Good Manners, Good Business

Л.В БЕДРИЦКАЯ., Т.К ГЛАЗКОВА., Л.С. КОЖУХОВСКАЯ,

Г.И СИДОРЕНКО., Т.Ф. СОЛОНОВИЧ.

ПРАКТИЧЕСКИЙ КУРС АНГЛИЙСКОГО ЯЗЫКА ДЛЯ ЭКОНОМИЧЕСКИХ СПЕЦИАЛЬНОСТЕЙ ВУЗОВ

Под ред. В. С. Слепович

МИНСК

CONTENTS

PART I

UNIT I CROSS-CULTURAL COMMUNICATION

Text 1 Introduction

Text 2 Good Manners, Good Business

Text 3 An American in Britain

Text 4 The United States is not a “Melting Pot”

Text 5 Westerners and the Japanese

UNIT II ECONOMICS

Text 1 Introduction33

Text 2 Economics

Text 3 Adam Smith’s Market Economy

Text 4 How the Market Economy Works

Text 5 The Degree of Competition within Markets

Text 6 Business Cycles

Text 7 GDP

UNIT III GOODS and SERVICES

Text 1 Introduction

Text 2 Production. Productivity. Product.

Text 3 Basic Differences between Goods and Services

Text 4 Product Design

Text 5 Product Life Cycle

Text 6 Creating Product Identification

UNIT IV BUSINESS ORGANIZATION

Text 1 What is Organization?

Text 2 Sole Proprietorship

Text 3 Partnership

Text 4 Corporation

Text 5 Multinational Companies

Text 6 Franchising

UNIT V SMALL BUSINESS. ENTREPRENEURSHIP

Text 1 Small Business

Text 2 The Franchise Alternative

Text 3 Have You Got What It Takes to Be a Small-business Owner

Text 4 Small Business Administration

Text 5 Self-Employment

UNIT VI EMPLOYMENT

Text 1 Why Work?

Text 2 Wages

Text 3 Salaries and Other Rewards

Text 4 Recruitment and Selection

Text 5 Training

Text 6 Changes in Employment

UNIT VII TRADE

Text 1 Basic Terms in Trade

Text 2 Foreign trade in the World Economy

Text 3 Methods of Payment

Text 4 Trade Contract

Text 5 Elastic and Inelastic Demand

PART II

UNIT I MANAGEMENT

Text 1 Is Management A Science or an Art?

Text 2 Managerial Functions

Text 3 Frederick W.Taylor: Scientific Management

Text 4 Management by Objectives

Text 5 Recruitment

Text 6 Maslow’s Hierarchy of Needs

Text 7 F.Herzberg’s Two Factors Theory of Motivation

UNIT II MARKETING

Text 1 What is a Market and its Role

Text 2 Market Leaders, Challengers and Followers

Text 3 What is Marketing research?

Text 4 Marketing Mix

Text 5 International Marketing

UNIT III ADVERTISING

Text 1 Historical Milestones in Advertising

Text 2 Advertising

Text 3 Advertising Media

Text 4 Sales Promotion

Text 5 Public Relations

Text 6 Publicity

UNIT IV BANKING

Text 1 Bank Organization

Text 2 New Service in Banking

Text 3 Bank Deposits

Text 4 Plastic Money, Cash Cards and Credit Cards

Text 5 The Bill of Exchange – an Instrument of Short-term Export Credit

Text 6 Medium- and Long-term Export Finance—Supplier Credit

UNIT V ACCOUNTING

Text 1 The Nature of Accounting

Text 2 The Profession of Accounting in the USA

Text 3 Financial Statements

Text 4 What is Auditing?

Text 5 Ethics in Business and Accounting

Text 6 Accounting Scandals

UNIT VI FINANCE

Text 1 The Financial System

Text 2 Stock

Text 3 Types of Dividends

Text 4 The Financial Markets

Text 5 Types of Forex Market Transactions

Text 6 Insurance

Text 7 Risks

UNIT VII WOMEN IN BUSINESS

Text 1 The Spare Sex

Text 2 Women Directors in the USA

Text 3 Last Hired, First Fired

Text 4 Men vs Women

Text 5 Who would you you rather work for?

UNIT VIII BUSINESS LAW

Text 1 Introduction

Text 2 Business Law

Text 3 Classification of Law

Text 4 The Law of Contract

Text 5 Contracts

Text 6 Classification of Contracts

Text 7 Promulgation and Enforcement of Principles of Commercial Law

SUPPLEMENTARY READING

Appendix Guidelines to Summerizing and Abstracting

Answer Key

Предисловие

Данное учебное пособие предназначено для студентов 1-2 курсов экономических специальностей вузов, имеющих словарный запас в объеме 2000-2500 лексических единиц и владеющих нормативной грамматикой английского языка.

