Добавил:
Upload
Опубликованный материал нарушает ваши авторские права? Сообщите нам.
Вуз:
Предмет:
Файл:пособие для экономистов.doc
X
- •Introductory lesson What is Business English?
- •I. Read the list of adjectives below and find the pairs of opposite words.
- •Valiant irresponsible
- •II. Read the list of adjectives above and choose those, which describe an ideal businessman. Make up sentences like in the example.
- •Business English
- •Unit I.Meeting people
- •I. Which of the following happens the first time you meet someone?
- •II. Can you remember when and where you met some of the following people for the first time? Tell your teacher what happened.
- •I. Invent name, job, and place of work. Practice introductory conversations.
- •I. Complete the introductions according to the phrases from Active Vocabulary:
- •II. This dialogue is in the wrong order. Rearrange it to make a natural flow of conversation.
- •II. Look at the extracts from the conversation. Complete them with the useful phrases for meeting people for the first time.
- •I. What do you understand by this quotation? How far do you agree with the idea?
- •II. Read the text and check your understanding. A World of Gestures.
- •Lesson 2. Further contacts
- •Lesson 3. Telling a story
- •I. Listen to David telling a story about something that happened to him while traveling.
- •II. Look at the extracts below. Complete them with useful expressions for telling a story.
- •Lesson 4. Describing a personality
- •European industry needs more “character”, expert warns
- •II. Take it in turns with your partner to define these words. Try to guess the word. Look at the following examples:
- •I. Listen to four people describing their new managers.
- •I. What qualities or characteristics are important in your line of work?
- •II. Your company needs to employ new staff. Discuss with your partner what personality profile would be suitable for each of the posts below.
- •Lesson 5. Making, accepting and declining offers
- •II. Now listen again. This time complete the spaces with the words used.
- •Unit II. Dealing with people
- •Lesson 1.Asking for something
- •I. Make a suitable request for the following situations. Try to use phrases from Vocabulary and Language. Your teacher will respond to your requests.
- •I . You have received the following note from your boss. Write an email to the travel agency requesting information for his trip. Lesson 2. Consultants. Making suggestions
- •I. Read the quote and say: if there is any truth in it; how important the role of a consultant in business is.
- •II. Would you like to be a consultant? Why? / Why not?
- •II. Listen to the presentation that one consultant from Bright Ideas gives to the management of Bruston. He mentions four of the problem areas. Which ones?
- •III. Now listen again. This time complete the spaces with the words the man uses to make his proposals.
- •Lesson 3. Reacting to suggestions
- •I. Do you have any colleagues with the following habits?
- •II. Which of the habits do you find most annoying?
- •III. How could you deal with these colleagues?
- •Imagine you have to deal with the following situations, in which you have to give feedback.
- •Lesson 4. Praise
- •II. Look at the extracts from the conversations. Complete them with the useful phrases for giving praise from listening the script. Then listen again and check your answers.
- •Lesson 5. Compromise
- •Unit III. Applying for a job
- •Lesson 1.Choosing Careers
- •1 . Read the following suggestions for finding a job and, in pairs, discuss which ones you agree with and why.
- •I. Listen to two friends talking about job hunting. Check ü the points that are mentioned in their conversation.
- •I. Interview each other:
- •DOs and Don’ts For Job Seekers
- •I. In the text find the English equivalents to the following words and word combinations. Explain the following words in English. Make up your own sentences with these words.
- •II. Make your own advice for job hunters. Use the following expressions:
- •II. Complete the sentences using the expressions from the previous.
- •Lesson 2. Filling Out Forms
- •II. Read the ads again and answer the questions.
- •I II. Complete the following sentences with a suitable word used in any one of the three ads above.
- •IV. In pairs, discuss the relative merits of each of the three jobs.
- •3. In pairs, share and compare your opinions and give your reasons. Use the language in the chart to help you.
- •1. In pairs, combine words from box a with phases from box b to form appropriate collocations. Some verbs and phrases may be used more than once.
