ГСЭ.В3.1. Деловой английский язык

МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ
Федеральное государственное автономное образовательное учреждение
высшего профессионального образования
«Дальневосточный федеральный университет»
(ДВФУ)
ФИЛИАЛ ДВФУ В Г. СПАССКЕ-ДАЛЬНЕМ
УЧЕБНО-МЕТОДИЧЕСКИЙ КОМПЛЕКС ДИСЦИПЛИНЫ
«Деловой английский язык»
Специальность подготовки 080507.65 «Менеджмент организации»
Форма подготовки очная
Филиал ДВФУ в г. Спасске-Дальнем
курс _3_____ семестр __5,6____
лекции _-_ (час.)
практические занятия___68____час.
семинарские занятия__________час.
лабораторные работы_______час.
консультации не предусмотрены
всего часов аудиторной нагрузки__68_ (час.)
самостоятельная работа __48_____ (час.)
реферативные работы (количество)
контрольные работы (количество)
зачет ___5, 6__ семестр
экзамен____семестр
Учебно-методический комплекс составлен в соответствии с требованиями государственного образовательного стандарта
высшего профессионального образования (№ гос. рег. 234 эк/сп от 17.03.2000 г.).
Учебно-методический комплекс дисциплины обсужден на заседании Совета филиала «26» июня 2012 г.
И.о. директора филиала ДВФУ в г. Спасске-Дальнем _________________________ Е.В. Лагунова
Составитель (ли):___________________________________________________ С.А.Байбакова
Оглавление
АННОТАЦИЯ ............................................................................................................ 3
РАБОЧАЯ ПРОГРАММА УЧЕБНОЙ ДИСЦИПЛИНЫ (РПУД)........................ 5
МАТЕРИАЛЫ ПРАКТИЧЕСКИХ ЗАНЯТИЙ .................................................... 12
МАТЕРИАЛЫ ДЛЯ ОРГАНИЗАЦИИ САМОСТОЯТЕЛЬНОЙ РАБОТЫ
СТУДЕНТОВ ........................................................................................................... 14
КОНТРОЛЬНО-ИЗМЕРИТЕЛЬНЫЕ МАТЕРИАЛЫ ......................................... 17
СПИСОК ЛИТЕРАТУРЫ ...................................................................................... 23
ГЛОССАРИЙ ........................................................................................................... 24
ДОПОЛНИТЕЛЬНЫЕ МАТЕРИАЛЫ .................................................................. 30
АННОТАЦИЯ
учебно-методического комплекса дисциплины
«Деловой английский язык»
Учебно-методический комплекс дисциплины «Деловой английский язык»
разработан для студентов специальности 080507.65 «Менеджмент организации»
в соответствии с требованиями ГОС ВПО по данной специальности и
положением об учебно-методических комплексах дисциплин образовательных
программ высшего профессионального образования (утверждено приказом и.о.
ректора ДВФУ от 17.04.2012 № 12-13-87).
УМКД разработан по дисциплине вариативного компонента части цикла
общих гуманитарный и социально-экономических дисциплин.
Общая трудоемкость освоения дисциплины 116 часов. Учебным планом
предусмотрены практические занятия (68 часов), самостоятельная работа (48
часов). Дисциплина реализуется на 3 курсе в 5 и 6 семестрах.
Дисциплина Деловой английский на 3 курсе направлена на продолжение
изучения и овладения компетенциями и навыками общения на английском
языке в деловой среде (Business English). Данная дисциплина является
компонентом курса английского языка, преподаваемого студентам.
Гибкая модульная структура изучения языка
дополнительных
компоновать
материалов,
материал
в
позволяет
соответствии
и большое количество
преподавателю
с
потребностями
выбирать
и
студентов
и
требованиями программы. Каждый раздел включает работу над формированием
языковых навыков и развитием аудирования, говорения, чтения, письма,
информацию из современного делового мира.
В УМКД изложены основные методы применительно к объекту
исследования.
Учебно-методический комплекс включает в себя:
 рабочую учебную программу дисциплины;
 материалы для практических занятий;
 материалы для организации самостоятельной работы студентов (полные
тексты заданий самостоятельной работы, методические указания по их
выполнению);
 контрольно-измерительные материалы;
 список литературы (в том числе интернет-ресурсов);
 глоссарий.
Достоинством
данного
УМКД
является
комплексный
подход
представлению материала.
Автор-составитель УМКД
старший преподаватель
С.А.Байбакова
Директор филиала ДВФУ в г. Спасске-Дальнем,
к.э.н, доцент
Е.В. Лагунова
к
МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ
Федеральное государственное автономное образовательное учреждение
высшего профессионального образования
«Дальневосточный федеральный университет»
(ДВФУ)
ФИЛИАЛ ДВФУ В Г. СПАССКЕ-ДАЛЬНЕМ
РАБОЧАЯ ПРОГРАММА УЧЕБНОЙ ДИСЦИПЛИНЫ (РПУД)
«Деловой английский язык»
Специальность подготовки 080507.65 «Менеджмент организации»
Форма подготовки очная
Филиал ДВФУ в г. Спасске-Дальнем
курс _3_____ семестр __5,6____
лекции _-_ (час.)
практические занятия___68____час.
семинарские занятия__________час.
лабораторные работы_______час.
консультации не предусмотрены
всего часов аудиторной нагрузки__68_ (час.)
самостоятельная работа __48_____ (час.)
реферативные работы (количество)
контрольные работы (количество)
зачет ___5, 6__ семестр
экзамен____семестр
Учебно-методический комплекс составлен в соответствии с требованиями государственного образовательного стандарта
высшего профессионального образования (№ гос. рег. 234 эк/сп от 17.03.2000 г.).
Учебно-методический комплекс дисциплины обсужден на заседании Ученого совета филиала «26» июня 2012г..
И.о. директора филиала ДВФУ в г. Спасске-Дальнем _________________________ Е.В. Лагунова
Составитель (ли):___________________________________________________ С.А.Байбакова
Оборотная сторона титульного листа РПУД
I. Рабочая программа пересмотрена на заседании Ученого совета филиала:
Протокол от «_____» _________________ 2012 г. № ______
Директор филиала _______________________
(подпись)
__________________
(И.О. Фамилия)
II. Рабочая программа пересмотрена на заседании Ученого совета филиала:
Протокол от «_____» _________________ 2012 г. № ______
Директор филиала _______________________
(подпись)
__________________
(И.О. Фамилия)
Аннотация
рабочей программы дисциплины
«Деловой английский язык»
Рабочая учебная программа составлена на основании «Типовой программы
по английскому языку для неязыковых вузов» и «Методических указаний к
«Типовой программе» М, 1991 год, а также программы курса «Английский язык
для неязыковых курсов», МГУ им. М.В. Ломоносова, 1997 год и «Требований к
обязательному минимуму содержания основной образовательной программы
подготовки экономиста» (иностранный язык).
Цели изучения данной дисциплины состоят

