- •Часть 1
- •Часть 1
- •Москва 2010
- •Часть 1
- •1.1 Lead-in
- •1.2 Language input
- •Developing vocabulary
- •1.2.2 Match the English word combinations in the left-hand column with the Russian equivalents in the right-hand column:
- •Background information Environment of Global Finance
- •1.4 Comprehension Understanding the reading
- •Give extensive answers to the questions. Use the following expressions to present your answers:
- •In a nutshell, ...
- •Scanning*
- •1.4.2 Scan the text to determine whether these statements are true (t) or false (f). With a partner, discuss why.
- •1.4.3 Scan the text and find the information to complete the following lists:
- •1.4.4 Scan the text again and find the English equivalents for the following:
- •1.4.5 Develop the following ideas. Make use of the active vocabulary given in brackets:
- •1.5 Practice
- •Word Building
- •1.5.1 Consult a dictionary and practise the pronunciation of the following words and word combinations: Countries and nationality adjectives
- •1.5.4 A. Read the text, ignoring the missing parts.
- •Substitute the words and word combinations given in bold type by synonyms or synonymous expressions from the active.
- •1.6 Dialogue 1
- •Import and Export
- •Supporting materials
- •Incoterms*
- •Trade Restrictions
- •The wto in brief
- •1.7 Case study & role play Case 1
- •1.7.1 Develop the following ideas.
- •1.7.3 Say it in English using the word combinations from both the Case-study and Role-play sections:
- •Appendix
- •1.7.4 Develop the following ideas:
- •1.7.5 Say it in English:
- •1.7.6 A. Find examples that show how trade restrictions affect multinational corporations.
- •Making a Decision
- •1.8 Grammar back up: The Infinitive
- •1. Is the verb followed by a full or bare Infinitive?
- •1.8.1 Insert to before the infinitive where required. Translate the sentences into Russian.
- •2. Which verbs are followed by Complex Object?
- •I’d rather not be told the truth.
- •I’ll have you speak English in no time.
- •I hear (that) you have had successful talks.
- •2. Is the infinitive or the ing-form used after the verbs of perception?
- •I watched the secretary type a letter on a paper with a printed letterhead.
- •I watched the secretary typing a letter on a paper with a printed letterhead. (I.E. I saw part of the action)
- •1.8.2 Join these pairs of sentences, deciding when to use a bare infinitive or ing.
- •I’ll have you know I’m the company secretary.
- •I’ll have you speaking English in no time.
- •1.8.3 Use the bare infinitive or the -ing form after have in these sentences.
- •4. What is Complex Subject and when do we use it?
- •With the verb “ turn out “.
- •B. Paraphrase the following using a Complex Subject with the verbs in brackets.
- •Revision
- •2 The Firm and Its Environment
- •2.1 Lead-in
- •2.2 Language input
- •Developing vocabulary
- •2.2.1 Consult a dictionary and practise the pronunciation of the following words and word combinations, quote the sentences in which they are used in the text or submit the examples of your own:
- •2.2.2 Match the English word combinations in the left-hand column with the Russian equivalents in the right-hand column:
- •2.3 Background information The Firm and Its Environment
- •Understanding the reading
- •Scanning
- •Scan the text to determine whether these statements are true (t) or false (f), and if they are false say why.
- •2.4.3 Develop the following ideas. Make use of the active vocabulary given in brackets:
- •2.4.4 Match each of the phrases on the left with an appropriate explanation on the right. Use the grid below:
- •2.4.6 Scan the text again and find the English equivalents for the following:
- •Practice Language focus
- •2.5.3 A. Read the text, ignoring the missing parts.
- •Word-building
- •2.6 Dialogue 1
- •Types of securities
- •Mergers, Takeovers & Acquisitions
- •Supporting Materials
- •2.7 Case study & role play The Case
- •Chart 2.
