Sequence of Tenses (Согласование времен)

Согласование времен в английском языке состоит в следующем: если сказуемое главного предложения выра­жено глаголом в одном из прошедших времен, то глагол при­даточного дополнительного предложения должен стоять также в одном из прошедших времен (Past Indefinite, Past Perfect, Past Continuous, Past Perfect Continuous, Future-in-the-Past). При этом соблюдаются следующие правила:

1. Если действие, выраженное глаголом-сказуемым придаточного дополнительного предложения совершается одновре­менно с действием, выраженным глаголом главного предло­жения, в придаточном предложении употребляется Past Indefinite (Simple) или Past Continuous (Progressive).

I thought you had more courage than this.

I saw that he was reading the letter at that moment.

2. Если действие, выраженное глаголом-сказуемым придаточного предложения, предшествует действию, вы­раженному глаголом главного предложения, то глагол придаточного предложения употребляется в Past Perfect или Past Perfect Continuous:

He realized that Christine had already read the paper. They said that they had been working in the library for three hours. 51

3. Если действие, выраженное глаголом-сказуемым придаточного дополнительного предложения, является будущим по отношению к действию, выраженному глаго­лом-сказуемым в прошедшем времени главного предложе­ния, то глагол в придаточном предложении употребляет­ся в одной из форм Future-in-the-Past:

Не believed that everything would be all right.

Наиболее употребительные суффиксы и префиксы

существительных

-еr/оr – teacher, writer, actor, doctor

-ist – scientist, artist

-ment – movement, development, government

-ess – fortress, hostess, actress

-ian – musician, technician, politician

-ance – distance, importance, appearance

-(t)ion – revolution, translation, operation

-ity/-ty – popularity; honesty, morality, ability

-hood – childhood, neighbourhood

-y – energy, assembly

-ship – friendship, leadership

-age – passage, marriage

-ism – heroism, socialism, capitalism

-ant – assistant, cousultant

-ence – conference, silence, difference

-ure – culture, picture, agriculture

-ing – building, reading, meeting

-dom – freedom, kingdom, wisdom

-sion/ssion – revision, session, discussion,

-ness – happiness, illness, darkness

(-s)ure – pleasure, treasure, measure

Префиксы существительных

re – reconstruction

со – cooperation, coexistence

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dis – disadvantage, discomfort, distaste

in – inaccuracy, independence

mis – misunderstanding, misprinting, misinformation

im – impossibility, impatience

un – unemployment, unconcern, unreality

il – illegality, illiteracy.

Наиболее употребительные суффиксы и префиксы глаголов

en– deepen, lighten, strengthen;

fy – classify, electrify, specify

ize – organize, characterize, mechanize

ate – indicate, activate, translate

со – cooperate, coexist, collaborate

de – decode, decompose, demobilize

dis – disbelieve, disapprove, disappear

in – input, inlay, incut, indraw

im – immigrate, impart, implant;

inter – interact, interchange, interdepend

ir – irradiate, irrigate, irritate

over – overcome, overheat, overhear, overlook

re – readjust, rebuild, reconstruct, rewrite

mis – misprint, misunderstand, miscount

Наиболее употребительные суффиксы и префиксы прилагательных

-ful – careful, beautiful, useful, powerful

-ant – distant, important, resistant

-ous – famous, dangerous, various

-ed – talented, developed, interested

-ing – interesting, disappointing

-al – natural, cultural, territorial

-ent – dependent, transparent, different

-ish – Spanish, British, boyish, Irish

-ible – possible, terrible, visible, convertible

-able – comfortable, miserable

-ic – atomic, historic, poetic, heroic 53

-y – rainy, busy, sunny, windy, dirty

-less – hopeless, lifeless, useless, homeless

-ary – ordinary, revolutionary, necessary

-ive – inventive, effective, impressive, detective

-ian – Russian, Canadian, Rumanian

Префиксы

un – unhappy, unable, uncomfortable

in – independent, indirect, invisible

dis – disappointing, discouraging, disconnecting

im – impossible, imperfect, immoral, immaterial

non – non-ferrous, non-governmental

ir – irregular, irresponsible, irrational

post – post-war, post-operational

inter – interdependent, interchangeable, international

il – illegal, illiberal, illimitable

TOPICS

On English in brief.

English language is a member of the West Germanic group of the Germanic subfamily of the Indo-European family of languages. Spoken by about 470 million people throughout the world, English is the official language of about 45 nations. It is the mother tongue of about 60 million persons in the British Isles, from where it spread to many other parts of the world owing to British exploring, colonizing, and empire-building from the 17th through 19th cent. It is now also the first language of an additional 228 million people in the United States; near of 16.5 million in Canada; near of 17 million in Australia; near of 3 million in New Zealand and a number of Pacific islands; and approximately 15 million others in different parts of the Western Hemisphere, Africa, and Asia. As a result of such expansion, English is the most widely scattered of the great speech communities. It is also the most commonly used auxiliary language in the world. English is used for communication across frontiers, listening to broadcasts, reading books and newspapers, in commerce and travel. Half of the world’s scientific literature is in English. English is associated with technological and economic development of the great manufacturing 54

countries and it is the principle language of international aid. It is the language of automation and computer technology. The United Nations uses English not only as one of its official languages but also as one of its two working languages.

There are many dialect areas; in England and in Scotland these are of long standing and the variations are striking; the Scottish dialect especially has been cultivated literarily. There are newer dialect differences also, such as in the United States, including regional varieties such as Southern English, and cultural varieties, such as Black English. Standard forms of English differ also; thus, the standard British (“the king’s (queen’s) English”) is dissimilar to the several standard varieties of American and to Australian, Canadian, New Zealand, and Indian English.

I learn English because I think that it will help me in my future job. Without doubt, English is the accepted language for the worldwide business. In a world of global sales and technological alliances, the young specialist who can speak English will gain the advantage. Besides knowing the culture is as important as knowing the language. A language is a mentality. If a person makes the effort of learning another language it means that he or she learns the culture too. Learning any foreign language helps you to communicate with many people to get in touch with them. If you talk to someone in their native language about a business relationship, the comprehension is at a much high level.

I think that my cultural horizon has changed since I began learning English. My knowledge of geography, history, literature and art has increased. There are many reasons why I began the study of English. My knowledge of geography, history, literature and art has increased. There are many reasons why I began the study of English. One of the main reasons is to be able to communicate orally or in writing with others who use this language. I want to travel all over the world and make my intellectual and cultural horizons more wider through contact with people of another culture. My knowledge of English will help me to develop understanding and to communicate orally.

Tasks to the topic.

1. What do you know about English?

2. How many English-speaking countries do you know? 55

3. What dialects and varieties of English do you know?

4. Why do you learn English?

5. How can you use English in your future life?

Kazan State Technical University

The Kazan State Technical University was established in 1932. The history of the Technical University is closely connected with the progress of aeronautics in this country. Fundamental education and profound scientific research are the distinguishing features of our university which make it very attractive for the great number of young people. Until the recent time it was well known as Kazan Aironautical Institute. In 1973 the Institute was named after the prominent aircraft designer Andrey N.Tupolev. In 1992 it got the status of the State Technical University.

The University is situated in the centre of Kazan, the capital of the Republic Tatarstan. The city was founded in the XI century on the left bank of the Volga river. Now it has the population of more than 1,1 mln. people. Kazan is a large cultural, scientific and industrial centre of Russia. There are 15 universities and higher educational institutions, 5 state theaters, including Opera and Ballet, Tatar and Russian Drama, Conservatory, etc.

The University was authorized by the State Committee of Higher Education and Technical Policy of the Russian Federation in 1996.

Today the University is one of the leading institutions in aircraft and rocket engineering, engine- and instrument-production, computer science and radio engineering.

The University includes the following faculties:

Aircraft Engineering

Aircraft Engines

Automatics and Electronic Engineering

Informatics and Technical Cybernetics

Radioengineering

Management and Business Studies

Humanitarian

Branch Faculty "Vostok" in the town of Chistopol.

Branch Faculty in the town of Elabuga

Barnch Faculty in the town of Zainsk 56

Barnch Faculty in the town of Almetyevsk (Our branch located in Stroiteley Street (the Street of the Builder) the 9th).

The University also has a Preparatory Department, an Advaced Training Department, a Continued Education Center, a Regional Center of New Information Technologies, a Scientific Library, Post-graduate and Doctoral Candidate's Schools training for Ph.D. and D.Sc. degree.

The University has got Scientific-Research Institute for Diagnostic and Control of Physical & Chemical Processes, Joint Scientific-Research Institute of Experimental Aesthetics, Scientific-Research Centre of Industrial Electrodynamics, Scientific-Research Centre of Dynamics and Strength, and Regional Innovating Scientific Centre.

Full-time and part-time students body is over 6000 students. The university includes 700 lecturers, among them more than 110 Professors and Doctors of Science, and about 500 Associate Professors and Doctors of Philosophy.

The University is housed in 7 perfectly equipped buildings. It has got 6 student's dormitories, and a hotel. A sport complex includes 5 well-equipped indoor sports halls, ski- & water-stations. The University also has got a sportive camp in the picturesque place on the Volga river, 40 km away from Kazan.

Kazan State Technical University has a rich experience in training of foreign students. From the very beginning 50th students from Albania, Bulgaria, China, Czechslovakia, East Germany, Hungary, Korea, Polen, Romania have got here their education. Nowadays they are eminent enterpreners of industry, teachers and scientists in their home countries.

Tasks to the topic:

1. What did the abbreviation “KSTU” mean?

2. How many departments does the Kazan State Technical University have?

3. What can you tell about the course of education here?

4. Where does the Almetyevsk branch of the “KAI” located in?

My Family and Me

My name’s Ivan Petrov. I with my family live in the centre of Kazan. I was born in Almetyevsk in 1984. Our family is not large. We 57

are four: my mother, my father, me and my brother. I've got my mother's eyes and hair but I've got my father's personality. My mother is an economist, she works in the bank. My father is a lawyer, he works for a big company. I have a brother. His name is Yevgeny. My brother is an engineer. Now he works in the design office of one company.

He isn’t single He is married. His wife is young. Her name is Nina. She is a medical assistant. She is also an external student. Nina studies psychology in the Moscow State University. They have their studies two times a year. My brother and his wife are very happy.

