МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ Федеральное государственное автономное образовательное учреждение высшего профессионального образования «Дальневосточный федеральный университет» (ДВФУ) ФИЛИАЛ ДВФУ В Г. СПАССКЕ-ДАЛЬНЕМ УЧЕБНО-МЕТОДИЧЕСКИЙ КОМПЛЕКС ДИСЦИПЛИНЫ «Деловой английский язык» Специальность подготовки 080507.65 «Менеджмент организации» Форма подготовки очная Филиал ДВФУ в г. Спасске-Дальнем курс _3_____ семестр __5,6____ лекции _-_ (час.) практические занятия___68____час. семинарские занятия__________час. лабораторные работы_______час. консультации не предусмотрены всего часов аудиторной нагрузки__68_ (час.) самостоятельная работа __48_____ (час.) реферативные работы (количество) контрольные работы (количество) зачет ___5, 6__ семестр экзамен____семестр Учебно-методический комплекс составлен в соответствии с требованиями государственного образовательного стандарта высшего профессионального образования (№ гос. рег. 234 эк/сп от 17.03.2000 г.). Учебно-методический комплекс дисциплины обсужден на заседании Совета филиала «26» июня 2012 г. И.о. директора филиала ДВФУ в г. Спасске-Дальнем _________________________ Е.В. Лагунова Составитель (ли):___________________________________________________ С.А.Байбакова Оглавление АННОТАЦИЯ ............................................................................................................ 3 РАБОЧАЯ ПРОГРАММА УЧЕБНОЙ ДИСЦИПЛИНЫ (РПУД)........................ 5 МАТЕРИАЛЫ ПРАКТИЧЕСКИХ ЗАНЯТИЙ .................................................... 12 МАТЕРИАЛЫ ДЛЯ ОРГАНИЗАЦИИ САМОСТОЯТЕЛЬНОЙ РАБОТЫ СТУДЕНТОВ ........................................................................................................... 14 КОНТРОЛЬНО-ИЗМЕРИТЕЛЬНЫЕ МАТЕРИАЛЫ ......................................... 17 СПИСОК ЛИТЕРАТУРЫ ...................................................................................... 23 ГЛОССАРИЙ ........................................................................................................... 24 ДОПОЛНИТЕЛЬНЫЕ МАТЕРИАЛЫ .................................................................. 30 АННОТАЦИЯ учебно-методического комплекса дисциплины «Деловой английский язык» Учебно-методический комплекс дисциплины «Деловой английский язык» разработан для студентов специальности 080507.65 «Менеджмент организации» в соответствии с требованиями ГОС ВПО по данной специальности и положением об учебно-методических комплексах дисциплин образовательных программ высшего профессионального образования (утверждено приказом и.о. ректора ДВФУ от 17.04.2012 № 12-13-87). УМКД разработан по дисциплине вариативного компонента части цикла общих гуманитарный и социально-экономических дисциплин. Общая трудоемкость освоения дисциплины 116 часов. Учебным планом предусмотрены практические занятия (68 часов), самостоятельная работа (48 часов). Дисциплина реализуется на 3 курсе в 5 и 6 семестрах. Дисциплина Деловой английский на 3 курсе направлена на продолжение изучения и овладения компетенциями и навыками общения на английском языке в деловой среде (Business English). Данная дисциплина является компонентом курса английского языка, преподаваемого студентам. Гибкая модульная структура изучения языка дополнительных компоновать материалов, материал в позволяет соответствии и большое количество преподавателю с потребностями выбирать и студентов и требованиями программы. Каждый раздел включает работу над формированием языковых навыков и развитием аудирования, говорения, чтения, письма, информацию из современного делового мира. В УМКД изложены основные методы применительно к объекту исследования. Учебно-методический комплекс включает в себя: рабочую учебную программу дисциплины; материалы для практических занятий; материалы для организации самостоятельной работы студентов (полные тексты заданий самостоятельной работы, методические указания по их выполнению); контрольно-измерительные материалы; список литературы (в том числе интернет-ресурсов); глоссарий. Достоинством данного УМКД является комплексный подход представлению материала. Автор-составитель УМКД старший преподаватель С.А.Байбакова Директор филиала ДВФУ в г. Спасске-Дальнем, к.э.н, доцент Е.В. Лагунова к МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ Федеральное государственное автономное образовательное учреждение высшего профессионального образования «Дальневосточный федеральный университет» (ДВФУ) ФИЛИАЛ ДВФУ В Г. СПАССКЕ-ДАЛЬНЕМ РАБОЧАЯ ПРОГРАММА УЧЕБНОЙ ДИСЦИПЛИНЫ (РПУД) «Деловой английский язык» Специальность подготовки 080507.65 «Менеджмент организации» Форма подготовки очная Филиал ДВФУ в г. Спасске-Дальнем курс _3_____ семестр __5,6____ лекции _-_ (час.) практические занятия___68____час. семинарские занятия__________час. лабораторные работы_______час. консультации не предусмотрены всего часов аудиторной нагрузки__68_ (час.) самостоятельная работа __48_____ (час.) реферативные работы (количество) контрольные работы (количество) зачет ___5, 6__ семестр экзамен____семестр Учебно-методический комплекс составлен в соответствии с требованиями государственного образовательного стандарта высшего профессионального образования (№ гос. рег. 234 эк/сп от 17.03.2000 г.). Учебно-методический комплекс дисциплины обсужден на заседании Ученого совета филиала «26» июня 2012г.. И.о. директора филиала ДВФУ в г. Спасске-Дальнем _________________________ Е.В. Лагунова Составитель (ли):___________________________________________________ С.А.Байбакова Оборотная сторона титульного листа РПУД I. Рабочая программа пересмотрена на заседании Ученого совета филиала: Протокол от «_____» _________________ 2012 г. № ______ Директор филиала _______________________ (подпись) __________________ (И.О. Фамилия) II. Рабочая программа пересмотрена на заседании Ученого совета филиала: Протокол от «_____» _________________ 2012 г. № ______ Директор филиала _______________________ (подпись) __________________ (И.О. Фамилия) Аннотация рабочей программы дисциплины «Деловой английский язык» Рабочая учебная программа составлена на основании «Типовой программы по английскому языку для неязыковых вузов» и «Методических указаний к «Типовой программе» М, 1991 год, а также программы курса «Английский язык для неязыковых курсов», МГУ им. М.В. Ломоносова, 1997 год и «Требований к обязательному минимуму содержания основной образовательной программы подготовки экономиста» (иностранный язык). Цели изучения данной дисциплины состоят в более глубоком понимании закономерностей изучаемого языка, в развитии научного мышления, расширении лингвистического кругозора студентов в сознательном профессиональной использовании деятельности, в языковых приобретении ресурсов и в развитии коммуникативных компетенций и навыков в области специальности. Основными задачами являются: накопление, закрепление и практика вокабуляра, связанного с бизнес средой; развитие навыков делового общения в бизнес среде - участие в переговорах и совещаниях, навыки презентации и т.д. формирование навыков монологической речи в деловом общении (построение подготовленного монологического высказывания в рамках заданной тематики в объеме не менее 10-12 фраз за 3 мин) совершенствование навыков ведения диалога на профессиональные темы, обсуждения услышанного (прочитанного, увиденного); формирование навыков выступления с докладом (презентацией) на тему, связанную со специальностью (5-10 минут). овладение и развитие навыков работы с англоязычным текстом общей бизнес-тематики (поисковое и просмотровое чтение, передача краткого содержания, подробный пересказ, умение делать выводы); навыки делового письма (бизнес предложение, отчет, протокол совещания, запрос и т.