Структура пособия определяется профессиональными аспектами деятельности специалиста в области экономики и бизнеса и представлена следующими темами: Cross-cultural Communication, Economics, Business Organization, Goods and Services, Finance, Management, Marketing, Women in Business, Small Business, Employment, Trade, Banking, Advertising, Accounting, Business Law.

Все разделы учебного пособия имеют единую структуру и включают следующие блоки: Lead-in (введение), Reading (тексты по специальности), Language (формально-тренировочные упражнения), Speaking (коммуникативно-содержательные упражнения), Writing (задания, направленные на формирования навыков письменной речи), Key Vocabulary (базовая лексика каждого раздела).

Базовые тексты представлены описательными аутентичными текстами, которые тематически связаны друг с другом и касаются различных сторон темы или расширяют ее. При подборе текстов авторы исходили из методической концепции неразрывности процесса познания и развития навыков работы с тестовым материалом и навыков устной и письменной речи, а также опирались на принцип реализации междисциплинарных связей, когда студенты параллельно получают базовые экономические знания в лекционных курсах по экономическим дисциплинам.

Текстовый материал, предтекстовые и послетекстовые задания направлены на совершенствование речевых навыков студентов неязыковых специальностей путем обучения восприятию и осмыслению прочитанного текста, активизации словарного запаса и речевых структур в процессе репродукции информативного содержания текста, что не исключает дополнительных заданий, которые могут быть составлены преподавателями, работающими с данным учебным пособием.

Лексические, грамматические и фонетические задания даны в блоке Language, но задания по формированию фонетических навыков и словообразованию могут использоваться в качестве предтекстовых. Все задания построены на активной лексике раздела, часть заданий построена на небольшого объема связных текстах, являющихся дополнительным источником информации по теме раздела. В связи с этим, помимо языковых заданий, даются задания на развитие навыков устной речи. Учитывая достаточно серьезную грамматическую подготовку абитуриентов и наличие большого количества хороших грамматических справочников, авторы ограничились включением лишь небольшого количества грамматических заданий, представляющих определенную трудность для студентов неязыковых вузов.

Задания, предлагаемые в блоке Speaking носят творческий характер и направлены на формирование коммуникативных навыков в условно-заданных речевых ситуациях, а также творческого мышления и умения формулировать собственное мнение. Особое внимание уделяется обучению всем видам пересказа, формированию навыков диалогической речи, выражению своей позиции через согласие/несогласие, умений аргументированно доказывать или опровергать предложенный тезис.

Целью заданий блока Writing является формирование навыков академического письма и такой важнейшей компетенции студента экономического вуза, как умение составлять целевые и обзорные рефераты, аннотации, эссе, отзывы.

Раздел Supplementary Reading содержит аутентичные тексты, дающие дополнительную профессиональную информацию по темамосновных разделов. Тексты данного раздела могут быть использованы как для формирования навыков различных видов чтения, так и для развития речевых навыков при выполнении заданий из блока Discussion. Также эти тексты могут служить материалом для обучения студентов реферировать и аннатировать тексты. Краткое руководство по составлению реферата и аннотации дано в Приложении (Appendix).Кроме того,эти текстыдаютвозможность варьировать и дифференцировать обучение в зависимости от языковой компетенции студентов.

Учитывая увеличение доли самостоятельной работы студентов в учебном процессе, авторы снабдили часть заданий ключами, что позволит снять часть нагрузки с аудиторных занятий.

Авторы учебного пособия выражают благодарность кандидату филологических наук, доценту Сундуковой Л.В. за высказанные ценные замечания и советы.

PART I

UNIT I

CROSS-CULTURAL COMMUNICATION

Lead-in

We all communicate with others all the time – in our homes, in our workplaces, in the groups we belong to, and in the community. No matter how well we think we understand each other, communication is hard. Just think, for example, how often we hear things like, "He doesn't get it," or "She didn't really hear what I meant to say." "Culture" is often at the root of communication challenges. Our culture influences how we approach problems, and how we participate in groups and in communities. When we participate in groups we are often surprised at how differently people approach their work together.

Think over the saying “When in Rome, do as the Romans do.” Try to find a similar saying in your language. Describe a situation which proves this saying.

Reading

Text 1

Read the following text. Give the main idea of the text. Answer the questions: Is it important to know the dominant culture of any group of people to understand their political, economic, and even personal behaviour? What does the culture include? What mistakes in culture can be made by people? What is culture shock? What are the main features of culture shock?

