wanted to be as American as possible, so after the war he changed
his name and went to live in America.
KING HOLIDAY CONSIDERED “MIXED BLESSING” BY SOME
HISTORIANS
1. In the following article, the headings of five sections have been removed. Choose
the best heading A – F for the five sections (1 – 5).
On the third Monday of every January since 1986, schools, federal offices and
banks across the United States are closed so that Americans can celebrate the birth
and life of Martin Luther King, Jr. Reverend King was the dynamic civil rights leader
who focused the world's attention on the problem of racial segregation in the
American South.
He is remembered for his strategy of nonviolent resistance and his opposition to
racism. But before he was assassinated in 1968, Reverend King had begun to
challenge more than America's understanding of race, and some prominent historians
fear that his opposition to U.S. economic and foreign policy is being forgotten.
1. ______________________________
"The greatest danger by far with King birthday celebrations is the umpteenth replaying of the 'I Have a Dream' speech," says David Garrow, author of the Pulitzer
Prize-winning book, Bearing the Cross: Martin Luther King, Jr. and the Southern
Christian Leadership Conference. Professor Garrow calls the speech – which
Reverend King delivered in 1963 on the steps of the Lincoln Memorial in
Washington, D.C. – an "unrepresentative sample" of what the civil leader stood for.
He says the unrelenting focus on the address incorrectly makes Martin Luther King
look like a "rosy-eyed optimist."
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2. ______________________________
"Younger people are left with a really quite misleading impression of King that
focuses too much on that one very upbeat speech," says Professor Garrow, "and
oftentimes gives no attention whatsoever to King as a critic of economic inequality
and American foreign policy around the world."
On the day he was assassinated, Martin Luther King was in Memphis,
Tennessee, supporting a strike that had been launched by sanitation workers there.
Just moments before he died, he was writing a sermon titled Why America May Go
to Hell. Two years earlier, he had moved into a slum in the northern city of Chicago
to call attention to urban poverty – and to challenge the notion that the South was the
only region that had a problem with race.
Reverend King had also become an outspoken critic of the war in Vietnam,
calling the United States "the greatest purveyor of violence in the world today"
during a sermon he delivered in New York in 1967. "In some respects," says
Clayborne Carson, director of the King Papers Project at Stanford University, "the
civil rights issues, narrowly conceived, were the easiest to resolve, because there you
had a distinction between the way black people were treated in the South and the
dominant values of the nation, as expressed by the [U.S.] Supreme Court in the
Brown [vs. Board of Education] decision [which outlawed segregation.]"
3. ______________________________
Professor Carson, who has been editing the correspondence and speeches of
Martin Luther King for the last 20 years, notes that Reverend King had changed his
focus before he died. "When King started to confront the issues that were as common
in the North as in the South," he says, "then I think he faced a much greater
challenge. And I think that's the challenge we still face today."
4. ______________________________
So why is it that public remembrances of Reverend King have been so
concentrated on the issues of race and non-violence, rather than on his criticisms of
economic policy and the Vietnam War? Historian David Garrow says it is because
very few people today object to Martin Luther King's call for an end to racial
segregation. "If, on the other hand, King holiday events addressed King's identifying
himself as a Democratic Socialist or King's emerging as a very outspoken critic of
American militarism in Vietnam and Southeast Asia," he says, "then holiday
celebrations would have to confront whether American society today has any greater
level of economic equality than it did in 1968 and whether American foreign policy
in the years since 1968 is fundamentally different than the militarism and go-it-alone
attitudes that King criticized so forcefully."
5. ______________________________
David Garrow argues that the so-called "sweetening" of Martin Luther King's
historical reputation was unavoidable once his birthday became a federal holiday. He
says even the most conservative political leaders have had to find a way to embrace
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Reverend King's legacy – and putting the emphasis on the Baptist preacher's
opposition to racial segregation has been that way.
For this reason, David Garrow says, Martin Luther King, Jr. Day has been a
mixed blessing. On the one hand, it calls national attention to America's problematic
history with race. But on the other hand, he says, the holiday has made it difficult for
young African-Americans struggling with economic inequality to identify with a civil
rights leader who was killed before they were born.
2. Use these headings to fill the spaces above. There is one extra you do not need to
use.
A. Avoiding Difficult Questions
B. Fairer Chance For All
C. Inaccurate Legacy
D. A Question Of Necessity
E. Ongoing Struggle
F. Other Agendas
UNIT 4
HOUSING
Level A 2
ACCOMMODATION
1. Read the following information.
Amanda is 19 and wants to share with other girls of her age. She
works unusual hours and needs to get to the city easily at all times
on public transport.
Stephen and Pat live in the city centre with their children. They
want to move to the countryside and are happy to drive into the city
every day in exchange for peace and quiet.
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Sarah, a student, wants a room in the city centre so she can walk to
museums and art galleries. She doesn't have much money so she is
looking for part-time work.
Taeko wants to live with an English family and join family life. She
doesn't want to cook for herself. She needs to get to the city centre
easily.
Martin and three friends are looking for a house to share. They have
transport so they don't mind where it is. They can afford up to
£1,000 per month.
2. Below are 8 notices offering different accommodation. Choose one notice for
each person that best matches their needs. Choose "None" if there isn't a match.
1.
Room above restaurant on edge of
city available free for person able to
work in restaurant at weekends.
Area has shops, library, etc. Buses
to city centre every half an hour.
a. Amanda
b. Stephen
c. Sarah
d. Taeko
e. Martin
f. None
House to rent on a farm ten miles
from city centre, four bedrooms
and garden. Beautiful countryside.
Lovely walks. Two miles to nearest
a. Amanda
b. Stephen
c. Sarah
d. Taeko
2.
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village with shop and post office. No e. Martin
f. None
public transport. £1,1000 per
month.
3.
Fourth girl wanted to share house
with three others aged 19-25. Two
miles from city centre but 10 minutes
by train, 24-hour service (we are 5
minutes' walk from station). Near
shops. £60 per week including bills.
a. Amanda
b. Stephen
c. Sarah
d. Taeko
e. Martin
f. None
Would you like to live with a family
right in the middle of the city? We
are in South Street with shops,
theatres, art galleries, museums, etc.
just a ten-minute walk away. Room
available in five-bedroom house for
£45 per week - this can be reduced if
you help in the house and with the
children. Cook your own meals in
our kitchen.
a. Amanda
b. Stephen
c. Sarah
d. Taeko
e. Martin
f. None
4.
5.
Cottage to rent ten miles from city centre but
only a ten-minute walk to local station (journey
to city centre takes 15 minutes). One large
bedroom. Would suit a couple or two friends.
a. Amanda
b. Stephen
c. Sarah
d. Taeko
e. Martin
f. None
6.
Two female students are looking for
third girl to share flat in village near
city. One bedroom, share kitchen and
bathroom. We have a car so can offer
shared lifts to the centre in the
morning and evening. £60 per week
including bills.
a. Amanda
b. Stephen
c. Sarah
d. Taeko
e. Martin
f. None
7.
House for rent in a small village five a. Amanda
miles from city centre. Very peaceful. b. Stephen
c. Sarah
Hourly bus service during day to
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city. No children allowed. £950 per
month to be paid in advance.
d. Taeko
e. Martin
f. None
Room available in family house - £65
per week with breakfast and evening
meal included. Own room - share
living room, meals, bathroom with
family (three children). One mile
from city centre. Bus every 15
minutes into city centre.
a. Amanda
b. Stephen
c. Sarah
d. Taeko
e. Martin
f. None
8.
THE BIG ORANGE SPLOT
1. Read the story by Daniel Manus Pinkwater.
Mr. Plumbean lived on a street where all the houses were the same. He liked it
that way. So did everybody else on Mr. Plumbean’s street.
“This is a neat street,” they would say. Then one day . . .
A seagull flew over Mr. Plumbean’s house. He was carrying a can of bright
orange paint. (No one knows why.) And he dropped the can (no one knows why)
right over Mr. Plumbean’s house. It made a big orange splot on Mr. Plumbean’s
house. “Ooooh! Too bad!” everybody said. “Mr. Plumbean will have to paint his
house again.”
“I suppose I will,” said Mr. Plumbean. But he didn’t paint his house right away.
He looked at the big orange splot for a long time; then he went about his business.
The neighbors got tired of seeing that big orange splot. Someone said, “Mr.
Plumbean, we wish you’d get around to painting your house.”
“O.K.,” said Mr. Plumbean. He got some blue paint and some white paint, and
that night he got busy. He painted at night because it was cooler. When the paint was
gone, the roof was blue. The walls were white. And the big orange splot was still
there. Then he got some more paint. He got red paint, yellow paint, green paint, and
purple paint.
In the morning the other people on the street came out of their houses. Their
houses were all the same. But Mr. Plumbean’s house was like a rainbow. It was like a
jungle. It was like an explosion. There was the big orange splot. And there were little
orange splots. There were stripes. There were pictures of elephants and lions and
pretty girls and steamshovels.
The people said, “Plumbean has popped his cork, flipped his wig, blown his
stack, and dropped his stopper.” They went away muttering.
That day Mr. Plumbean bought carpenter’s tools. That night he built a tower on
top of his roof, and he painted a clock on the tower.
The next day the people said, “Plumbean has gushed his mush, lost his marbles,
and slipped his hawser.” They decided they would pretend not to notice.
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That very night Mr. Plumbean got a truck full of green things. He planted palm
trees, baobabs, thorn bushes, onions, and frangipani. In the morning he bought a
hammock and an alligator.
When the other people came out of their houses, they saw Mr. Plumbean
swinging in a hammock between two palm trees. They saw an alligator lying in the
grass. Mr. Plumbean was drinking lemonade.
“Plumbean has gone too far!”
“This used to be a neat street!”
“Plumbean, what have you done to your house?” the people shouted.
“My house is me and I am it. My house is where I like to be and it looks like all
my dreams,” Mr. Plumbean said.
The people went away. They asked the man who lived next door to Mr.
Plumbean to go and have a talk with him. “Tell him that we all liked it here before he
changed his house. Tell him that his house has to be the same as ours so we can have
a neat street.”
The man went to see Mr. Plumbean that evening. They sat under the palm trees
drinking lemonade and talking all night long.
Early the next morning the man went out to get lumber and rope and nails and
paint. When the people came out of their houses they saw a red and yellow ship next
door to the house of Mr. Plumbean.
“What have you done to your house?” they shouted at the man.
“My house is me and I am it. My house is where I like to be and it looks like all
my dreams,” said the man, who had always loved ships.
“He’s just like Plumbean!” the people said. “He’s got bees in his bonnet, bats in
his belfry, and knots in his noodle!”
Then, one by one, they went to see Mr. Plumbean, late at night. They would sit
under the palm trees and drink lemonade and talk about their dreams — and
whenever anybody visited Mr. Plumbean’s house, the very next day that person
would set about changing his own house to fit his dreams.
Whenever a stranger came to the street of Mr. Plumbean and his neighbors, the
stranger would say, “This is not a neat street.”
Then all the people would say, “Our street is us and we are it. Our street is where
we like to be, and it looks like all our dreams.”
2. Choose the correct answer.
1. At the beginning of the story, why does everyone say, “This is a neat street”?
a. All the houses are alike.
b. All the houses are built well.
c. All the houses are cleaned every day.
d. All the houses are owned by the same person.
2. The neighbours most likely think that Mr. Plumbean will
a. cover the splot.
b. cover the walls.
c. make the house bright.
d. make the roof stronger.
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3. According to the story, why does Mr. Plumbean work at night?
a. He can find supplies easier at night.
b. The street is too busy during the day.
c. The weather is too hot during the day.
d. He gets his best ideas working at night.
4. In the story, the hammock, the palm trees, and the alligator are all things that
a. make Mr. Plumbean happy.
b. cause Mr. Plumbean to complain.
c. Mr. Plumbean draws on his house.
d. Mr. Plumbean sees on other houses.
5. What does the story mostly show about Mr. Plumbean’s house?
a. It is old.
b. It is large.
c. It is colourful.
d. It is crowded.
6. What are Mr. Plumbean and his neighbour most likely doing?
a. Looking at pictures.
b. Building new homes.
c. Sharing their dreams.
d. Meeting new neighbours.
7. Based on the story, what does Mr. Plumbean mean when he says, “My house is
me and I am it”?
a. His house is all that he thinks about.
b. He can only fit one person in his house.
c. He has lived in his house for a long time.
d. His house shows the kind of person that he is.
8. Based on the story, what do the neighbours learn?
a. Travel often to new places.
b. Try your best to help others.
c. Respect the differences of others.
d. Listen carefully to what people say.
HELP! I’VE SEEN A GHOST!
1. Read the text. Five sentences have been removed from the article.
Do you believe in ghosts? Some people do.
1. ________________________________________________________________.
They report feeling cold, not being able to move, and, above all, a terrible feeling of
fear. But it’s very hard to prove you really have seen a ghost. Without a photo, how
can your friends and family believe you?
If you ever want to meet a ghost, the Tower of London is a good place to start.
It’s nearly 1,000 years old, and many terrifying things have happened there.
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2. __________________________________________________________________.
Perhaps it’s not a surprise, then, that people say they’ve seen her ghost walking
through the Tower gardens.
Another famous ghost of the Tower is Sir Walter Raleigh. He was an explorer
who lived in the 16thcentury, and Queen Elizabeth I (first) put him in prison in the
Tower. Many people say his ghost haunts the Tower on moonlit nights.
3. __________________________________________________________________.
In 1976, one of the guard’s wives was alone in her apartment in the Tower when she
felt an ice-cold hand on her back. She knew it wasn’t her husband, but she didn’t
scream – she just said, quietly, ‘Oh, go away, Raleigh.
Of course, ghost hunters can now use technology to help them prove a ghost has
visited.
4. __________________________________________________________________.
One group of ghost hunters did manage to get photos of some strange lights. About
90% of what was in the photos was easy to explain, but 10% wasn’t …
In 2001, the same group decided to hunt for ghosts in the Tower of London,
which had never been done before. They used equipment that could tell if the air got
colder or hotter, and they also set up special cameras which could see in the dark.
They linked their cameras to a website, and over two days, you could watch
some of their film on your computer, sitting in your warm home.
5. __________________________________________________________________.
But at least if you got a strange feeling, you could turn the computer off!
2. Choose the most suitable sentence from the list A – F for each part (1 – 5) of the
text. There is one extra sentence which you do not need to use.
A. If you work or live in the Tower, you have to be good with ghosts!
B. Nearly 500 years ago, Queen Anne Boleyn, the wife of King Henry VIII (eighth),
had her head cut off there.
C. Although you were safe, it was still frightening, as you were watching a ‘real’
film.
D. Anne is also spotted in the Chapel of Saint Peter ad Vincula where she watches
over her own grave under the altar.
E. They’re absolutely certain that they’ve seen or felt something strange.
F. If they don’t want to wait for hours in a dark, empty building, they can just set up a
camera to do it for them, and take a picture!
Level B 1
BELONGINGS
1. There are three million immigrants in New York City. When they left home,
knowing it could be forever, they packed what they could not bear to leave behind:
necessities, luxuries, memories. Here is a look at what some of them bought.
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2. Match each of the texts with an object.
* Jessica Lane, 29 | Came from: Perth, Australia |
Came in: 2010
Picture:
___
Ms Lane outgrew her first pair after three months. Instead of saving them, as many in
her profession do, she sold them for a bigger pair. She bought this pair on a trip to
New York; she took them back to Perth, where they were left in a box. But now, after
moving to New York for good, “I know they’ll be used again very soon,” she said.
“They represent the turning point of my new life in New York, where so many
opportunities lay ahead for me”, she wrote in an e-mail. She’s working at a Midtown
bar and auditioning as much as she can. “Perhaps when they bite the dust, I will hold
onto this pair,” she said.
* Luz Andriana Villegas, 34 | Came from: Medellin, Colombia |
Came in: May 2001
Picture:
___
When Ms Villegas graduated from college with dreams of becoming a journalist, her
parents gave her this object. She and her brother used to compete to fins esoteric
Spanish words, and this object was a treasure-trove. Ms Villegas brought it with her
to New York on what was supposed to be a summer visit for an English class. She
married an American and stayed. They now have three sons and she teaches adult
literacy. Though she rarely uses it, she has carried it from apartment to apartment.
Today, it sits on the bottom shelf in her basement of her home in Ridgewood,
Queens, near her sons’ toys.
* Gendaris Tavera, 18 | Came from: Dominican Republic |
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Came on: March 14, 2008
Picture:
___
When Ms Tavera was 15, her grandmother gave her a pink one to add to her growing
collection. When she left home, it was the only one she brought. She has since
repaired its paws and watched its colour fade. Sitting in her too-small basement
apartment in Sunset Park, Brooklyn, Ms Tavera wonders if she’s still her
grandmother’s favourite. She wonders why her grandmother’s chicken tastes better
than anything in New York and if the New York winter will ever end. She takes
solace in it, “I talk to it like it’s a real person,” she said. “When I feel sad, I cry into
it.”
* Thein Myint, 50 | Came from: Yangon, Myanmar |
Came in: September, 2010
Picture:
___
Back home Mr. Myint was a doctor. He kept a photograph of his graduation
ceremony on the wall as a testament to his years of hard work in school and his
dedication to treating the sick. Today, he keeps his object in a manila folder inside a
briefcase. He gave the photograph to his sister, who stayed behind. He is unable to
work as a doctor in New York – the credentials do not transfer, and he speaks little
English. Instead, he is applying to work at a catering company at Kennedy
International Airport. “Rent is expensive,” Mr. Myint said. “I must do the job, any
job.” But he misses medicine. He recently completed a course in phlebotomy so that
he can draw blood from patients. “I want to treat people,” he said. He lives in
Elmhurst Queens, with his wife and their four children. They don’t plan to ever return
to Myanmar for fear of political persecution. He looks at his object and puts it aside.
“I hope one day it’ll be useful,” he said.
* Albert Barawandika, 30 | Came from: Rwanda via Burundi |
Came in: 2006
Picture:
___
The wooden object is heavy – about two pounds. It was a strange thing to pack for
the long journey to New York from Bujumbura, Burundi, but Mr. Barawandika liked
it. He was born in Rwanda, but during the genocide, his family fled to Burundi,
where his father came from. Months later, his mother and brother were killed in the
violence that tore the region apart. But despite all the horrors, he still loved Burundi,
which he considers his homeland. It hangs on the wall of his dorm room in the Bronx,
where he is studying medicine. American friends ask him about it and he tells them
stories of Africa. For him, it represents hope. “It’s durable, it’ll last forever,” he said.
“I still have hope that someday things will change there.”
* Istvan Makky, 74 | Came from: Tejfalusziget, Hungary |
Came in: October, 1959
Picture:
___
This tool is smaller than a teaspoon. It’s used for making delicate lines and scooping
ridges in the molds that are used to cast metal sculptures. An administrator handed it
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to Mr. Makky on his first day of metalworking school in 1953 in Communist
Hungary, along with boots, six pairs of socks and underwear. He carried it when he
slipped past the border guards with machine guns and through the barbed wire fence.
He carried it as he looked for work in Austria. He carried it to Flushing, Queens,
where he raised a family and to Greenpoint, Brooklyn, where he built a foundry of his
own. He does not let anyone else use it, not even his youngest son Bill who runs the
company with him.
* Milton Ming, 33 | Came from: Kingston, Jamaica |
Came in: 1995
Picture:
___
It first belonged to Mr. Ming’s sister Maxine, but he couldn’t resist stealing it. “She
would leave it careless and we would read it,” he said. When Maxine caught him, she
took what was hers but gave him the exterior. He started writing short entries next to
“names and addresses of females I used to mess with”. Decades later, Mr. Ming said
“It’s memory lane.” He still flips through it, connecting again with his teenage self
back in Jamaica. “I wish it was more detailed,” he said. Today he works as an
electrician and lives in East Harlem. Five of Mr. Ming’s siblings are in New York,
including Maxine, and they have dinner together every Thursday.
* Zongluan Ouyang, 27 | Came from: Fujian Province, China |
Came in: February, 2005
Picture:
___
Mr. Ouyang is a Methodist now, not a Buddhist. He goes by the name Roy. And he
no longer wears this item that his parents gave him when he left his fishing village
“to keep him safe”. Instead it sits in a cluttered desk drawer in the single room he
rents in Sunset Park, Brooklyn. It is one of the only things he still has from home.
One recent afternoon, Mr. Ouyang looked at this object for the first time in ages. “It
reminds me of my parents,” he said. They were not educated, and would recognise
little of his life in Brooklyn, where Mr. Ouyang works as a wedding photographer.
But he said, “They understand me.”
* Ruth Heiman, 87 | Came from: Nuremburg, Germany via England |
Came in: 1947
Picture:
___
Mrs. Heiman keeps it with others of its kind, but it means something very different
from the other pieces. It was her mother’s, saved somehow from the concentration
camp where her parents were killed. Mrs. Heiman said: “All my life until now I tried
to push the past out of my mind. I live in the present. But there are certain things you
don’t give up.” It’s just about all she has from her mother, who stayed in Germany
when Mrs. Heiman, then 15 went to stay with relatives in England to escape the
Nazis. She had no idea she would never see her parents again. Mrs. Heiman fell in
love with an American soldier in England. They were married for 50 years. He died
in 1997. Mrs. Heiman, who lives in Fresh Meadows, Queens, plans to give it to her
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granddaughter or daughter-in-law. Touching it as she spoke, she said “Without it
some of my past would be lost.”
* Huan Zheng, 28 | Came from: Fujian Province, China |
Came in: February, 2000
Picture:
___
It was as exotic as anything Ms. Zheng and her friends in southeastern China had
ever seen. It was a bright colour and marked with Italian words that “we didn’t know
how to pronounce,” she said. “It was a fascinating glimpse of this other world.” As a
girl, she took the lessons without enthusiasm. But she liked this object, mostly
because none of her friends had one. As a teenager, she began pushing her parents to
move to America. When Ms. Zheng was 17, her mother took her there, but soon
moved back to China. In her new home, Ms. Zheng found comfort in this object. “For
months, I couldn’t speak much. I’d play to fill the silent days,” she said. Today, she
has a high-powered job at an international bank. At night, she plays the keyboard in
her small Manhattan apartment. She rarely uses the object anymore, but keeps it just
the same. “It’s one of the few things that hasn’t changed and has stayed with me all
those years,” she said.
* Abdul Rafiq, 73 | Came from: Karachi, Pakistan |
Came in: 1992
Picture:
___
Everyone knows Mr. Rafiq as Babuji, and everyone knows Babuji for his paan. He
makes the snack at his sidewalk stall in Midwood, a Brooklyn neighbourhood popular
with Pakistanis. He wraps a betel-nut leaf around a signature mix of lime, cardamom,
fennel seeds, shredded coconut and rose-petal preserves. He sells paan for $1 each, no
extra charge for tobacco sprinkled on top. Mr. Rafiq has been making the same
concoction since he was a teenager working a busy street in Karachi. And he has been
using the same object to make it for nearly as long. Besides two bags of clothes, these
objects were just about the only thing he took with him when he left Pakistan. “It’s
what I know” he said, as he dribbled circles of rose-petal syrup across the leaf. He
said he had never worked another job, a distinction that set him apart from his rival
paan sellers further along Coney Island Avenue. He pointed to the objects and said,
“These two are very dear to me.”
* Nancy Kahn, 32 | Came from: Dhaka, Bangladesh |
Came in: 1999
Picture:
___
When Ms. Kahn won the lottery visa and prepared to move to the US, her brother
gave her this object, called a boti, to remind her of home. But it was a souvenir boti
and not a real one. She regretted that she had not packed a real one. “I did think about
working in a kitchen,” she said. “After I came I saw I had to do everything by hand.
In Bangladesh, we always had a maid to help us.” She did finally buy a boti when she
went back to visit, but she really doesn’t have the space to use it in her home, in the
Throngs Neck section of the Bronx. Still she keeps her souvenir boti, though she
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often has to hide it from her two young children. “It makes me think of my family
and my culture and my Bangladesh.”
CRIME PREVENTION
1. Read a magazine article.
A recent survey of crime statistics shows that we are all more likely to be
burgled now than 20 years ago and the police advise everyone to take a few simple
precautions to protect their homes.
The first fact is that burglars and other intruders prefer easy opportunities, like a
house which is very obviously empty. This is much less of a challenge than an
occupied house, and one which is well-protected. A burglar will wonder if it is worth
the bother.
There are some general tips on how to avoid your home becoming another crime
statistic. Avoid leaving signs that your house is empty. When you have to go out,
leave at least one light on as well as a radio or television, and do not leave any
curtains wide open. The sight of your latest music centre or computer is enough to
tempt any burglar.
Never leave a spare key in a convenient hiding place. The first place a burglar
will look is under the doormat or in a flower pot and even somewhere more
'imaginative' could soon be uncovered by the intruder. It is much safer to leave a key
with a neighbour you can trust. But if your house is in a quiet, desolate area be aware
that this will be a burglar's dream, so deter any potential criminal from approaching
your house by fitting security lights to the outside of your house.
But what could happen if, in spite of the aforementioned precautions, a burglar
or intruder has decided to target your home? Windows are usually the first point of
entry for many intruders. Downstairs windows provide easy access while upstairs
windows can be reached with a ladder or by climbing up the drainpipe. Before going
to bed you should double-check that all windows and shutters are locked. No matter
how small your windows may be, it is surprising what a narrow gap a determined
burglar can manage to get through. For extra security, fit window locks to the inside
of the window.
What about entry via doors? Your back door and patio doors, which are easily
forced open, should have top quality security locks fitted. Even though this is
expensive it will be money well spent. Install a burglar alarm if you can afford it as
another line of defence against intruders.
A sobering fact is that not all intruders have to break and enter into a property.
Why go to the trouble of breaking in if you can just knock and be invited in? Beware
of bogus officials or workmen and, particularly if you are elderly, fit a chain and an
eye hole so you can scrutinise callers at your leisure. When you do have callers never
let anybody into your home unless you are absolutely sure they are genuine. Ask to
see an identity card, for example.
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If you are in the frightening position of waking in the middle of the night and
think you can hear an intruder, then on no account should you approach the intruder.
Far better to telephone the police and wait for help.
2. Choose the correct answer.
1. A well-protected house
a. is less likely to be burgled.
b. is regarded as a challenge by most criminals.
c. is a lot of bother to maintain.
d. is very unlikely to be burgled.
2. According to the writer, we should
a. avoid leaving our house empty.
b. only go out when we have to.
c. always keep the curtains closed.
d. give the impression that our house is occupied when we go out.
3. The writer thinks that hiding a key under a doormat or flower pot
a. is a predictable place to hide it.
b. is a useful place to hide it.
c. is imaginative.
d. is where you always find a spare key.
4. The 'aforementioned precautions' refer to steps that
a. will tell a burglar if your house is empty or not.
b. are the most important precautions to take to make your home safe.
c. will stop a potential burglar.
d. will not stop an intruder if he has decided to try and enter your home.
5. Gaining entry to a house through a small window
a. is surprisingly difficult.
b. is not as difficult as people think.
c. is less likely to happen than gaining entry through a door.
d. is tried only by very determined burglars.
6. According to the writer, window locks, security locks and burglar alarms
a. cost a lot of money but are worth it.
b. are good value for money.
c. are luxury items.
d. are absolutely essential items.
7. The writer argues that fitting a chain and an eye hole
a. will prevent your home being burgled.
b. avoids you having to invite people into your home.
c. is only necessary for elderly people.
d. gives you time to check if the visitor is genuine.
8. What is the best title for the text?
a. Increasing household crime.
b. Protecting your home from intruders.
c. What to do if a burglar breaks into your home.
d. Burglary statistics.
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USING DOGS TO SNIFF OUT MOLD IN HOMES
1. Read the story by CNN San Francisco reporter James Hattori.
"Let's go to work. You ready?" the woman says to her dog.
Sydney is a two-year-old mixed Labrador retriever who abhors spores. She is sniffing
Laura Herlow's house, hunting for mold.
1. __________________________________________________________________.
Sydney is one of about ten animals who have spent hundreds of hours with a police
dog trainer in Florida. Now she's certified to detect mold.
"Good girl."
"So what does that mean? What is she indicating there?" asks an observer.
"She is indicating that she has detected mold somewhere in this vicinity right here.
2. _________________________________________________________________”.
Herlow, whose young son suffers from epileptic seizures, turned to Sydney after
getting frustrated with several other mold contractors.
3. __________________________________________________________________.
"No. I would rather trust a dog and have an unbiased opinion," says Herlow.
"She's got it. She's found mold where we haven't suspected it and we have looked
further and verified that she was correct," says Sydney's handler. Including this
unlikely spot around a shower but away from any openings.
"The professional mold cleanup company is going to contain this area and take this
shower assembly out," says one of the mold company's employees.
4. __________________________________________________________________.
"We've been using dogs for bombs and drugs and other scent work but it is just in the
last eighteen months that people are making the connection that dogs are a great tool
in the mold industry," says Mold Detectives employee.
5. __________________________________________________________________.
Traditional detection methods can drag on for weeks, sampling and then waiting for
test results and then testing the air at a cost of up to thousands of dollars.
"With the dog we can do that same exact testing for less than $500 and pinpoint
exactly where the mold is so then the cleanup costs are substantially less."
6. __________________________________________________________________.
"Mostly respiratory problems, a lot of asthma, trouble sleeping, pain everywhere."
Until she moved out of the family home. Then Sydney found that toxic mold had
spread from the bathroom under the flooring into Janelle's bedroom.
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7. __________________________________________________________________.
"No."
"But the dog sniffed it?"
"Yes. Which is I think awesome."
While experts say it is unclear just how bad toxic molds can be to human health,
worried homeowners now have a new weapon to unleash.
2. Choose the most suitable sentence from the list A – H for each part (1 – 7) of the
article. There is one extra sentence which you do not need to use.
A. While popular in Europe for years mold-sniffing dogs are relatively new in the
US.
B. She does a passive alert. So she sits when she finds mold.
C. A sniffer dog, however, can detect where the mold is located.
D. Were you skeptical at first that a dog could do this?
E. One big advantage is cost.
F. She's usually good for a three to four foot path.
G. You couldn't see anything?
H. Jenelle Nary is a believer; she spent years suffering from mysterious illnesses.
Level B 2
ENGLISH MAZES
1. Read the article.
There's nothing the British like more than to go and get lost. In grand gardens of
stately homes and castles around Britain you'll find some of the world's oldest and
largest hedge mazes. These elegant horticultural labyrinths have been playfully
confusing visitors for hundreds of years.
This historical fascination is being fuelled by a boom in creating new mazes.
Britain now has mazes of turf, water, brick, stone, wood, colored paving tiles, mirrors
and glass.
Hampton Court
Any exploration of the twists and turns of
British mazes should include the oldest and most
famous. The classic maze at Hampton Court
Royal Palace by the Thames in West London was
planted more than 300 years ago during the reign
of King William III. He dug up an old orchard
planted by Henry VIII and redesigned the garden
in the formal style of the time.
The 1702 Maze is the only remaining part of William's garden. It's Britain's oldest
hedge maze with winding paths amounting to nearly half a mile and covering a third
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of an acre. One of Jerome K. Jerome's "Three Men in a Boat" declared it "very simple
... it's absurd to call it a maze," only to become completely lost. Inside he met other
visitors "who had given up all hope of ever seeing their home and friends again."
The Hampton Court maze still swallows 300,000 people a year. If you do
manage to get out, there are also exquisite riverside gardens and the fabulous Tudor
palace to see.
Longleat
Another great estate 100 miles to the west has
become one of the centers of British maze-making. A
visit to Longleat in Wiltshire includes the ancestral
stately home of Lord Bath, Capability Brown
landscaped gardens, and a drive-through animal safari
park … plus six mazes.
The newest of them, The Blue Peter Maze was
built of timber especially for children. It was designed
by a nine-year-old girl who beat 12,000 entrants in a competition run by a children's
TV program.
Other Longleat mazes include the indoor King Arthur's Mirror Maze, the rosecovered Love Labyrinth, and the intertwining Sun Maze and Lunar box hedge
labyrinths.
Serious maze enthusiasts are catered to by the grand Hedge Maze: it has the
world's longest total path length at 1.69 miles. The hedges are made from 16,180 yew
trees and are laid out in curves to disorient the walker. It opened 26 years ago and is
so complex that special 'lift if lost' direction panels are incorporated to help you find
the way out.
Jubilee Park
If you're starting to get the taste for delightful
disorientation, the third must-see site is the eccentric
Jubilee Park close to the border with Wales near
Symonds Yat in Herefordshire.
Maze-mad brothers Lindsay and Edward Heyes
planted The Amazing Hedge Puzzle Maze to
commemorate Queen Elizabeth II's Silver Jubilee in
1977. It stands in an Area of Outstanding Natural
Beauty in the Wye Valley and is now Herefordshire's
most popular private visitor attraction.
The octagonal cypress maze has a pagoda at the center – if you can find it.
There's also a route from the center to the world's first Maze Museum. This has
hands-on interactive displays and puzzles explaining the history, design and
construction of mazes around the world.
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Lindsay is the creator of the museum and an acknowledged maze expert. Edward
meanwhile takes care of the Hedge Maze, personally spending ten weeks doing all
the trimming every year.
Hever Castle
You don't have to be crazy about mazes to enjoy
the spectacular Hever Castle in Kent. From the
outside, the 13th-century double-moated fortress
has changed little since Henry VIII's second wife
Anne Boleyn spent her childhood here. The castle is
set in 30 acres of magnificent gardens. A century
ago the wealthy Astor family lived here and planted
a yew maze, which visitors can still explore. A more recent addition is the highly
acclaimed Water Maze on a shallow lake with an island at the center.
The walkways are made up of curved paths supported above the water on stilts.
To make getting to the island even more difficult, some slabs, when stepped on,
trigger a spray of water. Can you reach the island AND stay dry?
2. Choose from the list of places (A – D) for each question. Some of the choices
may be required more than once.
In which places
1. does a member of the aristocracy still
live?
2. is there a maze that was made to mark
a special occasion?
3. does the creator personally take care
of the maze?
4. is there a maze that was ridiculed –
before getting its revenge?
5. is there a maze created by the
youngest person?
6. could tackling the maze prove a damp
experience?
7. did a rich family create a maze?
8. is there a maze that a newlywed
couple would perhaps like to visit?
9. does the maze include maps showing
you how to get out?
10. would you see yourself getting lost
in the maze?
A. Hampton Court
B. Longleat
C. Jubilee Park
D. Hever Castle
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A JAPANESE PAPER HOUSE
The design and construction of ancient Japanese houses were interesting in many
ways. These beautiful homes also provided ideas for Frank Lloyd Wright, a famous
architect who designed and built the home called Fallingwater in the United States.
1. Read the selection.
The Japanese islands experience torrential monsoon rains, earthquakes, and typhoons.
The traditional Japanese house from the 16th century featured an elegant roof with
wide overhangs to protect against bad weather, and a raised floor to keep out mud.
Wooden framing and paper walls allowed for easy rebuilding after an earthquake.
With its sliding partitions, this “breathing house” opened on all sides to let in cool,
fresh air and to give glimpses of a beautiful garden outside.
Woven Flooring
Tatami, which are mats woven of fine straw, formed the floor of the traditional
Japanese house. They continue to be used in some present-day homes. According to
Japanese custom, visitors must remove their shoes when they enter any home, even
modern ones. This tradition helps keep the house clean and preserves the delicate
tatami.
A Flexible Layout
The space inside the traditional house could be divided in many different ways by
walls, sliding doors, and portable folding screens. Paintings of landscapes, birds, and
flowers often decorated these interior partitions. Moving these partitions could
change the arrangement and the number of rooms in a few minutes.
Inside Outside
Walls made of special strong paper mounted on a wooden frame provided privacy
while allowing light to enter the house. The sections of the wall could slide easily to
either side to allow a view of the garden. This design was especially convenient
during the hot Japanese summer, when the house could be completely opened up to
catch passing breezes.
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Privacy and Shade
Blinds made of reeds bound together in long flat sheets hung from beneath the roof.
They could be rolled down to provide shade. Garden walls were made of bamboo,
bark, or twigs.
Garden Architecture
The gardens were closely linked to the architecture of houses and temples. They were
often designed to be seen from inside the building. The gardens featured
painstakingly
raked gravel, flowering moss, paving stones positioned along a path, ponds where
colourful carp swam, pines with twisted shapes, and delicate bridges. Japanese
bridges inspired the French Impressionist painter Claude Monet, who had one built in
his garden at Giverny and used it in his paintings.
Traditional House
Intricate wooden brackets without nails supported roofs made of tiles, boards, or
thatch. Only natural materials were used. The traditional Japanese house’s boldness,
simplicity, and harmony with its surroundings influenced the great international
architects of the 20th century, like Frank Lloyd Wright.
Convertible Space
With its sliding partitions, removable panels, and folding screens, the house could be
rearranged for different activities at different times of day. Furniture was limited to
pieces that were easy to move: low tables, lamps, and cotton-filled mattresses called
futons that were put away during the day and rolled out at night.
Modern Houses
Today, most houses in Japan are built of concrete because it is quick, easy, and
inexpensive. This also saves the forests of Japan, which prevent erosion and
landslides caused by heavy rains.
The House on the Waterfall
The great American architect Frank Lloyd Wright is
known for his daring designs. In 1936, he built a
house in Mill Run, Pennsylvania, called
Fallingwater, which is world-famous. Its slabs of
reinforced concrete are suspended over a natural
waterfall. The roofs and terraces stretch out
horizontally into the forest. When it came time to
free the concrete from its casings, the workers were
afraid that the whole house would collapse. Then
the architect himself grabbed a pickax and removed
the wooden supports.The house held fast!
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2. Choose the correct answer.
1. Based on paragraph 1, what does the description of the paper houses most
suggest about the people who lived in them?
a. They based their designs on historical buildings.
b. They adapted their designs to deal with nature.
c. They were unable to get sturdy building materials.
d. They were trying to copy buildings from other places.
2. According to the selection, what was true about Japanese gardens?
a. The gardens were used as places of worship.
b. The gardens were used as a way to escape the tiny house.
c. The gardens included many beautiful details.
d. The gardens included plants that could survive in cold weather.
3. What is the most likely reason the selection includes a description of
Fallingwater?
a. Fallingwater was built with paper walls like a Japanese paper house.
b. The architect of Fallingwater was inspired by Japanese design.
c. The architect of Fallingwater was Japanese.
d. Fallingwater had Japanese gardens.
4. Based on paragraph 10, why was Frank Lloyd Wright’s design for Fallingwater
considered “daring”?
a. The house was built in an unusual setting.
b. The house was built to look like an old house.
c. The house was built using expensive materials.
d. The house was built so that the rooms could be rearranged easily.
5. How is the information in the selection mainly organized?
a. By topic with supporting details.
b. By explaining causes and effects.
c. By the order in which events happened.
d. By describing problems and their solutions.
6. Read the sentences from paragraph 2.
According to Japanese custom, visitors must remove their shoes when they enter any
home, even modern ones. This tradition helps keep the house clean and preserves the
delicate tatami.
7.Which word in the sentences helps the reader understand the word tradition?
a. custom.
b. remove.
c. modern.
d. delicate.
8. Read the sentence from paragraph 4.
Walls made of special strong paper mounted on a wooden frame provided privacy
while allowing light to enter the house.
9.Based on the sentence, the word privacy refers to preventing other people from
a. admiring the house.
b. damaging the house.
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c. seeing into the house.
d. stealing from the house.
THE BOAT OF MY DREAMS
The best boat design should combine old and new, says
Tom Cunliffe. And he put it into practice in his own craft,
‘The Westerman’.
1. Read the magazine article.
This week, the Summer Boat Show in London is
resplendent with fine yachts, bristling with new technology.
Nearly all are descendants of the hull-shape revolution that took place 25 years ago.
By contrast, my own lies quietly on a tidal creek off the south coast. She was
designed last year but, seeing her, you might imagine her to be 100 years old and
think that her owner must be some kind of lost-soulromantic.
1. __________________________________________________________________.
It has to be said, however, that despite being an indispensable tool in current design
methods and boat-building practice, sophisticated technology frequently insulates
crews from the harsh realities of maritime life. These are often the very realities they
hoped to rediscover by going to sea in the first place.
2.___________________________________________________________________
The occasional battle with flapping canvas is surely part of a seaman’s life. And for
what purpose should we abandon common sense and move our steering positions
from the security of the aft end to some vulnerable perch half-way to the bow? The
sad answer is that this creates a cabin like that of an ocean liner, with space for a bed
larger than the one at home.
3. __________________________________________________________________.
Her sails were heavy, and she had no pumped water, no electricity to speak of, no
fridge, no central heating, no winches, and absolutely no electronics, especially in the
navigation department, yet she was the kindest, easiest boat that I have ever sailed at
sea.
4. __________________________________________________________________.
The Westerman has never disappointed me. Although Nigel Irens, the designer, and
Ed
Burnett, his right-hand man, are adept with computer-assisted design programs, Irens
initially drew this boat on a paper napkin, and only later transferred his ideas to the
computer. After this had generated a set of lines, he carved a model, just as boatyards
did in the days of sail. Together we considered the primary embryonic vessel, then
fed the design back into the electronic box for modification.
5. __________________________________________________________________.
Her appearance is ageless, her motion at sea is a pleasure and her accommodation,
much of it in reclaimed pitch pine, emanates an atmosphere of deep peace. Maybe
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this is because she was drawn purely as a sailing craft, without reference to any
furniture we might put into her. That is the well-tried method of the sea.
6. __________________________________________________________________.
Constructed in timber treated with a penetrating glue, she is totally impervious to
water. Thus she has all the benefits of a glass fibre boat yet looks like, feels like and
sails like the real thing.
2. Choose the most suitable paragraph from the list A – G for each part (1 – 6) of
the article. There is one extra paragraph which you do not need to use.
A. It’s not that I’m suggesting that sailors should go back to enduring every hardship.
It’s always been important to me that my boats have a coal stove for warmth and
dryness and cosy berths for sleeping. But why go cruising at all if every sail sets and
furls itself?
B. Back on land, however, it is a sad fact that the very antiquity of classic boats
means
that they need a lot of looking after. When I had a bad injury to my back, I realised
that
my 15-year love affair with her had to end. Searching for a younger replacement
produced no credible contenders, so I decided to build a new boat from scratch.
C. In her timeless serenity, she is the living proof that it works; that there is no need
to
follow current fashions to find satisfaction, and that sometimes it pays to listen to the
lessons of history.
D. The next version was nearly right and by the time the final one appeared, the form
was perfect. The completed boat has now crossed the North Atlantic and has won
four out of her first six racing starts.
E. At the same time, having lived aboard an ancient wooden beauty in the early
seventies, it’s easier to understand more of this area of the mechanics. My designer,
for example, knows more about the ways of a boat on the sea than anyone I can think
of.
F. Perhaps I am, though I doubt it. This boat has benefited from all the magic of old
fashioned boat design, but it would have been a much harder job without the
advances of modern know-how.
G. For me a boat should always be a boat and not a cottage on the water. When I
bought an earlier boat, Hirta, in which I circumnavigated Britain for a TV race series,
the previous owner observed that she had every comfort, but no luxury. During my
long relationship with her, Hirta taught me how wise he was.
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UNIT 5
FOOD AND COOKING
Level A 2
EATING OUT
1. Four people are talking about eating out.
1. The last time I went to a restaurant was about 2 months ago. My wife and I wanted
to celebrate our wedding anniversary with a good meal so we went to an expensive
Italian restaurant in downtown Lisbon. We both had pasta to start and for the main
course my wife ordered a steak and I chose fish. For dessert we both ate chocolate
cake
topped with fresh cream. Delicious!
2. I went to a restaurant yesterday evening with my sister's children. It wasn't very
expensive and the menu was very limited. We all had a burger and French fries, and
drank cola. It wasn't very good.
3. My boyfriend loves spicy food so this restaurant was perfect. The waiters were all
really friendly and polite, and they played traditional sitar music which was very
relaxing. The menu offered vegetarian dishes as well as meat dishes served with rice
and a sauce – it depended on how hot you wanted it! I chose a mild beef curry but my
boyfriend had a lamb 'vindaloo' – he also drank 2 liters of water!!
4. My class at the university went there last weekend. It's a very popular type of
restaurant in my country. It generally offers one type of food (a kind of bread with
cheese and tomato sauce) which you then choose what ingredients to add on top of it.
I asked for ham and mushrooms on mine and my classmates each had something
different so we could taste a piece of each person's meal.
2. Answer each question with a paragraph number (1 – 4).
In which text
1. did the person go there for a special
occasion?
2. did the person visit an Indian
restaurant?
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3. did the person eat pizza?
4. did the person eat fast food?
5. did someone eat seafood?
6. did the person talk about the
atmosphere of the restaurant?
7. Which restaurant was cheap?
8. didn't the person enjoy their meal?
9. did someone eat a very hot dish?
10. did the person have a vegetarian
meal?
THE DINNER PARTY
1. Read the story by N. Monsarrat.
Thirty years ago I was fifteen. My uncle Octavian was then (in 1925) a very rich
man. He was a charming host whose villa on the Cote d’Azur was a meeting place of
the rich, and he was a very hospitable man, until January 3, 1925.
There was nothing special about that day in the life of my uncle Octavian, except
that it was his fifty-fifth birthday. As usual on such a day he was giving a dinner
party, for twelve people. All of them were old friends; two of them, indeed, where
what they call them “old flames”. It was exciting for me to be in such company,
which included besides the two “old flames”, and their husbands, a newspaper
proprietor and his American wife; a recent prime-minister of France and a wellknown statesman of post-war Germany, and a Habsburg prince and princess.
At that age, you will guess, I was dazzled. Even today, 30 years later, one may
fairly admit that the company was distinguished. But I should also stress that they
were all old and intimate friends of my uncle Octavian.
Towards the end of a wonderful dinner, when the servants had left, my uncle
leaned forward to have a look at a beautiful diamond ring on the princess's hand. She
turned her hand gracefully towards my uncle.
Across the table, the newspaper proprietor leant across and said: "May I also
have a look, Therese?" She smiled and nodded. Then she took off the ring and held it
out to him. "It was my grandmother's", she said. "I have not worn it for many years. It
is said to have once belonged to Genghis Khan."
There were exclamations of surprise. The ring was passed from hand to hand.
For a moment it was in my hand. Then I passed it on to my next-door neighbour. As I
turned away again, I thought I saw her pass it on. At least I was almost sure I saw her.
It was some twenty minutes later when the princess stood up and said: "Before
we leave you, may I have my ring back?"
There was a pause, while each of us looked expectantly at his neighbour. Then
there was silence.
When no one answered her, and the silence continued, I still thought it could
only be a joke, and that one of us – probably the prince himself – would produce the
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ring with a laugh. But when nothing happened at all, I knew that the rest of the night
would be awful.
I am sure you know what followed. There was the awkwardness of the guests –
all of them old friends. There was the fact that no one would meet anyone else’s eye.
The guests overturned the chairs, examined the carpet and then the whole room.
The ring had vanished.
No servants had entered the room. No one had left it for a moment. The thief
was one of us, one of my uncle Octavian's old friends.
I remember it was the French cabinet minister who wanted to be searched,
indeed, he had already started to turn out his pockets, before my uncle held up his
hand and stopped him.
Uncle Octavian’s face was pale when he said: "There will be no searching. Not
in my house. You are all my friends. The ring can only be lost. If we do not find it" –
he bowed towards the princess – "I will make amends myself."
My uncle Octavian remained true to his words that no one was to be searched. I
myself went to England, ad school, a few days later, I was very glad to leave the
place. I couldn’t bear the sight of my uncle’s face and the knowledge of his
overturned world. All that he was left with, among the ruins of his way of life, was a
question mark: which of his friends was the thief?
I do not know my uncle “made amends”. I know that, to my family’s surprise, he
was rather poor when died. He died, in fact, a few weeks ago, and that’s why I feel I
can tell the story.
It would be wrong to say that he died a broken man, but he did die a very sad
man who never gave a single lunch or dinner party for the last thirty years of his life.
2. Choose the correct answer.
1. According to the text
a. the princess showed the ring unwillingly
b. the nephew of uncle Octavian was the last person to hold the ring.
c. the princess never took the ring off.
d. it was expected that the prince would make the ring appear from somewhere.
2. The day was special because …
a. the host of villa was given a party.
b. a Habsburg princess was among the guests.
c. it was Octavian’s birthday.
d. a diamond ring was stolen.
3. The word “proprietor” may be best replaced with …
a. scribbler.
b. owner.
c. reviewer.
d. sponsor.
4. Everything is true, except all of the guests …
a. felt ill at ease
b. averted their eyes
c. were turned out.
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d. felt the tension in the room.
5. The phrase “old flame” is closest in meaning to …
a. a silly and annoying old person.
b. a woman who has never been married and is now no longer young.
c. a person who has been in prison many times.
d. a former mistress.
6. The hardest thing for Octavian, in fact, was …
a. to overturn his outlook.
b. to bear the fact that one of his friends was a thief.
c. to permit the guests to be searched in his house.
d. “to make amends”.
HOW TO SAVE THE PLANET (AND YOURSELF)
1. Read the text.
GIY stands for grow it yourself and is about a new fashion for growing your
own food. There are a lot of reasons why growing your own food is a good idea.
1.___________________________________________________________________
. Your carbon footprint is the quantity of carbon dioxide gas, or CO2, you make go
into the atmosphere. Too much CO2, causes global warming and climate change.
Food in supermarkets travels a long way in ships and lorries which produce a lot of
CO2. When you buy food from a supermarket, you need to ask, “How many food
miles does it have?”
2.___________________________________________________________________
. If you buy as much food as you can in season from your region, you help save the
planet. If you grow as many vegetables as you can at home, then you are helping a lot
more because you use a lot less water.
Vegetables you grow yourself are also good for your body because they contain
a lot more minerals, nutrients and antioxidants than supermarket vegetables and they
don't contain any chemicals such as fungicides, insecticides or chemical fertilizers
either.
3. _____________________________________________________________.
If you GIY, you learn a lot about plants and farming and it can be very useful for
teaching children about nature and where food comes from too.
How much money can you save? To begin with, seeds are a lot cheaper to buy
than vegetables. Then, there are two ways to save even more. Firstly, plant the most
expensive vegetables such as leeks. Secondly, plant the most productive. One
courgette plant produces so many courgettes that you can give a lot of them to friends
and neighbours, which makes you very popular.
4.___________________________________________________________________
. Herbs are expensive to buy so you can never grow too much basil, mint, parsley,
rosemary or thyme.
5. ___________________________________________________.
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Don't worry if you don't have much space. To GIY, you don't even need a
garden. You can use pots on your balcony for growing aubergines, broad beans,
peppers and tomatoes.
6. __________________________________________________________. In that
case you can plant endives, lettuce, peas, radicchio and spinach.
Basically, growing your own vegetables is a win-win situation. You are richer,
you have a healthier planet, a healthier social life and a healthier body and mind.
2. Choose the most suitable sentence from the list A – G for each part (1 – 6) of the
article. There is one extra sentence which you do not need to use.
A. Your vegetables are also the freshest and the tastiest you can get.
B. What's more, don't worry if your space doesn't get much sun.
C. Also, buying vegetables grown in heated greenhouses increase your carbon
footprint a lot.
