Учебно-методический комплекс для студентов специальности 080505. 65 «Управление персоналом» Рассмотрено и утверждено на заседании кафедры
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Вопросы к зачету Структура билета: 1. Прочитать и письменно перевести на русский язык профессионально-ориентированный текст объемом 1500 печатных знаков с использованием словаря. Время подготовки 45 минут. 2. Прочитать и устно передать основное содержание текста по специальности объемом до 2500 печатных знаков на русском языке без использования словаря. Время подготовки 15 минут. 3. Продемонстрировать умение вести беседу с преподавателем в рамках предложенной тематики. Устные темы к зачету: Functions of managers Manager –Subordinate relations Management in Civil Service. Types of managers. Public relations function. Human Recourses Management. Communication. Список литературы Основная литература В.Г. Недоспасова , И.С. Бессарабова Английский язык для государственных служащих - Волгоград: Изд-во ВАГС,2004 г. -128с Welcome to the world of Public Relations: Приглашаем в мир Паблик РилейшнзЖ Учеб.пособие для студ.высш.уч. заведений. - М.:ИМПЭ им А.С. Грибоедова,2001.-128с 9. Дополнительная литература: Выборова Г.Е. Advanced English: учебник английского языка для гуманитарных факультетов вузов, факультетов переподготовки и факультетов повышения квалификации учителей иностранного языка. М.: Флинта, 2006.-190с. Карачарова Н.М. Английский язык: учебник для гуманитарных факультетов. СПб.: Издательство «Лань», 2007.-243с. Duckworth M. Business Grammar and Practice. Oxford University Press, 2006.-220p. Murphy R. English grammar in use. Cambridge University Press. 2007.- 328 p. Wallwork A. Business Options. Oxford University Press, 2006.-220p. Harding K., Taylor L. International Express, intermediate. Oxford University Press, 2008.-320p. Eastwood J. Oxford Practice Grammar, intermediate. Oxford University Press, 2006.-320p. ProFile_2(DVD) (видеоматериалы) 2) ProFile_3(CD) (видеоматериалы) 3) ProFile_2(CD) (видеоматериалы) 4) ProFile_1(CD) (видеоматериалы) 5) Oxford Express Telephoning (тестовые задания) 6) Oxford Express Presentations (тестовые задания) 7) Oxford Express Meetings (тестовые задания) 8) Oxford Express Marketing Advertising (тестовые задания) 9) Oxford Express Human Resources (тестовые задания) 10) Oxford Express Emails (тестовые задания) 11) Oxford Express Customer Care (тестовые задания) 12) Oxford Express Automobile Industry (тестовые задания) 13) Oxford Express Accounting (тестовые задания) 14) OXFORD - ProFile3 (аудио) 15) OXFORD - ProFile2 (аудио) 16) OXFORD - ProFile1 (аудио) 17) OXFORD - English File CD2 (аудио) 18) OXFORD - English File CD1 (аудио) 19) OXFORD - Business Focus CD2 (аудио) 20) OXFORD - Business Focus CD1 (аудио) 21) OXFORD - Business Focus (аудио) 22) OPG-Intermediate (тесты, аудирование, говорение, чтение, письмо) 23) OPG-Advanced (тесты, аудирование, говорение, чтение, письмо) 24) BFElementary (аудио, видео, лексические материалы,тесты) 25) журнал-диск Cool English Материалы текущего, промежуточного и итогового контроля Варианты контрольных работ для осуществления текущего контроля уровня знаний студентов (аттестации). Практическая работа What Makes an Effective Leader? This is one of the most often asked questions regarding leadership. There is no one answer to this question. A person who can motivate others to follow his lead, of course, should have certain distinct characteristics which are respected by his followers. Leadership is both situational and temporal. But, anyone who thinks that he is born to lead assumes basically dictatorial characteristics, and no dictator has lasted long. It is essential that you don't fall into the trap of assuming autocratic or democratic leadership all the time with all the members of your group. It is the surest way of building resentment from your ) subordinates and you will not get their optimum performance. It is here your skill at leadership becomes distinctly synergistic when you distinguish the personality types in your group and recognize the most effective leadership approach to which the person is most responsive. Many situational factors affect the supervisor's leadership style. Some of the major situational factors are described below. 1. Number of people in the "work group. Managers can give more individualized attention in smaller work groups. As group size increases, management by exception must tend to be used 2.Kinds of tasks. Jobs involving simple repetition may permit the manager to be more autocratic. Workers with creative or complex jobs require more freedom. 3. Situational stress. Managers often shift to a more autocratic style when the going gets tough. The firm may be in financial difficulties, and the manager may be experiencing unusual pressure to increase output. This was the case at Wickes Companies when Sigoloff took over. However, the supervisor should be careful in changing leadership styles and should not do so purely as a reflex action. 