POSIBNIK_1_KURS

1.Економіка - це наука, що вивчає закони і категорії суспільного виробництва, розподілу, обміну і споживання, методи і форми організації та управління виробництвом.

2.Вивчення кожної науки починається з визначення її предмета, цілей, і методів.

3.Вперше поняття "економіка" ввів грецький мислитель Арістотель (III ст. до н. е.).

4.Арістотель пояснив суть економіки як науки про домашнє господарство: грецьке "ойкос" означає дім, господарство, "номос" - вчення, закон.

5.Проте економіка як наука, як систематизоване знання про суть господарської діяльності виникла лише в ХVII-ХVIII ст., тобто в період капіталізму.

6.Щоб визначити предмет економіки, необхідно розкрити дві найважливіші категорії: "економіка" та "економічна теорія".

7.Слід зауважити, що теорія дає уявлення про дійсність як систему.

8.Економіка – це наука про виробничу діяльність та обмін її результатами між людьми.

9.Економіка вивчає рух економічного життя - тенденції в розвитку цін, виробництва, безробіття тощо.

10.Економічна наука допомагає виробити політику, за якої уряд може впливати на економічне життя.

11.Економіка - наука вибору, яка вивчає, як люди вибирають спосіб використання обмежених виробничих ресурсів (землі, праці, обладнання, технічних знань) для виготовлення різних товарів і розподілу їх між різними членами суспільства.

12.Економіка вивчає, яким чином людина організує виробництво і споживання.

13.Економіка вивчає гроші, капітал, його форми й багатство.

14.Економічна освіта кадрів – це процес овoлодіння економічними знаннями, уміннями і навичкамита підготовка фахівців з вищою економічною освітою.

15.Економічна освіта кадрів – це також підвищення рівня економічних знань керівних господарських та інженерно-технічних працівників.

LANGUAGE SKILLS

Ex.11. Ask questions to which the following sentences may be answers.

1.There's no one universally accepted answer.

2.In 1776, with the publication of Adam Smith's Wealth of Nations.

3.The first comprehensive defence of the free market.

4.Because previous tentative schools of economics were abandoned.

5.They are land, labour, capital and entrepreneurship.

6.It arises from the problem of scarcity.

7.Because people want more than is available.

8.Limited income (time or ability) keeps us from doing and having all that we might like.

9.The option or options that a person gives up.

10.The opportunity cost of a particular choice.

11.What to produce? For whom to produce? How to produce? 12.To determine the needs of individual consumers.

13.In order to cater for many and varied needs of consumers. 14.The demand from consumers and available resources.

15.By the demand for the various products as well as the availability of the resources required to produce those goods and services.

Ex.12. Answer the following questions.

1.How can you answer the question “What is economics?”

2.What is the central concept of Adam Smith's Wealth of Nations?

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3.What is the difference between a good and a service?

4.Which factors of production are there?

5.What does land represent?

6.What kind of work do labourers perform?

7.Who can be called an entrepreneur?

8.What is capital?

9.Why is economics sometimes called the study of scarcity?

10.What is the cost of any choice?

11.What is the task of economics in the situation of scarce resources and unlimited human needs?

12.Name the main problem in economics.

13.What are the main branches of economics?

14.Explain the difference between microeconomics and macroeconomics.

15.What does economics teach, provide and help to understand?

Ex. 13. Make a presentation of the topic “What is economics”.

WRITING

Ex.14. Write a plan for a summary of Text A.

Ex. 15. Write a brief summary (25-30 sentences) of Text A.

Ex. 16. Write an essay (100 – 150 words) about:

-the problem of scarcity and opportunity cost.

DISCUSSION POINTS

Ex.17. Answer the following questions.

1.What is economics?

2.What is scarcity? Give some examples of rich people and poor people facing scarcity.

3.Why does scarcity force us to make choices?

4.Why do we care about what goods and services are produced? Give some examples of goods that you value highly and goods on which you place a low value.

5.Why do we care about how goods and services are produced? (Think about cost.)