- •2. Read and complete the text with the right words.
- •1. Find English equivalents of the following words and word combinations. Use them in the sentences of your own.
- •2. Complete the notes with key information from the text.
- •3. Read and complete the sentences with up or in.
- •Lesson 3. Preparing Your Resume
- •1. Listen to the Human Recourse manager speaking about what to include in a resume. Check the items that should be included and mark with a those that should not.
- •1. Read this extract from an advertisement for a job at a large banking organisation. Then read through the two resumes and decide which applicant is better suited for the job.
- •I. Listen to two people from the Human Recourse Department discussing the two applicants. Check ü the positive points for each applicant.
- •Lesson 4. Winning an Interview
- •II. In pairs, discuss the questions.
- •II. Discuss your answers with your partner.
- •I. Paraphrase the following sentences using the words and expressions from the previous text.
- •II. Discuss the following statements with your group mates. Which of the statements in each pair do you think gives the best advice?
- •I I. What do the proverbs mean? Do you agree with them? Do you have any similar expressions in your language?
- •III. Make at least three situations suitable for any of the proverbs.
- •I. Complete the following interview with appropriate questions
- •II. The Career Fantasy
- •II. Read and translate the poem. Is the situation described true to life? Discuss it with your partner. The Lost Dr. Seuss Poem “I Love My Job!”
- •Lesson 5. Team Project Work
- •Unit IV. Business trip
- •Lesson 1.Travelling
- •I. Answer the following questions
- •II. Read and translate the following quotations. Express your point of view (agree/disagree)
- •I. Skim the text to grasp the general idea. Tourism: the biggest business in the world
- •I. In the two columns match the words on the left with those on the right to make word partnerships about travel.
- •II. Use some expressions from exercise I. And complete these dialogues:
- •IV.Choose the right variant.
- •I. Here are pictures of six famous places. Can you identify them and say which city or country they are in? What do you know about them? What are they famous for?
- •II. Answer the following questions.
- •Internet resources:
- •Lesson 2.Business trip
- •I. Discuss with your partner.
- •II. Business travel quiz
- •I. Skim the text to grasp the general idea. Think of the most suitable heading. Scan the text paying attention to the words in bold.
- •III. Explain the following words in English. Use English-English dictionary if necessary.
- •I. Skim the following text for general understanding. Made in Japan, Sold on Britain
- •I. How was your trip?
- •II. Read the dialogue in pairs.
- •I. Define if the sentences are true (t), false (f) or doesn’t say.
- •I. What are the advantages and disadvantages of living and working in Russia? Make up a table to summarize the facts
- •II. Prepare a speech for foreigners who are going to work for your company and have just arrived. Speak about advantages and disadvantages of living and working in your country.
- •III. You are going to talk about your business trip. Think of a recent trip you have made and write notes to answer each question below.
- •Lesson 3. Buying a ticket
- •I. Discuss with your partner.
- •II. Read the dialogue in pairs.
- •III. Complete the dialogue
- •I. Imagine you are going on a business trip. What should you do beforehand?
- •2. Now Sarah phones Four Seasons Travel to book Mike’s trip.
- •3. Now listen to the conversation between Sarah and Lucy again and mark each sentence below true (t) or false (f).
- •4. Lucy phones Sarah back with Mike’s travel details. Listen to their conversation and complete these extracts.
- •I. What you would say in these situations?
- •II. Make a phone call to a travel agent to arrange flights and accommodation for a business trip to two different cities, with one night in each city. A tour operator should find out:
- •III. Make up dialogues based on these situations.
- •Lesson 4. Staying at the hotel
- •I. Answer the following questions.
- •II. You are checking into a hotel. Help the receptionist to fill in your hotel card and registration form.
- •III. Imagine you wish to stay at a London hotel. What would you reply to the hotel clerk?
- •IV. Imagine you are checking out of the hotel.
- •I. Listen to the conversation of a guest in a hotel. Find five mistakes in the following sentences.