в более глубоком понимании закономерностей изучаемого языка, в
развитии научного мышления, расширении лингвистического кругозора
студентов

в
сознательном
профессиональной
использовании
деятельности,
в
языковых
приобретении
ресурсов
и
в
развитии
коммуникативных компетенций и навыков в области специальности.
Основными задачами являются:
 накопление, закрепление и практика вокабуляра, связанного с бизнес
средой;
 развитие навыков делового общения в бизнес среде - участие в
переговорах и совещаниях, навыки презентации и т.д.
 формирование навыков монологической речи в деловом общении
(построение
подготовленного
монологического
высказывания
в
рамках
заданной тематики в объеме не менее 10-12 фраз за 3 мин)
 совершенствование навыков ведения диалога на профессиональные
темы, обсуждения услышанного (прочитанного, увиденного);
 формирование навыков выступления с докладом (презентацией) на тему,
связанную со специальностью (5-10 минут).
 овладение и развитие навыков работы с англоязычным текстом общей
бизнес-тематики (поисковое и просмотровое чтение, передача краткого
содержания, подробный пересказ, умение делать выводы);
 навыки делового письма
(бизнес предложение, отчет, протокол
совещания, запрос и т.д.)
По окончании курса студенты должны:
В результате освоения дисциплины студент должен:
 Знать
- протокол проведения совещаний, процедура, формат
- протокол проведения переговоров, процедура, формат, стратегии
- основные понятия и устойчивые лексические сочетания в деловом
английском языке
- грамматические структуры и речевые клише, характерные для делового
английского языка
- специфику межличностных отношений и этических норм бизнеса в стране
изучаемого языка
- язык дипломатии
- специфику ведения бизнеса в различных англо-говорящих странах, а
также новые тенденции в деловой среде
 Уметь
- организовывать, участвовать, руководить бизнес совещанием
- вести беседу – диалог в рамках заданной деловой темы
- подготовить устное сообщение или презентацию на бизнес- тему
- принимать участие в дискуссии (ситуативное общение, решение кейса) в
рамках обсуждения темы
- читать литературу без словаря по бизнес-тематике с целью получения
профессиональной информации
- организовывать, участвовать, руководить бизнес переговорами
 Иметь навыки
- работы с бизнес статьями с целью извлечения и переработки информации
- презентации информации на английском языке по определенной тематике
- ведения переговоров в деловой среде
- участия в бизнес совещании
Форма обучения – самостоятельные занятия дома, аудиторная работа и
консультации преподавателя при необходимости.
Виды контроля – промежуточный тест, зачет.
Трудоемкость дисциплины
Общая трудоемкость дисциплины составляет 116 часов, в т.ч. практических
занятий 68 часов, самостоятельной работы 48 часов.
Продолжительность
изучения дисциплины 2 семестра.
2. Структура и содержание теоретической части курса
Не предусмотрено.
3. Содержание практической части курса (68 часов)
Студенты 3 курса изучают Business English в течение 4 модулей с общей
нагрузкой 100 часов из них: 68 аудиторных часов (1 модуль - 24, 2 модуль - 20,
3 модуль - 24), самостоятельная работа 32 часа.
4. Контроль достижения целей курса
Текущий контроль знаний, умений и навыков студентов проводится в
течение модуля или семестра и
предназначен для проверки изученного
учебного материала по всем видам речевой деятельности (чтение, говорение,
письмо, аудирование) и проверку внеаудиторной самостоятельной работы
студентов.
По данной дисциплине текущий контроль включает в себя
 аудиторную работу
 навыки делового общения (переговоры, встречи, презентация)
 ситуативное моделирование (ролевая игра, дебаты, дискуссия, кейс)
 словарные диктанты
 аудирование
 деловое письмо
 домашние задания
 лексические и лексико-грамматические задания
 тесты по формату BEC
 контрольные работы
Промежуточный контроль проводится по окончании периода обучения
(модуля или семестра. Промежуточный контроль осуществляется в устном и
письменном виде. Итоговый контроль проводится в форме контрольной работы
и зачета/экзамена.
По данной дисциплине после 1, 2, 3 модуля проводятся контрольные
работы.
5. Тематика и перечень курсовых работ, рефератов
Курсовые работы не предусмотрены
6. Учебно-методическое обеспечение дисциплины
Основная литература
1.
«The business» by John Allison and Jeremy Townend, Intermediate,
Macmillan, 2008
2.
«The business» by John Allison and Jeremy Townend, Upper-
Intermediate, Macmillan, 2008
3.
English for Business Communication. Английский язык для делового
общения: Учебное пособие / Т.А. Яшина, Д.Н. Жаткин - М.: Флинта: МПСИ,
2009. - 112 с
Дополнительная литература
1.
«The business» by John Allison and Jeremy Townend, Upper-
Intermediate, Macmillan, 2008
2.
«Market Leader». Business Grammar and Usage by Peter Strutt,
Longman, 2003
3.
«Market Leader» (Intermediate Business English), Cotton David, Falvey
David, Kent Simon. Longman. 2005
4.
«Business Vocabulary in Use» by Bill Mascull, Intermediate, Cambridge
University Press, 2005
5.
«Test Your Business Vocabulary in Use» by Tricia Aspinall and George
Bethell, Intermediate, Cambridge University Press, 2005
6.
«BEC I Vantage», Cambridge University Press, 2005
Интернет-ресурсы
1.
Business English for students of economics = Деловой английский для
студентов экономистов: Учебное пособие / Б.И. Герасимов, О.А. Гливенкова,
Н.А. Гунина и др. - М.: Форум, 2008. - 184 с. Режим доступа:
http://znanium.com/bookread.php?book=143505
2.
Шевелева, С. А. Деловой английский [Электронный ресурс] : учеб.
пособие для вузов / С. А. Шевелева. - 2-е изд., перераб. и доп. - М. : ЮНИТИДАНА,
2012.
-
382
с.
Режим
доступа:
http://znanium.com/bookread.php?book=390960
3.
Английский язык в ситуациях повседневного делового общения /
З.В. Маньковская. - М.: НИЦ Инфра-М, 2012. - 223 с. Режим доступа:
http://znanium.com/bookread.php?book=252490
МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ
Федеральное государственное автономное образовательное учреждение
высшего профессионального образования
«Дальневосточный федеральный университет»
(ДВФУ)
ФИЛИАЛ ДВФУ В Г. СПАССКЕ-ДАЛЬНЕМ
МАТЕРИАЛЫ ПРАКТИЧЕСКИХ ЗАНЯТИЙ
по дисциплине
«Деловой английский язык»
Специальность подготовки 080507.65 «Менеджмент организации»
г. Спасск-Дальний
2012
Модуль I Интернет – торговля (Unit 5)
Unit 5. - 5.1.
Лексика по теме - 5.2.
Грамматика - условные предложения - 5.3.
Переговоры: структура и язык. - 5.4.
Экспорт товаров, международная торговля. Unit 8. International Trade.- 8.1.
Лексика по теме 8.2.
Грамматика - предлоги 8.3.
Навыки ведения переговоров: язык дипломатии 8.4.
Кейс. Jeddah Royal Beach Resort 8.6.
Кейс. Техника ведения переговоров на примере компании St.John’s Beach
Club. Unit 5. - 5.6.
Модуль II Социальная ответственность и деятельность компании (Unit
6)
Социальная ответственность и деятельность компании Unit 6. - 6.1.
Лексика по теме - 6.2.
Грамматика - пассив, косвенная речь - 6.3.
Проведение совещаний - 6.4.
Кейс. Публичное выступление на примере компании Phoenix. Unit 6. - 6.6.
Модуль III Перспективы и риски в сфере слияний и поглощений. (Unit
7)
Перспективы и риски в сфере слияний и поглощений. Unit 7. - 7.1.
Лексика по теме - 7.2
Грамматика - будущее время - 7.3.
Навыки презентации: оформление. - 7.4.
Кейс: Стратегия развития на примере компании Calisto. Unit 7. - 7.6
МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ
Федеральное государственное автономное образовательное учреждение
высшего профессионального образования
«Дальневосточный федеральный университет»
(ДВФУ)
ФИЛИАЛ ДВФУ В Г. СПАССКЕ-ДАЛЬНЕМ
МАТЕРИАЛЫ ДЛЯ ОРГАНИЗАЦИИ САМОСТОЯТЕЛЬНОЙ РАБОТЫ СТУДЕНТОВ
по дисциплине
«Деловой английский язык»
Специальность подготовки 080507.65 «Менеджмент организации»
г. Спасск-Дальний
2012
Unit 5
Translate the sentences using the Active Vocabulary words and expressions
when rendering the words underlined.
1. Представитель строительной компании был очень навязчивым, он