4. Objectives of the unit. The specific objectives the manager is expected to accomplish affect leadership style. If the only objective is to get the job done immediately, the use of strong authority may be justified, even though it may make workers unhappy. When there is an important rush project, subordinates are more likely to accept simply being told what to do. 5. Whether or not the company has a union. Union workers often do not want to participate in management. They may believe that supervisors should supervise and workers should work. Managers in nonunion firms are able to adopt a wider range of leadership styles. Being able to maintain nonunion status has been a major strength of IBM management. 6. Leadership style of the manager's boss. Managers tend to lead as they are led. If the boss is autocratic, managers may lean toward this leadership style. The example set by Thomas Watson, still guides managers throughout the large organization. 7. Relationship of the manager with subordinates. If the relationship is one of actual respect, the manager will usually let workers take part in managing themselves. Workers, too, are likely to contribute more when they are respected by their supervisor. Because of a careful selection process at IBM employees tend to be "a cut above average" and thus can be given extra responsibility. Can one person be both a manager and a leader? The American researchers don't say that it is impossible. But they think that because leaders and managers are basically different types of people, the conditions favorable to the growth of one may be inimical to the other. The authors of many scientific articles emphasize that managers and leaders have different attitudes toward their goals, careers, relations with others. Managers tend to adopt impersonal, it not passive, attitudes toward goals. Managerial goals arise out of necessities rather than desires, and, therefore, are deeply embedded in the history and culture of the organization. "...To meet the challenge of the marketplace, we must recognize changes in customer needs and desires far enough ahead to have the right products in the right places at the right time and in the right quantity. We must balance trends in preference against the many compromises that are necessary to make a final product that is both reliable and good looking, that performs well and that sells at a competitive price in the necessary volume. We must design, not just the cars we would like to build, but more importantly, the cars that our customers want to buy" What do leaders think about their goals? They are active instead of reactive, shaping ideas instead of responding to them. Leaders adopt a personal and active attitude toward goals. The influence a leader exerts in altering moods, evoking images and expectations, and in establishing specific desires and objectives determines the direction a business takes. The net result of this influence is to change the way people think about what is desirable, possible, and necessary. What do managers and leaders do? What is the nature of their respective work? Leaders and managers differ in their conceptions. Managers tend to view work as an enabling process involving some combination of people and ideas interacting to establish strategies and make decisions. Managers help the process along by a range of skills including calculating the interests in opposition, staging and timing the surfacing of controversial issues, and reducing tensions. In this enabling process, managers appear flexible in the use of tactics: they negotiate and bargain,, on the one hand, and use rewards and punishments, and other forms of coercion, on the other. What about leaders, what do they do? Where managers act to limit choices, leaders work in the opposite direction, to develop fresh approaches to long-standing problems and to open issues for new options. Stanley and Inge Hoffmann, the political scientists, liken the leader's work to that of the artist. But unlike most artists, the leader himself is an integral part of the aesthetic product. One cannot look at a leader's art without looking at the artist. To be effective, the leader needs to project his ideas into images that excite people, and only then develop choices that give the projected images substance. Consequently, leaders create excitement in work. Leaders work from high-risk positions, indeed often are temperamentally disposed to seek out risk and danger, especially where opportunity and reward appear high. From my observations, why one individual seeks risks while another approaches problems conservatively depends more on his or her personality and less on conscious choice. For some, especially those who become managers, the instinct for survival dominates their need for risk, and their ability to tolerate mundane, practical work assists their survival. The same cannot be said for leaders who sometimes react to mundane work as to an affliction. What are manager's and leader's relations with others? There are two positions that clarify managerial attitude toward human relations. First, the need to seek out others with whom to work and collaborate seemed to stand out as important