- •II. Listen to the conversations once again and check you found the ten mistakes.
- •II. Complete the useful expressions for checking into and out of a hotel.
- •Lesson 5. Getting around the town
- •I. Translate the words and phrases and try to pronounce them correctly.
- •I. Skim the text for general understanding. Pay attention to the words in bold. Travel scams
- •I. Two Chinese Americans, Jun and Wei, are visiting Sydney, Australia. They are at Central Station. Listen to their conversation and mark the places and streets mentioned on the map.
- •II. Now listen to two conversations where Jun and Wei are checking their route. Write the expressions they use.
- •I. What’s the best way to the post office? (Use the map for orientation.)
- •II. Fill in the words below correctly. (Use the map for orientation.)
- •III. Look at the map and do the following exercises.
- •1. Define if the sentences are true (t) or false (f). Correct the false ones
- •Lesson 6. Getting a taxi
- •I. Answer the questions.
- •I. Read the text once again and find in the text the English equivalents to the following Russian words and word combinations:
- •II. Explain the following words in English. Use English–English dictionary if necessary:
- •II. Complete the table. Dos and Don’ts finding a taxi
- •II. Complete the spaces with the words used by a client.
- •II. Choose one of the problems and write an essay on it:
- •Unit V. Eating out
- •Lesson 1. Meals
- •I. Skim the text to grasp the general idea. Meals. Eating out
- •III. Discuss the following questions in class.
- •I. What do we call places where people go to eat? Match the words in the left column with the definitions in the right column.
- •II. What types of restaurant would you recommend to the following people?
- •I. Work in small groups. Choose one of the following situations and design a suitable meal. The meal should consist of at least three courses.
- •II.When you have finished read out your menu to the rest of the group and ask them to guess which situation you chose.
- •Lesson 2.Describing taste of food
- •I. Explain the following words in English. Use English-English dictionary if necessary.
- •I. Skim the text for general understanding. About Eating Out in Britain
- •II. Match a paragraph 1–5 with a summary below.
- •III. Read the article more carefully. Choose the best answer, a, b or c.
- •It is interesting to know.…
- •I. Choose the right word
- •III. Match the two halves of the sentences
- •IV. Choose the appropriate verb
- •I. Work in pairs and explain your partner how to cook these foods.
- •Lesson 3. The working lunch
- •II. Try to arrange the words in the right order to make up correct sentences.
- •I. Skim the text for general understanding. A business lunch
- •II. Read the text once again. While reading define if the sentences are true (t) or false (f). Correct the false ones.
- •II. Complete the table using the text.
- •I. Put these foods in the groups below
- •II. Group the names of food into 3 categories.
- •III. Complete the text using the missing words.
- •IV. Sort these foods into the categories.
- •V. During a meal out with a client or colleague, when would you expect to hear the following? Match each expression with its meaning.
- •III. Work with a partner and complete a conversation.
- •Lesson 4. Dining etiquette
- •I. Etiquette Quiz
- •IV. Read the list of Table Dos.
- •Lesson 5. International cuisine
- •I. Do you know any typical meals from the following countries?
- •II. What do you think influences a country’s food? What influences the food in your country?
- •I. Skim the text to grasp the general idea. British and Russian Cuisine
- •II. Find the appropriate translation to the following words:
- •III. Complete the table using the text:
- •It is interesting to know…
- •4. Listen and tick (√) the ways that customers hear about the shop.
- •Unit VI.Technical means of communication
- •Lesson 1.Telephoning skills
- •I . Read the questionnaire and tick (√) the sentences which are true about you. Discuss your answers.
- •II. Match the statements 1–6 with the responses a–f.
- •I II. List the words and expressions in ex. I. Connected with telephoning.
- •IV. Which ways of communicating do you use regularly?
- •It is interesting to know ….
- •I. Skim the text for general understanding.
- •VI. Answer these questions.