д.) По окончании курса студенты должны: В результате освоения дисциплины студент должен: Знать - протокол проведения совещаний, процедура, формат - протокол проведения переговоров, процедура, формат, стратегии - основные понятия и устойчивые лексические сочетания в деловом английском языке - грамматические структуры и речевые клише, характерные для делового английского языка - специфику межличностных отношений и этических норм бизнеса в стране изучаемого языка - язык дипломатии - специфику ведения бизнеса в различных англо-говорящих странах, а также новые тенденции в деловой среде Уметь - организовывать, участвовать, руководить бизнес совещанием - вести беседу – диалог в рамках заданной деловой темы - подготовить устное сообщение или презентацию на бизнес- тему - принимать участие в дискуссии (ситуативное общение, решение кейса) в рамках обсуждения темы - читать литературу без словаря по бизнес-тематике с целью получения профессиональной информации - организовывать, участвовать, руководить бизнес переговорами Иметь навыки - работы с бизнес статьями с целью извлечения и переработки информации - презентации информации на английском языке по определенной тематике - ведения переговоров в деловой среде - участия в бизнес совещании Форма обучения – самостоятельные занятия дома, аудиторная работа и консультации преподавателя при необходимости. Виды контроля – промежуточный тест, зачет. Трудоемкость дисциплины Общая трудоемкость дисциплины составляет 116 часов, в т.ч. практических занятий 68 часов, самостоятельной работы 48 часов. Продолжительность изучения дисциплины 2 семестра. 2. Структура и содержание теоретической части курса Не предусмотрено. 3. Содержание практической части курса (68 часов) Студенты 3 курса изучают Business English в течение 4 модулей с общей нагрузкой 100 часов из них: 68 аудиторных часов (1 модуль - 24, 2 модуль - 20, 3 модуль - 24), самостоятельная работа 32 часа. 4. Контроль достижения целей курса Текущий контроль знаний, умений и навыков студентов проводится в течение модуля или семестра и предназначен для проверки изученного учебного материала по всем видам речевой деятельности (чтение, говорение, письмо, аудирование) и проверку внеаудиторной самостоятельной работы студентов. По данной дисциплине текущий контроль включает в себя аудиторную работу навыки делового общения (переговоры, встречи, презентация) ситуативное моделирование (ролевая игра, дебаты, дискуссия, кейс) словарные диктанты аудирование деловое письмо домашние задания лексические и лексико-грамматические задания тесты по формату BEC контрольные работы Промежуточный контроль проводится по окончании периода обучения (модуля или семестра. Промежуточный контроль осуществляется в устном и письменном виде. Итоговый контроль проводится в форме контрольной работы и зачета/экзамена. По данной дисциплине после 1, 2, 3 модуля проводятся контрольные работы. 5. Тематика и перечень курсовых работ, рефератов Курсовые работы не предусмотрены 6. Учебно-методическое обеспечение дисциплины Основная литература 1. «The business» by John Allison and Jeremy Townend, Intermediate, Macmillan, 2008 2. «The business» by John Allison and Jeremy Townend, Upper- Intermediate, Macmillan, 2008 3. English for Business Communication. Английский язык для делового общения: Учебное пособие / Т.А. Яшина, Д.Н. Жаткин - М.: Флинта: МПСИ, 2009. - 112 с Дополнительная литература 1. «The business» by John Allison and Jeremy Townend, Upper- Intermediate, Macmillan, 2008 2. «Market Leader». Business Grammar and Usage by Peter Strutt, Longman, 2003 3. «Market Leader» (Intermediate Business English), Cotton David, Falvey David, Kent Simon. Longman. 2005 4. «Business Vocabulary in Use» by Bill Mascull, Intermediate, Cambridge University Press, 2005 5. «Test Your Business Vocabulary in Use» by Tricia Aspinall and George Bethell, Intermediate, Cambridge University Press, 2005 6. «BEC I Vantage», Cambridge University Press, 2005 Интернет-ресурсы 1. Business English for students of economics = Деловой английский для студентов экономистов: Учебное пособие / Б.И. Герасимов, О.А. Гливенкова, Н.А. Гунина и др. - М.: Форум, 2008. - 184 с. Режим доступа: http://znanium.com/bookread.php?book=143505 2. Шевелева, С. А. Деловой английский [Электронный ресурс] : учеб. пособие для вузов / С. А. Шевелева. - 2-е изд., перераб. и доп. - М. : ЮНИТИДАНА, 2012. - 382 с. Режим доступа: http://znanium.com/bookread.php?book=390960 3. Английский язык в ситуациях повседневного делового общения / З.В. Маньковская. - М.: НИЦ Инфра-М, 2012. - 223 с. Режим доступа: http://znanium.com/bookread.php?book=252490 МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ Федеральное государственное автономное образовательное учреждение высшего профессионального образования «Дальневосточный федеральный университет» (ДВФУ) ФИЛИАЛ ДВФУ В Г. СПАССКЕ-ДАЛЬНЕМ МАТЕРИАЛЫ ПРАКТИЧЕСКИХ ЗАНЯТИЙ по дисциплине «Деловой английский язык» Специальность подготовки 080507.65 «Менеджмент организации» г. Спасск-Дальний 2012 Модуль I Интернет – торговля (Unit 5) Unit 5. - 5.1. Лексика по теме - 5.2. Грамматика - условные предложения - 5.3. Переговоры: структура и язык. - 5.4. Экспорт товаров, международная торговля. Unit 8. International Trade.- 8.1. Лексика по теме 8.2. Грамматика - предлоги 8.3. Навыки ведения переговоров: язык дипломатии 8.4. Кейс. Jeddah Royal Beach Resort 8.6. Кейс. Техника ведения переговоров на примере компании St.John’s Beach Club. Unit 5. - 5.6. Модуль II Социальная ответственность и деятельность компании (Unit 6) Социальная ответственность и деятельность компании Unit 6. - 6.1. Лексика по теме - 6.2. Грамматика - пассив, косвенная речь - 6.3. Проведение совещаний - 6.4. Кейс. Публичное выступление на примере компании Phoenix. Unit 6. - 6.6. Модуль III Перспективы и риски в сфере слияний и поглощений. (Unit 7) Перспективы и риски в сфере слияний и поглощений. Unit 7. - 7.1. Лексика по теме - 7.2 Грамматика - будущее время - 7.3. Навыки презентации: оформление. - 7.4. Кейс: Стратегия развития на примере компании Calisto. Unit 7. - 7.6 МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ Федеральное государственное автономное образовательное учреждение высшего профессионального образования «Дальневосточный федеральный университет» (ДВФУ) ФИЛИАЛ ДВФУ В Г. СПАССКЕ-ДАЛЬНЕМ МАТЕРИАЛЫ ДЛЯ ОРГАНИЗАЦИИ САМОСТОЯТЕЛЬНОЙ РАБОТЫ СТУДЕНТОВ по дисциплине «Деловой английский язык» Специальность подготовки 080507.65 «Менеджмент организации» г. Спасск-Дальний 2012 Unit 5 Translate the sentences using the Active Vocabulary words and expressions when rendering the words underlined. 1. Представитель строительной компании был очень навязчивым, он энергично показывал нам все преимущества этого договора, предлагал нам огромную скидку, если мы немедленно внесем задаток. Он обещал, что они никогда не нарушат сроки. Он ничего не сказал о скрытых издержках. Мы так и не прояснили некоторые важные детали. Мы хотели, чтобы он сбавил цену, но мы не пришли к компромиссу. Он начал говорить, что этот вопрос подлежит обсуждению, и, в конце концов, мы отклонили его предложение. 2. Если бы у тебя был хороший поисковый сервер, мы бы посмотрели другие сайты и смогли бы оценить аналогичные товары. Когда сайт зарегистрирует сделку, он выпишет счет. Если бы ты вернул бракованный товар, ты бы получил назад деньги. Если операция пройдет успешно, ваш счет будет дебетован. Только в том случае, если бы вы платили наличными, курьер доставил бы вам товар со склада в тот же день. Unit 8 1. Translate the sentences using the Active Vocabulary words and expressions when rendering the words underlined. Заключение сделки – долгий процесс. Прежде всего, необходимо проверить кредитоспособность клиента. Если она отвечает всем условиям, можно одобрить заявку. В любом случае, оформите страховку, чтобы у вас не было сомнений в том, что вам заплатят. Если вы выставили счет, а ваш клиент задерживает оплату, стоит немедленно проследить все платежи. Если у клиента возникли трудности, принимайте меры! 2. Paraphrase the expressions using the Active Vocabulary words and expressions. 