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Файл:Английский язык для магистров в сфере государственного и муниципального управления = English for masters in state and municipal management. Практикум.pdf
X
- •Рецензенты:
- •Student B
- •B . Student A
- •Student B
- •Ex. 2 Put the verbs in the correct tense, the present simple or the present continuous
- •Ex. 3 Put the verbs in the correct tense, the present simple or the present continuous
- •Авторы:
- •CONTENTS
- •1 PRACTICAL COURSE
- •1.1 Reading comprehension
- •Ex. 1 Here are some expressions using parts of the body. Use a dictionary to find out what they mean
- •Ex. 2 Complete these sentences using an appropriate expression from Ex. 1
- •1.2 Speaking
- •Ex.2 Look at the following situations and act them out with your partner
- •Ex. 4 Use the correct present tense form. Say what the context for each extract could be, written and/or spoken.
- •Phrasal verbs
- •Ex. 7 Translate from English into Russian.
- •2.1 Reading comprehension
- •Ex. 1 Read the text and say whether these statements are true or false
- •Ex. 2 Why are these dates important for the development of the company:
- •Ex. 2 Underline the correct tense in the sentences
- •Ex. 4 Put in the past simple or the past continuous . Note where both forms are possible
- •feel
- •have
- •tear
- •cost
- •catch
- •Ex. 6 Put the verb in brackets in either the Past Simple or the Past Perfect.
- •Ex. 8 Complete the following conversation using the verbs supplied
- •Ex. 9 Using the information given, complete each sentence with a suitable verb. Use the past perfect simple or continuous
- •Ex.10 Supply suitable verbs for the following conversation
- •Ex.11 Choose the correct form of the verbs
- •Ex.13 Match phrases 1-15 with time expressions A-O.
- •Ex.16 Underline an appropriate phrasal verb
- •3.1 Reading comprehension
- •Text B . Types of Business Organisations. Private Ownership
- •2. Partnership
- •3. Private limited companies
- •4. Public limited companies
- •Ex 1 Read the text and list the information under the following headings.
- •Ex. 1 Match each type of organization with the type of economic activity it is engaged in
- •Ex. 1 Read and fill on the diagram below with the appropriate information.
- •Ex. 3 Choose the correct form of the verbs
- •Ex 2 Read the article. As you read, complete the table below
- •Ex 4 Here are some possible titles for the article, and the original title. Which one do you think is best? Why? (Your reasons may be related to length; style; how well it summarizes the article, etc.)
- •THE AUSTRALIAN SALUTE
- •Ex. 3 Compare the use of tenses in the sentences. Say which tense is used and why
- •Ex. 4 Correct the mistakes
- •Ex. 5 Present Perfect simple or progressive? Which sentence matches better in A and B?
- •5.1 Reading comprehension
- •The scheme
- •The idea
- •What is a co-operative?
- •Ex. 1 Answer the following questions
- •Ex. 5 Choose the correct form of the verbs.
- •Ex. 6 Put in the correct form of the verb.
- •The future: revision
- •6.1 Reading
- •Ex. 3 Write your own CV. Pay attention to the layout and features mentioned above
- •Ex. 4 Skim through the letter and see what information the applicant is conveying about herself
- •Ex. 5 Here are some lines from the letters of applications of different candidates. Choose the most appropriate and convincing sentence in each group and give reasons for your choice.
- •Part B.
- •Ex. 11 What would you say in each of the situations below. Choose a,b, or c.
- •Ex. 12 Which of the tips in Ex. 1 did the two candidates below ignore?
- •STAFF NURSE
- •PETER SYMONDS
- •JOANNE BLAKE
- •BRIGID GRIFFITHS
- •Ex.2 Rewrite these sentences beginning with the words provided.
- •Ex. 3 Put the verbs in the correct form.
- •Ex. 4 Put the verbs into a suitable tense in the passive.
- •Ex. 6 Compare the verb forms in the pairs of sentences. Say which tense is used and why.
- •Ex. 7 Three of the sentences in this exercise are correct. Put a tick (V) next to them. All the other sentences contain mistakes. Put a cross (X) next to them and correct them.
- •Ex. 8 Put the verbs in brackets into the correct tense, active or passive
- •7.1 Reading comprehension
- •What makes an advertisement misleading?
- •How do we judge the ads we look into
- •Why it's a two-way process
- •Ex. 1 Read the text and answer the questions
- •Ex. 2 Find these expressions in the text and guess their meaning
- •Text B. ' Freedom in a Pie'
- •Ex. 1 Read the first two paragraphs of the text and answer the questions
- •Ex. 7 What is the meaning of these expressions?