They have two children: a son and a daughter. Their elder child Boris is already seven years old. He is a pupil. He does well at school. Their daughter Kate is a little girl. She is only three.

My grandparents are old people. They have a small house in the country near Saratov. We sometimes go to see him. My grandmother wаs a teacher and my father-in law was an engineer. Now they are retired.

I'm a full-time student student. I study at Kazan State Technical University. After obtaining the diploma I shall be a qualified specialist. I'm in my first year. I'm going to be an engineer as my grandfather. I study six days a week. I'm very busy with my studies. I'm enjoying the courses, but it's a very hard work! I often spend a lot of time in the library preparing for lectures and seminars. I need good knowledge for my future job.

I spend my free time with my family. I'm very close to my parents. I trust them and I can rely on them to help me. We go in for sports. We are good at swimming. We go to the swimming pool twice a week. Like most of my friends I'm fond of music. Besides I have a fancy for dancing. I'm never lonely.

Tasks to the topic:

1. Is your family large?

2. Where do you study?

3. Do you like studying at our University?

4. What are your favourite subjects?

5. How do you get on with your parents?

6. How do you spend your free time? 58

Education in the Russian Federation

Russians have always shown a great concern for education. The right to education is stated in the Constitution of the Russian Federation. It is ensured by compulsory secondary schools, vocational schools, and higher education establishments. It is also ensured by the development of extramural and evening courses and the system of state scholarships and grants.

Education in Russia is compulsory up to the 9th form inclusive. The stages of compulsory schooling in Russia are: primary education for ages 6–7 to 9–10 inclusive; secondary education including intermediate school for ages 10–11 to 12–13 inclusive, and senior school for ages 13–14 to 14–15 inclusive. If a pupil of a secondary school wishes to go on in higher education, he or she must stay at school for two more years. Primary and secondary school together comprise 11 years of study. Every school has a «core curriculum» of academic subjects, such as Russian, Literature, Mathematics, History, a foreign language and others. Lyceums and gymnasiums offer programs giving a profound knowledge in some field of study.

After finishing the 9th form one can go on to a vocational school which offers programmes of academic subjects and a programme of training in a technical field, or a profession.

After finishing the 11 th form of a secondary school, a lyceum or a gymnasium one can go on in higher education. All applicants must take competitive examinations. Higher education institutions, that is, institutes or universities, offer a 5-year programme of academic subjects for undergraduates in a variety of fields, as well as a graduate course. If one finishes a graduate course and writes a thesis, he or she receives a candidate's degree or a doctoral degree.

Higher educational establishments are headed by Rectors. Prorectors are in charge of academic and scientific work. An institute or a university has a number of faculties, each specializing in a field of study. Faculties have specialized councils which confer candidate and doctoral degrees. 59

The system of secondary and higher education in Russia is going through a transitional period. The main objectives of the reform are: to decentralize the higher education system, to develop a new financial mechanism, to give more academic freedoms to faculties and students. All secondary schools, institutes and universities until recently have been funded by the state. Now there is quite a number of private fee-paying primary and secondary schools; some universities have fee-paying departments.

Tasks to the topic:

1. What is the right to education in Russia ensured by?

2. What are the stages of compulsory schooling in Russia?

3. What programmes of study do different types of school in Russia offer?

4. What is a vocational school?

5. What is necessary for entering a higher education establishment?

British Schools

All British children must stay at school from the age of 5 until they are 16. Many of them stay longer and take final examinations when they are 17 or 18. Before 1965 all children of state schools had to go through special intelligence tests. There were different types of state secondary schools and at the age of 11 children went to different schools In accordance with the results of the tests.

State schools are divided into the following types:

Grammar schools. Children who go to grammar schools are usually those who show a preference for academic subjects, although many grammar schools now also have some technical courses.

Technical schools. Some children go to technical schools. Most courses there are either commercial or technical.

Modern Schools. Boys and girls who are interested in working with their hands and learning in a practical way can go to a technical school and learn some trade.

Comprehensive schools. These schools usually combine ail types of secondary education. They have physics, chemistry, biology 60

laboratories, machine workshops for metal and woodwork and also geography, history and art departments, commercial and domestic courses.

There are also many schools which the State does not control. They are private schools. They charge fees for educating children, and many of them are boarding schools, at which pupils live during the term time.

After leaving school many young people go to colleges of further education. Those who become students at Colleges of Technology (called “Teches”) come from different schools at different ages between 15 and17. The lectures at such colleges, each an hour long, start at 9,15 in the morning and end at 4,45 in the afternoon.

Tasks to the topic:

1. At what ages must British children stay at school?

2. What groups are state schools divided into?

3. What is a private school?

4. What do many young people do after leaving school?

Britain's Universities

There are about 90 universities in Britain. They are divided into three types: the old universities (Oxford, Cambridge and Edinburgh Universities), the 19th century universities such as London and Manchester universities, and the new universities. Some years ago there were also polytechnics. Alter graduating from a polytechnic a student got a degree, but it was not a university degree. 31 former polytechnics were given university status in 1992.

Full courses of study offer the degree of Bachelor of Arts or Science. Most degree courses at universities last 3 years, language courses 4 years (including a year spent abroad). Medicine and dentistry courses are longer (5-7 years).

Students may receive grants from their Local Education Authority to help pay for books, accommodation, transport and food. This grant depends on the income of their parents.

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Most students live away from home, in flats or halls of residence.

Students don't usually have a job during term time because the lessons, called lectures, seminars, classes or tutorials (small groups), are full time. However, many students now have to work in the evenings.

University life is considered «an experience». The exams are competitive but the social life and living away from home are also important. The social life is excellent with a lot of clubs, parties, concerts, bars.

There are not only universities in Britain but also colleges. Colleges offer courses in teacher training, courses in technology and some professions connected with medicine.

Tasks to the topic:

1. What are the three types of universities in Great Britain?

2. What degrees do students get after finishing full courses of study?

3. What grants do students receive?

4. Why don't students have jobs during term time?

5. Why is the university life considered «an experience»?

6. What courses do colleges offer?

School Education in the USA

The federal government pays little attention to school education in the USA. There is neither a uniform school system in the USA, nor a uniform curriculum. Each state has its own system of schools. But there are some common features in the organization of school education in the country.

Schools in the USA can be divided into state, or public schools, and private schools. State schools are free, and private schools are fee-paying.

Elementary and secondary schools consist of twelve grades. Classes meet for about ten months a year, five days a week and five hours a day At elementary school English, mathematics, science, social studies, music, sports and other subjects are taught.

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Elementary education begins at the age of six, when a child goes to the first grade. Secondary education is offered at high schools. At the age of 14 pupils go to junior high school. At the age of sixteen children leave junior high school and may continue their education at the upper grades of high school.

Besides giving general education some high schools teach some other subjects. Students choose these subjects if they want to enter colleges or universities or hope to find jobs in industry or agriculture. Many schools include classes teaching basic computer skills.

A growing number of young people go to colleges or universities. Nevertheless, many students of high school don't finish it. One per cent of American citizens from the age of 14 can neither read nor write.

Tasks to the topic:

1. How can you characterize the organization of school education in the

United States of America?

2. What groups can schools in the United States of America be divided into?

3. What subjects are taught at elementary school?

4. At what age do children study at a high school?

5. What kind of education do high schools give?

Higher Education in the USA

In the United States, a student who has finished high school, may want to continue in higher education .There are several ways to do it: universities, colleges, community colleges, and technical or vocational schools.

A university in the United States usually has several different colleges in it. Each has a special subject area. There may be a college of liberal arts where humanities, social sciences, natural sciences and mathematics are taught. There may be a college of education and a college of business. A program for undergraduates usually takes four years. University students get an undergraduate degree in the arts or sciences. If they complete a course of study they get Bachelor of Arts 63

or Science degree. Students may leave the university at this time. They may also go on for a graduate or professional degree. The university always has programs for graduate and professional study in many subjects.

The university may get money from several different sources. A publicly funded university gets some money from the state government. A privately funded university gets money only from private sources. Or the university may be funded by a religious group.

College students usually spend four years at school, too. A college does not have graduate or professional programs. If a college student completes a course of study in arts or science, he or she gets Bachelor of Arts or Science degree. If college students want to continue for a graduate or professional degree, they must go to University. The college is usually funded in one of the three ways already described.

The program of study in the community college usually lasts two years. Not all of the subjects taught there are the usual school subjects. The community college may give courses in the regular academic subjects or subjects like dental technology, sewing and other non-academic subjects. Not all students of the community college have a high school diploma. They may then go to a college for two more years to get the bachelor's degree. Community colleges are nearly always publicly funded.

The technical or vocational school has only job training, it has no academic program. Students may have a high school diploma, or not. Programs may take from six months to two years and more. The technical or vocational school gives training for work in areas such as electronics, carpentry and others.

Tasks to the topic:

1. What are the ways to continue in higher education in the USA?

2. What colleges does a university in the United States usually consist of?

3. What degrees are offered at universities?

4. What sources can a university get money from?

5. What programs and degrees are offered at a college?

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6. What courses are given at a community college?

7 What kind of program does a technical or a vocational school offer?

Different Methods of Travelling

Alex: Personally I hate seeing people off. I prefer being seen off myself. I'm extremely fond of travelling and feel terribly envious of any friend who is going anywhere. I can't help feeling I should so much like to be in his place.

Bert: But what method of travelling do you prefer?

A: For me there is nothing like travel by air; it is more comfortable, more convenient and of course far quicker than any other method. There is none of the dust and dirt of a railway or car journey, none of the trouble of changing from train lo steamer and then to another train. Besides, flying is a thrilling thing. Don't you agree?

В.: I think I should like to say a word or two for trains. With a train you have speed, comfort and pleasure combined. From the comfortable corner seat of a railway carriage you have a splendid view of the whole countryside. If you are hungry, you can have a meal in the dining-car; and if the journey is a long one you can have a wonderful bed in a sleep­er. Besides, do you know any place that is more interesting than a big railway-station? There is the movement, the excitement, the gaiety of people going away or waiting to meet friends. There are the shouts of the porters as they pull luggage along the platforms to the waiting trains, the crowd at the booking-office getting tickets, the hungry and thirsty ones hurrying to the refreshment rooms before the train starts. No, really! Do you know a more exciting place than a big railway-station?

Cecil: I do.

A.: And that is?

