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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
41
UNIT 5
YOUNG ENTERPRISE
5.1 Reading comprehension
What is 'Young Enterprise'?
Young Enterprise offers young people between the ages of 15 and 19 an exciting
way of making the difficult transition from school to work.
It does this by providing prospective or recent school-leavers opportunity of
operating a real-life industrial enterprise, a scale-model with real problems, real
solutions, real failures and real successes.
The scheme
In its most usual form, a Young Enterprise 'company' consists of some 20 boys
and girls, either still at school or in training for a job. They all take a hand in its
'incorporation', subscribe to its Memorandum and Articles of Association (and
discover the meaning of such documents), decide on the company name and on the
product it will manufacture. They elect a board of management from among
themselves raise capital by selling 'shares', organise production, do market research,
sell the products. They handle real money and they will have to account for the way
they have managed their business.
Young Enterprise issues each of its 'companies' with the material necessary to
keep records and organise business systems. The participants are advised by a team
of volunteers who have experience of industry and commerce and who can guide the
steps of the company's management, sharing with the young people their practical
knowledge of accountancy, production management and salesman ship. But they do
not instruct or direct.
At the end of the business 'year', the company will go into voluntary liquidation,
and will report to the shareholders, declaring a dividend if there is a surplus.
In the process, members of the company may have to make an informed choice
of career.
Young Enterprise is a part-time activity for about nine months, from autumn to
early summer. Participation is entirely voluntary, quite distinct and apart from school
work or vocational training.
The idea
Young Enterprise is a serious endeavour to teach all types of young people the
general principles of running a business undertaking. The idea of Young Enterprise
originated in the United State-. c America. It was introduced into Britain by Walter
Salomon, a City of London banker who formed the first National Council in 1962.
42
After a slow start the organisation grew rapidly and the scheme is now backed by
industry and commerce, so that today young people throughout the United Kingdom
can participate. A participant in Young Enterprise is known as an Achiever. Young
Enterprise caters primarily for young people who are still at school giving them an
understanding of industry and the opportunities it may offer them in the future. But it
is usually possible to include you people in the same age group who are already in a
job or who have left school but have not yet started work.
An Adviser is a practising business executive with an expert knowledge of his
own field who volunteers to help a Young Enterprise 'company' during its trading
year. An ability to get on with young people and to put across the subject is of the
utmost importance, as the name implies, Advisers are there to advise: they do not run
the companies. Normally, three Advisers are available to each company – one on
accountancy, one on production and one on marketing. They may come from one
organisation, or a single industry or from a variety business occupations.
A Sponsor is an organisation which participates in Young Enterprise and at its
own expense provides facilities by making available accommodation, advice and
encouragement. Sponsors rewarded only by the success of the enterprise of 'their'
Achieve
What is a co-operative?
A workers' co-operative is an enterprise owned and controlled by those who
work in it. It can come into existence in two ways, either through conversion of an
already established company, or the setting up of such a co-operative from scratch.
Workers' co-operatives can offer important advantages compared with
conventional businesses. One problem they may help to solve is the problem of
industrial strife: battles between management and the shop floor. In a workers' cooperative where the workers are the owners and they themselves appoint
management such battles should occur less frequently.
Another problem is the alienation of people at work - alienation because so
many have no real say in how their working lives are run. Work is controlled by big
company employers, big unions and big government and they have little chance of
making their wishes felt. Many people have a longing for greater independence.
Workers' co-ops may be one way of moving towards that.
Ex. 1 Answer the following questions
1. Where did the idea of Young Enterprise originate?
2. When did it start in the UK?
3. Is Young Enterprise part of the school curriculum?
4. How many young people are there in a typical Young Enterprise company?
5. Who decides what a Young Enterprise company will manufacture?
6. How does a Young Enterprise company raise money?
7. What is an Achiever?
8. What is an Adviser?
43
Actions which can be taken
Your
decision
1
It has been suggested that it is discriminatory that office workers do
disciplinary committee elected by the workforce
2
According to the 'equal pay for all' policy, all workers are paid on a
skilled work
3
Amongst the elected board there is no-one with professional
issues.
4
Mass meetings have to be held before any major policy decisions can
a. Halt production lines an hour early when meetings are to be
9. What are two essential qualifications of an Adviser?
10. What is a Sponsor?
11. Do Sponsors benefit financially from their participation in Young
Enterprise?
12. Who does the company's accounting and marketing?
13. What happens to a Young Enterprise company at the end of the school year?
Ex. 2 The Wholesome Bread Company, which manufactures bread, has
recently become a co-operative. You are on the elected board of directors.