энергично показывал нам все преимущества этого договора, предлагал нам
огромную скидку, если мы немедленно внесем задаток. Он обещал, что они
никогда не нарушат сроки. Он ничего не сказал о скрытых издержках. Мы так и
не прояснили некоторые важные детали. Мы хотели, чтобы он сбавил цену, но
мы не пришли к компромиссу. Он начал говорить, что этот вопрос подлежит
обсуждению, и, в конце концов, мы отклонили его предложение.
2. Если бы у тебя был хороший поисковый сервер, мы бы посмотрели
другие сайты и смогли бы оценить аналогичные товары.
Когда сайт зарегистрирует сделку, он выпишет счет.
Если бы ты вернул бракованный товар, ты бы получил назад деньги.
Если операция пройдет успешно, ваш счет будет дебетован.
Только в том случае, если бы вы платили наличными, курьер доставил бы
вам товар со склада в тот же день.
Unit 8
1. Translate the sentences using the Active Vocabulary words and expressions
when rendering the words underlined.
Заключение сделки – долгий процесс. Прежде всего, необходимо
проверить кредитоспособность клиента. Если она отвечает всем условиям,
можно одобрить заявку. В любом случае, оформите страховку, чтобы у вас не
было сомнений в том, что вам заплатят. Если вы выставили счет, а ваш клиент
задерживает оплату, стоит немедленно проследить все платежи. Если у клиента
возникли трудности, принимайте меры!
2.
Paraphrase the expressions using the Active Vocabulary words and
expressions.
1. To express doubts whether your services or the goods you supplied will be
paid.
2. To discuss a deal in order to reach an agreement.
3. A payment from an insurance company.
4. A course of actions chosen by a business organization that lets you buy
something and pay for it later.
5. A database of your clients.
6. A written agreement with an insurance company.
3. Insert the prepositions
Responsibility … sth
Effect … sth
Involvement … sth
Access … sth
Need … sth
To comment … sth
To rely … smb
to conform … the norms
to complain … the manager
4. Make up your story of 70 words using as many Active vocabulary
expressions as you can
Translate the sentences using the Active Vocabulary words and expressions
when rendering the words underlined.
МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ
Федеральное государственное автономное образовательное учреждение
высшего профессионального образования
«Дальневосточный федеральный университет»
(ДВФУ)
ФИЛИАЛ ДВФУ В Г. СПАССКЕ-ДАЛЬНЕМ
КОНТРОЛЬНО-ИЗМЕРИТЕЛЬНЫЕ МАТЕРИАЛЫ
по дисциплине
«Деловой английский язык»
Специальность подготовки 080507.65 «Менеджмент организации»
г. Спасск-Дальний
2012
Примеры заданий
Устная часть - навыки делового общения - Business functions
1. You negotiate buying office furniture (10 desks, 20 chairs).
A You are supposed to spend about 3000$.
B You are supposed to sell the desks at 200$, chairs at 100$
Make tentative offer, counter offer, firm offer.
Discuss discounts, accessories.
2. You negotiate the terms of building a business center in SPb.
A You are a representative of a German firm and you want your Russian
partners to meet
the deadline in October 2011.
B You are a representative of a Russian building company and you are trying to
explain
that it is impossible to meet the deadline in October 2011
3. You negotiate the terms of selling your product in a chain of supermarkets in
Japan.
A You are a representative of a French perfume company and you want to
know the exact
deadlines and the volume of your supply.
B You are a representative of a Japanese company and at the moment you
avoid giving
the exact dates and terms.
Тесты
I. Supply the articles where necessary.
1.
Where can I buy ... pair of shoes? On … fourth floor. You can take …
2.
But … most popular place “for … drink and … chat” has been and still is
lift.
… famous English pub.
3.
Then Mr.Stanley and Borisov discussed … time of shipment, terms of
delivery and … number of pumps.
4.
I’d like … second – class ticket for … 10 o’clock express to … Moscow.
5.
We produce … pumps of high capacity for … different applications.
II. Supply prepositions where necessary.
1.
There is no sleeping accommodation … this train.
2.
But we also know that the prices … the world market … this type …
pumps are lower than yours.
3.
We look forward … establishing business contact … your company.
4.
Did you agree … Mr.Brown that their goods are … great demand … the
world market?
5.
We’ve had very good reports … the customers both … our country and
… abroad.
6.
You are to open a L/C … the Moscow Narodny Bank … our Notification
… the Readiness … the goods … shipment.
III. Supply the correct tenses:
1.
You (to discuss) the contract yet? No, we (to discuss) it since 10 o’clock
and we (to finish) it only in an hour.
2.
Last month we (to place) a trial order with Brown & Co with whom we
(not to do) business before.
3.
They (to tell) us yesterday you (to sell) washing-machines of the latest
design.
4.
Borisov (to wonder) if they (to produce) pumps for different
applications.
5.
Mr.Stanley knew that Mr.White car (to pick up) them at a quarter to 9.
IV. Supply modal verbs or equivalents in the correct tense-forms::
1.
We (can, must, may) deliver the goods only in July.
2.
We (to be able to, to be to, to have to) to go to the plant with Mr.Brown
this morning, but he hasn’t arrived in Moscow yet. We (to be able to, to be to, to have
to) to go to the plant next week.
3.
We (to have to, to be able to, to be to) to reserve accommodation for Mr.
Brown tomorrow.
V. Translate the following sentences from Russian into English.
1. Нам не приходится ездить за покупками в центр города, мы покупаем
продукты в соседнем универмаге.
2. Мы обсуждаем каталоги с 12 часов утра и закончим только через час.
3. Прежде чем ехать на переговоры, он уточнил все детали контракта с
продавцами.
4. Петров сказал, что он сможет приехать в порт, чтобы проверить
количество товаров.
5. Мы улучшили новую модель, и теперь цена включает экспортную
упаковку.
6. Насосы этой компании пользуются большим спросом по сравнению с
насосами компании «Бонд и Ко».
7. Вашим инженерам понравился наш сборочный цех?
8. Я всегда получаю удовольствие, когда обедаю в хорошем ресторане.
МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ
Федеральное государственное автономное образовательное учреждение
высшего профессионального образования
«Дальневосточный федеральный университет»
(ДВФУ)
ФИЛИАЛ ДВФУ В Г. СПАССКЕ-ДАЛЬНЕМ
СПИСОК ЛИТЕРАТУРЫ
по дисциплине
«Деловой английский язык»
Специальность подготовки 080507.65 «Менеджмент организации»
г. Спасск-Дальний
2012
Основная литература
1. «The business» by John Allison and Jeremy Townend, Intermediate,
Macmillan, 2008
2.
«The business» by John Allison and Jeremy Townend, Upper-
Intermediate, Macmillan, 2008
3.
English for Business Communication. Английский язык для делового
общения: Учебное пособие / Т.А. Яшина, Д.Н. Жаткин - М.: Флинта: МПСИ,
2009. - 112 с
Дополнительная литература
4. «The business» by John Allison and Jeremy Townend, Upper-Intermediate,
Macmillan, 2008
5. «Market Leader». Business Grammar and Usage by Peter Strutt, Longman,
2003
6. «Market Leader» (Intermediate Business English), Cotton David, Falvey
David, Kent Simon. Longman. 2005
7. «Business Vocabulary in Use» by Bill Mascull, Intermediate, Cambridge
University Press, 2005
8. «Test Your Business Vocabulary in Use» by Tricia Aspinall and George
Bethell, Intermediate, Cambridge University Press, 2005
9. «BEC I Vantage», Cambridge University Press, 2005
Интернет-ресурсы
1.
Business English for students of economics = Деловой английский для
студентов экономистов: Учебное пособие / Б.И. Герасимов, О.А. Гливенкова,
Н.А. Гунина и др. - М.: Форум, 2008. - 184 с. Режим доступа:
http://znanium.com/bookread.php?book=143505
2.
Шевелева, С. А. Деловой английский [Электронный ресурс] : учеб.
пособие для вузов / С. А. Шевелева. - 2-е изд., перераб. и доп. - М. : ЮНИТИ-
ДАНА,
2012.
-
382
с.
Режим
доступа:
http://znanium.com/bookread.php?book=390960
3.