characteristics of managers. Managers prefer to work with people, they avoid solitary activity because it makes them anxious. The second feature of managers is connected with the necessity to maintain a low level of emotional involvement in these relationships. Managers relate to people according to the role they play in a sequence of events or in a decision-making process, while leaders, who are concerned with ideas, relate in more intuitive and empathetic ways. The manager's orientation to people, as actors in a sequence of events, deflects his or her attention away from the substance of people's concerns and toward their roles in a process. The distinction is simply between a manager's attention to how things get done and a leader's to what the events and decisions mean to participants. Leaders attract strong feelings of identity and difference, or of love and hate. Human relations in leader-dominated structures often appear turbulent, intense, and at times even disorganized. Such an atmosphere intensifies individual motivation and often produces unanticipated outcomes. Can organizations develop leaders? For organizations to encourage consciously the development of leaders as compared with managers would mean developing one-to-one relationships between junior and senior executives and, more important, fostering a culture of individualism and possibly elitism. The elitism arises out of the desire to identify talent and other qualities suggestive of the ability to lead and not simply to manage. The Jewel Companies Inc. enjoy a reputation for developing talented people. The chairman and chief executive officer, Donald S. Perkins, is perhaps a good example of a person brought along through the mentor approach. Franklin J. Lunding, who was Perkins's mentor, expressed the philosophy of taking risks with young people this way: "Young people today want in on the action. They don't want to sit around for six months trimming lettuce". This statement runs counter to the culture that attaches primary importance to slow progression based on experience and proved competence. It is a high-risk philosophy, one that requires time for the attachment between senior and junior people to grow and be meaningful, and one that is bound to produce more failures than successes. The elitism is an especially' sensitive issue. At Jewel the MBA degree symbolized the elite. Lunding attracted Perkins to Jewel at times when business school gradual had little interest in retailing in general, and food attribution in particular. Yet the elitism seemed to pay off: not only did Perkins; become the president at age 37, but also under the leadership of young executives recruited into Jewel with the promise of opportunity for growth and advancement, Jewel managed to diversify into discount and drug chains and still remain strong in food retailing. By assigning each recruit to a vice president who acted as sponsor. Jewel evidently tried to build a structure around the mentor approach to developing leaders. "Being a good first assistant means that each management person thinks of himself not as the order giving, domineering boss, but as the first assistant to those who 'report' to hill in a more typical organizational sense. Thus we mentally turn our organizational charts upside-down and (challenge ourselves to seek ways in which we can lead... by helping... by teaching ... by listening... and by managing in the true democratic sense... that is, with the consent of the managed. Thus the satisfactions of leadership come from helping others to get things done and changed — and not from getting credit for doing any changing things ourselves." I. Answer the following questions. l. What is the distinction between management and leadership, management and leader? 2. What are the four basic styles of leadership identified by R. Likert? Speak about each one. 3. Describe the factors that affect the choice of a leadership style. ? 4. Are you a natural-born leader? Explain. II. Suppose you are a newly appointed manager over the following types of employees: a) research scientist; b) technical assistant; c) skilled professors. What leadership style would you suggest? Explain your response in view of the leadership styles. III. Translate the following sentences into Russian and discuss your translations in the group. 1. A leader is someone who can get others to do what he or she wants them to do. 2. Managers make all decisions. They decide what is to be done, who will and how and when it is to be accomplished. 3. The discussion of leadership theories may seem to imply that managers merely decide which leadership style to use, sometimes changing styles to adapt to different situations. 4. Some workers are mature in the way they approach their work, others may have to be watched quite closely to obtain even minimum performance. 5. It is a high-risk philosophy; one that requires time for the attachment between senior and junior people to grow and be meaningful, the one that is bound to produce more failures than successes. 