D. Growing your own vegetables is both fun and rewarding.
E. Experts say it is best to buy cheap vegetables like onions and potatoes directly
from local farmers.
F. GIY cuts down your carbon footprint.
G. Cucumbers, green beans, peas, raspberries, strawberries and of course tomatoes
are great too and they are all very easy to grow.
Level B 1
FOOD, GLORIOUS FOOD
We asked some people to tell us about their eating habits.
1. Read an article in which people talk about their eating habits.
A. Anne
I like my food, though when it comes to being in the kitchen
I’m a bit like a fish out of water. I can manage omelettes, but
that’s about as far as it goes. Anyway, who needs culinary
expertise when there’s the old microwave? Pop your dish in
the oven and two minutes later it’s ready to be served. That’s
what I call cooking. I don’t know what I’d do without it. I’d
probably be having a takeaway most nights, which would undoubtedly cost the earth.
I much prefer staying in.
B. Beatrice
They say you are what you eat, so I try and keep an eye on
my diet. Although I’m an accountant, I actually graduated as
a nutritionist, so I know my stuff. I’m no fanatic but
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I think it’s crucial to avoid eating too much red meat and processed foods because of
the risks involved. I’m also keen on using olive oil and I’m a big fan of
Mediterranean cuisine in general. Last year we went to the south of France. The fish
we had there was absolutely fantastic.
C. Clive
I wouldn’t say that I was difficult to please. I like my meat
and two vegetables just like my father and his father before
him. I’m not into all these recent fashions. Organic food, low
cholesterol dishes and the like all pass me by. My wife, on
the other hand, is fond of oriental cooking like Chinese, Thai
and even Japanese sushi. She keeps asking me to give it a try
but I’m hardly the adventurous type, if you know what I mean. I’ll be sticking to my
sausages, mashed potato and peas.
D. David
I don’t believe in eating to live. I think we should live to eat.
That’s really been the guiding principle of my career. I’m
very fortunate in that not everybody has the opportunity to
sample wonderful creations virtually every day. Take this
evening, for example, I’ll be dining in one of the most
exclusive seafood restaurants in this part of Europe. They’ve
invested a lot of money in their enterprise and will be hoping for a good review from
me.
E. Emily
As a student, I couldn’t stand cooking, and was pretty
useless at it. I’d nearly always eat in the canteen. I was also
very conservative in my choice of food. However,
circumstances can soon alter the way you see things.
Nowadays I consider it as a kind of therapy for escaping my
job as a business executive and all the stress of the rush hour.
I’m particularly keen on Italian dishes. I’d quite like to open up a really top class
restaurant one day. I think that would really have to be my ambition.
F. Frank
I simply love everything connected with food. I’ve never
been against trying new things and maybe I’ve been a bit
relaxed over what I eat. Two weeks ago, though, I was
diagnosed as a migraine sufferer, which means I have been
obliged to look carefully at my approach to food. Dairy
products were the first thing to go, and I’m a big cheese fan,
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so it’s been something of a challenge. I’ve also been told that it might be best if I cut
out the chocolate as well. At least I’ll be saving some money.
2. Choose from the people A – F. Write the letter next to each extract on the right.
Which person
1. likes eating fast food?
2. has a job connected with food?
3. finds cooking relaxing?
4. studied a subject connected to food?
5. says that they are not good at
cooking?
6. had to change their diet for health
reasons?
7. says that food from restaurants is
expensive?
8. has the chance to eat in first-class
restaurants?
9. doesn’t like trying new kinds of food?
10. says it’s important to eat healthy
food?
11. eats at home more than they used to?
12. is not interested in healthy food?
13. mentions the use of technology in
cooking?
THE AMERICAN PEPPER
1. Read the story.
"Mummy! Mummy!" shouted little Murna racing from the front door through to
the kitchen. "There's a parcel. The postman's brought a parcel!"
Her mother, Savni, looked at her in surprise. She had no idea who could have
sent them a parcel. Maybe it was a mistake. She hurried to the door to find out. Sure
enough, the postman was there, holding a parcel about the size of a small brick.
"From America, madam," he said. "See! American stamps."
It was true. In the top right-hand corner of the brown paper parcel were three
strange-looking stamps, showing a man's head. The package was addressed to Savni,
in big, clear black letters.
"Well, I suppose it must be from Great-Aunt Pasni," said Savni to herself, as the
postman went on his way down the street, whistling. "Although it must be twenty
years since we heard anything from her. I thought she would have been dead by
now."
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Savni's husband Jornas and her son Arinas were just coming in from the garden,
where Murna had run to tell them about the parcel. "Well, open it then!" said Arinas
impatiently. "Let's see what's inside!"
Setting the parcel down in the middle of the table, Savni carefully began to tear
open the paper. Inside, there was a large silver container with a hinged lid, which was
taped shut. There was also a letter.
"What is it? What is it?" demanded Murna impatiently. "Is it a present?"
"I have no idea," said Savni in confusion. "I think it must be from Great-Aunt
Pasni. She went to America almost thirty years ago now. But we haven't heard from
her in twenty years. Perhaps the letter will tell us." She opened the folded page
cautiously, then looked up in dismay. "Well, this is no help!" she said in annoyance.
"It's written in English! How does she expect us to read English? We're poor people,
we have no education. Maybe Pasni has forgotten her native language, after thirty
years in America."
"Well, open the pot, anyway," said Jornas. "Let's see what's inside."
Cautiously, Savni pulled the tape from the neck of the silver pot, and opened the
lid. Four heads touched over the top of the container, as their owners stared down
inside.
"Strange," said Arinas. "All I see is powder." The pot was about one-third full of
a kind of light-grey powder.
"What is it?" asked Murna, mystified.
"We don't know, darling," said Savni, stroking her daughter's hair. "What do you
think?" Murna stared again into the pot.
"I think it's coffee," she announced, finally. "American coffee."
"It's the wrong colour for coffee, darling," said Jornas thoughtfully. "But maybe
she's on the right track. It must be some kind of food." Murna, by now, had her nose
right down into the pot. Suddenly, she lifted her head and sneezed loudly.
"Id god ub by doze," she explained.
"That's it!" said Arinas. "It must be pepper! Let me try some." Dipping a finger
into the powder, he licked it. "Yes," he said, "it's pepper all right. Mild, but quite
tasty. It's American pepper."
"All right," said Savni, "we'll try it on the stew tonight. We'll have Americanstyle stew!"
That evening, the whole family agreed that the American pepper had added a
special extra taste to their usual evening stew. They were delighted with it. By the
end of the week, there was only a teaspoonful of the grey powder left in the silver
container. Then Savni called a halt.
"We're saving the last bit for Sunday. Dr. Haret is coming to dinner, and we'll let
him have some as a special treat. Then it will be finished."
The following Sunday, the whole family put on their best clothes, ready for
dinner with Dr. Haret. He was the local doctor, and he had become a friend of the
family many years before, when he had saved Arinas's life after an accident. Once
every couple of months, Savni invited the doctor for dinner, and they all looked
forward to his entertaining stories of his youth at the university in the capital.
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During dinner, Savni explained to the doctor about the mysterious American
pepper, the last of which she had put in the stew they were eating, and the letter they
could not read.
"Well, give it to me, give it to me!" said the doctor briskly. "I speak English! I
can translate it for you."
Savni brought the letter, and the family waited, fascinated, as the doctor began to
translate.
"Dear Savni: you don't know me, but I am the son of your old Great-Aunt Pasni.
She never talked much to us about the old country, but in her final illness earlier this
year, she told us that after her death, she wanted her ashes to be sent back home to
you, so that you could scatter them on the hills of the country where she was born.
My mother died two weeks ago, and her funeral and cremation took place last week. I
am sending her ashes to you in a silver casket. Please do as she asked, and spread
them over the ground near where she was born. Your cousin, George Leary."
2. Choose the correct answer.
1. Where does this story take place?
a. America.
b. Arinas.
c. India.
d. The text doesn't say.
2. How was the parcel wrapped?
a. In brown paper.
b. In silver paper.
c. In grey paper.
d. In tape.
3. Who was Savni?
a. A little girl.
b. The Great-Aunt.
c. The mother of the family.
d. The son of the family.
4. Why don't the family read the letter?
a. They are too impatient to look in the container.
b. It is addressed to the doctor.
c. It is in English.
d. It is missing.
5. What does Murna think is in the pot?
a. Dust.
b. Ashes.
c. Coffee.
d. Pepper.
6. Why does Arinas think that the powder is pepper?
a. It tastes very hot.
b. It makes Murna sneeze.
c. It is written on the pot.
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d. The letter says so.
7. What does the family do with the powder?
a. They keep it to give to the doctor.
b. They send it back to America.
c. They make drinks with it.
d. They put it on their food.
8. Why does Savni save the last bit of the powder?
a. As a souvenir.
b. For Dr. Haret.
c. To analyse it.
d. To spread it on the hills.
9. How does Dr. Haret solve the mystery?
a. He analyses the powder.
b. He recognizes the powder.
c. He is a friend of Pasni.
d. He translates the letter.
10. What was really in the pot?
a. Coffee.
b. Great-Aunt Pasni.
c. Dust.
d. Special American pepper.
TONGUE TRICKSTER
Never mind the tongue twister – here’s the tongue
trickster. Frank Parsons reports on the craze for a
strange type of fruit.
1. Read a magazine article about a type of fruit.
Seven sentences have been removed from the text.
Imagine drinking a glass of pure, freshly-squeezed
lemon juice with nothing added. It’s enough to turn your stomach.
1. __________________________________________________________________.
I watch as one-by-one they down the drink, tentative at first, and then smiling broadly
as they declare, “It tastes just like grandma’s lemonade.”
Fifty or so people crowd around a table on the rooftop terrace of Larry’s small but
swish apartment. I edge my way forward and arrive at the table that positively groans
with the array of food piled high.
2. __________________________________________________________________.
My host appears at my shoulder, and says, “Here, have this.” This turns out to be a
small red berry about the size of a blueberry, but slightly elongated, the shape of a
coffee bean.
He looks at the expression on my face. “It’s known as the miracle fruit. Just put it in
your mouth,” he instructs, “and chew it slightly to separate the pulp from its seed.
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3. __________________________________________________________________.
I obey his command and then discreetly spit the remains into my handkerchief while
his glance is averted.
“Done?” he asks, turning back to me. I nod. He grabs a glass of the lemon juice from
a passing waiter and offers it to me. “Now drink.” I take a small sip, and close my
eyes. The guests are right.
4. __________________________________________________________________.
My host states knowingly I have experienced first-hand the phenomenon of the
Synsepalum Dulcificum, or the Miracle Fruit. This small berry has the amazing effect
of causing bitter or sour foods to taste as sweet as sugar candy.
5. __________________________________________________________________.
When it comes into contact with acidic foods, like vinegar, it starts to behave like a
sweetener. A native fruit of West Africa, the fruit was discovered by western
explorers around 1725.
6. __________________________________________________________________.
Left uncultivated, the miracle fruit grows in bushes reaching six metres in height. It
produces crops twice yearly, usually after the rainy season, and has attractive white
flowers.
Despite being around for centuries it is only in recent years that the miracle fruit has
been cultivated as a potential sweetener.
7. __________________________________________________________________.
Not only that – the fruit can aid patients receiving medical treatment that may leave
an unpleasant taste in the mouth.
2. Choose the most suitable sentence from the list A – H for each part (1 – 7) of the
article. There is one extra sentence which you do not need to use.
A. These range from wedges of fruit, strong cheeses and pickles to plates of Brussel
sprouts.
B. It’s like I’ve been transported back to childhood, sitting on the porch with
Grandma and her delicious homemade pop.
C. According to scientists the result happens because of a protein called miraculin.
D. There has been some albeit limited interest from the diet food industry.
E. Then push it around your mouth like you’d do with a piece of gum for about sixty
seconds.
F. Yet that is what the guests of host, Larry Walters, are given on their arrival at one
of his tasting parties in an upmarket district of New York.
G. Not everyone is a fan of the berry’s strange effect, however.
H. They first noticed its distinctive property when they saw local people chewing the
berry before a meal.
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Level B 2
PHILIPS SANDWICH MAKER
1. Read a text from an instruction manual. Parts of the text are mixed.
A. Open the sandwich maker after 2-3 minutes and check whether the toasted
sandwich is sufficiently “brown”. The cooking time required to obtain crisp brown
sandwiches depends on the type of bread, fillings and your personal taste. Use a nonmetallic utensil (e.g. wooden spatula) to remove the toasted sandwich from the
sandwich maker. Do not use sharp or abrasive kitchen utensils.
B. Unplug the sandwich maker and let it cool down before cleaning. Clean the baking
plates with a damp cloth or sponge. Avoid water running into the appliance. Never
immerse the appliance into water.
C. Prepare the ingredients for your toasted sandwich. For each sandwich you need
two slices of bread and a suitable filling. You can refer to the suggested recipes. To
obtain an even golden brown result, you can slightly butter the side of the bread in
contact with the plate. Lay the slices of bread with the buttered side on the lower
cooking plate, place your filling and cover with the second slices of bread with
buttered sides up. You can toast only one sandwich if you wish. For optimal result,
fillings should be placed well within the sandwich slices.
D. The sandwich maker has a cord storage feature on the base of the appliance.
E. The appliance can be stored in a vertical position.
F. Remove the wooden spatula from its protective covering. Heat up the hotplates
slightly. Rub the stick into the dirty areas.
G. Plug in the sandwich maker and heat up the plates until the green Ready To Cook
pilot light goes off. The sandwich maker is ready for use.
H. Lower the upper cooking plate carefully onto the bread until the sandwich maker
is tightly clamped.
2. Match the instructions A – H with the pictures (1 – 7). There is one extra part
that you do not need to use. Write your answers in the boxes.
1
1.
2
3
2.
4
5
6
7
3.
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4.
5.
6.
7.
SUPERFOODS: PROTECT YOUR BODY BY EATING RIGHT
1. Read a news story by San Francisco CBS 5 Dr. Kim Mulvihill.
In North Beach in San Francisco, where some pretty super food gets served
every night.
“Absolutely very super food! “ “I really like the taste” are comments by two
diners.
But we're not just talking about taste. Research now shows some foods,
including tomatoes, onions, garlic, and olive oil – are among the superfoods.
Superfoods are packed with powerful chemicals that may offer your body great
protection against chronic disease –
“Including cancer, obesity, and heart disease. Vibrantly coloured red yellow
orange and green all giving you different types of phytochemicals!”
Natalie Ledesma is a registered dietician at U.C.S.F. She says compounds found
in superfoods – called phytochemicals – can reduce the risk of cancer, boost the
immune system, and even protect the heart. She showed us what everyone should try
to eat each week for optimal health.
On her shopping list? Herbs!
“Dark green ones (herbs), like rosemary and thyme. And any intensely coloured
spice, like turmeric or red pepper. Both of those have anti-inflammatory properties.”
Turmeric may reduce the risk of leukemia, skin, and liver cancers. Hot peppers
may reduce the risk of colon, stomach, and rectal cancers. Also on the list: green
veggies, but not just any green veggies.
"Brussel sprouts are part of the cruciferous vegetable family that has significant
anti-cancer properties," said Ledesma. "That family also has a very favourable effect
on hormone metabolism."
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Other cruciferous veggies include cabbage, broccoli, and cauliflower. And don't
forget the tomato.
"It is probably the best source of lycopene, which is one of the phytochemicals
that has shown significant anticancer properties, especially with prostate and
potentially lung and breast cancer as well," said Ledesma.
As for fruit, citrus contains Vitamin C, limonoids, and phenols, which
inactivate cancer cells and strengthen the immune system. Cantaloupes, mangos, and
carrots contain cancer-fighting carotenoids. And berries are bursting with flavonoids
and ellagic acid – antioxidants that protect against cancer, ulcers, and viruses. Natalie
recommends organic.
"Organic fruits and veggies have shown not only to have lower pesticide
toxicities and lower pesticide levels, but also now have been shown to have higher
phytochemical content," she said.
Don't forget the fatty fish or flaxseed – both are excellent sources of Omega
Three fatty acids that inhibit the growth of cancer cells and boost the immune system,
olive oil, which may reduce breast, prostate, or colon cancer, and soy.
"Soy has protective effects for heart disease as well as osteoporosis, potentially,"
Ledesma said.
And finally onions, garlic, and shallots. They may protect the heart, fight cancer,
and help with asthma.
2. Choose the correct answer.
1. Phytochemicals may
a. reduce the risk of cancer.
b. boost the immune system.
c. protect against heart disease.
d. all of the above.
2. Which of the following is not a superfood, according to the article?
a. Tomatoes.
b. Onions.
c. Milk.
d. Garlic.
3. Turmeric is a(n)
a. spice.
b. herb.
c. green vegetable.
d. fruit.
4. Which foods contain carotenoids?
a. Citrus and cantaloupes.
b. Cauliflower and cantaloupes.
c. Citrus and berries.
d. Mangos and carrots.
5. How do omega three fatty acids help the body?
a. They have anti-inflammatory properties.
b. They inhibit the growth of cancer cells.
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c. They reduce the risk of prostate cancer.
d. They prevent osteoporosis.
6. Which green vegetable is the healthiest, according to Ms. Ledesma?
a. Beans.
b. Broccoli.
c. Lettuce.
d. Cucumber.
7. Brussel sprouts are a kind of __________
a. herb.
b. spice.
c. vegetable.
d. fruit.
8. To reduce your risk of catching a viral infection such as a cold, Ms. Ledesma
recommend eating __________
a. turmeric.
b. brussel sprouts.
c. cantaloupe.
d. berries.
9. Organic fruits and vegetables
a. have higher levels of lycopene.
b. have higher levels of phytochemicals.
c. both (a) and (b).
d. only (b).
10. According to Ms. Ledesma, you do not need to eat _______ to be healthy.
a. green herbs
b. cruciferous vegetables
c. fish or flaxseed
d. meat
MICROWAVING
1. Read the text. Six sentences or parts of sentences have been removed.
Microwaving is a method of cooking where food is bombarded by microwaves,
usually within an appliance called a microwave oven which excite the water, fat and
sugar molecules, thereby heating (cooking) both the outside and center of the food at
the same time. 1. _____________________________________________________.
(A common myth is that a microwave oven cooks from the center of the food
outward. This appears to happen because heat generated at the surface escapes more
readily from the surface of the food into the surrounding air.) One advantage of
microwaving is that small amounts of food can be heated very quickly, making it
useful for reheating leftovers.
The disadvantage is that food which is microwaved does not undergo some of
the chemical reactions, such as browning, which makes the food visually attractive.
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Primitive microwave ovens often do not cook evenly, leading to a concern that
bacteria easily killed by more traditional cooking methods may survive the quick
cooking time in "cold spots", though the food item as a whole is cooked to a safe
average temperature.
2. _____________________________________________________.
Some
high-end microwave ovens are combined with a convection oven which basically
cook the food using microwave and hot air simultaneously to achieve both the fast
cooking time and browning effect.
3. ______________________________________________________________.
However microwave ovens are used in some fast food chains and special microwave
bags are available for cooking fowl or large joints of meat.
Professional chefs generally recommend using microwaves for a limited set of
tasks, including: melting fats (such as butter) and chocolate, cooking grains like
oatmeal and grits, cooking rice, thawing frozen meats and vegetables before cooking
by other methods and quickly reheating already-cooked foods.
Using a microwave to boil water is potentially dangerous, due to superheating.
In a microwave, water can be raised quickly to a temperature above the boiling point
before major bubbles form, especially if it is purified and in a very clean glass vessel.
4. ____________________________________________________________. This
effect is rare, even for scientists who try to deliberately recreate it, and any seed
whatsoever for boiling is likely to prevent the problem. Boiling water with, for
instance, a teabag already in it will prevent any dangers by providing a seed, as will
using a mug that is not perfectly clean.
The risk greatly increases when water has already been boiled once in the same
container. This situation can occur if the user of the oven boiled the water once,
forgot about it, then came back later to boil it again. The first time the water boils, the
seed bubbles (microscopic bubbles of air around which larger steam bubbles grow)
are used up and largely eliminated from the water as it cools down. When the water is
heated again, the lack of seed bubbles causes superheating, and a risk of a steam
explosion when the water's surface is disturbed.
Placing something in the water before heating can mostly alleviate this risk. If
you are planning to mix something with the water, say tea or hot chocolate, adding it
before heating will insure that the water boils. Otherwise, placing a wood object, for
instance a chopstick, in the water before heating will also work.
Care should be taken when removing heated water from a microwave. Make
sure that the hands are protected from possible liquid boil-over, place the container
on a level, heat-proof surface and stir liquid with a warm spoon. Also, never add
powdered substances (such as instant coffee or cocoa mix) to the container taken
from the microwave, due to the addition of all those seed bubbles and the potential
for violent, spontaneous boiling. 5. _______________________________________.
Metal objects, such as metal utensils, in a microwave oven can lead to dangerous
situations. Metals do not absorb microwaves effectively. Instead, metals reflect
microwaves, thereby preventing the latter from reaching the food.
6. __________________________________________________________________.
Thin metal layers, such as metal foil and mugs with metal trim can melt or burn due
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to the strong electrical currents that are generated in metal objects. However, small
solid metal objects, such as spoons, in combination with a large amount of absorbing
food or liquid, normally do not lead to problems.
2. Choose from the sentences A – G the one which fits each gap (1 – 6). Remember,
there is one extra sentence you do not need to use.
A. Using a microwave for cooking a large food mass is difficult due to limited
penetration of microwaves.
B. This can be overcome by leaving the food to stand for a few minutes when
cooking is completed.
C. It is advised that the water should be poured slowly into another container that
already contains the powder.
D. In this way, buying a microwave oven with a turntable ensure the food is cooked
throughout.
E. Conversely the microwaves do not heat glass, ceramic and plastic containers.
F. If the microwaves are not absorbed inside the oven, the oven can be damaged by
electrical arcs and overheating of the microwave source.
G. When water in that state is disturbed, it can suddenly and unexpectedly boil
violently.
UNIT 6
SHOPPING
Level A 2
READING CLOTHING LABELS
1. Look at the clothing labels.
2. Answer the questions.
1. Which garment can be washed in the
washing machine?
2. Is it OK to wash the jeans in hot
water?
3. Which garment is larger?
4. Which garment was made in the
United States?
* Garment A.
* Garment B.
* Both garments.
* No, it isn’t.
* Yes, it is.
* No information given.
* Garment A.
* Garment B.
* Both garments are the
same size.
* Garment A.
* Garment B.
* Both garments.
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5. Which garment must be dry-cleaned?
Garment A
Garment B
6. Is it OK to put the dress in a dryer?
7. Which store sells these two garments?
8. Which garment is made of a natural
fabric?
9. Which garment is made of a synthetic
fabric?
10. Which garment can not be bleached?
* Garment A.
* Garment B.
* Both garments.
* No, it isn’t.
* Yes, it is.
* No information given.
* Wal-Mart.
* Target.
* No information given.
* Garment A.
* Garment B.
* Both garments.
* Garment A.
* Garment B.
* Both garments.
* Garment A.
* Garment B.
* Neither garment.
HOME COMFORT DIVISION
ONE-YEAR LIMITED WARRANTY
Introduction: A humidifier is a machine that puts water into
the air in a house. It is a good machine to have in a place like
Colorado where the air is very dry. In the box with the
humidifier is an instruction book and this Warranty paper.
The Warranty
The Bemis by Essick Air humidifier warranty covers defects in materials and
workmanship for a period of one year from date of retail purchase. This warranty
applies only to the original purchaser of the product.
Within the first 12 months from date of purchase. Essick Air will repair or
replace, at its discretion, any defective part of the humidifier covered by this
warranty.
This warranty gives you specific legal rights, and you may also have other rights
which vary from state to state or province to province.
This warranty does not cover damage resulting from misuse or abuse of the
humidifier, accidents or alterations to the product, commercial use or damage during
shipment. Misuse includes malfunctions caused by negligence in cleaning or parts
fouled with mineral deposits due to hard-water conditions. Alterations to the product
include the substitution of non-Bemis by Essick Air brand components including, but
not limited to, wicks.
If service becomes necessary, take or send the product to any Bemis by Essick
Air service center.
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2. Choose the correct answer.
1. What is a good definition for 'warranty'?
a. Product.
b. Guarantee.
c. Problems.
d. Protection.
2. What is a good definition for 'covers'?
a. Is on top of.
b. Has information about.
c. Will fix or replace.
d. Is hiding.
3. What is a good definition for 'defects'?
a. Information about the machine.
b. Parts of the machine.
c. Problems with the machine.
d. Negative effects.
4. I bought this humidifier and gave it to my cousin. My cousin used it for 2 days
but then he noticed it was defective (not working). He took it to the company to ask
for a refund. According to the warranty, will the company give him a refund?
a. No, because he used it for 2 days.
b. No, the warranty is good only for the person who bought the machine.
c. Yes, because it was only used for 2 days.
d. Yes, the warranty covers defects.
5. For how long does the warranty cover the humidifier?
a. 30 days.
b. 1 year.
c. forever.
d. 12 days.
6. If the machine is defective, the company will …
a. give you a new machine.
b. give you your money back.
c. repair the part that is defective.
d. apologize.
7. Check all the situations that are covered by the warranty.
a. normal use (for example, 6 hours/day in a bedroom).
b. misuse (for example, putting gasoline in the water container).
c. using it in your house.
d. commercial use (for example, using it in a big store).
e. the person who made the machine did not do it correctly.
f. abuse (for example, if you put the machine outside in the rain).
g. problems with the materials.
8. What should I do if the machine is defective?
a. Return it to the store where I bought it.
b. Take it to the Bemis service center.
c. Call the Bemis company.
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d. Complain to the manager.
FAMILY FASHION
1. Read the text. Six sentences have been removed.
Zara and Robbie both work in a fashion boutique in London. But they are more than
just colleagues – they are brother and sister. 1. _______________________. Their
parents own the shop. Zara on Robbie: ‘We weren’t very close when we were young.
I was eight years older than my brother and we used to argue a lot. Then I went to
college and did a degree in fashion, and started working for my father.
2.
___________________________________________________________________.
When he left college, he said he never wanted to work with his family. He tried to go
his own way. 3. _________________________________________. So about two
years ago he joined me in the family shop after all!
Actually, it’s worked out brilliantly. 4. ____________________________________.
Robbie is interested in display and the look of the shop, but I decide what clothes we
sell. We get on much better now, and even see each other outside of work! Our
business talents are different, but we both like the same music, and love James Bond
movies. 5. _______________________________________________________.
And we have fun at work, too. Once Robbie was in the basement, and I phoned down
and said Madonna was in the shop looking at trousers. Of course she wasn’t, but
Robbie believed me. 6. _____________________________________.
He was really angry with me at first, but then he saw the funny side of it!’
2. Choose from the sentences A – G the one which fits each gap (1 – 6). There is
one extra sentence you do not need to use.
A. Sadly, things didn’t go well for him.
B. We’re good at different things.
C. In fact, it’s a family business.
D. He ran up the stairs so fast, he fell over!
E. We go to see them together, because none of our friends like them!
F. But Robbie was different.
G. I don’t like working with him
Level B 1
SHOPPING IN THE OLD TOWN OF EDINBURGH
1. Read six advertisements for shops in Edinburgh.
A. Designs on Cashmere
Come and visit the cashmere
B. Royal Mile Pharmacy
Just up from John Knox's
C. Rock Sensations
A rock shop of a
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specialists. See the usual and
the unusual in cashmere. Shop
in a friendly, relaxed
atmosphere - no pressure to
buy. Custom-made sweater
service available.
Mail order catalogue too.
house in the High Street is the
Royal Mile Pharmacy.
We specialise in Films;
Toiletries; Medicine; Herbal
Remedies; One Hour Film
Processing
28 High Street, Royal Mile,
Edinburgh
Tel: 031 556 6394
67 High Street,
Edinburgh, EH1 1SR.
Tel: 031 556 1971
D. The Castle Books
E. Scottish Countrywear
This family business
established in 1980 has a large
selection of Scottish art,
children’s, travel, natural
history, literature and many
other subjects. Rare and
second-hand books bought and
sold.
Member of P.B. F.A.
Open Mon – Sat
12 noon - 5 pm.
204 Canongate,
The Royal Mile, Edinburgh,
EH8 8 DQ.
Tel: 031 556 0624
Scottish Countrywear (just a
stone’s throw from the Castle).
For a superb range of top
quality Scottish and Celtic
design in Shetland, Lambs
Wool and Cashmere.
Representing Belinda
Robertson, Smith & Telford
and Johnstons of Elgin. We
also stock a huge range of
outdoor wear.
514 Castlehill, Edinburgh.
Tel: 031 226 5323.
different kind on the
Grassmarket. Rock
Sensations specialises
in rock'n'roll
memorabilia and
novelties, recapturing
the spirit of the 50s and
60s. The shop’s
centrepiece is a fully
operational antique
Seeburg jukebox,
stocked with old
Beatles and Elvis 45s.
Open Mon – Sat
9.30am - 5.30pm &
11.30am – 4.30pm Sun
108 West Bow,
Edinburgh. Tel: 031
225 7710
F. Edinburgh Woolen
Mill
Just below the famous
Edinburgh Castle, the
Edinburgh Woollen
Mill offers
traditional Scottish
knitwear and garments
of high quality direct
from our own mills.
Also a large selection
of Scottish food, and
gifts in a range of
tartans. Natural value
guaranteed!
453-455 Lawnmarket,
Edinburgh,
EH1 2NT.
Tel: 031 225 1525
2. Answer the questions. Write the best letter in the boxes. You can use a letter
more than once.
1
2
3
4
5
6
7
1. Which shop sells raincoats?
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2. Where can you buy pills?
3. From which shop is it possible to buy things from home?
4. Which shop is open on Sunday, too?
5. Which shop sells and buys things, too?
6. Where can you buy shampoo?
7. Which shop sells something to eat?
CLOTHES
1. Read the text.
Clothing is a distinctly human artifact. Even more than the use of tools, it
distinguishes humans from the other creatures on this planet. While there are other
creatures which use implements to a greater or lesser degree, clothing is unique to
humanity. Clothing is also uniquely human, in that it serves more than one function.
The basic purpose of clothing was originally utilitarian. By putting on an artificial
skin, humans were able to move into regions where they otherwise would have been
unable to cope with the climate. An extreme example of this use of clothing can be
seen among the Eskimos, and other people who live with extreme cold. However,
clothing was not only used for protection from the elements, but has also been a
means of displaying one's status and sense of style for as long as humans have had
civilisation. Thus clothing also developed in countries where there is no real practical
need for it, apart from the other, very human function of preserving the modesty of
the wearer.
Clothing tells us many things about the wearer. It can be used to indicate
whether she is a member of a particular group or organisation, the most extreme
example of this type of clothing being a uniform. It tells us a lot about the importance
of clothing that the clothes a person was wearing have been, literally, the difference
between life and death. In war, soldiers recognise friends and enemies by their
uniforms. Spies may be shot if captured, but if they go about their business in the
uniform of their country, they are regarded as legitimate members of that country's
armed forces.
Uniforms can also be less formal. Anyone who has seen a group of teenagers
walking together will have noticed that their clothing conforms to the standard set by
their particular group. Nor are teens the only ones who are subject to such pressures.
It is a rare businessman who does not feel the need to wear a suit and tie. Most
politicians also try to be neat and well-dressed. People who wish to impress others
often do so by the selection of their clothes – sometimes by choosing more expensive
versions. This can be seen particularly in the fashion industry, where clothing by a
particular designer fetches prices which are out of all proportion to the actual
utilitarian value of the material.
The significance of what we wear and how we wear it is, if anything, becoming
more rather than less important as the cultures of the world mix and sometimes come
into collision. There have been cases on holiday islands where the locals have a strict
conservative tradition and have been outraged by visitors – especially female visitors
– who wear far less than the minimum that the locals consider decent. The humble
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headscarf has become a symbol of conformism to religious values, and some
westerners are as affronted by a woman wearing one as others in the middle east are
upset by its absence. (Yet in medieval Europe, both men and women habitually kept
their heads covered in public, and almost always when outdoors.) Indeed, the signals
given by clothing as worn by men and women has not decreased because many
women now wear what were once "men's" garments. For example today most women
are very comfortable wearing jeans. Yet the sight of a man in a dress would raise
eyebrows in most western cultures. For even though the signals given by clothing
change over time – the ancient Romans thought that only barbarians wore trousers –
the signals themselves are as strong as ever. It is impossible not to signal something
about yourself in the clothes you wear, for even not trying to say anything is itself a
strong signal.
Therefore, even though we are steadily managing to adjust our microenvironments to temperatures which are as close to ideal as the human body wants,
and even though sexual taboos of undress are being steadily eroded, it is highly
unlikely there will be no use for clothing in our future, unless humanity evolves into a
completely new species.
2. Choose the correct answer.
1. Clothes are uniquely human because they
a. are artifacts.
b. have many different functions.
c. are made by tools.
d. are worn when they are unnecessary.
2. The author thinks that
a. clothing is an implement.
b. there is no real need for clothing in some countries.
c. clothes are principally for protection from the weather.
d. people will always wear clothes.
3. Which of the following does the author NOT give as a function of clothing?
a. To show how wealthy or powerful the wearer is.
b. To show the wearer's taste.
c. To adjust our micro-environment.
d. To avoid indecency.
4. According to the article, uniforms
a. are mainly worn by soldiers.
b. have many functions.
c. show membership of a group.
d. are always worn by teenagers.
5. The author suggests that fashion in clothing
a. is ridiculous.
b. is a part of its social function.
c. is used to show membership of a group.
d. makes clothes too expensive.
6. Teenagers wear very similar clothing to their friends
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a. because they have the same climate.
b. to avoid looking different from the others.
c. because of sexual taboos of undress.
d. to display their status and style.
7. In future clothing will ...
a. be worn by other species.
b. be less needed for its original function.
c. be steadily eroded.
d. become ideal for the needs of the human body.
8. What might be a suitable title for the article?
a. The function of clothing.
b. Clothing as fashion.
c. The future of clothes
d. The story of clothes.
WHERE DID YOU GET THAT DRESS?
As a young child Gwen Crowley would often
borrow her older sister’s clothes and dress up as a
princess or an actress. Gwen, 38, still likes to put
on other people’s clothes, only now the blouses and
dresses she wears belong to famous film stars. She
also buys clothes from celebrities such as Cher in
order to sell them in her second-hand clothes shop,
Star Wares, in Los Angeles.
1. Read a magazine article about a woman who buys clothes from famous people
and then sells them in her shop. Eight sentences have been removed from the
article.
Cher tends to get rid of a lot of things each year and we just go over with a truck
and pick them up. I’ve met her a few times, although I’ve never been wearing any of
her clothes at the time. 1. __________________________________________.
I love Cher’s style. I have her shoes, her jewellery and even some of her
furniture. They’re a real bargain because I pay less for them than she did originally.
Many of my customers don’t wear the clothes they buy and just keep them as
memorabilia.
2. __________________________________________________________________.
I also had a denim shirt which I bought from Mel Gibson. I wore it all the time,
even when I was decorating the house. 3. ___________________________
I really liked that shirt and it was great fun telling people which famous person
owned it before.
My first ever purchase was a white T-shirt of Cher’s that had peace signs all
over it and which I wore until it fell to pieces. But my favourite item of clothing at
the moment is a black shirt of hers by Ghost. I’m a little bigger than her, so her
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clothes
are
often
quite
tight
on
me.
4.
________________________________________________.
It’s a plain, flowing shirt that feels really nice to wear – except when it’s raining.
5. _______________________________________________________.
The shirt shrank and the sleeves, which were long, suddenly went up past my elbow.
I was really upset. I had to go into the bathroom and put it under the dryer. Luckily it
survived. Now I wear it just about everywhere – around the house, out shopping, at
work.
Sometimes I see Cher in magazines and think, I’d like that top or dress, and a
few months later it comes into the shop. If she’s worn the item on a CD cover or
something, I don’t usually buy it because then it becomes a collector’s item and can
be very expensive. 6. _______________________________________________.
Although my husband doesn’t share my passion, he was delighted when I bought
him Cary Grant’s silver cigarette case for his 40th birthday. 7.
___________________.
It’s a real talking point at parties because my husband is called Lou and everybody
asks: “Why does it say Cary?” When he tells them, they’re amazed.
It’s wonderful to have a part of someone that you admire, that you can actually
hold, look at, enjoy and wear. At the moment I’ve got my eye on a very special
costume
from
my
all
time
favourite
TV
programme.
8.
_________________________.
It’s not the sort of thing you can wear to the shops, but it would certainly attract
attention at a fancy dress party!
2. Choose from the sentences A – I the one which fits each gap (1 – 8). There is one
extra sentence you do not need to use.
A. If it was something I really liked, though, I would buy it, no matter how much it
cost.
B. I got paint on it and all sorts of other stains, but it broke my heart when I finally
had to throw it away.
C. It’s in a cloth bag and has the actor’s name inscribed on the front.
D. However, I like to enjoy my clothes and I always wear Cher’s things until they’re
worn out.
E. It’s Dr McCoy’s original tunic from the Star Trek series.
F. I once wore it to a TV interview and got caught in a storm.
G. They don’t go with any of my other clothes but they still look good on me!
H. This one, though, is a lot looser and fits me perfectly.
I. I’m not sure how she’d react if she saw me in one of her old sweaters or skirts.
Level B 2
BRANDING
1. Read the extracts from a text about branding.
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A
Having a good brand identity is critical. It can not only position a company above its
competitors, but it also communicates to your customers the reason why they should
choose you instead of your competitors. But developing a strong brand image takes
time, money and effort, and it involves much more than redesigning a logo or
developing a new tagline. Your new brand identity should evolve from your previous
identity. Be careful not to start from scratch and come up with something completely
new, as you may end up losing loyal customers who have forged emotion ties with
your product.
B
It’s important to understand that changing the visual aspects of your company, your
logo, your packaging and so forth, you are not actually changing your brand identity.
Your brand identity is the promise a company makes to its customers – its features,
quality, values and service support. Just modernising visual image does not entail a
change in brand values. Many companies, sadly, are led to believe by branding
agencies that visual changes will alter customer’s perception of their products. But
such changes only inform consumers that a company is concerned about how it looks.
At best, they will assume the company is modern; at worst they will accuse the
company of unnecessary extravagance.
C
Successful branding may not be actually connected with the product at all, but may
represent a greater sense of purpose or a more satisfying experience. They may affirm
that drinking a cup of coffee can really make a difference, or that exercising may
bring about a sense of challenge and personal achievement. Many successful brands
study emerging societal ideals and trends, so that they can take advantage of how
customers wish they could be. Then they push forward the message that by using
their product, their dreams can be fulfilled, and the customer can gain the lifestyle he
or she is looking for, be it a sense of glamour, freedom, popularity or selfsatisfaction.
D
Lack of consistency is probably the most common pitfall when it comes to designing
an image for your brand. You need to provide a consistent message in your proposals
and presentations so that your company develops credibility and gets noticed and
remembered. To ensure that your branding ins consistent, gather all the information
that leaves your company, be it faxes, emails, advertisements, invoices or packages.
Examine them for discrepancies in your company’s image. Doing so will also give
you the chance to evaluate the image you are trying portray.
2. Choose which section (A, B, C or D) each statement (1 – 7) refers to.
1. a list of some items which should
a. Having a good brand.
display your brand identity
b. It’s important.
c. Successful branding.
d. Lack of consistency.
2. the difference between brand identity
a. Having a good brand.
and logo design
b. It’s important.
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c. Successful branding.
d. Lack of consistency
3. brands which do not reflect the product a. Having a good brand.
itself
b. It’s important.
c. Successful branding.
d. Lack of consistency
4. how companies are fooled by
a. Having a good brand.
companies offering branding services
b. It’s important.
c. Successful branding.
d. Lack of consistency
5. what is involved in creating an image
a. Having a good brand.
for your brand
b. It’s important.
c. Successful branding.
d. Lack of consistency
6. why companies study current social
a. Having a good brand.
trends to develop a brand
b. It’s important.
c. Successful branding.
d. Lack of consistency
7. a warning about redesigning your
a. Having a good brand.
brand
b. It’s important.
c. Successful branding.
d. Lack of consistency
COOKIE SALE
1.
Read the text.
The idea that a sales team can learn something from
Girl Scouts will come as a surprise to many. What has this
out-dated organisation got to do with the fast-moving,
corporate world of today? But in the girl scouts’ annual
cookie drive, two hundred million units are sold per year,
and their revenues exceed $700 million. And these figures
are achieved only in a three-month period in the spring.
True, the organization has changed greatly in latter years, ever since the
appointment of CEO Kathy Cloninger in 2003. Her mission was to revitalize a 95year tradition-bound icon, famous only for camping, crafts and cookies. She has
worked on instilling leadership qualities in the girls, developing new funding
opportunities, creating an efficient organisational structure and developing a
reinvigorated brand which is relevant to the modern world.
And nowhere are these changes more noticeable than in the annual cookie sale.
No longer relying on neighbourhood door-to-door sales to obtain a meagre revenue,
the organisation now utilises a wide range of savvy, modern methods which
businesses worldwide can learn from.
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Firstly, the girl scouts organization focuses on providing the girls with life skills.
By investing in the girls, the organization creates a team with strong leadership and
communication skills. ‘Cookie College’ training courses develop the scouts’
business acumen, providing them with presentation, marketing and money
management skills; skills which will be invaluable in their future lives. Through
role-playing, case studies and tasks, the girls become inspired and passionate about
their role as a salesperson.
And the proof of the pudding – or should I say cookie – is in the eating. These
well-trained salesgirls can turn out exceptional results. Scout Markita Andrews sold
over $80,000 dollars worth of cookies in the twelve years she was a girl scout. Her
success is for the most part due to the incentive. By selling the greatest number of
cookies, Markita won a trip around the world. Rewards are not only given to the
lucky winners, however. Scouts earn reward points as they sell more cookies. 1,500
cookies gets the scout a Wii game system.
But Girl scouts are not only training and motivating their workforce, but they are
also changing their tactics. Gone are the days when girls went door-to-door around
the neighbourhood selling to family and friends. They now go in for the bulk sales
strategy. They sell to large organisations and businesses, where cookies can be
offered as sales incentives or part of corporate gift baskets. This way, girls are able to
shift a greater number of cookies and maximise their sales time.
2. Choose the correct answer.
1. When do the Girl Scouts sell cookies?
a. All year round.
b. For three months per year.
c. Every three years.
d. Every spring since 2003.
2. What was the view of the girls scout organisation before Kathy Cloninger
became CEO?
a. Not well-known.
b. Old-fashioned.
c. Efficient.
d. Surprising.
3. Which of the following is not taught at ‘Cookie College’?
a. How to look after finances.
b. How to promote your products.
c. How to bake cookies.
d. How to speak in front of other people.
4. A girl scout can get a trip round the world if she
a. gets a certain number of reward points.
b. sells cookies for twelve years in a row.
c. sells $80,000 worth of cookies.
d. sells more cookies than anyone else.
5. A new selling strategy used by girl scouts is
a. selling cookies outside local businesses.
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b. giving scouts free cookies as an incentive.
c. selling from door to door.
d. selling large amounts of cookies at once.
6. Which of the following sales techniques is NOT mentioned in the passage?
a. Motivating the sales team.
b. Finding new avenues for sales.
c. Offering discounts for bulk orders.
d. Training the sales team.
ROLL-PLAY? NO – THE WORKING REALITY OF A SANDWICH BAR
1. Read the text. Six paragraphs have been removed from the article.
Sonya and I wanted to start a business of our own, rather than work in a big
company environment. We considered a number of different businesses but felt there
was a gap on many High Streets for a quality sandwich shop – an alternative to the
standard fast food choice of McDonald’s or Burger King.
We did quite a lot of research, such as questionnaires and pedestrian counts,
building up as much information as we could. We weren’t fixed in terms of where we
wanted to set up, as the ideal location was all-important, so we visited Leeds, Bristol,
and Portsmouth as well as Southampton.
1. _________________________________________________________.
We had just a few thousand pounds between us so it was a matter of approaching
the banks. The Midland Bank agreed to lend us £30,000 under the Small Firms Loan
Guarantee Scheme, where part of the loan is guaranteed by the government. We also
secured £5,000 from a business trust.
2. _______________________________________________.
We had fixed ideas about what we wanted to sell. The baguettes had to be just
right: not too thin and not too big. We decided right from the start that our French
bread would indeed be French and we’d get it from a distributor and part-bake it. We
were ready to open in December 1995, well into the Christmas season and typically a
very good month for business. We opened right from the start with four staff.
3. ________________________________________________________.
Gradually the business pulled round and we got into a routine with our systems,
which are vital for any fast-food operation. There tend to be some very busy periods
during the day. You certainly don’t want queues. And you need staff who work well
together.
4. _____________________________________________________.
We offer a variety of breads from sun-dried tomato to white farmhouse and if
you take into account our salad toppings as well as fillings we offer 44 million
combinations of sandwich.
5. ______________________________________________________.
The daily routine involves staff coming in at 7.30 a.m. to start doing the
preparation. The more work that can be done in advance, the more time you can save
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when the shop gets full of people. And then by 8 a.m. we are open for the breakfast
trade.
6. ___________________________________________________________.
We close at 6 p.m. (7 p.m. on Thursday) but some nights we have to work late.
Sonya and I are now working on opening a new shop in Southampton, and also
further expansion.
I think where we’ve succeeded is that we’ve never compromised on what we
offer. We are a sandwich bar and have never ventured into selling jacket potatoes or
chips. It’s our intention to open other outlets and possibly franchise the concept and
become a national operation. We have the energy, and time, on our side.
2. Choose which of the paragraphs A – G fit into the gaps. There is one extra
paragraph which does not fit in any of the gaps.
A. Once we had the money organized we had to find a place. The site we chose was a
former clothes shop which made it ideal because it already had the right kind of floor
and lightning. The lease was typical of properties in the area at between £30,000 and
£35,000 and we had to put in an oven, counter, upstairs preparation area, tills, fridges
and freezers, making our start-up costs around £50,000.
B. The first day, however, was a real trial. We took £200, less than even half of what
we need to break even, and we had the prospect of the less busy January and
February season approaching.
C. The busy time is obviously the lunchtime but that can extend to 3.30 p.m. Our
business continues longer than many sandwich bars where that lunch-hour trade is the
be-all and end-all.
D. Our families were incredibly supportive and helpful. My father, a carpenter by
trade, helped out with the shop fitting, while Sonya’s aunt was a fund of useful ideas
for sandwich fillings and types of bread. She was so enthusiastic she wanted to help
out in the shop but we felt that at 86 she was better off at home.
E. Other preparations that we felt were important included trying to gain some
practical experience. Sonya had worked in a small Gloucestershire café and I had
spent two months in McDonald’s.
F. Getting the right people was very important and we rejected about nine out of ten
people. It is important to build an efficient team who can work together in a friendly
way, and deal politely and efficiently with the public.
G. However, people are generally still conservative in this market. Our biggest sellers
are chicken, cheese, ham and tuna. More exotic fillings such as marinaded red pepper
and goat cheese have fewer takers. Four or five types of bread are very popular.
UNIT 7
ENVIRONMENT
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Level A 2
POSTCARDS FROM THE NORDIC COUNTRIES
1. Last summer Jim, Tim and Nina went for a holiday in
the Nordic countries. Read the postcards they sent to their
families and try to guess where they have been.
Hallo.
We are in a very exciting country. We
have been on a ride on some nice horses.
The horses were quite small, but they were
not ponies. We have seen glaciers and a
geyser. Tomorrow we will go for a bath in
a spa located in a lava field.
We are in 1. _______________
Love Jim, Tim and Nina.
Hallo again.
We have travelled by airplane and have
arrived in a nice country that is a big
contrast to where we came from. Here are
no mountains or glaciers, but fields and
nice beaches. It is quite windy here, and
we can see modern windmills in many
places. Tomorrow we plan to visit Tivoli
for some fun after we have seen the little
Mermaid.
We are in 2. _______________
Love Jim, Tim and Nina.
a. Denmark.
b. Finland.
c. Iceland.
d. Norway.
e. Sweden.
a. Denmark.
b. Finland.
c. Iceland.
d. Norway.
e. Sweden.
Hallo once more.
This is the most fantastic holiday. Today
we have walked on a glacier. It was really
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great, but a bit hard. Yesterday we were
on a boat trip on the deep fjord, but it was
too cold for swimming. We visited a copy
of a Viking village where some people
had dressed up as Vikings. They even had
a small Viking ship. We are in 3.
_______________
Love Jim, Tim and Nina.
Hallo.
The wind sighs through the birches in the
land of Emil and Pippi. We visited their
“hometown” where we met several of
their friends, like Karlsson-on-the-Roof
and Ronia the Robber's Daughter. They
are not real of course, but characters from
children literature.
We are in 4. _______________
Love Jim, Tim and Nina.
Hallo.
Our holiday comes to an end soon, but we
have one more country to visit, the home
of the Moomins and Nokia phones. This
is the country of thousands of lakes and
islands, and large forests. In the capital
we saw the Sibelius monument. It looked
like a funny organ.
We are in 5. _______________
Love Jim, Tim and Nina.
a. Denmark.
b. Finland.
c. Iceland.
d. Norway.
e. Sweden.
a. Denmark.
b. Finland.
c. Iceland.
d. Norway.
e. Sweden.
a. Denmark.
b. Finland.
c. Iceland.
d. Norway.
e. Sweden.
2. Read the postcards once again and match each postcard with the country
mentioned above.
A.
B.
This postcard is from …
This postcard is from …
265
C.
D.
This postcard is from …
This postcard is from …
E.
This postcard is from …
THE SAVANNAH
1. Read the text.
The tourist looking at the African savannah on a summer afternoon might be
excused for thinking that the wide yellow grass plain was completely deserted of life,
almost a desert. With only a few small thorn trees sticking out through the veldt, there
seems to be almost no place for a living creature to hide.
However, under those trees you might find small steenbok, sleeping in the shade,
and waiting for the night to fall. There may even be a small group of lions
somewhere, their bodies exactly the same shade as the tall grass around them. In the
holes in the ground a host of tiny creatures, from rabbits and badgers to rats and
snakes are waiting for the heat to finish.
The tall grass also hides the fact that there may be a small stream running across
the middle of the plain. One clue that there may be water here is the sight of a
majestic Marshall eagle circling slowly over the grassland. When he drops, he may
come up with a small fish, or maybe a grass snake that has been waiting at the edge
of a pool in the hope of catching a frog.
The best time to see the animals then, is in the evening, just as the sun is setting.
The best time of the year to come is in late September, or early August, just before
the rains. Then the animals must come to the waterholes, as there is no other place for
them to drink. And they like to come while it is still light, so they can see if any
dangers are creeping up on them.
So it is at sunset, and after the night falls, that the creatures of the African veldt
rise and go about their business.
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2. Choose the correct answer.
1. This text is for people interested in
a. eagles.
b. wildlife.
c. travel.
d. biology.
2. The savannah appears to be empty because
a. the animals are sleeping.
b. the animals have gone about their business.
c. they have been frightened by an eagle.
d. the temperature prevents much activity.
3. The writer suggests that
a. the savannah is a desert.
b. the Marshall eagle eats fish.
c. it has not rained for a long time.
d. tourists should not come in dry weather.
