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Деловой английский язык
А. Э. Бабашев
О. А. Пономарева
Учебное пособие предназначено для студентов первого и второго курсов специальности «Менеджмент организации» очного и заочного отделения. Основной целью данного пособия является введение и закрепление бизнес-лексики, формирование навыков общения по специализированной тематике, а также навыков написания делового письма.
А. Бабашев, О. Пономарева
Деловой английский язык
ПОЯСНИТЕЛЬНАЯ ЗАПИСКА К УЧЕБНОМУ ПОСОБИЮ
Цель и содержание учебного пособия
Учебное пособие предназначено для студентов первого и второго курсов специальности «Менеджмент организации» очного и заочного отделения. Основной целью данного пособия является введение и закрепление бизнес-лексики, формирование навыков общения по специализированной тематике, а также навыков написания делового письма.
Для достижения этих целей предлагается методика работы с материалом, которая основана на использовании разнообразных способов подачи материала и активном применении различных коммуникативных приемов.
Для развития навыков практического владения английским языком в учебном процессе могут быть использованы различные приемы самостоятельной и аудиторной работы над учебным материалом:
1) изучение теоретического материала по предлагаемой теме;
2) выполнение устных и письменных упражнений в каждой из изучаемых тем;
3) чтение и перевод учебных текстов;
4) чтение учебного материала без словаря с охватом общего содержания прочитанного;
5) использование технических (аудио- и видео) средств обучения;
6) составление монологического и диалогического высказывания по заданным темам;
7) выполнение письменных и устных практических заданий, выборочное тестирование по изучаемым темам.
Учебное пособие состоит из следующих частей:
1. Бизнес-курс, который делится на семь разделов (Units):
? Finding right job (Поиск подходящей работы);
? Interview technique (Собеседование при приеме на работу);
? At the office (В офисе);
? On the telephone (Общение по телефону);
? Business writing (Деловая переписка);
? Business communication (Деловое общение);
? Business trip (Рабочая командировка).
В каждом из данных разделов отрабатывается определенная тема с использованием лексико-грамматических упражнений, диалогов. Структурно каждый раздел состоит из:
? опорного текста;
? словаря по теме для снятия трудностей при чтении текстов и для активизации лексики в монологической и диалогической речи;
? лексико-грамматических упражнений; ? практических рекомендаций, написанных на русском языке для облегчения понимания специфики деловой речи;
? списка основных речевых клише по теме;
? вспомогательных текстов по теме на английском языке;
? рабочих ситуаций, содержащих практические задания, нацеленные на активизацию полученных знаний.
2. Тексты для дополнительного чтения (Texts for additional reading), нацеленные на расширение вокабуляра в области профессиональной терминологии;
3. Деловые ситуации и ролевые игры (Situations and role-plays), которые рекомендуется использовать в индивидуальной и групповой работе в процессе изучения дисциплины для активизации лексического и грамматического материала, развития монологических и диалогических умений и навыков, а также для закрепления и контроля полученных лексико-грамматических знаний;
4. Практикум по деловому письму (Business writing practice), который содержит отрывки бизнес-документации и нацелен на систематизацию и контроль знаний по данному аспекту;
5. Приложение, содержащее список сокращений, используемых в электронных сообщениях.
Кроме того, поскольку английский язык является языком международного общения, необходимо учитывать культурные традиции и ценности, а также правила поведения, принятые в стране иностранного собеседника.
БИЗНЕСКУРС
UNIT 1
FINDING THE RIGHT JOB
Office Careers
Every day, large companies receive hundreds of letters from job seekers. Unemployment statistics make headlines. Behind unemployment hides another, more personal kind of employment crisis: underemployment.
Underemployment can involve full- or part-time work. The term refers to the type of work you are doing: the heart surgeon working as a salesperson or the professor sorting mail. Are these examples exaggerated? Unfortunately not. Especially when you consider the lives of many adults who have moved from their country of birth to another part of the globe.
Underemployment
Why do so many people settle for underemployment? Perhaps because of the need to find a job quickly, any job. Unfortunately, the best job is not often the easiest to find. In modern, industrial nations underemployment is alarmingly common; studies in the United States, for instance, have shown that as many as 80 percent of adults are underemployed. That's almost everybody! So if you share in the frustration of underemployment you are hardly alone. In fact, you're in good company!
Taking underemployment personally, a person may feel singled out. Yet underemployment differs from failure. Underemployment is temporary and can be overcome in time. To develop a career means setting long-term employment goals.