Various suggestions and problems have arisen which must be dealt with. Study
the problems below and decide what action you think should be taken (a, b or
c).
not have to go through the formality of clocking-in whereas shopfloor
workers have to clock in and clock out.
a. Abolish clocking-in for everyone
b. Make clocking-in compulsory for everyone
Abolish clocking-in but make latecomers answerable to a
c.
flat rate. It has now become almost impossible to recruit skilled
workers as skilled workers can always earn more at other factories.
a. Create differentials so that skilled workers earn more than
unskilled workers
b. Rotate all jobs so that each member changes his job within the
factory every six months
Send unskilled workers on 1-year courses to train them in
c.
management expertise or experience.
a. Appoint a salaried executive director in an advisory capacity to
the cooperative
b. Send two members on short management courses
c. Make every one on the board responsible for reading up and
becoming acquainted with general management principles and
be made. These are at present unpaid. Complaints have been received
that these meetings are taking up too much of the members' leisure
hours.
44
held
belonging to a co-operative.
5
The question of distribution of profits has arisen.
evenings, etc.
6
The question of whether members should retain their trade union
itself is committed to protecting the members' interests
7
Some new members have been criticized as being destructive
c. Workers may only become members after being voted in
b. Pay members the usual hourly rate when they are attending
meetings outside hours
c. Members should accept these meetings as a necessary part of
a. Reinvest most of the profits in the company for general
expansion
b. Share most of the profits equally between all members at the
end of the financial year
c. Use most of the profits to improve social and environmental
conditions within the factory, e.g. providing a creche, social
membership has arisen.
a. This should be left up to the individual
b. There should be compulsory membership for all members of
the cooperative
Union membership is not recommended as the co-operative
c.
elements. It has been suggested that not all workers be members of
the co-operative.
a. Workers can join the co-operative after a six-month trial
period
b. All workers should automatically be members immediately
they join the workforce
5.2 Grammar work
The future: will/shall, going to and the present continuous
(I'll do/ I'm going to do / I'm doing)
Ex. 1 Use each expression once to fill the gaps in the pairs of sentences.
1. get / I'll get
a. 'I've got a headache.' 'Stay there. I ................. you an aspirin.'
2. 'II see/'m going to see
b. I'm a newspaper junkie. I ................. five newspapers a day.
a. I can't do my homework tonight. I ................. a movie.
45
b. 'What are you going to give me for my birthday?' 'I don't know yet. I
............... '
3. are you going to do/will you do
a. So you're going to America for a year! What ............... when you get
there?
b. I'm sure you'll pass your exams, but what ................. if you fail them?
4. 'll come / ’m coming
a. I ................. with you if you like.
b. I ................. with you whether you like it or not.
5. are you doing/are you going to do
a. What ................. about that leaking tap? You said you'd fix it ages ago!
b. What ................. this weekend?
6. 's raining / 's going to rain
a. It ............... tomorrow, so now's the time to cut the grass.
b. Oh, no! It ............... . That means we can't play tennis.
7. 'm getting / 'm going to get
a. I ................. a new car on Monday.
b. I ................. a new car some time. This one's so unreliable.
8. 'II crash / 's going to crash
a. Look out! He ............... !
b.
Don't lend Peter your car. He's a lousy driver. He ................. it.
9. is starting/starts
a. My TV programme ................. in thirty minutes.
b. My husband .................. a new job next week.
Ex.2 Complete the following sentences using will or going to in the correct
form. Sometimes both will and going to are possible
1. A I ................ make myself a sandwich. Do you want one?
B No thanks. I ................. have something later.
2. A Helen and Les ................ Florida this year for their holidays.
B How wonderful! The boys ................. love it, especially Disneyland.
3. A Bye, Mum. I ............... meet Tom and Mel. I ............... be back at about
ten o'clock.
B Have a good time, but don't be late again or I ................. be furious.
4. A Jo ................. be mad with me when she finds out I've smashed the car.
B She ................ understand. Just tell her it wasn't your fault.
5. A I (not) ................. work today, I feel awful.
B Don't worry, I ................. ring your boss and tell her you're sick.
6. A I'm tired. I think I.................. go to bed.
B Goodnight. I ............... watch the news, then I ................. join you.
7. A My boss has told me I ............... be promoted. I'm afraid that means longer
hours at the office, darling.
B Don't worry. I ............... get myself a dog for company. I’m sure we
46
............... have more to talk about!
8. A Mr. Smith, now you've won the lottery you ............... be the fifth richest
man in England. How do you feel about that?
B I ................. tell you next week. I'm too overwhelmed to think about it now.
Present Tenses for Future and will / shall
( I do / I am doing / I`ll do)
Ex. 3 Choose the correct form of the verbs
1. BEN: Are you busy this week, Sam?
SAM: Not particularly. (1) I revise / I'm revising until Wednesday because
I've got an exam, but (2) that only lasts / that is only lasting until midday and then I'm
free.