4. By "go about their business" the writer means
a. tourism in Africa is big business.
b. the animals go to the river to drink.
c. the animals go on with their normal activity.
d. the animals are observed by naturalists.
5. What kind of book does the text seem to be from?
a. A book for experts on wildlife.
b. A fictional story.
c. A history of Africa.
d. General non-fiction.
TWO GIANT PANDAS ARRIVE IN SCOTLAND
1. Read this news article about the UK’s newest guests. Five
sentences have been removed from the article.
Tian Tian and Yang Guang arrived at Edinburgh Airport at
1pm on a specially-chartered non-stop flight from China. The
eight-year-old breeding pair are destined for Edinburgh Zoo,
which will be their new home for the next 10 years.
1.___________________________________________. "I am
delighted to confirm that the FedEx Panda Express has safely
touched down at Edinburgh International Airport," said Captain Paul Cassell.
2.________________________________________________________________.
Although every flight is unique, this flight has been particularly special – carrying
such rare animals made the journey very exciting for all of us."
267
They will now have two weeks to settle into their new enclosure before going on
display to the public.
3.___________________________________________________________________
. The Scottish Government and tourism officials hope the animals' presence will
boost the economy and visitor numbers to the country.
4. _____________________________________________________________. First
Minister Alex Salmond is in China at the moment.
Online footage of the two animals, from four hidden "panda-cams" in their
enclosures, is expected to attract viewers from around the world.
5. ________________________________________________________. The rest of
the plant is to be imported from Amsterdam in the Netherlands.
2. Choose from the sentences A – G the one which fits each gap (1 –5). There is
one extra sentence you do not need to use.
A. It is hoped that the pandas, the first to live in the UK for 17 years, will eventually
give birth to cubs.
B. Four pilots with "extensive experience" in transporting some of the world's most
precious cargo, including white rhinos and penguins, were also on the flight.
C. Edinburgh Zoo is to grow about 15% of the bamboo needed to feed the giant
pandas.
D. Tian Tian and Yang Guang – the names translate as Sweetie and Sunshine – are
the first giant pandas to live in the UK for 17 years, in what is seen as a reinstatement
of "panda diplomacy".
E. Edinburgh Zoo is to grow about 15% of the bamboo needed to feed the giant
pandas.
F. It was an absolute privilege and honor to fly Tian Tian and Yang Guang, and to be
part of this significant moment to bring the pandas to their new home in the UK.
G. Scottish ministers also said the loan of the pandas symbolises a "growing
friendship" between Scotland and China.
Level B 1
LET’S MAKE THE WORLD A BETTER PLACE
1. Read a magazine article about various local campaigns.
A. Homes For All
Organisations that help the homeless are warning that people
will face even greater hardship this winter unless urgent action
is taken to offer shelter to those without a home. This warning
follows publication of figures showing an increase in the
number of homeless people. Susan Evans of the organisation
'Homes for All' said: "With a shortage of accommodation, more people than ever
before – young and old – are having to sleep rough. A cold winter is predicted this
268
year which means that these people will have to put up with sub-zero temperatures.
Action must be taken urgently to offer these people shelter." A nationwide
demonstration to raise awareness of the problem will take place this weekend.
Supporters welcome.
B. Village Protest
Residents of local village, Shilden, are preparing for a night of
protest to save their village from Government planners.
Proposals for a new motorway to be built that will run within 2
kilometres of Shilden have caused uproar amongst residents.
They claim that they were given insufficient time to respond to the proposal. Tony
Fellows, spokesperson for the 'Village Protest' campaign explains: "The planned
route cuts across some of the most picturesque countryside in the region. Shilden
welcomes thousands of tourists each year. Many of the shopkeepers depend on this
trade and would almost certainly face ruin if tourists were put off coming by the
damage this road is likely to cause". The all-night protest will take place in the fields
where the building work is likely to begin.
C. New Youth Club
Youngsters in the city-centre will lose out on a much-loved
project if substantial funds are not found this year. The 'New
Youth Club', which is open to young people from the ages of
10 to 17, is being threatened with closure by Health and Safety
officials who claim the building is unsafe. The club, built 30
years ago, was badly damaged by heavy storms last year and city engineers estimate
that one hundred thousand pounds is needed to repair structural damage. With only
limited funds at their disposal, managers fear the club will have to close. Youngsters
from the club have organised an Open Day on Tuesday in an effort to raise some of
the money needed to enable the repairs to be undertaken. "This alone won't be
enough, however" warned Adam Ross, Youth Leader.
D. Save Lea Valley
A rare species of butterfly and many native plants face
extinction if the 'Lea Valley office complex' project goes
ahead. This is the claim made by local environmentalists
involved in the 'Save Lea Valley' campaign. They argue that
the proposed development, to be built on the site of woodland dating back hundreds
of years, will rob the country of several rare species of wildlife. 'Local people would
be horrified if they knew of the consequences of this project,' claimed
environmentalist Ian Wilson yesterday. "We need to instigate a local campaign to
alert everyone to the dangers. We are starting by writing letters to everyone in the
area asking for their support. The office complex developers must not be allowed to
do this."
2. Choose which section (A, B, C or D) each statement (1 – 15) refers to.
269
1. Local businesses could be badly
affected.
2. People in the area are not aware of the
problem.
3. There are plans to build a brand new
building.
4. The campaign supporters do not have
to meet together.
5. The problem affects all age groups.
6. The problem was caused by bad
weather.
7. If the plan goes ahead it will spoil the
look of the area.
8. The campaign cannot raise enough
money on its own.
9. The problem was announced shortly
after a report was published.
10. Young people are in danger.
11. Local people are very angry.
a. A. Homes For All.
b. B. Village Protest.
c. C. New Youth Club.
d. D. Save Lea Valley.
a. A. Homes For All.
b. B. Village Protest.
c. C. New Youth Club.
d. D. Save Lea Valley.
a. A. Homes For All.
b. B. Village Protest.
c. C. New Youth Club.
d. D. Save Lea Valley.
a. A. Homes For All.
b. B. Village Protest.
c. C. New Youth Club.
d. D. Save Lea Valley.
a. A. Homes For All.
b. B. Village Protest.
c. C. New Youth Club.
d. D. Save Lea Valley.
a. A. Homes For All.
b. B. Village Protest.
c. C. New Youth Club.
d. D. Save Lea Valley.
a. A. Homes For All.
b. B. Village Protest.
c. C. New Youth Club.
d. D. Save Lea Valley.
a. A. Homes For All.
b. B. Village Protest.
c. C. New Youth Club.
d. D. Save Lea Valley.
a. A. Homes For All.
b. B. Village Protest.
c. C. New Youth Club.
d. D. Save Lea Valley.
a. A. Homes For All.
b. B. Village Protest.
c. C. New Youth Club.
d. D. Save Lea Valley.
a. A. Homes For All.
b. B. Village Protest.
c. C. New Youth Club.
270
12. A meeting will inform people of the
problem.
13. People did not have the opportunity to
argue against the plan.
14. A demonstration is planned across the
country.
15. A fundraising event has been planned.
d. D. Save Lea Valley.
a. A. Homes For All.
b. B. Village Protest.
c. C. New Youth Club.
d. D. Save Lea Valley.
a. A. Homes For All.
b. B. Village Protest.
c. C. New Youth Club.
d. D. Save Lea Valley.
a. A. Homes For All.
b. B. Village Protest.
c. C. New Youth Club.
d. D. Save Lea Valley.
a. A. Homes For All.
b. B. Village Protest.
c. C. New Youth Club.
d. D. Save Lea Valley.
CITIES
1. Read the article.
Some cities are located by chance. A wagon breaks down, the driver spends
some time in repairs, finds that he is in a congenial spot, and settles down. Later
another person builds a house near his, and later someone adds an inn. Someone else
starts selling farm produce there. Soon there is a little market, which grows to a town,
and later to a city.
Other places were destined by nature to become cities. London, for example, is
on what is called the head of navigation – the point where it becomes too difficult for
ocean-going ships to continue upriver, and must transfer their cargoes. As with
London, the head of navigation is also the point where the river can be conveniently
bridged. In fact, the location of a bridge is often the reason for the birth of a town – as
Cambridge or Weybridge in England show. Again, a good harbour will generally lead
to a city growing up about it. New York and San Francisco began life as ports, as did
Cape Town in South Africa.
Some places were created mainly for military purposes, such as Milan, and the
host of English cities finishing with – cester, which is derived from castra which
means camp in Latin. Chester itself, created to guard the Welsh border is a very good
example. Other such military bases are Manchester, Doncaster, and of course,
Newcastle.
A few cites are not created by accident, but by intention. This was the case with
Milton Keynes in England, but the most famous examples of such cities are capitals.
Brasilia, Canberra and Washington are capitals created in modern times, but even
their greatest admirers will admit that they lack a certain character. It is no coincidence that there are famous pop songs about New York, ("New York, New
271
York") Chicago ("My kind of Town") San Francisco (“Going to San Francisco") and
many other US cities, but none about the nation's capital. On the other hand any
Londoner can give you at least three songs about the place.
2. Choose the correct answer.
1. This article is about
a. why capital cities are created.
b. places where cities might begin.
c. urban life.
d. why some city sites are chosen.
2. London owes its origin to
a. a river.
b. a bridge.
c. an army camp.
d. because ships could sail there.
3. The writer feels that
a. cities are created by chance.
b. planned cities lack soul.
c. that no-one can tell why a city will develop.
d. some cities were planned by generals.
4. Which is NOT given as a reason for a new city?
a. Wars.
b. Random events.
c. Trade.
d. Politics.
5. "Congenial" in the first paragraph means
a. on the coast.
b. on a river.
c. near an army camp.
d. none of these.
6. The article suggests that English cities of military origin
a. can be found from their locations.
b. can be found from their names.
c. are more common than other cities.
d. always end with end with -cester.
7. There are no songs about Washington because
a. the city has little character.
b. it is too modern.
c. it is the national capital.
d. songwriters don't like politics.
8. This article is mainly about
a. geography.
b. history.
c. music.
d. rivers.
272
THE SHRINKING LAKE
1. Read about this disappearing lake in central Africa. Seven sentences have been
removed from the article.
Rikki Mbaza has a very English name but his part of
central Africa is suffering from a problem that few in
England would have to put up with: a lack of rain so
acute that Rikki's livelihood is literally evaporating
away.
"I would love to have the English weather here in Chad.
Then the lake would not go away."
Rikki Mbaza lives in the town of Bol near the shores of
Lake Chad, a lake that has shrunk by 90% in the last 40 years.
1.
___________________________________________________________________.
"I am a fisherman. For me, it is like watching my life draining away every day. The
fishing is getting worse and worse in the lake. They are getting smaller and I think the
fish breeding has been disrupted by the reduction in area and in depth." Lake Chad is
only a metre deep in most places.
Rikki struggles now to provide enough food and income for his wife Achta and their
four children. Achta has had to take up pottery in her spare time in order to try and
boost the amount of money coming into the household every month.
"Our rent doesn't go down with the level of the lake unfortunately," Mbaza
complains. "We still have six mouths to feed but I need assistance from the
government.
2.
__________________________________________________________________."
While one can understand Rikki Mbaza's frustration with his government, his
accusatory tone is perhaps a little unfair.
3. ______________________________________________________________.
Angela Muscovite at the Center For African Politics at UCLA sees little reason for
optimism in the case of the shrinking lake in the African heartland.
4.“_______________________________________________________________.
This is a body of water that, in 1960 was over 25,000 km2 in size – now it's less than
10% of that."
"It has been so over-exploited and it is an issue the whole international community,
obviously more so those governments in Africa, need to co-operate on to find a
resolution. And that isn't going to happen any time soon.
5. __________________________________________________________________.
It's sad but that's how I see things panning out."
The guilty parties, as so often in these cases, blame each other for the problems that
now beset the lake. Charlie Vaughan, who teaches Environmental Science at
Cambridge University in Britain, explains why the lake is going the way of the Dodo.
273
6.”__________________________________________________________________
. Chad, Niger, Nigeria and Cameroon all lay claim to the waters of this lake and you
only need a five metre shoreline to be able to extract water from it. The whole area
has been a target for massive irrigation schemes over the last couple of decades with
each country's agricultural ministry blaming the other three for the problems.
7.___________________________________________________________________
. This is a dry area."
None of this gesturing and buck-passing will help Rikki, Achta and their four
children in the near future. "I am learning how to fix cars. I don't think cars will be
disappearing soon and will certainly last longer than this lake will," muses the glumlooking fisherman. "There won't be any more fishermen in this area in ten years."
And with that, he says he has to go and study how to remove and repair brake pads.
2. Choose from the sentences A – H the one which fits each gap (1 – 7). There is
one extra sentence you do not need to use.
A. The water is moving further and further away. We believe desertification has
contributed most to the demise of Lake Chad.
B. The main culprit is geography funnily enough.
C. A lack of rain is only one of many culprits being blamed for this emerging
disaster.
D. They have left me to fend for myself in a desperate situation.
E. In an area with plentiful rainfall, it wouldn't be so much of a problem.
F. The Chad government has often seemed like a powerless, rudderless boat caught in
the storm of international politics.
G. By the time it does, they'll be arguing over a puddle in the middle of the desert.
H. The story of Chad Lake is a modern day environmental tragedy.
Level B 2
ANIMALS AND WILDLIFE
1. Read five advertisements.
1
2
Cranesbridge House
Safari Park and Attractions
as featured on Zoology Planet’s African
Cats’ series
Kingsmarsh Wetlands
A 300 hectare conservation area.
An astounding array of wildlife including
swans, flamingos and ducks.
House and Gardens: $13.00 adults, $6.00
children
Gardens only: $6.00 adults, $3.00
children
House, Gardens and Safari: $20.00
Feed the rarest goose in the world!
Get muddy in the Bog Zone!
View our feathered friends in our 20
hides!
Take a guided walk with our experts
274
adults, $12.00 children
Maze, Pirate Ship, Park Train, Butterfly
House and Steamboat extra
Try a Land Rover safari or Canoe
expedition!*
$10 adults and $5 children
Special All-inclusive Day Ticket
Available
Or why not...
Become a member and enjoy unlimited
days out and wetland centres throughout
the state, and receive our bi-monthly
Waterworld magazine?
Open every day except national holidays
House, garden and attractions open all
year round, Tues – Sun, closed Mondays.
10.00-5.00
Safari open March-October
Call 05778 0945783 to find out about:
*additional charges apply

School visits

Up-coming events
3
Kirby Wildlife Park
Set in 200 acres of parks and gardens.
Home to a huge collection of mammals, reptiles and birds
Visit our website to:
-watch our live webcams
-adopt an animal
-book an educational visit
Adults $12.00, children and senior citizens $8.00
* charges apply
Discounts available for groups of 10 people and over.
Why not get involved?

Experience work as an animal keeper for a day (ages 18 and over)*

Get hands-on experience with the animals (ages 6 and over)
(choose from: penguins, lemurs, giant tortoises or tapirs)*
Summer opening:
Every day except Wednesdays (March-September)
Winter opening:
Thursdays to Sundays (October - February)
10.00 – 5.00pm
4
5
Elvenwood Country Park
A 500 acre Woodland Conservation area
Lulworth Lakes
A beautiful and tranquil nature reserve
situated on the River Wylde.
Feed the farm animals in the Petting Zoo
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Adventure Playground (under 16s only)
Caravan and Campsite
Cafeteria with Local Produce
Miniature woodland railway
Seasonal Events
Meet Santa! - Winter Craft Market! - Ice
Skating!
Ask us about our Children’s Party
package
Entry: Adults $6, Children $3.
Attractions extra.
Open Wed - Sun, 9am-5pm excluding
national holidays.
Comprehensive visitors centre with
information of the insects and flowers
of the area.
Bird Hides
Toilet facilities available.
Open all year round, free of charge.
Coarse Fishing available. Please call
0478 488377 for permit prices.
2. Choose which section (A, B, C or D) each question (1 – 11) refers to.
1. Which location does not physically
tend the animals?
2. Which location does not feature
mammals?
3. Where can you arrange an event to
celebrate your child’s birthday?
4. Where can you stay overnight?
5. Where can you buy a ticket which pays
for all the attractions at the site?
6. Where can someone experience what it
is like to work at the site?
7. Where can visitors take part in water
sports?
a. 2
b. 3
c. 4
d. 5
a. 1
b. 2
c. 3
d. 4
a. 1
b. 2
c. 3
d. 4
a. 1
b. 3
c. 4
d. 5
a. 1
b. 2
c. 3
d. 4
a. 1
b. 2
c. 3
d. 4
a. 2 and 3
b. 2 and 4
c. 4 and 5
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8. Where can a teacher take a group of
school children?
9. In which two locations are there age
restrictions for some activities?
10. Where can you ride on a train?
11. Which locations have the same
opening hours all year round?
d. 2 and 5
a. 1 and 2
b. 1 and 3
c. 3 and 4
d. 1 and 4
a. 1 and 3
b. 2 and 3
c. 3 and 4
d. 4 and 5
a. 1 and 2
b. 1 and 3
c. 1 and 4
d. 1 and 5
a. 1, 3 and 5
b. 2, 3 and 5
c. 2, 3 and 4
d. 2, 4 and 5
FISH DINNER
1. Read a news story by a San Francisco CBS 5 reporter Barbara Roger.
For someone who watches her diet as much as
Wendy Moro, the symptoms didn't add up.
“Severe fatigue and vertigo, very weak. I was
at one point able to leg press two hundred pounds,
(but) I could barely walk down the block,” says
Wendy Moro.
Why, she wondered, would someone who eats
so healthily feel so unhealthy? She says doctor after
doctor misdiagnosed her condition. Then, Wendy and her current doctor begin to
suspect the answer was on her plate.
"A few times a week I was having fish, whether it was once or three times or
four times," says Wendy.
"What kind of fish? Swordfish, ahi, tuna and sea bass, the highest mercurycontent fish sold in the commercial market," says Dr. Jane Hightower.
Mercury enters the ocean with commercial pollution. It works its way up the
food chain, and apparently into to some of the most popular fish on the market.
Wendy's doctor, Dr. Jane Hightower, was so suspicious that she began testing dozens
of her Bay Area patients. All consumed substantial amounts of fish, and an
overwhelming majority tested high for mercury in their systems.
"I was seeing hair loss, fatigue, muscle ache, headache, feeling just an ill
feeling." Hightower said.
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The symptoms began to clear up when Hightower cut the amount of fish in their
diets.
"It was so obvious that this was the problem," she said. "I wanted to rent a tent
and a tambourine." (A tambourine is a small one-sided drum with metal disks around
its rim).
Her published findings drew national attention. But despite her study, there is
still fierce debate over how much fish is safe to eat, and how much mercury
consumers are actually ingesting. So we decided to do our own test.
CBS 5 joined with Jane Kay, a reporter for the San Francisco Chronicle. We
drove to more than half a dozen high-end fish markets around the Bay Area, and
purchased tuna, Alaskan halibut, swordfish, and Chilean sea bass. But instead of the
dinner table, our samples wound up packed in ice, and on their way to a testing lab in
Washington State.
According to the EPA (Environmental Protection Agency), the safe level of
mercury intake for a 120-pound woman like Wendy is a little over 38 micrograms per
week. (A microgram is one-millionth of a gram. It is a measurement of weight. One
ounce of weight equals more than 28 million micrograms.) Our results? Only halibut
was under that limit. On average, a single serving of tuna purchased here in the Bay
Area contained more mercury than the EPA recommends a woman of Wendy's size
eat for an entire week. Sea bass had nearly twice that level, and swordfish nearly six
times the EPA's safe mercury intake for a week, in a single serving.
"When you realized that the problem was on your plate, what did you say?"
"If I had known, I could have prevented so much heartache and illness in my
life," said Wendy.
While there is little scientific data on how the body reacts to high levels of
mercury, it has been linked to symptoms ranging from muscle pain to hair loss, birth
defects, and muscle fatigue. And, as in our testing, the evidence is mounting that the
larger the fish, the more the exposure.
"I'm very frustrated," Wendy said. "I feel the government, the FDA (Food and
Drug Administration), had this knowledge. This information should have been shared
with the public."
"It is a schizophrenic way of thinking to think that we can have a substance that
is the second-most toxic element next to plutonium, mercury. We tell people it is so
toxic you can't do controlled trials on human subjects with it – yet it's ok to eat it, it
won't bother you? What's wrong here? Is anybody listening?" Hightower said.
Note: The Environmental Protection Agency website explains how mercury gets
into the fish we eat:
“Mercury occurs naturally in the environment and can also be released into the
air through industrial pollution. Mercury falls from the air and can accumulate in
streams and oceans and is turned into methylmercury in the water. It is this type of
mercury that can be harmful to your unborn baby and young child. Fish absorb the
methylmercury as they feed in these waters and so it builds up in them. It builds up
more in some types of fish and shellfish than others, depending on what the fish eat,
which is why the levels vary.”
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2. Choose the correct answer.
1. What amount of mercury is the safe level of weekly intake for a 120-pound
woman like Wendy Moro?
a. 38 micrograms per week.
b. 38 grams per week.
c. 3.8 ounces per week.
d. 3 pounds per week.
2. How is Wendy feeling now?
a. Very happy.
b. Very frustrated.
c. Very symptomatic.
d. Very misdiagnosed.
3. What happened when Dr. Hightower cut the amount of fish in the diets of her
patients?
a. They started eating too many desserts.
b. Their food bills went up.
c. Their food bills went down.
d. Their symptoms began to clear up.
4. Where did the newspaper and television reporters get the fish they tested for
mercury?
a. In the state of Washington.
b. On the dinner tables of Dr. Hightower’s patients.
c. In fish markets around the San Francisco Bay Area.
d. From the local restaurants.
5. What did Dr. Hightower do with the information she discovered?
a. She published the results of her study.
b. She hired a lawyer.
c. She went to the police with information.
d. She stopped eating fish.
6. According to the article, different fish have differing amount of mercury in their
bodies. Given the examples in the story, which fish would be safest for Wendy to
eat?
a. Tuna.
b. Sea bass.
c. Swordfish.
d. Halibut.
7. When Dr. Hightower says she “…wanted to rent a tent and a tambourine” what
does she mean?
a. Dr. Hightower would like to be a circus performer or a musician.
b. Dr. Hightower wants to call attention to the connection between the symptoms in
her patients and the amount of fish they ate.
c. Dr. Hightower is tired of being a physician.
d. Dr. Hightower thinks this is “schizophrenic”.
8. When the article says there is still a “…fierce debate over how much fish is safe
to eat…”, what does that mean?
279
a. Everyone agrees with Dr. Hightower about her results.
b. No one thinks that any fish is safe to eat.
c. People have different ideas of what is the safe amount of fish for people to eat.
d. The Environmental Protection Agency (EPA) doesn’t care about this problem.
9. What does it mean to say, “…the larger the fish, the more the exposure.”?
a. Larger fish are more expensive.
b. Larger fish get sunburns because of exposure to the sun.
c. Larger fish are more popular as food, so they have more exposure to people.
d. Larger fish have higher mercury contents, so people get greater exposure to
mercury if they eat the larger fish.
A NAME TO BEAR
1. Read the story by Leland Waldrip. Six sentences have been removed from the
text.
Three thousand head of bawling Hereford cattle were being collected from little
grassy patches and wooded breaks up in Togwotee Pass country. The cool mountain
air was relatively free from the swarms of biting flies and gnats that would have kept
them miserable at the lower elevations and the high meadows had made the red and
white cattle sleek and fat during the spring and summer. 1.
______________________.
Fall was coming to the northern Wyoming mountains at the southern edge of the
Absaroka range. It was time to push the animals back into the low country for the
shelter of the valleys and the grass that had grown there during the long summer
days. Eighteen hands from the Hayrake Ranch out from Dubois had moved into the
high country with a chuck wagon and a forty-horse remuda for the three-day
roundup.
A leather-faced Jamie Alden sat hipshod in his saddle at the edge of one of the
high meadows; hand rolled cigarette pinched between his thumb and forefinger.
2. _________________________________. He had been "brush bustin'" steadily
since he had mounted the big rawboned dun at first light.
The large, muscular man patted the sweating horse on the neck, soothing the
fidgeting animal, "Just rest a minute. We'll catch up to 'em." He would work this
horse until noon, then pull a sleek bay gelding out of the remuda for the afternoon.
The herd dogs had just routed a large old cow and two calves from a gully at the
edge of the meadow. After a few futile lunges and bawls at the yipping dogs, the old
cow remembered her lessons from years gone by. She conceded the dodging contest
to the persistence of the two black and white shepherds, and led her bleating twins in
a bounding retreat down the draw to join the other upset cows and calves bawling on
a grassy bench fifty yards down the slope.
As the lowing, yipping and bleating receded from the meadow, Jamie thought he
heard a strange noise in a draw over a couple of small ridges. 3.
_________________. It sounded like a calf bleating, but he had seen two of the other
cowboys working that area just as he had come into the meadow.
280
"Well, I reckon we better check. Those boys musta missed somethin'." He
pinched the fire off the spent cigarette and pulled the paper from the remaining butt,
scattering little shreds of black and brown tobacco on the ground at the horse's hoofs.
The dun responded to the neckreining and headed in the direction indicated by the
cowboy, scrambling up the steep little scree and greasewood brush slope of the
second ridge. At the top Jamie scanned from one side to the other, looking over the
little
brushy
valley
for
any
signs
of
Hereford.
4.
______________________________________________.
"Well, we better get on back, ol' buddy. Guess it musta been my 'magination."
He started to neckrein the horse back toward the drive activity when something
caught his eye in the lower part of the draw. To a seasoned cowboy the bright red
stain on the leaves was something that must be checked out. It looked like blood.
Bringing his horse down the slope several yards closer confirmed his suspicions.
5. ________________________________________________. Keeping a tight hold
on the reins, he walked slowly to the side of the draw where the commotion had
occurred.
There was blood on the ground and on one of the scrubby greasewood bushes
nearby. It had obviously been spilled within the last half hour or so. It was still bright
red all the way across the little pools and splashes. None of it had started to turn dark
at the edges. A lot of scuffed area in the leaves and rocks told of a struggle here this
morning.
"Cougar kill a calf here?" He spoke the question to himself, not unusual for
someone used to working so much alone. He also talked to his horse often.
"I reckon I didn' hear this calf. It happened before I got up this high. Mmmm.
They usually just choke 'em, don't bleed 'em right away." The unmistakable partial
prints where the claws of the bear had scuffed the leaves and trash away to hard
ground in the attack were obvious.
"Bear
would
be
more
likely
to
choke
'im,
too.
6.
__________________________. Either way, wouldn't be no blood like this. Unless
this blood come from a real young calf. That's it. Musta been tender enough that its
throat tore when th' bear grabbed him. Hmmm, mebbeso that ol' momma cow ... naw,
this track was made by one o' them big bulls.
"I reckon this ol' bull made it hot for th' bear, an th' calf's throat come loose from
th' wrench o' th' fightin. Anyway th' bear got th' calf. Yeah, there's some more blood
leadin off up th' draw. An' judgin' by th' size o' that track there, it must be a big un."
He studied the marks on the disturbed ground a few minutes. "We don't get
many blacks that big an' I ain't seen a griz in these parts for a while. I think we got
one now, though. 'Em boys at th' chuck's gonna be mighty innerested in these doins."
The cowboy looked past the head of the draw. There were numerous rock lined,
scree-filled gullies coming off the upper part of the mountain. "Reckon he's prob'ly
up there somewheres fillin' his gut about now."
2. Choose from the sentences A – G the one which fits each gap (1 – 6). Remember,
there is one extra sentence you do not need to use.
A. Or break his neck.
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B. The dun looked at him nervously as he started to gallop.
C. It may have been his saddle creaking, but with the noise in the background, he
wasn't sure.
D. No cattle appeared to be in the area.
E. But now their summer "vacation" was ending.
F. He dismounted from the nervous dun.
G. His mid-morning smoke break was needed.
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5.2 Материалы к практическим занятиям
5.2.1 Вопросы к темам изучаемой тематики
1. Our University
• Who may enter higher educational establishments?
• Are there many institutes and universities in your country?
• What is education in your country?
• Who gets grants?
• What University do you study at?
• How many faculties and departments are there at your University and what are
they?
• How often do the external students come to the University?
• What subjects do you study?
• Is it easy to study by correspondence? (to be an external student).
• What do you do during examination sessions?
• Who encouraged you in your desire to enter our University?
• Explain the reasons of your choice of the educational establishment and the
faculty?
• What is the perspective of your future job?
• Do you think education is in demand in modern world? Why?
• What is the reason for you to get higher education?
• Is education of any significance in the village, small settlement, city?
• What are your personal educational demands and requirements?
• Did you attend any optional courses to acquire knowledge, abilities and skills at
school?
• Were all your school teachers real professionals?
• Were new information processing technologies introduced in your school?
• Where can you apply your abilities at the University?
• What would you like to change in our system of education?
2. Family Relations
• Which three things do you find most important for you (health, a job, a family,
a place where you live, etc)?
• Is love important in a person's life?
• Do you have a permanent partner?
• How long have you known each other?
• Where did you first meet?
• Are you a perfect couple?
• What qualities in your opinion should people possess to form a perfect couple
(kind, intelligent, tolerant to each other, even-tempered, quick to apologize)?
• Do they have to have much in common or should they be opposites?
• Is money and financial side relevant in family relations?
• There is a philosophical saying: Marriages are made on heavens. Do you agree
or disagree with it?
283
• Which famous couple do you know that can serve an example for you or
perhaps is there any perfect couple among your relatives, friends, colleagues or
neighbors?
• Why do you consider it perfect? (Paul and Linda McCartney, Prince Charles
and Lady D (Camilla), Queen Victoria and Prince Albert, Michael and Raisa
Gorbachovs, Russian Zar Nickolai II and his wife Alexandra.
3. Food and Cooking
• How important is food in your country?
• What kind of food do/don’t you like?
• Can you describe how to make your favorite dish?
• Can you describe how to make a traditional dish from your country?
• Do you always leave money for the waiter?
• Do you drink before the meal?
• What Is the difference Between Bittersweet and Semisweet Chocolate?
4. Ecology
• Does the environment belong principally to the human race?
• Do your consumption habits destroy the habitats of other species?
• Do you think that developers should be permitted to build big hotels and tourist
complexes in the most beautiful places in your country?
• Should the private motorist be made to pay more heavily through higher road
tax, petrol prices, parking fees and motorway tolls?
• Should cars be banned from city, town and village centers?
• Are you for or against nuclear power?
• Does your country need stricter laws to punish noisy neighbors or discos which
play loud music late at night?
• Are your country’s seas, rivers and / or lakes clean to swim in?
• What government and private campaigns are there in your country to protect
and improve the environment? Are these campaigns motivated by concern for the
lives and habitats of species other than our own?
5. Housing
• What kinds of housing do people live in?
• What makes a place “home”?
• What is your ideal living arrangement?
• What do you think about allowing different types of housing in the City’s
single-family residential areas?
• What things can make an apartment a great apartment? Has your residence ever
been broken into?
• Which do you prefer — living in the countryside or the city?
• What do you know about your neighbors? Do you get along with them?
• What is your neighborhood like? Is it becoming better or worse?
• What types of disagreements often arise between neighbors?
• What do you think of IKEA and its products?
284
6. Shopping
• At present lots of people, women in particular, are fond of shopping. For them,
shopping is a sport or their favorite leisure activity. What's shopping for you:
pleasure, routine or tiresome duty?
• How often do you do shopping?
• Where do you normally buy things for everyday life?
• Where do you usually buy clothes?
• What's your attitude to designer goods and clothes?
• Is any member of your family keen on designer clothes?
• Do you have any idea where the most expensive clothes shop in your city is?
• Can you describe the most expensive item of clothing or jewellery you've ever
bought?
• Do you think it is right to spend a fortune on clothes and jewellery?
• There're some modern shopping technologies which were unfamiliar in the past,
aren't there? E.g. shopping in huge hypermarkets or over the internet. Can you
share your opinion about them with us?
• Do you believe that in future virtual shopping will totally replace going to
shops?
5.3 Материалы и задания для управляемой самостоятельной
работы студентов
5.3.1Словарные слова по темам изучаемой тематики
1. Our University:
• education - образование
• a student of education - студент - педагог
• to enter an Institute - поступить в институт
• a faculty - факультет
• an establishment - учреждение, заведение
• a department - отделение
• geographical - географический
• biological - биологический
• to study - учиться
• a study - кабинет
• tutorial - практическое занятие
• to attend lectures - посещать лекции
• to take notes of the lectures - записывать лекции
• a subject - предмет
• a term - семестр
• to take an exam -сдавать экзамен
• to pass an exam - сдать экзамен
• to fail in an exam - провалить экзамен
• an internal student - студент - очник
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•
•
•
•
an external student - студент - заочник
an extra - mural department - заочное отделение
free of charge - бесплатный
miss classes - пропускать занятия
a school - leaver - выпускнк школы
2. Family Relations:
• surname (family/last name) - фамилия
• namesake - тезка
• middle name (patronimic) - отчество
• nickname - прозвище
• pet name - ласкательное имя
• call- назвать
• call by first name - называть (звать) по имени
• call smb after smb- назвать в честь кого-л.
• birthday - день рождения
• teenager - подросток
• under sixteen - менее 16
• over twenty - двадцать с лишним
• be in one's mid - thirties/fourties- примерно 35 (45) лет
• turn sixty - перевалило за 60 лет
• be of age under age - (не) достичь совершеннолетия
• three years older/younger - на 3 года старше/младше
• double one's age - в два раза старше
• relative - родственник
• relations on my mother's/father's side - родственники со стороны
матери/отца
• nephew - племянник
• niece - племянница
• twins- близнецы
• stepbrother (sister) - сводный брат (сестра)
• stepfather (mother) - отчим (мачеха)
• elder brother (sister) - старший брат (сестра)
• younger brother (sister) - младший брат (сестра)
• siblings (собират.) - братья и сестры
• close relations - близкие отношения
• generation - поколение
• household chores - домашние хлопоты
• help around the house - помогать в работе по дому
• get along well - ладить с кем-либо
• quarrel - спорить, ссориться,
• bicker - спорить, пререкаться
• tease - дразнить, приставать
• argue - (with smb about smth) спорить
• lie (tell a lie) - лгать
286
• compete (with smb for smth) - конкурировать, состязаться
• treat (smb) - обращаться с кем-либо
• share (secrets, a room) - делить (поделиться секретами, жить в одной
комнате)
• be divorced - быть в разводе
• punish - наказывать
• feel hurt - обижаться
• resemble smb - быть похожим (на кого-либо)
3. Food and Cooking:
• fresh - свежий
• sell-by date - срок годности
• raw - сырой
• ripe - созревший
• rotten - сгнивший
• tough - жесткий
• undercooked - недоваренный
• overcooked - переваренный
• bake - печь
• boil - кипятить
• fry - жарить
• grill - готовить на гриле
• heat - греть, подогреть
• poach- варить на медленном огне
• roast - жарить
• steam - готовить на пару
• stew - тушить
• bar - мера
• liter - литр
• loaf - батон
• lump - кусковой (сахар)
• pint - пинта
• portion - порция
• slice - ломтик
• spoonful - столовая ложка (полная)
• bitter - горький
• creamy - сливочный, жирный
• crisp - хрустящий
• bland - нежный
• crunchy - хрустящий
• hot - горячий
• mild - неострый, некрепкий, мягкий
• savory - пикантный
• sickly - тошнотворный
• sour - кислый
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•
•
•
•
•
•
•
•
•
•
•
•
•
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•
•
•
•
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•
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•
•
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•
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
spicy - острый
stodgy - густой
sweet - сладкий
tasteless - безвкусный
barbecue - барбекю
buffet - шведский стол
four-course meal - четырехразовое питание
picnic - пикник
snack - закуски
TV dinner - обед из полуфабрикатов
bite - кусать
chew - жевать
swallow - глотать
sip – пригубить, сделать маленький глоток, потягивать
add - добавить
fill - наполнить
mix - смешать
pour - лить
shаke - встряхнуть
stir - взболтать
bacon - бекон
sandwich - бутерброд
ham - ветчина
soft caviar(e) - икра (зернистая)
wurst, sausage - колбаса
boiled sausage - колбаса вареная
smoked sausage - колбаса копченая
summer sausage - колбаса сырокопченая
corn flakes - кукурузные хлопья
butter - масло сливочное
vegetable oil, vegetable fat, fat, seed-oil - масло растительное
olive oil, olive - масло оливковое
melted butter - масло топленое
omelet(te) - омлет
paste; pâté - паштет
salad - салат из овощей
sour cream - сметана
rye-bread - хлеб черный
white bread - хлеб белый
hard-boiled eggs - яйца вкрутую
soft-boiled eggs - яйца всмятку
scrambled eggs - яичница-болтунья
aubergine - баклажаны
artichoke - артишоки
green pea - зеленый горошек
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
sauerkraut - кислая капуста
cauliflower - цветная капуста
Brussels sprouts - брюссельская капуста
heads of cabbage - кочанная капуста
laminaria - морская капуста
broth - бульон
pea soup - гороховый суп
meat course - мясные блюда
beefstroganoff - бефстроганов
meatballs - биточки
steak - бифштекс
chop, cutlet - отбивная
meat dumplings - пельмени
liver - печень
roast beef - ростбиф
tongue - язык
seafood - рыбные блюда и морепродукты
jellied - заливное
plaice - камбала
crabmeat - крабы
shrimp - креветки
salmon - лососина
grouper - морской окунь
lobster - омар
sturgeon - осетрина
sardines - сардины
herring - сельдь
pikeperch - судак
oyster - устрицы
trout - форель
pike - щука
dessert - десерт
biscuit - бисквит
bun - булочка
jam - варенье
jelly - желе
cake - кекс
candy - конфеты
honey - мед
cookies - печенье
empanada - пирожки слоеные
cake - пирожное
pudding - пудинг
crumbs - крошки
fast food еда - на скорую руку
289
• pastry - выпечка
• slimming - худеть
• sticky – липкий
4. Ecology:
• pedestrian - пешеход
• ant - муравей
• lizard - ящерица
• perch - окунь
• nuclear - ядерный
• logger - дровосек
• poisonous - ядовитый
• diameter - диаметр
• circumference - окружность
• rely - onполагаться на
• rare - редко
• ban - запрещать
• lack - отсутствие
• demand - спрос, требования
• crimson - малиновый
• pump - насос
• push - толчок
• percentage - процент
• armour - броня
• quotation - цитата
• mammal - млекопитающее
• conservation - сохранение
• inspire - вдохновлять
• reserve - резервировать
• hum - жужжать
• consequence - следствие
• pole - полюс
• fragile - хрупкий
• deceive - обманывать
• renewable - возобновляемый
• rhyme - рифма
• drawback - недостаток
• hue - оттенок, тон
• knob - ручка
• drift - дрейф
• emit - испускать
• mend - чинить
• clad - покрытый, бронированный
• objection - возражение
• deforestation - вырубка леса
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• layer - слой
• frozen - замороженный
• global warming - глобальное потепление
• offshore - морской
• Ozone Layer - озоновый слой
• insulate - изолировать
• imagery - образ
• fluorescent - светящийся
• recycle - перерабатывать
• acid rain - кислотный дождь
• mahogany - красное дерево
• fossil fuel - ископаемое топливо
• reindeer - северный олень
• afar - издалека
• car pool - автопарк
• endangered species - исчезающие виды
• energy use - использование энергии
• fairy land - сказочная страна
• gas mask - противогаз
• gratefull - признательный
• greenhouse gases - парниковые газы
• hold still - оставаться неподвижным
• humming fly - шмель
• hydropower - гидроэлектроэнергия
• lose heart - падать духом
• off limits - вход воспрещён
• permafrost - вечная мерзлота
• pied - пестрый
• rotor blade - лопасть
• rubbish dump - свалка
6. Shopping:
• to cater for - угождать, удовлетворять
• wallet - кошелек
• convenience store - ночной магазин
• self-service store - магазин самообслуживания
• spacious - просторный
• goods - товары
• customer - покупатель
• cart - тележка
• washing powder - порошок
• cash desk - касса
• queue - очередь
• market - рынок
• foodstuffs - продукты питания
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• to bargain - торговаться
• price - цена
• shopping mall/centre - торговый центр
retail store - магазин розничной торговли
• establishment - учреждение
• department store - универмаг
• consumer goods - потребительские товары
• counter - прилавок
• household goods - хозяйственные товары
• electric appliances - электротовары
• crockery - посуда
• glassware - изделия из стекла
• textiles - ткани
• to wander around - бродить
• bakery/backer's - булочная
• butcher's - мясная лавка
• confectioner's - кондитерская
• fishmonger's - магазин морепродуктов
6 Раздел контроля знаний
6.1 Требования к промежуточному (текущему) контролю
1. Стартовое тестирование,
2. Два компьютерных теста,
3. Устные беседы по текстам и темам текущего контроля,
4. Письменный перевод текстов изученной тематики
6.2 Требования к зачету по дисциплине «английский язык»:
6.2.1 Содержание зачета по дисциплине «английский язык»::
после II семестра:
1) темы, пройденные в I семестре: “Our University”, “Family Relations”, “Food
and Cooking”
2) Чтение, пересказ и беседа по тексту изученной тематики (1500 -2000 п.з.)
3) Наличие теста по иностранному языку за 1 курс, II семестр (тест № 1) (имя
существительное,
число
и
притяжательный
падеж
имени
существительного;
личные,
притяжательные,
указательные
и
неопределенные местоимения; имя прилагательное, наречие, степени
сравнения прилагательных и наречий; времена глагола (действительный
залог); модальные глаголы)
6.2.2 Темы и вопросы к зачету по дисциплине «английский язык»:
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1. Our University
1) When was the university founded? 1933
2) What are the main areas of studies? economics, management, law
3) How many schools does the university have? 11
4) Where are the two branches of the university situated? Bobruisk and Pinsk
5) How many departments does the university have? 57
2. Food and Cooking
1) How was cooking invented?
2) What is your favorite dish or foodstuff?
3) Which cuisines do you like most?
4) What are the typical Belarusian dishes?
5) Can you cook well? What did you cook last time?
3. Family Relations
1) Which types of families do you know?
2) Do you believe in love at first sight?
3) What are the main functions of the family?
4) What is the most common type of family in the USA?
5) What type of family do you have?
6.3 Требования к экзамену по дисциплине «Aнглийский язык»:
6.3.1 Содержание экзамена по дисциплине «английский язык»:
после III семестра:
1)
Чтение и беседа по текстам изученной тематики (1500 -2000 п. з.)
2)
Беседа по одной из тем, пройденных в 1-2 семестрах: 1)“ Our University”,
2)“ Family Relations”, 3)“ Food and Cooking”, 4)“ Ecology”, 5)“ Housing”,
6)“ Shopping”
3)
Письменный экзаменационный перевод (1500 п.з.) до экзамена!
4)
Тест по иностранному языку за 2 курс, III семестр (тест № 2) (времена и
модальные глаголы в страдательном залоге; инфинитив; причастие I, II;
герундий)
6.3.2 Темы и вопросы к экзамену по дисциплине «английский язык»:
1. Our University
1) When was the university founded? 1933
2) What are the main areas of studies? economics, management, law
3) How many schools does the university have? 11
4) Where are the two branches of the university situated? Bobruisk and Pinsk
5) How many departments does the university have? 57
2. Food and Cooking
1) How was cooking invented?
2) What is your favorite dish or foodstuff?
3) Which cuisines do you like most?
4) What are the typical Belarusian dishes?
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5) Can you cook well? What did you cook last time?
3. Family Relations
1) Which types of families do you know?
2) Do you believe in love at first sight?
3) What are the main functions of the family?
4) What is the most common type of family in the USA?
5) What type of family do you have?
4. Housing
1) What is the most common type of housing in Britain?
2) Which houses are typical of Belarus?
3) What kind of house do you live in?
4) What is more convenient: living on the outskirts or in the center?
5) Are you for or against living in a block of flats?
5. Ecology
1) Which are the human activities that change the earth?
2) What are the consequences of the internationally caused fires?
3) Why should strategic assessment of ecological impact be done?
4) Does the growth of transport threaten the ecology? How?
5) What rare animals live in your area and how do people care of them?
6. Shopping
1) Are you a shopaholic?
2) Which types of shop do you know?
3) Which clothes shop do you find the best in Minsk?
4) How often do you go shopping?
5) Do you like window shopping?
6.4 Материалы и рекомендации (памятки) для подготовки к
контрольным мероприятиям
6.4.1 Образец текста разговорной тематики для чтения и
пересказа
Essential winter weather travel
Caution and preparation are the best bets for travelers who can't stay home
during winter storms. While pretty, fluffy blankets of snow and glittering ice have a
knack for making travel treacherous. For those who aren't able to stay put when
wintry weather hits, here are some winter travel essentials:
Tips for winter air travel
Consider rebooking. The airlines generally allow passengers to change tickets
free of charge when a major storm threatens travel. You might be able to connect
through another city unaffected by the weather system. Sign up for airline alerts and
check your flights frequently online before you head to the airport. A flight's status
often changes by the minute as the airline works to line up slots and crews and keep
planes and runways clear of ice and snow during winter travel disruptions. Make
sure you have a cell phone and your charger in case you need to rebook a canceled
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flight. Get in line for assistance and try your airline by phone at the same time if
you're among hundreds of passengers jockeying for seats. If you can get online, try
that, too. If you're hoping to make your original flight, be sure to pack essentials
such as prescriptions, glasses or contacts and other necessary toiletries or clothes in
your carry-on. You and your checked luggage are likely to get separated if you end
up stranded overnight. With sleeping in an airport terminal in mind, pack and dress
for warmth and comfort. Foam earplugs can be a saving grace.
Airport entertainment and snacks can get expensive, and they're harder to come
by in the wee hours. Stow away an emergency book or magazine and some
sustenance to keep you going. Inquire at the gate about food vouchers and sleeping
areas. While airlines aren't required to provide accommodations for travel
interrupted by severe weather, many airports will provide food and cots to stranded
travelers.
Tips for winter driving
A driver's best bet is to stay home when wintry weather coats the roads in snow
and ice. For those who must go out, it's important to plan ahead.AAA recommends
motorists pack a winter driving kit made up of the following: a bag of abrasive
material (sand, salt or cat litter), a snow shovel and brush, traction mats, an ice
scraper, booster cables, a flashlight, window washing liquid, cloth, warning flares or
triangles, a cell phone, gloves and a blanket. Try to ease your vehicle out of parking
spaces without spinning the wheels. Drive back and forth for several feet in either
direction to clear a path. Spread sand or salt near the wheels if additional traction is
needed.
6.4.2 Образец текста разговорной тематики для письменного
экзаменационного перевода
Different Types of UK Companies
There are four main different kinds of UK companies which can be registered.
Each might be suitable in specific situations, although to some extent, more than one
type of company may satisfy the particular requirements of the purchaser.
The different types of company in the UK are: companies limited by shares,
companies limited by guarantee, public limited companies (PLCs) and less
commonly known, unlimited companies.
When forming a company, the choice of which type of business structure to adopt is
an important one and requires adequate consideration.
Changing the type of company might be possible in certain situations, whereas in
others, it would not be an option.
Whilst it is possible to change a private company limited by shares to a PLC, it is not
permissible to change the fundamentals of the incorporation and migrate it to a
limited by guarantee entity.
295
Registering a company of any kind will carry with it its own set of business
regulations which have to be adhered to. Some of the requirements are more stringent
and potentially onerous than others, particularly those for public limited companies.
The purchasers should consider their capacity to both manage and fund whichever
kind of entity they select and might wish to plan a migration route to another kind of
company based on their future ambitions and plans.
6.4.3 Образец плана пересказа текста разговорной тематики
1. The Headline/Title of
the Article/text
2. The Place of Origin
3. The Time of Origin
4. The Author
5. The Theme/Topic
6. The Main Idea/Aim of
the Article/Text
7. The Contents of the
Article/Text
important facts, names,
figures.
The article/text is headlined…
The article/text goes under the headline…
The article/text under the headline…has the subhead…
The article/text is printed/ published in…
The article/text is from a newspaper under the
nameplate…
The publication date of the article/text is…
The article/text is dated by the first of October 2007
The article/text is printed on the second of October in
2007
The article/text is written by…/The author of the article
is…
The article/text is written by a group of authors
The article/text deals with the topic…
The basic subject matter of the script is…
The article/text touches upon the topic of…
The headline of the article/text corresponds to the topic.
The purpose of the article/text/author is to give the
reader some information on…; to inform with…; to
compare/determine…; to provide the reader with some
material/data on…
The article/text can be divided into some parts (The first
part deals with…, the second covers the events, the third
touches upon the problem of…, the fourth part includes
some interviews, dialogues, pictures, reviews,
references, quotations, figures.
The article/text is written in the form of the monologue,
from the first/third person narration.
In the article/text we come across an interview, historical
facts, a speech of…, the picture from the place of events
.
-The author starts by telling the reader…(writes, states,
stresses, depicts, says, informs, underlines, confirms,
296
8. The Vocabulary of the
Article/Text
-the topical voc.
-the author’s voc.
9. Personal
Opinion/Impression of
the Article/text
10.Personal View on the
Topic/Idea/Problem
emphasizes, puts an accent on, accepts/denies the
fact, reports, resorts to, hints on, inclines to and so
on)
-The article/text describes, goes on to say…
-In conclusion/the author comes to the
conclusion/concludes
The key sentence/words of the article/text…the
following…
While reading I’ve come across some topical words and
expressions like…/A great number of words belong to
the topic:
The author’s vocabulary is rather vivid, poor, rich
The author resorts to colorful general phrases/
clichés/stable
statements/understatements/exaggerations/words with
negative/positive connotation/fine words/descriptive
adjectives/comparisons (to create a vivid picture, a
humorous effect/to enforce the influence the reader)
We see the author’s mastery in conveying the main idea
to the reader with the help of the
phrases/parenthesis/sayings/proverbs
I found the article/text interesting/important/hard to
understand (Why?)
