
- •Часть I. "Современные тенденции в мировой экономике.
- •Предисловие
- •1.2. Read the following article and then
- •Who are the champions?
- •Europe's pride
- •2.4. Explain the meanings of the following notions, draw examples to illustrate their usage.
- •2.7. A) Say how you understand the following sentences from the text, pay special attention to the words and expressions in bold type. Reproduce the context each of the sentences is used in.
- •2.8. Translate into English, using the key vocabulary of the text.
- •III. Back to the text.
- •3.1. Answer these questions using the active vocabulary of the Unit.
- •1.2. Read the following article and then
- •1. European companies face competition from new directions;
- •Tomorrow the world
- •Necessarily global
- •When dancing elephants trip up
- •2.4. Explain the meanings of the following notions, draw examples to illustrate their usage.
- •2.7. A) Say how you understand the following sentences from the text, pay special attention to the words and expressions in bold type. Reproduce the context each of the sentences is used in.
- •2.9. Translate into English, using the key vocabulary of the text.
- •III. Back to the text.
- •3.1. Answer these questions using the active vocabulary of the Unit.
- •4.5. Analyse:
- •V. Writing.
- •5.2. Write your comments on the following passage from the text:
- •1.2. Read the following article and then
- •Home and abroad
- •What's new?
- •Beautifully simple
- •2.4. Explain the meanings of the following notions, draw examples to illustrate their usage.
- •2.7. A) Say how you understand the following sentences from the text, pay special attention to the words and expressions in bold type.
- •2.8. Translate into English, using the key vocabulary of the text.
- •III. Back to the text.
- •3.1. Answer these questions using the active vocabulary of the Unit.
- •V. Writing.
- •1.2. Read the following article and then
- •The gain in Spain
- •II. Vocabulary.
- •2.1. Give Russian equivalents for the following terms and expressions all found in the article above.
- •2.2. Give English equivalents (all found in the text above) for the following Russian terms.
- •2.3. In the text, find terms corresponding to the following definitions.
- •2.4. Explain the meanings of the following notions, draw examples to illustrate their usage.
- •2.7. A) Say how you understand the following sentences from the text, pay special attention to the words and expressions in bold type. Reproduce the context each of the sentences is used in.
- •2.8. Translate into English, using the key vocabulary of the text.
- •III. Back to the text.
- •3.1. Answer these questions using the active vocabulary of the Unit.
- •V. Writing.
- •5.2. Write your comments on the following:
- •1.2. Read the following article and then
- •In the steps of Adidas
- •A model to aspire to
- •Agony in Italy
- •II. Vocabulary
- •2.1. Give Russian equivalents for the following terms and expressions all found in the article above.
- •2.2. Give English equivalents (all found in the text above) for the following Russian words and expressions.
- •2.3. In the text, find terms corresponding to the following definitions.
- •2.4. Explain the meanings of the following notions, draw examples to illustrate their usage.
- •2.7. A) Say how you understand the following sentences from the text, pay special attention to the words and expressions in bold type. Reproduce the context each of the sentences is used in.
- •2.8. Translate into English.
- •III. Back to the text.
- •3.1. Answer these questions using the active vocabulary of the Unit.
- •4.4. Consider
- •V. Writing.
- •5.2. Write your comments on the following:
- •1.2. Read the following article and then
- •The chic and the cheerless
- •Trumped by foreigners
- •Soft underbelly
- •2.4. Explain the meanings of the following notions, draw examples to illustrate their usage.
- •2.7. A) Say how you understand the following sentences from the text, pay special attention to the words and expressions in bold type. Reproduce the context each of the sentences is used in.
- •2.8. Translate into English, using the key vocabulary of the text.
- •III. Back to the text.
- •3.1. Answer these questions using the active vocabulary of the Unit.
- •Not what it was
- •It's all coming together
- •A new way of doing business
- •II. Vocabulary.
- •2.1. Give Russian equivalents for the following terms and expressions all found in the article above.
- •2.2. Give English equivalents (all found in the text above) for the following Russian words and expressions.
- •2.3. In the text, find terms corresponding to the following definitions.
- •2.4. Explain the meanings of the following notions, draw examples to illustrate their usage.
- •2.8. Translate into English.
- •III. Back to the text.
- •3.1. Answer these questions using the active vocabulary of the Unit.
- •1. Read the text below to prove the following: "The car may be German, but its innards are nearly all from eastern Europe". Driving east
- •Case Study 2
- •1. Read the following article and then explain its title. The tortuous tale of Telecom Italia
- •Revolution, of sorts
- •1. Read the following article and then say what Mediterranean countries the article focuses on.
- •Investment in the Mediterranean The Med’s moment comes
- •Follow the money
- •Med revival
- •1. Read the following article and then prove that France’s negative attitude to older workers creates a business opportunity.
- •Jobs for the old
- •1. Read the following article and then provide details to explain its title.
- •Breaking up is hard to do But there are big rewards for firms that get it right
- •Timing is everything
- •1. Read the following article and then explain its title. Crisis? What crisis?
- •1. European business:
- •2. European small and medium-sized business:
- •3. Europe vs America:
- •4. Germany as a core European economy:
- •5. Models and strategies
- •Appendix
- •1. Templates for Introducing What "They Say"
- •2. Templates for Introducing "Standard Views"
- •7. Templates for Explaining Quotations
- •8. Templates for Disagreeing, with Reasons
- •9. Templates for Agreeing
- •10. Templates for Agreeing and Disagreeing Simultaneously
- •11. Templates for Signaling Who is Saying What in Your Own Writing
- •12. Templates for Embedding Voice Markers.