2. PAT: Oh dear, I've spilt my coffee.
ALAN: (3) I get / I'll get a cloth.
3. WILL: What time (4) does your evening class finish / is your evening class
finishing?
LIZ: Half past nine.
WILL: (5) Shall I come / Do I come and collect you?
LIZ: Thanks, but (6) I meet / I'm meeting my sister for a drink.
4. MIKE: Mum, (7) will you talk / are you talking to Dad for me?
MUM: What's the problem?
MIKE: Last week he said I could use the car at the weekend but now (8) he
doesn't let / he won't let me after all. I need it to get to the match (9) I play / I'm
playing on Sunday.
MUM: OK. (10) I try / I'll try to make him change his mind. I expect (11)
he's agreeing / he'll agree when I explain.
5. VALERIE: How soon (12) are you / will you be ready to leave?
SOPHIE: Oh I can't go out until (13) it will stop raining / it stops raining. I
haven't got a coat.
VALERIE: OK. I don't think (14) it goes / it will go on for long. (15) I tidy / I'll tidy
my desk while (16) we're waiting / we wait.
Ex. 4 Complete the following conversation by expanding the sentences as
shown
Greg is talking to his personal assistant, Brian, about a business trip he is taking
tomorrow.
GREG: Have you completed the arrangements for my trip yet, Brian?
BRIAN: Well, I've made the reservations, but there are still some details to
confirm.(l) Your plane leaves (Your plane / leave) at eight-thirty, so (2) .................. (I
/ collect) you from your house at six.
GREG: Six! (3) .................. (I / have to) get up in the middle of the night.
47
BRIAN: I'm sorry, it's unavoidable. You have to check in by seven and I think
(4) (there / probably / be) a long queue.
GREG: Oh, very well. What about my meetings?
BRIAN: First, (5) ................ (the Managing Director / come) to the airport to meet
you.
GREG: Good. (6) ................. (we / be) able to talk on the way to the factory.
BRIAN: (7)............... (the conference / not / open) until noon (8) ............... (I /
make sure) you have a program before you leave.
GREG: Thank you. (9) ............... (I / read) it on the plane, I expect. Now, let's
get on with some of today's work!
BRIAN: By all means.
Ex. 5 Choose the correct form of the verbs.
1. Oh no! Look at the time! I'll be / I'm going to be terribly late.
2. If you want to go to the shop, you can borrow my brother's bicycle. I'm sure
he won't mind / he's not going to mind.
3. I'll go / I'm going to go into town this afternoon. Can I get you anything?
4. Will you hold / Are you going to hold this box for a moment while I unpack
it?
5.
I hear the government has announced they'll raise / they're going to raise taxes
again.
6.
My car won't start / My car isn't going to start. It must be cold, I think.
7. I'll start / I'm going to start a new job next week.
8. I'm so sorry I forgot your birthday. Why don't you come round tomorrow and
I'll cook / I'm going to cook you a meal?
Ex. 6 Put in the correct form of the verb.
1. ANN: Are you two going out?
BILL: Yes, why?
ANN: It just said on the radio that (1) it's going to snow (it / snow).
BILL: Oh, did it? I (2) ................ (I / take) my big coat then.
JOE: Good idea. So (3) ................ (I).
COLIN: We've run out of biscuits.
2.
DAVE: Yeah, I know. (4). ............... I / get) some this afternoon. I've got them
on my list.
3. ED: Jenny's had her baby.
GAIL: Really? That's wonderful! (5) ................ (I / send) her some flowers.
ED:(6)............... (I / visit) her this afternoon. (7). .................(I / give) them to
her for you if you want.
GAIL: Thanks very much. In that case, (8) .................(I / go) and buy them
right away.
IAN: Casablanca is on at the Arts Cinema this week.
4.
48
JILL: Yes, I know. (9). ................ (I / see) it with Roger.
IAN: Oh.
5.
KEN: I haven't got a clean shirt, (10). .................. (you / wash) one for me?
LILY: No, (11).................... (I / not). You can do your own washing.
Ex. 7 Put in the correct form of be going to or I'll in this dialogue. Situation:
Mr. Sims is driving. His wife is sitting beside him.
HE: Where (1) are we going to spend (we spend) the night?
SHE: Cardiff. I've booked us in at the Angel Hotel. Why do you ask?
HE: That's another thirty miles away. We (2) ............... (run) out of petrol
before we get there. I (3) ............... (stop) at the next filling-station. Half an hour
later.
SHE: This road goes on forever.
HE: We (4) ............... (get) stuck. The car's stopping. We (5) ................. (have to)
walk.
SHE: Come on then. Perhaps someone (6) ................. (give) us a lift.
HE: Not a filling-station in sight and look at those black clouds. It (7) ...............
(rain).
SHE: Look! A car's coming. I (8) ................ (wave) to the driver.