I appreciate the author’s word-painting
as/superb/ordinary/
exaggerated
The message of the writer is clear to understand… I
share the author’s view…I see the problem in different
way… I don’t quite agree with the fact…
297
6.5 Тесты контроля усвоения знаний
Стартовый тест для определения уровня знаний
Starting Test
Level A1
1. Have you ever visited other countries? - Yes, I... to Italy and France.
a) was
c) had been
b) have been
d) would be
2. I feel really tired. We ... to the party last night and have just returned home.
a) went
c) had seen
b) has gone
d) was going
3. At the beginning of the film I realized that I ... it before.
a) see
c) had seen
b) saw
d) have seen
4. When the bus stopped in the small square, Helen ... her magazine and didn't
realized at first that she had arrived at her destination.
a) read
c) was reading
b) reads
d) had read
5. My sister's son ... in tomorrow's race, because he is too young. They do not allow
riders under sixteen.
a) won't ride
c) wouldn't ride
b) shan't ride
d) doesn't ride
6. A beautiful bridge ... in our city. It will be finished next year.
a) builds
c) is being built
b) is built
d) has been built
7. It has been raining for two hours. I hope it ... raining soon.
a) stops
c) would stop
b) shall stop
d) stop
8. Television has many advantages. It keeps us informed about the latest news, and
also ... entertainment at home.
a) provide
c) is provided
b) provides
d) provided
9. On the other hand television ... for the violent behavior of some young people, and
for encouraging children to sit indoors, instead of doing sports.
a) blames
c) is blamed
b) blamed
d) would blame
10. Some millionaires have lots of money and ... what to do with it.
a) don't know
c) won't know
b) didn't
d) knows
11. How ... at college? You didn't say much about it in your last letter.
a) do you get on
c) will you get on
b) are you get on
d) are you getting on
12. When you ... in this city again? - In a month.
a) arrive
c) have you arrived
298
b) arrived
d) will you arrive
13. Every time that I miss the bus, it means that I ... walk to work.
a) has to
c) had to
b) have to
d) could
14. Every time when I missed the bus, I ... to return home late.
a) must
c) can
b) had
d) may
15. That was great! It was ... meal you have ever cooked.
a) good
c) best
b) better
d) the best
16. This exhibition is ... interesting than the previous one.
a) little
c) least
b) less
d) the least
17. We saw ... good film last night. The film was about the love of a girl to her cat
and dog.
a) a
c) b)the
d) an
18. Everybody agrees that ... happiness is very important in the life of people.
a) с) а
b) the
d) many
19. In the past people lived in ... harmony with the environment.
a) a
c) the
b) an
d) 20. When they arrived ... the station, they rushed to the platform not to miss the train.
a)to
c)in
b) at
d) for
Starting Test
Level A2
Use the proper form:
1. Bill works here, ... ? - Yes, he (work) here for five years already.
2. You (see) this film? - Oh, no. I (see) it by the end of the week.
3. Where you {make, do) the report today? - At the (student's, students') conference.
4. (All time, every time, still, yet) I see her, she (look) different.
5. Your boss will be angry (at, about, with, on) you if you (be) late for the office
again.
6. You (may, might, can, must) not let him talk to you like that.
7. How are you? - I am (nice, fine, good, right). Thank you.
8. He (speaks, tells, talks, says) he studies at Moscow University.
9. My watch (stop) so I didn't know the right (time, hour, o'clock, moment).
10. She is clever (also, too, either, enough) to do this work (herself, hers, himself).
11. Does Mike sometimes (come, go, arrive, visit) to your place?
12.1 don't want (anything, something, nothing) to eat. (Will, shall, should) you give
me two (coffee, coffees), please?
299
13. If I (see) John tomorrow, I will tell him (a, the, -) truth.
14. When are you going to finish this test? - I (finish) it already.
15. When I arrived at the party, Tom (go) home already, but some guests still (dance).
16. The children (swim) for half an hour when the storm began.
17. Could you ask when Ann (arrive)? - O.K., but I know that she (not, arrive) yet.
18. There weren't any other questions to him, ...? - Oh, he (ask) a lot of questions by
his colleagues.
19. The doctor just (sent) for. Before he (come), I (not, take) any medicine.
20. Scaryna Avenue is the (beautiful) street in Minsk. It is much (wide) than many
(other, another, others) streets in the city,
21. She speaks English (good) than I do, but she (not, know) German at all.
22. Yesterday I (must) to get up at 6 o'clock. I (be to) be at work at 7 a.m.
23. Tom asked me, "How did you spend your weekend?" (in Reported Speech)
24. I asked them, "Did you see the film 'Gone with the Wind'?" (in Reported Speech)
25. In our country (the, a, -) children go to school on (a, the, -) 1st of September.
26. Chocolate first (come) from ... Central America where (a, the) Aztecs (live).
27. Do you like (a, the, -) black coffee? - No, I prefer to have (a, the, -) tea.
28.We (arrive) in England in the middle of July. We (tell) that England (shroud) in
fog all year round. We (be) quite surprised to find that it merely (rain) from early
morning till late evening every day. So we (had to, could, might) carry our umbrellas
everywhere.
29.The documents (sign) by the president of the company? -Yes, they (lie) on the
table. You (may, must, could) take them.
30. All these business letters (answer) by 10 o'clock tomorrow morning. I (must, can,
may) remember to post them.
31. Everybody is busy as the welcoming party (prepare) in honor of the distinguished
visitors. They (be to, have, can) arrive in an hour.
32. A new metro line (construct) in our city now. One of its stations (build) in our
street soon.
33. If Paul (not, be) at home, we (leave) a message for him.
34. When we arrive, the concert already (begin). We (had, may, will have to) take a
taxi not to be late.
35. Tom is upset because he (not, pass) his exams.
36.- Look! Somebody (try) to open the door of your car. - Oh! I (not, see) anybody.
37. Can you help me, please? I (look) for my glasses. I (lose) them somewhere.
Starting Test
Level B1
1. Banks lend money (make, do) profit. These days banks (lend) more money to
encourage businesses to expand.
2.1 would advise you to arrive (at, in, into) the airport two hours before the flight
(leave).
300
3. I'm afraid I (can, have to, may) inform you that your application for funding (turn
down).
4. She has only just recovered from the operation and still (find) it difficult to move
about.
5.1 promise I (do) everything I can to help you find (a, the, -) flat, although I suggest
that you also advertise in the local newspaper.
6. Scientists (discover) that, all over the world, millions of frogs and toads died.
7. Timson (make) 13 films and I think her latest is (good). I'm sure it will win a
prize.
8. Bill (represent) his country (on, at, for) many occasions, but (force) to retire after
an injury.
9. Since Mr. Hassan (become) President, both taxes and unemployment (increase).
10. When I was young, I never (bother) too (much, many, far) abo'ut my appearance.
11. This novel (translate) from Spanish (in, on, into) Russian not long ago.
12. My brother has got a lot of stamps in his collection but I have (few, little, less) in
(my, mine)-.
13.1 already (translate) the article when my boss (phone) me and asked if the
translation was finished.
14. The accident looked (serious, seriously), but fortunately nobody (injure).
15. You (ought to, must, can) trust your daughter more. You (need not, should not,
may not) treat her like a child.
16. (Must, may, can) I really do this translation today? -No, you (mustn't, needn't,
may not). You (need, may-must) do it tomorrow if you like.
17. The boy (try) already to do it several times without any results. I think he may
succeed only if he (show) how to do it.
18. In a week the government (announce) a new program to help (a/an, the, —)
unemployed.
19. Our library has received a lot of new books this week. By the end of next week
they (register) and we (can, will be able to, must) borrow them for reading.
20. He never helps me. Perhaps he (help) me if I (ask) him about it but I never do it.
Starting Test
Level B2
1. For many centuries, during the cold time of the year English people (use) coal in
their fireplaces in private houses and smoke from factories contributed greatly to
trouble, called smog.
2. The history of Scotland as well as the character of its people (portray) by such
famous Scottish writers as Robert Burns, Sir Walter Scott and Robert Louis
Stevenson.
3. The thistle (have) nothing pleasant in it, especially if one (touch) (it, its, it's)
thorns. But it (have) (-, an, the) important meaning (for, to, at) Scotland. (It's, it, its)
the Scottish national emblem.
301
4. Why the Scottish people (choose) the thistle as the national emblem of their
country? - (An, the, -) answer is interesting, and it (can, must, should) be found in the
history of Scotland.
5.1 think that he (discharge) from (a, the, -) hospital soon. 6.1 don't know why Peter
(be) late. He might (delay) by the traffic.
7. (A, the, -) children (not, allow) to wear jewelry to school.
8. Helen said that she (go) to the circus (last, that, the following) week.
9. She (needn't, mustn't, couldn't) have bought such (a/an. the, —) expensive dress
yesterday.
10. You (should, would, needn't) have seen this film on TV last night, it was very
good.
11. (Couldn't, may) I speak to Jane, please? - Just a moment, please. I (call) her.
12. He (work) (hard, hardly) these days. He (hard, hardly) goes (somewhere,
anywhere) now.
13. My mother (near, nearly) fainted when the man came (near, nearly). She (not,
see) him for ages.
14. ... apple ... day keeps ... doctor away, (a/an, the, -)
15. When in ... Rome, do as ... Romans do. (a/an, the, -)
16. You can't teach (a/an, the, -) old dog (with, by, at) new tricks.
17. (The, a, -) Whispering Gallery in St. Paul's Cathedral which is over 100 feet
above the floor is remarkable (of, off, for) its acoustics.
18. Who has prepared to work overtime besides (/, my, me)? 19.1 can't find my book.
Can you give me (your, yours)?
20. Let's go to the beach, ... ?
21. The people of Scotland (choose) the thistle as (there, their, theirs) national
emblem because it (save) the land (of, from, out of) foreign invaders many years ago.
22. Mary Stuart (1542-1587), the queen of Scots, reigned in Scotland for only seven
years; (yet, also) the romance, intrigue and mystery (surrounding, surrounded) her
life (make) her a legendary figure in Scottish history.
23. Immigrants who (arrive) in Great Britain from all parts of the Common Wealth
since 1945 only (not, create) a mixture of nations, but also (bring) their cultures and
habits with them.
24. Mark Twain always (think) that his days on (-, a, the) Mississippi (be) the
happiest in his life.
25. The house (clean) before the guests arrived.
26. Why is David late? - Perhaps, he (hold) up in (a, the, -) traffic.
27. Margaret Mitchell (write) the original novel "Gone with the Wind". The film
(release) in 1939 and (become) (a, the, -) huge success soon after its release.
28. Two years (is, are) a long time to be away from home.
29. (Could, would) I use your telephone, please? - Yes, you (can, could, would).
30. There is nobody there. If he (be) in, he (answer) the telephone.
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ЭУМК ИНОСТРАННЫЙ ЯЗЫК (АНГЛИЙСКИЙ)»для студентов
заочной формы обучения специальности 1-25 01 10 «Коммерческая
деятельность», 1-25 01 09 «Товароведение и экспертиза товаров», 1-25 01
14«Товароведение и торговое предпринимательство»
СТРУКТУРА
1. Титульный экран……………………………………………………………303
2. Карта ЭУМК…………………………………………………………………303
3. Учебная программа по дисциплине «Иностранный язык
(английский)».......................................................................................................304
3.1 Титульный лист………………………………………………………………304
3.2 Пояснительная записка……………………………………………………....306
3.3 Структура курса………………………………………………………………308
3.4 Формы контроля сформированности умений и навыков…………………..309
3.5 Учебно-методическая карта………………………………………………….310
3.6 Информационно-методическая часть……………………………………….321
4. Теоретический раздел………………………………………………………..322
4.1 Методические рекомендации «Иностранный язык (английский)».............322
5. Практический раздел
5.1 Электронные учебные пособия по дисциплине «Иностранный язык
(английский)»……………………………………………………………………..327
5.1.1 С.Н. Березовская Е.В. Климук « BASICS OF ECONOMICS». Учебнометодическое пособие по деловому английскому язык для студентов
экономических специальностей ЗФО / Минск: БГЭУ, 2010. – 59 с………….327
5.2 Материалы к практическим занятиям.............................................................358
5.2.1 Вопросы к темам изучаемой тематики……………………………………358
5.3 Материалы и задания для управляемой самостоятельной работы
студентов…………………………………………………………………………..359
5.3.1Словарные слова по темам изучаемой тематики………………………….359
6. Раздел контроля знаний
6.1. Требования к промежуточному (текущему) контролю................................362
6.2. Требования к зачету.........................................................................................362
6.2.1 Содержание зачета по дисциплине………………………………………...362
6.2.2 Темы и вопросы к зачету по дисциплине ……… ………………………..362
6.3 Требования к экзамену.....................................................................................362
6.3.1 Содержание экзамена по дисциплине …………………………………….362
6.3.2 Темы и вопросы к экзамену по дисциплине »…… ………………………363
6.4. Материалы и рекомендации (памятки) для подготовки к контрольным
мероприятиям……………………………………………………………………..363
6.4.1 Образец текста разговорной тематики для чтения и пересказа…………363
6.4.2 Образец текста разговорной тематики для письменного экзаменационного
перевода…………………………………………………………………………..364
6.4.3 Образец плана пересказа текста разговорной тематики…………………365
6.5. Тесты контроля усвоения знаний…………………………………………..367
303
3 Учебная программа по дисциплине «Иностранный язык (английский)
3.1Титульный лист
Министерство образования Республики Беларусь
УO «Белорусский Государственный Экономический Университет»
УТВЕРЖДАЮ
Декан Факультета экономики управления торговлей
_______________ А.И.Ярцев
«_____» ___________2013 г.
Регистрационный № УТД___/р.
ИНОСТРАННЫЙ ЯЗЫК
Учебная программа
для студентов специальности 1-25 01 10 «Коммерческая деятельность», 1-25 01
09 «Товароведение и экспертиза товаров», 1-25 01 14«Товароведение и
торговое предпринимательство»
Факультет
Кафедра
экономки и управления торговлей
профессионально ориентированной английской речи
Полный курс обучения
Сокращенный курс обучения
Курс 1 (для ЗГС/ЗГГ)
Курс 1 для РГС
Курс 1,2 для РГХ/РГТ
Семестры – I, II
Семестры – I, II для РГС
Семестры – I, II, III для РГХ/РГТ
Зачет – I семестр
Зачет – I семестр
Зачет – II семестр
Экзамен – II семестр
Экзамен – II семестр
Экзамен – III семестр
Практические (семинарские) занятия: Практические (семинарские) занятия:
36 часов
30часов
Всего аудиторных часов по
дисциплине: 36 часов
Всего аудиторных часов по
дисциплине:
30 часов
Всего часов
по дисциплине 320 часов
Форма получения
высшего образования - заочная
2013 г.
304
Учебная программа составлена на основе Типовой учебной программы для
высших учебных заведений «Иностранный язык», утвержденной 15.04.2008г.,
Министерством образования РБ, регистрационный № ТД-СГ.013:тип, и
учебной программы «Иностранный язык», утвержденной 04.11.2008,
регистрационный № УД 6008/баз.
Рассмотрена и рекомендована к утверждению на заседании кафедры
профессионально ориентированной английской речи
22.05.2013г. Протокол № 10.
Заведующий кафедрой
__________ Н.А.Новик
Одобрена и рекомендована к утверждению Советом
факультета Экономки и управления торговлей Учреждения образования
«Белорусский Государственный Университет»
(дата, номер протокола)
Председатель
__________ А.И.Ярцев
(подпись) (И.О.Фамилия)
305
3.2 ПОЯСНИТЕЛЬНАЯ ЗАПИСКА
На рубеже веков существенно изменился социокультурный и
образовательный контекст изучения иностранных языков в Республике
Беларусь и Европе в целом. Повышение статуса иностранного языка как
общеобразовательной дисциплины, реально востребуемой в практической и
интеллектуальной деятельности специалистов потребовало модернизации
системы иноязычного образования, создания новых программных документов,
пересмотра целей и содержания обучения иностранным языкам.
Целью изучения иностранных языков сегодня становится развитие такого
лингвистического репертуара, где есть место всем лингвистическим умениям.
Языковая программа Совета Европы направлена на разработку инструмента, с
помощью которого преподаватели языков будут способствовать развитию
многоязычной личности.
Задачи курса:
• развитие умений и навыков практического владения английским языком в
степени, позволяющей эффективно использовать изученный материал в
ситуациях повседневного и профессионального общения;
• самостоятельно читать литературу по специальности со словарем и извлекать
необходимую информацию, а так же в процессе межкультурного
взаимодействия, что соответствует подходу Совета Европы к проблеме
изучения языков.
3.3 СТРУКТУРА КУРСА:
В течение курса формируется предпороговый уровень обученности (А2) с
пошаговым переходом к пороговому уровню (В1), предполагающий занятия в I,
II, III семестрах. На данный уровень обучения дисциплине «Иностранный
язык», согласно учебным планам, отводится из расчёта на одну учебную
группу специальность ДГС/ДГГ -32 часа в I семестре, 4 часа в II семестре,
специальность РГС - 26 часов в I семестре, 4 часа во II семестре, специальность
РГТ/РГХ – в I семестре – 10 часов, II cеместр – 10 часов и III семестр – 10 часов
соответственно. По завершении данного курса обучения студент должен
достигнуть определённого программой уровня практического владения
иностранным языком, проверка которого проводится кафедрой в
предусмотренных программами и учебными планами формах контроля.
А2 ПРЕДПОРОГОВЫЙ УРОВЕНЬ (WAYSTAGE)
ТРЕБОВАНИЯ К ПРАКТИЧЕСКОМУ ВЛАДЕНИЮ ВИДАМИ РЕЧЕВОЙ
ДЕЯТЕЛЬНОСТИ
Понимание:
Аудирование
Студент должен уметь:
• понимать отдельные фразы и наиболее употребительные слова в
высказываниях, касающихся изучаемых общеразговорных тем (в частности,
основную информацию о себе, своей семье и других людях, о покупках, о месте
306
проживания, о работе, условиях жизни, учебе, о своих предпочтениях в еде и
одежде);
• понимать, о чем идет речь в простых, четко произнесенных и небольших по
объему сообщениях.
Чтение
Студент должен уметь:
• понимать очень короткие простые тексты повседневного и
профессионального общения;
• найти конкретную, легко предсказуемую информацию в простых текстах
повседневного общения.
Говорение
Диалог
Студент должен уметь:
• общаться в простых типичных ситуациях, требующих непосредственного
обмена информацией в рамках изученного языкового материала;
• поддерживать предельно краткий разговор на бытовые темы, используя
изученный языковой и грамматический материал.
Монолог
Студент должен уметь:
• использовать простые фразы и предложения, рассказать о своей семье и
других людях, условиях жизни, учебе, настоящей или прежней работе, о своих
предпочтениях в еде и одежде;
Письмо
Студент должен уметь:
 владеть навыками письма в пределах изученного языкового и
грамматического материала, в частности:
• лексически и грамматически корректно писать простые короткие сообщения.
В1 ПОРОГОВЫЙ УРОВЕНЬ (THRESHOLD)
ТРЕБОВАНИЯ К ПРАКТИЧЕСКОМУ ВЛАДЕНИЮ ВИДАМИ РЕЧЕВОЙ
ДЕЯТЕЛЬНОСТИ
Понимание
Аудирование
Студент должен уметь:
• понимать развернутые доклады и лекции и содержащуюся в них даже
сложную аргументацию, если тематика этих выступлений достаточно знакома;
• понимать почти все новости и репортажи о текущих событиях;
• содержание большинства фильмов, если их герои говорят на литературном
языке.
Чтение
Студент должен уметь:
• понимать тексты, построенные на частотном языковом материале
повседневного и профессионального общения;
• читать, понимать и использовать литературу по специальности, опираясь на
изученный языковой материал;
307
• понимать статьи и сообщения по современной проблематике, авторы которых
занимают особую позицию или высказывают особую точку зрения.
Говорение
Диалог
Студент должен уметь:
• понимать, без подготовки довольно свободно участвовать в диалогах с
носителями изучаемого языка;
• принимать активное участие в дискуссии по проблеме изучаемой тематики,
обосновывать и отстаивать свою точку зрения.
Монолог
Студент должен уметь:
• понятно и обстоятельно высказываться по широкому кругу интересующих
вопросов;
• объяснить свою точку зрения по актуальной проблеме, высказывая все
аргументы «за» и «против».
Письмо
Студент должен уметь:
 Владеть
навыками письма в пределах изученного языкового и
грамматического материала, в частности:
• писать понятные подробные сообщения по широкому кругу интересующих
вопросов, выделяя те события и впечатления, которые являются особо
важными;
• писать эссе или доклады, освещая вопросы или аргументируя точку зрения
«за» или «против».
ТРЕБОВАНИЯ К ОЦЕНКЕ РЕЧЕВОЙ ДЕЯТЕЛЬНОСТИ
ДИАПАЗОН
Студент должен:
• обладать достаточными знаниями по таким общеразговорным темам, как
«Наш университет», «Что такое экономика», «Виды компаний», «Маркетинг»,
«Менеджмент», «Реклама»
ТОЧНОСТЬ
Студент должен:
• аккуратно использовать набор конструкций, ассоциируемых со знакомыми
коммуникативными ситуациями.
БЕГЛОСТЬ
Студент должен:
• высказаться понятно, несмотря на то, что паузы для поиска грамматических
и лексических средств заметны, особенно в высказываниях значительной
протяжённости.
ВЗАИМОДЕЙСТВИЕ
Студент должен:
• начинать, поддерживать и завершать беседу один на один, если темы
обсуждения знакомы или индивидуально значимы;
308
• уметь повторить предыдущие реплики, демонстрируя тем самым своё
понимание.
СВЯЗНОСТЬ
Студент должен:
• связать несколько достаточно коротких простых предложений в линейный
текст, состоящий из нескольких пунктов.
3.4 ФОРМЫ КОНТРОЛЯ СФОРМИРОВАННОСТИ УМЕНИЙ И
НАВЫКОВ
1. Стартовое тестирование,
2. Два компьютерных теста,
3. Устные беседы по текстам и темам текущего контроля,
4. Письменный перевод текстов изученной тематики,
5. Зачет,
6. Экзамен.
СОДЕРЖАНИЕ ЗАЧЕТА:
после I семестра для специальностей ЗГС/ЗГГ, РГС:
после II семестра для специальности РГТ/Х:
1. Компьютерный тест.
2. Письменный перевод текста (600 п.з.) со словарем за 45 мин.
3. Беседа по текстам, проработанным в предыдущем семестре.
4. Беседа по пройденным темам.
СОДЕРЖАНИЕ ЭКЗАМЕНА:
после II семестра для специальностей ЗГС/ЗГГ, РГС:
после III семестра для специальности РГТ/Х:
1. Компьютерный тест.
2. Письменный перевод текста (600 п.з.) со словарем за 45 мин.
3. Чтение, пересказ и беседа по тексту изученной тематики (1500-2000 п.зн.).
4. Беседа по пройденным темам.
РАСЧЁТ ЧАСОВ ПО КУРСАМ И СЕМЕСТРАМ
Специальность ЗГС/ЗГГ:
1 курс, I семестр: 36 часов (практические занятия) + зачёт
1 курс, II семестр: 4 часа (практические занятия) + экзамен
Специальность РГС:
1 курс, I семестр: 30 часов (практические занятия) + зачёт
1 курс, II семестр: 4 часа (практические занятия) + экзамен
Специальности РГТ/Х:
1 курс, I семестр: 10 часов (практические занятия)
1 курс, II семестр: 10 часов (практические занятия) + зачёт
2 курс, III семестр: 10 часа (практические занятия) + экзамен
309
3.5 УЧЕБНО-МЕТОДИЧЕСКАЯ КАРТА ДИСЦИПЛИНЫ ИНОСТРАННЫЙ ЯЗЫК
1
2
Иностранный язык
Установочная сессия
1
Модуль: устная речь
1.1.1 Вводное занятие, знакомство
с программой дисциплины,
тема: «Education»
1. Our university
3
32
20
12
4
1.2.1 Тема: «Economics in
Business»
4
4
5
Аудио/видео 1, 2
Аудио/видео 1, 2
6
Формы контроля
знаний
Управляемая
самостоятельная
работа студентов
Литература
Практические
занятия
Материальное
обеспечение занятия
(наглядные, методические
пособия)
Управляемая
самостоятельная
работа студентов
Название дисциплины, темы, Кол-во
занятия, перечень изучаемых аудиторных
вопросов
часов
Практические
занятия
Номер раздела, темы,
занятия
ФЭУТ ЗФО ЗГС/Г I КУРС 1 семестр
7
8
Стартовое тестирование.
Упражнения на
активное закрепление
новой лексики,
самостоятельная работа
индивидуально и в
группах
Упражнения на
активное закрепление
новой лексики,
самостоятельная работа
индивидуально и в
310
1.2.2 Тема: «Business
organizations»
2
2.1
2.2
3
3.1
1
группах
Упражнения на
активное закрепление
новой лексики,
самостоятельная работа
индивидуально и в
группах
4
Аудио/видео 1, 2
Модуль: грамматика
Грамматика:
Имя существительное, его
число и притяжательный
падеж; личные,
притяжательные,
указательные и
неопределенные
местоимения; имя
прилагательное, наречия,
степени сравнения
Грамматика:
Времена групп Indefinite,
Continuous; the Perfect Tense,
the Past Perfect Tense
Модуль: чтение
Чтение текстов
общеэкономического
содержания
4
1
Аудио/видео 2, 3
Выполнение
грамматических тестов
2
Аудио/видео 2, 3
Выполнение
грамматических тестов
Аудио/видео 7, 8, 9, 10
Беседа
2
1 сессия
3
12
4
1
4
4
6
7
8
311
1
1.1
Модуль: устная речь
Тема: «Management»
4
2
Аудио/видео
1, 2, 5
1.2
Тема: «Marketing»
2
Аудио/видео
1, 8, 9
Упражнения на активное
закрепление лексики;
самостоятельная работа
в группах
Упражнения на активное
закрепление новой
лексики,
самостоятельная работа
индивидуально и в
группах
2
2.1.
Модуль: чтение
Профессиональное чтение:
Индивидуальное чтение:
4000п.зн.
Модуль: грамматика
Грамматика:
Модальные глаголы: can,
must, need, should и их
эквиваленты
4
4
Аудио/видео
1, 6, 7
Беседа по прочитанному
Аудио/видео
3 ,4
Выполнение
компьютерного теста №1
3
3.1
4
2
2
Зачет
1
1
1.1
2
2 сессия
Модуль: устная речь
Тема: «Advertising»
3
4
1
1
1 курс, II семестр
4
4
Аудио/видео
6
1, 2, 3,
7
8
Упражнения на активное
закрепление лексики;
самостоятельная работа
312
в группах
2
2.1
3
3.1
Модуль: грамматика
Грамматика:
Страдательный залог,
причастие I, причастие II,
инфинитив, герундий
2
Модуль: чтение
Профессиональное чтение:
Индивидуальное чтение:
4000 п.зн.
1
1
2
1
Аудио/видео
3, 4
Выполнение
компьютерного теста №2
Аудио/видео
7, 8, 9
Беседа по статье
общеэкономического
содержания
Экзамен
1
2
Иностранный язык
3
26
4
5
6
Формы контроля
знаний
Управляемая
самостоятельн
ая работа
студентов
Литература
Практические
занятия
Управляемая
самостоятельн
ая работа
студентов
Материальное
обеспечение занятия
(наглядные,
методические пособия)
Название дисциплины, темы, Кол-во
занятия, перечень изучаемых аудиторных
вопросов
часов
Практические
занятия
Номер раздела, темы,
занятия
УЧЕБНО-МЕТОДИЧЕСКАЯ КАРТА ДИСЦИПЛИНЫ ИНОСТРАННЫЙ ЯЗЫК
ФЭУТ ЗФО PГС I КУРС 1 семестр
7
8
313
Установочная сессия
1
Модуль: устная речь
1.1.1 Вводное занятие, знакомство
с программой дисциплины,
тема: «Education»
1. Our university
14
8
4
Аудио/видео 1, 2
13, 14, 15
1.2.1 Тема: «Economics in
Business»
2
Аудио/видео 1, 2
7, 8, 9, 10
1.2.2 Тема: «Business
organizations»
2
Аудио/видео 1, 2
7, 8, 9, 10
4
2
Аудио/видео 2, 3
11, 12, 13
2
2.1
Модуль: грамматика
Грамматика:
Имя существительное, его
число и притяжательный
падеж; личные,
притяжательные,
указательные и
неопределенные
Стартовое тестирование.
Упражнения на
активное закрепление
новой лексики,
самостоятельная работа
индивидуально и в
группах
Упражнения на
активное закрепление
новой лексики,
самостоятельная работа
индивидуально и в
группах
Упражнения на
активное закрепление
новой лексики,
самостоятельная работа
индивидуально и в
группах
Выполнение
грамматических тестов
314
2.2
3
3.1
1
местоимения; имя
прилагательное, наречия,
степени сравнения
Грамматика:
Времена групп Indefinite,
Continuous; the Perfect Tense,
the Past Perfect Tense
Модуль: чтение
Чтение текстов
общеэкономического
содержания
2
Аудио/видео 2, 3
11, 12, 13
Выполнение
грамматических тестов
Аудио/видео 7, 8, 9, 10
6, 7, 8
Беседа
2
1
1
1.1
2
1 сессия
Модуль: устная речь
Тема: «Management»
3
12
4
2
1.2
Тема: «Marketing»
2
2
2.1.
Модуль: чтение
Профессиональное чтение:
Индивидуальное чтение:
4000п.зн.
4
4
1 курс, I семестр
4
4
6
Аудио/видео
7
8
1, 2, 5
13, 14, 15
Аудио/видео
1, 8, 9
11, 12, 13
Упражнения на активное
закрепление лексики;
самостоятельная работа
в группах
Упражнения на активное
закрепление новой
лексики,
самостоятельная работа
индивидуально и в
группах
Аудио/видео
1, 6, 7
8, 9, 10
Беседа по прочитанному
315
3
3.1
Модуль: грамматика
Грамматика:
Модальные глаголы: can,
must, need, should и их
эквиваленты
4
2
2
Аудио/видео
3 ,4
8, 9, 10
Выполнение
компьютерного теста №1
Зачет
1
1
1.1
2
2.1
3
3.1
2
2 сессия
Модуль: устная речь
Тема: «Advertising»
3
4
1
1
Модуль: грамматика
Грамматика:
Страдательный залог,
причастие I, причастие II,
инфинитив, герундий
2
Модуль: чтение
Профессиональное чтение:
Индивидуальное чтение:
4000 п.зн.
1
1
1 курс, II семестр
4
4
2
1
6
7
8
Аудио/видео
1, 2, 3,
13, 14, 15
Упражнения на активное
закрепление лексики;
самостоятельная работа
в группах
Аудио/видео
3, 4
11, 12, 13
Выполнение
компьютерного теста №2
Аудио/видео
7, 8, 9
11, 12
Беседа по статье
общеэкономического
содержания
Экзамен
316
1
2
Иностранный язык
Установочная сессия
1
Модуль: устная речь
1.1.1 Вводное занятие, знакомство
с программой дисциплины,
тема: «Education»
1.
Our university
3
10
6
4
1.2.1 Тема: «Economics in
Business»
2
4
5
6
Формы контроля
знаний
Управляемая
самостоятельн
ая работа
студентов
Литература
Практические
занятия
Управляемая
самостоятельн
ая работа
студентов
Материальное
обеспечение занятия
(наглядные,
методические пособия)
Название дисциплины, темы, Кол-во
занятия, перечень изучаемых аудиторных
вопросов
часов
Практические
занятия
Номер раздела, темы,
занятия
УЧЕБНО-МЕТОДИЧЕСКАЯ КАРТА ДИСЦИПЛИНЫ ИНОСТРАННЫЙ ЯЗЫК
ФЭУТ ЗФО РГТ/Х I КУРС 1 семестр
7
8
Аудио/видео 1, 2
13, 14, 15
Аудио/видео 1, 2
7, 8, 9, 10
Стартовое тестирование.
Упражнения на
активное закрепление
новой лексики,
самостоятельная работа
индивидуально и в
группах
Упражнения на
активное закрепление
новой лексики,
самостоятельная работа
индивидуально и в
группах
317
2
2.1
2.2
3
3.1
1
Модуль: грамматика
Грамматика:
Имя существительное, его
число и притяжательный
падеж; личные,
притяжательные,
указательные и
неопределенные
местоимения; имя
прилагательное, наречия,
степени сравнения
Грамматика:
Времена групп Indefinite,
Continuous; the Perfect Tense,
the Past Perfect Tense
Модуль: чтение
Чтение текстов
общеэкономического
содержания
2
1
Аудио/видео 2, 3
11, 12, 13
Выполнение
грамматических тестов
1
Аудио/видео 2, 3
11, 12, 13
Выполнение
грамматических тестов
Аудио/видео 7, 8, 9, 10
6, 7, 8
Беседа
2
1
1
1.1
2
2 сессия
Модуль: устная речь
Тема: «Management»
3
10
4
2
1.2
Тема: «Marketing»
2
1 курс, II семестр
4
4
6
Аудио/видео
Аудио/видео
7
8
1, 2, 5
13, 14, 15
1, 8, 9
11, 12, 13
Упражнения на активное
закрепление лексики;
самостоятельная работа
в группах
Упражнения на активное
закрепление новой
318
лексики,
самостоятельная работа
индивидуально и в
группах
2
2.1.
3
3.1
Модуль: чтение
Профессиональное чтение:
Индивидуальное чтение:
4000п.зн.
Модуль: грамматика
Грамматика:
Модальные глаголы: can,
must, need, should и их
эквиваленты
2
2
4
4
2
Аудио/видео
1, 6, 7
8, 9, 10
Беседа по прочитанному
Аудио/видео
3 ,4
8, 9, 10
Выполнение
компьютерного теста №1
Зачет
1
1
1.1
2
3 сессия
Модуль: устная речь
Тема: «Business organizations»
3
10
4
2
1.2
Тема: «Advertising»
2
2 курс, III семестр
4
4
6
Аудио/видео
Аудио/видео
7
8
1, 2, 5
13, 14, 15
1, 8, 9
11, 12, 13
Упражнения на активное
закрепление лексики;
самостоятельная работа
в группах
Упражнения на активное
закрепление новой
лексики,
самостоятельная работа
индивидуально и в
319
группах
2
2.1.
3
3.1
Модуль: чтение
Профессиональное чтение:
Индивидуальное чтение:
4000п.зн.
Модуль: грамматика
Грамматика:
Страдательный залог,
причастие I, причастие II,
инфинитив, герундий
2
2
4
4
2
Аудио/видео
1, 6, 7
8, 9, 10
Беседа по прочитанному
Аудио/видео
3 ,4
8, 9, 10
Выполнение
компьютерного теста №1
Зачет
320
3.6 ИНФОРМАЦИОННО-МЕТОДИЧЕСКАЯ ЧАСТЬ
ЛИТЕРАТУРА
I. Основная литература:
1. Березовская, С.Н. Основы экономики/ С.Н. Березовская, Е.В. Климук,
Е.В. - Минск: БГЭУ, 2010. – 59 с.
2.Симхович, В.А. Практическая грамматика английского языка / В.А.
Симхович. – Минск, 2004. – 416 с.
3. Хведченя, О.И. и др. Английский для студентов-заочников / О.И.
Хведченя. - Минск: Выш. шк., 2002. – 464 с.
II. Дополнительная литература:
4. Конышева, Л.В. Let’s Talk about Belarus / Конышева, Л.В., Козакова, О.П..
M., 2003.
5. Португалов, В.Д. Economics. Учебник по английскому языку/ В.Д.
Португалов. - М., 2005
6. Бедрицкая, Л.В. English for Economists / Л.В. Бедрицкая. - Минск:
Экоперспектива, 2002.
7. Cotton, D. Business Class. Course Book. / D. Cotton, S. Robbins. ─ Longman,
2002.
8. Cotton, D., Market Leader. Business English/ D., Cotton, D. Favley D., S. Kent,
9. Hashemi, F. PET Practice Tests / F.Hashemi. - Cambridge, 1991.
10.Robbins, S. Business Vocabulary in Practice / S. Robbins, S. Horrod.
HarperCollins Publishers 2003.
11.Wallwork, A., Business Options / A. Wallwork. Oxford University Press, 1999.
Газеты, видео курсы и другие источники:
12.Business review – Newspaper.
13.Business week – Newspaper.
14.Economist, Magazine.
15.Financial Times, Newspaper
16.www.wikipedia.org
17.Начинаем изучать деловой английский язык. http: //cdo.bseu.by/bust.
18.Английский язык без преподавателя. http:.//cdo.bseu.by/english 1.
321
4.1 МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ ПО ДИСЦИПЛИНЕ
«ИНОСТРАННЫЙ ЯЗЫК (АНГЛИЙСКИЙ)» ДЛЯ СТУДЕНТОВ 1-2
КУРСОВ
ЗАОЧНОЙ
ФОРМЫ
ОБУЧЕНИЯ,
ФАКУЛЬТЕТА
УПРАВЛЕНИЯ ТОРГОВЛИ
Цeли и задачи дисциплины:
Основной целью курса «Иностранный язык» является развитие умений и
навыков практического владения английским языком в степени, позволяющей
эффективно использовать их в ситуациях повседневного общения, читать
литературу и извлекать необходимую информацию, а так же в процессе
межкультурного взаимодействия, что соответствует подходу Совета Европы к
проблеме изучения языков.
Требования к умениям и навыкам:
Говорение:

уметь передавать основную идею аудио и видеотекста на базе
пройденного лексико-грамматического материала;

владеть подготовленной монологической речью, уметь делать резюме,
устные сообщения;

уметь комментировать информацию, полученную при чтении текстов;

владеть диалогической речью в типичных ситуациях повседневного,
бытового общения в пределах изученного языкового и грамматического
материала.
Аудирование:
 уметь понимать на слух учебные тексты в рамках ситуаций повседневного
общения, опираясь на изученный языковой и грамматический материал,
страноведческие знания, навыки языковой и контекстуальной догадки.
Чтение:

уметь читать, понимать и использовать литературу, опираясь на
изученный языковой и грамматический материал; овладеть всеми видами
чтения (изучающее, ознакомительное, поисковое и просмотровое).
Письмо:
Владеть навыками письма в пределах изученного языкового и грамматического
материала, в частности:
 уметь составить план (конспект) прочитанного и / или прослушанного текста
(изложение);
 уметь изложить основное содержание прослушанного или прочитанного в
форме резюме.
Формы
контроля
наличия
умений
1. Стартовое тестирование,
2. Два компьютерных теста,
3. Устные беседы по текстам и темам текущего контроля,
4. Письменный перевод текстов изученной тематики,
5. Зачет.
и
навыков:
322
6. Экзамен.
СОДЕРЖАНИЕ ЗАЧЕТА:
после I семестра для специальностей ЗГС/ЗГГ, РГС:
после II семестра для специальности РГТ/Х:
1. Компьютерный тест.
2. Письменный перевод текста (600 п.з.) со словарем за 45 мин.
3. Беседа по текстам, проработанным в предыдущем семестре.
4. Беседа по пройденным темам.
СОДЕРЖАНИЕ ЭКЗАМЕНА:
после II семестра для специальностей ЗГС/ЗГГ, РГС:
после III семестра для специальности РГТ/Х:
1. Компьютерный тест.
2. Письменный перевод текста (600 п.з.) со словарем за 45 мин.
3. Чтение, пересказ и беседа по тексту изученной тематики (1500-2000 п.зн.).
4. Беседа по пройденным темам.
РАСЧЁТ ЧАСОВ ПО КУРСАМ И СЕМЕСТРАМ
Специальность ЗГС/ЗГГ:
1 курс, I семестр: 36 часов (практические занятия) + зачёт
1 курс, II семестр: 4 часа (практические занятия) + экзамен
Специальность РГС:
1 курс, I семестр: 30 часов (практические занятия) + зачёт
1 курс, II семестр: 4 часа (практические занятия) + экзамен
Специальности РГТ/Х:
1 курс, I семестр: 10 часов (практические занятия)
1 курс, II семестр: 10 часов (практические занятия) + зачёт
2 курс, III семестр: 10 часа (практические занятия) + экзамен
Структура курса :
Специальность ЗГС/ЗГГ:
1 курс, I семестр: 36 часов (практические занятия) + зачёт
1 курс, II семестр: 4 часа (практические занятия) + экзамен
Специальность РГС:
1 курс, I семестр: 30 часов (практические занятия) + зачёт
1 курс, II семестр: 4 часа (практические занятия) + экзамен
Специальности РГТ/Х:
1 курс, I семестр: 10 часов (практические занятия)
1 курс, II семестр: 10 часов (практические занятия) + зачёт
2 курс, III семестр: 10 часа (практические занятия) + экзамен
323
СОДЕРЖАНИЕ ЗАЧЕТА:
1. Компьютерный тест.
2. Письменный перевод текста (600 п.з.) со словарем за 45 мин.
3. Беседа по текстам, проработанным в предыдущем семестре.
4. Беседа по пройденным темам.
СОДЕРЖАНИЕ ЭКЗАМЕНА:
1. Компьютерный тест.
2. Письменный перевод текста (600 п.з.) со словарем за 45 мин.
3. Чтение, пересказ и беседа по тексту изученной тематики (1500-2000 п.зн.).
4. Беседа по пройденным темам.
ОБЪЁМ САМОСТОЯТЕЛЬНОЙ РАБОТЫ В МЕЖСЕССИОННЫЙ
ПЕРИОД:
1 курс, I семестр (к зимней сессии) для специальностей ЗГС/ЗГГ, РГС
1. Темы для изучения и обсуждения: “Our University”, “Economics in Business”,
“Business organizations” – пособие Березовской С.Н., Климук Е.В.
2. Тест по иностранному языку за первый курс, первый семестр (тест № 1) (для
выполнения компьютерного теста №1 по иностранному языку необходимо
повторить грамматический материал: имя существительное, число и
притяжательный падеж имени существительного; личные, притяжательные,
указательные и неопределенные местоимения; имя прилагательное, наречие,
степени сравнения прилагательных и наречий; времена глагола
(действительный залог); модальные глаголы.)
1 курс, II семестр (к весенней сессии) для специальности ЗГС/ЗГГ, РГС
1. Подготовка устного ответа разговорных тем: : “Management”, “Marketing”,
“Advertising” – пособие Березовской С.Н.,Климук Е.В.
2. Тест по иностранному языку за первый курс, второй семестр (тест № 2) (для
выполнения компьютерного теста №2 по иностранному языку необходимо
повторить грамматический материал: времена и модальные глаголы в
страдетельном залоге; инфинитив; причастие I, II; герундий).
1 курс, II семестр (к весенней сессии) для специальности РГТ/Х
1. Темы для изучения и обсуждения: “Our University”, “Economics in Business”,
“Management”, “Marketing” – пособие Березовской С.Н., Климук Е.В.
2. Тест по иностранному языку за первый курс I,II семестр (тест № 1) (для
выполнения компьютерного теста №1 по иностранному языку необходимо
повторить грамматический материал: имя существительное, число и
притяжательный падеж имени существительного; личные, притяжательные,
указательные и неопределенные местоимения; имя прилагательное, наречие,
степени сравнения прилагательных и наречий; времена глагола
(действительный залог); модальные глаголы.)
324
2 курс, III семестр
1. Подготовка устного ответа разговорных тем: “Advertising”,“Business
organizations” - пособие Березовской С.Н., Климук Е.В.
2. Тест по иностранному языку за второй курс, третий семестр (тест № 2) (для
выполнения компьютерного теста №2 по иностранному языку необходимо
повторить грамматический материал: времена и модальные глаголы в
страдетельном залоге; инфинитив; причастие I, II; герундий).
ЛИТЕРАТУРА:
1. Березовская, С.Н., Е.В. Климук, Е.В. Учебно-методическое пособие по
деловому английскому язык для студентов экономических специальностей
заочной формы обучения / C.Н. Березовская, Е.В.Климук - Минск: БГЭУ, 2010.
– 59 с.
2. Радина, И.В. Учебно-методическое пособие по разговорному английскому
языку для студентов 1-2 курсов факультета «Высшая школа туризма» заочной
формы обучения / И.В. Радина. – Минск: БГЭУ, 2009. – 21 с.
3. Симхович, В.А. Практическая грамматика английского языка / В.А.
Симхович. – Минск, 2004. – 416 с.
4. Хведченя, О.И. и др. Английский для студентов-заочников / О.И. Хведченя.
Минск: Выш. шк., 2002. – 464 с.
СПИСОК ТЕМ К ЗАЧЕТУ ПО ДИСЦИПЛИНЕ «ИНОСТРАННЫЙ
ЯЗЫК» для специальностей ЗГС/ЗГГ, РГС
1 КУРС, I семестр
1. Our University
2. Economics in Business
3. Business organizations
СПИСОК
ЭКЗАМЕНАЦИОННЫХ
ТЕМ
ПО
ДИСЦИПЛИНЕ
«ИНОСТРАННЫЙ ЯЗЫК» для специальностей ЗГС/ЗГГ, РГС
1 КУРС, II семестр
1. Our University
2. Economics in Business
3. Business organizations
4. Management
5. Marketing
6. Advertising
СПИСОК ТЕМ К ЗАЧЕТУ ПО ДИСЦИПЛИНЕ «ИНОСТРАННЫЙ
ЯЗЫК» для специальности РГТ/Х
1 КУРС, II семестр
1. Our University
2. Economics in Business
325
3. Management
4. Marketing
СПИСОК ЭКЗАМЕНАЦИОННЫХ ТЕМ ПО ДИСЦИПЛИНЕ
«ИНОСТРАННЫЙ ЯЗЫК» для специальности РГТ/Х
2 КУРС, III семестр
1. Our University
2. Economics in Business
3. Management
4. Marketing
5. Business organizations
6. Advertising
326
5.1 Электронные учебные пособия по дисциплине «Иностранный язык
(английский)».
5.1.1 УО «БЕЛОРУССКИЙ ГОСУДАРСТВЕННЫЙ ЭКОНОМИЧЕСКИЙ
УНИВЕРСИТЕТ»
С.Н. Березовская Е.В. Климук
BASICS OF ECONOMICS
ОСНОВЫ ЭКОНОМИКИ
Учебно-методическое пособие
по деловому английскому языку
для студентов экономических
специальностей заочной формы обучения
Минск 2010
327
Рецензент: Ст. преподаватель кафедры профессионально ориентированной
английской речи Круталевич А.Ф.
Учебно-методическое пособие по деловому английскому языку для студентов
заочной формы обучения – Мн., БГЭУ, 2010. - 59 с.
Данное учебно-методическое пособие направлено на развитие навыков чтения
и является источником информации для подготовки тем по деловому
английскому языку. Пособие предназначено для студентов экономических
специальностей БГЭУ заочной формы обучения.
Может быть использовано студентами в качестве основного или
дополнительного материала.
328
Contents
Preface
I. The Concept of Business
II. Economics
III. Types of Companies
IV. Careers in Business
V.
Management
VI. Factory Production
VII. Marketing
VIII. Advertising
Reference Literature
329
I.
The Concept of Business
I.
Go through the following vocabulary notes to avoid difficulties in
understanding and find these words in the text.
exchange
distribution
обмен
распределение
corporation
certificate
sale
profit
продажа
прибыль
production
conversion
производство
переработка
share
stockholder,
shareholder
expenses
entity
dealership
местное
представительство
право собственности
Match
proprietorship
II.
partnership
ассоциация
документ,
свидетельство
акция
акционер
владелец акций
затраты
экономический
объект,
хозяйственное
подразделение
товарищество
Match the words in the left column with the definitions in the right column.
1.business
2.profit
3.production
4.distribution
5.sale
6.surplus
a) excess of revenues over outlays
and expenses in a business enterprise
over a given period of time, usually a
year;
b) an industrial, commercial, or
professional operation; purchase and
sale of goods and services;
c) the creation or manufacture for
sale of goods and services with
exchange value
d)the exchange of goods, property,
or services for an agreed sum of
money or credit;
e) a quantity or amount in excess of
what is required;
f) the process of physically satisfying
the demand for goods and services.
III. Read the text and give the definition of business.
330
Business is a word that is commonly used in many languages. Traditionally,
business simply meant exchange or trade for things people wanted or needed.
Nowadays, the concept and activities of business have increased. One definition of
business is production, distribution, and sale of goods or services for a profit. To
examine this definition, let us look at its different parts.
First, production is the creation of services or processing of materials into
products. Example is the conversion of iron ore into metal car parts. Next, these
products need to be moved from the plant to the marketplace. This is known as
distribution. A car might be moved from a plant in Germany to a car dealership in
Poland. Third is the sale of goods and services. Sale is the exchange of a product or
service for money. A car is sold to someone in exchange for money.
Goods are products that people either need or want; for example, cars can be
classified as goods. Services, on the other hand, are activities that a person or group
performs for another person or organization. For example, an auto mechanic performs
a service when he repairs a car. A barber renders a service when he cuts your hair.
Business, then, is a combination of all these activities: production, distribution,
and sale. However, there is another important factor, i.e., creation of profit or
economic surplus. A major goal in the functioning of any business company is
making a profit. Profit is the money that remains after all the expenses are paid.
Creating an economic surplus or profit is, therefore, a primary goal of business
activity.
IV.Answer these questions using the active vocabulary of the text.
1.
What is the traditional definition of business?
2.
Is business production, distribution and sale of goods and services for a
profit?
3.
What is the creation of services or processing of materials into products?
4.
How do we call the process of moving products from the plant to the market
place?
5.
Sale is the exchange of a product or service for money, isn’t it?
6.
What kind of activities are services?
7.
What is a major goal of any business company?
8.
What does a company get after all expenses are paid?
V.Read the text again and decide whether these statements are true (T) or
false (F).
1. Business is production, distribution, and sale of goods or services for a profit.
2. Production is the exchange of a product or service for money.
3. Distribution is moving from the plant to the marketplace.
4. Sale is the creation of services or processing of materials into products.
5. Services are activities that a person or group performs for another person or
organization.
6. Profit is the money that remains after all the expenses are paid.
VI.Choose Russian equivalents to the following phrases.
331
exchange for things
a) обмен вещей;
b) обмен на вещи;
c) изменение вещей.
the creation of services
a)оказание услуг;
b)создание услуг;
c)организация услуг.
the money that remains
a) деньги оставленные;
b) деньги, которые остаются;
c) деньги, что оставят.
VII. Make an outline of the text consisting of 5-8 sentences.
VIII. Retell the text according to its outline.
II. Economics
I. Go through the following vocabulary notes to avoid difficulties in
understanding and find these words in the text.
decrease
scarce
inputs
output
allocate
уменьшать
недостаточный
затраты
выпуск изделий
распределять
consumer потребитель
accounting бухгалтерское дело
employment занятие; работа
labor force рабочая сила
increase увеличивать
III. Match the words in the left column with the definitions in the right
column.
1.economics
2.macroeconomics
3.microeconomics
4.scarcity
5.resources
6.goods
7.employment
8. economic growth
9. price stability
a) the state achieved by monetary
control, balanced budgets, etc.;
b) the branch of economics concerned
with particular commodities, firms, or
individuals
and
the
economic
relationships between them;
c) possessions and personal property
d) inadequate supply;
e) the social science concerned with the
production and consumption of goods
and services and the analysis of the
commercial activities of a society;
f) the work or occupation in which a
332
person is employed;
g) a source of economic wealth, esp. of a
country (mineral, land, labor, etc.) or
business enterprise (capital, equipment,
personnel, etc.);
h) the branch of economics concerned
with aggregates, such as national
income, consumption, and investment;
i) this period characterized by rising
wages, profits, and prices, full
employment, and high levels of
investment, trade, and other economic
activity.
IV.
Read the text and explain the highlighted words.
Economics is the study of how society allocates scarce resources and goods.
Resources are the inputs that society uses to produce output, called goods. Resources
include inputs such as labor, capital, and land. Goods include products such as food,
clothing, and housing as well as services such as those provided by doctors,
repairmen, and police offices. These resources and goods are considered scarce
because of society's tendency to demand more resources and goods than are available.
Most resources are scarce, but some are not — for example, the air we breathe.
Its price is zero. It is called a free resource. Economics, however, is mainly concerned
with scarce resources and goods, as scarcity motivated the study of how society
allocates resources and goods.
The term market refers to any arrangement that allows people to trade with
each other. The term market system refers to the collection of all markets, also to the
relationships among these markets. The study of the market system, which is the
subject of economics, is divided into two main theories; they are macroeconomics
and microeconomics.