Finding the Right Work
Finding employment takes hard work in itself; so does finding a better position once employed. Competition for good jobs – those that are challenging, interesting, and well paid – is here to stay. Landing the right job is a major step in launching a successful career. But career planning only starts there.
Career development involves long-term planning. The search continues over the years as a person moves from one position to the next, developing skills which include the use of language.
A wide variety of skills is required for almost any job, anything from taking instructions to giving them, from being supervised to supervising. In order to signal what you can do and what you have done, it is useful to think of your skills and experience in terms of action verbs.
Job Search
How can you make basic decisions about the choice of jobs and career? Most people go to the openings. If you read the want ads in the newspaper, for example, you learn who is offering employment. This is only one way to go about finding work.
Another strategy is to do some long-range planning. This involves determining your abilities, interests, and needs. What have you already learned by education and experience to do well? There are your ski/Is, or abilities. What is it that you most enjoy doing? There are your interests. What kind of income will you need to support yourself and your family? These are your needs.
In addition to the development of language and vocational skills, a successful career depends on learning how to look for work. Success is not guaranteed by seeing experts at an employment agency. While professionals may give valuable assistance, success in the long run depends on doing some thinking on your own – for instance, naming personal interests and abilities on a resume.
Developing a resume begins with listing the skills a person has already gained. In addition, a resume specifically how and where those skills were acquired. All told, the resume states the qualifications and work history of an applicant. A well-written resume sent with a letter of application can win the interview of a lifetime.
Often what makes a prospective applicant stand out is the attitude that comes through in the cover letter. Qualities such as initiative, self-control, and a sense of responsibility are highly regarded by employers today.
Employment in Market Economy
In market terms, an individual can increase his income by working harder (taking a second job, say) or working smarter (for example, acquiring new, more wanted skills). In the United States, according to statistics, education has a direct and powerful effect on earnings; a person with university degree, or 16 years of education, will over a lifetime earn more than twice what someone with only eight years of education will earn. But still many persons entering the working world lack adequate training in such areas as leadership, communicating ideas and needs, and working successfully as a member of a team. Employees must be skilled in allocating time, money and other resources needed to carry out a job. They are to be able to evaluate and use new information. They must understand how one task may affect other related tasks. Finally they have to be able to learn new skills and adapt to changing technology.
VOCABULARY
Exercise 1. Перефразируйте предложения, используя выделенные слова:
land a job, in good company, qualifications, singled out, take things personally, resume
1. After the interview was finished I felt sure that I'd be hired.
2. When I was called in for a second interview, I knew that I had been selected as a finalist.
3. Even if I don't get hired, I know I am just one of many qualified applicants.
4. Despite her excellent background, another applicant was offered the position.
5. After all, when it comes to looking for work, one shouldn't blame yourself.
Exercise 2. Переведите следующие предложения:
1. On his resume it said that she's got to have a steady job.
2. Alice personally believes that in-service training is one of the utmost importances.
3. It's best to follow up on all correspondence promptly.
4. Although his first choice was a steady service position, he said he'd settle for less.
5. The receptionist's responsibilities are as follows: answering telephone calls, guests' accommodation, greeting clients, making all the office work (typing, sending/ receiving faxes, etc.)
При написании резюме используются глаголы активных действий, например:
Например, можно описать свой опыт работы таким образом:
• prepared daily deliveries
• delivered on a daily basis to customers
• maintained accounts on customers
• collected customer fees on a monthly basis
• solicited new subscriptions
• responded to customer complaints and concerns
• utilized two word processing systems
• typed and proofread sales letters
• handled telephone inquiries
Exercise 3. Используя перечисленные выше глаголы, ответьте на следующие вопросы:
1. What work have you previously done?
2. What skills were involved?
3. What types of duties did you have?
4. What relationship with people was involved?
5. What responsibilities did you have?
Exercise 4. Приведите в соответствие термины и их определения:
Exercise 5. Describing ability
A Human Resources Manager has drawn up a shortlist of applicants he feels would be suitable for a vacancy in his company. Look at the descriptions of the candidates he plans to invite for interview.
• John has a can-do attitude and is able to meet deadlines
• Lis is a self-starter who can work on her own initiative
• Ivan is able to multi-task and has a proven track record
• Alex is an effective team player with a customer-focused approach
• Cristina is numerate and computer literate
Which candidate…
• is good with figures?