6. Yet the elitism seemed to pay off: not only did Perkins become the president at the age 37, but also under the leadership of young executives recruited into Jewel with the promise of opportunity for growth and advancement, Jewel managed to diversify into discount and drug chains and still remain strong in food retailing. IV. Complete the following sentences with verbs from the list in the required form. To relate, to occupy, to require, to develop, to conduct, to consult, to create, to influence, to affect. 1. The leader _______ a strong and central role in traditional management theory 2. Leadership inevitably _______ using power to influence the thoughts and actions of other people. 3. Considerable research______to compare the traits of effective and ineffective leaders. 4. Rensis Livert ______ a leadership theory that had a continuum ranging from autocratic to participative. 5. Manager's _______ with employees prior to establishing decisions about the work. This _______ a climate in which employees feel relatively free to discuss openly work-related matters with management. 6. The maturity level of the subordinates ______leadership style. 7. Many situational factors ______ the supervisors leadership style. 8. Managers _______ to people according to the role they play in a sequence of events or in a decision-making process. Аттестационная контрольная работа №6 The professions and government 1.The prominent role of American governments in the development and utilization of professions went largely unnoticed for a long time. Governments are the principal employers of professionals. According to estimates of the Bureau of Labor Statistics about two of every five workers were employed by Government in 1978. This category does not include the multitude of engineers, scientists and others on private who are actually paid from government contracts, subsides and grants. 2.Leaving aside the political appointees at or near the top of our public agencies and jurisdictions, the administrative leadership of government became increasingly professional in terms of educational and experiential backgrounds. This is not to say that public leadership as such is an administrative profession in diverse fields, most of them related to the missions of the organizations in which they lead. 3.In Government, the professions are the conveyor belts between knowledge and the theory on the one hand, and public purpose on the other. The interdependencies of the professions and government are many . Governments are, or have been the creators of many professions; most of them have been legitimized; Protectors of the autonomy, integrity, monopoly, and standards of those which have such protectors The principal supporters of their research and of that the sciences upon which they depend; subsidizers of much of their education. 4.For their part, the professions : Contribute to Government a very substantial proportion of public servants; Provide most of the leadership in a considerable number of public agencies; Through their educational programs, examinations, accreditation, and licensing, largely determine what the content of each profession is in terms of knowledge, skills, and work. Influence public policy and the definition of public purpose in those many fields within which they operate; In different degree provide or control the recruitment, selection and other personnel actions for their members; 5.Shape the structure as well as the social organization of many public agencies. There is nothing very new about professionalism in government. In all probability the number of professionally educated personnel in all American governments has been rising for the past century. Yet there appears to have been very little recognition or concern about the significance of professionalism in the public service and its leadership until quite recently. The degree to which individual professional specializes have come to dominate public agencies is suggested by the small table here. Federal All military agencies military officers Department of State foreign service officers Public Health Service public health doctors Department of Justice lawyers Department of Education educators State and Local Highways and other public works agencies civil engineers Welfare agencies social workers Public health agencies doctors Higher education institution professors Attorneys general, district, attorneys, lawyers legal council 7.How can we define the word ‘profession’?
8.We can divide the professions into two groups ‘established professions’., as they widely recognized as professions, their status has been legitimized by formal state action through licensing, commissioning, recognizing educational accreditation. Emergent professions’ have not been recognized and legitimized but they are pulling themselves up to full professional status. In this group are included specialists in personnel, public relations, computer technology, purchasing. Emergent in the «public service» category are governmental subdivisions: assessors, police, penologists,employment security officers, air-pollution specialists. Tasks. 1.Translate points 1 and 2 in Russian. 2. There are some requisites, such as .professional organization , service orientation, legal establishment, individual autonomy in performance of work, code of ethics. Translate them. What definition they may satisfy?
