Access to the World of Business and Professional Communication. Study Guide for Blended Learning. Step I (Modules I and II). Учебное пособие-1

7.1. Put the verb in brackets in the necessary form.

1.My colleague asked me who (is working, was working) in the office.

2.He said he (will come, would come) to the station to see me off.

3.I was sure he (posted, had posted) the letter.

4.I think the weather (will be, would be) fine next week. I hope it (will not change, would not change) for the worse.

5.I knew that he (is, was) a very clever man.

6.He said he (is staying, was staying) at the Ritz Hotel.

7.They realized that they (lost, had lost) their way in the darkness.

8.I thought that I (shall finish, should finish) my work at that time.

7.2. Pass the following imperative sentences to indirect speech.

1.“Please help me with this work, Henry”, said Robert.

2.“Don’t worry over such a small thing”, she said to me.

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МОДУЛЬ II. ПЕРЕХОДНЫЙ ЭТАП / MODULE II. TRANSITION STAGE (COUNTRY STUDY)

3.“Please don’t mention it to anybody”, Mary said to her colleague.

4.“Promise to come and see me”, said Jane to Alice.

5.He said to us, “Come here tomorrow”.

6.I said to Mike. “Send me a telegram as soon as you arrive”.

7.Peter said to them, “Don’t leave the office until I come back”.

8.Jane said to us, “Please tell me all you know about it”.

8. Modal verbs and their equivalents

(can, may, must, should, ought to, need, shall, will)

Modal verbs have two major functions which can be defined as primary and secondary.

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Раздел 1. Языковая cистема / Section 1. Language system

Practice

8.1. For each sentence, underline the appropriate modal from the pair in parentheses.

1.Today, few people (will / would) consider living without the conveniences they take for granted.

2.Americans (can / could) perform many daily tasks easily because tools to simplify life are widely available.

3.Financial tasks are just one example of personal responsibilities that (will / would) have been more difficult in the years before home computers.

4.Now, people (can / could) use computers to view their accounts and pay their bills.

5.With the right computer software, people (may / might) do their own taxes rather than hire accountants to do it for them.

6.Because tax laws are constantly changing, software (should / would) continue to become more sophisticated in communicating these changes.

7.Chores around the house (can / could) also take longer if people didn’t have more efficient appliances.

8.What kitchen (will / would) be complete without a dishwasher or microwave?

9.Hand washing dishes (will / would) take more time and effort than using a dishwasher; furthermore, hand washing dishes (might / may) use even more water than running a machine.

10.(Would / Will) people ever miss doing chores by hand?

8.2 For each question, choose the correct or the best sentence.

1.А. You might not make copies of copyrighted material.

В.You may not make copies of copyrighted material.

2.А. You don’t need to get a visa to travel to the new EU states.

В.You mustn’t get a visa to travel to the new EU states.

3.А. I feel that it’s such an important cause that I have to give them some financial support.

В.I feel that it’s such an important cause that I must give them some financial support.

4.А. It must have been the piece of paper that broke the photocopier.

В.It should have been the piece of paper that broke the photocopier.

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МОДУЛЬ II. ПЕРЕХОДНЫЙ ЭТАП / MODULE II. TRANSITION STAGE (COUNTRY STUDY)

5.А. I mustn’t log on to the system because I didn’t have the right password.

В.I wasn’t allowed to log on to the system because I didn’t have the right password.

6.А. Should you want to order the new model, please contact our sales department?

В.Will you want to order the new model, please contact our sales department?

7.А. You really must come to dinner with me on Friday.

В.You have to come to dinner with me on Friday.

8.А. The new advertising campaign next week could not work.

В.The new advertising campaign next week might not work.

9.Prepositions and conjunctions

Prepositions

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Раздел 2. Аудирование / Section 2. Listening

Practice

9.1.Complete the following sentences using appropriate conjunctions or prepositions.

1. We went out (despite / in spite / even as) the fact that it was raining. 2. (In spite of / Although / Even as) she has got the right qualifications,

she lacks experience.

3. He told me (that / what / so) he loved me, but he was lying. 4. (As / That / Since) you know, I work hard.

5. (Unless / If / Whether) you focus on your studies; you will not pass. 6. She cannot go to work (until / before / either) she recovers from

illness.