Macroeconomics
The prefix macro means large, indicating that macroeconomics is concerned
with the study of the market system on a large scale. Macroeconomics considers the
aggregate performance of all markets in the market system and is concerned with the
choices made by the large subsectors of the economy — the household sector, which
includes all consumers; the business sector, which includes all firms; and the
government sector, which includes all government agencies.
Microeconomics
The prefix micro means small, indicating that microeconomics is concerned
with the study of the market system on a small scale.
Microeconomics considers the individual markets that make up the market
system and is concerned with the choices made by small economic units such as
individual consumers, individual firms, or individual government agencies.
Economic Policy
333
An economic policy is a course of action that is intended to influence or control
the behavior of the economy. Economic policies are normally implemented and
administered by the government. The goals of economic policy consist of value
judgments about what economic policy should strive to achieve. While there is some
disagreement about the appropriate goals of economic policy, there are three widely
accepted goals including:
Economic growth: It means that the incomes of all consumers and
firms (after accounting for inflation) are increasing over time.
Full employment: It means that every member of the labor force who
wants to work is able to find work.
Price stability: It means to prevent increases in the general price level
known as inflation, as well as decreases in the general price level
known as deflation.
V.
1.
2.
3.
4.
5.
6.
Answer these questions using the active vocabulary of the text.
What is the definition of economics?
Why are resources scarce?
What are the two main theories of economics?
What do they deal with?
What are the goals of economic policy?
What is inflation?
VI. Read the text again and decide whether these statements are true (T) or
false (F).
1.Economics is the study of how society allocates scarce resources and goods.
2.Society's tendency is to demand more resources and goods than are available.
3.The term market refers to any arrangement that allows people to trade with each
other.
4.Microeconomics is concerned with the study of the market system on a large scale.
5.Macroeconomics is concerned with the choices made by small economic units such
as individual consumers, individual firms, or individual government agencies.
6. Economic policies are normally implemented and administered by the private
sector.
7.Three widely accepted goals include labor force, inflation and the incomes of all
consumers.
VII. Find Russian equivalents to the following phrases in the second column.
1.scarce resources
2.available
3.on a large scale
4.aggregate performance
5.household
6.implemented
7.value judgments
a)в крупном масштабе
b)доступный
c)хозяйственный
d) субъективные оценки
e)недостаточные ресурсы
f)общий ценовой уровень
g)реализованный
334
h) стараться, пытаться
i)совокупная производительность
j)соответствующие показатели
8.strive to
9.appropriate goals
10.general price level
VIII. Make an outline of the text consisting of 5-8 sentences.
IX.
Retell the text according to its outline.
III. Types of Companies
I.
Go through the following vocabulary notes to avoid difficulties in
understanding and find these words in the text.
debt
assets
liabilities
долг
активы
пассивы
bankruptcy
enterprise
joint venture
банкротство
предприятие
cовместное
предприятие
proprietor
собственник
accountant
бухгалтер
pledge
закладывать
charter
устав
II.
Match the words in the left column with the definitions in the right
column.
1.sole proprietorship
2.partnership
3.general partnership
4.joint venture
5.limited company
a) It is a business in which two or more
companies have invested, with the
intention of working together;
b) It is the legal entity having a right to
issue stock certificates;
c) It is an association of two or more
people involved in business under a
written partnership agreement;
d) It is more often used by lawyers,
doctors,
dentists,
and
chartered
accountants;
e) It means going into business for
oneself.
III. Read the text and underline advantages and disadvantages with regard to
each type of companies.
The three traditional forms of business are the sole proprietorship, the
partnership, and the corporation. The sole proprietorship means going into business
335
for oneself. All one needs is some knowledge about the business, start-up capital and
knowledge of regulations. The partnership is an association of two or more people
involved in business under a written partnership agreement. The corporation is the
legal entity having a right to issue stock certificates. The people who own such stock
certificates (or shares) are called stockholders/ shareholders. They in fact own the
corporation.
Sole Proprietorship
A sole proprietorship is a business owned and usually operated by a single
individual. Its major characteristic is that the owner and the business are one and the
same. In other words, the revenues, expenses, assets and liabilities of the sole
proprietorship are the revenues, expenses, assets, liabilities of the owner. A sole
proprietorship is also referred to as the proprietorship, single proprietorship, individual
proprietorship, and individual enterprise.
A sole proprietorship is the oldest and most common form of ownership.
Some examples include small retail stores, doctors' and lawyers' practices and
restaurants.
A sole proprietorship is the easiest form of business to organize. The only
legal requirements for starting such a business are a municipal license to operate a
business and a registration license to ensure that two firms do not use the same name.
The organization costs for these licenses are minimal.
A sole proprietorship can be dissolved as easily as it can be started. A sole
proprietorship can terminate on the death of the owner, when a creditor files for
bankruptcy, or when the owner ceases doing business.
A sole proprietorship offers the owner freedom and flexibility in making
decisions. Major policies can be changed according to the owner's wishes because the
firm does not operate under a rigid charter. Because there are no others to consult, the
owner has absolute control over the use of the company's resources. As mentioned
earlier, the financial condition of the firm is the same as the financial condition of the
owner. Because of this situation, the owner is legally liable for all debts of the company. If
the assets of the firm cannot cover all the liabilities, the sole proprietor must pay these
debts from his or her own pocket. Some proprietors try to protect themselves by selling
assets such as their houses and automobiles to their spouses. A sole proprietorship,
dependent on its size and provision for succession, may have difficulty in obtaining
capital because lenders are leery of giving money to only one person who is pledged to
repay. A proprietorship has a limited life, being terminated on the death, bankruptcy,
insanity, imprisonment, retirement, or whim of the owner.
Partnerships
A partnership is an unincorporated enterprise owned by two or more individuals.
A partnership agreement, oral or written, expresses the rights and obligations of each
partner. For example, one partner may have the financial resources to start the business
while the other partner may possess the management skills to operate the firm. There are
three types of partnerships: general partnerships, limited partnerships, and joint ventures.
The most common form is the general partnership, often used by lawyers, doctors,
dentists, and chartered accountants. Partnerships, like sole proprietorships, are easy to
start up. Registration details vary by province, but usually entail obtaining a license and
336
registering the company name. Partners' interests can be protected by formulation of an
"Agreement of Partnership". This agreement specifies all the details of the partnership.
Complementary management skills are a major advantage of partnerships.
Consequently partnerships are stronger entity and can attract new employees more
easily than proprietorships.
The stronger entity also makes it easier for partnerships to raise additional
capital. Lenders are often more willing to advance money to partnerships because all of
the partners are subject to unlimited financial liability.
The major disadvantage of partnerships is that partners, like sole proprietors, are
legally liable for all debts of the firm. In partnerships, the unlimited liability is both joint
and personal. Partners are also legally responsible for actions of other partners.
Partnerships are not as easy to dissolve as sole proprietorships.
Limited companies
Limited companies, unlike proprietorships or partnerships, are created by law
and are separate from the people who own and manage them. Limited companies are
also referred to as corporations. In limited companies, ownership is represented by
shares of stock. The owners, at an annual meeting, elect a board of directors which has
the responsibility of appointing company officers and setting the enterprise's objectives.
Limited companies are the least risky from an owner's point of view. Corporations
can raise larger amounts of capital than proprietorships or partnerships through the
addition of new investors or through better borrowing power. Limited companies do not
end with the death of owners.
It is more expensive and complicated to establish corporations than
proprietorships or partnerships. A charter, which requires the services of a lawyer, must
be obtained through provincial governments or the federal government. In addition to
legal costs, a firm is charged incorporation fees for its charter by the authorizing
government.
Limited companies are subject to federal and provincial income taxes. Dividends
to shareholders are also taxed on an individual basis.
With diverse ownerships, corporations do not enjoy the secrecy that
proprietorships and partnerships have. A company must send each shareholder an annual
report detailing the financial condition of the firm.
IV.
Answer these questions using the active vocabulary of the text.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What are the three traditional forms of business?
What is a sole proprietorship?
What is the owner of the company legally liable for?
How do any proprietors try to protect themselves?
Why may a sole proprietorship have difficulty in obtaining capital?
What is a partnership?
What are three types of partnerships?
What is a major advantage of partnership?
Are all of the partners subject to unlimited financial liabilities?
What is a major disadvantage of partnership?
337
11.
12.
13.
14.
15.
How are limited companies created?
Who is represented by shares of stock in limited companies?
Do limited companies end with the death of owners?
Is it more expensive and complicated to establish corporations? Why?
What must a company send each shareholder?
V.
Read the text again and decide whether these statements are true (T) or
false (F).
1.
The financial condition of the firm is the same as the financial condition of the
owner.
2.
The sole proprietor mustn’t pay debts from his or her own pockets.
3.
A sole proprietorship doesn’t have any difficulty in obtaining capital.
4.
A partnership is an unincorporated enterprise owned by two or more
individuals.
5.
There are three types of partnerships: general partnerships, limited partnerships
and joint venture.
6.
Complementary management skills are a minor advantage of partnerships.
7.
In partnerships the limited liabilities are both joint and personal.
8.
Limited companies are not created by law and are not separate from the people
who own and manage them.
9.
Limited companies end with the death of owners.
10. Limited companies are subject to federal and provincial income taxes.
VI.
Choose the correct variant to finish the sentence.
1. The financial condition of the firm………. .
a) is the same as the financial condition of the owner.
b) is better than the financial condition of the owner.
c) depends on the financial condition of the shareholder.
2. Some proprietors try to protect themselves…… .
a) lending assets such as their houses and automobiles to their relatives.
b) selling assets such as their houses and automobiles to their spouses.
c) pledging the assets to their relatives.
3. A partnership is an unincorporated enterprise owned……… .
a) by two or more firms.
b) by the members of the government.
c) by two or more individuals.
4. In limited companies, ownership is represented by…….. .
a) shares of stock.
b) assets.
c) investors.
5. All of the partners are…….. .
a) subject to limited financial liability.
b) subject to unlimited financial liability.
c) subject to unlimited juridical liability.
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6. Limited companies are subject to …….. .
a) shareholders’ income taxes.
b) federal and provincial income taxes.
c) foreign investors income taxes.
VII. Make an outline of the text consisting of 5-8 sentences.
VIII. Retell the text according to its outline.
IV. Careers in Business
|I. Go through the following vocabulary notes to avoid difficulties in
understanding and find these words in the text.
accounting
бухгалтерское дело
data processing
обработка данных
bookkeeper
бухгалтер
aptitude
пригодность
advancement
продвижение
human resources
трудовые ресурсы
track
запись
requirement
требование
competitive
конкурентный
predictable
предсказуемый
II.
Match the words in the left column with the definitions in the right
column.
1.
2.
3.
4.
5.
6.
7.
8.
broad fields
pursue a career
requirement
setting goals
self-assessment
retention
reduction
career
a)self-esteem;
b)setting up aims;
c)areas of business;
d)to follow some steps in order to
overtake success at work;
e)keeping a job place;
f)lessening of the staff;
g)a path or progress through life or
history;
h)something demanded or imposed as an
obligation
III. Read the text except Case 1 and define the difference between a career and
a job.
Business is an increasingly important activity throughout the world today.
Consequently, the opportunities for a business career have grown in variety and
number. There are now five broad fields or areas of business that offer exciting
careers: management, marketing, accounting, finance and data processing. Within each
of these fields there are specific jobs in which you can specialize. For example,
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within the field of marketing you can specialize in market research, advertising,
buying, selling, or distribution. The figure below gives an idea of the general career
opportunities that are available in the various fields of business
Fig. 1. Business Fields and Careers
Management
Marketing
Accounting
Finance Data
Processing
Human
Producresource
tion
Management
General
manager
Marketing
manager
Researcher
Chief
accounttant
Bookkeeper
Finance Computer
manaoperator
ger
Banker Computer
programmer
Personnel
Manager
Executive
manager
Advertiser
Distributor
PR
manager
Financial
analyst
Stock
Broker
Producti
on
manager
Systems
analyst
Auditor
Sales
Manager
In choosing a business career, there are several questions you may want to
ask. For instance, does the work interest you? Are there any areas of business for
which you have an aptitude or special capability? What are the opportunities
involved, such as demand (or need) for the job, salary, and chance for advancement?
Answers to these kinds of questions and careful planning will help in choosing a
suitable and successful career in business.
What does it mean to have a career? Most people do not want to just "go to
work"; they want to "pursue a career." To some people, having a career requires
successful movement up the corporate ladder, marked by boosts in salary and status.
To others, a career means having a profession—doctors and professors have careers,
whereas secretaries and blue-collar workers have jobs. Still others will tell you that
no matter what the occupation, the difference between a career and a job is about 20
hours a week—that is, people who have careers are so involved in their work that
they extend beyond its requirements. For these people, it is psychological
involvement in their work that defines a career.
A job is a specific task performed for an organization. A career is the sequence
of jobs a person holds over a life span and the person's attitudes toward involvement
340
in those job experiences. A career has a long-term perspective and includes a series of
jobs. Moreover, to understand careers we must look not only at people’s work
histories or resumes but also at their attitudes toward their work. People may have
more or less money or power, be professional or blue collar, and vary in the
importance they place on the work in relation to the rest of their lives - yet all may
have careers.
Individual career planning normally entails five steps—self-assessment,
exploring opportunities, making decisions and setting goals, action planning, and
follow-up. Individual careers follow predictable stages that include exploration and
trial, establishment and advancement, mid-career, and disengagement. Other issues of
concern to individual career planning are mentors and coping with stress.
Productivity satisfaction, retention, and commitment of valued employees, stress
reduction, and a flexible work force will help the organization remain competitive in
the global economy.
Case 1
Kim Jackson's love of politics, hard work, and excellent research and writing
skills placed her on a career track to becoming a political correspondent on Capitol
Hill. When her interests and enthusiasm for the job waned, Jackson wondered if she
should make a career change. Before making a major move, she discussed her
concerns with her editor and a member of the human resource management office.
The newspaper, which was reluctant to lose a reporter of Jackson's talents and
background, provided an opportunity for her to undergo testing and experimentation
in other potential areas of career interest. Eventually, a simple solution emerged:
Jackson was moved to the international desk. Covering international political events
renewed her enthusiasm and her years on Capitol Hill gave her special insight into
U.S. reaction to global events.
IV. Answer these questions using the active vocabulary of the text.
1. What careers does business offer?
2. What questions should you answer while choosing a business career?
3. What will help you in choosing a suitable and successful career in business?
4. What does it mean to have a career?
5. How does a career characterize people?
6. What are the steps of individual career planning?
7. What will help the organization remain competitive in our global economy?
8. Read Case 1 and explain how Jackson was moved to the international desk.
9. What other examples of successful career paths can you give?
V. Read the text again and decide whether these statements are true (T) or
false (F).
1. Nowadays the opportunities for a business career have declined in variety and
number.
2. Kim Jackson became a political correspondent on Capitol Hill of her love politics,
hard work, excellent research and writing skills.
341
3. The newspaper didn’t provide an opportunity for Kim Jackson to move to the
international desk and she left the job.
4. Most people do not want to pursue a career; they want just to go to work.
5. The difference between a career and a job is about 20 hours a week.
6. To understand careers we must look only at people’s work histories or resumes.
7. Individual career planning normally entails four steps.
VI.
Find Russian equivalents to the following phrases in the second column.
1. market research
2.Personnel Manager
3. Sales Manager
4. give one’s special insight into
5. be reluctant
6. life span
7. job experiences
8. blue collar
9. career opportunities
10. making decisions
11. action planning
12. follow-up
13. mid-career
14. commitment of valued employees
15. coping with stress
16. flexible work force
a) справляться с напряжением;
b) продолжительность жизни;
c) последующая работа (деятельность)
d) начальник отдела кадров;
e) делающий что-л. с большой
неохотой, по принуждению;
f)начальник сбыта;
g) обязательства ценных работников;
h)трудовой опыт;
i)исследование рынка;
j) сeредина карьеры;
k)"синий воротничок",
производственный рабочий;
l)обратить особое внимание;
m) возможности карьерного роста;
n)принятие решение;
o) легко приспосабливающаяся
рабочая сила;
p) планирование действий.
VII. Choose the appropriate translation of the following sentences.
1. There are now five broad fields or areas of business that offer exciting careers.
a) Есть теперь пять широких полей или области бизнеса, которые предлагают
захватывающие карьеры.
b) В бизнесе существует пять широких областей или сфер, предлагающих
захватывающую карьеру
2.
To some people, having a career requires successful movement up the
corporate ladder, marked by boosts in salary and status.
a) Для некоторых людей карьера – это успешное продвижение вверх по
корпоративной лестнице с повышением в заработке и статусе.
b) Некоторым людям, имея карьеру требует успешного движения
корпоративная лестница, отмеченная повышениями в заработке и статусе.
3.
A career is the sequence of jobs a person holds over a life span and the
person's attitudes toward involvement in those job experiences.
a) Карьера – последовательность рабочих мест, занимаемых человеком в
течение жизни, и его отношение к вовлеченности в рабочий процесс.
342
b) Карьера - последовательность рабочих мест, человек держит за
продолжительность жизни и отношения человека к причастности в тех опытах
работы.
Other issues of concern to individual career planning are mentors and coping with
stress.
a) Другие проблемы беспокойства к индивидуальному планированию карьеры наставники и справляющийся с напряжением.
b) Другие проблемные моменты в планировании личной карьеры связаны с
наставниками и преодолением стресса.
VIII. Make an outline of the text consisting of 5-8 sentences.
IX.
Retell the text according to its outline.
V. Management
I.
Go through the following vocabulary notes to avoid difficulties in
understanding and find these words in the text.
ensure
integrate
establish
обеспечивать
объединять
устанавливать
supervisory
укрупнение
цели
кадровое
обеспечение
управление
нанимать
управляющий
исполнение
заслуживать
власть
высший уровень
управления
контролирующий
essential
get rid of
accomplish
make adjustments
mention
layer
middle
management
chief executive
officer (CEO)
human resources
manager
tool
начальник отдела
кадров,
орудие, средство
implement
существенный
избавиться
выполнять
приспособиться
упоминать
уровень
средний уровень
управления
главный
исполнительный
директор
осуществлять
equipment
оборудование
integration
objectives
staffing
directing
hire
guiding
performance
deserve
authority
top management
II. Match the words in the left column with the definitions in the right
column.
1. Management
2. subordinate
a) to offer or suggest (information, ideas,
etc.) in reaction to an inquiry,
343
3. staff
4. Clarification
5. Planning
6.Organizing
7. Directing
8. Controlling
9. performance
10. feedback
III.
experiment, etc.
b) the act, process, or art of performing
c) under the authority or control of
another
d) a group of people employed by a
company, individual, etc
e) to form (parts or elemnts of
something) into a structured whole;
coordinate
f) the technique, price, or science of
managing, controlling or dealing with
g) to regulate, or control the affairs
h) a detailed scheme, method, etc., for
attaining an objective
i) to command, direct, or rule
j) making smth. clear or easy to
understand
Read the statements and decide whether they are true (T) or false (F).
1.
Management is the effective and efficient integration and coordination of
resources to achieve desired objectives.
2.
Managers have to perform several functions: planning, organizing, staffing,
directing, and controlling.
3.
Every manager should think about how to hire the best employees and how to
get rid of those who can’t work efficiently.
4.
Managers can make adjustments if something goes wrong.
5.
The management pyramid may consist of many layers but the most common
ones are top management, and supervisory management (or lower-level
management).
6.
The middle managers are the chief executive officer (CEO), the chief financial
officer, the marketing director, the human resources manager, the production
manager, and others.
7.
The lower-level managers are responsible for implementing the strategies and
plans developed by top management.
8.
Many university graduates usually start their careers at the top management.
9.
Managers should have technical job skills, human relations skills, and
analytical skills to perform their tasks.
IV.
Read the text and check up your answers in ex. III.
Management is the effective and efficient integration and coordination of
resources to achieve desired objectives. Managers are those people who are
responsible for ensuring that this happens. A manager integrates and combines
human, capital, and technological resources in the best way possible to ensure that the
company’s objectives are achieved.
344
It is common knowledge that managers have to perform several functions:
planning, organizing, staffing, directing, and controlling.
The first function – planning – is connected with decisions about what to
produce, how to finance your business, where to market the goods or services, and
what resources to use.
Organizing – the second function – is concerned with establishing
relationships among tasks, activities, and people in the company. It is also related to
structuring your business.
Staffing is the third essential function. Every manager should think about how
to hire the best employees and how to get rid of those who can’t work efficiently.
As for directing, this function is about guiding and motivating employees to
accomplish the company’s objectives. Here it’s critical to remember about being a
leader, because if you are not one, it will be very difficult for you to direct your staff
correctly.
And lastly comes controlling which means monitoring and evaluating the
company’s performance. This function is important because it gives you an
opportunity to make adjustments if something goes wrong. At the same time
controlling is closely connected with planning as long as it shows if the manager has
achieved the objectives or not.
To my mind, one important thing that deserves mentioning is the management
pyramid. In short, it’s a structure of authority relationships among the managers. The
pyramid may consist of many layers but the most common ones are top management,
middle management, and supervisory management (or lower-level management).
As far as top managers go, they are mainly responsible for setting the direction and
strategy of their business. They are the chief executive officer (CEO), the chief
financial officer, the marketing director, the human resources manager, the
production manager, and others.
Then go the middle managers who are responsible for implementing the
strategies and plans developed by top management. They might be regional
managers, sales managers, plant and department managers, and so on. Their tasks are
hiring employees, designing jobs, purchasing materials, choosing equipment, etc.
As for supervisory management (or lower-level managers), they mainly supervise and
coordinate work of non-management employees (office clerks and workers). One
interesting fact is that many university graduates usually start their careers at this
particular level.
There are three basic skills that managers should have to perform their tasks.
They are technical job skills, human relations skills, and analytical skills. Let me tell
you about each of them in turn.
First, technical skills; they are connected with the manager’s ability to
understand and use the specific tools, knowledge, and techniques in their work.
Second, human relations skills, which are about socializing with your subordinates,
motivating and directing them in order to improve performance. And third, analytical
skills, that relate to understanding the whole organization, analysing and evaluating
information, and making appropriate plans and decisions.
345
V.
Answer these questions using the active vocabulary of the text.
1.
What is management?
2.
What are managers?
3.
What are the functions of management?
4.
Controlling is connected with decisions about what to produce, how to finance
your business, where to market the goods or services, and what resources to use, isn’t
it?
5.
Who should think about how to hire the best employees and how to get rid of
those who can’t work efficiently?
6.
What function means monitoring and evaluating the company’s performance?
7.
What layers of management do you know?
8.
What skills should managers have to perform their tasks?
VI.
Match the halves of the phrases from the text.
1.desired
2.responsible for
3.market
4.establishing
5.structure
6.accomplish
7.lower-level
8.setting
9.socializing with
10.perform
a)relationships
b)the objectives.
c)management
d)the direction
e)ensuring
f)your subordinates
g)the goods or services
h)their tasks
i)objectives
j)your business.
VII. Find Russian equivalents to the phrases in ex. VI.
a)выполнять задачи
b)установить отношения
c)общаться с подчиненными
d)устанавливать направление
e)искомые результаты
f)находить рынок сбыта товаров и
услуг
g)ответственннй за обеспечение
h)достичь целей
i)руководители низкого ранга
j)систематизировать свою
деятельность
VIII. Make an outline of the text consisting of 5-8 sentences.
IX.
Retell the text according to its outline.
VI. Factory Production
346
I.
Go through the following vocabulary notes to avoid difficulties in
understanding and find these words in the text.
disarmingly
обезоруживающий
gain
sleek
appropriate
осуществлять;
вызывать
быть в долгу
(перед кем-л.)
гладкий
должный
brazier
glow
convince
incredible
interpret
жаровня
сверкать
убеждать
маловероятный
объяснять
bountiful
competent
viable
mahogany
upsurge
добывать,
выигрывать
растягивать
технические
приемы
щедрый
осведомлённый
жизнеспособный
красное дерево
подъём
bring about
owe
stretch
technique
II. Match the words in the left column with the definitions in the right
column.
1.
2.
3.
4.
5.
6.
7.
8.
9.
production
contribution
standard of living
division of labor
production line
run
mass production
batch production
job production
III.
a) producing of smth. individually;
b) something given, such as money or
ideas;
c) a continuous flow of producing smth.;
d) a level of subsistence or material
welfare of a community, class, or person;
e) the creation or manufacture for sale of
goods and services with exchange value;
f) distribution of work among workers;
g) the amount of work performed in a
period of time;
h) producing of smth. in large quantities.
i) creating a significant number of similar
items
Read the text Part 1 and explain the highlighted words.
Part 1
Over two hundred years ago, Adam Smith introduced some ideas which were
to bring about a world revolution. If we enjoy a high standard of living in modern
society, we owe much to this Scottish economist and philosopher. If we enjoy driving
in sleek motor cars, wearing fashionable shoes, or flying away to distant places for
exciting holidays, we should perhaps give an occasional vote of thanks to the man
who made it all possible.
What then was Adam Smith's contribution? Like so many ideas which have
earth-shattering effects, his was a disarmingly simple notion. He watched workers
practicing their craft of pin making. One man would heat the strip of metal, stretch it out,
347
cut off an appropriate length, shape it, cool it and finally smooth and shine it. Smith
drew attention to the advantages which could be gained if these various tasks were
performed by different workers. Let one be responsible for keeping the brazier
glowing and preparing the metal. Another for stretching and cutting. Another for
shaping. Another for finishing. He described this technique as the Division of Labor,
whereby workers perform short work-cycles, repeating the same actions again and
again and again. Smith convinced the world that specialization could solve the
problems of poverty and want.
What was the result? The Industrial Revolution, specialization became the
order of the day. Productivity was increased to an incredible degree. For Britain,
where the revolution started, there was an upsurge in prosperity which made them the
richest country in the nineteenth century world. British trains and railway lines spread
out like a spider's web across the world, opening up the great continents of America,
Asia, Africa and Australasia. British ships built of iron and steel were used to carry
the new bountiful cargoes (including human beings) from every corner of the world,
to every corner of the world.
The revolution is not over. It is still with us, but now it is a worldwide
phenomenon. Everywhere, factories producing large numbers of more or less
identical units are in continuous production. What were called mass-production
lines yesterday are called robotic production lines today. If anything, the pace of
change is increasing. And if these techniques have brought us prosperity, they have
also brought us a trail of misery in overcrowded towns, boring jobs and, worst
of all, unemployment.
IV.
Answer these questions using the active vocabulary of the text.
Why is the name of Adam Smith remembered?
What technique was he responsible for introducing?
Why was Britain the richest country in the world in the nineteenth century?
What do you understand by the term «robotic production lines»?
Why do you think some jobs might be boring?
How can we blame Adam Smith for our present overcrowded towns?
How does large-scale production cause unemployment?
8.
“We owe Adam Smith a great deal”. Do you agree? What are your views?
V. Read the text Part 2 and underline advantages and disadvantages for the
manufacturer with regard to each method of production.
There are three main types of production method:
Job production
In this type of production specific work is carried out for individual customers. Job
production is of the one off variety and can range from a bride's wedding dress to an
ocean-going liner. Job production is usually labor intensive and requires the employment
of skilled labor which is able to interpret technical instructions. If supervisors are
employed they will need to be technically competent. Unit costs will always tend to be
high when small numbers of individually designed items are produced.
348
Mass production
This method of production is possible where the demand for a product is so great
that the goods can be produced in a continuous flow. Motor vehicles and food
processing are among the industries which resort to mass production techniques. Once
set up the production lines are not easily changed and advertising is often necessary to
ensure that stocks of finished goods do not pile up in the factory. Unskilled and semiskilled workers can be used, though the modern tendency is to use computerized robots.
By using these capital-intensive methods unit costs may be substantially reduced and
higher output can be obtained by running the expensive machines over two or three
shifts per day.
Batch production
This method falls between job and mass production. It could be described as
repeated production runs in contrast to the continuous flow or mass production technique.
The orders consist of a significant number of similar items. One industry which uses this
technique is the furniture industry. A batch of teak tables of a particular design will be
produced and followed perhaps by a batch of mahogany tables. Book printers also use
this technique. Runs of books will depend on the size of the market, but the printers
switch from the production of one book to the production of another at the end of each
run.
Both labor and machines have to be more versatile than in the case of mass
production, but less so than in the case of job production. The production manager will
have to attempt to organize the runs so that they are as economically viable as
possible, but the unit costs will tend to fall as the length of the run increases.
VI.
Read the texts again and decide whether these statements are true (T) or
false (F).
1. Over three hundred years ago, Adam Smith introduced some ideas which were to
bring about a world revolution.
2. Smith convinced the world that globalization could solve the problems of poverty
and want.
3. Unit costs will always tend to be low when large numbers of individually designed
items are produced.
4. Advertising is often necessary to ensure that stocks of finished goods do not pile up in
the factory.
5. Higher output can be obtained by running the cheap machines over two or three shifts
per day.
6. The orders consist of a significant number of similar items in mass production.
7. Both labour and machines have to be more versatile than in the case of mass
production, but less so than in the case of job production.
VII. Find Russian equivalents to the following phrases in the second column.
1. standard of living
2. give an occasional vote
3. be responsible for
a)след нищеты
b) уровень жизни
c)партия (изделий)
349
4. solve the problems
5. the order of the day
6. carry out
7. unit cost
8. demand for
9. resort to
10. unskilled and semi-skilled
11. capital-intensive
12.shift per day
13. production run
14. trail of misery
15. spider's web
16.draw attention to
d)смена в cутки
e) капиталоёмкий
f) отдать случайный голос
g) паутина
h) решать проблемы
i) спрос на
j) квалифицированные и
полуквалифицированные
k) быть ответственным за что-либо
l) прибегнуть
m) что-л. обычное, повседневное; что-л.
важное в данное время
n) цена на единицу продукции
о) обратить внимание на
p) выполнять, осуществлять
VIII. Translate the following sentences using the active vocabulary from the
texts.
1.Высокий уровень жизни в обществе существует благодаря достижениям в
области науки и техники.
2.Он обратил внимание на ежедневную работу рабочих.
3.Начальник по производству ответственен за организацию производственного
процесса.
4. Цена единицы товара поднимается с увеличением спроса на нее.
5.Мы прибегли к вынужденным мерам.
6.Иметь мобильный телефон сегодня обычное дело.
IX. Make an outline of the texts consisting of 5-8 sentences.
X. Retell the texts according to its outline.
350
VI. Marketing
I.
Go through the following vocabulary notes to avoid difficulties in
understanding and find these words in the text.
storage
complex
objective
wholesaler
promotion
competitor
charge
сохранение
комплексный
цель
оптовый продавец
продвижение товара на рынок
конкурент
запрашивать цену
II. Match the words in the left column with the definitions in the right
column.
1. product
2. placement
3. price
4. promotion
5. manufacturer
6. wholesaler
7. eiler
8. customer
III.
a) the process of getting the product to
the customer through the channels of
distribution.
b) the communication between buyer and
seller
c) the sum in money or goods for which
anything is or may be bought or sold
d) something produced by effort
e) a person who sells to final consumers
in smaller quantities
f) a person who sells goods in larger
quantities
g)a person who buys goods
h) a person who produces goods
Read the text and say what four P's imply.
Buying, selling, market research, transportation, storage, advertising - these are
all parts of the complex area of business known as marketing. In simple terms,
marketing means the movement of goods and services from a manufacturer to a
customer in order to satisfy the customer and to achieve the company's objectives.
Marketing can be divided into four main elements that are popularly known as
the four P's: product, price, placement and promotion. Each one plays a vital role in
the success or failure of the marketing operation.
The product element of marketing refers to the goods or service that a company
wants to sell. This often involves research and development (R&D) of a new product,
research of the potential market, testing of the product to insure quality, and then
introduction to the market.
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A company next considers the price to charge for its product. There are three
pricing options the company may take: above, with, or below the prices that its
competitors are charging. For example, if the average price of a pair of women's
leather shoes is $27, a company that charges $23 has priced below the market; a
company that charges $27 has priced with the market; and a company that charges
$33 has priced above the market. Most companies price with the market and sell their
goods and services for average prices established by major producers in the industry.
The producers who establish these prices are known as price leaders.
The third element of the marketing process - placement - involves getting the
product to the customer through the channels of distribution. A common channel of
distribution is: manufacturer – wholesaler – retailer – customer.
Wholesalers generally sell large quantities of products to a retailer and retailers
usually sell smaller quantities to customers.
Finally, communication about the product takes place between buyer and
seller. This communication between buyer and seller is known as promotion. There
are different ways of promotion: personal selling, in a department store; through a
newspaper or magazine and Internet.
The four elements of marketing – product, place, price and promotion work
together to develop a successful marketing operation.
IV.
Answer these questions using the active vocabulary of the text.
1.
2.
3.
4.
5.
6.
7.
What are the parts of marketing?
What are the objectives of marketing?
What are the vital elements of marketing?
What does each element of marketing refer to?
What are the channels of distribution?
What three pricing options may the company take?
What helps to develop a successful marketing operation?
V.
Read the text again and decide whether these statements are true (T) or
false (F).
1. Buying, selling, market research, transportation, storage, advertising means
marketing.
2. The four P's are product, price, placement and people.
3. The product element of marketing refers just to the introduction of this product to
the market.
4. Three pricing options exist above, with, or below the prices.
5. Placement involves getting the product to the customer through the channels of
diversification.
6. The communication between wholesaler and seller is known as promotion.
VI.
Find Russian equivalents to the following phrases in the second column.
1.market research
a)главные производители
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2.in simple terms
3.achieve the objectives
4.marketing operation
5.research and development
6.charge for
7.establish the prices
8.price leaders
9.major producers
10.channels of distribution
b) лидеры цен
c)каналы распределения
d) назначать цену
e) достигнуть целей
f) проще говоря
g) рыночная деятельность
h) исследование рынка
i)научно- исследовательский
j)устанавливать цены
VII. Choose the appropriate translation of the following sentences.
1. Each one plays a vital role in the success or failure of the marketing operation.
a) Каждый играет жизненную роль в успехе или неудаче операции маркетинга.
b) Каждый выполняет важную роль в успехе или провале маркетинговой
деятельности.
2. A company next considers the price to charge for its product.
a) Компания затем полагает, что цена заряжаетcя для ее изделия.
b) Затем компания рассматривает, какую цену установить на свою продукцию.
3. Most companies price with the market and sell their goods and services for
average prices established by major producers in the industry.
a) У большинства компаний цены с рынком и продает их товары и услуги за
средние цены, установленные главными производителями в промышленности.
b) Большинство компаний устанавливают цены согласно условиям рынка, и
продают свои товары и услуги по средним ценам, установленным ведущими
производителями данного вида промышленности.
4. Wholesalers generally sell large quantities of a product to a retailer and retailers
usually sell smaller quantities to customers.
a) Оптовые торговцы вообще продают большие количества изделия
розничному продавцу, и розничные продавцы обычно продают меньшие
количества клиентам.
b) Оптовые торговцы, главным образом, продают товар розничному продавцу в
большем количестве, а розничные продавцы обычно продают его клиентам в
меньшем количестве.
VIII. Make an outline of the text consisting of 5-8 sentences.
IX. Retell the text according to its outline.
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VIII.
Advertising
I.
Go through the following vocabulary notes to avoid difficulties in
understanding and find these words in the text.
mastery
мастерство
engage
promote
inferior
at a discount
способствовать
продвижению
товаров
со скидкой
free of charge
sample
бесплатный
образец
advertisement
enclose
mail
посылать почтой
commercials
trap
pool
ловушкa
объединять
капиталы
persistent
gullible
distribution
нанимать, быть
занятым
низкого качества
раздача,
распределение
реклама
прилагать,
вкладывать
рекламные
передачи
настойчивый
легковерный
II. Match the words in the left column with the definitions in the right
column.
1. advertising
2. discount
3. distribution
4. credit
5. commercials
III.
a) the process of physically satisfying the
demand for goods and services;
b)
a
commercially
sponsored
advertisement on radio or television;
c) the promotion of goods or services for
sale through impersonal media, such as
radio or television;
d) the practice of permitting a buyer to
receive goods or services before
payment;
e) a deduction from the full amount of a
price.
Read the text and say who made America great.
One can buy anything in America, but it takes a great deal of mastery to sell
anything there. Millions of people are engaged in promoting
Other gift notices are mоrе serious. Often I get invitations to visit car salons.
My time to get there and to test-drive a new car is compensated by a gift, such as a
portable radio, a beauty set, a turner's kit, etc.
Selling by catalogue is very popular. Every day you are mailed several
catalogues. The most popular of them come in the form of colorful big booklets
354
containing pictures of goods, their regular price, the price in the shop belonging to the
firm, and the price of selling by mail. Big companies may also offer you credit on
goods they sell.
The art of selling is for the persistent. Without persistent sellers America
wouldn't be what it is now.
Commercials, especially television ones, are very expensive and not all
companies can afford them. Usually the sellers of similar goods pool their funds to
buy one ad. Often producers pay for ads.
Advertising expenditures in the US are comparable to the budgets of some
countries. However, it is not for nothing that society undertakes such spending
products (goods and services). There are millions of methods to do it. The most
primitive one is to deliver goods to a shop and then wait until it is sold out. In this
case the main task is to get people into the shop and make them interested in what
you offer.
To attract customers, some shops organize regular sales at discount prices. This
does not mean that the goods sold at a discount are of an inferior quality.
Several years in a row, taking my 20-minute lunch break, I have seen free of
charge distribution of goods from cigarettes to popcorn, crackers or candies. These
were samples of new goods which the producer companies wanted the customers to
get acquainted with. This is one type of advertising.
Another type is showing a product in action. Once we got a call from a
company selling vacuum cleaners with a suggestion that we have a look at their new
model. We agreed to see it and in the evening of the same day a woman came to our
place and cleaned half the house. We liked the vacuum cleaner.
Another way of advertising is the distribution of gifts. From time to time you
are mailed strange notices: "Congratulations. You have won one of the following
prizes.’’ Then comes a list of prizes which may include a car, a million dollars, a TV
set, a camera, etc. To find out what exactly the prize is and to get it, you have to call
the enclosed number: most of the mоnеу spent on the intercity сall goes to the
organizers of the whole thing. You may spend $10 or more. Some of my friends
called the magic number only to know they had won a оne-dollar piece out of the list.
This business has nothing to do with advertising or selling it is simply a trap for the
gullible.. It helps to move goods more quickly and efficiently. This means that the
funds spent on the manufacturing of goods return to circulation more quickly which,
in turn, accelerates economic growth.
IV.
Answer the following questions using the active vocabulary of the text.
1. What is the most primitive method of promotion products?
2. What do some shops organize?
3. What kinds of advertising do you know?
4. Who can achieve the art of selling?
5. Who can afford commercials?
6. What helps to accelerate economic growth?
355
V.
Read the text again and decide whether these statements are true (T) or
false (F).
1.
It takes no efforts to sell anything in America.
2.
To organize regular sales at discount prices does not mean that the goods sold
at a discount are of an inferior quality.
3.
The distribution of gifts is simply a trap for the gullible.
4.
Big companies may also offer you free of charge goods.
5.
Advertising expenditures in the US are comparable to the budgets of a small
town.
VI.
Find Russian equivalents to the following phrases in the second column.
1.be engaged in
2.attract customers
3.inferior quality
4.get acquainted with
5.enclosed number
6.intercity сall
7.portable radio
8.beauty set
9.turner's kit
10.accelerate economic growth
a)привлечь покупателей
b)косметический набор
c)междугородний звонок
d)переносное радио
e)плохого качества
f)быть вовлеченным
g)ускорять экономический рост
h)прилагаемый номер
i)познакомиться
j)токарный набор
VII. Choose the appropriate translation of the following sentences.
1. In this case the main task is to get people into the shop and make them interested in
what you offer.
a) В этом случае главной задачей является привлечь людей в магазин и
заинтересовать их в том, что вы предлагаете.
b) В этом случае главной задачей является получить людей в магазин и сделать
их заинтересованными во что вы предлагаете.
2. These were samples of new goods which the producer companies wanted the
customers to get acquainted with.
а) Это образцы новых товаров, которые производительные компании хотели
покупателей познакомить.
b) Это были образцы новых товаров, с которыми компании- производители
хотели бы познакомить потребителей.
3. Once we got a call from a company selling vacuum cleaners with a suggestion that
we have a look at their new model.
a) Однажды нам позвонили из одной компании, продающей пылесосы, с
предложением взглянуть на их новую модель.
b) Однажды мы получили звонок из компании, продающей пылесосы, с
предложением, чтобы мы взглянули на их новую модель.
4. Some of my friends called the magic number only to know they had won a onedollar piece out of the list.
356
a) Некоторые мои друзья позвонили по волшебному номеру только узнать, что
они выиграли однодолларовый кусок из списка.
b) Некоторые из моих друзей звонили по магическому номеру только для того,
чтобы узнать, что они выиграли однодолларовый товар из списка.
5. Without persistent sellers America wouldn't be what it is now.
a) Без настойчивых продавцов Америка не будет тем, чем есть сейчас.
b) Без настойчивых продавцов Америка не была бы такой, какой она является
сейчас.
VIII. Make an outline of the text consisting of 5-8 sentences.
IX.
Retell the text according to its outline.
REFERENCE LITERATURE
1. Adrian Wallwork. Business Options. Oxford University Press, 2001.
2. David Cotton, Sue Robbins. Business Class. Longman, 2006.
3. Leo Jones. Richard Alexander. New International Business English. Cambridge
University Press, 1996.
4. Leo Jones. New Progress to First Certificate. Cambridge University Press, 1997.
5. Michael McCarty, Felicity O’Dell. English in Use. Cambridge University Press,
1994.
357
5.2 Материалы к практическим занятиям
5.2.1 Вопросы к темам изучаемой тематики
1.Our University
1. When was the university founded?
2. What can you say about the infrastructure of the university?
3. Do you live in a hostel? What do you think of living in a hostel?
4. Why have you chosen the economic university?
5.Who may enter higher educational establishments?
6. Are there many institutes and universities in your country?
2. Economics in Business
1. Why is economics a vital discipline?
2. Why should nations trade?
3. What are the main reasons for taxation in most countries?
4. What would happen to standards of living in your country if all foreign trade were
prohibited?
5. What is the guiding idea in economics?
6. What are the three fundamental questions that every economic society has to
answer? Comment upon them.
7. In what way are economics and economy interconnected?
8. What are the three sectors of economy? In which one would you like to be
engaged?
3. Business organizations
1. What is the most risky form of ownership in your opinion? Why?
2. What form of ownership seems more attractive for you? Why?
3. What structure do most organizations have?
4. What body is in charge of the whole organization? What are its functions?
5. What departments can be recognized in a company? What are they responsible for?
6. In a limited company who owns the company and who manages it?
4. Management
1. Is management an art or a science? Is it a set of skills or something you can be
born with?
2. Why is it so important to train competent subordinates?
3. Why are outstanding managers rather rare?
4. Is a position of a manager a part of your career plan? Do you think you fit it well?
5. What qualities do you have and which ones should you acquire for that?
5. Marketing
1. Is marketing necessary to get high profit? Explain why?
2. Why is marketing research so important?
3. Is marketing research more necessary for big companies or small firms?
4. Is marketing equal to advertising?
5. What are the most important principles of advertising in your opinion? Why?
6. What should a company do before launching a product?
6. Advertising
358
1.Is marketing equal to advertising?
2.What are the most important principles of advertising in your opinion? Why?
3.What should a company do before launching a product?
4.Why is advertising necessary?
5.3 Материалы и задания для управляемой самостоятельной работы
студентов
5.3.1Словарные слова по темам изучаемой тематики
1. Our University:
a faculty
факультет
education
образование
to enter
an establishment
a department
geographical
tutorial
to attend lectures
to take notes of the lectures
to take an exam
free of charge
miss classes
an extra - mural department
поступить
учреждение, заведение
отделение
географический
практическое занятие
посещать лекции
записывать лекции
сдавать экзамен
бесплатный
пропускать занятия
заочное отделение
2. Economics in Business
decrease
exchange
distribution
sale
profit
production
expenses
share
stockholder,
shareholder
scarce
inputs
output
allocate
consumer
labor force
employment
increase
уменьшать
обмен
распределение
продажа
прибыль
производство
затраты
акция
владелец акций
акционер
недостаточный
затраты(на производство)
выпуск изделий
распределять
потребитель
рабочая сила
занятие; работа
увеличивать
3. Business organizations
359
debt
assets
distribution
liabilities
profit
production
proprietor
bankruptcy
enterprise
shareholder
joint venture
accountant
sole proprietorship
partnership
limited company
долги
активы, имущество
распределение
денежные обязательства, задолженность
прибыль
производство
затраты
банкротство
предприятие
акционер
cовместное предприятие
бухгалтер
индивидуальное частное
предпринимательство
компания, товарищество
компания с ограниченной
ответственностью
4. Management
integration
objectives
staffing
directing
hire
guiding
performance
deserve
authority
top management
supervisory
human resources manager
tool
ensure
integrate
establish
get rid of
accomplish
make adjustments
mention
layer
middle management
chief executive officer (CEO)
implement
укрупнение
цели
кадровое обеспечение
управление
нанимать
управляющий
исполнение
заслуживать
власть
высший уровень управления
контролирующий
начальник отдела кадров
орудие, средство
обеспечивать
объединять
устанавливать
избавиться
выполнять
приспособиться
упоминать
уровень
средний уровень управления
главный исполнительный директор
осуществлять
360
equipment
оборудование
5.Marketing
storage
complex
objective
vital
competitor
charge
average
wholesaler
promotion
retailer
placement
price
manufacturer
сustomer
сохранение
комплексный
цель
жизненный
конкурент
запрашивать цену
средний
оптовый торговец
продвижение товара на рынок
продавец товаров в розницу
размещение
цена
производитель
покупатель
6.Advertising
mastery
promote
at a discount
free of charge
sample
mail
trap
pool
engage
inferior
distribution
advertisement
enclose
commercial
persistent
gullible
discount
distribution
мастерство
способствовать продвижению товаров
со скидкой
бесплатный
образец
посылать почтой
ловушкa
объединять капиталы
нанимать
низкого качества
распределение
реклама
прилагать
рекламный ролик
настойчивый
легковерный
скидка
распределение
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6 Раздел контроля знаний
6.1 Требования к промежуточному (текущему) контролю
1. Стартовое тестирование,
2. Два компьютерных теста,
3. Устные беседы по текстам и темам текущего контроля,
4. Письменный перевод текстов изученной тематики
6.2 Требования к зачету по дисциплине «английский язык»:
6.2.1 Содержание зачета по дисциплине «английский язык»::
после I семестра:
1. темы, пройденные в I семестре: “Our University”, “. Economics in Business”,
“Business organizations”
2. Чтение, пересказ и беседа по тексту изученной тематики (1500 -2000 п.з.)
3. Наличие теста по иностранному языку за 1 курс, II семестр (тест № 1) (имя
существительное, число и притяжательный падеж имени существительного;
личные, притяжательные, указательные и неопределенные местоимения; имя
прилагательное, наречие, степени сравнения прилагательных и наречий;
времена глагола (действительный залог); модальные глаголы)
6.2.2 Темы и вопросы к зачету по дисциплине «английский
язык»:
1. Our University
1) When was the university founded? 1933
2) What are the main areas of studies? economics, management, law
3) How many schools does the university have? 11
4) Where are the two branches of the university situated? Bobruisk and Pinsk
2. Economics in Business
1. Why is economics a vital discipline?
2. Why should nations trade?
3. What are the main reasons for taxation in most countries?
4. What would happen to standards of living in your country if all foreign trade were
prohibited?
3. Business organizations
1. What is the most risky form of ownership in your opinion? Why?
2. What form of ownership seems more attractive for you? Why?
3. What structure do most organizations have?
4. What body is in charge of the whole organization? What are its functions?
6.3 Требования к экзамену по дисциплине «Aнглийский язык»:
6.3.1 Содержание экзамена по дисциплине «английский язык»:
после II семестра:
1)
Чтение и беседа по текстам изученной тематики (1500 -2000 п. з.)
2)
Беседа по одной из тем, пройденных в 1-2 семестрах: 1)“ Our University”,
3)“ Economics in Business”, 3)“ Business organizations”, 4)“ Management”, 5)“
Marketing”, 6)“ Advertising”
362
4)
Письменный экзаменационный перевод (1500 п.з.) до экзамена!
5)
Тест по иностранному языку № 2, (времена и модальные глаголы в
страдательном залоге; инфинитив; причастие I, II; герундий)
6.3.2 Темы и вопросы к экзамену по дисциплине «английский язык»:
1. Our University
1. When was the university founded? 1933
2. What are the main areas of studies? economics, management, law
3.How many schools does the university have? 11
4.Where are the two branches of the university situated? Bobruisk and Pinsk
2. Economics in Business
1. Why is economics a vital discipline?
2. Why should nations trade?
3. What are the main reasons for taxation in most countries?
4. What would happen to standards of living in your country if all foreign trade were
prohibited?
3. Business organizations
1. What is the most risky form of ownership in your opinion? Why?
2. What form of ownership seems more attractive for you? Why?
3. What structure do most organizations have?
4. What body is in charge of the whole organization? What are its functions?
4. Management
1.Is management an art or a science? Is it a set of skills or something you can be
born with?
2.Why is it so important to train competent subordinates?
3.Why are outstanding managers rather rare?
4.Is a position of a manager a part of your career plan? Do you think you fit it well?
5. Marketing
1.Is marketing necessary to get high profit? Explain why?
2.Why is marketing research so important?
3.Is marketing research more necessary for big companies or small firms?
4. What is marketing?
6. Advertising
1.Is marketing equal to advertising?
2.What are the most important principles of advertising in your opinion? Why?
3.What should a company do before launching a product?
4.Why is advertising necessary?
6.4 Материалы и рекомендации (памятки) для подготовки к
контрольным мероприятиям
6.4.1 Образец текста разговорной тематики для чтения и
363
пересказа
How to promote the spread of mobile phones among the world's poorest
SOMETIME in the next few months, the number of mobile phones in use
will exceed 3.3 billion, or half the world's population. No technology has ever spread
faster around the globe: the mobile phone took less than two decades to reach this
degree of penetration. But the ever-restless wireless industry has already set its sights
on getting the other half connected. Two recent reports analyse how to add the “next
billion” to the subscriber list.In practice, that means finding ways to make mobile
phones more affordable to people in the developing world, since most people in the
developed world already have phones. The single largest barrier for would-be mobile
subscribers, according to a report by Portio Research, a market-research firm, is the
cost of a handset. So the industry has been doing its best to cut prices, with Motorola,
an ailing American equipment-maker, taking the lead. Its cheapest phones now cost
less than $30. John White of Portio believes that prices for simple, voice-only
handsets could fall to $10 in five years.
But affordable phones are only part of the picture. Operators in developing
countries have been inventive in their efforts. Smart Communications, an operator in
the Philippines, sells text messages for as little as $1.80 per 100 messages, and allows
subscribers to pass airtime to phone “buddies” at a cost of less than $0.03 per minute.
Yet even as the industry strives to make handsets and services cheaper, governments
keep adding costs—mainly by levying taxes and customs duties. The average ratio of
tax payments to operator revenues is 30%. On average the mobile industry, which
accounts for 4% of GDP, contributes 7% of national tax revenue.