- •II. These are some common and useful telephone questions. Match the endings with the question starters. (more then one combination is sometimes possible.)
- •I. What you would say in these situations.
- •II. Practice telephone conversations with your partner:
- •Lesson 2. Making telephone calls
- •I. Complete this questionnaire about telephone habits.
- •III. Fill in the blanks in the dialogues:
- •IV. Put the dialogue in the right order
- •I. Read the text once again and find in the text English equivalents for the following Russian phrases.
- •III. Discuss the following:
- •II. None of the phrases below appear in the conversations. Listen to the phone conversations again, and write down the language used instead of each phrase below.
- •I. Make up the dialogues using the following phrases and translate them into English.
- •II. Translate the dialogues:
- •II. Write an essay on the following problems:
- •Lesson 3. Telephone arrangements
- •I. What are some problems that irritate you when telephoning? Look at the list of complaints. Put them in order from 1 to 5 (5 being the most irritating).
- •I. Skim the text to grasp the general idea. Mobile Madness
- •II. Read the text once again and find in the text English equivalents for the following Russian phrases.
- •III. Read the first three paragraphs once again(to ____'Most young children will use their thumbs'). And define if the following statements are true (t) or false (f).
- •IV. Read the second half of the text to the end, and answer the following questions.
- •V. Find the words in the text that match the following definitions 1-8.
- •VI. From having read the text, who do you think might say the following? Choose one of the people from the box. The sentences do not appear in the text.
- •6. Listen to the third conversation between Della and Peter James again and look at the notes below. Try to reconstruct the conversation with your partner. Change roles when you finish.
- •Lesson 4. Multilingual Internet
- •I. Answer the questions.
- •I I. Look at the e-businesses. What products or services do you think they offer? Discuss with a partner.
- •I II. Which of these Web sites would you be curious to visit?
- •The Web as a Sales Tool
- •II. Complete the text using the missing words.
- •II. Mark the sentences right, wrong or doesn’t say. R w Doesn’t say
- •III.Read the dialogue again and make up your own.
- •I. In pairs exchange your ideas about the following:
- •I.Read the letter written to a newspaper advice column. Discuss possible solutions with a partner and then write a reply to the woman.
- •2. Write an essay
- •Lesson 5. E-mail
- •I. Read the emails below. For each, choose the best subject line.
- •II. Would you write a formal or an informal email in the following situations?
- •III. Some of these phrases are used formally and some informally. Choose the correct order.
- •IV. Read the emails below and explain why the writers use a formal style.
- •V Read the emails again and write the formal equivalent next to these informal expressions.
- •VI. The following table shows some phrases you can use to be friendly in both formal and informal emails. Find the corresponding phrase and complete the table.
- •VII. Write the sentences in this letter in the correct order.
- •Unit VII.Company structure
- •Lesson 1. Types of companies
- •II.Work in groups. Choose one of these companies.
- •I. Skim the text to grasp the general idea.
- •Describing a company
- •Vertical differentiation
- •I. Complete the sentences below with the correct word from the following:
- •I. Read the text for general understanding. Types of companies in the usa and Great Britain
- •1. Partnerships.
- •2. Limited Companies & Joint Ventures.
- •II. What are the Russian equivalents for the following words:
- •III. Answer the questions:
- •Lesson 2. Business organization forms
- •I. Guess the meaning of the words in bold and ask your group mates questions using the new words and word combinations.
- •II. Find examples of companies based on the following types.
- •I. Read the text to grasp the general idea.
- •II. Give Russian equivalents to the underlined words and word combinations.
- •III. Decide which of the following advantages are characteristic of sole proprietorship (s), partnership (p) and companies (c):
- •IV. Which of the following disadvantages are characteristic of sole proprietorship (s), partnership (p) and companies (c)?
- •Power and influence
- •Lesson 3. Company Portfolio
- •II. Explain the words in bold:
- •I. Read this description and complete the information below:
- •II. Group work
- •I. Read the text about the French company, Bic. Can you name three of Bic’s products? Bic’s success in a throwaway
- •II. Read the text again and complete this company history.