С: A big sea port. For me there is no travel so fine as by ship. I love to feel the deck of the ship under my feet, to see the rise and fall of the waves, to feel the fresh sea wind blowing in my face and hear the cry of the sea-gulls. And what excitement, too, there is in coming into the harbour and seeing round us all the ships, steamers, cargo-ships, sailing ships, rowing boats. 65

A.: Well, I suppose that's all right for those that like it, but not for me. I'm always seasick, especially when the sea is a little bit rough.

В.: I've heard that a good cure for seasickness is a small piece of dry bread.

A. Maybe; but I think a better cure is a large piece of dry land.

David: Well, you may say what you like about aeroplane flights, sea voyages, railway journeys or tours by car, but give me a walking tour any time. What does the motorist see of the country? But the walk­er leaves the dull broad highway and goes along little winding lanes where cars can't go. He takes mountain paths through the heather, he wanders by the side of quiet lakes and through the shade of woods. He sees the real country, the wild flowers, the young birds in their nests, the deer in the forest; he feels the quietness and calm of nature.

And besides, you are saving your railway fare travelling on foot. No one can deny that walking is the cheapest method of travelling.

So I say: a walking tour for me.

Tasks to the topic:

1 All the words in the box relate to transport. Put them into the correct column below. (Some words go in more than one column.)

a fare	a double-decker	passengers	a platform
to change lines	the tube	a conductor	a return ticket
a departure board	to drop someone off	a single ticket

Train	Underground	Aeroplane	Bus	Taxi
A fare

2. Work in pairs. Discuss the following questions.

- Which forms of transport do you prefer for long journeys?

- What about when you are travel around in your own town or city?

- Do you use public transport very much? What is it like in your local area? Could it better, do you think?

- Have you ever tried to use public transport in a foreign city? Was it easy or difficult?

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3. How many cars does your family have?

4. How often are they used?

5. Does your family use the car for short journeys?

6. How many ways can you travel to the institute?

7. How often do you use public transport?

Try to get as much information as possible.

Sergei Pavlovich Korolyov — the Founder of Practical Cosmonautics

Academician S. P. Korolyov is a famous scientist and founder of practical cosmonautics. He was the chief constructor of the first Earth sputniks and spaceships.

S. P. Korolyov was born in 1906 in the small Ukrainian town of Zhitomir into a family of teachers. He spent his childhood with his grandparents in the town of Nezhin where he studied at home with a teacher. In 1922, at the age of 15, Sergei Korolyov began to study at a vocational building school in Odessa, where he received his secondary education and became a builder.

He was interested in mathematics, literature and he read a great deal.

All his life he loved music.

In 1923 Sergei Korolyov joined a Glider Pilots' Club, where he learned to construct gliders and to fly them.

In 1925 Korolyov entered the Kiev Polytechnical Institute where he studied aviation and mathematics, but in the evening he had to work for money: he was a building worker, he worked at the post-office and he played very small roles in films.

After two years in Kiev Korolyov came to Moscow. In the day-time he worked at an aeroplane factory and in the evening he studied at the Moscow Higher Technical School. After lectures he worked at home on the design of a new glider.

At the Moscow Higher Technical School Korolyov learned about К. Е. Tsiolkovsky's ideas on space travell and about his rocket.

In 1930 S. P. Korolyov graduated from the Moscow Higher Technical School and became an aviation engineer. At the same time he finished the Moscow Pilot School.

During the Great Patriotic War S. P. Korolyov constructed a jet engine for aeroplanes and rockets. 67

On October 4, 1957 the first man-made sputnik of the Earth was launched into space. It was the result of thirty years hard work and Chief Constructor was S. P. Korolyov. Then dogs were sent into space and only after a lot of experiments the first cosmonaut in the world — Y. A. Gagarin launched into space in the spaceship "Vostok" on April 12, 1961.

After this there were many other longer and more difficult flights. Then followed rockets to the Moon, Mars and Venus.

S. P. Korolyov died in 1966. For his brilliant work in name of science and progress he was awarded two of the Hero of Socialist Labour.

People will always remember the names of those who opened a new era in the conquest of outer space, and the number of it S. P. Korolyov is one of them.

Tasks to the topic:

1. When was S. P. Korolyov born?

2. Where did S. P. Korolyov begin to study?

3. What was he interested in?

4. What did he learn in 1923 when he joined a Glyder

Pilots' Club?

5. What did he study in Kiev Polytechnical Institute?

6. When did he come to Moscow?

7. When was the first man-made sputnik of the Earth launched into space?

8. Who was the first cosmonaut in the world?

What is a Manager?

A number of different terms are used for “manager”, including “director”, “administrator” and “president”. We can say that the term

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“manager” is used more often in profit-making organizations and the others are used more widely in government and non-profit organizations such as universities, hospitals and social work agencies.

What is a manager?

A manager is a person who directly supervises people in an organization. He helps them to take decisions, he takes responsibilities, he appoints the directors of the departments and directs personal relationships.

Managing is a hard job. There is always some uncertainty in it and risk. There is a lot to be done and as a rule very little time to do it. The engineer can finish a design on a particular day, and the economist can accomplish the financial part of the plan at a certain time, but the manager’s work never stops. He is always busy if he wants his firm to make a success, to find some new methods and new spheres of production and not to waste time by just sitting and watching what others do and waiting when the time comes.

Here are some rules for the Manager. Do you agree with all of them?

1. Try to look very important.

2. Try to meet as many important in business people as possible.

3. Speak with authority.

4. Always keep the office door closed. This makes it look as if you are always at an important conference…

Here are some kinds of Managers

The Domineering Manager

This kind of manager is going to dictate what happens in his business. He is more interested in the production than in the needs of his employees.

The Team Manager

This kind of manager wants his employees to participate fully in the decision-making process.

The Survival Manager

This kind of manager is seldom ahead of the game. He seems unable to meet the production deadlines.

The above examples of managerial styles suggest that good managers are highly motivated and interested in the welfare of their

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employees. On the one hand, this means that the work place should be stable and as free of uncertainties as possible. On the other hand, the manager should expect his employees to perform well. Work well done will bring rewards to all.

Computer Technologies

One thing is clear. Technology, venture capital and enthusiasm are not enough. Basic management skills, especially in such key areas as marketing and finance, are at least as important in a new high-tech venture as in the more common low-tech startup. High — tun mangers - typically young, brainy, single -minded and arrogant - nearly possess such skills. The problem is that high -technology enquires above - average management. Too often in small companies it's below – average.

The high - tech manager needs to have one foot in the lab and one foot in the market place. S/he must understand the logy and be able to ask the right questions but also be capable of getting close to the market and to customers.

A kind of fuzziness is typical of high - tech startups. It stems from a lack of understanding of that the market for a particular product is and from letting technological in actuation lead to the continual introduction of new products.

One of the biggest problems is not nearly understanding business strategy. You cannot just introduce products one after the other.

There has to be a portfolio strategy. You need aging products that enquire no investment but which will generate cash to fund embryonic products. That's very hand to do and it's essential to have experienced management. One of the pitfalls of many firms is that once they have succeeded in a certain product line, they try to develop, a new product line without continuing to improve the old one.

But developing second generation products and getting them to market is becoming increasingly difficult. As technologies grow more complex and new ones emerge, development costs are rising and product life - cycles are shortening. The chances of generating enough funds from a first product to finances a second product are very slender.

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The situation is made even more difficult as the classic small high - tech company product - the personal computer - increasingly becomes a "commodity" with little to distinguish high - tech companies are becoming increasingly dependent on market - niche strategy.

Tasks to the topic:

1. What is a manager from your point of view?

2. Read the classification of managers and skills in the texts and discuss it.

3. Study the rules for the Manager at the end of the first text and comment them.

4. Take a sheet of paper, copy the topical texts and complete rules (write as much, as you can).

5. Write down a composition “I am a manager” based on the texts above.

Markets

The Role of Market

Reports in the press tend to say "the market did this" or "the market expected good news on the economic front", as if the market were a single living entity with a single conscious mind. This is not, of course, the case. To understand reports of market behaviour you have to bear in mind the way the market works.

A market is simply a mechanism, which allows individuals or organizations to trade with each other. Markets bring together buyers and sellers of goods and services. In some cases, such as a local fruit stall, buyers and sellers meet physically. In other cases, such as the stock market, business can be transacted over the telephone, almost by remote control. There's no need to go into these details. Instead, we use a general definition of markets.

A market is a shorthand expression for the process by which households' decisions about consumption of alternative goods, firms' decisions about what and how to produce, and workers' decisions about how much and for whom to work are all reconciled by adjustment of prices. 70

Prices of goods and of resources, such as labour, machinery and land, adjust to ensure that scarce resources are used to produce those goods and services that society demands.

Much of economics is devoted to the study of how markets and prices enable society to solve the problems of what, how and for whom to produce. Suppose you buy a hamburger for your lunch. What does this have to do with markets and prices? You chose the cafe because it was fast, convenient and cheap. Given your desire to eat, and your limited resources, the low hamburger price told you that this was a good way to satisfy your appetite. You probably prefer steak but that is more expensive. The price of steak is high enough to ensure that society answers the "for whom" question about lunchtime steaks in favour of someone else.

Now think about the seller's viewpoint. The cafe owner is in business because, given the price of hamburger meat, the rent and the wages that must be paid, it is still possible to sell hamburgers at a profit. If rents were higher, it might be more profitable to sell hamburgers in a cheaper area or to switch to luxury lunches for rich executives on expense accounts. The student behind the counter is working there because it is a suitable part-time job, which pays a bit of money. If the wage were much lower it would hardly be worth working at all. Conversely, the job is unskilled and there are plenty of students looking for such work, so owners of cafes do not have to offer very high wages.

Prices are guiding your decision to buy a hamburger, the owner's decision to sell hamburgers, and the student's decision to take the job. Society is allocating resources - meat, buildings, and labour— into hamburger production through the price system. If nobody liked hamburgers, the owner could not sell enough at a price that covered the cost of running the cafe and society would devote no resources to hamburger production. People's desire to eat hamburgers guides resources into hamburger production. However, if cattle contracted a disease, thereby reducing the economy's ability to produce meat products, competition to purchase more scarce supplies of beef would bid up the price of beef, hamburger producers would be forced to rise 72

prices, and consumers would buy more cheese sandwiches for lunch. Adjustments in prices would encourage society to reallocate resources to reflect the increased scarcity of cattle.

