Metodichka_-_Anglysky_yazyk

Reported speech

We can report people’s words using reported speech. The introductory verb of the main sentence is usually in a past tense (He said/told us/ asked/ explained/ informed us/ etc that …).

Look at the table below to see how verb tenses change in reported speech.

Notes: 1. The Past Perfect and Past Perfect Continuous remain the same.

2.Some words and time expressions change according to the meaning of the sentence:

now → then, at that time, immediately today, tonight → that day, that night yesterday → the day before, the previous day tomorrow →the next day, the following day this week → that week

last week → the week before, the previous week

next week → the week after, the following week two days ago →two days before

here → there come →go

Examples:

Statement: “I bought a new car yesterday,” -he said. He said that he had bought a new car the day before.

Yes/no question: “Have you bought a car?” – he asked. He asked if I had bought a car.

Wh-question: “When did you buy it?” –he asked. He asked when I had bought it.

Command: 1) “Buy this racing car! It is excellent!” – she told him. She told him to buy that racing car because it was excellent.

2) “Don’t sell these securities now. They will appreciate,” he said.

He told us not to sell those securities immediately because they would appreciate.

Ex.15 Rewrite the sentences in reported speech.

1.“Considering all the circumstances now I have to implement the policy of non-intervention,” -the manager said.

2.“Our company will do our best to stay afloat in crisis,” -the director promised.

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3.“Yesterday the central bank announced a new reserve requirement ratio,” -the expert added.

4.“We were expecting the financial performance of the business to improve but…,” -he said.

5.“What has changed in the government’s monetary policy this month?” – the lecturer asked.

6.“Is the solvency of the company guaranteed today?” – the wouldbe investor asked.

7.“Will all debtors settle their bills tomorrow?” - she asked.

8.“How do the instruments influencing the money supply work?” – the student asked.

9.“Specify all your requirements! I can’t work out what you mean,”

– she asked.

10.“Don’t buy these securities now. They will depreciate,” – the financial analyst said.

Ex. 16 Choose the correct answer (a, b, c, d).

1.He said that the landlord _________________ the house the previous year.

a.had been sold

b.had sold

c.would sold

d.sold

2.He asked how much _________________.

a.it cost now

b.had it cost

c.it had cost a year ago

d.it had cost the year before

3.Before cutting a deal the venture capitalist asked if

_____________ any asset as a collateral.

a.the company provides

b.the company had provided

c.the company will provide

d.the company would provide

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4.Analyzing the results experts were wondering how many investors _____________ from the crowdfunding project.

a.benefit

b.benefited

c.had benefited

d.have benefited

5.He said that the company ___________ implementing a new marketing strategy the month after.

a.is going to start

b.will start

c.were going to start

d.would start

6.The engineer asked ___________ low-skilled workers for such a challenging job.

a.don’t employ

b.don’t to employ

c.not employ

d.not to employ

Exam practice

Text 2

Ex. 17 Read the text and choose the best word (A-D) to fill in each gap.

Liquidity Production in Twenty-first-century Banking

Commercial banks produce credit and they provide liquidity. Credit involves channeling resources from entities with excess funds (savers) to entities with a scarcity of funds (investors). Many institutions produce credit. Banks collect savings from depositors and lend the funds to firms and households; finance companies collect funds in the commercial paper market and lend (or lease) the funds to various investors; insurance companies collect premiums and purchase stocks, bonds, commercial paper, and other securities.

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Banks provide both funding liquidity and market liquidity in various ways. Traditional intermediation—making illiquid loans funded with liquid deposits— (1) _____ production of funding liquidity. Like investment banks, commercial banks also provide market liquidity in their role as market makers in derivatives markets. Banks also create market liquidity in loans. For example, in securitization banks transform pools of illiquid loans, such as mortgages or credit card receivables, into liquid securities. Securitization only flourishes in the presence of a deep securities market. Banks' function in securitization is similar to the function played by investment bankers when they underwrite debt and equity for non-financial companies.

What is different about commercial banks, what (2) _____

them from other (3) _______, are products like checkable deposits and loan commitments. These (4) _____ supply funding liquidity to customers; they (5) ______ cash on demand. Banks'

‘special role’ lies mainly in providing this funding liquidity, but their day-to-day business has increasingly involved provision of market liquidity as a consequence of the growth and deepening of securities markets. This changing role can be seen in the evolution of syndicated lending, where banks typically continue to (6) _____ in the market for credit lines in both the primary and secondary

liquidity in both dimensions. The Financial Crisis of 2007–8 seems to have (7)______ bank dominance at the expense of the large standalone investment banking model. Until the crisis, the traditional asset transformation role of banks—holding loans financed with liquid deposits—was on the wane. The (8)______ of securitization seemed to offer cheaper ways to finance loans, although banks continued to provide the funding liquidity support through backup

it seems plausible that the traditional (10) _____ of bank lending and asset transformation may become increasingly attractive. [26]

Self-study

Text 1

Ex.1 Read the text and fill in the gaps (1-5) with the sentences (A-E) from the list below. Which words helped you with your answers?

A.Many other European universities offer programmes in English, but the phenomenon extends far beyond Europe: there are universities in Japan and China, for example, offering courses in English.

B.A German student, for example, who learnt to read academic texts at school, might have an advantage over a native English speaking student who did not.