6.Why do we care about when or where goods and services are produced?

7.Why do we care about who gets the goods and services that are produced?

8.What do we mean by the related ideas of trade-off and opportunity cost? Give some examples of trade-offs that you have made today and of opportunity costs that you have incurred.

9.Explain why for the economy, as a whole, expenditure equals income and the value of production.

10.Why does unemployment occur? Is all unemployment a problem?

Ex.18. Name as many famous economists as you know. Explain their role in the development of economic science.

Ex.19. Economics has been called “the study of scarcity and choice”. How does this relate to your budget for the week? How does this relate to your nation’s budget?

TEXT B: WHAT ECONOMICS ISN'T

Ex.20. Scan the text below and give headlines to each paragraph.

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Let's start with what economics isn't. Economics isn't a meal ticket to make lots of money in the stock market, although economics helps you understand how stock markets and other markets work. Economics also isn't a business degree, although economics teaches important business skills. (1) ____________. As such, economics helps to explain the mysteries of how people and society operate.

Economics is defined as the study of how people choose to use their scarce resources in an attempt to satisfy their unlimited wants. (2) ____________. Think, for example, why you don't own a Ferrari or a Porsche (if you do, congratulations). You probably can't afford to purchase these expensive automobiles, or even if you can, this is not the best use of your money. You may want a Ferrari, and in fact there is no prohibition against your buying a Ferrari. But you don't have the resources - namely, money - to buy a Ferrari.

Take this one step further. Why don't you go to the movies every night, or go out dancing until 2 AM every evening? You may want to, even prefer to, but you can't because you have homework, or a job, or both. Even if you could financially afford this lifestyle, your time is a scarce resource. (3) ____________.

Economics builds scientific models to explain why people behave the way they do. And economists use these models, in conjunction with their observations of the world, to analyze and explain why things happen the way they do.

Does this sound boring? It shouldn't. (4) ____________. Even more, economics is about finding the truth, even if the truth may go counter to what you, and most people, may intuitively believe. As one economist put it, economics is about paradoxes, about providing answers to riddles that are contrary to accepted opinion yet are true. Think about a few such paradoxes:

Supermodels and athletes may be better off bypassing college for professional work than by attending college. Why? The potential income they forego by attending school is greater than the benefit a college degree brings to a supermodel or star athlete. This is not to say that education is bad, or supermodels can't afford college; rather, it simply says that the allocation of time is better spent working than by attending school.

(5) ____________. Traffic jams seem to be a necessary evil, right? What if drivers needed to pay a toll, say $1, during busy rush hours. This would certainly prevent some drivers who didn't need to drive from driving during rush hour, and traffic congestion would lessen. In economics, driving is a want and freeways, time, and money are resources. If we could better allocate these resources, then we could lessen traffic.

This is what economics is all about - finding answers to problems that are not always as they seem to be.

Why major in economics? Economics teaches valuable skills and problem-solving techniques that will help you solve the mysteries life presents. But there's another reason. (6)

____________. In addition to academia and government, economists work in all facets of the business world, including manufacturing, mining, banking, insurance, and retailing. Not to mention sports, recreation, entertainment, and technology.

Why do businesses need economists? First, economists are trained to think analytically and critically to solve complex problems. Second, and relatedly, (7) ____________, and as such economists are trained to recognize human behaviour in relation to work, production, distribution and consumption, the fundamental operations of most businesses.

Businesses began to hire economists in increasing numbers shortly after World War II, and the economics profession has grown rapidly ever since. Both large and small firms hire economists. Large firms tend to have whole divisions dedicated to economic research, with a number of economists addressing specialized areas. Smaller firms, on the other hand, tend to hire only one or two economists to address a number of general areas: planning, forecasting, finance, and other duties.

(8) ____________. Economists analyze data and provide information; the manager uses this information to make decisions. The public profile may not be there, but the power of the information is great. This may explain why so many corporate CEOs rose to their positions

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through the economics division.