There were several markets involved in your purchase of a hamburger. You and the cafe owner were part of the market for lunches. The student behind the counter was part of the local labour market. The cafe owner was part of the local wholesale meat market and the local market for rented buildings. These descriptions of markets are not very precise. Were you part of the market for lunches, the market for prepeared food or the market for sandwiches to which you would have turned if hamburgers had been more expensive? That is why we have adopted a very general definition of the markets, which emphasizes that they are arrangements through, which prices influence the allocation of scarce resources.

Tasks to the topic:

1. Read the text and translate it.

2. What does the word “market” mean?

3. Suggest the Russian equivalents: a single living entity with a single conscious mind; a shorthand expression; to be reconciled by adjustment of smth.; a suitable part-time job; to offer high wages; to guide smb's decision; to cover the cost of smth.

4. Replace words by synonyms: at a distance, of the neighborhood, carried out, done; ask for, make certain that; buy, illness, managing, put up; rareness.

5. Do you agree with the described in the text role of the market?

MONEY: its history and functions

Money is used for buying or selling goods, for measuring value and for storing wealth. Almost every society now has a money econo­my based on coins and paper notes of one kind or another. However, this has not always been true. In primitive societies a system of barter was used. Barter was a system of direct exchange of goods. Somebody could exchange a sheep, for example, for anything in the market place that they considered to be of equal value. Barter, however, was a very 73

unsatisfactory system because people's precise needs seldom coincid­ed. People needed a more practical system of exchange, and various money systems developed based on goods which the members of a society recognized as having value. Cattle, grain, teeth, shells, feath­er, salt, tobacco have been used. Precious metals gradually took over because, when made into coins, they were portable, durable, recog­nizable and divisible into larger and smaller units of value.

A coin is a piece of metal, usually disc-shaped, which bears lettering, designs or numbers showing its value. Until the eighteenth and nine­teenth centuries coins were given monetary worth based on the exact amount of metal contained in them, but most modern coins are based on face value, the value that governments choose to give them, irrespective of the actual metal content. Coins have been made of gold (Au), silver (Ag), copper (Cu), aluminum (Al), nickel (Ni), plastic and in China even from pressed leaves. Gold proves to be the most popular. Since civiliza­tion began gold has been regarded as a symbol of power and wealth. In many societies gold was seen as a magic substance which could protect people against illness or evil spirits. Mankind never seems to have enough gold and the search for it has driven men mad. The need to search for gold has been compared to a disease, and is called 'gold fever'.

An incredible variety of items have served as money at various times and places, but all can be classified as either commodity money or fiat money. Commodity money is valuable apart from what it will buy. Gold, for example, is useful in jewelry or dentistry, even when it is not used for money. But some money is useless except when treated as money. Certain pieces of paper of which you would probably like (e.g. 100 dollar bills) are example of fiat money. Use of fiat money is ultimately based on faith-faith in its purchasing power, in its general acceptability, and in the stability of the government that issues it.

Most governments now issue paper money in the form of notes which are really promises to pay. Paper money is obviously easier to handle and much more convenient in the modern world. Cheques, bank­ers' cards, and credit cards are being used increasingly and it is possible to imagine a world where 'money' in the form of coins and paper currency will no longer be used. 74

Banking in the United Kingdom

One day the session of the international congress of economists held in England some years ago was devoted to Banking Sector. Here you can find some information about the UK Banking Sector.

The Bank of England has its own museum. It is located practically in the building of the Bank, in the city of London. The museum has a lot of exhibits showing the history of the Bank from its foundation in 1694 to its role today as the nation’s central bank. Visitors can also see a video on the history of the Bank.

Here is an example of the text of the video:

To understand the role and the importance of the Bank better we should learn first how it emerged.

During the seventeenth century banking in England was in the hands of goldsmiths who held deposits, made loans to the merchants and the Crown. But even the wealthiest goldsmiths could not carry on a deposit and landing business on the scale the Government required.

So in sixteen ninety four a joint stock company to raise money for the Government and finance wars was incorporated. In later got to be known under the title “Bank of England”.

Although privately owned and financed, the Bank of England developed essentially as a government bank, raising money to finance the needs of the British Government, managing its national debt, printing banknotes and minting coins.

In 1946 the Bank was nationalized and it operates today as the UK’s central bank executing monetary policy on behalf of the Government and supervising the markets in one of the world’s largest and most sophisticated centres.

Besides the Bank has always been a repository of gold…

The Present-day UK Banking Sector
Retail Banks	21
Discount Houses	8
British Merchant Banks	31
Other British Banks	167 75
American Banks	44
Japanese Banks	29
Other Overseas Banks	290
Total	590
In addition there are 92 Building Societies

• Retail Banks: They render numerous services for private customers and have extensive branch networks in the UK. They participate directly in the UK clearing system.

• Discount Houses: They are mostly engaged in discounting bills of exchange for the corporate sector.

• British Merchant Banks: These are wholesale banks handling big money for private and corporate customers. They are engaged in mergers, take-overs and acquisitions. They also provide consulting services.

• Other British Banks: Comprise all other UK registered banking institutions and certain banks in the Channel Islands and the Isle of Man. They are controlled by UK companies or individuals.

• American Banks: Comprise the branches and subsidiaries of US banks.

• Japanese Banks: Comprise the branches and subsidiaries of banks based in Japan.

• Overseas Banks: non-American or non-Japanese banks and Consortium banks. These are jointly owed by other financial institutions, one of which must be based overseas.

• Building Societies: In the past they mostly extended mortgage loans, but nowadays they also widely practice in deposits and they practically operate as banks.

Tasks to the topic:

1. Read texts and translate it.

2. What is money used for?

3. What kind of system was used instead of / before money?

4. Write down some material things valuable for you.

5. What kind of materials used for preparing coins?

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Notes on Business Letters

Constructing Commercial Letter

Существует разрыв между разговорным английским и английским деловых бумаг, поэтому все выражения, характерные для деловых писем, должны выучиваться наизусть. Следует также больше прак­тиковаться в написании деловых писем. Только таким образом можно почувствовать и освоить стиль английской деловой корреспонденции.

Требования к стилю английского делового письма: ясность, лаконичность и вежливость.

Обычно английское деловое письмо содержит следующие семь частей:

1) The Heading (Including Place and Date). Заголовок (включающий время и место написания письма)

2) The Inside Address. Внутренний адрес.

3) The Greeting. Обращение.

4) The Body of the Letter. Содержание письма.

5) The Ending (Conclusion). Заключение.

6) The Signature. Подпись.

7) The Reference to Enclosures (if any). Приложение (если есть)

Размещение частей письма на листе следующее:

1. The Heading

Place and Date

2. The Inside Address

3. The Greeting

4. The Body of the Letter

5. The Ending .

6. The Signature

7. The Reference to Enclosures

Заголовок делового письма обычно напечатан ти­пографским способом (если письмо –на специальном бланке фирмы) и содержит название фирмы, а также ее адрес, телефон, телекс и другие детали, например, адреса фи­лиалов фирмы. Иногда в заголовке есть указание на об­ласть деятельности фирмы, имена ее руководителей и т.д.

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Часто непосредственно под заголовком делового письма находится ссылка (Reference). Это номер делового письма и какая-либо аббревиатура, и отправитель письма просит ссылаться на этот номер.

In your reply please refer to our FL/DK 1526 В Вашем ответе, пожалуйста, сошлитесь на наш номер FL/DK 1526

Our reference AC/КО/ 18 Касательно нашего номера АС/КО/18

Внутренний адрес – тот адрес, куда направляется письмо. Обычно он повторяет адрес на конверте письма. Обратите внимание на обратный порядок написания английских адресов – получатель, затем – номер дома, улица, место назначения.

Обращение ни в коем случае не должно опускаться. С него начинаются все деловые письма. Наиболее рас­пространенные обращения:

Dear Sir, к мужчине Dear Mr.

Dear Sirs, (Gentlemen) – к фирме

При обращении к хорошему деловому другу может быть использовано его имя, например: Dear Mr.Black, Обращение к одинокой или замужней женщине следующее: Dear Madame, Dear Mrs. Во множественном числе: Dear Mesdames.

Содержание письма является самой существенной час­тью письма. Текст письма разбивается на абзацы, каждый из которых содержит особую тему или поворот темы, требующий отдельного внимания.

С левой стороны оставляется поле (как минимум 3 сантиметра).

Суммы денег, упоминаемые в письме, следует писать с новой строки либо подчеркивать.

Часто перед текстом письма, после обращения, появля­ется особая строка (ссылка), указывающая на то, о чем это письмо (для привлечения внимания разбирающего почту). Например:

Dear Sirs, Уважаемые господа!

Re: Letter of Credit No... Касательно: Аккредитив номер ...

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Заключение представляет собой одну из традиционных формул вежливости, например:

Yours faithfully, Искренне Ваш(и)

Yours truly / Very truly yours/, Yours sincerely/ Cordially/ Cordially yours/Respectfully yours C уважением Ваш(и)

Подпись помещается под заключительной формулой в правой части листа. Имя и должность подписывающего письмо печатаются на машинке ниже его реальной подписи. Приложения упоминаются в нижней левой части страницы, ниже подписи.

Example:

Popov Vladimir

3 Polevaya street

Izyevka

District Mendeleyevsk

Tatarstan

Russia 423647

17th February 2001

Takhauov Mirsayaf

Director of Department

TATNEFTEGAZ

37 Farkhretdina

Almetyevsk

Tatarstan

Russia 423400

Dear sir,

I have studied brochure about your health centre “Romashkino” and I want to buy 3 vouchers for me and my family for July. I can buy it for cash down or by written order.

I would be grateful if you will answer me up till the 15th of May.

Yours faithfully,

Vladimir Popov.

Tasks to the topic:

1. Read the information above and remind it.

2. Translate the example of the letter above.

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3. Study the example and find all parts described above, write the answer.

4. Write some letters to you business partners based on the topic.

Three Economic Issues

Three economic issues

Economics is the study of how people choose to allocate scarce resources to satisfy their unlimited wants. The main problem in economics is the question of allocating scarce resources between competing uses. In this section three economic issues are discussed to show how society allocates its scarce resources between competing uses. In this connection the question what, how and for whom to produce is of great significance.