- •Making a Decision
- •2.8 Grammar back up: The ing-Form & Past Participle
- •1. When do we use the -ing form?
- •I need a console desk. - I need a trading desk.
- •2. When do we use the Past Participle?
- •2. What form of the participle should be used?
- •3. What forms of participles do we use in the negative meaning?
- •4. When do we use the perfect participle passive?
- •Change the Infinitive in brackets for Perfect Participle (active or passive). Translate the sentences into Russian.
- •5 What do we call misrelated participles?
- •6. What is the meaning of the structure to have (get) something done?
- •7. What participial constructions do the participles build?
- •Do it in Russian
- •Мужчина с портфелем ручной работы вон там – это посредник, представляющий компанию-конкурента.
- •Context
- •Topics for the Power Point presentations:
- •3.1 Lead-in
- •3.2 Language input
- •3.2.1 Consult a dictionary and practice the pronunciation of the following words and word combinations, quote the sentences in which they are used in the text or submit the examples of your own:
- •3.2.2 Match the English word combinations in the left-hand column with the Russian equivalents in the right-hand column:
- •Environment of Accounting
- •3.4 Comprehension Understanding the reading
- •3.4.1 Give extensive answers to the questions. Use the following expressions to present your answers:
- •Scanning
- •3.4.2 Scan the text to determine whether these statements are true (t) or false (f), and if they are false say why:
- •3.4.3 Scan the text and find the information to complete the following lists:
- •3.4.4 Scan the text and find the English equivalents for the following:
- •3.4.5 Develop the following ideas. Make use of the active vocabulary, given in brackets:
- •3.5 Practice
- •Word Building
- •Complete the table with words from the text and related forms. Put a stress mark in front of the stressed syllable.
- •3.5.2 A. Read the text, ignoring the missing parts. Accounting Assumptions and Principles
- •Financial Statements
- •3.5.3 A. Fill in the gaps with the suitable expressions from the box:
- •5.5.4 A. Read the text, give the English equivalents for the words in brackets, and single out the main items of the income statement.
- •Income Statement
- •In eur thousand
- •3.5.5 A. Read the text and single out the main items of the balance sheet.
- •Illustration 5.2.
- •July 31, 200x
- •I. Consider the other parts of the consolidated balance sheet given below. Match the English word combinations in the left-hand column with the Russian equivalents in the right-hand column.
- •A. Read the text and supply the prepositions where necessary.
- •Illustration 5. 3.
- •3.5.7 Say it in English:
- •5.5.8 A. What do the following abbreviations stand for?
- •3.6 Dialogue 1
- •Jobs in Accounting
- •Supporting Materials
- •Read and translate the following dialogue: Tax Accounting
- •Supporting Materials
- •A Brief Summary of the Activities of the Office of the Auditor General in Norway
- •3.7. Case study& role play Case
- •Discussion questions:
- •Exhibit 1 Sales of the Microcomtec 100
- •Exhibit 2 Microcomtec’s Balance Sheet as of December 2000
- •Discussion questions:
- •Interoffice Memorandum
- •Making a Decision
- •3.8 Grammar back up The Infinitive, Past Participle and the “-ing” form (Revision)
- •Infinitive or the ing-form
- •Infinitive or the ing-form
- •Topics for the Power Point presentations
Substitute the words and word combinations given in bold type by synonyms or synonymous expressions from the active.
A
The basic components that describe dealings in the world product and financial markets are exports, imports, the trade balance, and exchange rates.
With a minimum of trade restrictions, international trade and investment usually makes everyone more prosperous.
Surveyors take into account the lost value, for instance, if the value of the lorry has gone down because it is two years old.
B
Economic activity began with a caveman, who was economically self-sufficient. He did his own hunting, found his own shelter, and made sure that he had the things that he needed. As primitive populations grew and developed, the principle of division of labour evolved. One person was more able to perform some activity than another, and therefore each person concentrated on what he did best. While one hunted, another fished. The hunter then traded his excess of production or supply to the fisherman, and thus each profited (benefited) from the variety of diet.