Ex.21. Read the text. Choose the best sentence A-G to fill each of the gaps 1-8. Do not use any of them more than once.

AAgain, economics is about solving problems.

BEconomics is a social science

CIn other words, we have unlimited possibilities in life to do whatever we want, but we are limited by the resources we have to do these things.

DNamely, jobs, and decent-paying ones at that.

EThe role of the economist may differ from that of the manager.

FTraffic jams can be prevented.

GYou need to spend time studying or working which prevents you from movie watching and dancing.

HEconomics, first and foremost, is a social science.

Ex.22. Read the text and decide whether the following statements are true or false. Correct the false statements.

1.Economics helps you understand how stock markets and other markets work.

2.Economics is a business degree.

3.Economics teaches important business skills.

4.Economics helps to explain the mysteries of how people and society operate.

5.Economics is defined as the study of how people choose to use their unlimited resources in an attempt to satisfy their scarce wants.

6.Economics builds scientific models to explain why people behave the way they do.

7.In economics, driving is a resource and freeways, time, and money are wants.

8.Economists work in all facets of the business world, including manufacturing, mining, banking, insurance, and retailing.

9.Economists are trained to think analytically and critically to solve complex problems.

10.Only large firms hire economists.

11.Large firms tend to have whole divisions dedicated to economic research, with a number of economists addressing specialised areas.

Ex.23. Read text B again and answer the following questions.

1.What is not economics?

2.How is economics defined?

3.Why does economics build scientific models?

4.How do economists use these models?

5.What is economics about?

6.Why do businesses need economists?

7.When did businesses begin to hire economists?

8.How do large and small firms hire economists?

9.What is the role of the economist?

10.What does the manager use to make decisions?

TEXT C: MICRO, MACRO AND FANTASY ECONOMICS

Ex.24. Before reading

Can you anticipate what ‘fantasy economics’ is about?

Ex.25. Reading

(1) There are two branches of genuine economics, the micro and the macro, and a third and phoney one, the fantasy economics that feeds on wishful thinking demagogy and the rantings

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of pretentious charlatans. As micro and macro are tangled up in one of their periodic conflicts of mutual misunderstanding, the hour is to the fantasy economics "new order," "need, not greed," "equitable distribution," "stability," and so forth. None of this rhetoric is harmless, and the seductive apple-pie-and-motherhood language it uses makes it difficult to combat. Microeconomics finds support in common sense, the lessons of everyday life and perhaps also in inherited instincts that favoured genetic survival in evolutionary selection. Micro-economics teaches that no sane man will try to increase his income by borrowing more heavily on his credit card so that his increased consumption should stimulate consumption, fill factory order books, and permit him to earn more by doing overtime. Yet macro-economics suggests that something of the sort is a quite plausible sequence of events. Plausible, however, is sometimes mistaken for necessarily true. "It all depends"; macro-economic plausibility may or may not point to correct conclusions.

(2)When in 2000 France's socialist government reduced the "legal" work week to 35 hours the main plea was that this will spread the available work among more people, i.e. reduce unemployment, which of course it did not. It increased costs and caused much disruption. On the other hand, when in 2008-2009 a large proportion of German employers reduced both the work week and wages, the result was that German unemployment rose significantly less than that in neighbouring countries. Could this be a negation of the French experience? It was nothing of the sort; it was simple that other things were not equal, in one experience labour costs increased, in the other they did not. Micro and macro are fairly unanimous that you do not increase the demand for labour by making it more expensive. Higher unemployment pay has no direct incidence on wage cost, because it is paid out of general tax revenue and leaves unemployment insurance rates (a kind of payroll tax) unchanged. However, wherever the incidence of a higher cost first hits the economy, the indirect incidence will inevitably work through to labour cost, too.