Pre-school department --------------------------------- Agricultural department ---------------------------------- Technical Service agency ---------------------------------- Fuel and energy industry ---------------------------------- Write in the right column the specialists suitable for the work in these departments and agencies. Семестровая контрольная работа №5 CORPORATIONS A business corporation is an institution established for the purpose of making profit. It is operated by individuals. Their shares of ownership are represented by stock certificates. A person who owns a stock certificate is called a stock-holder. There are several advantages of the corporate form of ownership. The first is the ability to attract financial resources. The next advantage is that if the corporation attracts a large amount of capital it can invest it in plants, equipment and research. And the third advantage is that a corporation can offer higher salaries and attract talented managers and specialists. The privately owned business corporation is one type of corporation. There are some other types too. Educational, religious, charitable institutions can also incorporate. Usually such corporation does not issue stock and is nonprofit. If there is a profit it is reinvested in the institution rather than distributed to private stockholders. In some western countries, cities, states, federal government and special agencies can establish governmental corporations. A few examples of these governmental corporations are state universities, state hospitals and city owned utilities. Governmental corporations are nonprofit as a rule and usually they do not issue stock certificates. Ex. 1. Answer the questions. Who can own a corporation? What are the advantages of the corporate form of ownership? What world-known corporations do you know? What types of business take the corporate form of ownership? JOINT VENTURE Although joint ventures were used as a way to organize business, in last years they were used more widely. Since 1981 more joint ventures were announced than in all previous years. Even U.S. multinationals began to consider joint ventures when entering a new business. This form of business is very popular in Russia now. Ex. 2. Discuss the following problems: A Joint Venture Pro and Con. Ex. 3. Speak on: Form of ownership. My business. Ex. 4. Choose the necessary word and put it in the sentence. What kind of … is better: buying stock or buying real estate? To attract greater financial … the company issues the stock. A university can be … corporation. The partners didn’t put the same … into business. The group of people from different countries is going to … a corporation. The Red Cross is an international … organization. I want to buy some … IBM and General Motors. An educational … usually reinvests all its money. (charitable; stock; resources; institution; investment; nonprofit; amount; of capital; to establish) Ex. 5. Translate these sentences. A. 1. This play was written by B.Shaw. The book was given to me. I was given a book. They were much talked about. The doctor was sent for at once. This rule was explained to me twice. Tables are usually made of wood. I have been asked two difficult questions today, so I must do something about it. I have been done to play in the next week’s football match. He’s been sent to help them. Nobody likes to be sent for at night. This must be done at once. He can’t be given a holiday now. We have a lot of work to do. He will have to be asked about it tomorrow. B. 1. Эти вопросы обычно обсуждаются после работы. 2. Много домов строится в вашем городе? 3. Знаете ли вы, что эта книга была переведена на английский язык только два года назад? 4. Меня попросили помочь ему закончить эту работу сегодня, поэтому я должен был остаться в учреждении после работы. 5. Ему могут дать эти журналы в понедельник утром. 6. Вам показали все, что вы хотели посмотреть? 7. Его надо сейчас же найти.8. Об этом фильме много говорят. 9. Лекции Петрова слушают с интересом. 10. Надо сейчас же послать за товарищем Ивановым. 11. Детям велели быть дома в восемь часов. 12. Кем была написана эта статья? 13. Когда принесут (будут принесены) письма и газеты? - Я думаю, только через час. 14. Нас спросили, преподают ли французский язык в нашей школе. 15. Когда будет отправлена эта телеграмма? 16. Его спросили, когда будет отправлена эта телеграмма. 17. В первый раз меня повели в театр, когда мне было 5. 18. После лекции было задано много вопросов. 19. Мне сказали, что вы завтра уезжаете. 20. Я думаю, что об этой книге будут много говорить. Ex. 6. Explain the following forms of the infinitive and translate sentences from English into Russian. 1. We want the new car to be produced by February. 2. The goods to be bought must be checked beforehand. 3. The problems to be solved are of great importance for our research. 