- •Ex. 3 Complete the conversations with suitable verbs
- •Ex. 4 Choose the correct form of the verbs
- •Ex. 5 Fill the gaps in the sentences with must(n't), need(n't) or should(n't).
- •Ex. 6 Complete the second sentence using the correct form of must, need, should or have to without changing the meaning
- •Ex. 7 Supply can, can't, could, couldn't, was/were able to, managed to.
- •THE MYSTERY OF THE TALKING SHOE
- •Ex. 11 Make suggestions to a friend for the following situations. You feel like ...
- •8.1 Reading comprehension
- •Ex. 1 Read the conversation and answer the questions
- •Ex. 2 Decide which would be the most appropriate way of greeting people in each of the following situations
- •Initiating a Conversation
- •Ex. 11 Translate into Russian paying attention to phrasal verbs
- •UNIT 9
- •Formal and informal letters
- •Here is some of the language typical of business letters:
- •Ex. 2 Read the letter and write a reply to it.
- •Your reply should include the following:
- •Ex. 3 Write a letter to BP asking them to consider your request for sponsorship. Use the model to help you.
- •Rules for writing memos.
- •Ex. 2 Fill the gaps in the sentences, using the words given
- •Ex. 3 Complete the questions in the conversations
- •Ex. 6 Complete the following sentences with your own ideas
- •I wish I did / had done
- •Ex. 10 Fill in the gaps with an appropriate phrasal verb from the box.
- •Ex. 5 Put the following memo in the right order
- •ONE CUBE OR TWO?
- •THIS WAY! THAT WAY!
- •HOW TO GET RID OF RATS
- •THE BRAVE OLD LADY AND THE HOPELESS CROOK
- •Ex. 6 Put in the correct verb form (to-infinitive or -ing). Give two forms where both are possible
- •Ex. 7 Put in the correct verb form (to-infinitive or -ing).
- •10.1 Reading comprehension
- •Identifying yourself/your company
- •Asking the caller to identify himself/herself
- •Asking for a connection
- •Taking for a connection
- •Explaining the reason for the call
- •Signing off
- •Ex. 2 Choose the most appropriate response:
- •present becomes past
- •present perfect becomes past perfect
- •past becomes past or past perfect
- •past perfect does not change
- •modal 'present' becomes 'conditional' or 'past'
- •'shall' with a future reference becomes 'would’
- •'shall' in offers and suggestions becomes 'should'
- •'past' or 'conditional' modals do not change
- •'perfect' modal forms do not change
- •Ex 3. Report these Yes/No questions moving the clauses 'one tense back'.
- •Ex. 6 Last week you had lunch with Rachel, a friend you hadn't seen for a long time. Look at the list of things she said to you, then tell another friend what she said. Use reported speech.
- •Ex.7 Complete the sentences with the correct form of say or tell.
- •Ex. 1 Write out the sentences, using the most logical tense or form of the verbs in brackets. The words in italics should be put in their correct position in relation to the verb.
- •Ex. 2 Write out the sentences, using the most logical tense or form of the verbs in brackets. The words in italics should be put in their correct position in relation to the verb.
- •Ex. 3 Write out the sentences, using the most logical tense or form of the verbs in brackets. The words in italics should be put in their correct position in relation to the verb.
- •GUESS WHAT!
- •Ex. 5 Form tag-questions.
- •NOT YETI
- •WHO DID WHAT AND WHEN?