- •III. What are the advantages of disposable or "throwaway" products?
- •Lesson 4. Competition of companies
- •I. Read the text in detail and find out what is good and bad in market competition.
- •Competition law
- •Competition Law in Russia
- •I.Find in the text English equivalents for the following Russian words and word combinations:
- •III. Tick the right answer.
- •IV. Questions:
- •Golden Rules for conducting a responsible business
- •1. Formulate the company mission and values
- •2. Be committed to responsible business at all levels. List your activities.
- •3. Identify your core stakeholders and their needs
- •4. Define your code of conduct and business principles responsibly
- •5. Link your social activities to your core business
- •6. Responsibility starts with your products
- •Nike Brand swot
- •Lesson 5. Project-Presentation
- •Unit VIII. Management styles
- •Lesson 1. Manager’s role
- •II. Express your point of view about on following issues:
- •I. Match the style with its definition.
- •II. In which style would you prefer to work? Why? Identify weak and strong points of each style.
- •I. Read the text to grasp the general idea.
- •Is Your Management Style Assisting or Hurting Your Business?
- •Lesson 2.Style of behaviour
- •V. Quiz
- •Hotel troubles
- •Three Effective Management Styles
- •1. Participatory Style
- •2. Directing Style
- •3. Teamwork Style
- •II. Find English equivalents of the words from the text:
- •III. Answer the questions:
- •IV. Problem-solving activity
- •Lesson 3. Men vs. Women
- •I. Discuss in groups:
- •II. The same or different?
- •I. Read the text about the different styles that men and women have in the workplace. Look at the cartoon and say which figures you think represent men and which represent women.
- •1. Working together
- •II. Read the text once again and see if the writer’s ideas are the same as yours.
- •IV. Complete the sentences with the right word
- •Lesson 4. Culture and style of management
- •I. Study the following reference. Conflict management style
- •II. Tasks:
- •Style of management in different countries
- •Personal management style
- •Lesson 5. Leadership
- •I. Brainstorm:
- •II. Test: “Are you the perfect partner?”
- •I. Fill in the following chart with the appropriate information.
- •Leadership power
- •II. Make the summary of the text as in the example and learn it by heart.
- •I. Read for general understanding and try to guess what the text is about:
- •The Spirit of organization
- •III. Complete the sentences:
- •IV. Write some words about the spirit in your group using the following words and word combinations:
- •V. Discussion
- •Unit IX. Business ethics
- •Lesson 1. Business cards
- •I. Read the text about how to give and receive business cards correctly.
- •II. Make your own business card. Roleplay the situation of giving and receiving them according to the cultural preferences. Lesson 2. Glass ceiling
- •II. Match the situations 1-4 with the comments a-d below.
- •III. Find less formal words in 2a-d above for the words in italics in 1-4. Do you have equivalents in your language?
- •V. Which sentences in 4 above describe the following crimes?
- •Lesson 3. Discrimination
- •I. Discuss your immediate reaction to each of the three cases.
- •II. What decision would you make if you were a judge?
- •III. Below you may find out what the real tribunals decided.
- •Lesson 4. Product tampering
- •I. Read and translate the article.
- •II. Read the first paragraph of the article and make questions for these answers.
- •IV. Read how Pepsi dealt with its own product tampering case, in the third paragraph.
- •Unit X.Negotiating skills
- •Lesson 1. Presenting
- •III. With a partner, discuss the elements in 1 and number them in order of importance. Use the phrases below in your discussion.
- •IV. Add your own ideas to the list in 3
- •I. Read the text below. Is it a good advice? Why?
- •II. Discuss with a partner. How is speaking to the audience – even a small one – different from speaking to a group of friends? Think about the following:
- •III. Look at this famous toast to Albert Einstein by writer, George Bernard Shaw. The extract is unpunctuated. Mark ( | ) where you think the speaker paused. Then listen and check.