Английский язык в ситуациях повседневного делового общения /
З.В. Маньковская. - М.: НИЦ Инфра-М, 2012. - 223 с. Режим доступа:
http://znanium.com/bookread.php?book=252490
МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ
Федеральное государственное автономное образовательное учреждение
высшего профессионального образования
«Дальневосточный федеральный университет»
(ДВФУ)
ФИЛИАЛ ДВФУ В Г. СПАССКЕ-ДАЛЬНЕМ
ГЛОССАРИЙ
по дисциплине
«Деловой английский язык»
Специальность подготовки 080507.65 «Менеджмент организации»
г. Спасск-Дальний
2012
Unit 6
Company and Community
6.1
Adverse (adj.) negative, unpleasant or harmful
Align (v.) to give your support publicly to; bring yourself into agreement with or
be in agreement with
Altruism (n.) a way of thinking and behaving that shows you care about other
people and their interests more than you care about yourself
Bear (v.) here, to pay
Contend (v.) contend that – to claim that something is true
Corporate social responsibility – a company’s duty to be accountable to all
groups having an interest in its activities
Dismay (v.) – to make someone very worried, depressed or sad
Global warming - the slow increase in the temperature of the Earth caused partly
by the greenhouse effect increasing the amount of carbon dioxide in the atmosphere
Hybrid vehicle – a vehicle using two different kinds of energy
Mindful (adj.) – careful or conscious of something
Offset (v.) to balance the effect of something, with the result that there is no
advantage or disadvantage
Presumption (n.) – the expectation that something is true, which you don’t
question
Sound (adj.) – healthy
Strive (v.) to make a lot of effort to achieve something
Sue (v.) to make a legal claim against someone, usually to get money from them
because they have done something bad to you
Sustainable (adj.) capable of continuing for a long time at the same level
Utility (n) – a public service such as gas, water, etc. that is used by everyone
6.2
Ad hoc (adj.) – done only when needed for a specific purpose, without planning
or preparation
Extravagant (adj.) extreme, excessive, or unreasonable
Fellow (n) used for talking about people who are similar to you or in the same
situation as you
Fine (n.) - an amount of money that you have to pay because you have broken
the law
Foodstuff (n) a type of food
Lawsuit (n) a case that a court of law is asked to decide involving a
disagreeme3nt between two people or organizations
Regulatory (adj) a regulatory organization makes sure companies follow the
rules and maintain standards of safety, health, etc.
6.3
Industrial espionage (n) the practice of stealing important information or
technology from a company in order to help another country
Leak (n) an amount of liquid gas that comes out of hole or crack in something
Leakage (n) the process of leaking a liquid or gas
Nitrate (n) a chemical substance containing nitrogen
Outplacement (n) the process of finding new jobs for people who have been
made redundant
Protracted (adj) continuing for a very long time, especially longer than is normal
or necessary
Savings (n) money that you saved in a bank or invested so that you can use it
later
6.4
Civil servant (n) someone who works for a government department
Disabled (adj) someone who is disabled is unable to use part of their body or
brain properly because of injury or a disease
Ethnic minority (n) a group of people who have a different culture and different
traditions to most people living in that area
Tender (n) an offer to provide goods or services for a particular price
Turn a blind eye to something to pretend you do not notice something, because
you do not want to have to deal with it
6.5
Commitment (n) determination to work hard at something
Derive (v) to get a feeling from something e.g. a pleasure, satisfaction
Paternalism (n) governing like a father, by looking after people, but also taking
away their freedom and responsibilities
Positive discrimination (n) the practice of giving special benefits to people from
a group that was treated in an unfair way in the past
Stakeholder (n) someone who has an interest in the success of a project or
organization
6.6
Derelict (adj) unused and in a bad condition, usually of a building or a piece of
land
Flammable (adj) able to burn very easily and quickly
Greenfield site (n) a piece of land that has not been previously built on
Hazardous (adj) dangerous, especially to people’s health or safety
Toxic (adj) poisonous and harmful to people
Upset (v) to make someone feel sad, worried or disappointed
Worthless (adj) without value or use
Unit 8 International Trade3
8.1
Chase (v) to try hard to get something you want
Creditworthiness (n) ability to repay debts
Draft (n), bank draft: an order to pay someone that is sent from one bank to
another bank, usually in a different country
Level playing field (n) a situation that is fair for everybody involved
Go down (v) to produce a particular reaction: go down well
Proactive (adj) takin action and making changes before problems develop
Take on board – to consider an idea, to accept criticism and learn from t5he past
mistakes
Trace (n) a slight sign that someone has been present
Wizard (n) someone who is very good at something
Would-be (adj) hoping or trying to do something
8.2
File (v) to take official action usually involving sending a document
Frequent –flyer scheme a system to encourage people to travel with the same
airline by giving them reductions or gifts
8.3
Drop off (v) to take something to a place and not stay there long
Jet-lagged (adj) feeling tired and sometimes confused after a long flight
Levy (v) to officially request payment of a tax
Pitch (n) an oral proposal designed to persuade someone to buy your product or
to support you
Policy (n) a contract with an insurance company
Preliminary (adj) coming before the main or most important part of something
Scope (n) the things that a particular activity deals with
8.4
Implication (n) a possible effect o result
Quit (v) to leave a job or a project
8.5
Disregard (v) to pay no attention to something
Extend (v) to agree to lend someone money or give them credit
Factoring (n) selling a company’s receivable invoices in order to obtain funds
more quickly
Outstanding (adj) an amount of money that is outstanding has not yet been paid
Overdue (adj) if a payment is overdue it should have been paid before now
Oversight (n) something you do not think of that causes problems later
Settle (v) to pay all the money you owe someone
8.6
Accommodation (n) a place for someone to stay, to work or live in
Armoury (n) a set of skills, equipment or powers that is available for someone if
they need it
Incentive (n) something that encourages you to do something because you will
benefit
Loyalty (n) continued use of products or services of a particular business
Resort (n) a place that people go to for a holiday
Uncollectible (n) a bad debt that cannot be recovered
Vet (v) to check someone’s reputation, character or credit account
Word of mouth - information communicated by people speaking informally to
each other
МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ
Федеральное государственное автономное образовательное учреждение
высшего профессионального образования
«Дальневосточный федеральный университет»
(ДВФУ)
ФИЛИАЛ ДВФУ В Г. СПАССКЕ-ДАЛЬНЕМ
ДОПОЛНИТЕЛЬНЫЕ МАТЕРИАЛЫ
по дисциплине
«Деловой английский язык»
Специальность подготовки 080507.65 «Менеджмент организации»
г.Спасск-Дальний
2012
Рекомендации по подготовке презентации
(выдержки из учебно-методического пособия Ненашева Н.А. Учебное пособие по подготовке
к устному выступлению-презентации. Спб ф ГУ-ВШЭ, 2009)
SECTION 1. GENERAL RECOMMENDATIONS
Introduction
Presentations and reports are ways of communicating ideas and
information to a group. But unlike a report, a presentation carries the
speaker's personality better and allows immediate interaction between all
the participants. A good presentation has:


Content - It contains information that people need. But unlike
reports, which are read at the reader's own pace, presentations must
account for how much information the audience can absorb in one
sitting.
 Structure - It has a logical beginning, middle, and end. It must
be sequenced and paced so that the audience can understand it. Where as
reports have appendices and footnotes to guide the reader, the speaker
must be careful not to loose the audience when wandering from the main
point of the presentation.
 Packaging - It must be well prepared. A report can be reread and
portions skipped over, but with a presentation, the audience is at the mercy of a presenter.
Human Element - A good presentation will be remembered much more than a good report
because it has a person attached to it. But you still need to analyze if the audience's needs
would not be better met if a report was sent instead.
1. PREPARING THE PRESENTATION
Can you name the 3 most important things when giving any presentation?
Number 1 is . . . Preparation
Number 2 is . . . Preparation!
Number 3 is . . . Preparation!!
PREPARATION IS EVERYTHING!
With good preparation and planning you will be totally confident and less nervous. And your
audience will feel your confidence. Your audience, too, will be confident. They will be confident in
you. And this will give you control. Control of your audience and of your presentation.
WHY ? WHO? WHERE? WHEN? HOW? WHAT?
WHY ? Objective
Before you start to prepare a presentation, you should ask yourself: "Why am I making this
presentation?" Do you need to inform, to persuade, to train or to sell? Your objective should be clear
in your mind. If it is not clear in your mind, it cannot possibly be clear to your audience.
WHO? Audience
"Who am I making this presentation to?" Sometimes this will be obvious, but not always. You
should try to inform yourself. How many people? Who are they? Business people? Professional
people? Political people? Experts or non-experts? Will it be a small, intimate group of 4 colleagues
or a large gathering of 400 competitors? How much do they know already and what will they expect
from you?
WHERE? Venue
"Where am I making this presentation?" In a small hotel meeting-room or a large conference hall?
What facilities and equipment are available? What are the seating arrangements?
WHEN? Time and length
"When am I making this presentation and how long will it be?" Will it be 5 minutes or 1 hour? Just
before lunch, when your audience will be hungry, or just after lunch, when your audience will be
sleepy?
HOW? Method
How should I make this presentation?" What approach should you use? Formal or informal? Lots of
visual aids or only a few? Will you include some anecdotes and humour for variety?
WHAT? Content
"What should I say?" Now you must decide exactly what you want to say. First, you should
brainstorm your ideas. You will no doubt discover many ideas that you want to include in your
presentation. But you must be selective. You should include only information that is relevant to your
audience and your objective. You should exclude all other ideas. You also need to create a title for
your presentation (if you have not already been given a title). The title will help you to focus on the
subject. And you will prepare your visual aids, if you have decided to use them. But remember, in
general, less is better than more (a little is better than a lot). You can always give additional
information during the questions after the presentation.
Notes
When you give your presentation, you should be - or appear to be - as spontaneous as possible. You
should not read your presentation! You should be so familiar with your subject and with the
information that you want to deliver that you do not need to read a text. Reading a text is boring! So
if you don't have a text to read, how can you remember to say everything you need to say? With
notes. You can create your own system of notes. Some people make notes on small, A6 cards. Some
people write down just the title of each section of their talk. Some people write down keywords to
remind them. The notes will give you confidence, but because you will have prepared your
presentation fully, you may not even need them!
Rehearsal
Rehearsal is a vital part of preparation. You should leave time to practise your presentation two or
three times. This will have the following benefits:




you will become more familiar with what you want to say
you will identify weaknesses in your presentation
you will be able to practise difficult pronunciations
you will be able to check the time that your presentation takes and make any necessary
modifications
So prepare, prepare, prepare! Prepare everything: words, visual aids, timing, equipment. Rehearse
your presentation several times and time it.
2. STRUCTURE
A well organised presentation with a clear structure is easier for the audience to follow. It is
therefore more effective. You should organise the points you wish to make in a logical order. Most
presentations are organised in three parts, followed by questions:
Beginning
Short introduction




welcome your audience
introduce your subject
explain the structure of your presentation
explain rules for questions
Middle
Body of presentation

present the subject itself
End
Short conclusion



summarise your presentation
thank your audience
invite questions
Questions and Answers
As a general rule in communication, repetition is valuable. In presentations, there is a golden rule
about repetition:
1. Say what you are going to say,
2. say it,
3. then say what you have just said.
In other words, use the three parts of your presentation to reinforce your message. In the
introduction, you tell your audience what your message is going to be. In the body, you tell your
audience your real message. In the conclusion, you summarize what your message was.
We will now consider each of these parts in more detail.
Introduction
The introduction is a very important - perhaps the most important - part of your presentation. This is
the first impression that your audience have of you. You should concentrate on getting your
introduction right. A good presentation often starts out with an icebreaker such as a story,
interesting statement or fact, joke, quotation, or an activity to get the group warmed up. The
introduction also needs an objective, that is, the purpose or goal of the presentation. This not only
tells you what you will talk about, but it also informs the audience of the purpose of the
presentation.
The following table shows examples of language for each of the following functions. You may need
to modify the language as appropriate.
Function
Possible language
1 Welcoming
your audience




Good morning, ladies and gentlemen
Good morning, gentlemen
Good afternoon, ladies and gentleman
Good afternoon, everybody
2 Introducing
your subject


I am going to talk today about...
The purpose of my presentation is to introduce our new range of...
3 Outlining your
structure

To start with I'll describe the progress made this year. Then I'll mention
some of the problems we've encountered and how we overcame them.
After that I'll consider the possibilities for further growth next year.
Finally, I'll summarize my presentation (before concluding with some
recommendations).
4 Giving

Do feel free to interrupt me if you have any questions.
instructions
about questions


I'll try to answer all of your questions after the presentation.
I plan to keep some time for questions after the presentation.
Body
The body is the 'real' presentation. If the introduction was well prepared and delivered, you will now
be 'in control'. You will be relaxed and confident.
The body should be well structured, divided up logically, with plenty of carefully spaced visuals.
Remember these key points while delivering the body of your presentation:










do not hurry
be enthusiastic
give time on visuals
maintain eye contact
modulate your voice
look friendly
keep to your structure
use your notes
signpost throughout
remain polite when dealing with difficult questions
Conclusion
The following table shows examples of language for each of these functions. You may need to
modify the language as appropriate.
Function
Possible language
1 Summing up





To conclude,...
In conclusion,...
Now, to sum up...
So let me summarise/recap what I've said.
Finally, may I remind you of some of the main points we've
considered.
2 Giving
recommendations


In conclusion, my recommendations are...
I therefore suggest/propose/recommend the following strategy.
3 Thanking your
audience


Many thanks for your attention.
May I thank you all for being such an attentive audience.
4 Inviting questions





Now I'll try to answer any questions you may have.
Can I answer any questions?
Are there any questions?
Do you have any questions?
Are there any final questions?
Questions
Keep cool if a questioner disagrees with you. You are a professional! No matter how hard you
try, not everyone in the world will agree with you!
Although some people get a perverse pleasure from putting others on the spot, and some try to look
good in front of the boss, most people ask questions from a genuine interest. Questions do not mean
you did not explain the topic good enough, but that their interest is deeper than the average
audience.
Always allow time at the end of the presentation for questions. After inviting questions, do not rush
ahead if no one asks a question. Pause for about 6 seconds to allow the audience to gather their
thoughts. When a question is asked, repeat the question to ensure that everyone heard it (and that
you heard it correctly). When answering, direct your remarks to the entire audience. That way, you
keep everyone focused, not just the questioner. To reinforce your presentation, try to relate the
question back to the main points.
Make sure you listen to the question being asked. If you do not understand it, ask them to clarify.
Pause to think about the question as the answer you give may be correct, but ignore the main issue.
If you do not know the answer, be honest, do not waffle. Tell them you will get back to them...and
make sure you do!
Answers that last 10 to 40 seconds work best. If they are too short, they seem abrupt; while longer
answers appear too elaborate. Also, be sure to keep on track. Do not let off-the-wall questions
sidetrack you into areas that are not relevant to the presentation.
If someone takes issue with something you said, try to find a way to agree with part of their
argument. For example, "Yes, I understand your position..." or "I'm glad you raised that point, but..."
The idea is to praise their point and agree with them. Audiences sometimes tend to think of "us
verses you." You do not want to risk alienating them.
Questions are a good opportunity for you to interact with your audience. It may be helpful for you to
try to predict what questions will be asked so that you can prepare your response in advance. You
may wish to accept questions at any time during your presentation, or to keep a time for questions
after your presentation. Normally, it's your decision, and you should make it clear during the
introduction. Be polite with all questioners, even if they ask difficult questions. They are showing
interest in what you have to say and they deserve attention. Sometimes you can reformulate a
question. Or answer the question with another question. Or even ask for comment from the rest of
the audience.
3. PACKAGING
Equipment
Easily your most important piece of equipment
is...YOU! Make sure you're in full working order,
and check your personal presentation carefully - if
you don't, your audience will!
The overhead projector (OHP) displays overhead
transparencies (OHTs or OHPTs). It has several advantages over
the 35mm slide projector:
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it can be used in daylight
the user can face the audience
the user can write or draw directly on the transparency
while in use
The whiteboard (more rarely blackboard or greenboard) is a useful device
for spontaneous writing - as in brainstorming, for example. For prepared
material, the OHP might be more suitable.
The duster is used for cleaning the whiteboard. It is essential that the duster be
clean to start with. You may consider carrying your own duster just in case.
Markers are used for writing on the whiteboard (delible - you can remove the
ink) or flipchart (indelible - you cannot remove the ink). They are usually
available in blue, red, black and green. Again, it's a good idea to carry a spare
set of markers in case you are given some used ones which do not write well.
The flipchart consists of several leaves of paper that you 'flip' or turn over. Some
people prefer the flipchart to the whiteboard, but its use is limited to smaller
presentations.
The Slide projector - which must be used in a darkened
room - adds a certain drama. Some slide projectors can be
synchronised with audio for audio-visual (AV)
presentations. These projectors are typically used for
larger presentations. The majority take 35mm slides or
transparencies (as seen here), but projectors for 6x6cm slides are also available.
Transparencies are projected by an overhead projector or a slide projector onto a
screen - in this case a folding screen which can be packed up and transported.
The notebook computer is increasingly being used to display graphics during
presentations. It is often used in conjunction with an overhead projector, which
actually projects the image from the computer screen onto the wall screen.
Handouts are any documents or samples that you 'hand out' or distribute to your
audience. Note that it is not usually a good idea to distribute handouts before your
presentation. The audience will read the handouts instead of listening to you.
Visual aids
Of all the information that enters our brains, the vast majority of it enters through the eyes. 80% of
what your audience learn during your presentation is learned visually (what they see) and only 20%
is learned aurally (what they hear). The significance of this is obvious:
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
visual aids are an extremely effective means of communication
non-native English speakers need not worry so much about spoken English - they can rely
more heavily on visual aids
It is well worth spending time in the creation of good visual aids. But it is equally important not to
overload your audience's brains. Keep the information on each visual aid to a minimum - and give
your audience time to look at and absorb this information. Remember, your audience have never
seen these visual aids before. They need time to study and to understand them. Without
understanding there is no communication.
Apart from photographs and drawings, some of the most useful visual aids are charts and graphs,
like the 3-dimensional ones shown here:
Piecharts are circular in shape (like a pie).
Barcharts can be vertical (as here) or horizontal.
Graphs can rise and fall.
Language
Simplicity and Clarity
If you want your audience to understand your message, your language must be simple and clear.
Use short words and short sentences.
Do not use jargon, unless you are certain that your audience understands it.
In general, talk about concrete facts rather than abstract ideas.
Use active verbs instead of passive verbs. Active verbs are much easier to understand. They are
much more powerful. Consider these two sentences, which say the same thing:
1. Toyota sold two million cars last year.
2. Two million cars were sold by Toyota last year.
Which is easier to understand? Which is more immediate? Which is more powerful? #1 is active
and #2 is passive.
Signposting
When you drive on the roads, you know where you are on those roads. Each road has a name or
number. Each town has a name. And each house has a number. If you are at house #100, you can go
back to #50 or forward to #150. You can look at the signposts for directions. And you can look at
your atlas for the structure of the roads in detail. In other words, it is easy to navigate the roads. You
cannot get lost. But when you give a presentation, how can your audience know where they are?
How can they know the structure of your presentation? How can they know what is coming next?
They know because you tell them. Because you put up signposts for them, at the beginning and all
along the route. This technique is called 'signposting' (or 'signalling').
During your introduction, you should tell your audience what the structure of your presentation will
be. You might say something like this:
"I'll start by describing the current position in Europe. Then I'll move on to some of
the achievements we've made in Asia. After that I'll consider the opportunities we see
for further expansion in Africa. Lastly, I'll quickly recap before concluding with
some recommendations."
A member of the audience can now visualize your presentation like this:
Introduction
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Welcome
Explanation of structure (now)
Body
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Europe
Asia
Africa
Conclusion