- •RENT-A-SPACE
- •Unit 2 Company history
- •Unit 3 Company structure
- •Unit 4 Work
- •Unit 5 Young enterprise
- •Unit 6 Applying for a job
- •Unit 7 Advertising
- •Unit 8 Socializing in business
- •Unit 9 Business correspondence
- •Unit 10 Telephoning
- •1.2 The concept of public administration
- •1.2 The essence of public administration
- •1.3 Methods of public administration
- •1.4 Subjects and objects of state administration
- •TOPIC 2
- •2.1 Historical aspects of the concept of the state
- •2.2 The concept and characteristics of the state
- •2.3 Types of state
- •2.4 Forms of the state
- •3.1 The concept and legal status of a public authority
- •3.2 Classification of public authorities
- •TOPIC 4
- •4.1 Institute of the President of the Russian Federation: status, powers, responsibility
- •4.2 Administration of the President of the Russian Federation
- •5.1 The Federal Assembly of the Russian Federation: the order of formation, the legal basis of activity, the structure and powers
- •5.2 Structure and organization of the Federation Council of the Federal Assembly of the Russian Federation
- •TOPIC 6
- •6.1 Structure and organization of the activities of the State Duma of the Federal Assembly of the Russian Federation
- •6.2 The legal status of a deputy of the State Duma and a member of the Federation Council
- •6.3 The Government of the Russian Federation in the system of state power: legal bases of activity, structure and powers
- •7.1 The concept of judicial power in the Russian Federation
- •7.2 Principles of the administration of justice in the Russian Federation
- •7.3 The judicial bodies of the Russian Federation: the procedure for formation, composition and competence
- •7.4 Status of judges
- •TOPIC 8
- •8.1 Executive authorities of the subjects of the Russian Federation
- •8.2 Legislative authorities of the subjects of the Russian Federation
- •TOPIC 9
- •9.1 State regulation in the field of education and science in the Russian Federation
- •9.2 State regulation in the fields of culture
- •9.3 State regulation in the field of health care, social services and social protection of the population
- •10.1 The concept of security and its types
- •10.2 The security system of the Russian Federation, forces and means of its support
- •TOPIC 11
- •11.1 The concept of local self-government
- •11.2 Principles of local self-government
- •11.3 Legal basis of local self-government
- •11.4 The concept of the organizational foundations of local self-government
- •11.5 The system and structure of local self-government bodies
- •11.6 Features of the organization of local self-government in the cities-subjects of the Russian Federation Moscow and St. Petersburg
- •12.1 The charter of the municipality
- •12.2 General characteristics of the legal status of the municipal administration
- •12.3 The head of the municipality: status and powers
- •13.1 Offences and liability
- •13.2 Political responsibility in the sphere of state municipal administration
- •13.3 Criminal liability in the sphere of state and municipal administration
- •13.4 Civil liability in the sphere of state and municipal administration
- •14.1 Introduction
- •14.2 Definition
- •14.3 Principles of administrative management
- •TOPIC 15
- •15.01 Important characteristics of management
- •15.02 Scope of management
- •15.03 Functional areas of management
- •1 Production management
- •2 Financial management:
- •3 Personnel management:
- •4 Marketing management:
- •5 Maintenance Management:
- •6 Material management and purchasing:
- •7 Transport management:
- •8 System management:
- •9 Office Management:
- •TOPIC 16
- •16.01 Functions of management or managerial functions
- •16.02 Process of Management
- •TOPIC 17
- •17.01 Management as a science
- •17.02 Management as an art
- •17.03 Management as a Profession
- •17.04 Significance and importance of management
- •CONCLUSION
- •APPENDICES
- •GRAMMAR REFERENCE
- •7.The passive is used :
- •2. Second.
- •3. Third.
- •4. Conjunctions that can sometimes be used in place of ` if `
- •Wishes
- •Verb patterns
- •Bare infinitive is used:
- •but: (passive) Не was made to рау for the damage.
- •The -ing form is used:
- •Reported speech.
- •1. Reported statements.
- •Reporting verbs
- •2. Reported statements with the reporting verb in the present.
- •3. Reported statements with tense changes.
- •Adverb changes in reported speech.
- •4. Reported advice and suggestions.
- •2. This is how we report a suggestion:
- •5. Reported commands.
- •In negative commands not goes before the to-infinitive.
- •6. Reported offers.