4. We expect this book to appear on sale very soon. 5. The supervisor wished nobody to help him with the bill. 6. The new Sales Manager is said to be a very honest man. 7. To speak English well is very important for all educated men. 8. To do regular gymnastics is a good way to feel fit. 9. I am glad to see you. 10. I would rather take this book. 11. You had better learn it by heart. 12. I saw him enter the room. 13. Let her say that. 14. Our teacher wants us to repeat this text once more. 15. I know him to work well. 16. I should like you to wait for me. 17. His duty was to exchange rubles for dollars. 18. Mr. Riddle teaches them to handle new computers. 19. He told them to switch their computers on. 20. They asked him to borrow some money from his uncle. 21. John let his son go abroad by train. 22. He intended to start his beer selling business at the seaside. 23. Tom has a great desire to be invited to her birthday. 24. He doesn't like to be interrupted at half word. 25. Millions of people are recorded to have taken part in elections. Ex. 7. Complete the sentences. A Pete was either in Omsk or … They came here either yesterday or … Kate may go either by train or … He went there either by motor-cycle or … Andrew can get there either by car or… It is either here or … Lida could get to the library either by bus or … B He had neither sister nor … Nick was neither in London nor … I saw neither you no … He learnt neither French nor … Kate worked neither on the farm nor … The child washed neither his face nor … He lived neither in Moscow nor … Семестровая контрольная работа №6 INTERPOL AND THE FLIGHT AGAINST DRUG TRAFFIC
The fight against drug traffic has increasingly become the subject of real anti-crime policies implemented at national levels. It is now clear that, since the 1970s, drugs trafficking has become the most organized, most professional and most profitable of all illegal activities. The trafficker of today has nothing in common with typical street-corner pusher, he is ruthless, highly-organized and mobile. It is well-known that law enforcement services throughout the world have increased their efforts and manpower in an attempt to contain this growing threat. Nevertheless, drug trafficking continues to gain momentum. 2. Similarly, Interpol has succeeded in drawing the attention of its members to the scale of the hidden economy generated by the financial proceeds of drug trafficking. Interpol has also adapted its structures and working methods to the new situation by setting up a special group at the General Secretariat. Nowadays, most of the large international trafficking gangs engage in operations involving heroin and/or cocaine as well as cannabis. International cooperation has given an operational aspect to national laws on conspiracy to engage in drug traffic, and the successes achieved have led to the adoption of a similar arsenal of legal weapons in those countries where such laws did not yet exist. Moreover, the results of international police cooperation have induced national authorities to revise their policies and to devote more resources to combating international trafficking. 3. Investigations can no longer be confined to the jurisdiction of the responsible investigating agency due to large-scale drug trafficking. Interpol responds to that need. The Drugs Sub-Division handles those problems. It is currently staffed by 26 police officers and analysts from 18 different countries around the world. 4. The overall aims of the Drugs Sub-Division are-to enhance cooperation among national drug law enforcement services and stimulate the exchange of information among all national and international bodies concerned with countering the illicit production, traffic and use of drugs, and to strengthen the ability of national services to combat the illicit traffic. To accomplish these aims, The drugs Sub-Division maintains a data bank containing all relevant drug-related information with an index of identified traffickers, coodinates international requests for information and investigations, and complies and disseminates both tactical and strategic intelligence. The Drugs Sub-Division comprises two groups: the Operations Group and the Intelligence Group. 5. The Operations Group is staffed by 10 Liaison Officers, each of whom is responsible for liaison with police authorities in a specific geographical area of zone. These Liaison Officers conduct regular visits to national drugs services in their assigned areas, and prepare situation reports, and assessments concerning the extent of the trafficking. On the basis of those reports and assessments specific activities are proposed for each region. The daily duties of the Liaison Officers consist of receiving and analyzing messages from national Central Bureaus in their geographical areas and zones. These messages, handled by the Interpol radio network, report on drugs seizures or request assistance in on-going investigations. 