This enthusiasm for taxation is easy to explain: governments have to tax
something, and mobile phones are an easy target, since operators' billing systems do
all the hard work. But treating mobile phones as a cash cow is shortsighted, says
Gabriel Solomon of the GSMA, because mobile-specific taxes reduce demand. If
governments did away with them and charged only VAT, tax revenues from the
mobile industry would be around 3% higher by 2012, the report found, and the
average penetration rate would increase from 33% to 41%.
6.4.2 Образец текста разговорной тематики для письменного
экзаменационного перевода
Different Types of UK Companies
There are four main different kinds of UK companies which can be registered.
Each might be suitable in specific situations, although to some extent, more than one
type of company may satisfy the particular requirements of the purchaser.
The different types of company in the UK are: companies limited by shares,
companies limited by guarantee, public limited companies (PLCs) and less
commonly known, unlimited companies.
When forming a company, the choice of which type of business structure to adopt is
an important one and requires adequate consideration.
364
Changing the type of company might be possible in certain situations, whereas in
others, it would not be an option.
Whilst it is possible to change a private company limited by shares to a PLC, it is not
permissible to change the fundamentals of the incorporation and migrate it to a
limited by guarantee entity.
Registering a company of any kind will carry with it its own set of business
regulations which have to be adhered to. Some of the requirements are more stringent
and potentially onerous than others, particularly those for public limited companies.
The purchasers should consider their capacity to both manage and fund whichever
kind of entity they select and might wish to plan a migration route to another kind of
company based on their future ambitions and plans.
6.4.3 Образец плана пересказа текста разговорной тематики
The Headline/Title The article/text is headlined…
The article/text goes under the headline…
of the Article/text
The article/text under the headline…has the
subhead…
12.
The Place of Origin The article/text is printed/ published in…
The article/text is from a newspaper under the
nameplate…
13.
The Time of Origin The publication date of the article/text is…
The article/text is dated by the first of October 2007
The article/text is printed on the second of October in
2007
The article/text is written by…/The author of the
14.
The Author
article is…
The article/text is written by a group of authors
The article/text deals with the topic…
15.
The Theme/Topic
The basic subject matter of the script is…
The article/text touches upon the topic of…
The headline of the article/text corresponds to the
topic.
16.
The Main Idea/Aim The purpose of the article/text/author is to give the
reader some information on…; to inform with…; to
of the Article/Text
compare/determine…; to provide the reader with some
material/data on…
17.
The Contents of the The article/text can be divided into some parts (The
first part deals with…, the second covers the events,
Article/Text
the third touches upon the problem of…, the fourth
important facts, names,
part includes some interviews, dialogues, pictures,
figures.
reviews, references, quotations, figures.
The article/text is written in the form of the
11.
365
monologue, from the first/third person narration.
In the article/text we come across an interview,
historical facts, a speech of…, the picture from the
place of events .
-The author starts by telling the reader…(writes,
states, stresses, depicts, says, informs, underlines,
confirms, emphasizes, puts an accent on,
accepts/denies the fact, reports, resorts to, hints on,
inclines to and so on)
-The article/text describes, goes on to say…
-In conclusion/the author comes to the
conclusion/concludes
The key sentence/words of the article/text…the
following…
18.
The Vocabulary of While reading I’ve come across some topical words
and expressions like…/A great number of words
the Article/Text
belong to the topic:
-the topical voc.
The author’s vocabulary is rather vivid, poor, rich
-the author’s voc.
The author resorts to colorful general phrases/
clichés/stable
statements/understatements/exaggerations/words with
negative/positive connotation/fine words/descriptive
adjectives/comparisons (to create a vivid picture, a
humorous effect/to enforce the influence the reader)
We see the author’s mastery in conveying the main
idea to the reader with the help of the
phrases/parenthesis/sayings/proverbs
I found the article/text interesting/important/hard to
19.
Personal
Opinion/Impression of the understand (Why?)
I appreciate the author’s word-painting
Article/text
as/superb/ordinary/
exaggerated
20.
Personal View on The message of the writer is clear to understand… I
share the author’s view…I see the problem in different
the Topic/Idea/Problem
way… I don’t quite agree with the fact…
366
6.5 Тесты контроля усвоения знаний
Стартовый тест для определения уровня знаний
Starting Test
Level A1
1. Have you ever visited other countries? - Yes, I... to Italy and France.
a) was
c) had been
b) have been
d) would be
2. I feel really tired. We ... to the party last night and have just returned home.
a) went
c) had seen
b) has gone
d) was going
3. At the beginning of the film I realized that I ... it before.
a) see
c) had seen
b) saw
d) have seen
4. When the bus stopped in the small square, Helen ... her magazine and didn't
realized at first that she had arrived at her destination.
a) read
c) was reading
b) reads
d) had read
5. My sister's son ... in tomorrow's race, because he is too young. They do not allow
riders under sixteen.
a) won't ride
c) wouldn't ride
b) shan't ride
d) doesn't ride
6. A beautiful bridge ... in our city. It will be finished next year.
a) builds
c) is being built
b) is built
d) has been built
7. It has been raining for two hours. I hope it ... raining soon.
a) stops
c) would stop
b) shall stop
d) stop
8. Television has many advantages. It keeps us informed about the latest news, and
also ... entertainment at home.
a) provide
c) is provided
b) provides
d) provided
9. On the other hand television ... for the violent behavior of some young people, and
for encouraging children to sit indoors, instead of doing sports.
a) blames
c) is blamed
b) blamed
d) would blame
10. Some millionaires have lots of money and ... what to do with it.
a) don't know
c) won't know
b) didn't
d) knows
11. How ... at college? You didn't say much about it in your last letter.
a) do you get on
c) will you get on
b) are you get on
d) are you getting on
12. When you ... in this city again? - In a month.
a) arrive
c) have you arrived
b) arrived
d) will you arrive
367
13. Every time that I miss the bus, it means that I ... walk to work.
a) has to
c) had to
b) have to
d) could
14. Every time when I missed the bus, I ... to return home late.
a) must
c) can
b) had
d) may
15. That was great! It was ... meal you have ever cooked.
a) good
c) best
b) better
d) the best
16. This exhibition is ... interesting than the previous one.
a) little
c) least
b) less
d) the least
17. We saw ... good film last night. The film was about the love of a girl to her cat
and dog.
a) a
c) b)the
d) an
18. Everybody agrees that ... happiness is very important in the life of people.
a) с) а
b) the
d) many
19. In the past people lived in ... harmony with the environment.
a) a
c) the
b) an
d) 20. When they arrived ... the station, they rushed to the platform not to miss the train.
a)to
c)in
b) at
d) for
Starting Test
Level A2
1. Bill works here, ... ? - Yes, he (work) here for five years already.
2. You (see) this film? - Oh, no. I (see) it by the end of the week.
3. Where you {make, do) the report today? - At the (student's, students') conference.
4. (All time, every time, still, yet) I see her, she (look) different.
5. Your boss will be angry (at, about, with, on) you if you (be) late for the office
again.
6. You (may, might, can, must) not let him talk to you like that.
7. How are you? - I am (nice, fine, good, right). Thank you.
8. He (speaks, tells, talks, says) he studies at Moscow University.
9. My watch (stop) so I didn't know the right (time, hour, o'clock, moment).
10. She is clever (also, too, either, enough) to do this work (herself, hers, himself).
11. Does Mike sometimes (come, go, arrive, visit) to your place?
12.1 don't want (anything, something, nothing) to eat. (Will, shall, should) you give
me two (coffee, coffees), please?
13. If I (see) John tomorrow, I will tell him (a, the, -) truth.
14. When are you going to finish this test? - I (finish) it already.
368
15. When I arrived at the party, Tom (go) home already, but some guests still (dance).
16. The children (swim) for half an hour when the storm began.
17. Could you ask when Ann (arrive)? - O.K., but I know that she (not, arrive) yet.
18. There weren't any other questions to him, ...? - Oh, he (ask) a lot of questions by
his colleagues.
19. The doctor just (sent) for. Before he (come), I (not, take) any medicine.
20. Scaryna Avenue is the (beautiful) street in Minsk. It is much (wide) than many
(other, another, others) streets in the city,
21. She speaks English (good) than I do, but she (not, know) German at all.
22. Yesterday I (must) to get up at 6 o'clock. I (be to) be at work at 7 a.m.
23. Tom asked me, "How did you spend your weekend?" (in Reported Speech)
24. I asked them, "Did you see the film 'Gone with the Wind'?" (in Reported Speech)
25. In our country (the, a, -) children go to school on (a, the, -) 1st of September.
26. Chocolate first (come) from ... Central America where (a, the) Aztecs (live).
27. Do you like (a, the, -) black coffee? - No, I prefer to have (a, the, -) tea.
28.We (arrive) in England in the middle of July. We (tell) that England (shroud) in
fog all year round. We (be) quite surprised to find that it merely (rain) from early
morning till late evening every day. So we (had to, could, might) carry our umbrellas
everywhere.
29.The documents (sign) by the president of the company? -Yes, they (lie) on the
table. You (may, must, could) take them.
30. All these business letters (answer) by 10 o'clock tomorrow morning. I (must, can,
may) remember to post them.
31. Everybody is busy as the welcoming party (prepare) in honor of the distinguished
visitors. They (be to, have, can) arrive in an hour.
32. A new metro line (construct) in our city now. One of its stations (build) in our
street soon.
33. If Paul (not, be) at home, we (leave) a message for him.
34. When we arrive, the concert already (begin). We (had, may, will have to) take a
taxi not to be late.
35. Tom is upset because he (not, pass) his exams.
36.- Look! Somebody (try) to open the door of your car. - Oh! I (not, see) anybody.
37. Can you help me, please? I (look) for my glasses. I (lose) them somewhere.
Starting Test
Level B1
1. Banks lend money (make, do) profit. These days banks (lend) more money to
encourage businesses to expand.
2.1 would advise you to arrive (at, in, into) the airport two hours before the flight
(leave).
3. I'm afraid I (can, have to, may) inform you that your application for funding (turn
down).
4. She has only just recovered from the operation and still (find) it difficult to move
about.
369
5.1 promise I (do) everything I can to help you find (a, the, -) flat, although I suggest
that you also advertise in the local newspaper.
6. Scientists (discover) that, all over the world, millions of frogs and toads died.
7. Timson (make) 13 films and I think her latest is (good). I'm sure it will win a
prize.
8. Bill (represent) his country (on, at, for) many occasions, but (force) to retire after
an injury.
9. Since Mr. Hassan (become) President, both taxes and unemployment (increase).
10. When I was young, I never (bother) too (much, many, far) abo'ut my appearance.
11. This novel (translate) from Spanish (in, on, into) Russian not long ago.
12. My brother has got a lot of stamps in his collection but I have (few, little, less) in
(my, mine)-.
13.1 already (translate) the article when my boss (phone) me and asked if the
translation was finished.
14. The accident looked (serious, seriously), but fortunately nobody (injure).
15. You (ought to, must, can) trust your daughter more. You (need not, should not,
may not) treat her like a child.
16. (Must, may, can) I really do this translation today? -No, you (mustn't, needn't,
may not). You (need, may-must) do it tomorrow if you like.
17. The boy (try) already to do it several times without any results. I think he may
succeed only if he (show) how to do it.
18. In a week the government (announce) a new program to help (a/an, the, —)
unemployed.
19. Our library has received a lot of new books this week. By the end of next week
they (register) and we (can, will be able to, must) borrow them for reading.
20. He never helps me. Perhaps he (help) me if I (ask) him about it but I never do it.
Starting Test
Level B2
1. For many centuries, during the cold time of the year English people (use) coal in
their fireplaces in private houses and smoke from factories contributed greatly to
trouble, called smog.
2. The history of Scotland as well as the character of its people (portray) by such
famous Scottish writers as Robert Burns, Sir Walter Scott and Robert Louis
Stevenson.
3. The thistle (have) nothing pleasant in it, especially if one (touch) (it, its, it's)
thorns. But it (have) (-, an, the) important meaning (for, to, at) Scotland. (It's, it, its)
the Scottish national emblem.
4. Why the Scottish people (choose) the thistle as the national emblem of their
country? - (An, the, -) answer is interesting, and it (can, must, should) be found in the
history of Scotland.
370
5.1 think that he (discharge) from (a, the, -) hospital soon. 6.1 don't know why Peter
(be) late. He might (delay) by the traffic.
7. (A, the, -) children (not, allow) to wear jewelry to school.
8. Helen said that she (go) to the circus (last, that, the following) week.
9. She (needn't, mustn't, couldn't) have bought such (a/an. the, —) expensive dress
yesterday.
10. You (should, would, needn't) have seen this film on TV last night, it was very
good.
11. (Couldn't, may) I speak to Jane, please? - Just a moment, please. I (call) her.
12. He (work) (hard, hardly) these days. He (hard, hardly) goes (somewhere,
anywhere) now.
13. My mother (near, nearly) fainted when the man came (near, nearly). She (not,
see) him for ages.
14. ... apple ... day keeps ... doctor away, (a/an, the, -)
15. When in ... Rome, do as ... Romans do. (a/an, the, -)
16. You can't teach (a/an, the, -) old dog (with, by, at) new tricks.
17. (The, a, -) Whispering Gallery in St. Paul's Cathedral which is over 100 feet
above the floor is remarkable (of, off, for) its acoustics.
18. Who has prepared to work overtime besides (/, my, me)? 19.1 can't find my book.
Can you give me (your, yours)?
20. Let's go to the beach, ... ?
21. The people of Scotland (choose) the thistle as (there, their, theirs) national
emblem because it (save) the land (of, from, out of) foreign invaders many years ago.
22. Mary Stuart (1542-1587), the queen of Scots, reigned in Scotland for only seven
years; (yet, also) the romance, intrigue and mystery (surrounding, surrounded) her
life (make) her a legendary figure in Scottish history.
23. Immigrants who (arrive) in Great Britain from all parts of the Common Wealth
since 1945 only (not, create) a mixture of nations, but also (bring) their cultures and
habits with them.
24. Mark Twain always (think) that his days on (-, a, the) Mississippi (be) the
happiest in his life.
25. The house (clean) before the guests arrived.
26. Why is David late? - Perhaps, he (hold) up in (a, the, -) traffic.
27. Margaret Mitchell (write) the original novel "Gone with the Wind". The film
(release) in 1939 and (become) (a, the, -) huge success soon after its release.
28. Two years (is, are) a long time to be away from home.
29. (Could, would) I use your telephone, please? - Yes, you (can, could, would).
30. There is nobody there. If he (be) in, he (answer) the telephone.
371
ЭУМК ИНОСТРАННЫЙ ЯЗЫК (АНГЛИЙСКИЙ)»
для студентов заочной формы обучения специальности 1-24 01 02
«Правоведение»
СТРУКТУРА
Титульный экран……………………………………………………………..372
2. Карта ЭУМКД………………………………………………........................372
3. Учебная программа по дисциплине «Иностранный язык (английский)»
3.1 Титульный лист…………………………………………………………….373
3.2 Пояснительная записка…………………………………………………….375
3.3 Структура курса…………………………………………………………….375
3.4 Формы текущего контроля…………………………………………………377
3.5 Формы контроля сформированности умений и навыков………………...377
3.6 Учебно-методическая карта………………………………………………..379
3.7 Информационно-методическая часть……………………………………...387
4. Теоретический раздел
4.1 Методические рекомендации «Иностранный язык (английский)»..........388
5. Практический раздел
5.1 Электронные учебные пособия по дисциплине «Иностранный язык
(английский)»:…………………………………………………………………394
5.1.1 Семенова, Л.Б. «Изучаем право». Электронное учебное пособие для
студентов 1 курса факультета права по дисциплине «Иностранный язык»/ Л.Б.
Семенова, М.М. Короткова, Ивашкевич И.В. - Минск, БГЭУ: 2010………..394
5.2 Материалы к практическим занятиям..........................................................438
5.2.1 Вопросы к изучаемым темам…………………………………………….438
5.3 Материалы и задания для управляемой самостоятельной работы
студентов...............................................................................................................438
5.3.1 Лексический минимум по изучаемым темам……………………………443
6. Раздел контроля знаний
6.1. Требования к промежуточному (текущему) контролю...............................452
6.2. Требования к зачету........................................................................................452
6.3 Требования к экзамену....................................................................................455
6.4. Материалы и рекомендации (памятки) для подготовки к контрольным
мероприятиям…………………………………………………………………….457
6.4.1 Образец текста раговорной тематики для чтения и пересказа
на экзамене………………………………………………………………………..457
6.4.2 Образец текста разговорной тематики для письменного зачетного,
экзаменационного перевода……………………………………………………..459
6.4.3 Образец плана пересказа текста разговорной тематики…………………459
6.5. Тесты контроля усвоения знаний…………………………………………...461
.
372
3 Учебная программа по дисциплине «Иностранный язык
(английский)»
3.1Титульный лист
Министерство образования Республики Беларусь
УО «Белорусский государственный экономический университет»
УТВЕРЖДАЮ
Декан Факультета права
___________А.Н.Шкляревский
«_____» ___________2013 г.
Регистрационный № УТД___/р.
ИНОСТРАННЫЙ ЯЗЫК
Учебная программа
для студентов специальности 1-24 01 02 «Правоведение»
Факультет
Кафедра
права
профессионально ориентированной английской речи
Курс (курсы) 1, 2
Семестр (семестры) 1, 2, 3, 4
Экзамен
Зачет
4 семестр
1, 2, 3 семестры
Практические (семинарские) занятия: 52 часа
Всего аудиторных
часов по дисциплине:
52 часа
Всего часов
по дисциплине: 348
(количество часов)
Форма получения
высшего образования заочная
2013 г.
373
Учебная программа составлена на основе Типовой учебной программы для
высших учебных заведений «Иностранный язык», утвержденной 15.04.2008г.,
Министерством образования РБ, регистрационный № ТД-СГ.013/тип.
Рассмотрена и рекомендована к утверждению на заседании кафедры
профессионально ориентированной английской речи 22.05.2013 г.. Протокол
№ 10.
Заведующий кафедрой
________________ Н.А. Новик
Одобрена и рекомендована к утверждению Советом факультета права
Учреждения образования «Белорусский государственный экономический
университет»
25.06.2013 Протокол № 10
(дата, номер протокола)
Председатель
(подпись)
А.Н.Шкляревский
(И.О.Ф.)
374
3.2 ПОЯСНИТЕЛЬНАЯ ЗАПИСКА
На рубеже веков существенно изменился социокультурный и
образовательный контекст изучения иностранных языков в Республике
Беларусь и Европе в целом. Повышение статуса иностранного языка как
общеобразовательной дисциплины, реально востребованной в практической и
интеллектуальной деятельности специалистов потребовало модернизации
системы иноязычного образования, создания новых программных документов,
пересмотра целей и содержания обучения иностранным языкам.
Целью становится развитие такого лингвистического репертуара, где есть
место всем лингвистическим умениям. Языковая программа Совета Европы
направлена на разработку инструмента, с помощью которого преподаватели
языков будут способствовать развитию многоязычной личности.
Особенностью обучения иностранным языкам в вузе неязыкового
профиля является усиление профессионально-ориентированной составляющей,
направленной на развитие иноязычной коммуникативной компетенции
будущего специалиста в предполагаемых сферах его профессиональной
деятельности. Значительное внимание уделяется вопросам языкового
самообразования будущих специалистов.
Задачи курса:
• развитие умений и навыков практического владения английским языком в
степени, позволяющей эффективно использовать изученный материал в
ситуациях повседневного и профессионального общения, в диалогической и
монологической речи
с
последующим
языковым
межкультурным
взаимодействием, что соответствует подходу Совета Европы к проблеме
изучения языков.
• самостоятельно читать литературу по специальности со словарем и извлекать
необходимую информацию.
3.3 СТРУКТУРА КУРСА:
В течение курса формируется определённый уровень обученности,
предполагающий занятия в I - IV семестрах. На данный уровень обучения
дисциплине «Иностранный язык», согласно учебным планам, отводится из
расчёта на одну учебную группу 24 часа в I семестре, 6 часов в II семестре, 12
часов в III семестре и 10 часов в IV семестре, соответственно. По завершении
данного курса обучения студент должен достигнуть определённого программой
уровня практического владения иностранным языком, проверка которого
проводится кафедрой в предусмотренных программами и учебными планами
формах контроля.
Основной целью курса является развитие умений и навыков
практического владения английским
языком в степени, позволяющей
эффективно использовать его в ситуациях повседневного и профессионального
общения,
375
РАСЧЁТ ЧАСОВ ПО СЕМЕСТРАМ
А2 ПРЕДПОРОГОВЫЙ УРОВЕНЬ
ТРЕБОВАНИЯ К ПРАКТИЧЕСКОМУ ВЛАДЕНИЮ ВИДАМИ РЕЧЕВОЙ
ДЕЯТЕЛЬНОСТИ
Понимание:
Студент должен уметь:
• понимать отдельные фразы и наиболее употребительные слова в
высказываниях, касающихся изучаемых общеразговорных тем (в частности,
основную информацию о себе, своей семье и других людях, о покупках, о месте
проживания, о работе, условиях жизни, учебе, о своих предпочтениях в еде и
одежде);
• понимать, о чем идет речь в простых, четко произнесенных и небольших по
объему сообщениях.
Чтение
Студент должен уметь:
• понимать очень короткие простые тексты повседневного и
профессионального общения;
• найти конкретную, легко предсказуемую информацию в простых текстах
повседневного общения.
Говорение
Диалог
Студент должен уметь:
• общаться в простых типичных ситуациях, требующих непосредственного
обмена информацией в рамках изученного языкового материала;
• поддерживать предельно краткий разговор на бытовые темы, используя
изученный языковой и грамматический материал.
Монолог
Студент должен уметь:
• использовать простые фразы и предложения, рассказать о своей семье и
других людях, условиях жизни, учебе, настоящей или прежней работе, о своих
предпочтениях в еде и одежде;
Письмо
Студент должен уметь:
 владеть навыками письма в пределах изученного языкового и
грамматического материала, в частности:
 лексически и грамматически корректно писать простые короткие
сообщения.
РАСЧЁТ ЧАСОВ ПО СЕМЕСТРАМ
1 курс
Установочная сессия
- 12 часов
1 сессия
- 12 часов, зачёт
376
2 сессия
2 курс
3 сессия
4 сессия
-
6 часов, зачёт
- 12 часов, зачёт
- 10 часов, экзамен
3.4 ФОРМЫ ТЕКУЩЕГО КОНТРОЛЯ
1. Письменное стартовое тестирование.
2. Устный опрос по темам, предусмотренным программой.
3. Беседа по содержанию юридических текстов для внеаудиторного чтения.
4. Письменный перевод одного из текстов из блока «Внеаудиторное чтение
(4000 печ. зн. за семестр)» (I, II, III, IV семестры).
3.5 ФОРМЫ КОНТРОЛЯ СФОРМИРОВАННОСТИ УМЕНИЙ И
НАВЫКОВ
ЗАЧЁТ
ТРЕБОВАНИЯ К ЗАЧЁТУ I КУРС, 1 СЕМЕСТР
1.
2.
3.
Внеаудиторное профессиональное индивидуальное чтение юридического
или общеэкономического характера, подготовленных в межсессионный
период объёмом 4000 печатных знаков за семестр
Монологическое высказывание по ситуациям, охватывающим тематику
установочной сессии и I семестра
Письменный перевод текста с иностранного языка на русский (400п.зн.)
со словарем, время выполнения 40 минут
ЗАЧЁТ
ТРЕБОВАНИЯ К ЗАЧЁТУ I КУРС, 2 СЕМЕСТР
1.
2.
3.
Внеаудиторное профессиональное чтение (4000печ. зн. за семестр)
Монологическое высказывание по ситуациям, охватывающим тематику II
семестра
Письменный перевод текста с иностранного языка на русский (400п.зн.)
со словарем, время выполнения 40 минут
ЗАЧЁТ
ТРЕБОВАНИЯ К ЗАЧЁТУ II КУРС, 3 СЕМЕСТР
1.
2.
3.
Внеаудиторное профессиональное чтение (4000печ. зн. за семестр)
Монологическое высказывание по ситуациям, охватывающим тематику
III семестра
Письменный перевод текста с иностранного языка на русский (400п.зн.)
со словарем, время выполнения 40 минут
ТРЕБОВАНИЯ ДЛЯ ПОЛУЧЕНИЯ ДОПУСКА К ЭКЗАМЕНУ
1. Письменный перевод текста с иностранного языка на русский со словарем.
Объем – 400 печатных знаков (проводится на последнем занятии), время
выполнения 40 минут
377
2. Письменный перевод одного из текстов из блока «Внеаудиторное чтение
(4000 печ. зн. за семестр)» без словаря,
3. Беседа по прочитанным текстам для внеаудиторного чтения (4000 п.зн.).
ЭКЗАМЕН
ТРЕБОВАНИЯ К ЭКЗАМЕНУ II КУРС, 4 СЕМЕСТР
1. Монологическое высказывание по темам, предусмотренным программой
курса (15 предложений).
2. Чтение, пересказ и беседа по тексту изученной тематики (1500-2000 п.зн.).
Экзаменационные темы:
9. Юридические профессии
10. Создание законов в Республике Беларусь
11. Создание законов в США
12. Создание законов в Великобритании
13. Судебная система Республики Беларусь
14. Судебная система Великобритании
15. Судебная система США
16. Моя профессия – юрист
17. Источники современного права
18. Общие черты и основные различия английского и американского права
19. Роль судьи в уголовном процессе в Англии и США
20. Гражданское право
21. Уголовное право
22. Контракты
378
Материальное обеспечение
занятия (наглядные,
методические пособия и др.)
Практические занятия
Управляемая
самостоятельная работа
студентов
Формы контроля
1
2
Иностранный язык
Установочная сессия
3
52
12
1
Модуль: устная речь
8
1.1.
Управляемая
самостоятельная
работа студентов
Название раздела, темы, занятия; перечень
изучаемых вопросов
1.Вводное занятие, знакомство с
программой дисциплины.
Тема: «Образование»:
2.Наш университет.
3.Юридические профессии.
2
6
Литература
4
5
6
7
8
Количество
аудиторных
часов
практические
занятия
Номер раздела, темы, занятия
3.6.УЧЕБНО-МЕТОДИЧЕСКАЯ КАРТА ПО ДИСЦИПЛИНЕ «ИНОСТРАННЙ ЯЗЫК» (ФП, ЗФО, ЗПХ, I, II
КУРСЫ)
1 курс, 1 семестр (24 часа)
Аудио/видео
3
6,11,
14,15
Стартовое
тестирование.
Упражнения на
активное закрепление
новой лексики,
самостоятельная
работа индивидуально
и в группах
379
2.
2.1.
2.2.
3
3.1
1
1.1
Модуль: грамматика
2
Грамматика:
–Существительное, его число и
притяжательный падеж;
–Употребление артиклей с именами
существительными;
–Местоимения личные,
притяжательные, указательные,
неопределенные;
–Числительные (количественные и
порядковые);
–Прилагательные, степени сравнения;
–Наречия, степени сравнения.
1
1,3, 11,12,16,
5
1
Грамматика:
–Времена английского глагола в
действительном залоге.
Модуль: чтение
Чтение текстов юридического
содержания
1 курс, 1 сессия
Модуль: устная речь
Тема: «Страны изучаемого языка и
Республика Беларусь в современном
мире»:
1. Создание законов в Республике
Беларусь.
Выполнение
грамматических
упражнений
1,5
12,16
Выполне-ние граммматических
упражнений
2
2
3
Беседа по
прочитанному
6,11,14,
15
Упражнения на
активное закрепление
новой лексики,
самостоятельная
работа индивидуально
12
6
Аудио/видео
3
2
380
2. Создание законов в США.
3. Создание законов в Великобритании.
2
2.1
Модуль: чтение
2.2
Профессиональное индивидуальное
чтение: 4000 п.зн.
Внеаудиторное чтение. (Тексты 3,4,5)
2
2
Аудио/видео
3
6,11,14,
15
3
6,9,11
Аудио/видео
4
2
3
2
7
3
Модуль: грамматика
2
3.1
Грамматика:
Модальные глаголы: can, must, need,
should и их эквиваленты в
действительном залоге
2
1,3,
5
19
11,12,16
и в группах
Упражнения на
активное закрепление
новой лексики,
самостоятельная
работа индивидуально
и в группах
Упражнения на
активное закрепление
новой лексики,
самостоятельная
работа в группах
Беседа по текстам
Беседа по статье из
газеты или журнала
общеэкономического
или юридического
содержания
Выполнение
граммматических
упражнений
Зачёт
381
1
1
1.1.
1 курс, 2 семестр (6 часов)
2
3
4
5
1 курс, 2 сессия
6
4
Модуль: устная речь
Тема: «Страны изучаемого языка и
Республика Беларусь в современном
мире»:
1. Судебная система Республики
1
Аудио/видео
Беларусь.
6
2,4
7
8,13
Аудио/видео
2. Судебная система Великобритании.
1
3
6,11,14,
15
3
6,9,11
3
6,11,14,
15
Аудио/видео
1
3. Судебная система США.
Аудио/видео
4.Моя профессия – юрист.
1
8
Упражнения на
активное закрепление
новой лексики,
самостоятельная
работа индивидуально
и в группах
Упражнения на
активное закрепление
новой лексики,
самостоятельная
работа индивидуально
и в группах
Упражнения на
активное закрепление
новой лексики,
самостоятельная
работа в группах
Контроль
правильности
развернутых
высказываний
382
2
Модуль: чтение
1
2.1
Внеаудиторное чтение. (Тексты 7,8,10)
0,5
2.2
Профессиональное индивидуальное
чтение:
4000 п.зн.
0,5
3
Модуль: грамматика
3.1
Грамматика:
– Времена английского глагола в
страдательном залоге;
–Модальные глаголы в страдательном
залоге.
– Причастие I;
– Причастие II;
– Инфинитив;
–Герундий.
Беседа по текстам.
3
Беседа по статье из
газеты или журнала
16,17,18,
общеэкономического
19
или юридического
содержания
1
Выполнение
грамматических
упражнений
1
1,3,
5
11,12,16,
Зачёт
1
1
2
2 курс, 3 сессия
Модуль: устная речь
2 курс, 3 семестр (12 часов)
3
4
5
12
8
6
7
8
383
1.1.
Упражнения на
активное закрепление
15,17,18, новой лексики,
самостоятельная
19,20
работа индивидуально
и в группах
Тема: «Суд в английском стиле»:
1.Источники современного права.
Аудио/видео
2
6
Аудио/видео
2. Общие черты английского и
американского права.
2
3
Аудио/видео
3. Основные различия между
английским и американским правом.
2
3
Аудио/видео
4. Роль судьи в уголовном процессе в
Англии и США.
2
2.1
Модуль: чтение
Внеаудиторное чтение. (Текст 6)
2
3
Упражнения на
активное закрепление
15,17,18, новой лексики,
19,20
самостоятельная
работа индивидуально
и в группах
Упражнения на
активное закрепление
15,17,18,
новой лексики,
19,20
самостоятельная
работа в группах
Контроль
15,17,18, правильности
19,20
развернутых
высказываний
4
2
3
Беседа по тексту.
384
2.2
Беседа по статье из
газеты или журнала
14,15,19,
общеэкономического
20
или юридического
содержания
Зачёт
2
Профессиональное индивидуальное
чтение: 4000 п.зн.
1
1
1.1.
2
2 курс, 4 сессия
Модуль: устная речь
Тема: «Что такое закон? »:
1.Гражданское право.
2 курс, 4 семестр (10 часов)
3
4
5
10
6
6
2,6
2
Аудио/видео
Аудио/видео
2. Уголовное право
2
2
3.Контракты.
6
Аудио/видео
6
7
8
Упражнения на
активное закрепление
новой лексики,
14,15,17, самостоятельная
19,20
работа индивидуально
и в группах
Упражнения на
активное закрепление
14,15,17, новой лексики,
19,20
самостоятельная
работа индивидуально
и в группах
Упражнения на
активное закрепление
14,15,17,
новой лексики,
19,20
самостоятельная
работа в группах
385
2
Модуль: чтение
4
2.1
Внеаудиторное чтение. (Тексты 9,11)
2
2.2
Профессиональное индивидуальное
чтение:
4000 п.зн.
2
3
Беседа по текстам.
Беседа по статье из
газеты или журнала
14,15,19,
общеэкономического
20
или юридического
содержания
Экзамен
386
3.7. ИНФОРМАЦИОННО-МЕТОДИЧЕСКАЯ ЧАСТЬ
ЛИТЕРАТУРА
Основная литература:
1. Бедрицкая, Л.В.Мы изучаем право. Учебно-методическое пособие / Л.В.
Бедрицкая, Г.И. Сидоренко. — Минск: БГЭУ, 1998.
2. Нестерчук, Г.В., Калилец Л.М. Английский язык для студентов-юристов.
Учебное пособие, — Мн.: ООО «Новое знание», 2002.
3. Семенова, Л.Б. Studying Law. Учебно-методическое пособие по английскому
языку для студентов I курса факультета права/ Л.Б. Семенова, М.М.
Короткова, Ивашкевич И.В. – Мн., БГЭУ, 2010. - 65 с.
4. Симхович, B.A. English Grammar in Communication / B.A. Симхович Минск:
Экоперспектива, 2003.
5. Фастовец, Р.В. English for Business Law. Пособие для студентов
экономических и юридических специальностей / Р.В. Фастовец– Минск:
ТетраСистемс, 2006.
Дополнительная литература
1. Голицынский, Ю. Грамматика. Сборник упражнений / Ю. Голицынский —
Санкт-Петербург: Каро, 2002.
2. Гуманова Ю.Л.. Английский для юристов. Учебное пособие под ред.
Т.Н.Шишкиной. / Ю.Л. Гуманова.. — М.: Ассоциация «Гуманитарное
знание», «Теис», 1996.
3. Конышева, Л.В. Let’s Talk about Belarus / Конышева, Л.В., Козакова, О.П.. M.,
2003.
4. Португалов, В.Д.Economics. Учебник по английскому языку/ В.Д.
Португалов. - М., 2005
5. Хведченя О.И. и др. Английский для студентов- заочников. —Мн.:Выш.
шк.,2002.
Газеты, видео курсы и другие источники:
1. Business review – Newspaper.
2. Business week – Newspaper.
3. Economist, Magazine.
4. Financial Times, Newspaper
5. Начинаем изучать деловой английский язык. http: //cdo.bseu.by/bust.
6. Английский язык без преподавателя. http:.//cdo.bseu.by/english 1.
7. . www.wikipedia.org – Энциклопедия
8. www.britanica.org – Энциклопедия Британии
9. www.englishclub.net – Обучающие тесты
10.www.english-to-go.com – Информационный сайт для самостоятельной
работы
11.www.globalenvision.org – Информационный сайт для самостоятельной
работы
12.www.Irs.ed.uiuc.edu/Impact/ – Информационный сайт для
самостоятельной работы
387
4.1 МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ ПО ДИСЦИПЛИНЕ
«ИНОСТРАННЫЙ ЯЗЫК (АНГЛИЙСКИЙ)» ДЛЯ СТУДЕНТОВ 1 -2
КУРСОВ ЗАОЧНОЙ ФОРМЫ ОБУЧЕНИЯ, ФАКУЛЬТЕТА ПРАВА
Цeли и задачи дисциплины:
Основной целью курса «Иностранный язык» является развитие умений и
навыков практического владения английским языком в степени, позволяющей
эффективно использовать их в ситуациях повседневного общения, читать
литературу и извлекать необходимую информацию, а так же в процессе
межкультурного взаимодействия, что соответствует подходу Совета Европы к
проблеме изучения языков.
Говорение:
 уметь делать устные сообщения по актуальной общественнополитической и профессионально ориентированной тематике;
уметь передавать содержание и комментировать информацию при чтении
текстов экономического характера;
 владеть диалогической речью в типичных ситуациях повседневного,
бытового общения в пределах изученного языкового и грамматического
материала.
Аудирование:
 уметь понимать на слух учебные тексты в рамках ситуаций
повседневного общения, опираясь на изученный языковой и грамматический
материал, страноведческие знания, навыки языковой и контекстуальной
догадки.
Чтение:
 владеть навыками всех типов чтения профессионально ориентированной
литературы с целью извлечения информации: изучающего – с целью полного
охвата содержания, ознакомительного – с целью извлечения основной
информации и наиболее существенных деталей, просмотрового – с целью
получить общее представление о содержании текста, поискового – с целью
найти конкретную информацию, о которой известно, что она содержится в
данном тексте.
Письмо:
Владеть навыками письма в пределах изученного языкового и грамматического
материала, в частности:
 уметь составить план (конспект) прочитанного и / или прослушанного
текста (изложение);
 уметь изложить основное содержание прослушанного или прочитанного в
форме резюме.
ФОРМЫ КОНТРОЛЯ СФОРМИРОВАННОСТИ УМЕНИЙ И НАВЫКОВ
1. Стартовое тестирование.
2. Беседа по темам, проработанным в семестре.
388
3. Беседа по содержанию текстов по профессиональному индивидуальному
чтению юридического или общеэкономического характера, подготовленных
в межсессионный период объёмом 4000 печатных знаков.
4. Письменный перевод (40 мин.) незнакомого текста юридического или
общеэкономического характера (объёмом 400 печатных знаков) со словарем.
5. Зачеты.
6. Экзамен.
СТРУКТУРА КУРСА
Специализации: ЗПХ
1 курс
Установочная сессия
1 сессия
2 сессия
2 курс
3 сессия
4 сессия
- 12 часов
- 12 часов, зачёт
- 6 часов, зачёт
- 12 часов, зачёт
- 10 часов, экзамен
Тематика
Установочная сессия
1.
2.
Наш университет
Юридические профессии
I семестр
1. Создание законов в Республике Беларусь
2. Создание законов в США
3. Создание законов в Великобритании
II семестр
1. Судебная система Республики Беларусь
2. Судебная система Великобритании
3. Судебная система США
III семестр
1. Источники современного права
2. Общие черты английского и американского права
3. Основные различия между английским и американским правом
4. Роль судьи в уголовном процессе в Англии и США
IV семестр
1. Гражданское право
2. Уголовное право
3. Контракты
СОДЕРЖАНИЕ ЗАЧЁТОВ:
1. Беседа по содержанию текстов по профессиональному индивидуальному
чтению юридического или общеэкономического характера объёмом 4000
печатных знаков за каждый семестр.
389
2.
3.
Беседа по пройденным устным темам.
Письменный перевод текста (40 мин.) с английского на родной язык
(объёмом 400 печатных знаков) со словарем (проводится на последнем
занятии).
К зачету допускаются студенты, в полном объёме выполнившие задание на
межсессионный период.
СОДЕРЖАНИЕ ЭКЗАМЕНА
4. Чтение текста юридического или общеэкономического характера (со
словарем), передача содержания на английском языке, ответы на вопросы,
комментарий (время на подготовку – 30 минут).
5. Монологическое высказывание по одной из тем, пройденных в течение всего
курса обучения (объём – 15 фраз), ответы на вопросы.
К экзамену допускаются студенты, в полном объёме выполнившие задание
на межсессионный период.
ПРИМЕЧАНИЕ:
Каждый студент должен вести рабочую тетрадь, в которой выполняются
домашние упражнения, выписываются незнакомые слова и выражения из
прочитанных текстов. Во время каждой сессии тетрадь предъявляется
преподавателю.
ОБЪЁМ САМОСТОЯТЕЛЬНОЙ РАБОТЫ В МЕЖСЕССИОННЫЙ
ПЕРИОД:
1 КУРС, I СЕМЕСТР (К ЗИМНЕЙ СЕССИИ)
1. Темы для изучения и обсуждения: «Наш университет», «Юридические
профессии», «Создание законов в Республике Беларусь», « Создание законов в
США», «Создание законов в Великобритании». (Семенова, Л.Б. «Изучаем
право». Электронное учебное пособие для студентов 1 курса факультета права
по дисциплине «Иностранный язык»/ Л.Б. Семенова, М.М. Короткова,
Ивашкевич И.В. - Минск, БГЭУ: 2010; Нестерчук Г.В., Калилец Л.М.
Английский язык для студентов-юристов. Учебное пособие, — Мн.: ООО
«Новое знание», 2002.)
2. Внеаудиторное чтение: чтение со словарём текстов 3,4,5 и беседа по их
содержанию. (Нестерчук Г.В., Калилец Л.М. Английский язык для студентовюристов. Учебное пособие, — Мн.: ООО «Новое знание», 2002.)
3.Профессиональное индивидуальное чтение: Беседа по содержанию
юридических текстов для внеаудиторного чтения. Письменный перевод одного
из текстов из блока «Внеаудиторное чтение (4000 печ. зн. за семестр)»
4.Повторить грамматический материал: имя существительное, его число и
притяжательный падеж; личные, притяжательные, указательные и
неопределенные местоимения; имя прилагательное; наречие, степени
сравнения прилагательных и наречий, времена групп Indefinite, Continuous; the
390
Present Perfect Tense, the Past Perfect Tense, модальные глаголы: can, must, need,
should и их эквиваленты в действительном залоге.
5. Выполнить упражнения по учебнику«Практическая грамматика
английского языка». Автор: Симхович В.А.
Имя существительное: упр. 2, стр. 7; упр. 3, 4, 5, стр. 8; упр. 1, стр. 15,
упр. 2, 3, стр. 16; упр. 5, 6, стр. 17.
Местоимения: упр. 3, 4, стр. 78; упр. 5,стр. 79; упр. 12, стр. 82; упр. 13,
14, стр. 83; упр. 15, 16, стр. 84; упр. 1, 2, 3, стр. 89; упр. 4, 5, стр. 90; упр. 8,
стр.92.
Имя прилагательное, наречие: упр. 1, 2, стр. 41; упр. 3, 4, 5 стр. 42; упр.
22, 23, стр. 51; упр. 4, 5, стр. 55; упр. 10, 11, стр. 58.
Времена: упр. 2, стр. 94; упр. 3, стр. 95, упр. 6, стр. 96; упр. 1, стр. 104;
упр. 2, 3,стр. 105; упр. 2, 3, стр. 114; упр. 9, 10, стр. 118; упр. 1, стр. 121; упр. 5,
стр. 123; упр. 6, стр. 124; упр. 15, стр. 128; упр. 1, 2, стр. 143; упр. 2, стр. 138,
упр. 3, стр. 139; упр. 1, стр. 143; упр. 3, стр. 144; упр. 16, стр. 151; упр. 20, 21,
стр. 153; упр. 2, стр. 156; упр. 5, 6, стр. 158; упр. 1, 2, стр. 163; упр. 3, стр. 164,
упр. 7,стр. 166.
Модальные глаголы: упр. 2, стр. 198; упр. 7, стр. 200; упр. 2, 3, стр. 212;
упр. 4, стр. 213; упр. 1, 2, стр. 218; упр. 5, стр. 220; упр. 1, 2, стр. 233.
1 КУРС, II СЕМЕСТР (К ВЕСЕННЕЙ СЕССИИ)
1. Темы для изучения и обсуждения: «Судебная система Республики Беларусь»,
«Судебная система Великобритании», «Судебная система США» (Семенова,
Л.Б. «Изучаем право». Электронное учебное пособие для студентов 1 курса
факультета права по дисциплине «Иностранный язык»/ Л.Б. Семенова, М.М.
Короткова, Ивашкевич И.В. - Минск, БГЭУ: 2010; Нестерчук Г.В., Калилец
Л.М. Английский язык для студентов-юристов. Учебное пособие, — Мн.: ООО
«Новое знание», 2002.)
2. Внеаудиторное чтение: чтение со словарём текстов 7,8,10 и беседа по их
содержанию. (Нестерчук Г.В., Калилец Л.М. Английский язык для студентовюристов. Учебное пособие, — Мн.: ООО «Новое знание», 2002.)
3.Профессиональное индивидуальное чтение: Беседа по содержанию
юридических текстов для внеаудиторного чтения. Письменный перевод одного
из текстов из блока «Внеаудиторное чтение (4000 печ. зн. за семестр)»
4.Повторить грамматический материал: времена и модальные глаголы в
страдательном залоге; инфинитив; причастие I, II; герундий).
5. Выполнить упражнения по учебнику «Практическая грамматика
английского языка». Автор: Симхович В.А.
Страдательный залог: упр. 1, стр. 186; упр. 2, 3, стр. 187; упр. 4, 5, стр.
188, упр. 8, 9, стр. 190;
Причастие I: упр. 1, стр. 273; упр. 2, 3, стр. 274; упр. 6, стр. 276; упр. 9,
10, стр. 278.
Причастие II: упр. 1, 2, стр. 287; упр. 4, стр. 288; упр. 7, стр. 290; упр. 9,
стр. 291.
Инфинитив: упр. 1, стр. 245; упр. 2, 3, 4, стр. 246; упр. 5, 6, стр. 247.
391
Герундий: упр. 1, стр. 296; упр. 2, 3, стр. 297; упр. 5, стр. 302; упр. 1, 2,
стр. 327; упр. 4, 5, 6, стр. 329.
2 КУРС, III СЕМЕСТР (К ЗИМНЕЙ СЕССИИ)
1.
Темы для изучения и обсуждения: «Источники современного
права»,
«Общие черты английского и американского права», «Основные различия
между английским и американским правом», «Роль судьи в уголовном
процессе в Англии и США». (Бедрицкая Л.В., Сидоренко Г.И. «Мы
изучаем право». Учебно-методическое пособие. — Мн., БГЭУ, 1998.
Нестерчук Г.В., Калилец Л.М. Английский язык для студентов-юристов.
Учебное пособие, — Мн.: ООО «Новое знание», 2002.)
2.
Внеаудиторное чтение: чтение со словарём текста 6 и беседа по его
содержанию. (Нестерчук Г.В., Калилец Л.М. Английский язык для
студентов-юристов. Учебное пособие, — Мн.: ООО «Новое знание», 2002.)
3. Профессиональное индивидуальное чтение: Беседа по содержанию
юридических текстов для внеаудиторного чтения. 4.
Письменный
перевод одного из текстов из блока «Внеаудиторное чтение (4000 печ. зн.
за семестр)» .
2 КУРС, IV СЕМЕСТР (К ВЕСЕННЕЙ СЕССИИ)
1. Темы для изучения и обсуждения: «Гражданское право», «Уголовное
право»,
2. «Контракты». (Бедрицкая Л.В., Сидоренко Г.И. «Мы изучаем право».
Учебно-методическое пособие. — Мн., БГЭУ, 1998.)
3. Внеаудиторное чтение: чтение со словарём текстов 9,11 и беседа по их
содержанию. (Нестерчук Г.В., Калилец Л.М. Английский язык для
студентов-юристов. Учебное пособие, — Мн.: ООО «Новое знание»,
2002.)
4. Профессиональное индивидуальное чтение: Беседа по содержанию
юридических текстов для внеаудиторного чтения. Письменный
перевод одного из текстов из блока «Внеаудиторное чтение (4000 печ.
зн. за семестр)»
ЛИТЕРАТУРА:
1. Бедрицкая, Л.В. «Мы изучаем право». Учебно-методическое пособие/
Л.В. Бедрицкая, Г.И. Сидоренко— Минск, БГЭУ, 1998.
2. Нестерчук, Г.В. Английский язык для студентов-юристов. Учебное
пособие/ Г.В. Нестерчук, Л.М.Калилец — Минск: ООО «Новое знание»,
2002.
3. Семенова, Л.Б. «Изучаем право». Электронное учебное пособие для
студентов 1 курса факультета права по дисциплине «Иностранный язык»/
Л.Б. Семенова, М.М. Короткова, Ивашкевич И.В. - Минск, БГЭУ: 2010
(электронное пособие).
4. Симхович, В.А. Практическая грамматика английского языка. / В.А.
Симхович, Минск: Экоперспектива, 2005г.
392
5. 5.Фастовец, Р.В., “English for Business Law”: Пособие для студентов
экономических и юридических специальностей / Р.В.Фастовец. – Минск:
ТетраСистемс, 2006.
СПИСОК ТЕМ К ЗАЧЁТАМ ПО ДИСЦИПЛИНЕ «ИНОСТРАННЫЙ
ЯЗЫК»
1КУРС, I СЕМЕСТР
1.
Наш университет
2.
Юридические профессии
3.
Создание законов в Республике Беларусь
4.
Создание законов в США
5.
Создание законов в Великобритании
1КУРС, II СЕМЕСТР
1. Судебная система Республики Беларусь
2. Судебная система Великобритании
3. Судебная система США
2 КУРС, III СЕМЕСТР
1. Источники современного права
2. Общие черты английского и американского права
3. Основные различия между английским и американским правом
4. Роль судьи в уголовном процессе в Англии и США
СПИСОК
ЭКЗАМЕНАЦИОННЫХ
ТЕМ
ПО
ДИСЦИПЛИНЕ
«ИНОСТРАННЫЙ ЯЗЫК»
2 КУРС, IV СЕМЕСТР
1. Юридические профессии
2. Создание законов в Республике Беларусь
3. Создание законов в США
4. Создание законов в Великобритании
5. Судебная система Республики Беларусь
6. Судебная система Великобритании
7. Судебная система США
8. Моя профессия – юрист
9. Источники современного права
10. Общие черты и основные различия английского и американского права
11. Роль судьи в уголовном процессе в Англии и США
12. Гражданское и публичное право
13. Уголовное право
14. Контракты
393
5.1 Электронные учебные пособия по дисциплине «Иностранный язык
(английский)».
5.1.1
УО «БЕЛОРУССКИЙ ГОСУДАРСТВЕННЫЙ ЭКОНОМИЧЕСКИЙ
УНИВЕРСИТЕТ»
Л.Б. Семенова, М.М. Короткова, Ивашкевич И.В.
STUDYING LAW
Изучаем право
Минск: БГЭУ, 2010
394
Рецензент: Н.П. Могиленских, зав. кафедрой межкультурной экономической
коммуникации БГЭУ, кандидат филологических наук, доцент
Рекомендовано кафедрой профессионально ориентированной английской
речи
«Studying Law». Учебно-методическое пособие по английскому языку для
студентов I курса факультета права/ Л.Б. Семенова, М.М. Короткова,
Ивашкевич И.В. – Мн., БГЭУ, 2010. - 65 с.
Предлагаемое вниманию читателей учебно-методическое пособие для
студентов I курса факультета права направлено на развитие навыков чтения и
говорения на английском языке по тематике, предусмотренной типовой
учебной программой «Иностранные языки», Mн., 2008г.
395
CONTENTS
WHAT IS LAW ? ............................................................................................. 397
SOURCES OF MODERN LAW ...................................................................... 401
THE COURT SYSTEM OF ENGLAND AND WALES................................. 406
THE COURT SYSTEM OF THE USA ............................................................ 411
LAWMAKING PROCESS IN GREAT BRITAIN .......................................... 415
LAWMAKING PROCESS IN THE USA ........................................................ 418
TYPES OF LEGAL PROFESSIONS IN ENGLAND AND WALES ............. 421
Solicitors ............................................................................................................ 421
Barristers ........................................................................................................... 423
A commercial lawyer ..............................................................................................
Magistrates, Judges and other legal professions .....................................................
A LAW FIRM’S STRUCTURE AND PRACTICE ......................................... 426
396
WHAT IS LAW ?