- •7. Reported questions.
- •8. Yes/No questions.
- •9.Wh-questions
- •COMMONLY USED ADVERBS
- •Ability to pay
- •Absolutism
- •Abuse
- •Access
- •Acceptance theory of management
- •Accountability
- •Administration
- •Administrative Accountability
- •Administrative Advocacy
- •Administrative agency
- •Administrative costs of taxation
- •Administrative discretion
- •Administrative due process
- •Administrative law
- •Administrative morality
- •Administrative order
- •Administrative remedy
- •Administrator
- •Affirmative action
- •Authority
- •Balance
- •Behavioral management theory
- •Benefit-cost ratio
- •Benfite principle
- •Big data
- •Body language
- •Boundary spanning
- •Brainstorming
- •Budget
- •Budget padding
- •Budget deficit
- •Budget surplus
- •Bureaucracy
- •Business
- •Business plan
- •Cashflow
- •Centralized organization
- •Chain of command
- •Charismatic power
- •Citizen participation
- •Classical adminsitrative
- •Classical management theory
- •Classical scientific
- •Closed system
- •Coercive power
- •Collective bargaining
- •Common-pool problems
- •Community development
- •Communication
- •Compensation
- •Competitive advantage
- •Condition of certainty
- •Content theory
- •Contingency planning
- •Contingency theory
- •Continuous process
- •Control
- •Concurrent control
- •Cost-leadership strategy
- •Crisis problem
- •Cross-functional teams
- •Decentralized organizations
- •Decision analysis
- •Decision tree
- •Delegation
- •Demographics
- •Development plans
- •Differentiation strategy
- •Distributional effects
- •Distributive policy
- •Dividends
- •Division of work
- •Division of labor
- •Dual federalism
- •Earned income tax credits
- •Economic depreciation
- •Economic incidence
- •Economies of scale
- •Effectiveness
- •Effective tax rate
- •Efficiency
- •Embargo
- •Employee benefits
- •Empowerment
- •Enterprise
- •Equal employment opportunity
- •Ethics
- •Evaluation
- •Expectancy theory
- •Expert power
- •Exporting
- •Federalism
- •Feedforward controls
- •Financial audits
- •Financial ratio analysis
- •Financial statements
- •First-line management
- •Flexiplace
- •Flextime
- •Force-field analysis
- •Formal structure
- •Formal theories of organization
- •Formula grants
- •Free riders
- •Fully funded pension fund
- •Functional authority
- •Functional structure
- •Functional teams
- •"Garbage can"
- •General fund
- •General obligation bond
- •Generational accounting
- •Gift taxes
- •Goal articulation
- •Goal congruence
- •Government failure
- •GOVERNMENT-SPONSORED ENTERPRISES (gses)
- •Grants
- •Grapevine
- •Gross federal debt
- •Gross income
- •Hierarchy
- •Home rule
- •Horizontal equity
- •Horizontal job loading
- •Human capital
- •Human relations movement
- •Human relations theories of organization
- •Human Resources
- •Implicit federal guarantees
- •Impoundment
- •Incentive pay
- •Income statement
- •Incrementalism
- •Independent agencies
- •Informal organization
- •Information management
- •In-kind income
- •Interest group
- •Intergovernmental competition
- •Intergovernmental relations
- •Interjurisdictional externalities
- •Internal rate of discount
- •Internalization of costs
- •Interorganizational networks
- •Interpersonal communication
- •Intrapreneurship
- •Iron triangle
- •Issue networks
- •Item veto
- •Job analysis
- •Job description
- •Job enlargement
- •Job enrichment
- •Job rotation
- •Job sharing
- •Joint venture
- •Kaizen
- •Leader
- •Leadership
- •Leading
- •Learning organizations
- •Legislative intent
- •Legislative oversight
- •Legitimate power
- •Licensure agreement
- •Liberal democracy
- •Liberty
- •Limited government
- •Line authority
- •Line-item budget
- •Liquidity ratios
- •Loan guarantees
- •Long-lived resources
- •Lump sum tax
- •Management
- •Management information systems
- •Manager
- •Managerial subsystem
- •Market failure
- •Mass production
- •Means-end chain
- •Mechanistic structure
- •Merit pay
- •Merit principle
- •Merit system
- •Mission statement
- •Modern organization theory
- •Monopoly government
- •Motion study
- •Multinational corporations (MNC)
- •National consumption tax
- •National debt
- •Need theory
- •Negative externalities
- •Negative income tax policy
- •Net federal debt
- •Net interest expenditures
- •New public administration
- •Network structure
- •Nonprofit organizations
- •Noncash transfers
- •Nonverbal communication
- •Off-budget policies
- •Office of management and budget (omb)
- •Office of personnel management (opm)
- •Ongoing plans
- •Open system
- •Operational goals
- •Operational plan
- •Organic structure
- •Organization
- •Organizational change