The oil price shocks

Oil is an important commodity in modern economies. Oil and its derivatives provide fuel for heating, transport, and machinery, and are basic inputs for the manufacture of industrial petrochemicals and many household products ranging from plastic utensils to polyester clothing. From the beginning of this century until 1973 the use of oil increased steadily. Over much of this period the price of oil fell in comparison with the prices of other products. Economic activity was organized on the assumption of cheap and abundant oil.

In 1973 - 74 there was an abrupt change. The main oil-producing nations, mostly located in the Middle East but including also Venezuela and Nigeria, belong to OPEC – the Organization of Petroleum Exporting Countries. Recognizing that together they produced most of the world's oil, OPEC decided in 1973 to raise the price at which this oil was sold. Although higher prices encourage consumers of oil to try to economize on its use, OPEC countries correctly forecast that cutbacks in the quantity demanded would be small since most other nations were very dependent on oil and had few commodities available as potential substitutes for oil. Thus OPEC countries correctly anticipated that a substantial price increase would lead to only a small reduction in sales. It would be very profitable for OPEC members.

Oil prices are traditionally quoted in US dollars per barrel. Some figures show the price of oil from 1970 to 1986. Between 1973 and 1974 the price of oil tripled from $2,90 to $9 per barrel. After a more 80

gradual rise between 1974 and 1978 there was another sharp increase between 1978 and 1980, from S12 to $30 per barrel. The dramatic price increases of 1973 - 79 and 1980-82 have become known as the OPEC oil price shocks, not only because they took the rest of the world by surprise but also because of the upheaval they inflicted on the world economy, which had previously been organized on the assumption of cheap oil prices.

People usually respond to prices in this or that way. When the price of some commodity increases, consumers will try to use less of oil but producers will want to sell more of it. These responses, guided by prices, are part of the process by which most Western societies determine what, how and for whom to produce.

Consider first how the economy produces goods and services.

When, as in the 1970s, the price of oil increases six-fold, every firm will try to reduce its use of oil-based products. Chemical firms will develop artificial substitutes for petroleum inputs to their production processes; airlines will look for more fuel-efficient aircraft; electricity will be produced from more coal-fired generators. In general, higher oil prices make the economy produce in a way that uses less oil.

How does the oil price increase affect what is being produced?

Firms and households reduce their use of oil-intensive products, which are now more expensive. Households switch to gas-fired central heating and buy smaller cars. Commuters form car-pools or move closer to the city. High prices not only choke off the demand for oil-related commodities; they also encourage consumers to purchase substitute commodities. Higher demand for these commodities bids up their price and encourages their production. Designers produce smaller cars, architects contemplate solar energy, and research laboratories develop alternatives to petroleum in chemical production. Throughout the economy, what is being produced reflects a shift away from expensive oil-using products towards less oil-intensive substitutes.

The for whom question in this example has a clear answer.

OPEC revenues from oil sales increased from $35 billion in 1973 to nearly $300 billion in 1980. Much of this increased revenue was spent on goods produced in the industrialized Western nations. In contrast, oil- 81

importing nations had to give up more of their own production in exchange for the oil imports that they required. In terms of goods as a whole, the rise in oil prices raised the buying power of OPEC and reduced the buying power of oil-importing countries such as Germany and Japan.

The world economy was producing more for OPEC and less for Germany and Japan. Although it is the most important single answer to the 'for whom' question, the economy is an intricate, interconnected system and a disturbance anywhere ripples throughout the entire economy.

In answering the ‘what' and 'how' questions, we have seen that some activities expanded and others contracted following the oil price shocks. Expanding industries may have to pay higher wages to attract the extra labour that they require. For example, in the British economy coal miners were able to use the renewed demand for coal to secure large wage increases. The opposite effects may have been expected if the 1986 oil price slump had persisted.

The OPEC oil price shocks example illustrates how society allocates scarce resources between competing uses.

A scarce resource is one for which the demand at a zero price would exceed the available supply. We can think of oil as having become more scarce in economic terms when its price rose.

Tasks to the topic:

1. Suggest the Russian equivalents: to increase steadily; try to economize on the use of...; to choke off the demand; to encourage consumers to purchase smth.; to encourage the production of...

2. Replace the parts in italics by synonyms: three economic questions; to give a share resources; to have scarce supplies of raw materials; a sudden change; realising that; potential replacements; to encourage people who use oil; price increases six times; try to cut down on the use of oil

3. Find in the text antonyms for the following words: rare, scarce; outputs; expensive; exports; straightforward; get, acquire; not to need; getting smaller

4. Fill in the gaps with the words and expressions from the text

a) Economics is the study of how people choose ___scarce resources to

satisfy their___.

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b) Economic activity was organized on the assumption of___oil.

c) In 1973 - 74 there was an _____change in oil prices.

5. What can you tell about the present-day situation on the oil-market?

Telephoning

Making a Call

I. When you make a call:

1. First check the code (if any) and number.

2. Lift the receiver and listen for dialing tone (a continuous purring).

3. Dial carefully and allow the dial to return freely.

4. Then wait for another tone:

Ringing tone (burr-burr) the number is being called. The line is free. Engaged tone (a repeated single note) try again a few minutes later. Number unobtainable-tone (steady note) replace the dialer, recheck the code and number, and then redial. 5. At the end of the call, replace the receiver securely.

II. When you answer the telephone:

1. Always give your name: or the name of the office or your telephone number.

2. If your hear a series of rapid pips, the call is coming from a coin-box telephone. Wait until the pips stop and then give your name or telephone number.

III. When you make a call from a coin-box telephone:

1. First drop a coin piece (or pieces) info the slot.

2. Lift the receiver and listen for dialling tone.

3. Dial your number.

4. On hearing ringing tone, which means that the line is free, wait until your call is answered.

IV. When you make a call from an extension phone:

1. Wait for the switchboard operator to say: "Number, please", or "Switchboard operator". 83

2. Give the number of the person you are calling. The operator will either repeat your number to make sure she got it right, or just say: "Thank you" and try to put you through.

3. Wait until your call is answered.

Here are some examples of conversations:

Making an Appointment

Secretary: Two-four-nine; double eight-double two.

Mr. Ivanov: I would like to make an appointment with Mr. Jeffries. This is Mr. Ivanov speaking. Secretary: Oh, yes, Mr. Ivanov. Good morning. I'll get his schedule. Are you there?

Mr. Ivanov: Yes.

Secretary: When would you like to come, Mr. Ivanov?

Mr. Ivanov: Tomorrow, if possible.

Secretary: I'm afraid he's tied up tomorrow. Is it urgent? If it is, perhaps we could fit you in somewhere.

Mr. Ivanov: No, it isn't that urgent. Is the day after tomorrow possible?

Secretary: What time would you like to come?

Mr. Ivanov: As late as possible in the afternoon.

Secretary: I'm sorry, that afternoon's full too. How is Friday afternoon at five?

Mr. Ivanov: Yes, that's perfect, thank you. Good-bye.

Leaving a Message

(to be taken with "Inquiries")

Mr. Clark: Mrs. Henderson?

Mrs. Henderson: Yes.

Mrs. Clark: Ma'am, my name is Ray Clark. I'm a friend of Mutt's and Jiggs Casey's. Jiggs gave me your phone num­ber and told me to call when I got to town. I just missed Mutt in Washington.

Mrs. Henderson: Oh, that's too bad. Mutt got it late Monday, but he had to go right out to the base. I'm afraid he'll be there through the weekend, too.

Mr. Clark: Any way I can reach him? 84

Mrs. Henderson (laughing): If you find out, please tell me. I don't even know where it is.

Mr. Clark: You mean you've never even seen it?

Mrs. Henderson: Well, he did show me the general direction once when we were driving over to White Sands, so at least I know my husband's not in Alaska.

Mr. Clark: Service wives have it rough .

Mrs. Henderson: You're not in the service? (Mrs. Henderson's voice became guarded.)

Mr. Clark: Oh, sure. (Clark lied.) That's how I know how it is. Or, rather, my wife does. They keep me traveling all the time.

Mrs. Henderson: Oh. (She sounded relieved.) Well, tell me where you are stopping, and if he does get home, I'll have him call you.

Mr. Clark: Sorry. (He lied again.) I've got to fly to L. A. this afternoon. Just tell him Ray called. And thanks anyway, Mrs. Henderson.

Tasks to the topic:

1. Study the topic and translate all texts.

2. Make up your own instruction for mobile phone based on the first text.

3. Continue the dialogue with Ivanov and Mr. Jeffries discussing the terms of contract.

4. Guess and play all possible situations you may be engage in using telephone for business.

The Law of Life

by Jack London

The old Indian was sitting on the snow. It was Koskoosh, former chief of his tribe. Now all he could do was sit and listen to the others. His eyes were old and he could not see, but his ears were wide-open to every sound.

Aha! That was the sound of his daughter, Sit-Cum-To-Ha. She was beating the dogs, trying to make them stand in front of the snow sleds. He was forgotten by her, and by the others, too. They had to

85

look for new hunting grounds; the long snowy ride waited. And the days of the northlands were growing short. The tribe could not wait for death, and Koskoosh was dying.

The stiff crackling noises of frozen animal skins told him that the chief's tent was being torn down. The chief was a mighty hunter. He was his son, the son of Koskoosh. And Koskoosh was being left to die. As the women worked, old Koskoosh could hear his son's voice drive them to work faster. He listened harder. It was the last time he would hear that voice. A child cried and a woman sang softly to quiet it. The child was Koo-tee, the old man thought, a sickly child. It would die soon and they would burn a hole in the frozen ground to bury it. They would cover its small body with stones to keep the wolves away. Well, what of it? A few years, and in the end, death. Death waited ever hungry. Death had the hungriest stomach of all.

Koskoosh listened to other sounds he would hear no more: the men tying strong leather rope around the sleds to hold their belongings, the sharp sounds of leather whips ordering the dogs to move and pull the sleds. Listen to the dogs cry! How they hated the work! They were off-sled after sled moved slowly away into the silence. They had passed out of his life, and he must meet his last hour alone. But what was that?

The snow packed down hard under someone's shoes. A man stood beside him and placed a hand gently on his old head. His son was good to do this. He remembered other old men whose sons had not done this, but left without a good-bye. His mind traveled into the past until his son's voice brought him back.

"It is well with you?" his son asked. And the old man answered. "It is well."