List of words
Read and learn the words
civil law
гражданское право
compensation
компенсация, возмещение
conduct
поведение
contract law
договорное право
to contrast
противопоставлять, сравнивать; сопоставлять
court
суд
criminal law
уголовное право
to deal with
иметь дело с кем-л., обсуждать что-л.
to enforce
проводить в жизнь; придавать законную силу
(правовому акту)
to flourish
процветать, преуспевать
give rise to claim
возбуждать иск о возмещении убытков
injunction
судебный запрет, запретительная норма
law
закон (регулирующий, предписывающий акт)
lawyer
юрист; адвокат
legal person
юридическое лицо
legal safeguard
правовая гарантия; правовая защита
legislature
законодательная
власть;
законодательные
учреждения
liabilities
денежные обязательства, задолженность
offender
преступник, правонарушитель
to overlap
частично совпадать
private law
частное право
private person
частное лицо
property law
право собственности; вещное право
to prosecute
преследовать в судебном или уголовном порядке
to provide the
обеспечивать основу, каркас
framework
public law
общественное право
to reserve punishment
оговаривать наказание
subject
1)подданный
2) предмет (договора, иска и т.д.)
3) субъект
1.
2.
3.
4.
Ex. 1. Match the words with their definitions.
court
a) an authority having power to arbitrate in civil,
criminal, military matters
lawyer
b) a body of persons having power to make, amend, and
repeal laws
legislature
c) someone who breaks the law
offender
d) a member of the legal profession
397
5. law
e) a rule or set of rules, enforceable by the courts,
regulating the government of a state
Ex.2. Make up word combinations by matching the word from A with its
best association from B and translate them.
A
B
1. to reserve
a) an offender
2. to distinguish
b) to claim
3. to give rise
c) punishment
4. to prosecute
d) to overlap
5. to tend
e) between laws
6. to be
f) at risk
Ex.3. Think of your own sentences with the following word combinations.
To refer to, to be made by the legislature, to distinguish between, to relate to, to
be concerned with, to deal with, to prosecute, to give rise to, compensation,
injunction, to define, to regulate, liabilities, to establish, to be at risk, to provide, legal
safeguards.
Ex. 4. Read the text.
What is Law?
An English word “law” refers to a rule or set of rules, made by the legislature
and enforceable by the courts, regulating the government of a state, the relationship
between the organs of government and the subjects of the state, and the relationship
or conduct of subjects towards each other.
The study of law distinguishes between public law and private law, but in
general practice in the UK the distinction between civil law and criminal law is more
important for practicing lawyers. Public law relates to the state. It is concerned with
laws which govern processes in local and national government and conflicts between
the individual and the state in areas such as immigration and social security. Private
law is concerned with the relationships between legal persons, that is, individuals and
corporations, and includes family law, contract law and property law. Criminal law
deals with certain forms of conduct for which the state reserves punishment, for
example murder and theft. The state prosecutes the offender. Civil law concerns
relationships between private persons, their rights, and their duties. It is also
concerned with conduct which may give rise to claim by a legal person for
compensation or an injunction – an order made by the court. However, each field of
law tends to overlap with others. For example, a road accident case may lead to a
criminal prosecution as well as a civil action for compensation.
Substantive law creates, defines or regulates rights, liabilities, and duties in all
areas of law and is contrasted with procedural law, which defines the procedure by
which a law is to be enforced.
Law affects every aspect of our lives and provides the framework within which a
successful society can flourish. It sets the terms of our employment, provides
398
protection from harm, establishes compensation for injury and influences our closest
relationships with others.
Without an operational legal system the most vulnerable members of a society
would be at risk. Lawyers and politicians have a joint responsibility to keep the law
relevant to the needs of a changing society.
There are few areas of human activity more plentifully provided with traditional
legal safeguards than commerce. We inherit our business law from numerous past
centuries, and a great many of the practices were familiar to generations past. The
great gifts of law are social order and predictability.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Ex. 5. Answer the questions.
What does the word “law” mean? What does law regulate?
What does public law deal with?
What is private law concerned with?
What is the difference between public law and private law?
What does criminal law deal with?
What is civil law concerned with?
What do substantive laws do?
How do laws affect our lives?
Who keeps laws relevant to the needs of our society?
Ex.6. Decide if the following statements are True or False.
1. An English word “law” refers to a rule or set of rules, regulating the government
of a state.
2. There is some distinction between civil law and criminal law and between public
law and private law.
3. Private law relates to the state.
4. Private law is concerned with the relationships between legal persons and the
state.
5. Criminal law deals with certain forms of conduct for which the state reserves
punishment.
6. The state prosecutes the offender.
7. Civil law concerns relationships between legal persons, their rights, and their
duties.
8. Each field of law never tends to overlap with others.
9. Substantive law creates, defines or regulates the procedure by which a law is to
be enforced.
10. Law sets the terms of employment.
11. Businessmen and politicians have a joint responsibility to keep the law relevant to
the needs of a changing society.
12. The great gifts of law are social disorder and civil unrest.
1.
2.
Ex. 7. Develop the following sentences.
An English word “law” refers to …
The study of law distinguishes between …
399
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Public law relates to …
Public law is concerned with …
Private law is concerned with …
Criminal law deals with …
Civil law concerns …
Substantive law creates…
Law affects …
Law sets …
Without an operational legal system …
Lawyers and politicians have a joint responsibility…
Ex. 8. Write down key words, phrases and sentences from each paragraph of the text.
Ex.9. Reduce the text to one fifth of its original length giving the most important
information.
Ex.10. Make an outline of the text consisting of 5-8 sentences.
Ex.11. Retell the text according to its outline.
400
SOURCES OF MODERN LAW
List of words.
Read and learn the words.
appeal
апеллировать, обжаловать
be bound
вынужденный, обязанный
beneficiary
бенефициарий, лицо, получающее доходы с
доверительной собственности
canon law
каноническое право, предписанный закон
case
судебное дело
civil
гражданский
claim
требование, право, иск
codify
кодифицировать
common law
общее право
criminal
преступный, уголовный
doctrine of precedent
доктрина прецедента
egalitarian
уравнительный, эгалитарный
equity
справедливость, беспристрастность
guilt
innocence
вина, виновность
невинность, невиновность
lord chancellor
лорд-канцлер
precedent
(судебный) прецедент
specific performance
реальное (особое) исполнение
statute
статут, законодательный акт
1.
2.
3.
4.
5.
Ex.1 Match the words with their definitions.
precedent
a) a permanent rule made by a body or institution
specific performance
b) an action or suit at law
statute
c) a system of jurisprudence founded on principles
of natural justice
case
d) a judicial decision that serves as an authority for
deciding a later case
equity
e) a remedy awarded by a court requiring a person
to fulfill obligations under a contract
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Ex. 2. Make up word combinations by matching the word from A with its
best association from B and translate them.
A
B
1.
to fulfill
a)
specific performance
2.
to seek
b)
precedent
3.
monetary
c)
a contract
4.
the doctrine of
d)
chancellor
5.
lord
e)
compensation
6.
a breach of
f)
a contract
Ex.3. Think of your own sentences with the following word combinations.
To become precedents, to be based on, Commonwealth countries, to influence,
to prevail, to define, to codify, to apply the law, disputes between individuals,
uniform application of the law, gradual development, the doctrine of precedent, to be
bound, guilt, innocence, equity, to be dissatisfied, lord chancellor, to be enforced, to
fulfill a contract, beneficiary, a breach (breaking) of a contract, a claim, to seek
specific performance, monetary compensation, damages, to pursue, equitable claims.
Ex.4 Read the text
Sources of modern law
Each country in the world has its own system of law. There are two main
traditions of law in the world. One is based on English Common law and the other is
Continental, or Roman law. The legal system in many countries, including Australia,
Canada (except Quebec), Ghana, Hong Kong, India, Jamaica, Malaysia, New
Zealand, Pakistan, Tanzania, the USA (except Louisiana), the Bahamas and Zambia,
is based on common law. Continental, or Roman law has developed in most
continental Europe, Latin America and in many countries in Asia and Africa. It has
also influenced Japan.
Common law is a system of law that prevails in England and in countries
colonized by England. The name is derived from the medieval theory that the law
administered by the king's courts represented the common custom of the kingdom, as
opposed to the custom of local jurisdiction that was applied in local courts.
The common law consists of the substantive law and procedural rules that are
created by judicial decisions made in the courts. Although legislation may override
such decisions, the legislation itself is subject to interpretation and refinement in the
courts.
Essential to the common law is the hierarchy of the courts in all of the UK
jurisdictions and principle of binding precedent. In practice, this means that decision
of a higher court is binding on a lower court, that is, the decision must be followed,
and in the course of a trial the judges must refer to existing precedents. They will also
consider decisions made in a lower court, although they are not bound to follow
them. However, a rule set by a court of greater or equal status must be applied if it is
to the point – relevant or pertinent. If the essential elements of a case were the same
as those of previous recorded cases, then the judge was bound to reach the same
402
decision regarding guilt or innocence. If no precedent could be found, then the judge
made a decision based upon existing legal principles, and his decisions would
become a precedent for other courts to follow when a similar case arose. The doctrine
of precedent is still a central feature of modern common law systems. Courts are
bound by the decisions of previous courts unless it can be shown that the facts differ
from previous cases. Sometimes governments make new laws—statutes to modify or
clarify the common law, or to make rules where none existed before.
Continental systems are sometimes known as codified legal systems. They have
resulted from attempts by government to produce a set of codes to govern every legal
aspect of a citizen’s life. Thus it was necessary for the legislators to speculate quite
comprehensively about human behavior rather simply looking at previous cases.
In codifying their legal systems, many countries have looked to the examples of
Revolutionary and Napoleonic France, whose legislators wanted to break with
previous case law, which had often produced corrupt and biased judgments, and to
apply new egalitarian social theories to the law.
Many countries can be said to have belonged to the Roman tradition long before
codifying their laws, and large uncodified or uncodifiable areas of the law still
remain. French public law has never been codified, and French courts have produced
a great deal of case law in interpreting codes that become out of date because of
social change. The clear distinction between legislature and judiciary has weakened
in many countries, including Germany, France and Italy, where courts are able to
challenge the constitutional legality of a law made by parliament.
The original difference is that, historically, common law was law developed by
custom, beginning before there were any written laws and continuing to be applied by
courts after there were written laws, too, whereas civil law (continental laws)
developed out of the Roman law.
The difference between civil law and common law lies not just in the mere fact
of codification, but in the methodological approach to codes and statutes. In civil law
countries, legislation is seen as the primary source of law. By default, courts thus
base their judgments on the provisions of codes and statutes, from which solutions in
particular cases are to be derived. By contrast, in the common law system, cases are
the primary source of law, while statutes are only seen as invasions into the common
law and thus interpreted narrowly.
There are other notable differences between the legal methodologies of various
civil law countries. For example, it is often said that common law opinions are much
longer and contain elaborate reasoning, whereas legal opinions in civil law countries
are usually very short and formal in nature. This is in principle true in France, where
judges cite only legislation, but not prior case law.
There are, however, certain sociological differences. In some Civil law countries
judges are trained and promoted separately from attorneys, whereas common law
judges are usually selected from reputable attorneys. In the Scandiavian countries
judges are attorneys who have applied for the position, whereas France has a
specialized graduate school for judges.
Ex. 4 Answer the questions.
403
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
How many traditions of law do you know?
What are they?
Where does Common law prevail?
Where has common law taken its name from?
Do judges just apply the law?
What is the main idea of the doctrine of precedent?
What is the other name for continental systems?
What have they resulted from?
What is the main idea of the Continental systems?
What were the reasons for making new laws?
Are there similarities among systems within the Continental tradition?
12)
What is the difference between Common law and Continental law?
Ex. 5 Decide if the following statements are True or False.
1. Each country in the world has its own system of law.
2. There are three main traditions of law in the world.
3. One is based on French Common law.
4. The other is Continental, or Romanian law.
5. Common law is a system of law that dominates in England and in countries
colonized by England.
6. If no precedent could be found, then the judge made a decision based upon
existing legal principles.
7. The decisions made by the judge became a precedent for other courts to follow
when a similar case arose.
8. The doctrine of precedent is not any more a central feature of modern common
law systems.
9. Every day governments make laws—statutes to modify or clarify the common
law, or to make rules where none existed before.
10. Continental systems are sometimes known as codified legal systems.
11. The have resulted from attempts by government to produce precedents.
12. Legislators wanted to break with previous case law.
13. Few countries can be said to have belonged to the Roman tradition long before
codifying their laws.
14. The clear distinction between legislature and judiciary has increased in many
countries, including Germany, France and Italy.
15. Canon law had a weaker influence in countries with a less secular ideology than
France, such as Spain.
1.
2.
3.
4.
5.
6.
Ex.6. Develop the following sentences.
Each country in the world has…
There are two main traditions …
One is based on…
The other is…
Common law is a system…
The name is derived from…
404
7. Common law developed through history, not as a result of…
8. The main idea of the doctrine of precedent is…
9. If the essential elements of a case were the same …
10. If no precedent could be found…
11. Sometimes governments make new laws…
12. Continental systems are sometimes known as…
13. They have resulted from…
14. It was necessary for the legislators to…
15. Many countries can be said to have belonged to the Roman…
16. The clear distinction between legislature and judiciary…
17. Canon law had a stronger influence in …
Ex.7. Make of distinct features of Common law and Continental law.
Ex.8. Compare the features of Common law and Continental law. Find
similarities and differences in their duties, using the following connectors:
alike
similar to
dissimilar to
both
neither…..nor
different from
Ex. 9. Write down key words, phrases and sentences from each paragraph
of the text.
Ex.10. Reduce the text to one fifth of its original length giving the most
important information.
a)
Make an outline of the text consisting of 5-8 sentences.
b)
Retell the text according to its outline.
405
THE COURT SYSTEM OF ENGLAND AND WALES
List of words
Read the words and learn them.
civil case
гражданское дело
civil law
гражданское право
criminal case
уголовное дело
criminal law
уголовное право
coroners' courts
суды коронёров
the county court
суд графства
the court of appeal
апелляционный суд
the crown court
королевский суд
to deal with
иметь дело с
to dispute over
спорить, оспорить что-либо
to be divided into
делиться на
the European Court of Human Rights Европейский суд по правам человека
the European Court of Justice
Европейский суд
to govern
управлять
to be heard by
слушаться ( каким-либо судом)
the High court
Высший суд
Higher courts
суды высшей инстанции
The House of Lords
Палата Лордов
interaction
взаимодействие
juvenile courts
суды по делам несовершеннолетних
magistrates’ courts
суд магистрата, мировой суд
minor criminal case/offence
малозначительное правонарушение,
проступок, нарушение (against - чегол.); преступление
petition
петиция; прошение, ходатайство
On the points of law
по пунктам закона
to refer to
относится к чему-либо
transaction
дело; сделка, соглашение
tribunal/administrative tribunals
орган правосудия; судебное или
арбитражное
учреждение;
суд;
трибунал/ арбитражные суды
1.
2.
3.
4.
5.
Ex. 1 Study the types of crimes and match them with their definition
a theft
a) taking the property of another by means of force
or fear
a bankruptcy case
b) the illegal taking of another person's property
arson
c) a crime in which one person kills another
a robbery
d) the crime of voluntarily setting fire to the
building, buildings, or other property of another
a murder
e) an investigation of a case when a company
declares its inability pay its creditors
406
6. shoplifting
7. vandalism
f) ruthless destruction or spoiling of anything
beautiful
g) a theft of goods from a shop
Ex. 2 Complete the phrase by matching the word from A with its best
association from B. Translate the phrases.
A
B
1. to govern
a) on points of law
2. to be heard
b) are divorce or bankruptcy cases
3. appeals
c) in tribunals
4. civil cases
d) between individuals
5. as a result
e) quick, cheap and fair decisions
6. to make
f) of petitions
7. disputes
g) the relationships between citizens
Ex. 3. Fill in the gaps with appropriate prepositions.
To be divided ___, to be laid down _____ the state, relationships and
transactions ______citizens, to be mostly heard ______ tribunals, to go ____ the
Crown court, to be heard ______ higher courts, to hear appeals ______courts, to be
referred _____, disputes ________ individuals, to deal ________, disputes
_________ taxation, as a result ______.
Ex.4. Translate the following phrases into Russian and use them in the
sentences of your own.
The most common type of law court, a magistrates’ court, criminal cases, the
Crown court, civil cases, divorce, bankruptcy cases, to be dealt with, county courts,
appeal, to be heard, appeals on points of law, the highest court of appeal, to be
referred to, the European court of Justice, the legal system, to include, juvenile
courts, an offender, coroners’ courts, violent, sudden, unnatural deaths, administrative
tribunals, fair decisions, formality, professional standards, disputes, government
departments, taxation.
Ex.5. Render the following sentences into English.
1. Самым распространённым судом общего права в Англии и Уэльсе является
мировой суд.
2. Уголовные дела направляются на рассмотрение в суд Короны.
3. Гражданские дела рассматриваются в суде графств.
4. Высшим апелляционным судом является Палата лордов.
5. Апелляции заслушиваются в высших судебных инстанциях.
6. Правовая система включает суды для несовершеннолетних, суды коронеров.
7. Административные суды рассматривают вопросы профессиональной этики,
разногласия между гражданскими лицами.
8. Некоторые дела направляются на рассмотрение в Европейский суд в
Люксембурге.
Ex. 6. Read the text and translate it into Russian.
407
The Court System in England and Wales
The law in England and Wales is divided into criminal law and civil law.
Criminal law involves the rules laid down by the state for citizens, while civil law
governs the relationships and transactions between citizens. Administrative law is a
special sort of civil law that concerns the interactions of citizens with the state.
Administrative law cases are mostly heard in tribunals, while civil and criminal cases
are heard in the main court system.
Most minor criminal cases, called offences, are heard in local magistrates'
courts. The magistrates' court is the most common type of law court in England and
Wales. There are 700 magistrates' courts and about 30,000 magistrates. More serious
criminal cases then go to the Crown Court, which has 90 branches in different towns
and cities. Civil cases (for example, divorce or bankruptcy cases) are dealt with in
County courts. Appeals are heard by higher courts. For example, appeals from
magistrates' courts are heard in the Crown Court, unless they are appeals on points of
law. There are 78 Crown Court centres throughout England and Wales.
The highest court of appeal in England and Wales is the House of Lords.
(Scotland has its own High Court in Edinburgh, which hears all appeals from Scottish
courts.) Certain cases may be referred to the European Court of Justice in
Luxembourg. In addition, individuals have made the British Government change its
practices in a number of areas as a result of petitions to the European Court of Human
Rights. The legal system also includes juvenile courts (which deal with offenders
under seventeen) and coroners' courts (which investigate violent, sudden or unnatural
deaths). There are administrative tribunals which make quick, cheap and fair
decisions with much less formality. Tribunals deal with professional standards,
disputes between individuals, and disputes between individuals and government
departments (for example, over taxation).
Ex.7. Find in the text English equivalents for the words below:
9. уголовное право;
10. гражданское право;
11. мировой судья;
12. Суд короны;
13. гражданское дело;
14. суды графств;
15. Европейский суд по правам человека;
16. правовая система;
17. суд по делам несовершеннолетних;
18. правонарушение;
19. правонарушитель;
20. насильственная смерть;
21. развод;
22. налогообложение;
23. банкротство.
Ex.8. Use the information from the text and answer the following questions.
24. What two types of law exist in England and Wales?
408
25. In the United Kingdom, what is the difference between criminal and civil law?
26. What is the most common type of law court in England and Wales?
27. What cases are heard in magistrates' courts?
28. What are the other types of British courts?
29. What courts deal with serious criminal cases?
30. What courts deal with civil cases?
31. What is the highest court of appeal in England and Wales?
32. What cases do coroners’ courts and juvenile courts investigate?
33. What cases do tribunals deal with?
Ex. 9. Decide if the following sentences are True or False
1. The law in England and Wales is divided into criminal law and civil law
2. Criminal law governs the relationships and transactions between citizens.
3. Administrative law cases are mostly heard in magistrates’ courts.
4. The magistrates' court is not common in England and Wales.
5. Minor criminal cases are heard in local magistrates' courts.
6. More serious criminal cases then go the County court.
7. Appeals are heard by lower courts.
8. There are 30 000 magistrates' courts and about 700 magistrates.
9. The highest court of appeal in England and Wales is the House of Lords
10. The legal system doesn’t include administrative tribunals
11. Tribunals deal with disputes between individuals, and disputes between
individuals and government departments
12. Coroners’ courts deal with offenders under 17.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Ex. 10. Develop the sentences:
The law in England and Wales is…
Criminal law involves…
Civil law governs…
Administrative law is…
The most common type of law court in England and Wales is…
Offences are heard in…
More serious criminal cases go to…
Civil cases are dealt with…
Appeals are heard by…
The highest court of appeal is…
The legal system also includes…
Juvenile courts deal with…and coroners' courts investigate…
Tribunals deal with…
Ex.11. Dwell on the functions of…
409
Magistrates’ courts
The Crown court
County courts
The House of Lords
Tribunals
Juvenile courts
Coroners’ courts
hear(s)
deal(s) with
investigate(s)
Ex 12. Which courts do you think deal with:
34.
a bank robbery?
35.
a divorce case?
36.
a burglary committed by a fifteen-year-old?
37.
a drowning?
38.
a case of driving too fast?
Ex.13. Summarize and develop the following sentences.
Criminal courts are….
Civil courts are…
Ex.14. Write down key words, phrases and sentences from each paragraph of the
text.
Ex.15. Reduce the text to one fifth of its original length giving the most
important information.
a) Make an outline of the text consisting of 5-8 sentences.
b) Retell the text according to its outline.
410
THE COURT SYSTEM OF THE USA
List of words
Read the words and learn them:
appellate court
аппеляционный суд
to coexist
сосуществовать
complex
сложный, составной
district court
окружной суд
exception
исключение
federal court
федеральный суд
identical
тождественный
individual
частное лицо
jurisdiction
юрисдикция
litigation
судебное разбирательство, тяжба
majority
большинство
to resolve
разрешать
state court
суд штата
to sue
преследовать судебным порядком
Supreme court
Верховный суд
tier
ярус,ряд
1.
2.
3.
4.
5.
6.
7.
8.
Ex. 1. Match the words with their definitions:
Court
a) The process of proceeding against someone in a court
Litigation
b) A system that is organized in different levels
Jurisdiction
c) The place where a trial is held
Sue
d) The power of a court to hear and decide a case
Judge
e) A formal request to a court or to someone in authority
asking for a decision to be changed
Appeal
f) To take legal action against someone in a civil case
Case
g) A person with authority to hear and decide disputes
brought before a court
Pyramid
h) A question or problem that will be dealt with by a law
court
Ex.2. Complete the phrase by matching the words from A with its best
association from B. Translate the phrases.
A
B
1.
to run
a) cases
2.
to fall
b) its own system
3.
to be sued
c) in tiers
4.
to depend on
d) in either system
5.
to be organized
e) the case
6.
to review
f) under jurisdiction
Ex.3. Match the words with their synonyms:
411
1.
2.
3.
4.
5.
6.
7.
Identical
Complex
To resolve
Tier
Top
Claim
To begin
a)
b)
c)
d)
e)
f)
g)
To settle
Level ( Layer)
Similar
Apex
To start
Complicated
An action
Ex. 4. Fill in the gaps with appropriate prepositions:
To be part…; … addition; coexist…; to fall… the jurisdiction; to sue… either
system; depend… the case; to be resolved… the state court; … the bottom; … the
middle; … the top; to take a case… a higher court; to be decided… lower courts; to
be known… generalists.
Ex.5. Translate the following phrases into Russian and use them in the
sentences of your own.
To be complex; to function as part of the system; to be identical; national
government; federal courts; coexist; state courts; to fall under the jurisdiction; to sue;
to depend on the case; the vast majority; to resolve the case; to be organized in tiers;
at the bottom; the US district courts; to begin litigation, the US Supreme Court, to
take a case to a higher court, to review cases, a wide array of cases.
Ex. 6. Render the following sentences into English:
39. В Америке система судебных органов подразделяется на федеральную
судебную систему и судебную систему штата.
40. Верховный Суд может пересматривать решения суда штата.
41. Частные лица подпадают под юрисдикцию двух разных судебных систем.
42. Большинство дел разрешаются в судах штата.
43. По своей структуре федеральные суды напоминают пирамиду, у
основания которой находятся окружные суды.
44. Аппелировать означает подать иск в высший суд.
45. Верховный Суд является судом последней инстанции.
Ex.7. Read the text and translate it into Russian
The Organization of the Federal Courts Today
The American court system is complex. It functions as part of the federal system
of government. Each state runs its own court system, and no two are identical. In
addition, we have a system of courts for the national government. These federal
courts coexist with the state courts.
Individuals fall under the jurisdiction of two different court systems, their state
courts and federal courts. They can sue or be sued in either system, depending mostly
on what their case is about. The vast majority of cases are resolved in the state courts.
The federal courts are organized in three tiers, like a pyramid. At the bottom of
the pyramid are the US district courts, where litigation begins. In the middle are the
US courts of appeals. At the top is the US Supreme Court. To appeal means to take a
412
case to a higher court. The courts of appeals and the Supreme Court are appellate
courts, with few exceptions, they review cases that have been decided in lower
courts. Most federal courts hear and decide a wide array of cases; the judges in these
courts are known as generalists.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
Ex.8. Find in the text the English equivalents for the words below:
сосуществовать;
частные лица;
суды штатов;
подать иск;
федеральные суды;
подавляющее большинство;
подпадать под юрисдикцию;
разрешить дело в судебном порядке;
ярус;
Верховный суд;
судебное разбирательство, тяжба;
окружные суды;
высшие суды;
аппеляционные суды;
исключение;
низшие суды;
рассматривать дело.
Ex.9. Use the information from the text to answer the questions:
63. Why is the American court system complex?
64. Are state court systems identical?
65. Federal courts coexist with the state courts, don’t they?
66. In which courts can individuals sue or be sued?
67. In what way are the federal courts constructed?
68. Name American courts in the descending order.
69. Where does litigation begin?
70. What does the word «to appeal» mean?
71. What do the appellate courts review?
72. What are the functions of most federal courts?
73. What are the judges in federal courts known as ?
Ex.10. Decide if the following sentences are True or False:
74. In the United States the judiciary is divided into the national ( federal ) and state
judiciary.
75. State judicial systems are similar.
76. Federal courts coexist with the state courts.
77. Individuals fall under the jurisdiction of one court system.
78. Individuals can sue or be sued in both systems.
79. The vast majority of cases are resolved in the federal courts.
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80. The federal courts are organized in two tiers.
81. At the bottom of the pyramid are the courts of appeals.
82. At the top is the US Supreme Court.
83. To appeal means to take a case to a lower court.
84. The appellate courts review cases that have been decided in lower courts.
Ex. 11. Restore the word order in the sentences.
85. In the is divided into United States the federal judiciary and state systems.
86. Each runs state court system its own.
87. The jurisdiction individuals of two fall under different systems courts.
88. Criminal and civil cases federal courts hear.
89. Majority the vast of cases resolved are courts in the state.
90. Three tiers in are organized the federal courts.
91. Litigation usually in the US district courts begins.
92. To take a case to appeal means to a higher court.
93. The judges are known as in federal courts generalists.
Ex.12. Develop the sentences:
94. The American court system functions as …….
95. Each state runs …….
96. These federal courts coexist …….
97. Individuals fall under …….
98. The vast majority of cases…….
99. The federal courts…….
100. At the bottom of the pyramid…….
101. In the middle are…….
102. At the top there is……….
103. The appellate courts review…….
Ex.13. Fill in the blanks.
The Federal and State Court Systems
The federal courts have three tiers: (a) -------------- courts, courts of (b) -------------- and the (c) ----------- Court. The (d) --------------Court was created by the
Constitution; all other (e ----------------courts were created by Congress. Most
litigation occurs in (f) --------------courts. The structure of (g) --------------- courts
variers from state to state; usually there are (h) --------------- for less serious cases, (i)
----------------for more serious cases, intermediate (j) ---------------- courts , and courts
of last (k) -------------- . State courts were created by state constitutions.
Ex. 14. Summarize the information using the following phrases:
to resolve; to be organized; to hear; to decide
Federal courts ……….
State courts…………
Ex. 15 Draw a scheme of the judicial system of England and Wales and
compare it with American court system. Pay attention to differences and
similarities.
414
LAWMAKING PROCESS IN GREAT BRITAIN
List of words
Read the words and learn them:
to adopt / enact / pass legislation
принять закон
to alter
изменять; менять; видоизменять, вносить
изменения, переделывать
to amend
вносить изменения, вносить поправки
a bill
законопроект, билль (вносимый на
рассмотрение законодательных органов)
committee
комитет, комиссия
consent
согласие; соглашаться
debate
дебаты, дискуссия, обсуждение, прения
to draft a bill
составлять законопроект
draft legislation
законопроект
to introduce / propose a bill
предложить законопроект
legislation
закон; законопроект; законодательство
legislation in force
действующее законодательство
monarch
монарх
occasion
возможность, случай, шанс основание,
причина; повод
to oppose a bill
высказаться против законопроекта
to pass a bill
принять законопроект
persistent
настойчивый, упорный
to prevail
преобладать,
превалировать;
доминировать
reading
чтение,
стадия
прохождения
законопроекта в парламенте
to refuse
отвергать, отказывать; отклонять
reigning
царствующий
royal assent
королевская санкция
to shelve a bill
откладывать обсуждение законопроекта
to support a bill
поддержать законопроект
to throw out a bill
отклонить законопроект
to veto legislation
наложить вето на законопроект
Ex. 1. Complete the phrase by matching the word from A with its best
association from B. Translate the phrases.
A
B
1.
draft
a)
assent
2.
royal
b)
for debate
3.
occasion
c)
legislation
4.
reigning
d)
monarch
Ex. 2. Fill in the gaps with appropriate prepositions.
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Legislation ___Britain usually starts ___ the House of Lords, the occasion
___debate, be examined ___ detail ____ a committee, to be returned ___ one ___ the
houses ___ the report stage, to go ___ the other house.
Ex.3. Translate the following phrases into Russian:
The House of Lords, a bill, to be considered in three stages, readings, to
introduce the bill, the occasion for debate, to be examined in detail by a committee,
report stage, to be amended, amendments, the Commons, to be altered, in the event of
persistent disagreement to prevail, reigning monarch, royal assent, to refuse the
consent, to veto .
Ex. 4. Read the text and translate it into Russian.
New legislation in Britain usually starts in the House of Lords. In each house a
bill is considered in three stages, called readings. The first reading is purely formal, to
introduce the bill. The second reading is usually the occasion for debate. After the
second reading the bill is examined in detail by a committee.
The bill is then returned to one of the houses for the report stage, when it can be
amended. If passed after its third reading, it goes to the other house. Amendments
made to a bill by the House of Lords must be considered by the Commons. If the
House of Commons do not agree, the bill is altered and sent back to the Lords. In the
event of persistent disagreement between the two houses, Commons prevails.
Finally, the bill goes to the reigning monarch for the royal assent. Nowadays the
royal assent is merely a formality. In theory the queen could still refuse her consent,
but the last monarch to use this power was Queen Anne, who vetoed the unpopular
Scottish Militia Bill in 1707.
Ex.5. Find in the text the English equivalents for the words below:
104. закон; законопроект;
105. чтение;
106. комитет, комиссия;
107. вносить изменения, вносить поправки;
108. королевская санкция;
109. царствующий монарх;
110. преобладать;
111. настойчивое несогласие.
1.
2.
3.
4.
5.
6.
7.
8.
Ex.6. Use the information from the text to answer the questions:
Where does a new legislation start in Britain?
How many stages does a bill pass?
Is the first reading formal? What is the first reading for?
What is the second reading for?
Who examines the bill in detail after the second reading?
Where does the report stage take place?
Where does the bill go to after the third reading?
Who considers the amendments made to a bill by the House of Lords?
416
9.
10.
11.
12.
13.
14.
What happens if the House of Commons do not agree?
Who prevails in the event of persistent disagreement between the two houses?
Where does the bill finally go to?
Is the royal assent merely a formality?
Could the queen refuse her consent?
Who vetoed the unpopular Scottish Militia Bill in 1707?
Ex 7. Decide if the following sentences are True or False:
1. New legislation in Britain usually starts in the House of Commons.
2. In each house a bill is considered in two stages, called hearings.
3. The first reading is not formal.
4. The second reading is usually the occasion for speech.
5. After the third reading the bill is examined in detail by a committee.
6. The bill is returned to one of the houses for the report stage.
7. If passed after its third reading, it goes to the other house.
8. Amendments made to a bill by the House of Commons must be considered by
the Lords.
9. In the event of persistent disagreement between the two houses, Lords prevails.
10. Finally, the bill goes to the reigning monarch for the royal assent.
11. Nowadays the royal assent is merely a formality.
12. In practice the queen could not still refuse her consent.
13. The last monarch to use this power was Queen Anne, who vetoed the popular
Scottish Militia Bill in 1707.
Ex. 8. Develop the sentences:
1. New legislation in Britain usually starts ...
2. In each house a bill is considered in …
3. The first reading is purely ....
4. The second reading is ...
5. After the second reading the bill is ...
6. The bill is then returned to …
7. If passed after its third reading, it goes …
8. Amendments made to a bill by the House of Lords must be …
9. If the House of Commons do not agree, the bill is …
10. In the event of persistent disagreement between the two houses…
11. Finally, the bill goes to ...
12. Nowadays the royal assent is ...
13. In theory the queen could still refuse …
Ex.9. Write down key words, phrases and sentences from each paragraph of the
text.
Ex.10. Reduce the text to one fifth of its original length giving the most
important information.
a) Make an outline of the text consisting of 5-8 sentences.
b) Retell the text according to its outline.
417
LAWMAKING PROCESS IN THE USA
List of words
Read the words and learn them:
to amend the draft
вносить поправки в законопроект
to approve the draft
oдобрить законопроект
the
committee
on
House Комитет по контролю исполнительной
Administration
власти (палаты)
a congressman
конгрессмен
to confer together with
совещаться
to be examined by
рассматриваться
the House of Representatives
Палата представителей
to initiate new legislation
oсуществлять
законодательную
инициативу
to be passed by
быть одобренным, принятым
the proposed legislation/a bill
предложенный законопроект
the Senate Committee on Rules Комитет Сената по контролю норм права и
and Administration
административной деятельности
to shelve the draft
оставить без рассмотрения; не дать ход
законопроекту
to be signed by
быть подписанным кем-либо
the speaker
cпикер, председатель палаты парламента,
конгресса
Ex1. Read the text and render it into Russian:
The US Congress, the lawmaking arm of the federal government, consists of two
houses: the House of Representatives and the Senate. Any congressman in either
house, or the president, may initiate new legislation.
The proposed legislation, or bill, is first introduced in the House of
Representatives, and then referred to one of the standing committees, which
organizes hearings on it and may approve, amend or shelve the draft. If the
committee passes the bill, it is considered by the House of Representatives as a
whole. If passed there, it goes to the Senate for a similar sequence of committee
hearings and general debate.
In cases of disagreement, the House of Representatives and the Senate confer
together. Once passed by the Senate as a whole, the bill has to be examined by two
more standing committees - the Committee on House Administration and the Senate
Committee on Rules and Administration - and is then signed by the speaker of the
House and by the president of the Senate.
Finally, it must be signed by the president, who has the right to veto it. If the
president vetoes a bill, it can still become a law - but only if it is passed by a twothirds majority in both houses of Congress.
1.
Ex. 2. Find English equivalents in the text
Палата представителей
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2.
3.
4.
5.
6.
7.
8.
9.
10.
Сенат
Конгресс
Законодательная ветвь
Слушание
Цикл слушаний
Постоянный комитет
Общие прения
Большинство, составляющее две трети,
Право налагать вето
Ex. 3. Answer the questions
1. What is the structure of the US congress?
2. Who may initiate new legislation?
3. Where is the bill first introduced?
4. Who initiates hearings on the bill?
5. What are these hearings for?
6. Where is the bill referred afterwards if the standing committee passes the bill?
7. What is the next stage of passing the bill?
8. Is the process of committee hearings and general debate the same in the Senate?
9. What happens in cases of disagreement?
10. What committees examine the bill if it is passed by the Senate?
11. Who is the bill signed by?
12. What is the last stage of passing the bill?
13. The president doesn’t have the right to veto the bill, does he?
14. Can the bill still become a law if the president vetoes a bill?
Ex. 4. Decide if the following sentences are True or False.
112. The US Congress consists of two houses: the House of Lords and the House of
Commons.
113. Only the president may initiate new legislation.
114. The bill is first introduced in the Senate.
115. The bill passes through a number of stages called readings.
116. The House of Representatives have a similar sequence of committee hearings
and general debate.
117. In cases of disagreement the Senate prevails.
118. Once passed by the Senate as a whole, the bill is then signed by the speaker of
the House and by the president of the Senate.
119. The bill needn’t be signed by the president.
120. The bill can become a law in case it has been vetoed by the president if it is
passed by an absolute majority in both houses of Congress.
Ex. 5. Develop the sentences:
1. The US Congress consists of two houses…
2. Any congressman in either house, or the president…
3. The bill is first introduced in…
419
4. Then hearings on the bill are organized by one of the standing committees to ….
5. If the committee passes the bill…
6. If passed by the House of Representatives, …
7. In cases of disagreement…
8. Once passed by the Senate as a whole…
9. The bill is then signed by…
10. Finally, it must be signed by…
11. If the president vetoes a bill,…
Ex. 6. Restore the stages of passing a bill:
One of the standing committees, the Senate, the speaker of the House, the
House of Representatives, the Committee on House Administration, the president of
the Senate, the Senate Committee on Rules and Administration, the president.
Ex. 7. Role-play: experts in lawmaking process in the USA and students
The students are divided into 2 groups: experts in lawmaking process in the USA
and students of a law faculty.
The students are eager to inquire about the peculiarities of the lawmaking
process in the USA and they ask different questions to get the necessary information.
The experts answer the questions, explaining the procedure of passing a bill and other
peculiarities of the lawmaking process in the USA
Ex. 8. Compare the lawmaking process in GB and in the USA:
1. In which House does new legislation usually start?
a) in Great Britain
b) in the USA
2. What is a bill? How does a bill become a law?
a) in Great Britain
b) in the USA
3. Who has the right of veto?
a) in Great Britain
b) in the USA
420
TYPES OF LEGAL PROFESSIONS IN ENGLAND
AND WALES
Solicitors
List of words
Read and learn the words
to advise
советовать
an agent
представитель; доверенное лицо
a case
судебное дело; случай, прецедент
a clerk
клерк ,солиситор-практикант
a client
клиент
to deal with something
иметь дело с
defense
защита
to include
включать в себя, содержать в себе
to increase
возрастать, увеличиваться; расти
litigation
тяжба; судебный процесс
to pass an exam
сдать экзамен
to prepare
готовить, подготавливать
to qualify
получать какую-л. профессию
a solicitor
солиситор, стряпчий
a will
завещание
to work on something
работать над чем-либо
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
6.
7.
Ex. 1. Match the words with their definitions.
a client
a) an action or suit at law
a will
b) the action of protecting oneself
a case
c) a person who acts on behalf of another person
defense
d) the declaration of a person's wishes regarding his or her
property after death
an agent
e) a person, company, etc., that seeks the advice of a
professional man or woman
Ex.2. Make up word combinations by matching the word from A with its
best association from B and translate them.
A
B
to make
a)
on cases
agents for
b)
as a solicitor
to increase
c)
legal documents
to prepare
d)
a will
to pass
e)
an exam
to work
f)
rapidly
to qualify
g)
litigation
Ex.3. Think of your own sentences with the following word combinations.
To work on court cases, to deal with all the day-to day work, act in all courts as
421
the agents for litigation, to give advice, to make a will, to appear as advocates in
lower courts, to get into trouble; to prepare legal documents, to join a practicing
solicitor as a “clerk”, to pass the Law Society exams.
Ex. 4. Read the text.
Solicitors
England is almost unique in having two different kinds of lawyers, with separate
jobs in the legal system. The two kinds of lawyers are solicitors and barristers.
If a person has a problem, he will go and see a solicitor. Solicitors can be found
everywhere. There are about 50000 solicitors in Britain. Solicitors make up the
largest branch of legal professions in England.
Solicitor is a type of practicing lawyer in Britain. Solicitors work on court cases
and deal with all the day-to-day work. Solicitors give advice, do the necessary work
when property is bought or sold. If one wants to make a will the person to advise him
is a solicitor. If one gets into trouble with the police one can ask a solicitor to help
prepare legal document for his defense.
Solicitors have a right to act in all courts as the agents for litigation or
representatives of their clients, but they may appear as advocates only in lower
courts. Solicitors can speak in the County Court, when the case is one of divorce or
recovering some debts. In the County Court the solicitor wears a black gown over his
ordinary clothes.
The education required of a solicitor includes a law school course. To qualify as
a solicitor one is to join a practicing solicitor as a “clerk” and to work for him for a
period of five years (three years for university graduated) in order to pass the Law
Society exams. Solicitors must be British Commonwealth citizens (The
Commonwealth is an organization of about 50 countries that were part of the British
Empire).
Ex. 5. Answer the questions.
1. How many solicitors are there in Great Britain?
2. Do solicitors make the smallest branch of legal professions in England?
3. Where can you find a solicitor?
4. What do solicitors do?
5. May solicitors appear as advocates in higher courts?
6. Where can a solicitor appear as a lawyer?
7. What cases can a solicitor represent in a court?
8. What education do solicitors need?
9. How long do solicitors work as “clerks”?
10. What exam do solicitors pass?
11. Solicitors must be British Commonwealth citizens, mustn’t they?
Ex.6. Decide if the following statements are True or False.
1. There are about 30000solicitors in Great Britain.
2. Solicitors make the smallest branch of legal professions in England
3. Solicitors are found only in big cities.
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4. Solicitors work on court cases and deal with all the day-to day work.
5. Solicitors represent clients in the higher court.
6. Solicitors give advice and do not do the necessary work when property is bought
or sold.
7. If one gets into trouble with the police one can ask a solicitor to help prepare legal
document for his defense.
8. Solicitors do not have a right to act in all courts as the agents for litigation or
representatives of their clients.
9. Solicitors represent divorce cases in the High Court.
10. The education required of a solicitor includes a secondary school course.
11. To qualify as a solicitor one is to join a practicing solicitor as a “clerk” and to
work for him forever.
12. Solicitors pass the Law Society exams.
13. Solicitors must be British Commonwealth citizens.
Ex. 7. Develop the following sentences.
1.
A solicitor is…
2.
Solicitors prepare…
3.
Solicitors deal with….
4.
Solicitors advise on….
5.
Solicitors help…
6.
Solicitors’ duties include…
7.
Solicitors can not…..
8.
The required education for solicitors includes….
9.
Solicitors must be citizens of
Ex. 8. Make a list of solicitors’ duties.
Ex. 9. Write down key words, phrases and sentences from each paragraph
of the text.
Ex.10. Reduce the text to one fifth of its original length giving the most
important information.
a) Make an outline of the text consisting of 5-8 sentences.
b) Retell the text according to its outline.
Barristers
List of words.
Read and learn the words.
to accept a case
принимать, брать; соглашаться
apprenticeship
учение; ученичество
a barrister
адвокат, барристер
to carry on
продолжать, заниматься
to defend
защищать на суде
to engage in
заниматься чем-л.
fee
вознаграждение, гонорар
a gown
мантия
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higher court
Inns of Court
to preside
proceedings
to prosecute
QC (Queen's Counsel)
to be responsible for
to specialize in
a wig
суд вышестоящей инстанции
"Судебные инны" (четыре английские школы
подготовки барристеров)
председательствовать
иск, обращение за судебной помощью
преследовать в судебном или уголовном порядке
королевский адвокат
быть ответственным за
специализироваться
парик
1.
2.
3.
4.
5.
Ex.1 Match the words with their definitions.
a wig
a)
an artificial head of hair
apprenticeship b)
an elegant or formal dress
a fee
c)
a payment asked by professional people
a gown
d)
the four private societies in London
Inns of Court e)
being a student
1.
2.
3.
4.
5.
6.
Ex. 2. Make up word combinations by matching the word from A with its
best association from B and translate them.
A
B
to engage
a)
in advocacy
to advise on
b)
wigs and gowns
to accept
c)
a case
to wear
d)
apprenticeship
to serve
e)
difficult points
to carry
f)
on business
Ex.3 Read the text
Barristers
Barrister is one of the two types of practicing lawyers in England, the other is the
solicitor. There are about 5000 barristers in England and Wales. In general, barristers
engage in advocacy and solicitors deal with office work.
Barristers are experts in the interpretation of the Law. Barristers advise on really
difficult points. Only barristers may appear as advocates before the High Court. In the
court barristers wear wigs and gowns.
Barristers are rather untouchable figures. If you need one, you never see him
without your solicitor being with him. Barristers do not have public offices in any
street. They work in what is known as chambers, often in London. To be a barrister it
is necessary to be a member of one of four Inns of Court in London. Inns of Court are
four institutions that are historically responsible for legal education.
A prospective barrister must pass some examinations established for the Inns by
the Council of Legal Education and must read law and serve his apprenticeship with a
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practicing barrister for not less than a year. The highest level of barristers has the title
QC.
A barrister is required to accept any case for a proper professional fee. A good
barrister can earn 30000 pounds a year. Only barristers can become judges in an
English Court above a Magistrates’ Court. Barristers cannot carry on any other
profession or business.
Barristers are also found in South Africa and New South West (Australia).
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Ex. 4 Answer the questions.
How many types of lawyers do you know?
Are barristers experts in the interpretation of the Law?
What do barristers engage in?
Do barristers advise on easy points?
May barristers appear as advocates before the High Court?
What do barristers wear in the court?
Why are barristers untouchable figures?
How can you meet a barrister?
Are barrister members of one of four Inns of Court in London?
What exams do barristers pass?
How long must they serve their apprenticeship?
Do people pay for barristers’ advice?
Barristers can not carry on any other profession or business, can’t they?
Ex. 5 Decide if the following statements are True or False.
1. Barrister is the only type of practicing lawyers in England.
2. In general, barristers engage in advocacy and solicitors deal with office work.
3. Barristers are experts in the interpretation of the Medicine.
4. Barristers advise on really complex points.
5. Only barristers may appear as advocates before lower courts.
6. In the court barristers wear wigs and dresses.
7. You never see a barrister without your solicitor being with you.
8. To be a barrister it is necessary to be a member of two of four Inns of Court in
London.
9. A prospective barrister mustn’t pass some examinations established for the Inns
by the Council of Legal Education.
10. A prospective barrister must serve his apprenticeship with a practicing barrister
for not less than a year.
11. The most experienced barristers have a title QC.
12. A barrister is required to accept any case for a proper professional fee.
13. Barristers can carry on any other profession or business.
1.
2.
3.
Ex.6. Develop the following sentences.
Barrister is one of the two types of ….., the other is …...
In general, barristers engage in ……
Barristers are experts in …..
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4.
5.
6.
7.
8.
9.
10.
11.
12.
Barristers advise on ….
Only barristers may appear ….
In the court barristers wear ….
If you need a barrister you never …..
To be a barrister it is necessary to be …
A prospective barrister must pass …
The most experienced barristers have ….
A barrister is required to accept …..
Barristers can not …...
Ex.7 Make a list of barristers’ duties.
Ex.8. Match the professionals with their duties.
Profession
Duty
Solicitor
Barrister
/ does the necessary work when property is bought and sold
has a right to act in all courts as a representative of his clients
may appear as an advocate only in the lower courts
may appear as an advocate before the High Court
conducts negotiations
prepares cases for trial
advises on really difficult points
engages in advocacy (trial work)
engages in office work
is an expert in the interpretation of the Law
drafts documents
retains barristers for advice on special matters or for
advocacy before the higher court
defends people in lower courts of law
gives advice
is an untouchable figure
Ex.9. Compare the duties of solicitors and barristers. Find similarities and
differences in their duties, using the following connectors:
alike
different from
both
neither…..nor
similar to
dissimilar to
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Ex. 10. Play out the following dialogue.
A: You are a school-leaver and don’t know what to be: a solicitor or a barrister.
Ask your parent about their duties.
B: You are a parent of a school-leaver. Advice your child on the choice: to be a
solicitor or a barrister.
A commercial lawyer
List of words
Read and learn the words
acquisition
приобретение контрольного пакета акций компании
agreement
договор, соглашение
competition
конкуренция
confer
1)давать; предоставлять; 2) обсуждать, вести
переговоры 3) сопоставлять, сравнивать •
dispute
спор ,спорить
drafting
составление (сводок, таблиц, документов)
employment
служба; работа; занятость
enterprise
предприятие
finance
финансы, доходы
implementation
выполнение, осуществление, введение в действие
insurance
страхование
intellectual property
интеллектуальная собственность
merger
слияние или объединение компаний
negotiating
ведение переговоров о купле-продаже
objective
цель
property
собственность; право собственности
prospective employer
будущий работодатель
simultaneously
вместе, одновременно
supervising
контролируемый
to meet a deadline
закончить работу в назначенный срок
transaction
дело; сделка, соглашение
Ex. 1. Match the words with their definitions.
1.
merger
a)
something of value, such as land, patents
2.
property
b)
the act of obtaining and paying for an item
or service
3.
transacti
c)
an argument or quarrel
on
4.
insuranc
5.
dispute
e
d)
the combination of two or more
companies, either by the creation of a new organization or
by absorption by one of the others
e)
a means of protecting or safeguarding
against risk or injury
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Ex.2. Make up word combinations by matching the word from A with its
best association from B and translate them.
A
B
1.
to meet
a) under pressure
2.
work
b) in insurance
3.
corporate
c) employer
4.
prospective
d) the implementation
5.
specialize
e) a deadline
6.
negotiate
f) with clients
7.
supervise
g) transactions
Ex.3. Think of your own sentences with the following word combinations.
To give legal advice, corporate transactions, to advise on ,to represent clients,
business-related disputes, a degree in , to depend on, to have a strong interest in,
specialize in, to work in teams on, to meet deadlines, to work under considerable
pressure, to vary, to draft documents and contracts, to tailor , to negotiate with clients
,to supervise the implementation of agreements.
Ex. 4. Read the text.
A commercial lawyer
A commercial lawyer gives legal advice to businesses of all sizes. The work
ranges from general company/commercial work (such as helping new enterprises get
established) to large, complex corporate transactions (including mergers and
acquisitions), often referred to as corporate law. Commercial lawyers advise on
specialist areas of law and represent clients where there is a business-related dispute.
Although this career is open to graduates of any discipline, a degree in the
following subjects may increase your chances: law, law with a language.
Non-law graduates take a conversion course called the Graduate Diploma in
Law (GDL) or Common Professional Examination (CPE), which takes one year if
studied full-time. This route is as popular as starting with a law degree. Almost all
firms appreciate the breadth offered by candidates who have a degree in another
subject.
The next step after a law degree or the GDL/CPE is the Legal Practice Course
(LPC), which can be completed in one year if taken full-time. Candidates then start a
two-year training contract with a law firm.
An excellent academic record is important. Postgraduate degrees do not
necessarily confer an advantage but, depending on the subject, may indicate to a
prospective employer that you have a strong interest in a particular area of law.
Most commercial lawyers specialize in particular areas of law such as:
 property;
 insurance;
 employment;
 finance;
 intellectual property;
 competition law.
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Commercial lawyers usually work in teams on complex and intellectually
demanding work, requiring the ability to meet exacting deadlines and work under
considerable pressure.