- •Organizational chart
- •Organizational climate
- •Organizational culture
- •Organizational design
- •Organizational development (OD)
- •Organizing
- •Orientation
- •Participatory democracy
- •Performance appraisal
- •Performance auditing
- •Performance budget
- •Philosophy of management
- •Plan
- •Planned change
- •Planning
- •Planning-programming-budgeting system (ppbs)
- •Pluralism
- •Policy
- •Policy analysis
- •Policy entrepreneur
- •Policy implementation
- •Political economy approach
- •Privacy laws
- •Procedure
- •Process theories
- •Profitability ratios
- •Quality
- •Quantitative approach
- •Queuing theory
- •Quotas
- •Rational model of decision making
- •Recruitment
- •Reengineering
- •Referent power
- •Regressive tax
- •Regulation
- •Regulatory commission
- •Regulatory policy
- •Reinventing government
- •Resources
- •Reward power
- •Risk
- •Rule
- •Satisfice
- •Satisficing
- •Scalar principle
- •Scientific management
- •Selective perception
- •Self-fulfilling prophecy
- •Simulation
- •Situational theory
- •Skills
- •Small-batch production
- •Special districts
- •Span of control
- •Spoils system
- •Stakeholders
- •Strategic change
- •Strategic plan
- •Structural change
- •Structured problems
- •Tactical plan
- •Tariffs
- •Task forces
- •Team structure
- •Technology
- •Telecommuting
- •Total Quality Management (TQM)
- •Theory X and Theory Y
- •Unity of command
- •Unstructured problems
- •Validity
- •Vertical job loading
- •Vision
- •Whistleblower
- •Whistle-blowing
- •Wholly-owned subsidiary
- •Work specialization
- •Zero-base budgeting
- •Zero defects
- •LITERATURE

МИНИСТЕРСТВО НАУКИ И ВЫСШЕГО ОБРАЗОВАНИЯ РОССИЙСКОЙ
ФЕДЕРАЦИИ
ФЕДЕРАЛЬНОЕ ГОСУДАРСТВЕННОЕ БЮДЖЕТНОЕ ОБРАЗОВАТЕЛЬНОЕ
УЧРЕЖДЕНИЕ ВЫСШЕГО ОБРАЗОВАНИЯ
«ДОНЕЦКИЙ НАЦИОНАЛЬНЫЙ ТЕХНИЧЕСКИЙ УНИВЕРСИТЕТ»
О. И. Куксина, Н. В. Соколова
АНГЛИЙСКИЙ ЯЗЫК ДЛЯ МАГИСТРОВ В СФЕРЕ
ГОСУДАРСТВЕННОГО И МУНИЦИПАЛЬНОГО
УПРАВЛЕНИЯ
ENGLISH FOR MASTERS IN STATE AND MUNICIPAL
MANAGEMENT
ПРАКТИКУМ
для обучающихся образовательных учреждений
высшего образования
Донецк
2023

УДК 811.111: 378 (076.1)
Куксина О.И.
титул. экрана.
ББК 81.2 Англ-923я73-5
К 90
Рекомендовано Ученым советом ФГБОУ ВО «Донецкий национальный
технический университет» в качестве учебного издания для обучающихся
образовательных учреждений высшего образования
(Протокол № 5 от 23 июня 2023)
Рецензенты:
Дроздов Владимир Александрович – доктор филологических наук, доцент
кафедры теории и практики перевода ФГБОУ ВО «ДонГУ»;
Соснина Людмила Васильевна – доктор филологических наук, доцент,
профессор кафедры английского языка ФГБОУ ВО «ДонНТУ».
Авторы:
Куксина Ольга Ивановна – старший преподаватель кафедры английского языка
ФГБОУ ВО «ДонНТУ»;
Соколова Наталья Владимировна – старший преподаватель кафедры
английского языка ФГБОУ ВО «ДонНТУ»;
К 90
государственного и муниципального управления для использования на
практических занятиях по дисциплине «Иностранный язык профессиональной
направленности».
области нормативной грамматики, лексики, стилистики английского языка, а
также развитию коммуникативных навыков и умений.
Английский язык для магистров в сфере государственного и
муниципального управления = English for masters in state and municipal
management : практикум для обучающихся образоват. учреждений высш.
образования / ФГБОУ ВО «ДонНТУ» ; О.И. Куксина, Н.В. Соколова. –
Донецк : ДонНТУ, 2023. – Систем. требования: Acrobat Reader. – Загл. с
Практикум предназначен для обучающихся в магистратуре
Практикум способствует приобретению и совершенствованию знаний в
УДК 811.111: 378 (076.1)
ББК 81.2 Англ-923я73-5
© Куксина О.И., 2023
© Соколова Н.В., 2023
© ФГБОУ ВО «ДонНТУ», 2023

3
Introduction ……………………………………………………………………
4
1 Practical course……………………………………………………………..
5
Unit 1
Management styles ……………………………………………
5
Unit 2
Company history ……………………………………………...
13
Unit 3
Company structure ……………………………………………
23
Unit 4
Work …………………………………………………………
34
Unit 5
Young enterprise………………………………………………
41
Unit 6
Applying for a job……………………………………………..
50
Unit 7
Advertising ……………………………………………………
65
Unit 8
Socializing in business ………………………………………
76
Unit 9
Business correspondence ……………………………………
87
Unit 10
Telephoning …………………………………………………
96
Unit 11
Grammar revision……………………………………………
105
2 Questions for self-revision…………………………………………………
110
3 Self-reading material ………………………………………………………
112
Topic 1
Basic concepts of public administration……………………….
112
Topic 2
Basic concepts and characteristics of the state ………………...
116
Topic 3
Public authority ………………………………………………..
120
Topic 4
Powers and responsibilities of the president …………………..