"There is wood next to you and the fire burns bright," the son said. "The morning is gray and the cold is here. It will snow soon. Even now it is snowing."

"Aye, even now it is snowing."

"The tribesmen hurry. Their loads are heavy and their stomachs flat from little food. The way is long and they travel fast."

"Aye."

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"I go now. All is well?"

"It is well. I am as last year's leaf that sticks to the tree. The first breath that blows will knock me to the ground. My . . . my voice is like an old woman's. My eyes no longer show me the way my feet go. I am tired and all is well."

He lowered his head to his chest and listened to the snow as his son rode away. He felt the sticks of wood next to him again. One by one the fire would eat them, and step by step death would cover him. When the last stick was gone, the cold would come. First his feet would freeze, then his hands. The cold would travel slowly from the outside to the inside of him, and he would rest. It was easy-all men must die.

He felt sorrow, but he did not think of his sorrow. It was the way of life. He had lived close to the earth, and the law was not new to him. It was the law of the flesh. Nature was not kind to the flesh. She was not thoughtful of the person alone. She was interested only in the group ... the race ... the species. . . .

This was a deep thought for old Koskoosh, but his half-civilized mind knew it. He had seen examples of it in all his life. The tree sap in early spring, the newborn green leaf soft and fresh as skin, the fall of the yellow dry leaf-in this alone was all history.

He placed another stick on the fire and began to remember his past. He had been a great chief, too. He had seen days of much food and laughter-fat stomachs- when food was left to rot and spoil; times when they left animals alone unkilled; and days when women had many children.

And he had seen days of no food and flat stomachs; days when the fish did not come and the animals were hard to find. For seven years the animals did not come, and the dogs were nothing but tight flesh and bones.

And then he remembered, when a small boy, how he watched the wolves kill a moose. He was with his friend, Zing-Ha, who was killed later in the Yukon River. Ah, but the moose! Zing-Ha and he had gone out to play that day. Down by the river they saw fresh steps of a big heavy moose. "He's an old one," Zing-Ha had said. "He cannot run like the others, and has fallen behind. The wolves separated him from the others, and they will never leave him." 87

And so it was. By day and night, never stopping, biting at his nose, biting at his feet, the wolves stayed with him until the end. Zing-Ha and he had felt the blood quicken in their bodies. The end would be a sight to see.

They had followed the steps of the moose and the wolves. Each step told a different story. They could see the tragedy as it happened. Here was the place the moose stopped to fight. The snow was packed down for many feet. One wolf had been caught by the heavy feet of the moose and kicked to death. Farther on they saw how the moose had struggled to escape up a hill, but the wolves had attacked from behind. The moose had fallen down and crushed two wolves. But it was clear the end was near. The snow was red ahead of them. Then they heard the sounds of the battle. Not the clear long wolf sounds all barking together, but the short teeth sounding noises as they bit the flesh.

He and Zing-Ha moved closer on their stomachs, so the wolves would not see them. They saw the end and the picture was so strong. It had stayed with him all his life. His dull, blind eyes saw the end again as they had in the far-off past.

For long his mind saw his past. The fire began to die out, and the cold entered his body. He placed two more sticks on it-just two more left. This would be how long he would live. It was very lonely. He placed one of the last pieces of wood on the fire.

Listen! What a strange noise for wood to make in the fire! No, it wasn't wood, and his body shook as he recognized the sound. Wolves! The cry of a wolf brought the picture of the old moose back to him again. He saw the clean bones lying gray against the frozen blood. He saw the rushing forms of the gray wolves, their shining eyes, their long wet tongues, and sharp teeth. And he saw them form a circle and move ever slowly closer and closer.

A cold, wet nose touched his face. At the touch his soul jumped forward to awaken him. His hand went to the fire and he pulled a burning stick from it. The wolf saw the fire, but was not afraid. It turned and shouted into the air to his brother wolves. They answered with hunger in their throats and came running. The old Indian listened to the hungry wolves. He heard them form a circle around him and

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his small fire. He waved his burning stick at them, but they did not move away.

Now one of them moved closer, slowly, as if to test the old man's strength. Another and another followed. The circle grew smaller and smaller. And not one wolf stayed behind. Why should he fight? Why cling to life? And he dropped his stick with the fire on the end of it. It fell in the snow and the light went out.

The circle of wolves moved closer, and once again the old Indian saw the picture of the moose as it struggled before the end came. He dropped his head to his knees. What did it matter after all? Isn't this the law of life?

Way of the Star

devoted to my father

A man was born in the world. His name “Albin” was like a sign of star. One more star had appeared…This star isn’t a sort of an asteroid. It is the essence of a human. Some philosophers may say “quinta essentia” or “existence”, theologians name it “soul”. According to the author “star” doesn’t conflict with the previous notions. It only shows some subtle feature of a human. Often we don’t pay any attention to persons around. But being more attentive we may notice that in some cases persons familiar us may be like lodestars for lonely sealers or travelers. We are so used to stars and have notice their presence after they are disappeared. People appear not by accident. Their course of life is like a way of wanderer full of feats and mistakes. Some acts of people can hide the true light of their internal luminaries. We should be very solicitous about people around. We should be sharp-sighted to the stars and may see sky around but not only notice it above us, otherwise we run the risk to loose skies. Let God rest in the souls of tired stars.

Tasks to the topic:

1. Read the text and translate it in a written form.

2. Who was Koskoosh?

3. Why did Jack London named this work “The Law of Life”?

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4. Answer two last questions to “The Law of Life” and finish the text.

5. Do you agree to be careful with people you know? Does it correspond with the golden rule of behavior “Act with others as you want to act with you”?

Free Manners

Travelling to all corners of the world gets easier and easier. We live in a global village, but how well do we know and understand each other? Here is a simple test. Imagine you have arranged a meeting at four o'clock. What time should you expect your foreign business colleagues to arrive? If they're German, they'll be bang on time. If they're American, they'll probably be 15 minutes early. If they're British, they'll be 15 minutes late, and you should allow up to an hour for the Italians.

When the European Community began to increase in size, several guidebooks appeared giving advice on international etiquette. At first many people thought this was a joke, especially the British, who seemed to assume that the widespread understanding of their language meant a corresponding understanding of English customs. Very soon they had to change their ideas, as they realized that they had a lot to learn about how to behave with their foreign business friends.

For example:

The British are happy to have a business lunch and discuss business matters with a drink during the meal; the Japanese prefer not to work while eating. Lunch is a time to relax and get to know one so another, and they rarely drink at lunchtime.

The Germans like to talk business before dinner; the French like to eat first and talk afterwards. They have to be well fed and watered before they discuss anything. Taking off your jacket and rolling up your sleeves is a sign of getting down to work in Britain and Holland, but in Germany people regard it as taking it easy.

American executives sometimes signal their feelings of ease and importance in their offices by putting their feet on the desk whilst on the telephone. In Japan, people would be shocked. Showing the soles

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of your feet is the height of bad manners. It is a social insult only exceeded by blowing your nose in public.

The Japanese have perhaps the strictest rules of social and so business behaviour. Seniority is very important, and a younger man should never be sent to complete a business deal with an older 55 Japanese man. The Japanese business card almost needs a rulebook of its own. You must exchange business cards immediately on meeting because it is essential to establish everyone's status and position. When it is handed to a person in a superior position, it must be given and received with both hands, and you must take time to read it carefully, and not just put it in your pocket! Also the bow is a very important part of greeting someone. You should not expect the Japanese to shake hands. Bowing the head is a mark of respect and the first bow of the day should be lower than when you meet thereafter.

The Americans sometimes find it difficult to accept the more formal Japanese manners. They prefer to be casual and more informal, as illustrated by the universal 'Have a nice day!' American waiters have a one-word imperative 'Enjoy!' The British, of course, are cool and reserved. The great topic of conversation between strangers in Britain is the weather- unemotional and impersonal. In America, the main topic between strangers is the search to find a geographical link. 'Oh, really? You live in Ohio? I had an uncle who once worked there.'

"When in Rome, do as the Romans do" .

Here are some final tips for travellers:

In France you shouldn't sit down in a cafe until you've shaken hands with everyone you know.

In Afghanistan you should spend at least five minutes saying hello.

In Pakistan you mustn't wink. It is offensive.

In the Middle East you must never use the left hand for greeting, eating, drinking, or smoking. Also, you should take care not to admire anything in your hosts' home. They will feel that they have to give it to you.

In Russia you must match your hosts drink for drink or they will think you are unfriendly. 90

In Thailand you should clasp your hands together and lower your head and your eyes when you greet someone.

In America yon should eat your hamburger with both hands and as quickly as possible. You shouldn't try to have a conversation until it is eaten.

Adapted by Tatyana N. Ishkova from the article by Norman Ramshaw

Web Etiquette

There are a few conventions which will make for a more usable, less confusing, web. As a server administrator, or webmaster as they are known (the term having been coined on this page, below) you should make sure this applies to your data. This Guide gives more ideas for all information providers. See especially:

Signing your work -- especially the welcome page.

Giving its status

Your server administrator needs these things set up once per server:

A welcome page for outsiders

You don't have to have any particular structure to the data you publish: you can let it evolve as you think best. However, it is neat to have a document on each host which others can use to get a quick idea (with pointers) of what information is available there. You should put a "pass" line into your daemon rule file to map the document name "/" onto such a document. As well as a summary of what is available at your host, pointers to related hosts are a good idea.

Welcome home?

The welcome page for a server is often now called a "home" page because it is a good choice for a client to use as a home (default) page. The term "home" page means the default place to start your browser. Don't be confused by this, though. There are two separate concepts.

The welcome page will be welcoming those new to your server who want an overview of what it contains. It will serve a similar purpose to your home page, but it differs in the audience it addresses. Often, it 92

only confuses things to have to, so people within the organization use the welcome page as their home. This at least ensures that they are aware of the public view of the organization. I don't do this myself, as I have many personal things on my home page, which I don't want on the organization's welcome page nor my own "welcome" page, my Bio. A welcome page may have explanations about what your server is all about which would be a waste of space on a home page for your local users. So you may want to make a separate home page for local users.

An alias for your server

If you have a serious server then it may last longer than the machine on which it runs. Ask your internet domain name manager to make an alias for it so that you can refer to it, instead of as "mysun12.dom.edu" as "www.dom.edu". This will mean that when you change machines, you move the alias, and people's links to your data will still work.