HE: Oh good!. He's slowing down. He (9) ................ (stop).
The future: revision
Ex. 8 Complete the following conversations by putting the verbs in the right
tense
1. Mick is watching television when his sister Vanessa comes into the room.
MICK: What are you doing in your dressing-gown? It's only eight o'clock.
ANESSA: I don't feel very well. (1) I’m going to have (I / have) an early night.
V
MICK: Oh, dear. I hope (2) you will feel (you / feel) better in the morning.
VANESSA: So do I. (3) ............... (I / meet) my new boss at ten o'clock.
MICK: I think (4) ............... (I / make) some tea when the news (5) ................
(finish). (6) ................ (I / bring) you a cup?
V
ANESSA: No, don't bother. (7) ............... (I / try) and go straight to sleep.
Thanks anyway.
MICK: OK. Sleep well.
2. Sandy and Alison are students who have been sharing a flat. Sandy is leaving
to do a course abroad.
SANDY: It's hard saying goodbye after so long.
ALISON: We must keep in touch. (8) ................. (you / remember) to send me your
address when (9) ................ (you / get) to the States?
49
SANDY: Of course. (10)............... (I / probably / not / have) time next week,
because (11) ............... (my course / start) the day after (12) ................. (I / arrive), and
(13) ................. (I / spend) the weekend with some old friends of my father's.
ALISON: Well, you can phone.
SANDY: Yes, I guess so. Do you know what (14) ................ (you / do) this time
next Sunday?
ALISON: (15) ................ (I / get) ready to go to London.
SANDY: OK. So, (16) ................ (I / phone) about three o'clock next Sunday.
ALISON: Great. (17) ................ (I / wait) for your call.
3. Rebecca and Arnold are leaving the office where they work.
ARNOLD: Would you like to come to a film this weekend?
REBECCA: I'd like to, but I'm afraid (18) ................ (I / not / have) time.
ARNOLD: Why? (19) ................. (what/do)?
REBECCA: Well, (20) ............... (my father / arrive) back from Australia. He's
been there for six months and (21) ................ (we / have) a big party to celebrate.
ARNOLD: (22). ................... (he / not / be) too tired for a party after his flight?
REBECCA: Yes, and no doubt (23) ................ (he / suffer) from jetlag. So,
on Saturday he can take it easy. But on Sunday, (24) ................. (all the family / come)
for a big barbecue. (25) ................ (I / prepare) things all day on Saturday.
ARNOLD: What a lot of work for you.
REBECCA: I don't mind. My sisters are very helpful and we're well organised. In
fact, (26) ................. (I / see) someone about hiring a band this afternoon. So, I must go
now or (27) ............... (I / not / get) to their office before (28) ................ (they / close).
ARNOLD: I hope (29) ................ (everything / go) well for you.
REBECCA: I'm sure (30) ............... (it / be) a great day. Provided (31) ...............
(the sun / shine), that is!
Phrasal verbs
See Appendix 3 to help you
Ex. 9 Rewrite the following sentences using phrasal verbs that mean the
same as the words in bold
1. I wish I could stop wasting time and start doing something really useful.
2. She died peacefully.
3. The accent revealed him and made him known for everybody.
4. If I cheat in the examination do you think I might do it without a
punishment?
5. I won’t have a cigarette, thanks. I’m trying to smoke less.
6. We were absolutely alone and isolated by the floods on a small plot of land.
7. The editor-in-chief reduced the length of the article to make it fit for the
space available.
50
Name: Angela Nadia Other
Worcestershire WO4 2LZ
1. Be careful:
2
If you have
Education:
3
Degree in Biological Sciences Class II
exceptional.
4
UNIT 6
APPLYING FOR A JOB
6.1 Reading
The curriculum vitae
The curriculum vitae (CV) is a short written account of your education and your
previous job that you send to an employer when you are looking for a new job.
Ex. 1 Read the version of a CV. What is wrong with this CV? Study the
opinions of professional CV writer who has added the notes 1 - 11 on the right.
Locate them in the text (A - K) .
The curriculum vitae
Address: 14 Newton St
Desford
Tel: 456789 (A)
Date of birth: 1/1/71
Age: 22 (B)
1982 – 1989 Desford Community High School
1989 – 1992 University of Sussex
Qualifications
8 ‘0’ levels- English language (A), English literature
(B), Maths (A), Biology (A), Chemistry (A), History
(C), French (B), Technical Drawing (B) (C )
3 ‘A’ levels - Biology (A), Chemistry (C), Maths (C)
this could imply
restlessness
mentioned your date
of birth , your age
will be obvious to
the recipient
Reconsider
including this fact if
you are applying to
a very conservative
company. You don’t
want to be labelled a
“hippie” before you
even arrive.
Passable French; some computer literacy (D)
Include grades only
if they are