
- •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
12. Templates for Embedding Voice Markers.
X overlooks what I consider an important point about .................. .
My own view is that what X insists is a ................. is in fact a ...................... .
I wholeheartedly endorse what X calls .......................... .
These conclusions, which X discusses in ......................, add weight to the argument that ..................... .
13. Templates for Making Concessions while Still Standing Your Ground
Although I grant that..................., I still maintain that ....................... .
Proponents of X are right to argue that .................... . But they exaggerate when they claim that ....................
While it is true that ......................., it does not necessarily follow that .............. .
On the one hand, I agree with X that ......................... . But on the other hand, I still insist that ........................ .
14. Templates for Indicating Who Cares
.....................used to think.......................... . Bur recently (or within the past few decades) .............................. suggests that ....................... .
This interpretation challenges the work of those critics who have long assumed that .......... .
These findings challenge the work of earlier researchers, who tended to assume that ...................... .
Recent studies like these shed new light on ...................., which previous studies have not addressed.
15. Templates for Establishing Why Your Claims Matter
X matters / is important that .................
Although X may seem trivial, it is in fact crucial in terms of today's concern over .......... .
Ultimately, what is at stake here is .................. .
These findings have important consequences for the broader domain of .............. .
My discussion of X is in fact addressing the larger matter of .............. .
These conclusions / This discovery will have significant applications in ........... as well as in .............. .
Although X may seem of concern to only a small group of ..........., it shoyld in fact concern anyone who cares about ................ .
16. Templates for Introducing Metacommentary
a) To Ward Off Potential Misunderstandings
Essentially, I am arguing that .................. .
My point is not that we should ......................, but that we should ..................... .
What ................... really means is .................... .
b) To Alert Readers to an Elaboration of a Previous Idea
In other words, .............................
To put it another way, .............................
c) To Provide Readers with a Roadmap to Your Text
Chapter 2 explores ......................, while Chapter 3 examines ..................... .
Having just argued that ..................., let us now turn our attention to .................. .
d) To Move from a General Claim to a Specific Example
For example, ........................... .
......................., for instance, demonstrates ........................... .
Consider ................., for example.
e) To Indicate That a Claim is Especially Important, or Less Important
Even more important, .............................. .
But above all, ................................................ .
Incidentally, ....................................................... .
By the way, ...................................................... .
f) To Help You Anticipate and Respond to Objection
Although some readers may object that ..........., I would answer that ................... .
g) To Guard Readers to Your Most General Point
In sum, then, ........................
My conclusion, then, is that ................................. .
In short, ....................................... .
Source: Gerald Graff, Cathy Birkenstein "They Say /I Say. The Moves That Matter in Academic Writing". - W.W. Norton & Company, Inc., New York - London, 2006.