In the future [3/94] clients come out of the box configured to look for a local "www" machine, to use its welcome page as "home" if no other default is specified. This means that anyone starting such a client within your domain will get a relevant place to start.

An alias for yourself

You should make a mail alias "webmaster" on the server machine so that people who have problems with your server can mail you about it easily. This is similar to the "postmaster" alias for people who have mail problems with your machine.

Delegating control

The server administrator (the one with the root password) in principle has the power to turn the thing on or off, and control what happens. However, it is wise to have clearly delegated responsibility for separate areas of documentation. Maybe the server administrator has no responsibility at all for the actual content of the data, in which case he or she should just keep the machine running properly.

House style

The web has spread from the grass roots, without a central authority, and this has worked very well. This has been due in part to 93

the creativity of information providers, and the freedom they have to express their information as directly and vividly as they can. Readers appreciate the variety this gives. However, in a large web they also enjoy a certain consistency.

If you are a person responsible for managing the information provided by your organization, you have to balance the advantages of a "house style" with the advantages of giving each group or author free rein. If you end up with decisions in this area, it is as well to write them down (not to mention put them on the web).

Tasks to the topic:

1. Read the texts and translate it in a written form.

2. Explain in your own word notion “etiquette”, does it equal “good manners?

3. What kind of interesting information about some habits do you know (tell about them)?

4. Do we need good manners or not (explain)?

5. Comment the last text

APPENDIX I

English on Business

Company meetings

Managers in international firms, or on management courses, often need to participate in meetings. The formulas and tactics that follow will give you the confidence to use your English in this situation.

I. Read and learn phrases we use to control the subject when chairing the meeting.

1. I'd like us to reach a decision today. 2. I'd like us to think about this after the meeting. 3. This is for information only. 4. Our subject today,/the issue is ... 5. Let's look at the background to this: 6. What is the situation at present? 7. Let's look at possible courses of action ... 94 8. Let's keep to the immediate subject, which is: 9. Can we come back to our subject... 10. We've already discussed that. Let's not go over it again. 11. Let's not jump too ahead at this stage. 12. There seems to be some conclusion: 13. Let's summarize what we've said so far:

II. Read and learn phrase we use when we want to be good at meetings

1. Could I just say something? 2. Sorry to interrupt, but... 3. Can I come in here ...

4. My own feeling/view is ... 5. I'm unhappy about...

III. Read and learn phrases useful both for the chairman or chairwoman of the meeting and for all people present, especially if there is do chairperson.

1. 'Essential'? Edward, do you think it's essential?

2. Sorry to interrupt you, Charles, but I'd like to know if the others agree.

3 Can we put this on paper for later discussion?

4. Would you like to comment, Nora?

5. Could you let Peter finish? I'd like to have his point of view on this.

6. That's an interesting point, Mrs. Orr. Thank you.

7. Let's just concentrate on the arguments/issues. Jim, you have experience of this; I'd like to ask you a question.

I. Read and learn phrases we use during the conversation

1. I'm sure/confident we can reach agreement. 2. I'm sure there's room for negotiation.

3. We have a lot to discuss. 4. Let's see how we get on.

II. Read and learn phrase used when presenting your position

1. This is our position. 2. This is how we see it.

3. We think the following is reasonable/appropriate. 4. Our approach is this.

III. Read and learn phrase used when Questioning the other's position

1. How do you explain your attitude? 2. Ho w do you justify ...? 3. How do you account for ...?

4. How do you arrive at ...? 5. Why do you want...? 6. Why such a high charge?/long delivery period?/low discount?

IV. Read and learn phrases used when refusing to accept or move

1. I'm sorry, I can't accept 2%.	5. I'm afraid I can't agree to that/increase the
2. You'll have to do better than that, I'm	rate/lower the price/shorten delivery.
afraid.	6. We've done our best for you.
3. I'm afraid it’s not enough.	7. We have to maintain a policy.
4. Other firms offer more than 2%	8. I have my instructions.

V. Read and learn phrases used when suggesting a compromise and reaching agreement

1. May I make a suggestion? 2. If you ... then we may be able to ... 3. We may be able to ... but only if you ...

4. Unless you ... there is no question of our being able to ... 5. Let's just go through the terms. 6. Let's summarize the conditions.

Now you have the opportunity to negotiate.

APPENDIX II

I`m Looking for a Job

Pre-reading task. Read the text, translate it and do the given tasks.

WHERE AND HOW TO HIRE AN EMPLOYEE?

An employer has several options to consider when he wants to hire a new employee. First of all, he may look within his own company.

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But if he can't find anybody suitable for the position he will have to look outside the company. If there is a personnel office in the company, he can ask them to help him to find a qualified applicant. The employer can also use another valuable sources, for example, employment agencies, consulting firms, placement offices and professional societies. He can also advertise in a newspaper or in a magazine and request candidates to send in resumes.

The employer has two sets qualifications to consider if he wants to choose from among the applicants. He must consider both professional qualifications and personal characteristics. A candidate's education, experience and skills are included in his professional qualifications.

These can be listed on a resume. Personal characteristics or personality traits must be evaluated through interviews.

Vocabulary

an option – выбор an employer – наниматель, работодатель an employee – служащий, работающий но найму to consider – рассматривать, принимать во внимание to be suitable for the position – соответствовать должности personnel office – отдел кадров an applicant – кандидат на должность

valuable source – ценный источник employment agency – агентство по найму consulting firm – консультационная фирма to advertise – помещать объявления, рекламировать resume – резюме two sets of qualifications – два вида характеристик experience – рабочий опыт

1. Answer the questions.

1. What are the options to consider when an employer wants to hire a new employee?

2. Are there any other sources except a personnel office in the company?

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3. What should candidates send?

4. What sets of qualifications has employer to consider if he wants to choose from among the candidates?

5. What characteristics are evaluated through interviews?

2. Make up general questions to these sentences:

1. An employer has several options to consider when he wants to hire a new employee.

2. The employer can also use another valuable sources.

3. He can ask them to help him to find a qualified applicant.

4. He must consider both professional qualifications and personal characteristics.

3. Make up special questions to these sentences:

1. First of all, he may look within his own company.

2. If he can't find anybody suitable for the position he will have to look outside the company.

3. He can also advertise in a newspaper or in a magazine and request candidates to send in resumes.

4. A candidate's education, experience and skills are included in his professional qualifications.

5. Personal characteristics, or personality traits must be evaluated through interviews.

Pre-reading task. The following texts are kinds of description of oneself and a resume. Read them, translate and do the task below.

Biography

I was born in a pretty cozy Bogodukhov town, that is out of Kharkov city, Ukraine.

As my father was military officer we travelled a lot all of Soviet Union around. So I spent my green years first in East Germany that influenced me greatly (they say I look like a German, joke), then we moved to live in Siberia where I played ice hockey, entered the Secondary School and fell in love with rock music.

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After I finished school, I failed my entrance exams to the High School and joined the Army. Compulsary Army service you know.

In two years my military service was over and I've been working at the plant for two years too, and then, in 1986, I finally entered the Minsk Pedagogical Institute(recently Linguistic University) for Foreign Languages where I have met my real friends, studied English and French, was going in for Archery and founded a local student theater and paper...

Vocabulary

to be born – родиться pretty – прелестный; симпатичный cozy – удобный, уютный green years – детские годы enter a school – поступить в школу to fail entrance exams – провалить вступительные экзамены

Compulsary Army service – обязательная служба в армии state – государственный plant – фабрика recently – недавно to be going in for Archery – заниматься стрельбой из лука local – местный

Resume

CURRICULUM VITAE / RESUME	Russian commentary В подразделе CAREER OBJECTIVE пишут о своей цели, т.е. о том, кем бы хотели работать. Затем, в разделе WORK EXPERIENCE, начиная с последнего и заканчивая самым первым, перечисляются места своих работ, т.е. кратко излагается своя трудовая книжка с указанием в правом или, как здесь, в левом столбце, с какого, по какое время трудились. Колонка EDUCATION – содержит сведения об образова­нии: указывается, что и когда закончили. Если была служба в армии, то указывается под отдельным заголовком ARMY SERVICE. К примеру: ARMY SERVICE May 1981 to June 1983 private Но выделять армейскую службу не обязательно. Проверять все равно никто не будет. Под заголовком SPECIAL SKILLS указываются умения (печатать, по-испански говорить, из спортивного лука стрелять и т.д.). В конце резюме под заголовком REFERENCE можно приложить список тех, кто дал рекомендательные письма-характеристики с указанием имени, телефона или же адреса.
Name Michael George Whitfield Address 22 Collier Lane Horsham Leeds LS3 6PT Telephone 0 1532 27963 Date of birth 18 February 1974
Career Objective to obtain a position as a manager with a large corporation Education 1983-92 Southfield High School, Leeds 1993-6 Nottingham University BA (Hons) English and Sociology Languages Fluent French Computing skills Microsoft Word
Work experience April 1996 to Working with disabled children present time in Botton Village, a community care centre near York 1994-5 Secretary of the university climbing club, led a team to the Pyrenees. July 1992 - Lived in Paris. Worked as a porter in a children’s hospital. May 1993 Acquired excellent French language skills. October 1990 - Worked at weekends as an June 1992 assistant in a chemist’s shop.
Interests Travel, cinema, working with children, climbing.

IV REFERENCE

June 21, 1994

Ms. Roberta Vasqez

The Vasqez Travel Agency

4765 Broadway

New York, NY 10032

Dear Ms. Vasqez,

I am happy to provide the information you requested-regarding Jim Cash, with understanding that this information will be confidential.

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Mr. Cash has been a stock clerk and then as assistant in my store since September 1992. He always been willing to work odd hours, including weekends and holidays, and has proven to be a hardworking and trustworthy employee.

(Therefore, I can recommend Mr. Cash, without any doubt for the position of your travel agency. This sentence make the given reference a sort of recommendation)

Sincerely Yours,

Brian Muller Proprietor

Vocabulary

to provide the information – снабдить информацией requested – требуемый regarding – расценивающий stock clerk работник склада been willing to do smth – гореть желанием сделать что-л.

odd hours – нечетные часы prove – доказывать hardworking – трудолюбивый trustworthy – заслуживающий доверия employee – работник doubt – сомнение

Tasks to the resume:

a. Complete the questions and answers in the conversation.