7. I enjoyed the conference (despite / although / in spite) of having much work.

8. She was so upset (that / as / since) she wanted to be left alone.

9.2.Fill in the blanks with appropriate prepositions. Choose your answers from the options given in the brackets.

1. This material is absolutely different (from / to / with) that one. 2. You should explain this (to / at / with) everybody.

3. He has been absent (since / for / from) Monday.

4. I haven’t been to the theatre (since / for / from) a long time. 5. He goes (to / at / on) the office in a car.

6. This is a comfortable house to live (on / at / in). 7. They are called (by / with / for) different names.

8. Students usually don’t spend money (for / on / with) luxuries.

РАЗДЕЛ 2. АУДИРОВАНИЕ / SECTION 2. LISTENING

Требования к результатам освоения раздела (Section acquisition requirements)

Компетенция: Способность воспринимать и понимать устную речь для дальнейшего использования полученной информации и участия в коммуникации в ситуациях повседневного, делового и профессионального общения.

Основные результаты обучения:

– иметь знания языковой системы (фонетические, лексические, грамматические и стилистические), необходимые для восприятия

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МОДУЛЬ II. ПЕРЕХОДНЫЙ ЭТАП / MODULE II. TRANSITION STAGE (COUNTRY STUDY)

ипонимания устной речи в ситуациях повседневного, делового и профессионального общения;

–знать речевые формулы, используемые для выражения различных коммуникативных намерений в процессах речевого общения, а также этические и этикетные нормы речевого поведения;

–уметь быстро и адекватно реагировать на высказывания партнеров общения в вербальной или невербальной форме;

–владеть тремя основными навыками восприятия монологической

идиалогической речи на слух: 1) восприятие и понимание фактической информации (имена, даты, адреса, названия, цифровой материал и иная информация); 2) восприятие и понимание основной идеи высказывания; 3) полное, точное и адекватное понимание устного высказывания для дальнейшего использования полученной информации;

–владеть технологией сокращенной записи содержания прослушанных сообщений;

–владеть стратегиями выполнения заданий по аудированию. Цель теста: формирование навыков восприятия и понимания

речевого сообщения в ситуациях повседневного и делового общения. Навык 1. Восприятие и понимание фактической информации (име-

на, даты, адреса, названия, цифровой материал и т.д.).

Навык 2. Восприятие и понимание основной идеи высказывания. Навык 3. Полное, точное и адекватное понимание устного выска-

зывания для дальнейшего использования полученной информации.

Тематика:

Человек и общество (политическая система и средства массовой информации, правовые и социальные аспекты, экономическое развитие и бизнес):

–политическая система;

–средства массовой информации;

–правовые и социальные аспекты;

–экономическое развитие и бизнес.

Listening Test (№ 3)

Part I (1–7)

You will hear two people who are talking about a newspaper article. Listen and fill in the spaces in the form below with one or two words or a number. You will hear the recording twice.

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Part II (8–12)

You will hear 5 people speaking about flying on business trips. For each recording 8–12, mark one statement A–G.

Listen to an interview with Greg Harman and answer the questions below by choosing the right answer A, B or C.

(13)Greg Harman had completed А. a route.

В. a journey. С. a task.

(14)What was the reason that Greg traveled without money? А. It seemed original.

В. He had experienced other kinds of travel, except this one. С. He was not successful in life.

(15)How did Greg take his own plan?

А. upset. В. doubtful.

С. confidently.

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МОДУЛЬ II. ПЕРЕХОДНЫЙ ЭТАП / MODULE II. TRANSITION STAGE (COUNTRY STUDY)

(16)What is the opinion of Greg on the Internet? А. It helped him plan his journey.

В. It works unstable.

С. It offers a simple solution.

(17)What does Greg’s trip to Laos present?

А. Laos is full of new opportunities for foreigners. В. Poor people can be very generous.

С. Travelling can be tricky.

(18)Which of these jobs did Greg NOT do on the boat? А. carrying goods.

В. massaging passengers’ back. С. taking care of children.

(19)How did Greg get medical care for free?

А. He was medically insured.