In today’s complex economic world, neither individuals nor nations are self-sufficient. Nations have utilized different economic resources; people have developed different skills. This is the foundation of world commerce and economic activity. As a result, international finance and banking have evolved. For example, the United States is a major purchaser of coffee, yet it does not have the climate to grow any of his own. Consequently, the United States must bring coffee into a country from countries (such as Brazil, Colombia, and Guatemala) that grow coffee efficiently. On the other hand, the United States has large industrial plants capable of producing an assortment of goods, such as chemicals and aeroplanes, which can be sold to nations that need them. If nations counter traded, such as one automobile for 10,000 bags of coffee, foreign trade would be extremely cumbersome and limited. But instead of barter, which is the trade of goods without an exchange of money, the United States receives money in payment for what it sells. It pays for Brazilian coffee with dollars, which Brazil can use to obtain in exchange for payment wool from Australia, which in turn can buy textiles from Great Britain, which can then buy tobacco from the United States.
1.5.6
A. Search for keywords invisibles, trade balance, financial centers, Lloyds Underwriters, Forex, Eurocurrency market in the Internet to find further information about one of these items. Report on your findings in a presentation using the following points and helpful phrases from the chart:
Introduction: |
We make general remarks about the subject. |
Main Part: |
We present our viewpoints and justify them with examples. |
Conclusion: |
We give the gist of the presentation again briefly in a different way. |
Greetings |
Introduction (Preparing the audience) |
Main Part (Delivering the message) |
Conclusion (Winding-up) |
Dear listeners! |
I’m going to be talking about ... . |
Firstly ... . Secondly ... . |
So, to cut a long story short … . |
Good morning, ladies and gentlemen. |
I’ll start with ... and then move on to ... . Finally, I’m going to … |
This brings me to my next point ... . |
In conclusion it’s important to remind you … |
|
I think, if you don’t mind we’ll leave questions to the end. |
To bolster the argument** I should say that ... . |
Let’s dot the “i”s and cross the “t”s |
|
I hope my lecture won’t be a long shot*. |
I must emphasize … |
That’s about all there is to it. |
|
|
At this point we must consider ... . |
Thank you for listening. |
|
|
To go back to my earlier point ... . |
Now if there are any questions, I’ll be happy to answer them. |
B. Comment on the presentation given by your colleague. Make use of the following points and helpful phrases. Do your best so as not to offend the speaker and to show the positive sides of the presentation rather than criticize it:
- The timing
The presentation was a bit too extended(had an appropriate timing)
to follow the timeline
-The lay-out of the presentation
to be well (badly, appropriately, ... etc.) - structured, - planned
to be clearly organized into introduction, the main part, conclusion
- The manner of presentation
to speak distinctly and clearly (slowly, monotonously, ... etc.)
to have a good/poor/(in)sufficient eye-to-eye contact with target listeners
to encourage feedback
as to the speaker’s poise , he/she was quite self-possessed throughout the lecture
- General language ability
to have mispronouncings (slips of the tongue, grammatical errors)
to have a good (poor, adequate, appropriate) command of the language
to use helpful phrases (active vocabulary) in a full range
to be (not) up to the mark
- The contents of the presentation
the facts were well-chosen(varied, to the point,...etc.) and helped to hold attention and interest of the listeners
to cover the matter fully
to be (quite) at home in the subject
to be concise, but to the point
- The use of visuals and slide structure
to find the correct approach to the subject
to help the audience concentrate on what the lecturer is saying
the chosen fonts (colour, background, graphs) reinforce the logic of the presentation
- I assume, ... (guess, reckon... etc.) / I should admit that ...
- I regret to say, that … .
- I’m afraid I didn’t quite catch ... (what the speaker said / meant ...).
- My impression of the presentation is (un- / hardly / quite) favourable.