123
Topic 5
Federal assembly………………………………………………
126
Topic 6
State duma and government……………………………………
129
Topic 7
Judicial power …………………………………………………
133
Topic 8
Executive power and legislative power………………………...
138
Topic 9
Regulations in education, culture and social protection ………
140
Topic 10
Security………………………………………………………..
143
Topic 11
Local self-government………………………………………….
145
Topic 12
Municipality……………………………………………………
151
Topic 13
Offences and liability…………………………………………...
154
Topic 14
Administrative management……………………………………
158
Topic 15
Nature and scope of management……………………………
161
Topic 16
Functional concept and process of management………………
165
Topic 17
Management as a science, an art or a profession……………….
168
Conclusion………………………………………………………………………
172
Appendix 1
Grammar reference …………………………………………..
173
Appendix 2
Commonly used adverbs………………………………………
186
Appendix 3
Phrasal verbs…………………………………………………
188
Glossary ………………………………………………………………………..
192
Literature………………………………………………………………………..
215
CONTENTS

4
INTRODUCTION
This Tutorial is designed for students who take a Master’s degree course in
administrative and municipal management. Accoding to the curriculum of this
course students have to do the academic subject “ English for Specific purposes”.
In order to do well students need to have some previous knowledge of English
at intermediate level or above, that is be confident in using various lexical and
grammatical structures, patterns and models at this level.
It is aimed at students who have a professional need for English to be employed
and successfully work in different state institutions as well as in commercial –
industrial fields. The course is of great use for people in top, middle or lower
management posts.
The property of administrative management work determines that being a state
servant needs to cooperate and communicate with different people from different
parts of the world whose working language is usually English. In order to understand
and coordinate with their foreign colleagues and accomplish professional activities
successfully specialist in administrative management have to speak good English.
This special course can be used by students for pair or group work in class as
well as by students working alone as self-study or homework material.

5
1 PRACTICAL COURSE
UNIT 1
MANAGEMENT STYLES
1.1 Reading comprehension
1. Read the first three paragraphs of 'Difficult Tasks for Managers', an
article from International Management. What particular aspect of manager's
role do you think the article is about?
The days when a manager could expect subordinates to jump up from their
desks with a courteous 'Good morning, sir!' as he arrived at his office are long past. In
the modern world, a manager has to expect subordinates to show less deference.
But the line between the familiarity that comes from more social equality and
ill-manners or rudeness is a fine one. And employees who persistently trespass over
that line can disrupt an entire department.
How to deal with this type of employee is a delicate problem. The
insubordination can be expressed in a variety of subtle ways, most of which are not
easy to define in resorting to disciplinary measures.
2. What kinds of behaviour would you consider to be insubordination
towards a boss? In the next part of the article, you will read about four problem
employees: Sullen Sally, Tactless Ted, Cartoon Ken, Familiar Fergus. As you
read, fill in the blanks with the appropriate names.
Sometimes, people simply do not realize" they are being ill-mannered. Take
…….., for example. He prides himself on speaking his mind, and has something to
say on everything. But his frankness is often acutely embarrassing.
He is incapable of saying, ' I thought that last advertising campaign had a lot of
good ideas in it, but perhaps next time we could give the copy more vitality.' Instead,
he is apt to blurt out bluntly, 'That' campaign was a disaster. A child of three could
have done better!' The fact that he is often right does not help. Other employees
resent his manner even more, and he is too insensitive to notice. ……..'s bluntness
may not be aimed directly at his manager. He is not insensitive enough to call his
boss a fool to his face. But the inference is always there that the manager must have
had a mental aberration to allow someone to produce such a shoddy piece of work.
Another character among the cast of ill-mannered employees is who
seems to regard just being at work as a severe penance.
Everything is done begrudgingly. Asking her to do a task beyond her basic job
description is often not worth the trouble. It will be done, but only half-heartedly, and
her manager will feel the smouldering heat of her resentment on his back a long way

6
Your suggestions
The author's suggestion
Sullen Sally
Tactless Ted
Cartoon Ken
Familiar Fergus
down the corridor. If she is asked to make a cup of coffee, she will be certain to slop
it in the cup as she deposits it heavily on his desk.
…….. is just the opposite. Instead of resentment or aloofness to his boss, he
shows a gushing over-familiarity. When an important visitor is shown into the
manager's office,. cannot take the hint and leave. Instead, he will attempt to take
part in the conversation, declaring, 'You can talk in front of me. Henry and I don't
have many secrets, do we?'
Over the years ……..has fallen behind his former equal. But he seeks to
maintain the same close relationship that he imagines existed in their younger days.