1. To express doubts whether your services or the goods you supplied will be paid. 2. To discuss a deal in order to reach an agreement. 3. A payment from an insurance company. 4. A course of actions chosen by a business organization that lets you buy something and pay for it later. 5. A database of your clients. 6. A written agreement with an insurance company. 3. Insert the prepositions Responsibility … sth Effect … sth Involvement … sth Access … sth Need … sth To comment … sth To rely … smb to conform … the norms to complain … the manager 4. Make up your story of 70 words using as many Active vocabulary expressions as you can Translate the sentences using the Active Vocabulary words and expressions when rendering the words underlined. МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ Федеральное государственное автономное образовательное учреждение высшего профессионального образования «Дальневосточный федеральный университет» (ДВФУ) ФИЛИАЛ ДВФУ В Г. СПАССКЕ-ДАЛЬНЕМ КОНТРОЛЬНО-ИЗМЕРИТЕЛЬНЫЕ МАТЕРИАЛЫ по дисциплине «Деловой английский язык» Специальность подготовки 080507.65 «Менеджмент организации» г. Спасск-Дальний 2012 Примеры заданий Устная часть - навыки делового общения - Business functions 1. You negotiate buying office furniture (10 desks, 20 chairs). A You are supposed to spend about 3000$. B You are supposed to sell the desks at 200$, chairs at 100$ Make tentative offer, counter offer, firm offer. Discuss discounts, accessories. 2. You negotiate the terms of building a business center in SPb. A You are a representative of a German firm and you want your Russian partners to meet the deadline in October 2011. B You are a representative of a Russian building company and you are trying to explain that it is impossible to meet the deadline in October 2011 3. You negotiate the terms of selling your product in a chain of supermarkets in Japan. A You are a representative of a French perfume company and you want to know the exact deadlines and the volume of your supply. B You are a representative of a Japanese company and at the moment you avoid giving the exact dates and terms. Тесты I. Supply the articles where necessary. 1. Where can I buy ... pair of shoes? On … fourth floor. You can take … 2. But … most popular place “for … drink and … chat” has been and still is lift. … famous English pub. 3. Then Mr.Stanley and Borisov discussed … time of shipment, terms of delivery and … number of pumps. 4. I’d like … second – class ticket for … 10 o’clock express to … Moscow. 5. We produce … pumps of high capacity for … different applications. II. Supply prepositions where necessary. 1. There is no sleeping accommodation … this train. 2. But we also know that the prices … the world market … this type … pumps are lower than yours. 3. We look forward … establishing business contact … your company. 4. Did you agree … Mr.Brown that their goods are … great demand … the world market? 5. We’ve had very good reports … the customers both … our country and … abroad. 6. You are to open a L/C … the Moscow Narodny Bank … our Notification … the Readiness … the goods … shipment. III. Supply the correct tenses: 1. You (to discuss) the contract yet? No, we (to discuss) it since 10 o’clock and we (to finish) it only in an hour. 2. Last month we (to place) a trial order with Brown & Co with whom we (not to do) business before. 3. They (to tell) us yesterday you (to sell) washing-machines of the latest design. 4. Borisov (to wonder) if they (to produce) pumps for different applications. 5. Mr.Stanley knew that Mr.White car (to pick up) them at a quarter to 9. IV. Supply modal verbs or equivalents in the correct tense-forms:: 1. We (can, must, may) deliver the goods only in July. 2. We (to be able to, to be to, to have to) to go to the plant with Mr.Brown this morning, but he hasn’t arrived in Moscow yet. We (to be able to, to be to, to have to) to go to the plant next week. 3. We (to have to, to be able to, to be to) to reserve accommodation for Mr. Brown tomorrow. V. Translate the following sentences from Russian into English. 1. Нам не приходится ездить за покупками в центр города, мы покупаем продукты в соседнем универмаге. 2. Мы обсуждаем каталоги с 12 часов утра и закончим только через час. 3. Прежде чем ехать на переговоры, он уточнил все детали контракта с продавцами. 4. Петров сказал, что он сможет приехать в порт, чтобы проверить количество товаров. 5. Мы улучшили новую модель, и теперь цена включает экспортную упаковку. 6. Насосы этой компании пользуются большим спросом по сравнению с насосами компании «Бонд и Ко». 7. Вашим инженерам понравился наш сборочный цех? 8. Я всегда получаю удовольствие, когда обедаю в хорошем ресторане. МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ Федеральное государственное автономное образовательное учреждение высшего профессионального образования «Дальневосточный федеральный университет» (ДВФУ) ФИЛИАЛ ДВФУ В Г. СПАССКЕ-ДАЛЬНЕМ СПИСОК ЛИТЕРАТУРЫ по дисциплине «Деловой английский язык» Специальность подготовки 080507.65 «Менеджмент организации» г. Спасск-Дальний 2012 Основная литература 1. «The business» by John Allison and Jeremy Townend, Intermediate, Macmillan, 2008 2. «The business» by John Allison and Jeremy Townend, Upper- Intermediate, Macmillan, 2008 3. English for Business Communication. Английский язык для делового общения: Учебное пособие / Т.А. Яшина, Д.Н. Жаткин - М.: Флинта: МПСИ, 2009. - 112 с Дополнительная литература 4. «The business» by John Allison and Jeremy Townend, Upper-Intermediate, Macmillan, 2008 5. «Market Leader». Business Grammar and Usage by Peter Strutt, Longman, 2003 6. «Market Leader» (Intermediate Business English), Cotton David, Falvey David, Kent Simon. Longman. 2005 7. «Business Vocabulary in Use» by Bill Mascull, Intermediate, Cambridge University Press, 2005 8. «Test Your Business Vocabulary in Use» by Tricia Aspinall and George Bethell, Intermediate, Cambridge University Press, 2005 9. «BEC I Vantage», Cambridge University Press, 2005 Интернет-ресурсы 1. Business English for students of economics = Деловой английский для студентов экономистов: Учебное пособие / Б.И. Герасимов, О.А. Гливенкова, Н.А. Гунина и др. - М.: Форум, 2008. - 184 с. Режим доступа: http://znanium.com/bookread.php?book=143505 2. Шевелева, С. А. Деловой английский [Электронный ресурс] : учеб. пособие для вузов / С. А. Шевелева. - 2-е изд., перераб. и доп. - М. : ЮНИТИ- ДАНА, 2012. - 382 с. Режим доступа: http://znanium.com/bookread.php?book=390960 3. Английский язык в ситуациях повседневного делового общения / З.