(3)The contemporary quarrel between micro and macro rages around the sustainability of growing government debt, the potential of the fiscal stimulus to induce growth and create jobs, and the risks of unorthodox central banking. In all these areas, the instinctive, micro-oriented "know-nothings" confront the educated Keynesians. The latter keep desperately trying to hammer into the thick skulls of the former the basic blueprint of John Maynard Keynes's system. More government spending (i.e. dissaving) generates income that is greater than the spending itself, with part of the income being consumed and part saved to generate the saving that matches the government dissaving. In Keynesian parlance there is the multiplier effect and it is greater than 1. As long as there is spare capacity (unemployment) in the economy, the government ought to go on spending more, working through the multiplier, because the extra private saving takes care of the government dissaving and the extra consumption is, so to speak, a welcome windfall gain. Timidly refusing to generate it is criminal waste.

(4)Fantasy economics as a study of warfare or at best a bitterly fought football game helps to understand the self-inflicted pain most of Europe is currently suffering in the "crisis" of the euro - a "crisis" that is increasingly looking like a quasi-permanent state of affairs. The euro replaced national currencies in 1999 partly because it was promised to raise economic growth rates "in the region by 5 per cent or more, and partly because it would enable Europe "to look the dollar in the face" or, better still, to become its equal as a global reserve currency. Milton Friedman was convinced that, failing fiscal unification, the euro experiment will collapse in a matter of months. Instead, it is still subsisting, though it has signally failed to fulfil the promises of growth and especially of prestige that had been made for it. It is being maintained by the Herculean efforts of the more solvent of the member states that seem determined to throw good money after bad to save their nearly insolvent fellow members without admitting that at least some of this money can be regarded as already gone down the drain. The mystery is that doing this is unanimously acclaimed as wise, constructive and necessary because it preserves the integrity of the Eurozone. There is ominous talk of "fragilisation" and "contamination" from Greece to Ireland, Ireland to Portugal, Portugal to Spain and so on, ending in some unspecified

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but catastrophic collapse. Nobody feels the need to ask why such language is the right one to use, and why the "integrity" of the zone and its common currency is so precious as to warrant the most painful economic and political contortions. Heavily loaded metaphors suffice to convince us that Greece, Portugal, Spain or Italy reverting to their own separate currencies would be a bad thing for anyone, let alone (as is being asserted) for everyone.

(5) What is saddening is that it is not solid understanding of micro and macro theory, the depressing history of exchange controls, fixed rates and commodity price stabilisation schemes, not the vacuity of fantasy economics that will preserve us from these hoary panaceas, but rather the sheer unlikelihood of reaching unanimous agreement among sovereign states on anything substantive, however foolish it may be.

Task 1. Discuss how micro and macro are tangled up in conflicts of mutual misunderstanding. (para.1)

Task 2. Explain why higher unemployment pay has no direct incidence on wage cost. (para.2) Task 3. If something is constructive (para.4), is it

a)involving the use of imagination to produce new ideas or things;

b)useful and helpful, or likely to produce good results;

c)designed for building?

Task 4. What way out of the crisis does the author see? (para.5)

Task 5. What does the author mean by “hoary panaceas”? (para.5) Which of them does he focus on in the above text?

BUSINESS COMMUNICATION

INTRODUCTIONS

How to Say Hello

Dolly: Hello! Hello there, how are you? Oh Hello!

Horace: You know too many people.

Dolly: Total strangers!

Horace: Then why do you greet them?

Dolly: It makes me feel good to have so many friends.

Horace: Oh, say hello for me too then.

Dolly: I already did.

Conversation Practice Notes:

1. It is not common to use titles (Mr., Mrs., Dr., etc.) when referring to yourself. However, it is polite to use titles with others in formal situations, unless they give you permission to do otherwise.

Examples:

I'm Mr. Robert Smith. (Title is not necessary here.) I'm Robert Smith. (Better.)

I'm Dr. Sampson. (Okay if you want to keep the relationship formal.) After an introduction:

Nice to meet you, Mr. Smith. Oh, please call me "Bob."

2. Do not use titles with first names, and do not use last names alone without titles. Hello, Mr. Bob (Wrong!)

Hi, Bob (Okay.)

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Good morning, Smith (Wrong!)

Good morning, Mrs. Smith (Correct.)