Summing up
Recommendations
He will keep this image in his head during the presentation. He may even write it down. And
throughout your presentation, you will put up signposts telling him which point you have reached
and where you are going now. When you finish Europe and want to start Asia, you might say:
"That's all I have to say about Europe. Let's turn now to Asia."
When you have finished Africa and want to sum up, you might say:
"Well, we've looked at the three continents Europe, Asia and Africa. I'd like to sum
up now."
And when you finish summing up and want to give your recommendations, you might say:
"What does all this mean for us? Well, firstly I recommend..."
The table below lists useful expressions that you can use to signpost the various parts of your
presentation.
Signposting
Function
Language
Introducing the subject
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I'd like to start by...
Let's begin by...
First of all, I'll...
Starting with...
I'll begin by...
Finishing one subject...

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Well, I've told you about...
That's all I have to say about...
We've looked at...
So much for...
...and starting another

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Now we'll move on to...
Let me turn now to...
Next...
Turning to...
I'd like now to discuss...
Let's look now at...
Analysing a point and giving
recommendations

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Where does that lead us?
Let's consider this in more detail...
What does this mean for ABC?
Translated into real terms...
Giving an example
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For example,...
A good example of this is...
As an illustration,...
To give you an example,...
To illustrate this point...
Dealing with questions

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
We'll be examining this point in more detail later on...
I'd like to deal with this question later, if I may...
I'll come back to this question later in my talk...
Perhaps you'd like to raise this point at the end...
I won't comment on this now...
Summarising and concluding
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In conclusion,...
Right, let's sum up, shall we?
I'd like now to recap...
Let's summarise briefly what we've looked at...
Finally, let me remind you of some of the issues we've
covered...
If I can just sum up the main points...

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Firstly...secondly...thirdly...lastly...
First of all...then...next...after that...finally...
To start with...later...to finish up...
Ordering
Приложение 2
Рекомендации по аналитическому изложению прочитанного RENDERING
(выдержки из учебно-методического пособия ЩербаковаИ.О. Щемелева И.Ю. Supplementary
Business Reading(Texts for rendering in English)Тексты и задания для чтения для студентов
факультета экономики,СПб, изд-во Ютас, 2009
To summarize or to render means to restate a portion of a text in a shortened form. A summary
should bring out the main ideas of the passage, but it does not need to follow the same order as the
original text. A summary should be clear, concise, and accurate in representing the original text.
Webster's calls a summary the "general idea in brief form"; it's the distillation, condensation, or
reduction of a larger work into its primary notions.
It doesn’t matter if the initial text is in English or in Russian



When asked to render or summarize a text it doesn’t mean you should mention all the details.
Read the text, trying to understand what it is about. Do not stop if you are not sure about all
the words.
Think of the main idea of the text. It is often clear from the title or you can find it in the first
paragraph. Divide the text into parts.
Try to summarize the ideas of each part in 2-3 sentences. Omit specific details, examples,
descriptions, and unnecessary explanations. Note: you may need to go through the article
twice in order to pick up everything you need.
If you are not sure about key words – look them up in the dictionary. Do not forget about
pronunciation.
Use linking words and phrases to make the text logically clear.
Write your rough draft of the summary. Combine the information from the first four steps
into paragraphs.
Edit your version. Be concise. Eliminate needless words and repetitions.