Introduction

To understand the political, economic, social and even personal behaviour of any group of people, we must first know the dominant values of their culture which are passed down from one generation to another through learning. There is no way to explain the behaviour of people unless you know their dominant or mainstream culture.

Culture is like an iceberg. The tip of the iceberg is the smallest part. Most of the iceberg is submerged. The same is true for a culture. That which you can easily see - the behaviour of people - is the smallest part of culture. It is external while the greatest part, internal culture, is beneath the water level of awareness. It is inside people's heads.

Internal culture includes our way of thinking and perceiving. Most importantly, it contains the values and beliefs unconsciously learned while growing up in a particular culture. These values and beliefs determine most behaviour. The illustration above represents two cultural icebergs coming together as people come together from different cultures. Note that the largest part of a person's culture is internal or beneath the water level of awareness.

As the two icebergs collide, most people would see the differences in behaviours. They might be overly concerned about such matters as greeting people incorrectly or wearing the wrong clothes. Mistakes at this level of culture are relatively minor. Most people expect those from other cultures to make mistakes at the behavioural level. On the other hand, the real collision of cultures occurs at the unconscious, internal cultural level where there are basic cultural values.

The collision of internal cultures causes us to become more aware of the differences and similarities between cultural values. More importantly, by understanding the internal culture, especially the significant values, we have a system for analysing and interpreting behaviour.

Some individuals, when they sojourn across a cultural boundary, especially for an extended period of time, experience a phenomenon called culture shock. Culture shock is the psychological reaction of stress that sometimes occurs when an individual enters a culture very different from their own. Whether or not you experience culture shock, you may find that communicating across cultural boundaries is stressful.

At least six phenomena contribute to the stress that some people experience when they move into another culture:

1.Strain resulting from the effort required to adapt psychologically to the new culture. 2.Sense of loss of friends, of status, of profession, of possessions, and so forth. 3.Rejection by (or of) the new cultural group. 4. Confusion of role and role expectation, of values, and so forth. 5.Emotional response to striking cultural differences. 6.Feelings of impotence resulting from the inability to cope with the new culture.

Text 2

Read the text. Divide it into logical parts. Find the key sentence of each part. Summarize the text

Good Manners, Good Business

Nobody actually wants to cause offence but, as business becomes ever more international, it is increasingly easy to get it wrong. There may be a single European market but it does not mean that managers behave the same in Greece as they do in Denmark.

In many European countries handshaking is an automatic gesture. In France good manners require that on arriving at a business meeting a manager shakes hands with everyone present. This can be a demanding task and, in a crowded room, may require gymnastic ability if the farthest hand is to be reached.

Handshaking is almost as popular in other countries - including Germany, Belgium and Italy. But Northern Europeans, such as the British and Scandinavians, are not quite so fond of physical demonstrations of friendliness.

In Europe the most common challenge is not the content of the food, but the way you behave as you eat. Some things are just not done. In France it is not good manners to raise tricky questions of business over the main course. Business has its place: after the cheese course. Unless you are prepared to eat in silence you have to talk about something – something, that is, other than the business deal which you are continually chewing over in your head.

Italians give similar importance to the whole process of business entertaining. In fact, in Italy the biggest fear, as course after course appears, is that you entirety forget you are there on business. If you have the energy, you can always do the polite thing when the meal finally ends, and offer to pay. Then, after a lively discussion, you must remember the next polite thing to do - let your host pick up the bill.

In Germany, as you walk sadly back to your hotel room, you may wonder why your apparently friendly hosts have not invited you out for the evening. Don't worry, it is probably nothing personal. Germans do not entertain business people with quite the same enthusiasm as some of their European counterparts. The Germans are also notable for the amount of formality they bring to business. As an outsider, it is often difficult to know whether colleagues have been working together for 30 years or have just met in the lift. If you are "used to calling people by their first names this can be a little strange. To the Germans, titles are important. Forgetting that someone should be called Herr Doktor or Frau Direktorin might cause serious offence. It is equally offensive to call them by a title they do not possess. In Italy the question of title is further confused by the fact that everyone with a university degree can be called Dottore – and engineers, lawyers and architects may also expect to be called by their professional titles.

Text 3

Read the story of Bill Bryson, an American writer. Explain the meaning of the words and phrases given in bold. Put down at least 5 things that puzzled the American traveller. Show your list to your groupmate and ask him (her) what could surprise him (her).What can puzzle an American traveller in Belarus? Prepare a short report. Retell the text from the second person.

An American in Britain

One of the charms of the British is that they have so little idea of their own virtues, and nowhere is this more true than with their happiness. You will laugh to hear me say it, but they are the happiest people on earth. Honestly. Watch any two Britons in conversation and see how long it is before they smile or laugh over some joke or pleasantry. It won't be more than a few seconds.