……..also takes liberties. If the chief executive makes a faux pas at an embassy
reception, will be passing around a limerick on the subject the next morning. If
the sales manager breaks his leg skiing, ……..will circulate a suitable cartoon of the
incident before the plaster sets. He loses no opportunity to poke fun at his superiors,
or anyone else for that matter.
3. In small groups discuss how a manager should deal with each of the four
problem employees. Fill in the table below with your own suggestions.
How to deal with difficult employees
4. Read the last part of the article. Fill in the blanks with the appropriate
names: Sullen Sally, Tactless Ted, Cartoon Ken, Familiar Fergus. In the table
above make notes in the right-hand column about the author’s suggestions for
dealing with the four problem employees. Do you agree with the author's
suggestions?
It is difficult for most people to be as blunt to …….. as he is to others. But no
other approach is likely to break through his insensitivity.
Tackling such unpalatable problems is part of a manager's job. ……..'s boss
needs to steel himself for a heart-to-heart talk in which he explains the demotivating
effect that insensitive, tactless comments can have upon other people. Openly
recording a staff meeting on tape may provide a manager with the evidence he needs
to convince
……..of just how rude he is. Then, if a suitable course in human relations is
available, he should insist that enroll, giving him time off to attend. The truth is
that business and friendship often do not mix. Even highly participative
organizations, managers need to maintain a certain distance from their subordinates

7
in order to preserve their authority. A manager must quickly establish that special
relationships cannot be tolerated if they upset the smooth running of an office. If that
does not work, then ultimately ……..'s manager must choose between career and his
friendship.
As long as …….. 's activities are harmless and are not upsetting other people,
they should be ignored. There is no reason for the executive either openly to condone
or curtail these scribblings. But the fact that …….. feels inspired to direct creativity
into such trivial matters is as that it is not being used fully elsewhere. Creative minds
are in short supply. ……..'s manager should look for opportunities to divert his
energies into more useful areas.
……..is suffering from lack of motivation. Whether her manager can change her
attitude depends to a great extent on his abilities in human relations. He can at least
try to determine what kind of work …….. would like to do and attempt to adapt her
job or seek suitable training for her. Praise when she does things well may also help
her to get to like her work, as may the simple fact that the manager displays an
interest in her job satisfaction and career. Should these measures have no effect, the
choice is to suffer her behaviour or to arrange for her departure.
Ex. 1 Here are some expressions using parts of the body. Use a dictionary to find out what they mean
1. to pull someone's leg
2. to have a finger in every pie
3. to talk behind someone's back
4. to keep an eye on something
5. not to turn a hair
6. to be a pain in the neck
7. to keep one's hand in
8. to make a clean breast of something
9. to fall on one's feet
10. to call someone a fool to his face
11. half-heartedly
12. to speak one’s mind
Ex. 2 Complete these sentences using an appropriate expression from Ex. 1
1. Would you believe it! The day after he was made redundant he got an offer of
a job at twice his old salary. He always seems to ……..
2. Rather than let his wife find out for herself what he had been up to, he
decided it was best to ……..
3. I really admire him. There he was, guns firing all around him, and he didn't
……..
4. I can't stand him. He's boring, he interferes all the time - in short, he's……..
5. I used to play a lot of bridge. Now I play only occasionally - just to……..

8
Asking Permission
Granting
Refusing
Notes
Do you mind if I leave
(No) All right.
I'm sorry, I can't
This is a strong
a refusal.
May I smoke?
Yes (of course).
No, you may not.
This is a strong
Can I look at your
Well, OK. Go
I'd rather you
This is a polite refusal.
negative: Do you mind
lunch?
(No) All right.
Of course you
1.2 Speaking
early?
newspaper?
if I don't join you for
Ex.1 Look at the situations below. Ask permission to do what you want in
each case.
1. It is very stuffy in the room. You want to open a window.
2. You haven't got enough chairs in your office for all your visitors. You want to
borrow one from the next office.
3. You are in an important meeting. No-one else is smoking. You want to
smoke.
4. Your typewriter is out of order. You want to use your colleague's machine to
type your report.
5. You want to talk to your boss about an urgent matter.
6. You have been asked to represent your company at a conference. You don't
want to go.
7. You want to see the report your colleague has just written.
8. You find you have left your wallet at home and you have no money. You
want to borrow some from a friend to buy your lunch.
9. You have a visitor in your office. You want to make a phone call now.
10. You have been discussing an important matter. You don't want to make a
decision immediately. You want to give your answer this afternoon.
Ex.2 Look at the following situations and act them out with your partner
A. Student A
You think your secretary is very inefficient. You want to dismiss her or to
transfer her to somebody else. You discuss the problem with the Personnel Manager.