В. Маньковская. - М.: НИЦ Инфра-М, 2012. - 223 с. Режим доступа: http://znanium.com/bookread.php?book=252490 МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ Федеральное государственное автономное образовательное учреждение высшего профессионального образования «Дальневосточный федеральный университет» (ДВФУ) ФИЛИАЛ ДВФУ В Г. СПАССКЕ-ДАЛЬНЕМ ГЛОССАРИЙ по дисциплине «Деловой английский язык» Специальность подготовки 080507.65 «Менеджмент организации» г. Спасск-Дальний 2012 Unit 6 Company and Community 6.1 Adverse (adj.) negative, unpleasant or harmful Align (v.) to give your support publicly to; bring yourself into agreement with or be in agreement with Altruism (n.) a way of thinking and behaving that shows you care about other people and their interests more than you care about yourself Bear (v.) here, to pay Contend (v.) contend that – to claim that something is true Corporate social responsibility – a company’s duty to be accountable to all groups having an interest in its activities Dismay (v.) – to make someone very worried, depressed or sad Global warming - the slow increase in the temperature of the Earth caused partly by the greenhouse effect increasing the amount of carbon dioxide in the atmosphere Hybrid vehicle – a vehicle using two different kinds of energy Mindful (adj.) – careful or conscious of something Offset (v.) to balance the effect of something, with the result that there is no advantage or disadvantage Presumption (n.) – the expectation that something is true, which you don’t question Sound (adj.) – healthy Strive (v.) to make a lot of effort to achieve something Sue (v.) to make a legal claim against someone, usually to get money from them because they have done something bad to you Sustainable (adj.) capable of continuing for a long time at the same level Utility (n) – a public service such as gas, water, etc. that is used by everyone 6.2 Ad hoc (adj.) – done only when needed for a specific purpose, without planning or preparation Extravagant (adj.) extreme, excessive, or unreasonable Fellow (n) used for talking about people who are similar to you or in the same situation as you Fine (n.) - an amount of money that you have to pay because you have broken the law Foodstuff (n) a type of food Lawsuit (n) a case that a court of law is asked to decide involving a disagreeme3nt between two people or organizations Regulatory (adj) a regulatory organization makes sure companies follow the rules and maintain standards of safety, health, etc. 6.3 Industrial espionage (n) the practice of stealing important information or technology from a company in order to help another country Leak (n) an amount of liquid gas that comes out of hole or crack in something Leakage (n) the process of leaking a liquid or gas Nitrate (n) a chemical substance containing nitrogen Outplacement (n) the process of finding new jobs for people who have been made redundant Protracted (adj) continuing for a very long time, especially longer than is normal or necessary Savings (n) money that you saved in a bank or invested so that you can use it later 6.4 Civil servant (n) someone who works for a government department Disabled (adj) someone who is disabled is unable to use part of their body or brain properly because of injury or a disease Ethnic minority (n) a group of people who have a different culture and different traditions to most people living in that area Tender (n) an offer to provide goods or services for a particular price Turn a blind eye to something to pretend you do not notice something, because you do not want to have to deal with it 6.5 Commitment (n) determination to work hard at something Derive (v) to get a feeling from something e.g. a pleasure, satisfaction Paternalism (n) governing like a father, by looking after people, but also taking away their freedom and responsibilities Positive discrimination (n) the practice of giving special benefits to people from a group that was treated in an unfair way in the past Stakeholder (n) someone who has an interest in the success of a project or organization 6.6 Derelict (adj) unused and in a bad condition, usually of a building or a piece of land Flammable (adj) able to burn very easily and quickly Greenfield site (n) a piece of land that has not been previously built on Hazardous (adj) dangerous, especially to people’s health or safety Toxic (adj) poisonous and harmful to people Upset (v) to make someone feel sad, worried or disappointed Worthless (adj) without value or use Unit 8 International Trade3 8.1 Chase (v) to try hard to get something you want Creditworthiness (n) ability to repay debts Draft (n), bank draft: an order to pay someone that is sent from one bank to another bank, usually in a different country Level playing field (n) a situation that is fair for everybody involved Go down (v) to produce a particular reaction: go down well Proactive (adj) takin action and making changes before problems develop Take on board – to consider an idea, to accept criticism and learn from t5he past mistakes Trace (n) a slight sign that someone has been present Wizard (n) someone who is very good at something Would-be (adj) hoping or trying to do something 8.2 File (v) to take official action usually involving sending a document Frequent –flyer scheme a system to encourage people to travel with the same airline by giving them reductions or gifts 8.3 Drop off (v) to take something to a place and not stay there long Jet-lagged (adj) feeling tired and sometimes confused after a long flight Levy (v) to officially request payment of a tax Pitch (n) an oral proposal designed to persuade someone to buy your product or to support you Policy (n) a contract with an insurance company Preliminary (adj) coming before the main or most important part of something Scope (n) the things that a particular activity deals with 8.4 Implication (n) a possible effect o result Quit (v) to leave a job or a project 8.5 Disregard (v) to pay no attention to something Extend (v) to agree to lend someone money or give them credit Factoring (n) selling a company’s receivable invoices in order to obtain funds more quickly Outstanding (adj) an amount of money that is outstanding has not yet been paid Overdue (adj) if a payment is overdue it should have been paid before now Oversight (n) something you do not think of that causes problems later Settle (v) to pay all the money you owe someone 8.6 Accommodation (n) a place for someone to stay, to work or live in Armoury (n) a set of skills, equipment or powers that is available for someone if they need it Incentive (n) something that encourages you to do something because you will benefit Loyalty (n) continued use of products or services of a particular business Resort (n) a place that people go to for a holiday Uncollectible (n) a bad debt that cannot be recovered Vet (v) to check someone’s reputation, character or credit account Word of mouth - information communicated by people speaking informally to each other МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ Федеральное государственное автономное образовательное учреждение высшего профессионального образования «Дальневосточный федеральный университет» (ДВФУ) ФИЛИАЛ ДВФУ В Г. СПАССКЕ-ДАЛЬНЕМ ДОПОЛНИТЕЛЬНЫЕ МАТЕРИАЛЫ по дисциплине «Деловой английский язык» Специальность подготовки 080507.65 «Менеджмент организации» г.Спасск-Дальний 2012 Рекомендации по подготовке презентации (выдержки из учебно-методического пособия Ненашева Н.А. Учебное пособие по подготовке к устному выступлению-презентации. Спб ф ГУ-ВШЭ, 2009) SECTION 1. GENERAL RECOMMENDATIONS Introduction Presentations and reports are ways of communicating ideas and information to a group. But unlike a report, a presentation carries the speaker's personality better and allows immediate interaction between all the participants. A good presentation has: Content - It contains information that people need. But unlike reports, which are read at the reader's own pace, presentations must account for how much information the audience can absorb in one sitting. Structure - It has a logical beginning, middle, and end. It must be sequenced and paced so that the audience can understand it. Where as reports have appendices and footnotes to guide the reader, the speaker must be careful not to loose the audience when wandering from the main point of the presentation. Packaging - It must be well prepared. A report can be reread and portions skipped over, but with a presentation, the audience is at the mercy of a presenter. Human Element - A good presentation will be remembered much more than a good report because it has a person attached to it. But you still need to analyze if the audience's needs would not be better met if a report was sent instead. 