Ex.1. Do you know the other people in the class? Introduce yourself to everyone.

Good morning. My name is __________ . I am from __________ .

Listen to others introducing themselves. Say "Nice to meet you" and repeat their names. Smile (and shake hands if appropriate).

Ex.2. When do we say Good morning? Good afternoon? Good evening?

Ex.3. Put the following sentences into the correct order to make a conversation.

Helen: Please call me Helen.

Paul: Morning, Jane. How are you?

Jane: Yes, it is. Let me introduce you … Excuse me, Mrs Anderson’. May I introduce you to

Paul Carroll? Jane: Good morning, Paul.

Paul: Pleased to meet you, Mrs Anderson. Jane: Fine, thanks, and you?

Paul: And please call me Paul. Helen: How do you do?

Paul: Fine. Is that Mrs Anderson over there?

Ex.4. Read the conversation. Fill in the blanks with the question words.

Who, what, how, why, when, where.

Alex:______ do you do? My name is Alex Smith.

Peter:______ do you do? Nice to meet you. Peter Brown.

Alex: Ah! You are giving a talk on computer software.

Peter: That’s right. ______ are you from, Mr Smith?

Alex: New York.

Peter: And ______ do you work for?

Alex: Shell.

Peter: Ah, yes! You are giving a talk on transmission systems.

Alex: That’s right.

Peter: I’d like to hear it. ______ is it?

Alex: After lunch. ______ don’t you come along?

Peter: I’d like to. ______ time does it start?

Ex.5. Match the questions to the correct reply.

Ex.6. Ask Peter some questions about Alex.

You: Who is that man over there?

Peter: His name is Alex Smith.

You: _______________________ ?

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Peter: New York.

You: _______________________ ?

Peter: No, he is Russian, actually, but he was born in the USA.

You: _______________________ ?

Peter: Shell.

You: _______________________ ?

Peter: He’s an engineer.

You: _______________________ ?

Peter: He’s the Technical Director.

Ex.7. Practice making introductions. Introduce:

1.Two people in a formal situation.

2.Two people in an informal situation.

3.Yourself at a company reception desk.

4.Yourself to a new colleague.

5.Yourself to a foreign visitor you are meeting at the airport.

Useful language

May I introduce you to … ? … this is … How do you do? How do you do?

Excuse me. Are you Ms Peterson? I’m …

Ex.8. Read the text. Some parts of the text have bееn taken out. These extracts аre given below. Complete each gap with the appropriate extract.

Having trouble introducing yourself? While introductions come easy to the extrovert, the introvert will go as far as feeling anxiety when surrounded by people whom they do not know. Some tips to try: 1. Look people straight in the eyes - eye contact is important because

__________ and also shows self confidence. 2. Smile - it is important to keep a __________

(and fresh breath too). 3. Your smile is your icebreaker, it draws people to you because you will look __________ . 4. Handshake - a firm handshake, once again, demonstrates your __________

, but be sure you don't break the other person's arm or hand. 5. Just __________ hand shake you will definitely gain your confidence. 6. Say your name and immediately ask for theirs -

__________ - "It's a pleasure to meet you, John" or "Nice to meet you, Jane" - repeating the person's name will help you remember their name and, again, will also show you care. 7. Have a great conversation. Make sure you introduce yourself with both __________ . 8. Giving a nickname is absolutely ok, but __________ is your nickname. 9. It is an awkward joke if

__________ . 10. Always give notice it's a nickname, i.e. "My name's Mike, but they

__________ . 11. You may tell a little bit of your background in order to start your conversation.

a)like a happy, stable person

b)then repeat their name while saying

c)never appropriate to say your name

d)call me 'The Stunner'

e)it shows that you care

f)first and last names

g)you consider it a joke

h)nice, bright smile

i)a squeeze and control

j)self-confidence.

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Questions for discussion

1.Express your opinion: what were business cards created for?

2.Why do you think people exchange business cards with each other? 3.Imagine you have to design a business card, how would you do it?

