
- •Unit 6. Finance for strategy
- •1. Read the text and match the topic sentences a-h to the gaps 1-7.
- •Financial Management functions
- •3. Work with vocabulary. Identify the words and word combinations from the previous exercise by the context provided.
- •4. Lexical Card. Prepare a short talk on the following topics, using the lexical items listed below, either in written or oral form:
- •5. Work either individually or in pairs / groups. Answer the following questions. Prepare a report, if necessary.
- •Text 2 Banking On Blue Chip Stocks
- •1. Scan the text and match the subheadings to the parts I-V.
- •2. Read the text and say whether the statements are true or false.
- •3. Summarize the content of the text.
- •5. Work with vocabulary. Identify the words and word combinations from the previous exercise by the context provided.
- •6. Lexical Card. Prepare a short talk on the following topics, using the lexical items listed below, either in written or oral form:
- •7. Work either individually or in pairs / groups. Answer the following questions. Prepare a report, if necessary.
- •Five Steps of a Bubble
- •1. Skim the text and match the pictures a-g to the paragraphs 1-7.
- •§ 3. 1. Displacement
- •§ 4. 2. Boom
- •§ 5. 3. Euphoria
- •§ 6. 4. Profit Taking
- •§ 7. 5. Panic
- •2. Read the text and answer the questions.
- •3. Work with vocabulary. Identify the words and word combinations marked violet in the text with their definitions given in the table below.
- •4. Work with vocabulary. Identify the words and word combinations from the previous exercise by the context provided.
- •5. Lexical Card. Prepare a short talk on the following topics, using the lexical items listed below, either in written or oral form:
- •6. Watch the film “Margin Call” (2011) and describe the situation of the 2008 crisis.
- •7. Work either individually or in pairs / groups. Answer the following questions. Prepare a report, if necessary.
- •1. Scan the text and
- •Five Lessons from the World's Biggest Bankruptcies
- •3. Give the summary of the five lessons from the World's Biggest Bankruptcies.
- •Vocabulary. Part I
- •Vocabulary. Part II
- •5. Work with vocabulary. Identify the words and word combinations from the previous exercise by the context provided.
- •Vocabulary. Part I
- •Vocabulary. Part II
- •6. Lexical Card. Prepare a short talk on the following topics, using the lexical items listed below, either in written or oral form:
- •7. Read the recommended articles in the text and prepare reports on the topics.
- •8. Watch the film “Wall Street II. Money Never Sleeps” (2010) and find illustrations of the processes described in the text.
- •9. Discussion. Lessons to be learnt from the article and the films. Final discussion
- •Unit 6 wordlist
- •Unit 7 Budgets, Decisions and Risks
- •1. Make an outline of the text Managerial Accounting
- •2. Write a word from the box in the correct form in each gap.
- •Money management - an introduction
- •3. Circle the correct word or phrase.
- •4. Develop the topic suggested
- •1 . Highlight the topic sentences and justify your choice Trading on Teamwork
- •Curriculum vitae
- •2. Fill in the gaps with the right prepositions Dealing with debt
- •3. Each of the words or phrases in bold is incorrect. Rewrite them correctly.
- •4. What aspects in the company management should be taken into consideration to make the right investment decision ?
- •1.What is the main idea of the text ? Financial crisis could turn the tide against unrestricted capital flows
- •2. Fill in the right word from the text
- •3. Answer the questions
- •4. Develop the topic: what do the market crises depend on?
- •1. Think of some other title for the text Downturn, start up
- •2. Choose the right word combination (scarce,collateral,teeth, spur,commissioned)
- •3. Qualify the statements, whether they are true or false
- •Unit 8 and 9 People as a Resource / Developing People
- •1. What do you think is similar in the job of a mentor and a coacher? What could be the main difference between them?
- •2. Read the text below to check if your ideas were right. Name the most striking difference between mentoring and coaching. Mentoring versus coaching
- •3. Scan through the text once again and put m next to the phrases which characterize mentoring, and c next to those which are typical of coaching.
- •4. Paraphrase the last sentence of the text. How far do you agree with it?
- •5. Explain the meaning of the highlighted words/phrases in English.
- •6. Translate from Russian into English.
- •7. Discuss in pairs.
- •2. Underline the key phrases which help differentiate one term from the other.
- •3. Define the phrases from the text which are in bold.
- •2A. Scan through the text to check if you were right.
- •2B. Read the text once again and find potential hazards a team can face at some stages.
- •2C. Using your own teamwork experience, name 1) the stage(s) which can be skipped; 2) the other hazards a team can face at each of the stages.
- •1. Scan through the text below and find out why it has got such a title. Team-building for charity brings tears to my eyes
- •2. Answer the following questions about the text:
- •3. Summarize the text ‘Team-building for charity brings tears to my eyes’.
- •4. Define the words in bold.
- •5. Fill in the gaps with an appropriate word / phrase from the box.
- •6. Discuss in pairs.
- •1. The title of the text below is The Value of Poaching. Scan through paragraphs 1-3 and find out what poaching is. Write a short definition for this term.
- •Wordlist for unit 8 and 9
- •Unit 12 Management information systems
- •1. Make an outline of the text.