6. The Intelligence Group has the task assessing the worldwide drug trafficking situation, and collates incoming investigation data with a view to developing strategic intelligence. Since the development of computer services the Intelligence Group has been able to process the data in different ways, to examine the quantities and types of drugs transported from one place to another, and to perform in depth area studies. 7. Intelligence Officers are assigned to deal with information about a particular type of drug or to work on a specific project. At present, officers are assigned to cocaine, opiates, cannabis and psychotropic substances sections. Based on seizure data received daily, the Intelligence Group prepares the publication - the "Weekly Intelligence Message". This bulletin contains several sections: items of special interest, traffic trends, modus operandi and recent seizures of international significance. The last section gives not only the data and place of a seizure and the quantity of the drug confiscated, but also the Interpol file reference number and the identities of those arrested. 8. Special projects of the Intelligence Group are designed to provide a systematic and structured approach to combating a specific aspect of international drug trafficking which has been recognized as particularly serious and widespread. 9. There are currently four special projects: The first concerns the fight against heroin traffic originating in South-West Asia and the Middle East (SWAP), another deals with the monitoring of suspect seagoing vessels and their crews (Project "Bateaux"), the third is a long-term plan to combat cocaine traffic in Europe (PACTE: Programmed Action - Cocaine Traffic - Europe), and the fourth is concerned with the traffic of synthetic drugs and psychotropic sub stances diverted from legal markets. Задание 4. Ответьте на следующие вопросы: a) Why does the Interpol handle the problems of combating drug traffic? b) What are the functions of the Operations Group? c) What is the Intelligence Group responsible for? d) How many special projects are currently handled by the Interpol? Задание 5. Найдите в тексте место, где говорится о целях деятельности подразделения Интерпола по борьбе с наркотиками. Задание 6. Просмотрите разделы 1 и 2 и озаглавьте их. Задание 7. Составьте план текста в виде тезисов. Задание 8. Разбейте текст на несколько самостоятельных частей. Задание 9. Найдите в каждой части предложения, содержащие основную мысль. Задание 10. Скажите, что нового Вы узнали из текста? Выскажите Ваше мнение, используя I think / I don’t think ... Образец: Tom has just been offered a job. You think it would be a good idea for him to accept it. I think Tom should accept the job. You think it would be a good idea for all motorists to wear seat-belts. I think ______________________________________________________________ You don’t think it would be a good idea for Jill and Sam to get married. I __________________________________________________________________ Your friend has a bad cold. Tell him that you think it would be a good idea for him to stay at home this evening. ______________________________________________ Допишите предложения, сохранив смысл оригинала. Образец: «I think it would be a good idea to see a specialist», the doctor said to me. The doctor recommended that I should see a specialist. «You really must stay a little longer», she said to me. She insisted that ______________________________________________________ «Why don’t you visit the museum after lunch?» I said to them. I suggested that _______________________________________________________ «You must pay the rent by Friday at the latest», he said to us. He demanded that _____________________________________________________ «Why don’t you go away for a few days?» Jack suggested to me. Jack suggested that ____________________________________________________ Прочитайте ситуацию и напишите предложения, используя I wish...wouldn’t .. Образец: Tom drives very fast. You don’t like this. What do you say to him? I wish you wouldn’t drive so fast. You are telling your friend about the man in the next flat. He often plays the piano in the middle of the night and you don’t like this. What do you say to your friend? I __________________________________________________________________ A lot of people drop litter in the street. You don’t like this. What do you say? I wish people ________________________________________________________ Jack always leaves the door open. You don’t like this. What do you say to him? I __________________________________________________________________ Напишите предложения, используя promised. Образец: I wonder why she’s late. She promised she wouldn’t be late. I wonder why Tom hasn’t written to me. He ________________________________ I wonder why Ann told Tom what I said. She ______________________________ I wonder why they haven’t come. They ____________________________________ Переведите предложения: We saw her cross the street. Everybody considered him to be very clever. She is said to have left. He spoke laud enough for you to hear. Either he or Kate knew the truth. The boy neither coughs, nor sneezes. |
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