Compare your version to the original.
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NOTE: Include all the important ideas.
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Use the author's key words.
Follow the original organization where possible.
Include any important data.
Include any important conclusions.
Useful words and phrases
The text (article)
is about…
deals with…
presents…
describes…
From the text (article)
the reader gets to know…
the reader is confronted with…
the reader is told about…
The text (the article)
is concerned with (deals with)…
The subject of the article is …
At the beginning of the text(the article) it is said that…
This text deals with the following aspects of the question...
The aim of this article is…
The first part of the text focuses on ...
In the next part it is noted that …
The article (text) ends with …
To sum up the ideas of the article (the text) we should mention that…
You can also use these phrases
The text reports on …
A detailed description is given to …
Much attention is given to …
It is claimed that …
It is pointed out that …
The article provides information on …
The article discusses …
A careful account is given to …
A comparison of … with … is made.
It is assumed that …
The article reports on …
В тексте говорится о …
Подробно описывается…
Особое внимание уделяется…
Заявляется, что…
Отмечается, что…
В статье имеется информация
о…
В статье обсуждается…
Особое внимание уделяетя…
Приводится сравнение… с…
Полагают что…
В статье сообщается о…
It is shown that …
The objective of the article is …
The article suggests the problem …
The article contains the most up-to-date
information on …
The article touches upon …
The article is of great interest / no
particular interest.
The results of … are presented.
Of particular interest is …
Цель статьи…
В статье поднимается проблема
…
В
статье
приводятся
современные
данные
относительно….
Статья касается…
Статья очень интересная / не
представляет интереса
Представлены результаты…
Особенно интересно…
Аn example of a compressed English text. The summary that goes after the text is also in English
“Brain drain” is the phenomena whereby nations lose skilled labor because there are better paid
jobs elsewhere. In recent years, this has affected poorer countries more so, as some rich countries
tempt workers away, and workers look to escape bleak situations in their poor home countries.
The term “Brain drain” originated in the 1960s, when many British scientists and intellectuals
emigrated to the United States for a better working climate. In recent years, however, the problem of
“brain drain” has been acute for poorer countries that lose workers to wealthier countries. Almost
ironically, England is now a country where many such workers end up.
The problem has been noted in healthcare in particular because the loss of healthcare professionals
in poorer countries leaves already struggling healthcare systems in an even more desperate state.
For its World Health Report 2006, the World Health Organization (WHO) noted that there is a
global shortage of 4.3 million doctors, midwives, nurses, and support workers. Furthermore, “these
[shortfalls] often coexist in a country with large numbers of unemployed health professionals.
Poverty, imperfect private labor markets, lack of public funds, bureaucratic red tape and political
interference produce this paradox of shortages in the midst of underutilized talent.” In addition,
“Unplanned or excessive exits may cause significant losses of workers and compromise the system’s
knowledge, memory and culture.”
The prestigious journal, British Medical Journal (BMJ) sums up another aspect of the “brain drain”
problem in the title of an article: “Developed world is robbing African countries of health staff”
(Rebecca Coombes, BMJ, Volume 230, p.923, April 23, 2005.) This, Coombes notes, is because rich
countries are also hiring medical staff from abroad, because they are far cheaper. (Many health
systems in the first world are under budgetary pressures.) In a way, this becomes a form of subsidy
for the rich!
Some countries are left with just 500 doctors each, with large areas without any health workers of
any kind. A shocking one third of practicing doctors in UK were from overseas in mid 2005 for
example as the “BBC” reported. The British Medical Association and the Royal College of Nursing
have described this as “poaching” because “staff migration from developing nations is killing
millions and compounding poverty.”
The WHO admits that numbers are difficult to come by, but looking at countries that do track such
data (often limited to nurses and doctors only), the number of doctors and nurses from abroad
working in the OECD (rich) countries comprises a significant percentage of the workforce.
Other industries also suffer this issue. Some countries are able to afford this loss. For example,
during the tech boom in the US around 2000, many IT workers from India were attracted to the US
under the H1-B visa program. At that time, concerns were raised in India that this was a form of
brain drain as highly skilled workers were being lost. However, some Indian politicians confidently
claimed that this was not a problem because there were so many tech workers in the pool. Indeed,
today India is a major off-sourcing center for technology. However, most poor countries are not of
the size of India and per person lost, the impact can be more severe.
Summary
This article deals with the phenomena which everyone nowadays has heard about. “Brain
drain” is defined by the author as the phenomena whereby nations lose skilled labor because there
are better paid jobs elsewhere. It is pointed out that in recent years it has affected mostly poorer
countries.
The term “Brain drain” has British origin. The reader gets to know that it is originated in the
1960s. In that period many British intellectuals emigrated to the USA looking for better working
conditions. It is assumed that this negative process has influenced particularly healthcare. Many
healthcare professionals – practicing doctors and scientists as well as nurses and midwives left and
are still leaving poorer countries.
From a global perspective “Brain drain” may cause the breakdown of all spheres of life of a
country. It is mentioned in the article that he whole system’s knowledge, memory and culture –
everything is compromised.
The article refers to the publication in one of the prestigious journals British Medical
Journal (BMJ) which is devoted to other serious aspects of this problem. It is declared that
“Developed world is robbing African countries of health staff” meaning that rich countries are also
hiring medical staff from abroad, because they are far cheaper. It is also mentioned that according to
BBC data a great number of doctors (1/3 of practicing doctors) in Britain in mid 2005 were from
overseas.
The article ends with the facts showing that other industries in some countries also suffer
this issue. It’s true about IT workers from India who came to the US during the tech boom 2000. It
is interesting to note that some Indian politicians claimed that it was not a problem because there
were so many tech workers there. The author makes a conclusion that in other countries the impact
of “Brain drain” can be more severe.
An example of a compressed Russian text. The summary that goes after the text is in English
Экономист предупреждает о "двойной рецессии"
По словам одного из немногих известных экономистов, предсказавших финансовый кризис,
мир не решил проблем, лежавших в основе экономического спада, и может снова скатиться к
рецессии, сообщает The Financial Times.
Выступая в понедельник на конференции Sibos в Гонконге, Уильям Уайт, бывший главный
экономист Банка международных расчетов (Bank for International Settlements), предупредил,
что действия правительств, направленные на оказание скорой помощи экономике, могут
посеять плоды будущего кризисa.
"Вступим ли мы в W-образную рецессию? Почти наверняка. Вступим ли мы в L-образную
рецессию? Я нисколько не удивлюсь", - заявил он, говоря об опасности так называемой
двойной рецессии или продолжительной стагнации, такой, от которой страдала Япония в
1990-х.
"Единственное, что удивило бы меня по-настоящему, - это быстрое и стабильное
выздоровление с учетом того положения, в котором мы находимся", - добавил он.
По словам Уайта, по всему миру центральные банки и правительства за последние два года
вложили тысячи миллиардов долларов напечатанных денег в финансовую систему и
промышленность в попытке предотвратить депрессию, что может в итоге привести к
инфляции. Кроме того, насущные проблемы мировой экономики, такие как
несбалансированность торговли между США, Европой и Азией, остаются нерешенными.
Summary
Economist warns of double-dip recession
The article, published in The Financial Times, presents the opinion of William White, the
one of the famous economists, about the global financial crisis. He claims that the world has not
tackled the problems at the heart of the economic downturn and is likely to slip back into recession.
Speaking at the Sibos conference in Hong Kong on Monday, William White, the former
chief economist at the Bank for International Settlements, also warned that government actions to
help the economy in the short run may be sowing the seeds for future crises.
He is sure that the global economy is going into a W-shaped recession. He also added that he
would not be surprised if we going into an L-shaped recession, referring to the risks of a so-called
double-dip recession or a protracted stagnation like Japan suffered in the 1990s. The only thing that
would really surprise him is a rapid and sustainable recovery from the position we’re in now.
It is pointed out that worldwide, central banks and governments, have pumped thousands of
billions of dollars of new money into the financial system and industry over the past two years in an
effort to prevent a depression. The economist assumes that it may cause the inflation. economist.
Meanwhile, the underlying problems in the global economy, such as unsustainable trade imbalances
between the US, Europe and Asia, had not been resolved, Mr. White said.