- •IV. A. Listen again and underline the stressed words.
- •V. Write a toast to your famous contemporary
- •Lesson 2. Presentation Tips
- •Lesson 3. Negotiating
- •II. What is important for successful negotiations? Why?
- •I. Listen to four business people sharing their views on how to negotiate and answer the questions below.
- •II. Translate the collocations above into Russian. Explain their meanings. Use them in the sentences of your own.
- •Lesson 4. The language of Negotiations
- •I. Answer the following questions. Discuss your answers with the rest of the group.
- •II. Look at the picture below. Do you think these people are good negotiators? Why?
- •III. Find someone in your group who put themselves on the other side of the line from you. Try to persuade each other that your side is better.
- •I. The following thoughts passed through the minds of two negotiators during a negotiation. Use the words and phrases in brackets to reproduce what they actually said.
- •II. What do the negotiators do to make their statements sound more diplomatically? Do you prefer the direct or diplomatic versions?
- •I. Listen to extracts from two different negotiations and tick off the expressions above as you hear them. Which two are not used?
- •I.Use the following words to complete each expression.
- •II. These are some tips from negotiation experts. Fill in the gaps.
- •I. Find the equivalents of the following words and phrases in the text:
- •II. Classify these expressions according to two groups:
- •III. Use the expressions from 1 to make your own words and phrases
- •III. What are logos and what is their function?
- •Advertisement Ideas
- •Internet Advertising
- •I. Find English equivalents of the following words and phrases:
- •II. Fill the gaps with the words from the previous exercise.
- •III. Answer the following questions. Explain your answers.
- •IV. Ask your partner the questions in III. Lesson 2.Advertising Techniques Warm Up
- •I. Discuss the following questions with your partner.
- •II. Debate the following statement. Having a good product is not as important as having an eye-catching logo and a memorable slogan or catchy jingle.
- •Effective Advertising Techniques
- •I. Translate the words in italics. Use them in the sentences of your own.
- •II. Make 2 questions on the text. Ask your partner to answer them.
- •III. Choose one of the advertising techniques from the text. Prove your partner it’s the best way to advertise goods.
- •II. Solve the puzzle
- •II.Reading Comprehension
- •I I. Use the words above to complete the following paragraphs about advertising:
- •III. Translate the text. Suggest your heading. Retell the text to your partner. Lesson 4 Ways of Advertising
- •How Companies Advertise
- •I. Find in the text the terms that mean the following
- •II. Translate the terms you got in I. Use them in the sentences of your own.
- •I. Which of the following claims do you agree with? Give your reasons.
- •II. With your partner, make a short dialogue about advertising. Discuss several points from above. Try to sound persuasive.
- •Lesson 5. Analyzing Advertisement
- •I. Analyze the advertisement in small groups or as a whole class, using the following questions.
- •II. Define unfamiliar terms or concepts.
- •III. Role play.
- •Unit XII. Business correspondence
- •Lesson 1. Business Letter Writing
- •I. Read the text for general understanding.
- •IV. Write a format of a business letter: 1. Heading
- •Inside address
- •The scheme of a letter:
- •IV. What is each item for?
- •V. There are some differences between the American and British styles of writing business letters. Study them.
- •Self-Assessment Test Are the following statements True or False?
- •Lesson 2. Making a deal
- •I. Match two parts of the sentences.
- •II. Business Letter Vocabulary Quiz
- •I. What do you think an inquiry is? Choose the items, which in your opinion could be the purposes of writing an inquiry:
- •II. Read the letter.
- •III. Read the useful phrases for an inquiry-letter, translate them and think what part of a letter they could be used in:
- •IV. Write an enquiry-letter using the following plan.
- •Inquiry Letter Tips:
- •III. Role play
- •Supplementary texts Unit I. Text a Meeting
- •Text b Greeting People in Different Countries
- •Face-to-Face Greeting
- •Friendly, Confident Facial Features
- •Introduction and Handshake
- •Who is a consultant?