C.All her courses have been in English. And as she hasn’t met any other Macedonian students at Maastricht, all her social interactions have been in English too. Has she learnt any Dutch?

“Not really. Just ‘thank you’,” she says.

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D.It is not just university academics, eager to see their work published in the most respected journals, who insist on English. Students, like Stoeva, do too.

E.However, another study he cited found that Swedish students read an English biology textbook as well as their British counterparts – they just needed more time.

Planet English

From mathematics in Maastricht to sociology in Stockholm, universities around the world are teaching more and more in

English. Michael Skapinker explores the rise of academia’s lingua franca*

When Darja Stoeva was finishing high school in Macedonia, she had two ambitions: to study mathematics and to do it in English. She looked around. The UK would have been the obvious destination, but rising tuition fees meant she could not afford a British university degree.

She extended her search to continental Europe, where she found the combination of maths and English, or rather maths in English, she was looking for – in the Netherlands. She has just begun her final year at Maastricht University’s Science Programme. (1)

____

Stoeva, and Maastricht, are not alone. Starting primarily in the Netherlands and the Nordic countries, university courses in English have spread around the globe. The Bologna Process, launched in 1999, was intended to allow mobility and exchange between European universities – for example, by creating a common structure of bachelor’s and master’s degrees and ensuring that students could get credit for time spent studying outside their own country.

This drive to create an open market in European higher education has encouraged more and more universities to offer at least some of their degrees in English. Of 17 bachelor’s programmes at

Maastricht, eight are only in English and three in either English or

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Dutch. At master’s level, Maastricht offers 55 programmes in English and only eight exclusively in Dutch. (2)____

Why has it happened? English has become the language of international communication. It is the language people need to write in if they want their papers published in the world’s most prestigious journals. At international academic conferences, a Korean professor who wants to talk to a Colombian counterpart will almost certainly do it in English.

(3) ______They are prepared to move to another country to study, and universities worldwide that are competing to attract them have to offer courses in the language that most of them have learnt. “The student has become the customer. Universities are no longer institutions but brands,” says Jim Coleman, a professor at the UK’s Open University.

But what is it like to study in a language that is not your native tongue? And what is it like to teach in it? Do non-native English-speakers learn as much when they are studying in English? And do their teachers teach as effectively?

In a 2011 survey of the research, John Airey of Uppsala University and Linnaeus University in Sweden said some studies had shown that non-English-speaking students reading in English acquired only a surface understanding of the text. (4)______

Studies into listening to lectures in English found that non- English-speaking students had trouble taking notes. They also asked fewer questions in classes. Some lecturers in Sweden said that, when teaching in English, they improvised less and stuck more closely to their script.

But that doesn’t mean native English speakers – students from the US, Australia, the UK or the English speaking Caribbean – have a natural advantage when they arrive at university. (5)_______

Prof Dekker says he recognizes some of the problems mentioned in the research but he insists there are ways of dealing with this. If you put them in small groups for tutorials, students who do not have English as their first language can be encouraged to speak up. Lectures, he concedes, are more difficult for nonnative

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speaker students to understand. But technology offers a way around that. Many students at Maastricht ask for permission to record lectures on their phones, which is granted. “Within three months, in a system like that, students improve very quickly,” he says. “They learn. It’s wonderful to see the transformation.” [23]

*a language used for communication between groups of people who speak different languages but not between members of the same group

Ex.2 Read the text again and decide whether each of the following statements is true, false or not stated in the text.

Mark T for “true”, F for “false” and N for “not stated”.

1.Darja Stoeva was looking for the combination of maths and English in continental Europe because getting a British university degree turned out to be very expensive.

2.Darja Stoeva has not learnt any Dutch in the Netherlands because she has had too few social interactions.

3.University courses in English have spread around the globe very quickly.

4.A common structure of bachelor’s and master’s degrees contributes to students’ international mobility.

5.Universities offer programmes in English because university academics insist on English.

6.All studies show that non-English-speaking students acquire superficial knowledge because they are not native English speakers.

7.For students who do not have English as their first language there are numerous methods of solving the problem.

Ex.3 Find in Text 1 English equivalents for the following Russian words or word combinations:

1.средняя школа

2.плата за обучение

3.степень бакалавра и степень магистра

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4.зачетная единица в вузе («кредит»)

5.высшее образование

6.коллега (из Колумбии), партнер

7.университетские ученые, научные работники

8.родной язык (2 word combinations)

9.делать записи, составлять конспект

10.носитель языка

11.практическое занятие, семинар

Ex. 4 Fill in the gaps using the expressions from Ex.3

1.The final session on the first day was framed as a dialogue between _____________students and an expert panel to discuss the challenges and opportunities.

2.The percentage of people with ________________________

needs to increase and the current education profile does not entirely reflect the needs of a modern economy.

3.Students only have 8 hours of ___________________a week.

4.It covers all costs for studying like e.g. the registration fee of the university, _________, the exam fee and expenses for tuition material.

5.The situation of children who did not have sound knowledge of any language, neither their ____________ nor other languages was considered especially difficult.

6.American chief executives are paid far more than their

______________ in the UK.

7.This course counts as one ___________ towards your degree.

8.It is important that the document is checked and proofread by a qualified _____________ .

9.Its main proponents are _________________, who are fond of pointing out that prices reflect all available market information.

10.In 2000 he earned a _____from the Department of Management at St. Petersburg State University.

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