1. PREPARING THE PRESENTATION Can you name the 3 most important things when giving any presentation? Number 1 is . . . Preparation Number 2 is . . . Preparation! Number 3 is . . . Preparation!! PREPARATION IS EVERYTHING! With good preparation and planning you will be totally confident and less nervous. And your audience will feel your confidence. Your audience, too, will be confident. They will be confident in you. And this will give you control. Control of your audience and of your presentation. WHY ? WHO? WHERE? WHEN? HOW? WHAT? WHY ? Objective Before you start to prepare a presentation, you should ask yourself: "Why am I making this presentation?" Do you need to inform, to persuade, to train or to sell? Your objective should be clear in your mind. If it is not clear in your mind, it cannot possibly be clear to your audience. WHO? Audience "Who am I making this presentation to?" Sometimes this will be obvious, but not always. You should try to inform yourself. How many people? Who are they? Business people? Professional people? Political people? Experts or non-experts? Will it be a small, intimate group of 4 colleagues or a large gathering of 400 competitors? How much do they know already and what will they expect from you? WHERE? Venue "Where am I making this presentation?" In a small hotel meeting-room or a large conference hall? What facilities and equipment are available? What are the seating arrangements? WHEN? Time and length "When am I making this presentation and how long will it be?" Will it be 5 minutes or 1 hour? Just before lunch, when your audience will be hungry, or just after lunch, when your audience will be sleepy? HOW? Method How should I make this presentation?" What approach should you use? Formal or informal? Lots of visual aids or only a few? Will you include some anecdotes and humour for variety? WHAT? Content "What should I say?" Now you must decide exactly what you want to say. First, you should brainstorm your ideas. You will no doubt discover many ideas that you want to include in your presentation. But you must be selective. You should include only information that is relevant to your audience and your objective. You should exclude all other ideas. You also need to create a title for your presentation (if you have not already been given a title). The title will help you to focus on the subject. And you will prepare your visual aids, if you have decided to use them. But remember, in general, less is better than more (a little is better than a lot). You can always give additional information during the questions after the presentation. Notes When you give your presentation, you should be - or appear to be - as spontaneous as possible. You should not read your presentation! You should be so familiar with your subject and with the information that you want to deliver that you do not need to read a text. Reading a text is boring! So if you don't have a text to read, how can you remember to say everything you need to say? With notes. You can create your own system of notes. Some people make notes on small, A6 cards. Some people write down just the title of each section of their talk. Some people write down keywords to remind them. The notes will give you confidence, but because you will have prepared your presentation fully, you may not even need them! Rehearsal Rehearsal is a vital part of preparation. You should leave time to practise your presentation two or three times. This will have the following benefits: you will become more familiar with what you want to say you will identify weaknesses in your presentation you will be able to practise difficult pronunciations you will be able to check the time that your presentation takes and make any necessary modifications So prepare, prepare, prepare! Prepare everything: words, visual aids, timing, equipment. Rehearse your presentation several times and time it. 2. STRUCTURE A well organised presentation with a clear structure is easier for the audience to follow. It is therefore more effective. You should organise the points you wish to make in a logical order. Most presentations are organised in three parts, followed by questions: Beginning Short introduction welcome your audience introduce your subject explain the structure of your presentation explain rules for questions Middle Body of presentation present the subject itself End Short conclusion summarise your presentation thank your audience invite questions Questions and Answers As a general rule in communication, repetition is valuable. In presentations, there is a golden rule about repetition: 1. Say what you are going to say, 2. say it, 3. then say what you have just said. In other words, use the three parts of your presentation to reinforce your message. In the introduction, you tell your audience what your message is going to be. In the body, you tell your audience your real message. In the conclusion, you summarize what your message was. We will now consider each of these parts in more detail. Introduction The introduction is a very important - perhaps the most important - part of your presentation. This is the first impression that your audience have of you. You should concentrate on getting your introduction right. A good presentation often starts out with an icebreaker such as a story, interesting statement or fact, joke, quotation, or an activity to get the group warmed up. The introduction also needs an objective, that is, the purpose or goal of the presentation. This not only tells you what you will talk about, but it also informs the audience of the purpose of the presentation. The following table shows examples of language for each of the following functions. You may need to modify the language as appropriate. Function Possible language 1 Welcoming your audience Good morning, ladies and gentlemen Good morning, gentlemen Good afternoon, ladies and gentleman Good afternoon, everybody 2 Introducing your subject I am going to talk today about... The purpose of my presentation is to introduce our new range of... 3 Outlining your structure To start with I'll describe the progress made this year. Then I'll mention some of the problems we've encountered and how we overcame them. After that I'll consider the possibilities for further growth next year. Finally, I'll summarize my presentation (before concluding with some recommendations). 4 Giving Do feel free to interrupt me if you have any questions. instructions about questions I'll try to answer all of your questions after the presentation. I plan to keep some time for questions after the presentation. Body The body is the 'real' presentation. If the introduction was well prepared and delivered, you will now be 'in control'. You will be relaxed and confident. The body should be well structured, divided up logically, with plenty of carefully spaced visuals. Remember these key points while delivering the body of your presentation: do not hurry be enthusiastic give time on visuals maintain eye contact modulate your voice look friendly keep to your structure use your notes signpost throughout remain polite when dealing with difficult questions Conclusion The following table shows examples of language for each of these functions. You may need to modify the language as appropriate. Function Possible language 1 Summing up To conclude,... In conclusion,... Now, to sum up... So let me summarise/recap what I've said. Finally, may I remind you of some of the main points we've considered. 