В. He had an agreement with the doctor. С. He refused to pay the bill.

(20) What does the last Greg’s question indicate? А. Greg doesn’t know what the future holds.

В. Greg realizes he should take a break.

С. This was the greatest experience of Greg’s life.

РАЗДЕЛ 3. ЧТЕНИЕ / SECTION 3. READING

Требования к результатам освоения раздела (Section acquisition requirements)

Компетенция: Способность владеть различными видами чтения литературы страноведческого, общенаучного, делового и профессионального характера, а также проводить логико-смысловую обработку прочитанного текста для осуществления профессиональной деятельности. Способность составлять аннотации и рефераты.

Основные результаты обучения:

– знать лингвистические (лексические, грамматические и стилистические) особенности текстов различной коммуникативной направленности;

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Раздел 3. Чтение / Section 3. Reading

–знать лингвистические особенности аннотаций и рефератов;

–знать типы рефератов и технологию их составления;

–знать методы изложения информации в тексте;

–знать характерные для аннотации и рефератов типичные фразы;

–уметь определять информационную ценность и актуальность текстов по профильной тематике;

–уметь четко определять тему, основную идею и логико-смысло- вую структуру текста;

–уметь быстро находить в тексте основную информацию и осуществлять смысловую компрессию текста;

–уметь четко сформулировать и обосновать свое отношение

кпредмету речи;

–уметь оформлять аннотации и рефераты;

–владеть навыками ознакомительного, поискового и изучающего чтения и письма;

–владеть навыками логико-смысловой обработки текстов и составления аннотаций и рефератов.

Цель: Формирование навыков ознакомительного, поискового

иизучающего чтения текстов повседневно-бытовой и страноведческой направленности, логико-смысловой обработки текстов, письма

исоставления аннотаций и рефератов.

Навык 1. Навык ознакомительного, поискового и изучающего чтения текстов повседневно-бытовой и страноведческой направленности, предполагающий разные уровни понимания: понимание основной идеи текста, понимание логической структуры и связности текста, полное, точное, детальное понимание прочитанного.

Навык 2. Навык логико-смысловой обработки текста, включающей его содержание, структуру, а также его речевое и языковое оформление.

Навык 3. Навык письма и составления связного структурированного информационно насыщенного письменного высказывания повседневно-бытовой и общенаучной направленности.

Навык 4. Навык осуществления смысловой компрессии текста различной степени и составления реферата и аннотации прочитанного текста / текстов.

Тематика:

Человек и общество (политическая система и средства массовой информации, правовые и социальные аспекты, экономическое развитие и бизнес):

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МОДУЛЬ II. ПЕРЕХОДНЫЙ ЭТАП / MODULE II. TRANSITION STAGE (COUNTRY STUDY)

–политическая система;

–средства массовой информации;

–правовые и социальные аспекты;

–экономическое развитие и бизнес.

Topic 2. People and society

5.Political System

5.1.Read the text divided into paragraphs (1–7) and choose the best title (A–G) for each paragraph. Use each letter only once.

Government and Politics

1.The United Kingdom is a constitutional monarchy, which means that the power of the monarch is limited by the country’s constitution. The British constitution, unlike that of most other countries, is an unwritten constitution, not being contained in any single legal document. It is formed partly by statute law, partly by common law and partly by customs and conventions. The unwritten constitution guarantees the separation of powers between the legislature, the executive and the judiciary.

2.The strangest feature of the system is the role of the monarch. In law, the Queen is the head of executive, integral part of the legislature, head of the judiciary, commander-in-chief of all armed forces, temporal head of the established church of England. In practice, she reigns but does not rules. Britain’s monarchy is the oldest in Europe, dating back to the 9-th century. The present monarch, Queen Elizabeth II, is directly descendent from Saxon king Egbert, who united England under his rule in 829.

3.Parliament of the United Kingdom is the supreme legislative authority and consists of three separate elements: the Queen, the House of Lords and the elected House of Commons. Over the centuries the balance between them has changed, so that the monarch’s role is now only formal and the House of Commons has gained supremacy over the House of Lords.

4.In fact, there may be other constitutional monarchs around the world. But nowhere is there anything quite like the upper Chamber of the British

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