And the British are so easy to please. It is the most extraordinary thing. They actually like their pleasures small. That is why, I suppose, so many of their treats-teacakes, scones, crumpets, rock cakes, rich tea biscuits, fruit Shrewsburys – are so cautiously flavourful. They are the only people in the world who think of jam and currants as thrilling constituents of a pudding or cake. Offer them something genuinely tempting — a slice of gateau or a choice of chocolates from a box - and they will nearly always hesitate and begin to worry that it's unwarranted and excessive, as if any pleasure beyond a very modest threshold is vaguely unseemly. 'Oh, I shouldn't really,' – they say. 'Oh, go on,' you prod encouragingly.

'Well, just a small one then', – they say, and dartingly take a small one, and then get a look as if they've done something terribly devilish.

All this is completely alien to the American mind. To an American the whole purpose of living, the one constant confirmation of continued existence, is to cramas much sensual pleasure as possible into one's mouth more or less continuously. Gratification, instant and lavish, is a birthright. You might as well say 'Oh, I shouldn't really' if someone tells you to take a deep breath.

I used to be puzzled by the curious British attitude to pleasure, and that tireless, dogged optimism of theirs that allowed them to attach an upbeat turn of phrase to the direst inadequacies. - 'well, it makes a change', 'mustn't grumble', 'you could do worse', 'it's not much, but it's cheap and cheerful', 'it was quite nice really' but gradually I came round to their way ofthinking and my life has never been happier.

I remember finding myself sitting in damp clothes in a cold cafe on a dreary side promenade and being presented with a cup of tea and a teacake and going 'Oh, lovely!', and I knew then that the process had started. Before long I came to regard all kinds of activities - asking for more toast in a hotel, buying wool-rich socks at Marks & Spencer, gelling two pairs of trousers when I really only needed one – as something daring, very nearly illicit. My life became immensely richer.

Text 4

Read the following text. Identify the key sentence of each paragraph. Put down key words of each paragraph. Ask 5-7 questions on the text.

The United States is not a “Melting Pot”

Many people believe that the United States is a mixture of many different cultures without a dominant or mainstream culture. The metaphor which is often used to reflect this assumption is the "melting pot." People from around the globe bring their cultures here and throw them into the American pot. The mixture is stirred and heated until the various cultures melt together. There is some truth to this idea. The U.S. is a culturally diverse society. However, there is also a dominant culture and immigrants became a part of this culture by giving up their differences so that they could fit into the mainstream of the society. A more historically accurate metaphor is that the U.S. has had a cultural "cookie-cutter" with a white, Anglo-Saxon, Protestant, male mould or shape.

Some people think of the United States as simply another European culture. But, the first immigrants who came to America in large numbers were not "typical" Europeans. Many were fleeing Europe to avoid religious or political oppression. Others were criminals who were sent to the "New World" by the British. Most of these immigrants had values and beliefs that were not at all common in Europe. They arrived in an area of the world where their values and beliefs were very highly rewarded or reinforced. Some social scientists would even claim they were exaggerated and perpetuated in America because of its unique physical and social environment.

The need to feel we are all one big family - a collective - may be even greater in the US because of the overemphasis on individualism. Consequently, during times of national holidays or international crises, Americans come together with great strength and unity. Patriotism in the U.S. is very important and it is often referred to as America's "civic religion." And, as with people who convert to a religion, immigrants are often more fanatical about their allegiance to America and its values than natives of the U.S. Rugged individualism in America has meant that many elderly would rather live alone - self-reliant and independent - than rely or depend upon their children. Many of young people may have difficulty co-operating with others and forming intimate relationships because they cannot stop competing as individuals. Siblings and friends, even husbands and wives, sometimes compete with each other. Today, this form of competitive individualism may be excessive and counterproductive. It may have a very negative impact on the psychological well-being of our families. After the year 2000, we may have to depend and rely upon our family members to provide economical and psychological stability and support.

Americans love modern-day science fiction cowboy movies. However, in the economically and politically interdependent world that we live in, cowboys may be dangerous. Perhaps in the new millennium, Americans need to balance their overemphasis on individualism and competition with collectivism and co-operation.

1. Reproduce the parts of text in which these words and phrases are used.

A mixture of many different cultures, "melting pot.", a culturally diverse society, to avoid religious or political oppression, the overemphasis on individualism, rugged individualism, intimate relationships, competitive individualism, the new millennium.

2. Complete a table.

Text 5

Read the text. Summarize each paragraph in one sentence. Write down 15 statements (both true and false) and let the class identify them and correct the false ones.

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