2 Giving recommendations In conclusion, my recommendations are... I therefore suggest/propose/recommend the following strategy. 3 Thanking your audience Many thanks for your attention. May I thank you all for being such an attentive audience. 4 Inviting questions Now I'll try to answer any questions you may have. Can I answer any questions? Are there any questions? Do you have any questions? Are there any final questions? Questions Keep cool if a questioner disagrees with you. You are a professional! No matter how hard you try, not everyone in the world will agree with you! Although some people get a perverse pleasure from putting others on the spot, and some try to look good in front of the boss, most people ask questions from a genuine interest. Questions do not mean you did not explain the topic good enough, but that their interest is deeper than the average audience. Always allow time at the end of the presentation for questions. After inviting questions, do not rush ahead if no one asks a question. Pause for about 6 seconds to allow the audience to gather their thoughts. When a question is asked, repeat the question to ensure that everyone heard it (and that you heard it correctly). When answering, direct your remarks to the entire audience. That way, you keep everyone focused, not just the questioner. To reinforce your presentation, try to relate the question back to the main points. Make sure you listen to the question being asked. If you do not understand it, ask them to clarify. Pause to think about the question as the answer you give may be correct, but ignore the main issue. If you do not know the answer, be honest, do not waffle. Tell them you will get back to them...and make sure you do! Answers that last 10 to 40 seconds work best. If they are too short, they seem abrupt; while longer answers appear too elaborate. Also, be sure to keep on track. Do not let off-the-wall questions sidetrack you into areas that are not relevant to the presentation. If someone takes issue with something you said, try to find a way to agree with part of their argument. For example, "Yes, I understand your position..." or "I'm glad you raised that point, but..." The idea is to praise their point and agree with them. Audiences sometimes tend to think of "us verses you." You do not want to risk alienating them. Questions are a good opportunity for you to interact with your audience. It may be helpful for you to try to predict what questions will be asked so that you can prepare your response in advance. You may wish to accept questions at any time during your presentation, or to keep a time for questions after your presentation. Normally, it's your decision, and you should make it clear during the introduction. Be polite with all questioners, even if they ask difficult questions. They are showing interest in what you have to say and they deserve attention. Sometimes you can reformulate a question. Or answer the question with another question. Or even ask for comment from the rest of the audience. 3. PACKAGING Equipment Easily your most important piece of equipment is...YOU! Make sure you're in full working order, and check your personal presentation carefully - if you don't, your audience will! The overhead projector (OHP) displays overhead transparencies (OHTs or OHPTs). It has several advantages over the 35mm slide projector: it can be used in daylight the user can face the audience the user can write or draw directly on the transparency while in use The whiteboard (more rarely blackboard or greenboard) is a useful device for spontaneous writing - as in brainstorming, for example. For prepared material, the OHP might be more suitable. The duster is used for cleaning the whiteboard. It is essential that the duster be clean to start with. You may consider carrying your own duster just in case. Markers are used for writing on the whiteboard (delible - you can remove the ink) or flipchart (indelible - you cannot remove the ink). They are usually available in blue, red, black and green. Again, it's a good idea to carry a spare set of markers in case you are given some used ones which do not write well. The flipchart consists of several leaves of paper that you 'flip' or turn over. Some people prefer the flipchart to the whiteboard, but its use is limited to smaller presentations. The Slide projector - which must be used in a darkened room - adds a certain drama. Some slide projectors can be synchronised with audio for audio-visual (AV) presentations. These projectors are typically used for larger presentations. The majority take 35mm slides or transparencies (as seen here), but projectors for 6x6cm slides are also available. Transparencies are projected by an overhead projector or a slide projector onto a screen - in this case a folding screen which can be packed up and transported. The notebook computer is increasingly being used to display graphics during presentations. It is often used in conjunction with an overhead projector, which actually projects the image from the computer screen onto the wall screen. Handouts are any documents or samples that you 'hand out' or distribute to your audience. Note that it is not usually a good idea to distribute handouts before your presentation. The audience will read the handouts instead of listening to you. Visual aids Of all the information that enters our brains, the vast majority of it enters through the eyes. 80% of what your audience learn during your presentation is learned visually (what they see) and only 20% is learned aurally (what they hear). The significance of this is obvious: visual aids are an extremely effective means of communication non-native English speakers need not worry so much about spoken English - they can rely more heavily on visual aids It is well worth spending time in the creation of good visual aids. But it is equally important not to overload your audience's brains. Keep the information on each visual aid to a minimum - and give your audience time to look at and absorb this information. Remember, your audience have never seen these visual aids before. They need time to study and to understand them. Without understanding there is no communication. Apart from photographs and drawings, some of the most useful visual aids are charts and graphs, like the 3-dimensional ones shown here: Piecharts are circular in shape (like a pie). Barcharts can be vertical (as here) or horizontal. Graphs can rise and fall. Language Simplicity and Clarity If you want your audience to understand your message, your language must be simple and clear. Use short words and short sentences. Do not use jargon, unless you are certain that your audience understands it. In general, talk about concrete facts rather than abstract ideas. Use active verbs instead of passive verbs. Active verbs are much easier to understand. They are much more powerful. Consider these two sentences, which say the same thing: 1. Toyota sold two million cars last year. 2. Two million cars were sold by Toyota last year. Which is easier to understand? Which is more immediate? Which is more powerful? #1 is active and #2 is passive. Signposting When you drive on the roads, you know where you are on those