- •13. Templates for Making Concessions while Still Standing Your Ground
- •14. Templates for Indicating Who Cares
- •15. Templates for Establishing Why Your Claims Matter
- •16. Templates for Introducing Metacommentary
Med revival
The falling away of the countries on the Mediterranean’s southern and eastern shores from their European neighbours has been sad and wasteful. Algeria once was the breadbasket of the Roman empire; today it is the biggest wheat importer in Africa. Many things hold the region back, not least bad infrastructure, poor education and dysfunctional politics. The new economic hope is not evenly spread: foreign direct investment is swallowed disproportionately by Egypt, Israel and Turkey.
The boom in energy and raw materials should give many countries a start in building their economies up. If foreign investors do no more than harvest the oil and gas and leave, the region may simply stall again. What is needed is more of the joint-ventures and industrial projects represented by firms such as Safran and Renault-Nissan. But the real test will be whether the region’s economy can be broadened and deepened. Then clearer shapes may emerge through the haze across the strait.
Jul 10th 2008 From The Economist print edition
Now that you've read the article, do the following assignments.
2) Say what is typical of "the Mediterranean's poorer coasts", according to the author.
3) Do you agree with the author claiming that " Europeans have tended to see the other side of the sea as more of a threat than an opportunity"? Give reasons for your answer.
4) Analyse the reasons why southern countries are not as successful in dealing with Central Europe as they could be.
5) Speak about investment climate in the Mediterranean countries. Consider the examples given in the article.
6) Dwell upon the EU involvement in the economies of the Med countries.
7) Say what you've learned about the activities of the organization named "The Barcelona Process: Union for Mediterranean".
8) In the article, the author points out that "there is a groundswell of foreign direct investment in the region". How would you account for that fact? Consider the factors lying behind this groundswell.
9) What is the author's classification of inward investors? What is typical of each group?
10) Consider the prospects of the Mediterranean countries in terms of attracting foreign investors.
11) Are all the countries in question alike? Which of them is more attractive to foreign investors? Why?
12) What strategies could be applied by the Mediterranean countries to attract foreign investors?
13) What strategies could be used by foreign investors to benefit both themselves and the region?
Case Study 5
1. Read the following article and then prove that France’s negative attitude to older workers creates a business opportunity.
Business in France
Jobs for the old
IN 2007 a French food company wanted to buy a family-owned firm in India. The patriarch was 72, and the French firm wanted to send someone of similar experience to talk to him. But because of its youthful corporate culture—most people are hustled out of the door in their mid-40s—it had no one to send. In the end, through Experconnect, an employment agency in Paris which places retired people, it found a 58-year-old former head of a European consumer-goods firm, and sent him out to Mumbai.
France has a poor record when it comes to keeping older people in the workforce. The retirement age is 60, not 65 as in most developed countries. In 2005 only 37.8% of people aged 55-64 had jobs, versus 56.8% in Britain and 44.9% in Germany. The main reason is that in the 1980s, when there was high unemployment, the government promoted early retirement. That entrenched the idea that older workers were less productive, says Caroline Young, Experconnect’s founder.
Now companies are worried about losing their most skilled workers, especially as the baby-boom generation nears retirement. Areva, a nuclear-power group, recently launched a scheme to address the needs of older employees, and plans to use about 100 retired people a year through Experconnect. Because nuclear power was unpopular for decades, Areva stopped training engineers, so that much of its expertise lies with its oldest staff. Now it is taking much more interest in them. “We have to bring about a revolution in opinion,” says Jean Cassingena, its human-resources strategist.
Unlike other recruitment agencies, Experconnect keeps its workers on its own books, so they can carry on drawing their pensions. They tend to work part-time on one-off projects. Engineers and people with high levels of technical skill are most in demand in France, says Ms Young, as younger people increasingly choose to go into fields such as marketing. Thales, a defence and aerospace firm, is using a former radar expert, for instance, and Louis Berger France, an engineering firm, often uses retired engineers to manage big infrastructure projects.
Softer industries also make use of Experconnect. Danone, a food firm, hires people for one-off management roles. “Older people have seen it all and they are level-headed,” says Thomas Kunz, its head of beverages. The beauty industry is short of toxicologists to determine whether new lotions are safe, and one firm has just taken on a 75-year-old. Two famous French luxury-goods companies plan to use retired workers in their handbag divisions. One wants to safeguard its knowledge of fine leathers and sewing; the other wants to apply expertise from the aerospace industry to make new kinds of materials for handbags.
Despite an impressive handful of high-profile clients, Experconnect has found it difficult to convince French companies that older workers can be valuable. It has 2,700 retired people on its books, and has so far placed just 50 of them on “missions”. Old prejudices, as they say, die hard.
Jul 17th 2008 | PARIS From The Economist print edition
2. Explain the meaning of the notion "youthful corporate culture" referred to in the article. What is your attitude towards this phenomenon?
3. Why do you think "younger people increasingly choose to go into fields such as marketing"?
4. Consider benefits and costs of early retirement.
5. The author claims that "now companies are worried about losing their most skilled workers, especially as the baby-boom generation nears retirement". Do you think their worries are justified? Explain why.
6. Where do you think retired workers can apply their expertise?
7. If you ran a business of your own, would you hire retired workers? What jobs would you entrust them with?
8. Do you think there could be a clash of interests? What would you do to reconcile them?
9. How would you benefit from hiring retired workers? Is early retirement a big economic problem? Why?
Case Study 6