- •Text b Compromise
- •Unit III. Text a Surviving stress at work
- •Unit IV. Text a Travelling through life
- •Text b The Independent traveler
- •Text c City Cabs
- •Unit V. Text a My Meals on Wheels
- •Text b Bits about the brits
- •Text c Paprika panic
- •Unit VI. Text a Health syndrome
- •Text b The Internet
- •Text c a Multilingual Internet
- •Unit VII. Text a Doing the business
- •Unit VIII. Text a Handling Change Management Right the First Time
- •Text b She’s the boss
- •Business ethics
- •Unit X. Text a Distinctive negotiation behaviors of some cultural groups
- •Unit XI. Text a The History of Advertising
II. Would you like to be a consultant? Why? / Why not?
Active vocabulary
Companies use consultants for many reasons. Match the sentence halves to discover a few of them.
Consultants are not involved |
fresh ideas to the company. |
Consultants have experience of |
specialist knowledge. |
Consultants bring |
in internal company politics. |
Consultants can be used |
things realistically and objectively. |
Consultants have |
working with other companies. |
Consultants see |
quickly and efficiently. |
Consultants work |
by management to take the criticism foe unpopular decisions. |
Note: two verbs that are often used for making suggestions or proposals are suggest and recommend. Look at the following examples:
We recommend changing the dates.
We recommend that you change the name.
We suggest using the Internet.
We suggest that you use the Internet.
Other expressions:
How about changing your job?
Have you considered changing your job?
What if you change / changed your job?
We'd like to propose that you invest €9,000.
Reading
Read the story about the consultant, the shepherd and sheep. What conclusion can you make, analyzing a consultant’s work?
Once upon a time there was a shepherd. He was standing by the side of the road, looking after his flock of sheep. Suddenly, a brand new Cherokee Jeep appeared and stopped near the shepherd. A young man wearing a Hugo Boss shirt, Yves St. Laurent trousers and Nike trainers got out and said to the shepherd: “If I can guess how many sheep you have in your flock, will you give me one of them?” The shepherd looked at the man, looked at his sheep – who were eating grass peacefully – and said: “Yes, OK then.”
The young man parked his car and took out his laptop computer and a GSM phone. Then he logged on to a NASA website and scrutinized the local area with the help of a GPS (global positioning system). Next, he created a database and 60 Excel tables full of statistics. After that, using a hi-tech micro-printer, he printed a 150-page report. Finally, he turned to the shepherd and said: “You have 1,586 sheep in your flock.” The shepherd replied: “You are absolutely right, I do have 1,586 sheep in my flock. Now you can take your sheep.”
The young man took a sheep and put it in the back of his Jeep. When he had done this, the shepherd said: “If I can guess your profession, will you give me my sheep back?” “Yes,” said the young man. “You are a business consultant,” said the shepherd. “How did you guess?” asked the young man. “Three things”, said the shepherd. “Firstly, you came here when nobody asked you to. Secondly, you charged me a sheep to tell me what I already knew. And thirdly, you have no idea what I do, because you took my dog, not a sheep!”
From In Company Intermediate
Listening
I. Bruston Bicycles and Cycling Accessories Ltd is in trouble. Sales are 15% down on last year. It is losing clients. Three of its best sales people have left the company in the last two months. To find out what's going wrong Bright Ideas Ltd, a business consulting group, visited the company a few days ago and made the notes below. Read the notes and then discuss the different problems with your teacher. In your opinion, which are the three most important issues, and why?
Bright Ideas
Sales and Production – only monthly meetings
staff not given enough information
products old-fashioned – design manager left a year ago – not replaced
company doesn’t use internet at all
name of company!
sales manager obviously overworked – covers national and export sales – no assistant
John Bruston – managing director – 79 years old, son of founder
Reputation for top quality, but delays of up to a month in deliveries
Соседние файлы в предмете [НЕСОРТИРОВАННОЕ]