roads. Each road has a name or number. Each town has a name. And each house has a number. If you are at house #100, you can go back to #50 or forward to #150. You can look at the signposts for directions. And you can look at your atlas for the structure of the roads in detail. In other words, it is easy to navigate the roads. You cannot get lost. But when you give a presentation, how can your audience know where they are? How can they know the structure of your presentation? How can they know what is coming next? They know because you tell them. Because you put up signposts for them, at the beginning and all along the route. This technique is called 'signposting' (or 'signalling'). During your introduction, you should tell your audience what the structure of your presentation will be. You might say something like this: "I'll start by describing the current position in Europe. Then I'll move on to some of the achievements we've made in Asia. After that I'll consider the opportunities we see for further expansion in Africa. Lastly, I'll quickly recap before concluding with some recommendations." A member of the audience can now visualize your presentation like this: Introduction Welcome Explanation of structure (now) Body Europe Asia Africa Conclusion Summing up Recommendations He will keep this image in his head during the presentation. He may even write it down. And throughout your presentation, you will put up signposts telling him which point you have reached and where you are going now. When you finish Europe and want to start Asia, you might say: "That's all I have to say about Europe. Let's turn now to Asia." When you have finished Africa and want to sum up, you might say: "Well, we've looked at the three continents Europe, Asia and Africa. I'd like to sum up now." And when you finish summing up and want to give your recommendations, you might say: "What does all this mean for us? Well, firstly I recommend..." The table below lists useful expressions that you can use to signpost the various parts of your presentation. Signposting Function Language Introducing the subject I'd like to start by... Let's begin by... First of all, I'll... Starting with... I'll begin by... Finishing one subject... Well, I've told you about... That's all I have to say about... We've looked at... So much for... ...and starting another Now we'll move on to... Let me turn now to... Next... Turning to... I'd like now to discuss... Let's look now at... Analysing a point and giving recommendations Where does that lead us? Let's consider this in more detail... What does this mean for ABC? Translated into real terms... Giving an example For example,... A good example of this is... As an illustration,... To give you an example,... To illustrate this point... Dealing with questions We'll be examining this point in more detail later on... I'd like to deal with this question later, if I may... I'll come back to this question later in my talk... Perhaps you'd like to raise this point at the end... I won't comment on this now... Summarising and concluding In conclusion,... Right, let's sum up, shall we? I'd like now to recap... Let's summarise briefly what we've looked at... Finally, let me remind you of some of the issues we've covered... If I can just sum up the main points... Firstly...secondly...thirdly...lastly... First of all...then...next...after that...finally... To start with...later...to finish up... Ordering Приложение 2 Рекомендации по аналитическому изложению прочитанного RENDERING (выдержки из учебно-методического пособия ЩербаковаИ.О. Щемелева И.Ю. Supplementary Business Reading(Texts for rendering in English)Тексты и задания для чтения для студентов факультета экономики,СПб, изд-во Ютас, 2009 To summarize or to render means to restate a portion of a text in a shortened form. A summary should bring out the main ideas of the passage, but it does not need to follow the same order as the original text. A summary should be clear, concise, and accurate in representing the original text. Webster's calls a summary the "general idea in brief form"; it's the distillation, condensation, or reduction of a larger work into its primary notions. It doesn’t matter if the initial text is in English or in Russian When asked to render or summarize a text it doesn’t mean you should mention all the details. Read the text, trying to understand what it is about. Do not stop if you are not sure about all the words. Think of the main idea of the text. It is often clear from the title or you can find it in the first paragraph. Divide the text into parts. Try to summarize the ideas of each part in 2-3 sentences. Omit specific details, examples, descriptions, and unnecessary explanations. Note: you may need to go through the article twice in order to pick up everything you need. If you are not sure about key words – look them up in the dictionary. Do not forget about pronunciation. Use linking words and phrases to make the text logically clear. Write your rough draft of the summary. Combine the information from the first four steps into paragraphs. Edit your version. Be concise. Eliminate needless words and repetitions. Compare your version to the original. NOTE: Include all the important ideas. Use the author's key words. Follow the original organization where possible. Include any important data. Include any important conclusions. Useful words and phrases The text (article) is about… deals with… presents… describes… From the text (article) the reader gets to know… the reader is confronted with… the reader is told about… The text (the article) is concerned with (deals with)… The subject of the article is … At the beginning of the text(the article) it is said that… This text deals with the following aspects of the question... The aim of this article is… The first part of the text focuses on ... In the next part it is noted that … The article (text) ends with … To sum up the ideas of the article (the text) we should mention that… You can also use these phrases The text reports on … A detailed description is given to … Much attention is given to … It is claimed that … It is pointed out that … The article provides information on … The article discusses … A careful account is given to … A comparison of … with … is made. It is assumed that … The article reports on … В тексте говорится о … Подробно описывается… Особое внимание уделяется… Заявляется, что… Отмечается, что… В статье имеется информация о… В статье обсуждается… Особое внимание уделяетя… Приводится сравнение… с… Полагают что… В статье сообщается о… It is shown that … The objective of the article is … The article suggests the problem … The article contains the most up-to-date information on … The article touches upon … The article is of great interest / no particular interest. The results of … are presented. Of particular interest is … Цель статьи… В статье поднимается проблема … В статье приводятся современные данные относительно…. Статья касается… Статья очень интересная / не представляет интереса Представлены результаты… Особенно интересно… Аn example of a compressed English text. The summary that goes after the text is also in English “Brain drain” is the phenomena whereby nations lose skilled labor because there are better paid jobs elsewhere. In recent years, this has affected poorer countries more so, as some rich countries tempt workers away, and workers look to escape bleak situations in their poor home countries. The term “Brain drain” originated in the 1960s, when many British scientists and intellectuals emigrated to the United States for a better working climate. In