Work activities vary according to the type of case and specialist area but
typically involve:
 drafting documents and contracts tailored to the client's individual needs;
 negotiating with clients and other professionals to secure agreed objectives;
 supervising the implementation of agreements;
 acting on behalf of clients in disputes and representing them in court, if
necessary;
 checking all documentation prior to signing and implementing and etc.
Depending on the size of the firm, a commercial lawyer either deals with several
cases simultaneously or works on one large transaction at a time.
Ex. 5. Answer the questions.
1.
Who can become a commercial lawyer?
2.
What may increase your chances to become a commercial lawyer?
3.
May non-law graduates become commercial lawyers?
4.
How long does it take a non-law graduate to take a conversion course
and become a commercial lawyer?
5.
Do candidates start a two-year training contract with a law firm?
6.
Is an excellent academic record important?
7.
What does the work of commercial lawyers range from?
8.
Do commercial lawyers have right to represent their clients?
9.
Why do commercial lawyers usually work in teams?
10.
What are the duties of commercial lawyers?
Ex.6. Decide if the following statements are True or False.
1.
A commercial lawyer gives legal advice to businesses of all sizes.
2.
Commercial lawyers advise on specialist areas of marriage law.
3.
Graduates of any discipline can become commercial lawyers.
4.
Non-law graduates have to take a conversion course called the Graduate
Diploma in Law to work as commercial lawyers.
5.
Most commercial lawyers specialize in all areas of law.
6.
Commercial lawyers always work in teams.
7.
Commercial lawyers are involved in drafting documents and supervising
the implementation of agreements.
8.
A commercial lawyer never deals with several cases simultaneously.
Ex. 7. Develop the following sentences.
1.
A commercial lawyer is…
2.
This career is open…
3.
Non-law graduates take …
4.
Almost all firms appreciate…
5.
The work ranges…
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6.
7.
8.
9.
10.
Commercial lawyers advise on..
Most commercial lawyers specialize in …
Commercial lawyers usually work …
Work activities vary …
Depending on the size of the firm, a commercial lawyer …
Ex. 8. Make a list of commercial lawyers’ duties.
Ex. 9. Write down key words, phrases and sentences from each paragraph
of the text.
Ex.10. Reduce the text to one fifth of its original length giving the most
important information.
a)
Make an outline of the text consisting of 5-8 sentences.
b)
Retell the text according to its outline.
c)
Magistrates, Judges and other legal professions
List of words.
Read the words and learn them.
to commit
совершать (обычно что-л. дурное)
common sense
здравый смысл
to consist of
состоять из
criminal
преступный; криминальный
злоумышленник, правонарушитель
to decide
решать, принимать решение
to draw
вытягивать по жребию
elections
выборы
to give up
оставить, бросить (что-л.), терять
guilty
виновный
innocent
невинный человек
to inquire into
расследовать; выяснять
JPs (Justices of the Peace)
мировой судья, судья первой инстанции
to judge
судить, выносить приговор
legal training
юридическое образование, обучение
to listen to
слушать
to look
смотреть, глядеть
after
заботиться
for
искать
through
1)пролистывать (что-л.) 2) не замечать
ожидать с нетерпением; предвкушать
forward to
заглянуть к (кому-л.)
in
magistrates
судья, мировой судья
prison
тюрьма
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at random
salary
to select
vast
variety
voluntarily
to vote
случайно, наугад
жалованье, заработная плата
выбирать, избирать
обширный, многочисленный
многообразие, разнообразие
добровольно, свободно
голосовать
Ex.1 Match the words with their definitions.
1.
a wig
a) an artificial head of hair
2.
apprenticeship
b) an elegant or formal dress
3.
fee
c) a payment asked by professional people
4.
a gown
d) the four private societies in London
5.
Inns of Court
e) being a student
Ex. 2 Complete the phrase by matching the word from A with its best
association from B. Translate the phrases.
A
B
1.
sound
b)
common sense
2.
to commit
c)
voluntarily
3.
to give up
d)
a crime
4.
to judge
e)
a case
5.
to have
f)
legal training
Ex.3 Read the text.
Magistrates
In Britain, the vast majority of judges (that is, people who decide what should be
done with people who commit crimes) are unpaid. They are called “Magistrates”, or
“Justices of the Peace” or JPs.
There are about 30000 magistrates in Britain. They are ordinary people who are
selected not because they have any legal training but because they have “sound
common sense” and understand their fellow human beings. Magistrates are selected
by special committees in every town and district. Nobody, not even the Magistrates
themselves, knows who is on a special committee in their area. The committee tries
to draw Magistrates from as wide a variety of professions and social classes as
possible.
Magistrates judge cases in the lower courts. They have no formal legal
qualifications, but they are respectable people who are given some training. They
give up time voluntarily.
Judges
A small proportion of judges are not Magistrates. They are called “High Court
Judges” and they deal with the most serious crimes, such as those for which the
criminal might be sent to prison for more than a year. High Court Judges, unlike
Magistrates, are paid salaries by the State and have legal training.
There is no special training for judges. They are trained as barristers and preside
in more serious cases.
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Coroners
Coroners have medical or legal training (or both), and inquire into violent or
unnatural deaths
Clerks of the Court
Clerks look after administrative and legal matters in the courtroom.
Jury
A jury consists of twelve people (“jurors”), who are ordinary people chosen at
random from the Electoral Register (the list of people who can vote in elections). The
jury listen to the evidence given in court in certain criminal cases and decide whether
the defendant is guilty or innocent. If the person is found guilty, the punishment is
passed by the presiding judge. Juries are rarely used in civil cases.
Ex. 4 Put the words in the questions in the correct word order and answer
them.
121. How magistrates many there are in Great Britain?
122. Magistrates do any legal training have?
123. Who magistrates selects?
124. Does Magistrates draw from wide a committee the variety of
professions?
125. Are unpaid Magistrates?
126. Magistrates cases they lower judge, don’t in the courts.
127. Judges do what deal with?
128. Judges are by the State paid salaries?
129. Judges trained as barristers are?
130. Judges do legal training have?
131. Coroners into violent inquire or do unnatural deaths?
132. Who after administrative looks and legal courtroom matters in the?
133. A jury does of people consist twelve?
134. What duties of are the a jury?
Ex. 5 Decide if the following statements are True or False:
135. In Britain the vast majority of magistrates are paid.
136. Magistrates have some legal training but they have no “sound common
sense”.
137. Magistrates judge cases in the lower courts.
138. Magistrates give up time voluntarily.
139. A small proportion of judges are not Magistrates.
140. High Court Judges deal with the petty crimes.
141. High Court Judges have legal training.
142. They are trained as solicitors and preside in more serious cases.
143. Coroners have either medical or legal training.
144. Coroners inquire into natural deaths.
145. Clerks look after administrative and legal matters in the living room.
146. A jury consists of eleven people.
147. The jury listens to the evidence given in court.
148. The jury decides whether the defendant is guilty or innocent.
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149.
Juries are often used in civil cases
Ex.6 Develop the sentences:
150. Magistrates are…
151. Magistrates deal with…
152. Magistrates judge…
153. Judges are…
154. Judges have…
155. Coroners have…
156. Clerks deal with…
157. A jury consists of…
158. A jury may be…
Ex.7 Make a list of duties of judges, magistrates, coroners, clerks and
jurors.
Ex.9 Compare the duties of judges and magistrates. Find similarities and
differences in their duties, using the following connectors:alike
both
neither …..nor
similar to
dissimilar to
different from
Ex. 10 Make up dialogues.
A: You are a school-leaver and don’t know what to be. Ask your relatives about
the duties of legal eagles.
B You are a parent of a school-leaver. Advice your child on the choice: to be a
judge.
C You are a parent of a school-leaver. Advice your child on the choice: to be a
coroner
D You are a parent of a school-leaver. Advice your child on the choice: to be a
solicitor
A LAW FIRM’S STRUCTURE AND PRACTICE
List of words
Read and learn the words:
an executive
администратор, руководитель,
clerical staff
офисные сотрудники
support staff
вспомогательный персонал
trainee
практикант, стажёр
to incorporate
включать в (состав чего-л.); заключать, содержать
в себе
to comprise
включать; заключать в себе, содержать
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public sector
construction
trust
probate
tax planning
residential conveyancing
indemnity cover
questionnaire
a specialist partner-led team
a comprehensive service
to monitor workloads
to measure outputs
to draw on
to have access to
государственный сектор экономики
строительство, стройка
доверительная собственность
заверенная копия завещания
налоговое планирование
составление нотариальных актов о передаче
имущества
страхование, гарантия возмещения (убытков,
ущерба
вопросник, анкета, опросный лист
команда
специалистов
под
партнёрским
руководством
полный ассортимент услуг
контролировать рабочую нагрузку
оценивать резутьтаты/итоги работы
извлекать
иметь доступ к
Ex. 1 Complete the phrase by matching the word from A with its best
association from B. Translate the phrases.
A
to draw
to be committed
to provide
to make
to transfer
to resource
to have
B
a) to anticipating clients’ needs
b) extensive experience
c) comprehensive service
d) significant investment
e) know-how into a database
f) high quality specialist knowledge
g)on relevant expertise
Ex.2 Read the text
ANCHOR ROBBINS' RESOURCES AND EXPERTISE
1 General Details
Personnel
282 personnel including 38 partners, 62 solicitors, 12 other lawyers, 14 legal
executives, and 10 trainee solicitors, in addition to clerical, secretarial, and support
staff.
Structure
We have three specialist areas:
Commercial Property incorporates Public Sector, Construction, Planning and
Environment. Company Commercial comprises Banking, Project Finance,
Procurement, Employment and Pensions
Private Client offers Wills, Trusts and Probate, Tax Planning, and Residential
Conveyancing.
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Dedicated specialist dispute resolution services are provided within each of the
respective areas.
Services
We provide all the services you require. The head of our Projects team, Jan
Stephenson, will lead the team providing legal services to you.
2 Professional Indemnity Insurance
We have provided full details of our current professional indemnity cover in our
Pre- Qualification Questionnaire (PPQ). The terms of our cover are reviewed
annually.
3 Resources and Specialist Knowledge
Expertise and Structure:
Each of our departments contains specialist partner-led teams ensuring that we
are able to resource high quality specialist knowledge and provide a comprehensive
service to our clients. Further details of our Projects Team are set out at (3) below.
Commitment:
We are committed to anticipating our clients' needs and meeting them.
Fundamental to this is the commitment of each team leader to understand thoroughly
the priorities and business of our clients.
Information Technology:
We have made significant investment in our information technology systems in
order to give the support and resources that our lawyers need. Our systems enable us
to transfer know-how into a searchable database using links to cases and legislation,
to monitor workloads, measure outputs, and plan ahead more effectively. The
stability and security of our system is of particular importance to our clients and to us
Projects at Anchor Robbins:
The Projects team is headed up by Jan Stephenson and brings together
specialists in infrastructure, construction, energy, planning, and public sector. The
team are able to draw on relevant expertise from elsewhere in the firm when required
and hove exclusive access to a dedicated Professional Support Lawyer.
The team have had extensive experience in handling PFI (Private Finance
Initiative) since its very beginning and have been involved in a considerable range of
accommodation projects including schools, hospitals, courts, and light rail projects.
Note: legal executives are qualified to assist solicitors but do not practice as
solicitors, procurement procedures, which may include use of a PPQ by which public
authorities award contracts for the provision of public works, supplies, and services
in accordance with rules and regulations.
Private Finance Initiative -PFI) - collaboration between government and private
sector companies to fund and develop major public infrastructure such as roads,
schools, and hospitals.
Ex. 3 Answer the questions:
1.
2.
3.
What specialists work for a law firm?
What is the structure of a law firm?
What does Commercial Property area incorporate?
435
4.
5.
6.
7.
8.
9.
10.
11.
What does Company Commercial area comprise?
What does Private Client area offer?
What legal services are provided by a law firm?
What are the functions of the specialist partner-led teams?
Which idea illustrates the firm’s commitment?
What does the firm do to better technology systems?
Why are these systems of particular importance to the firm and its clients?
What projects are developed the Anchor Robbins?
Ex. 4 Use the following phrases in the sentences and translate them into
Russian:
relevant expertise
exclusive access
extensive experience
a comprehensive service significant investment
specialist knowledge
1. The litigation team___________________________ in handling
international disputes.
2. Our firm has_____________________________ in knowledge management
systems, enabling staff to access an extensive database.
3. Clients are able to _____________________________ from dedicated teams in
each practice area.
4. Due to the expertise of our staff we can________________________ in
commercial litigation in a number of jurisdictions.
5. We can_______________________________________ to domestic and
multinational clients, with particular expertise in corporate and finance.
Ex. 5 Complete the definitions from the text:
____________________________-staff
____________________________-insurance to protect your business against
compensation sought by a client for harm or damage caused by mistake or negligence
by an employee of your firm
____________________________-to move specialist knowledge
____________________________-to evaluate work done
Ex. 6 Fill in the gaps with prepositions:
____addition___, to be provided___ each of the respective areas, to provide
legal services ___ clients, to be fundamental ___ ,to make investment___ information
technology systems, to transfer know-how ___ a database, to be __ particular
importance ___ the clients, to draw ___ relevant expertise____ elsewhere ___the
firm, to have access ____, to be involved ___, to have extensive experience ___, to be
headed___ ___ somebody.
Ex.7 Translate the following phrases into Russian and use them in the
sentences of your own.
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To be reviewed annually, to provide legal services, to understand the priorities of
the clients, to monitor workloads, to measure outputs, to have access to a professional
lawyer, to transfer know-how into a searchable database, to make investments into
information technology systems, a range of accommodation projects, to understand
thoroughly the priorities and business of the clients, to resource high quality specialist
knowledge
Ex.8 Write down key words, phrases and sentences from each paragraph of the
text.
Ex.9 Reduce the text to one fifth of its original length giving the most important
information. Dwell on the structure of a law firm. Describe law firms’ practice areas
and expertise
a) Make an outline of the text consisting of 5-8 sentences.
b) Retell the text according to its outline.
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5.2 МАТЕРИАЛЫ К ПРАКТИЧЕСКИМ ЗАНЯТИЯМ
5.2.1 Вопросы к изучаемым темам
1. Our University
1. Who may enter higher educational establishments?
2. Who gets grants?
3. How many faculties and departments are there at your University and what are they?
4. How often do the external students come to the University?
5. What subjects do you study?
6. Is it easy to study by correspondence? (to be an external student).
7. What do you do during examination sessions?
8. Who encouraged you in your desire to enter our University?
9. Explain the reasons of your choice of the educational establishment and the faculty?
10. What is the perspective of your future job?
11. Do you think education is in demand in modern world? Why?
12. What is the reason for you to get higher education?
13. Is education of any significance in the village, small settlement, and city?
14. What are your personal educational demands and requirements?
15. Where can you apply your abilities at the University?
2. Types of Legal Professions
1. Solicitors
1. How many solicitors are there in Great Britain?
2. Do solicitors make the smallest branch of legal professions in England?
3. Where can you find a solicitor?
4. What do solicitors do?
5. May solicitors appear as advocates in higher courts?
6. Where can a solicitor appear as a lawyer?
7. What cases can a solicitor represent in a court?
8. What education do solicitors need?
9. How long do solicitors work as “clerks”?
10. What exam do solicitors pass?
11. Solicitors must be British Commonwealth citizens, mustn’t they?
2. Barristers
1. How many types of lawyers do you know?
2. Are barristers experts in the interpretation of the Law?
3. What do barristers engage in?
4. Do barristers advise on easy points?
5. May barristers appear as advocates before the High Court?
6. What do barristers wear in the court?
7. Why are barristers untouchable figures?
8. How can you meet a barrister?
9. Are barristers members of one of four Inns of Court in London?
10. What exams do barristers pass?
438
11. How long must they serve their apprenticeship?
12. Do people pay for barristers’ advice?
13. Barristers can not carry on any other profession or business, can they?
3. Magistrates, Judges, Coroners, Clerks to the Court and Jury
1.
What kind of judges is unpaid in Britain?
2.
How are the Magistrates selected?
3.
May the Magistrates judge cases in the High Court?
4.
Do the Magistrates get high salaries?
5.
Is it necessary to have any special education to become a Coroner?
6.
What are Coroner’s duties?
7.
What are the duties of the Court Clerk?
8.
Are the Court Clerks legally qualified?
9.
How many people do the Jury consist of?
10. What do the jurors decide?
11. Are the Juries used in civil or criminal cases?
3.Legislative Process in Belarus
1.
What are the major sources of law in Belarus?
2.
Who has the right of legislative initiative in Belarus?
3.
Which House does new legislation usually start in?
4.
Where is the bill referred afterwards if the President does not agree with the
text of the draft law?
5.
When is the draft law approved?
6.
Has the President the right to veto the draft law?
7.
What other documents have the power of law in Belarus?
4. Lawmaking Process in the USA
1. What is the structure of the US congress?
2. Who may initiate new legislation?
3. Where is the bill first introduced?
4. Who initiates hearings on the bill?
5. What are these hearings for?
6. Where is the bill referred afterwards if the standing committee passes the bill?
7. What is the next stage of passing the bill?
8. Is the process of committee hearings and general debate the same in the Senate?
9. What happens in cases of disagreement?
10.What committees examine the bill if it is passed by the Senate?
11.Who is the bill signed by?
12.What is the last stage of passing the bill?
13.The president doesn’t have the right to veto the bill, does he?
14.Can a bill still become a law if the president vetoes it?
5. Lawmaking Process in Great Britain
1. Where does a new legislation start in Britain?
439
2. How many stages does a bill pass?
3. Is the first reading formal? What is the first reading for?
4. What is the second reading for?
5. Who examines the bill in detail after the second reading?
6. Where does the report stage take place?
7. Where does the bill go to after the third reading?
8. Who considers the amendments made to a bill by the House of Lords?
9. What happens if the House of Commons do not agree?
10. Who prevails in the event of persistent disagreement between the two houses?
11. Where does the bill finally go to?
12. Is the royal assent merely a formality?
13. Could the Queen refuse her consent?
14. Who has the right of veto in Great Britain?
6. The Court System of the Republic of Belarus
1. Are Belarusian judges elected or appointed?
2. What stages does the court system have?
3. Which is the highest court in Belarus?
4. What functions does the court of the first instance have?
5. What are the functions of the court of the second instance?
7.
1.
2.
3.
4.
5.
6.
7.
8.
The Court System of Great Britain
What are the main kinds of British courts?
What cases does the magistrates’ court deal with?
Where do serious criminal cases go?
Which courts deal with civil cases?
Where are the criminal appeals heard?
Which is the highest court of appeal in England?
What cases do coroners’ courts investigate?
What cases do tribunals deal with?
8. The Court System of the USA
1. How does the American court system function?
2. Can we find two identical court systems in the states of the USA?
3. What are the duties of the federal courts?
4. Where can Americans sue or be sued?
5. How are the federal courts organized?
6. What are appellate courts in the USA?
9.My Future Profession Is a Lawyer
1. What faculty do you study at?
2. What subjects do you study?
3. What is your favourite subject?
4. What subject do you consider to be the most difficult (the simplest) one? Why?
5. What is the definition of law?
440
6. When does a person appeal to the court?
7. How can professional skills of a lawyer be used?
8. What do lawyers do in national economy?
9. Where can graduates from Law Department work?
10. Where would you like to work after the graduation?
10.Sources of Modern Law
1. How many traditions of law do you know?
2. What are they?
3. Where does Common law prevail?
4. Where has common law taken its name from?
5. Do judges just apply the law?
6. What is the main idea of the doctrine of precedent?
7. What is the other name for continental systems?
8. What have they resulted from?
9. What is the main idea of the Continental systems?
10. What were the reasons for making new laws?
11. Are there similarities among systems within the Continental tradition?
12. What is the difference between Common law and Continental law?
11.Similarities and Major Differences of English and American Law Systems
1.
Do English and American law systems look similar?
2.
Is Anglo-American defendant asked any questions at the trial?
3.
How will the question of guilt or innocence be decided in a serious case?
4.
Is English law system so different from American that it may seem an entirely
different legal world?
5.
What are two different ways of selection of the jury?
6.
Can the defence challenge jurors in England?
7.
Why can completely unsuitable people serve as jurors in England?
8.
Do all people who appear for jury service behave responsibly?
9.
What does the second difference between an American and an English trial
concern?
10. Is it a criminal offense for jurors to disclose what went on in the jury room both
in England and the USA?
11. Is the third difference between a criminal trial in England and United States
about limits on the media?
12. What punishments are imposed on editors and reporters in England and the
USA?
13. Is televising court proceedings a criminal offence in England?
14. Will the ban on television cameras in English criminal trials remain in place
after the experiment in Scotland?
12.Role of Judge in criminal trials in England and the USA
1.
What is the position of the judge in criminal trial in England and the USA?
2.
Can the English judge give the jury a direction?
441
3.
4.
5.
6.
7.
8.
What experience gave Americans deep and lasting distrust of dominant judges?
Are the judges chosen by election in the United States?
Are English Judges still appointed by the Queen?
What do many English barristers want even more than to get rich?
What rules should a barrister follow to become a Judge in England?
Are English and American procedures often criticized for the same reasons?
13.The Civil Law
1.
What rights and liabilities does the Civil law define?
2.
What are the main categories of English civil law?
3.
Is payment of money to the government in the form of a fine required, when
one person recovers money from another?
4.
When may the contractor be sued in court?
5.
When does the plaintiff ask the court to order the defendant to pay?
6.
How does violation of an injunction change the action?
7.
What is called an out-of-court settlement?
8.
What is the main argument in a civil court, once the plaintiff has shown that the
defendant is liable?
14.The Criminal Law
1. What are the two important elements of a crime which the prosecution must prove?
2. What is the difference between a defense and mitigation?
3. What are three defenses?
4. When is a person found not guilty?
5. What kinds of human behavior are regulated by laws?
6. Why is the Criminal Law one of the fastest growing areas of the law?
15.Contracts
1.
What is the problem with unwritten contracts?
2.
What problems of evidence can arise?
3.
What are the basic principles of English contract law?
4.
When is it possible to claim damages for mental distress caused by the breach
of contract?
5.
How is it possible to avoid the differences of law and custom between the
countries?
442
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
5.3 МАТЕРИАЛЫ И ЗАДАНИЯ ДЛЯ УПРАВЛЯЕМОЙ
САМОСТОЯТЕЛЬНОЙ РАБОТЫ СТУДЕНТОВ
5.3.1Лексический минимум по изучаемым темам
1. Our University:
education
образование
a student of education
студент - педагог
to enter an Institute
поступить в институт
a school
факультет
an establishment
учреждение, заведение
a department
отделение
geographical
географический
biological
биологический
to study
учиться
a study
кабинет
tutorial
практическое занятие
to attend lectures
посещать лекцииto take notes of the lectures
записывать лекции
a subject
предмет
a term
семестр
to take an exam
сдавать экзамен
to pass an exam
сдать экзамен
to fail in an exam
провалить экзамен
an internal student
студент - очник
an external student
cтудент – заочник
an extra - mural department
заочное отделение
free of charge
бесплатный
to miss classes
пропускать занятия
a school - leaver
выпускник школы
2. Types of Legal Professions
1. Solicitors
1. a solicitor
2. to deal with something
3. a will
4. a client
5. to increase
6. to prepare
7. to work on something
8. a case
9. to advise
10. defense
солиситор, стряпчий
иметь дело с
завещание
клиент
возрастать, увеличиваться; расти
готовить, подготавливать
работать над чем-либо
судебное дело; случай, прецедент
советовать
защита
443
11. litigation
12. an agent
13. to qualify
14. to include
15. to pass an exam
16. a clerk
тяжба; судебный процесс
представитель; доверенное лицо
получать какую-л. профессию
включать в себя, содержать в себе
сдать экзамен
клерк ,солиситор-практикант
1. a barrister
2. to defend
3. to prosecute
адвокат, барристер
защищать на суде
преследовать в судебном или уголовном
порядке
специализироваться
иск, обращение за судебной помощью
председательствовать
королевский адвокат
заниматься чем-л.
советовать(ся), консультировать(ся)
суд вышестоящей инстанции
парик
мантия
"Судебные инны" (четыре английские
школы подготовки барристеров)
быть ответственным за
учение; ученичество
принимать, брать; соглашаться
вознаграждение, гонорар
продолжать, заниматься
4. to specialize in
5. proceedings
6. to preside
7. QC (Queen's Counsel)
8. to engage in
9. to advise on
10. higher court
11. a wig
12. a gown
13. Inns of Court
14. to be responsible for
15. apprenticeship
16. to accept a case
17. fee
18. to carry on
3. Magistrates, Judges, Coroners, Clerks to the Court and Jury
1. vast
обширный, многочисленный
2. to decide
решать, принимать решение
3. to commit
совершать (обычно что-л. дурное)
4. magistrate
магистрат, судья, мировой судья
5. JPs (Justices of the Peace)
мировые судьи, судьи первой инстанции
6. to select
выбирать, избирать
7. legal training
юридическое образование, обучение
8. common sense
здравый смысл
9. to draw
вытягивать по жребию
10. variety
многообразие, разнообразие
11. to judge
судить, выносить приговор
12. to give up
оставить, бросить (что-л.), терять
444
27. clerk of the Court
добровольно, свободно
преступный; криминальный
злоумышленник, правонарушитель
жалованье, заработная плата
расследовать; выяснять
смотреть, глядеть
заботиться
искать
1)пролистывать (что-л.) 2) не замечать
ожидать с нетерпением; предвкушать
заглянуть к (кому-л.)
состоять из
случайно, наугад
голосовать
слушать
тюрьма
виновный
невинный человек
выборы
коронер; следователь, производящий
дознание в случаях насильственной или
скоропостижной смерти
секретарь суда
28. jury
29. juror
присяжные заседатели; суд присяжных
присяжный заседатель; член жюри
13. voluntarily
14. criminal
15. salary
16. to inquire into
17. to look
a. after
b. for
c. through
d. forward to
e. in
18. to consist of
19. at random
20. to vote
21. to listen to
22. prison
23. guilty
24. innocent
25. elections
26. coroner
3.Legislative Process in Belarus
1. the House of Representatives
2. The Council of the Republic
3. legislative initiative
4. to be eligible to vote
5. the draft law
6. to approve the draft
7. objections
8. to be signed by
9. to be passed by
10. temporary decrees
11. to have the power of law
Палата представителей
Совет Республики
Законодательная инициатива
иметь право голосовать
законопроект
одобрить законопроект
возражения
быть подписанным кем-либо
быть одобренным, принятым
временные декреты
иметь силу закона
4. Lawmaking Process in the USA
1. the House of Representatives
Палата представителей
2. the Senate
Сенат
445
3. to initiate new legislation
4.
5.
6.
7.
8.
the proposed legislation/a bill
a congressman
to approve the draft
to amend the draft
to shelve the draft
9. to confer
10. as a whole
11. to be examined by
12. the Committee on House
Administration
13. the Senate Committee on Rules
and Administration
14. to be signed by
15. the speaker
16. to be passed by
осуществлять
законодательную
инициативу
предложенный законопроект
конгрессмен
одобрить законопроект
вносить поправки в законопроект
оставить без рассмотрения; не дать ход
законопроекту
совещаться together, with
целиком
рассматриваться
Комитет по контролю исполнительной
власти (палаты)
Комитет Сената по контролю норм права
и административной деятельности
быть подписанным кем-либо
спикер, председатель палаты парламента,
конгресса
быть одобренным, принятым
5. Lawmaking Process in Great Britain
1. legislation
закон; законопроект; законодательство
2. to adopt / enact / pass legislation
принять закон
3. to veto legislation
наложить вето на законопроект
4. draft legislation
законопроект
5. legislation in force
действующее законодательство
6. a bill
законопроект, билль (вносимый на
рассмотрение законодательных органов)
7. to draft a bill
составлять законопроект
8. to introduce / propose a bill
предложить законопроект
9. to oppose a bill
высказаться против законопроекта
10. to support a bill
поддержать законопроект
11. to shelve a bill
откладывать обсуждение законопроекта
12. to pass a bill
принять законопроект
13. to throw out a bill
отклонить законопроект
14. reading
чтение, стадия прохождения
законопроекта в парламенте
15. occasion
возможность, случай, шанс основание,
причина; повод
16. debate
дебаты, дискуссия, обсуждение, прения
17. committee
комитет, комиссия
18. to amend
вносить изменения, вносить поправки
19. to alter
изменять; менять; видоизменять, вносить
изменения, переделывать
446
20. persistent
21. to prevail
22. reigning
23. monarch
24. royal assent
25. to refuse
26. consent
1.
2.
3.
4.
5.
6.
7.
настойчивый, упорный
преобладать, превалировать;
доминировать
царствующий
монарх
королевская санкция
отвергать, отказывать; отклонять
согласие; соглашаться
6.The Court System of the Republic of Belarus
judicial body
судебный орган
People's assessors
Народные заседатели
People's courts
Народные суды
the Supreme Court
Верховный суд
instances
инстанции
legality
законность
justification
справедливость
7.The Court System of Great Britain
выступать в суде в качестве
1. to sue or be sued
истца
2.
3.
4.
5.
to govern
criminal law
civil law
transaction
6. interaction
7. tribunal/administrative tribunals
8. magistrates’ courts
9. minor criminal case/offence
10. the Crown Court
11. the County court
12. civil case
13. criminal case
14. to deal with
15. to be heard by
16. the High Сourt, Superior Court
17. the European Court of Justice
или ответчика
управлять
уголовное право
гражданское право
дело;
сделка,
соглашение,
операция
взаимодействие
орган правосудия; судебное или
арбитражное учреждение; суд; трибунал/
арбитражные суды
суды магистрата, мировые суды
малозначительное правонарушение,
проступок, нарушение ( against - чего-л. );
преступление
Суд Короны, Королевский Суд
Суд Графства
гражданское дело
уголовное дело
иметь дело с… , заниматься
слушаться ( каким-либо судом)
Высший Суд
Европейский
суд
447
справедливости
18. to refer to
относиться к чему-либо
19. petition
петиция; прошение, ходатайство
20. court of appeal
апелляционный суд
21. the European Court of Human
Европейский суд по правам
Rights
человека
22. juvenile court
суд
по
делам
несовершеннолетних
23. coroners' court
суд коронера (специальный судья, в
обязанность которого входит выяснение
причины смерти, наступившей при
необычных или подозрительных
обстоятельствах)
24. to dispute over
спорить о чём-либо, оспорить
что-либо
25. the House of Lords
Палата Лордов
26. Higher courts
суды высшей инстанции
27. on the points of law
по пунктам закона
28. hearing
слушание (дела)
29. litigation
гражданский судебный спор,
процесс
30. generalist
универсал
31. to be divided into
делиться на
32. assessor inferior court
низший суд
33. people's assessor
народный заседатель
8.The Court System of the USA
1.
2.
3.
4.
5.
6.
7.
8.
9.
complex
function
coexist
state courts
fall under the jurisdiction
the vast majority
tiers
courts of appeals
generalist
сложный
функционировать, работать
сосуществовать
суды штатов
подпадать под юрисдикцию
подавляющее большинство
ярусы, уровни
апелляционные суды
универсал
1.
2.
3.
4.
5.
9.My Future Profession Is a Lawyer
advisory office
defence counsel
defendant
legal counsellor
litigate
юридическая консультация
защитник
ответчик
юрист, адвокат
выступать в качестве стороны
448
6. marriage settlement
7. notary
8. plaintiff
9. regional bar
10. standard of conduct
10.Sourcts of Modern Law
1. appeal
2. be bound
3. beneficiary
в гражданском процессе
акт распоряжения имуществом
по случаю заключения брака
нотариус
истец
коллегия адвокатов
норма поведения
4. canon law
апеллировать, обжаловать
вынужденный, обязанный
бенефициарий, лицо, получающее
доходы с доверительной собственности
каноническое право, предписанный закон
5. case
судебное дело
6. civil
гражданский
7. claim
8. codify
требование, право, иск
кодифицировать
9. common law
общее право
10. criminal
11. doctrine of precedent
12. egalitarian
13. equity
преступный, уголовный
доктрина прецедента
уравнительный, эгалитарный
справедливость, беспристрастность
14. guilt
15. innocence
16. lord chancellor
вина, виновность
невинность, невиновность
лорд-канцлер
17. precedent
18. specific performance
(судебный) прецедент
реальное (особое) исполнение
19. statute
статут, законодательный акт
11.Similarities and Major Differences of English and American Law Systems
1. voir dire (Fr.)
опрос кандидатов в присяжные
заседатели, чтобы определить, подходят
ли они для этого
2. defendant
ответчик
3. plead not guilty
заявить суду о своей невиновности;
не признавать себя виновным
позволять, разрешать
4. permit
449
5. challenge
отводить присяжного заседателя
6. be eligible for jury service
иметь право быть присяжным
7. peremptory challenge
8. impersonator
9. fraud
отвод без указания причины
человек, выдающий себя за кого-либо
другого
мошенничество
10. criminal offense
11. evidence
12. punishment
13. severe
уголовное правонарушение
свидетельство, свидетельские показания
наказание
суровый
14. prejudiced view
15. televising court proceeding
предвзятое мнение
трансляция судебного заседания по
телевидению
12.Role of Judge in criminal trials in England and the USA
1. counterpart
коллега; противник
2. usurp
узурпировать, присвоить
3. magnify
4. retirement age
преувеличивать, превозносить
пенсионный возраст
5. credibility
надёжность, заслуженное доверие
6. convict
8. class bias
признать виновным; вынести приговор;
осудить
оправдать; выносить оправдательный
приговор
классовое предпочтение
9. share the view
разделять мнение
7. acquit
13.The Civil Law
1. to be liable
2. liability
3. tort
нести ответственность, быть
ответственным
ответственность
деликт, гражданское правонарушение
5. probate
доверительная собственность;
управление имуществом доверительным
собственником
доказывание, утверждение завещания
6. defendant
7. plaintiff
ответчик, обвиняемый, подсудимый,
подзащитный
истец
4. trust
450
8. divorce
развод
9. to make up for
10. to owe
11. damages
12. injury
восполнять, возмещать
быть должным, обязанным
возмещение убытков
вред, (материальный) ущерб
13. injunction
14. violation
приказ, предписание; судебный запрет;
запретительная
норма
нарушение
15. to be subject to
16. party
подлежать
сторона
14.The Criminal Law
1. wrong
2. Actus Reus
5. duress
правонарушение
виновное действие (объективная сторона
противоправного деяния)
виновная воля, вина
заранее обдуманный злой умысел, злое
предумышление
физическое принуждение
6. insanity
душевная болезнь, невменяемость
7. intoxication
интоксикация; состояние возбуждения
под влиянием алкоголя или наркотиков
8. self-defense
необходимая самооборона
9. mitigation
смягчение, уменьшение
10. harsh
11. theft
12. burglary
13. robbery
жёсткий, суровый
кража, воровство
ночная кража со взломом, ночное
ограбление
грабёж
14. shoplifting
15. smuggling
16. recklessness
воровство, осуществляемое
покупателями в магазинах; магазинные
кражи
контрабанда
неосторожность
17. crime of passion
18. murder
преступление, совершённое в состоянии
аффекта
убийство
19. kidnapping
20. assault
21. blackmail
похищение людей с целью выкупа
нападение
шантаж
3. Mens Rea
4. malice aforethought
451
22. forgery
23. embezzlement
подлог, подделка
растрата; присвоение чужого имущества,
чужих денег
15.Contracts
1. breach of contract
нарушение договора
4. action in tort
контрагент, сторона в договоре
нарушение доверенным лицом своих
обязанностей
иск из гражданского правонарушения;
5. judgment
иск о возмещении ущерба, вреда
судебное решение, приговор
2. contractor
3. breach of trust
6. valuable consideration
7. offer and acceptance
8. enforceable
9. to sue
10. original
11. damages
12. remoteness
13. remedy
14. injunction
15. court of Equity
достаточное (надлежащее, ценное),
встречное удовлетворение
оферта и акцептирование оферты
(предложение
и согласие)
имеющий исковую
силу; обеспеченный
правовой
санкцией
предъявлять
иск
первый, первоначальный
возмещение убытков
отдаленная причинная связь (в
отношении
ущерба)защиты; средство
средство судебной
защиты
права
судебный
запрет, запретительная норма
суд системы «права справедливости»
6. РАЗДЕЛ КОНТРОЛЯ ЗНАНИЙ
6.1 Требования к промежуточному (текущему) контролю
1. Стартовое тестирование
2. Устные беседы по текстам и темам.
3.Письменный перевод и устная беседа по текстам для индивидуального
профессионального чтения объёмом 4000 печатных знаков за семестр.
6.2 Требования к зачету по дисциплине «английский язык»,
I курс, I семестр
1. Письменный перевод и беседа по тексту для внеаудиторного чтения
(4000печ. зн. за семестр)
2.Беседа по текстам для внеаудиторного чтения 3,4,5.
3. Темы и вопросы к зачету по дисциплине «английский язык»:
1. Our University
1.
Who may enter higher educational establishments?
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2.
3.
4.
5.
Is it easy to study by correspondence? (to be an external student).
Who encouraged you in your desire to enter our University?
Do you think education is in demand in modern world? Why?
Is education of any significance in the village, small settlement, and city?
2. Types of Legal Professions
1. How many types of lawyers do you know?
2. What cases can a solicitor represent in a court?
3. What do barristers engage in?
4. What kind of judges is unpaid in Britain?
5. 5What are Coroner’s duties?
6. What are the duties of the Court Clerk?
7. What do the jurors decide?
3.Legislative Process in Belarus
1.
What are the major sources of law in Belarus?
2.
Who has the right of legislative initiative in Belarus?
3.
Which House does new legislation usually start in?
4.
When is the draft law approved?
5.
Has the President the right to veto the draft law?
4. Lawmaking Process in the USA
1. What is the structure of the US congress?
2. Who may initiate new legislation?
3. Where is the bill first introduced?
4. What is the last stage of passing the bill?
5. Can a bill still become a law if the president vetoes it?
5. Lawmaking Process in Great Britain
1.
Where does a new legislation start in Britain?
2.
How many stages does a bill pass?
3.
Is the royal assent merely a formality?
4.
Could the Queen refuse her consent?
5.
Who has the right of veto in Great Britain?
I курс, II семестр
1. Письменный перевод и беседа по тексту для внеаудиторного чтения
(4000печ. зн. за семестр)
2.Беседа по текстам для внеаудиторного чтения 7,8,10.
3. Темы и вопросы к зачету по дисциплине «английский язык»:
1.The Court System of the Republic of Belarus
1. Are Belarusian judges elected or appointed?
2. What stages does the court system have?
3. Which is the highest court in Belarus?
4. What functions does the court of the first instance have?
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5. What are the functions of the court of the second instance?
2.The Court System of Great Britain
1.
What are the main kinds of British courts?
2.
What cases does the magistrates’ court deal with?
3.
Which is the highest court of appeal in England?
4.
What cases do coroners’ courts investigate?
5.
What cases do tribunals deal with?
3. The Court System of the USA
1. How does the American court system function?
2. What are the duties of the federal courts?
3. Where can Americans sue or be sued?
4. How are the federal courts organized?
5. What are appellate courts in the USA?
4.My Future Profession Is a Lawyer
1. What subjects do you study?
2. How can professional skills of a lawyer be used?
3. What do lawyers do in national economy?
4. Where can graduates from Law Department work?
5. Where would you like to work after the graduation?
II курс, III семестр
1. Письменный перевод и беседа по тексту для внеаудиторного чтения
(4000печ. зн. за семестр)
2.Беседа по текстам для внеаудиторного чтения 6
3. Темы и вопросы к зачету по дисциплине «английский язык»:
1.Sources of Modern Law
1. How many traditions of law do you know?
2. Where has common law taken its name from?
3. What is the main idea of the doctrine of precedent?
4. What is the main idea of the Continental systems?
5. What is the difference between Common law and Continental law?
2.Similarities and Major Differences of English and American Law Systems
1.
Do English and American law systems look similar?
2.
How will the question of guilt or innocence be decided in a serious case?
3.
Can the defence challenge jurors in England?
4.
Is it a criminal offense for jurors to disclose what went on in the jury room both
in England and the USA?
5.
Is televising court proceedings a criminal offence in England?
3.Role of Judge in criminal trials in England and the USA
1.
What is the position of the judge in criminal trial in England and the USA?
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2.
3.
4.
5.
What experience gave Americans deep and lasting distrust of dominant judges?
Are the judges chosen by election in the United States?
Are English Judges still appointed by the Queen?
What do many English barristers want even more than to get rich?
6.3 Требования к экзамену по дисциплине «английский язык»,
1. Письменный перевод и беседа по тексту для индивидуального
профессионального чтения (4000 печ. зн. за семестр)
2.Беседа по текстам для внеаудиторного чтения 9,11
3. Письменный перевод текста с иностранного языка на родной со словарем.
Объем – 400 печатных знаков, время выполнения 40 минут
4. Темы и вопросы к экзамену по дисциплине «английский язык»:
1. Types of Legal Professions
1.
How many types of lawyers do you know?
2.
What cases can a solicitor represent in a court?
3.
What do barristers engage in?
4.
What kind of judges is unpaid in Britain?
5.
What are Coroner’s duties?
6.
What are the duties of the Court Clerk?
7.
What do the jurors decide?
2.Legislative Process in Belarus
6.
What are the major sources of law in Belarus?
7.
Who has the right of legislative initiative in Belarus?
8.
Which House does new legislation usually start in?
9.
When is the draft law approved?
10. Has the President the right to veto the draft law?
3. Lawmaking Process in the USA
6. What is the structure of the US congress?
7. Who may initiate new legislation?
8. Where is the bill first introduced?
9. What is the last stage of passing the bill?
10. Can a bill still become a law if the president vetoes it?
4. Lawmaking Process in Great Britain
6.
Where does a new legislation start in Britain?
7.
How many stages does a bill pass?
8.
Is the royal assent merely a formality?
9.
Could the Queen refuse her consent?
10. Who has the right of veto in Great Britain?
5.The Court System of the Republic of Belarus
1. Are Belarusian judges elected or appointed?
2. What stages does the court system have?
455
3. Which is the highest court in Belarus?
4. What functions does the court of the first instance have?
5. What are the functions of the court of the second instance?
6.The Court System of Great Britain
1. What are the main kinds of British courts?
2. What cases does the magistrates’ court deal with?
3. Which is the highest court of appeal in England?
4. What cases do coroners’ courts investigate?
5. What cases do tribunals deal with?
7. The Court System of the USA
1. How does the American court system function?
2. What are the duties of the federal courts?
3. Where can Americans sue or be sued?
4. How are the federal courts organized?
5. What are appellate courts in the USA?
8.My Future Profession Is a Lawyer
1. What subjects do you study?
2. How can professional skills of a lawyer be used?
3. What do lawyers do in national economy?
4. Where can graduates from Law Department work?
5. Where would you like to work after the graduation?
9.Sourcts of Modern Law
1. How many traditions of law do you know?
2. Where has common law taken its name from?
3. What is the main idea of the doctrine of precedent?
4. What is the main idea of the Continental systems?
5. What is the difference between Common law and Continental law?
10.Similarities and Major Differences of English and American Law Systems
1. Do English and American law systems look similar?
2. How will the question of guilt or innocence be decided in a serious case?
3. Can the defence challenge jurors in England?
4. Is it a criminal offense for jurors to disclose what went on in the jury room both in
England and the USA?
5. Is televising court proceedings a criminal offence in England?
11.Role of Judge in criminal trials in England and the USA
1. What is the position of the judge in criminal trial in England and the USA?
2. What experience gave Americans deep and lasting distrust of dominant judges?
3. Are the judges chosen by election in the United States?
4. Are English Judges still appointed by the Queen?
456
5. What do many English barristers want even more than to get rich?
12.The Civil Law
1. What rights and liabilities does the Civil law define?
2. When may the contractor be sued in court?
3. When does the plaintiff ask the court to order the defendant to pay?
4. How does violation of an injunction change the action?
5. What is called an out-of-court settlement?
13.The Criminal Law
1. What are the two important elements of a crime which the prosecution must prove?
2. What are three defenses?
3. When is a person found not guilty?
4. What kinds of human behavior are regulated by laws?
5. Why is the Criminal Law one of the fastest growing areas of the law?
14.Contracts
1.
What is the problem with unwritten contracts?
2.
What problems of evidence can arise?
3.
What are the basic principles of English contract law?
4.
When is it possible to claim damages for mental distress caused by the breach
of contract?
5.
How is it possible to avoid the differences of law and custom between the
countries?
6.4 Материалы и рекомендации (памятки) для подготовки к контрольным
мероприятиям
6.4.1 Образец текста разговорной тематики для чтения и пересказа на
экзамене
THE ATTORNEY-GENERAL AND THE DIRECTOR OF PUBLIC
PROSECUTIONS
1
The Attorney-General is the Government's chief Law Officer and his deputy is
the Solicitor-General2. They are primarily concerned with representing the Crown in
Courts. The Attorney-General advises the Government on legislative proposals and
on criminal proceedings which have a political or public element. He may take advice
from his colleagues in the Government but he cannot be instructed by them.
The Attorney-General is a member of Government; he is not actually a member
of the Cabinet itself.
The Attorney-General has the power to stop proceedings for any indictable
offence. He has certain administrative functions of which the most important is the
control of the Director of Public Prosecutions3.
The DPP's office was established under the Prosecution of Offences Act 1879.
The Director undertakes about 7,000 prosecutions a year himself and is constantly
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required to give advice to the police, the main prosecuting agencies, as well as to
central government departments and magistrates clerks.
Offences which must be referred to the DPP include murder; buggery;
impeding an arrest or prosecution; certain violations of the Fair Trading, firearms, the
ill-treatment of mental patients.
Offences which must be referred to the Attorney-General include corruption;
possessing explosive substances; hijacking; and breaches of the Official Secrets Act.
Notes:
Attorney-General — генеральный прокурор (министерский пост)
Solicitor-General — генеральный стряпчий (фактический заместитель генерального прокурора, член правительства)
Director of Public Prosecutions (DPP) — директор государственного обвинения
(главный прокурор, выступает как обвинитель по всем важным делам).
1
2
3
Questions:
1. Can the Attorney-General be instructed by the Government?
2. What power does the Attorney-General have?
3. Which offences must be referred to the Attorney-General?
458
6.4.2 Образец текста разговорной тематики для письменного зачетного,
экзаменационного перевода
The Sources of English Law
Under the influence of the Code Napoleon many continental countries have
codified their law, public and private. On the Continent, therefore, the volume of
written law is more than the volume of unwritten. In England in accordance with the
tradition writings of the laws had comparatively little respect in the past and for the
most part have never been enacted. So in England where more of the laws derive
from judicial precedents, unwritten law is predominant. This does not, of course,
mean that none of English law is codified. Many parts of it are codified: such as the
law on the sale of goods (Sale of Goods Act 1979) and the law on partnership
(Partnership Act 1890). All that means that although Parliament may and does make
any laws it pleases, there is no whole system of codification which prevails in many
continental countries.
Two principal and two subsidiary sources of English law must be mentioned.
These principal sources are Legislation, and Judicial Precedent, the subsidiary
sources are Custom and Books of Authority which carry a weight of authority almost
equal to that of precedents.
6.4.3 Образец плана пересказа текста разговорной тематики
The article/text is headlined…
The article/text goes under the headline…
The article/text under the headline…has the subhead…
The Place of Origin The article/text is printed/ published in…
The article/text is from a newspaper under the
nameplate…
The publication date of the article/text is…
The Time of Origin
The article/text is dated by the first of October 2007
The article/text is printed on the second of October in
2007
The article/text is written by…/The author of the article
The Author
is…
The article/text is written by a group of authors
The article/text deals with the topic…
The Theme/Topic
The basic subject matter of the script is…
The article/text touches upon the topic of…
The headline of the article/text corresponds to the topic.
The purpose of the article/text/author is to give the
The Main Idea/Aim
of the Article/Text reader some information on…; to inform with…; to
compare/determine…; to provide the reader with some
material/data on…
The Headline/Title
of the Article/text
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The article/text can be divided into some parts (The first
part deals with…, the second covers the events, the third
touches upon the problem of…, the fourth part includes
some interviews, dialogues, pictures, reviews, references,
quotations, figures.
The article/text is written in the form of the monologue,
from the first/third person narration.
In the article/text we come across an interview,
historical facts, a speech of…, the picture from the place of
events .
-The author starts by telling the reader…(writes,
states, stresses, depicts, says, informs, underlines,
confirms, emphasizes, puts an accent on, accepts/denies
the fact, reports, resorts to, hints on, inclines to and so
on)
-The article/text describes, goes on to say…
-In conclusion/the author comes to the
conclusion/concludes
The key sentence/words of the article/text…the
following…
The Vocabulary of While reading I’ve come across some topical words and
expressions like…/A great number of words belong to the
the Article/Text
topic:
-the topical voc.
-the author’s voc. The author’s vocabulary is rather vivid, poor, rich
The author resorts to colorful general phrases/
clichés/stable
statements/understatements/exaggerations/words with
negative/positive connotation/fine words/descriptive
adjectives/comparisons (to create a vivid picture, a
humorous effect/to enforce the influence the reader)
We see the author’s mastery in conveying the main idea to
the reader with the help of the
phrases/parenthesis/sayings/proverbs
I found the article/text interesting/important/hard to
Personal
Opinion/Impression understand (Why?)
I appreciate the author’s word-painting as/superb/ordinary/
of the Article/text
exaggerated
The message of the writer is clear to understand… I share
Personal View on
the author’s view…I see the problem in different way… I
the
Topic/Idea/Problem don’t quite agree with the fact…
The Contents of the
Article/Text
important facts,
names,
figures.
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6.5 Тесты контроля усвоения знаний
Стартовый тест для определения уровня знаний (Starting Test)
1. There … money on the table.
A is
B are
2. There were a lot of … in the field.
A sheeps
B sheep
3. There is … in American agriculture.
A crises
B crisis
4. The team … tomorrow morning.
A is playing
B are playing
5. There are many … in our schools.
A women-teachers
B woman-teachers
6. Don’t make noise, the children … to sleep.
A are trying
B try
C will try
7. Have you ever visited other countries? – Yes, I … to Poland and Italy.
A was
B have been
C had been
8. Can you help me? I … for a railway station.
A look
B am looking
C was looking
9. When you … in Minsk again, you must come and see us.
A will be
B are going
C are
10.… you … much fruit today?
A Have … eaten
B Did … eat
C Are … eating
11. The day before yesterday we … to the restaurant by Tom Jenkins.
A are invited
B were invited
C invite
12.Look! The bridge … .
A is being repaired
B is been repaired
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C has being repaired
13.The letter and the parcel … tomorrow.
A will be post
B will have been posted
C will be posted
14.Margaret … to be a very industrious person.
A has been known
B is known
C is been known
15.In Greece the Olympic Games … once in four years.
A were held
B are being held
C are held
16.You may … us, if you wish.
A to join
B joining
C join
17.Let her … what she wants … .
A do … to do
B to do … do
C doing … to do
18.The company can … cement in July.
A supply
B to supply
C supplied
19.Welcome home. – Thanks a lot. It’s so wonderful … back.
A be
B to be
C to being
20.I say she’d better … or she’ll be late for her classes.
A to hurry
B hurrying
C hurry
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