- •2. Read the definitions and find corresponding words or expressions.
- •3. Think of an appropriate title for the text.
- •4. Explain the difference between data, information and knowledge, providing examples from the sphere of management.
- •1. Make an outline of the text.
- •2. Read the definitions and find corresponding words or expressions.
- •3. Choose the most appropriate title for the text:
- •4. Answer the questions.
- •What information do you need?
- •3. Answer the questions.
- •4. Speak on the role of data, information and knowledge in management studies or business management using one of the following sets of words.
- •2. Read the definitions and find corresponding words or expressions.
- •3. Answer the questions.
- •1. Find the topic sentences of the paragraphs. Management Attitude about cis Resources and Their Use
- •2. Read the definitions and find corresponding words or expressions.
- •3. Match the sentences from the text with the paragraphs 1-9.
- •4. Choose the right alternative.
- •5. Answer the questions.
- •6. Name a few fields where being bullish is vital and being bearish is acceptible; provide supporting arguments.
- •Wordlist for unit 12
1. Scan through the text below and find out why it has got such a title. Team-building for charity brings tears to my eyes
In the beginning there was Band Aid. Then there was Sport Aid, Farm Aid and Net Aid. And now, 20 years after Sir Bob Geldof and a bunch of big-haired pop stars urged us to "Feed the World", there is a music album released by Manager Aid.
The managers in question hail from John Lewis, the privately run retailer. The worthwhile cause in question is Whizz Kidz, a charity dedicated to helping "non-mobile children". And the record in question is entitled New Shop On the Block.
It makes for harrowing listening. Not because two of the 10 tracks are about disabled children. But because eight of them - from the desperately chirpyChelsea, to the mess of faux Caribbean music that is Smile - are atrocious corporate anthems.
What on earth, you may wonder, possessed 58 British managers to record, perform and release such an album? Answer: they were given the task of composing, arranging, producing and
recording the LP as part of a team-building exercise, the aim of which was to bond them in a "powerful collective experience".
I received my copy of New Shop On the Block while strolling around the World of Learning gathering at the National Exhibition Centre in Birmingham, "the UK's key conference and exhibition for business learning". As he gave me the CD, the man from the training company that organised this "Face the Music" exercise for John Lewis remarked that the task had "created one of the most highly bonded teams" he had ever come across.
It was, he said, a brilliant way for them to commemorate the Pounds 100m revamp of their Peter Jones department store on London's Sloane Square. It was also "very deep" in terms of the changes it made in them. "The MD involved in the project was crying by the end," he explained.
A couple of hours later, when I played the CD for the first time, I understood exactly what he meant. The record made me want to weep too. And it wasn't just the awfulness of the music that upset me. It was also the fact that "Face the Music" marked a worrying trend in team-building exercises. Before I explain, some context.
Once upon a time, team-building exercises didn't exist. People just came to work and bonded by "working and getting along with each other". Sometimes they would "go for a drink after work", "play football on Saturday" or "go for dinner at the weekend". But, generally speaking, team-building was a casual, natural, informal thing.
Then, in the 1980s, the business world decided that the only way of establishing a rapport between colleagues was by getting them to do group activities together - preferably on weekends, preferably outdoors and preferably in the rain. Sometimes referred to as "experiential learning", the idea was that workers would become immersed in an activity, learn new skills together and become closer-knit as a result.
A search through the cuttings shows that, over time, businesses have asked employees to participate in every group activity under the sun in the name of team-building: paintballing, mountain climbing, Porsche racing, sailing, kendo, horse whispering, clowning, treasure hunting, potholing, go-karting, cookery, international folk dancing, chicken herding, belly dancing, totem pole carving, wine blending - and, my own favourite, motorised toilet-bowl racing.
Judging from what I saw at the NEC, such exercises are as popular as ever: exhibitors were offering team-building courses in everything from yachting to truffle-hunting. When I saw a sign for the "Adult Learning Inspectorate", I thought, for a brief but horrible moment, that even the porn industry was getting in on the act. (Incredibly, I have since discovered that this has actually happened: Hustler TV, a digital channel, is encouraging companies to make porn films as a team-building exercise.)
While such exercises are generally useless, as most take place behind closed doors or in the middle of nowhere, they are also mostly harmless (although a few do go disastrously wrong: who can forget the story of staff at Eagle Star life insurance who were sufficiently motivated by a day-long fire-walking course that they agreed to walk barefoot over hot coals and ended up in hospital as a result?).
However, exercises such as "Face the Music" and "Curtain Up!" - another team-building exercise offered by the same training company, in which colleagues perform in front of a live crowd -represent something new and ominous. Unlike paintballing and motorised toilet bowl racing, these "multi-sensory experiences", as they are described, require an audience.
And if there is one thing more excruciating than being involved in a team-building exercise, it is watching or enduring someone else's team-building exercise. I speak from experience, having listened to New Shop On the Block three times.
John Lewis may defend the release of its atrocious album by saying it will raise money for a good cause. And the charity element is certainly a mitigating factor. But I suspect that the people who have heard it would give even more generously if their donations meant they would never have to listen to New Shop on the Block ever again.
Sathnam Sanghera
The Financial Times. (Feb. 11, 2005)