I Where __________________?

M In Horsham near Leeds.

I _________you_________to university?

M Yes, I have. I_________________to Nottingham

University from 1993 to 1996.

I What subjects____________________?

M ________________and________________.

I_____________________any languages?

M Yes, I do. I______________________fluently.

I______________you ever ._________in France?

M 'Yes, I____. I________and______in Paris for a year. 101

I What kind of work____you____there?

M I__________________________________________.

I What__________________________________now?

M I_____________________________________

near York.

I How long .______________________________there?

M Since____________________________ ?

b. Complete the sentences about Michael below with suitable verbs in the correct tense.

a Michael______________ in 1974.

b He___________________in the village of Horsham near Leeds.

ñ Íå____________________English and Sociology at university.

d He__________French when he_________in Paris.

e He_______ with disabled children since

April 1996.

f He_______ climbing and going to the cinema in

his free time.

g When he was at school he _________to work in a chemist's at weekends.

Pre-reading task. Read some information about interview, find new words in the text, rewrite them and learn by heart, and do the task given below.

Being Interviewed

Interview skills are as important for getting a job as they are for getting into college or university.

Reason:

This is a key part of the selection process. However good you appear on paper, it’s how you present yourself in person, how you answer those interview questions, that’s likely to be decisive in your success.

Objective:

To prove that you’re the best person for the job.

Doing it

So, how can you be the BEST, the person who gets the job? 102

Through PREPARATION: Finding out about the company, the job, and then thinking about and planning how you're going to answer those interview questions

Interview Questions

There have been interviews as long as there have been jobs needing to be filled. This means that virtually any question you might be asked at an interview can be predicted and an answer prepared.

You'll find that most questions fall into two categories: factual & human.

Factual questions

Testing out the information written on your application form or trying to find out more information about areas that the interviewer is concerned about or wants to know more about.

Human questions

Trying to identify what type of person you are. Often the questions start 'why' (why did you decide to study those subjects?) or 'what' (what do you see yourself doing in five years' time?). They deal with matters of personal preference, attitude and opinion.

Warning: These question aim to find out you will fit in to the job and the workplace. So think about what job you're trying to get: Will it require knowledge you haven't got yet? If so, be ready to explain your willingness and ability to learn or be trained

Does it involve talking to people or working in groups? Then an interviewer may want to find out about your interpersonal skills.

These questions are asked in one of two ways - open or closed.

Good interviewers generally only use open questions.

Open questions

Why do you think you'll like working here?

Closed questions

Do you think you'll like working here? 103

The Bad Interviewer

If you're faced with an interviewer who's not particularly good, you need to take control.

Bad response – Too short

Bad response – Too long

Good response –Of “middle size”

The End of the Interview

This is your chance to show how much you're interested in the company and to find out if the job is really as interesting as it seems.

There's normally something that you're not sure about, so ask away.

But, and this is a big BUT, don't ask questions for the sake of it.

Don't just think about the job, think about the advert.

1. Read through these interview questions. What kind of questions are they? For each sentence, decide which type of question it is from the list below.

A Conversation opening (friendly) questions.

B Questions about skills and qualifications.

C Questions about your personality.

D Questions about salary and working conditions.

E Questions about your ambitions.

Can you operate an IBM computer with Microsoft Windows'-Are you o loyal person? ....

What do you do during your free time? .....

What things are you best at?

Did you have a good journey?

What grade did you get in your (word processing) exam?

How much are you hoping to earn?

What was the traffic like on the way here?.....

Would you like to have the same job in ten years' time? .

Was it easy to find our offices?.....

Do you enjoy working with other people? .....

Would you like a cup of coffee?

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2. Read the advert. What qualifications do you think the advertisers are looking for? What kind of work experience would be useful for these jobs?

Job advert

WORTHWELL

Are you interested in a career in retail store management?

We have vacancies for 16 trainee retail managers, to begin

work in September.

We offer full training in all areas of retailing.

We offer an attractive salary and benefits which good

prospects for future promotion.

Apply, enclosing cv to:

Mark G. Spencer. Training Officer, WORTHWELL PLC

The Worthwell Building. Debenham Road. Burton-on-Trent. NT23 6TW

3. Work with your partner, study the following expressions and make up your own situation. One of you will be an employer, the other one will an applicant.

VI Work VI. GENERAL What is your occupation? What is your trade (profession)? What is your regular business? I work at (in) a factory (in an office). I work in the capacity of an engineer. I entered upon office a year ago. Who is in charge of your department? What office does Mr. N. hold? Have you big personnel (staff)? He is something in the Ministry. Oh, he's a big pot (cheese, shot, wheel), (coll.) He has been promoted. He's a place hunter. He's a job jumper. What are your hours of attend­ance? From 9 till 5. We have a seven-hour shift at our work. I'm on duty now. 1 have a full (short, part) time job. I'm on full time (I'm a full-timer). I'm on half time (I'm a half-timer). I'm on half-pay. I work by the day. I'm on piece-work (I'm paid by the piece.) Some business calls me to N. I shall be commissioned to N. I'm on leave now. I want to get an extension of leave of absence. I'm on vacation now. He is now vacationing in N. I have this day off. I'm on my sick-leave now. What do you do at odd times? 106 When do you knock off work? It's time for a break. VI. DISCHARGE He has ceased working there. I have no notion of resigning. She was dismissed owing to re­duction of staff. He had had his notice. He got the boot (sack), (coll.) He was discharged (fired, layed off). It's time for him to retire. He was (got) pensioned off last year. VI. OUT OF WORK I'm out of work (job) now. I'm looking (hunting, on the look out) for a job. Is there an opening (a vacancy) for a fitter there? The post is still open. Have you taken up the job as a turner? Why don't you send (put) in an application? VI. ABILITY AND INABILITY. BEING BUSY He is a good (old) hand at (in) that. He is an experienced worker. Let me try my hand at it. He is a poor (bad) hand at this. He is not equal to this task. I'm out of practice. He always does it by halves. He idled away the whole day. He is an idler. He shirks work. He's just killing the time. And he wouldn't stir a finger. He works by fits and starts. He is negligent of his duties. I have pressing business. Today I'm facing a busy day. There's heaps of work awaiting me. I've a number of things to do. I have to wade through a pile of copy-books. He was up to the elbows (ears, collar) in work when I came to him. I've had a very tiring day today. VI. EARNINGS Your wages run from the 1st of February. What is the pay? (What are the wages?) 108 Is it a well-paid job? He gets (earns, makes) pounds a week. Tomorrow is the pay-day. Our wages were scaled down (raised). Have you got your traveling expenses? He is underpayed. Do you earn your daily bread? Yours is easy money. He lives in easy circumstances. I feel secure about the future. He lives above (beyond) his means. They live fast. They live in plenty (well-off). I always tuck a few roubles away. They are well-to-do people. He can't make both ends meet. I'm in reduced circumstances now. I wasn't born in the lap of luxury. They always had to cut and contrive. They were in want of everything. He has a large family to keep (support). Our wants are few.

VI Работа VI. общая часть Чем Вы занимаетесь? Какая у Вас профессия? Чем Вы постоянно занимаетесь? Я работаю на заводе (в конторе). Я работаю в качестве инженера. Я вступил в должность год тому назад. Кто заведует Вашим отделом? Какой пост занимает мистер Н.? 105 У Вас большой штат? Он занимает какую-то долж­ность в министерстве. О, он важная персона («шишка»). Он получил повышение. Он карьерист. Он летун. Какие Ваши служебные часы? С 9 до 5. У нас на заводе семичасовой рабочий день. Я сейчас на работе (на дежурстве). Я работаю полный (непол­ный) день. У меня полная рабочая не­деля. Я работаю только половину недели. Я на половинном окладе. Я работаю поденно. Я работаю сдельно. Дела вынуждают меня по­ехать в Н. Я поеду в командировку в Н. Я сейчас в отпуске. Я хочу продлить отпуск. У меня сейчас каникулы. Он проводит каникулы в Н. Этот день у меня свободный. Я сейчас на бюллетене. Что Вы делаете в часы досуга? Когда Вы кончаете работу? Пора сделать перерыв. VI. УВОЛЬНЕНИЕ Он перестал там работать. Я не собираюсь подавать в отставку (увольняться). Она была уволена по сокращению штатов. Он получил предупреждение об увольнении. Он был уволен. Его уволили. Ему пора на отдых. Он ушел на пенсию в прошлом году. VI. БЕЗ РАБОТЫ Я сейчас без работы. Я ищу работу (место). Нужны ли там монтажники? Место еще не занято. Вы поступили на эту работу в качестве токаря? Почему Вы не подаете заяв­ление? VI. СПОСОБНОСТИ И ИХ ОТСУТСТВИЕ. ТРУД Он имеет большой опыт в этом деле. 107 Он опытный рабочий. Дайте мне попробовать свои силы в этом деле. Он не имеет опыта в этом деле. Он не может справиться с этой работой. Я не имею практики. Он всегда делает это кое-как. Он бездельничал целый день. Он разгильдяй (лентяй). Он увиливает от работы. Он просто старается убить время. Он и палец о палец не ударит. Он работает урывками. Он невнимателен к своим обязанностям. У меня неотложные дела. Сегодня у меня будет много работы. Меня ждет масса работы. Мне нужно кое-что сделать. Я должен проверить кучу тетрадей. Когда я пришел к нему, он был поглощен работой. Сегодня у меня был утоми­тельный день. VI. ЗАРАБОТКИ Зарплата начисляется Вам с 1 февраля. Какая оплата? (Какое жало­вание?) Работа хорошо оплачивается? Он зарабатывает ... фунтов в неделю. Завтра получка. Наша заработная плата была снижена (повышена). Вы получили командировоч­ные (деньги)? Ему недоплачивают. Вы зарабатываете себе на пропитание? Ваш заработок легкий. Он в хорошем материальном положении. Я не беспокоюсь о будущем. Он живет не по средствам. Они живут широко. Они живут в достатке. Я всегда откладываю не­сколько рублей. Они состоятельные люди. Он не может свести концы с концами. Я сейчас в стесненных обсто­ятельствах. Я не родился в роскоши. Они всегда вынуждены были ухитряться сводить концы с концами. Они нуждались во всем. Ему приходится содержать большую семью. Наши потребности невелики.