Ex.9. Choose the most suitable verb to complete the sentences:

May, bring, can, choose, use, show, give, forget.

1. It ______ be as simple as deciding to ______ 5 or 10 cards away every day. 2. It ______ mean printing labels describing your current promotion, sticking them to the back of your cards, and pinning them to bulletin boards. 3. Whatever! The point is that if you consciously figure out a way to ______ your business cards to ______ in business, you're much less likely to ______

them. 4. Invest in a quality business card case, one that you're proud to______off and ______5. Business card cases______ be conversation starters themselves. 6. There are so many unusual, classic and artistic choices available to ______ from.

Ex.10. Combine two parts logically to make complete sentences.

Ex.11. Read the text and translate it into Ukrainian.

Forgetting your business card is a social faux pas. "Sorry, all my business cards are at the office..." Those could be the "famous last words" of the forgetful entrepreneur.

If you habitually find yourself without a business card, you're habitually losing money; or at least the chance of making money. Your business card, more than any other marketing weapon in your arsenal, is what prospects and colleagues rely upon to remind them why they should do business with you.

Forgetting a business card is a marketing mistake of significant proportions. We're so inundated with advertising messages that most of us learn to tune them out. Yet every time you're asked for a business card, and sheepishly reply that you don't have one with you, you're missing an invitation to market to someone.

Being asked for a business card is a compliment. Not having one with you at that critical moment is subtly offensive. It puts both you and the person requesting the card in an embarrassing situation. And it nonverbally tells your prospect that you're not quite the business person they thought. You're not really serious about your business, or too careless and forgetful to be entrusted with theirs.

If you're determined not to be caught cardless again, here are some tips to help you remember:

a) Invest in new cards.

If you haven't ordered business cards within the past two years, there's a good chance that

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the information or photo is out of date by now. And if your last order was for 1000 cards and there are still 990 cards left, ask yourself why you haven't been passing them out. If it's because you dislike the cards, pitch them and get business cards you're proud of!

b) Draft and practice a business card presentation.

Unless you're comfortable and confident when handing out your card, you won't do it. Besides, the words and actions that accompany your business card when you give it to someone can really cement a positive first impression.

c) Tuck a few business cards everywhere.

Your car's glove compartment. Your briefcase. Your gym bag. Your wife's purse. Next to the front door on the table where you keep your keys. Your desk drawer. Your secretary's desk. The pocket of your coat. Your suitcase.

A.Look at the phrases and words in italics in the text and explain what they mean.

B.Answer the following questions:

1.What tips about business cards do you find interesting?

2.How to invest in new cards?

3.To your mind, which method of remembering about cards is better?

4.How can your business card cement a positive first impression?

5.Where would you keep your business cards?

C.Complete the sentences:

1.If it's because you dislike the cards, pitch them and ____________________.

2.If you haven't ordered business cards within the past two years, there's a good chance that

____________________________________________________.

3.Besides, the words and actions that accompany your business card when you give it to______________________________________________________.

4.If your last order was for 1000 cards and there are still 990 cards left, ask yourself

______________________________________________________.

5.Forgetting your business card is __________________________________.

GRAMMAR

PRESENT TENSES

Ex.1. Find the verbs in the sentences below, define their tense forms and translate the sentences into Ukrainian.

Model:

Every morning my grandfather reads a fresh newspaper. (Present Simple) He is reading his favourite newspaper now. (Present Continuous) He has been reading it for half an hour. (Present Perfect Continuous) Oh, he has read the newspaper, and is now discussing the news with my father. (1- Present Perfect; 2 – Present Continuous)

1.The factory produces electric motors. The factory has been producing electric motors for 50 years. Recently, the factory has produced a new model. The factory is launching a new model these days.

2.Lucy is a florist. She works for Evelyne’s. She has been working there for two years. This week Lucy is working at the exhibition of flowers.

3.- Maggie, it’s time to go.

-Has it stopped raining?

-No, but it isn’t raining heavily.

-Paul, it has been raining all day. I don’t want to leave home and get wet.

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