No. Not at all.
ahead.
allow that.
didn't.
must.
refusal.
NB 'Yes' in answer to
'Do you mind'... means
refusal.

9
Explain why you are not satisfied with her and ask permission to do something about
it.
Student B
You are the Personnel Manager. Listen to the problem. You don't want to
dismiss anybody unless there is very good evidence that they are bad workers. You
interviewed this girl yourself and you think she should be good. Perhaps your
colleague has a personal dislike. Grant or refuse permission as you think best.
B . Student A
You have to meet a client to discuss a contract which would be important for
your company. However, you don't have a good relationship with him. You think he
dislikes you and that it would be better for someone else in the firm to see him.
Discuss the problem with your boss and ask permission to pass responsibility on to
someone else.
Student B
You are the boss. Listen to the problem. You think he is exaggerating the
situation. You don' think there is anyone else in the company who can deal with this
client. Grant or refuse permission as you think best.
1.3 Grammar work
The Present Continuous and the Present Simple
(I am doing / I do)
Ex. 1 Choose the correct form of the verbs.
Dear Karen,
(1) I'm having / I have a great time here in England. My university term (2) isn't
starting/ doesn’t start until the autumn, so (3) I'm taking / I take the opportunity to
improve my English. (4) I'm staying / I stay with some English friends who (5) are
owning / own a farm. On weekdays (6) I'm catching / I catch a bus into Torquay to go
to language classes. (7) I'm making / I make good progress, I think. My friends (8)
say / are saying my pronunciation is much better than when I arrived, and (9) I'm
understanding / I understand almost everything now.
At weekends (10) I'm helping / I help on the farm. At the moment (11) they're
harvesting / they harvest the corn and (12) they're needing / they need all the help
they can get. It’s quite hard work, but (13) I'm liking / I like it. And (14) I'm
developing / I develop some strong muscles!
(15) Do you come /Are you coming to visit me at Christmas? (16) I'm spending
/ I spend the winter holiday here at the farm. My friends (17) are wanting / want to
meet you and there’s plenty of space. But you must bring your warmest clothes. (18)
It’s getting / It gets very cold here in the winter.

10
Let me know as soon as (19) you’re deciding / you decide. And tell me what
(20) you're doing / you do these days.
Do you miss me? Love, Paul.
Ex. 2 Put the verbs in the correct tense, the present simple or the present continuous
Leila Markham is an environmentalist. She is being interviewed on the radio by
Tony Hunt, a journalist.
TONY: So tell me, Leila, why is it important to save the rainforests?
LEILA: There are a number of reasons. One is that many plants which could be
useful in medicine (1) …………. (grow) in the rainforest. We (2) …………. (not /
know) all the plants yet - there are thousands and thousands of them. Researchers
(3) (try) to discover their secrets before they are destroyed.
TONY: I see. What other reasons are there?
LEILA: Well, I'm sure you've heard of global warming?
TONY: You mean, the idea that the world (4) .................. (get) warmer?
LEILA: That's right. The rainforests (5) …………. (have) an important effect on the
earth's climate. They (6) ................... (disappear) at a terrifying rate and soon they will
be gone. People (7) ................... (not / do) enough to save them.
TONY: But is global warming really such a problem? I (8)… ................ (enjoy) warm
sunshine.
LEILA: Well, what (9) …………. (happen) when you (10) ................. (heat) ice?
TONY: It (11) ................... (melt) of course.
LEILA: OK. The polar ice caps (12) .................... (consist) of millions of tons of ice. If
they (13) …………. (melt), the level of the sea will rise and cause terrible floods.
Many scientists (14).…………. (believe) that temperatures (15) .................... (already
rise). We must do everything we can prevent global warming, and that (16)
…………. (include) preserving the rainforests!
TONY: Thank you, Leila, and good luck in your campaign.
LEILA: Thank you.
Ex. 3 Put the verbs in the correct tense, the present simple or the present continuous
Chomp Champ!
(1) ………….. (you sit) comfortably? Good! I (2)………….. (hope) you
(3)………….. (study) this text carefully because I (4)… .............. have) news for you.
The Guinness Book of Records (5)………….. (not include) records for eating any
more. People who (6)………….. (try) to swallow 47 hard boiled eggs in half a
minute will have to do it for pleasure and not to get into the record book. ‘We
(7)………….. (regard) these records as unhealthy,' said the book's editor, Mr Donald
McFarlan. However, one record-holder will remain. He is Michel Lotito of Grenoble
('Monsieur Mangetout'). Since 1966, he has chomped his way through 10 bicycles, 7
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