recent years, however, the problem of “brain drain” has been acute for poorer countries that lose workers to wealthier countries. Almost ironically, England is now a country where many such workers end up. The problem has been noted in healthcare in particular because the loss of healthcare professionals in poorer countries leaves already struggling healthcare systems in an even more desperate state. For its World Health Report 2006, the World Health Organization (WHO) noted that there is a global shortage of 4.3 million doctors, midwives, nurses, and support workers. Furthermore, “these [shortfalls] often coexist in a country with large numbers of unemployed health professionals. Poverty, imperfect private labor markets, lack of public funds, bureaucratic red tape and political interference produce this paradox of shortages in the midst of underutilized talent.” In addition, “Unplanned or excessive exits may cause significant losses of workers and compromise the system’s knowledge, memory and culture.” The prestigious journal, British Medical Journal (BMJ) sums up another aspect of the “brain drain” problem in the title of an article: “Developed world is robbing African countries of health staff” (Rebecca Coombes, BMJ, Volume 230, p.923, April 23, 2005.) This, Coombes notes, is because rich countries are also hiring medical staff from abroad, because they are far cheaper. (Many health systems in the first world are under budgetary pressures.) In a way, this becomes a form of subsidy for the rich! Some countries are left with just 500 doctors each, with large areas without any health workers of any kind. A shocking one third of practicing doctors in UK were from overseas in mid 2005 for example as the “BBC” reported. The British Medical Association and the Royal College of Nursing have described this as “poaching” because “staff migration from developing nations is killing millions and compounding poverty.” The WHO admits that numbers are difficult to come by, but looking at countries that do track such data (often limited to nurses and doctors only), the number of doctors and nurses from abroad working in the OECD (rich) countries comprises a significant percentage of the workforce. Other industries also suffer this issue. Some countries are able to afford this loss. For example, during the tech boom in the US around 2000, many IT workers from India were attracted to the US under the H1-B visa program. At that time, concerns were raised in India that this was a form of brain drain as highly skilled workers were being lost. However, some Indian politicians confidently claimed that this was not a problem because there were so many tech workers in the pool. Indeed, today India is a major off-sourcing center for technology. However, most poor countries are not of the size of India and per person lost, the impact can be more severe. Summary This article deals with the phenomena which everyone nowadays has heard about. “Brain drain” is defined by the author as the phenomena whereby nations lose skilled labor because there are better paid jobs elsewhere. It is pointed out that in recent years it has affected mostly poorer countries. The term “Brain drain” has British origin. The reader gets to know that it is originated in the 1960s. In that period many British intellectuals emigrated to the USA looking for better working conditions. It is assumed that this negative process has influenced particularly healthcare. Many healthcare professionals – practicing doctors and scientists as well as nurses and midwives left and are still leaving poorer countries. From a global perspective “Brain drain” may cause the breakdown of all spheres of life of a country. It is mentioned in the article that he whole system’s knowledge, memory and culture – everything is compromised. The article refers to the publication in one of the prestigious journals British Medical Journal (BMJ) which is devoted to other serious aspects of this problem. It is declared that “Developed world is robbing African countries of health staff” meaning that rich countries are also hiring medical staff from abroad, because they are far cheaper. It is also mentioned that according to BBC data a great number of doctors (1/3 of practicing doctors) in Britain in mid 2005 were from overseas. The article ends with the facts showing that other industries in some countries also suffer this issue. It’s true about IT workers from India who came to the US during the tech boom 2000. It is interesting to note that some Indian politicians claimed that it was not a problem because there were so many tech workers there. The author makes a conclusion that in other countries the impact of “Brain drain” can be more severe. An example of a compressed Russian text. The summary that goes after the text is in English Экономист предупреждает о "двойной рецессии" По словам одного из немногих известных экономистов, предсказавших финансовый кризис, мир не решил проблем, лежавших в основе экономического спада, и может снова скатиться к рецессии, сообщает The Financial Times. Выступая в понедельник на конференции Sibos в Гонконге, Уильям Уайт, бывший главный экономист Банка международных расчетов (Bank for International Settlements), предупредил, что действия правительств, направленные на оказание скорой помощи экономике, могут посеять плоды будущего кризисa. "Вступим ли мы в W-образную рецессию? Почти наверняка. Вступим ли мы в L-образную рецессию? Я нисколько не удивлюсь", - заявил он, говоря об опасности так называемой двойной рецессии или продолжительной стагнации, такой, от которой страдала Япония в 1990-х. "Единственное, что удивило бы меня по-настоящему, - это быстрое и стабильное выздоровление с учетом того положения, в котором мы находимся", - добавил он. По словам Уайта, по всему миру центральные банки и правительства за последние два года вложили тысячи миллиардов долларов напечатанных денег в финансовую систему и промышленность в попытке предотвратить депрессию, что может в итоге привести к инфляции. Кроме того, насущные проблемы мировой экономики, такие как несбалансированность торговли между США, Европой и Азией, остаются нерешенными. Summary Economist warns of double-dip recession The article, published in The Financial Times, presents the opinion of William White, the one of the famous economists, about the global financial crisis. He claims that the world has not tackled the problems at the heart of the economic downturn and is likely to slip back into recession. Speaking at the Sibos conference in Hong Kong on Monday, William White, the former chief economist at the Bank for International Settlements, also warned that government actions to help the economy in the short run may be sowing the seeds for future crises. He is sure that the global economy is going into a W-shaped recession. He also added that he would not be surprised if we going into an L-shaped recession, referring to the risks of a so-called double-dip recession or a protracted stagnation like Japan suffered in the 1990s. The only thing that would really surprise him is a rapid and sustainable recovery from the position we’re in now. It is pointed out that worldwide, central banks and governments, have pumped thousands of billions of dollars of new money into the financial system and industry over the past two years in an effort to prevent a depression. The economist assumes that it may cause the inflation. economist. Meanwhile, the underlying problems in the global economy, such as unsustainable trade imbalances between the US, Europe and Asia, had not been resolved, Mr. White said.