Table Of ContentCopyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
Министерство образования и науки Российской Федерации
Федеральное государственное бюджетное образовательное
учреждение высшего образования
«Оренбургский государственный университет»
Т.С. Бочкарева, Е.И. Герасименко
PROFESSIONAL ENGLISH FOR
ECONOMISTS
Рекомендовано к изданию ученым советом федерального государственного
бюджетного образовательного учреждения высшего образования "Оренбургский
государственный университет" в качестве учебного пособия для студентов,
обучающихся по программам высшего образования по направлению подготовки
38.03.01 Экономика
Оренбург
2016
Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
УДК 811.111(075.8)
ББК 81.432.1я73
Б86
Рецензент – профессор, доктор педагогических наук Л.В.Мосиенко
Бочкарева, Т.С.,
Б86 Professional English for economists: учебное пособие / Т.С. Бочкарева, Е.И.
Герасименко; Оренбургский гос. ун-т. - Оренбург: ОГУ, 2016. – 109 с.
ISBN 978-5-7410-1544-5
Пособие представляет собой подборку аутентичных текстов, лексико-
терминологического словаря, лексических и коммуникативных упражнений
проблемного и поисково-исследовательского характера. Цель пособия –
предоставить студентам возможность профессионального развития в изучении
английского языка. Задачи пособия – развивать интерес и мотивацию
студентов к профессиональной деятельности экономиста, обеспечивать основы
знаний экономической терминологии, формировать организаторские
способности средствами иностранного языка, способности к самостоятельной
и групповой работе, развивать навыки деловой профессиональной
коммуникации, предоставлять знания профессиональной этики и культуры
поведения.
Учебное пособие предназначено для студентов направления подготовки
38.03.01 Экономика (бакалавриат) для использования на практических
занятиях по английскому языку по дисциплинам «Иностранный язык» и
«Лексико-грамматический практикум».
УДК 811.111(075.8)
ББК 81.432.1я73
ISBN 978-5-7410-1544-5 © БочкареваТ.С.,
© Герасименко Е.И.,
© ОГУ, 2016
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Содержание
Введение………………………………………………….……..….…… 4
1 Unit 1 Economy and economics………………………….…….……… 5
2 Unit 2 Economic activity…..………………………………..……..…… 13
3 Unit 3 Getting the job………………………………..……...………..… 17
4 Unit 4 Money and trade…………………………………….….…..…… 28
5 Unit 5 Companies………………………………………….….…...…… 34
6 Unit 6 Company structure………………………………….….………… 43
7 Unit 7 International business……………………………….……...….… 52
8 Unit 8 Marketing and brands………………………….……….…….….. 60
9 Unit 9 Advertising……………………………………….….……..……. 68
10 Unit 10 Internet ………………………………………..…..………..… 76
11 Tips on business writing…………………………………………..…… 82
12 Glossary ………………………………………………..…….………… 95
13 Acronyms………………………………………………………………. 106
Список использованных источников………………………..………….. 109
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Введение
Предлагаемое пособие предназначено для студентов по направлению
подготовки 38.03.01 Экономика (бакалавриат).
Основная цель пособия – предоставить будущему экономисту возможность
формирования профессиональной мобильности в изучении английского языка.
Задачи пособия – развивать интерес и мотивацию студентов к профессиональной
деятельности, обеспечивать основы знаний экономической терминологии,
формировать организаторские способности средствами иностранного языка,
способности к самостоятельной и групповой работе, развивать навыки деловой
профессиональной коммуникации, предоставлять знания профессиональной этики и
культуры поведения.
Пособие состоит из 10 разделов, терминологического словаря, списка
наиболее часто используемых в профессиональной деятельности экономиста
сокращений, грамматического справочника и приложения с заданиями для
самоконтроля. Оригинальные тексты экономической тематики позволяют студентам
развивать навыки анализа профессионально-значимой информации и навыки
иноязычной профессионально-ориентированной речи. Лексические,
коммуникативные и проблемные задания направлены на закрепление базовой и
дополнительной лексики по специальности, формирование навыков деловой
иноязычной коммуникации, организации учебно-профессиональной деятельности
будущего экономиста, самостоятельной работы.
Пособие может быть использовано как для аудиторной, так и для
самостоятельной работы студентов.
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1 Unit 1 Economy and economics
1.1 Speaking
1.1.1 Answer the following questions:
1) Do you know the difference between the words “economy” and “economics”?
Can you explain it?
2) What does macroeconomics study?
3) What does microeconomics study?
1.1.2 Read the following quotations and say if you agree or disagree with them,
explain their essence:
1) “The economy depends about as much on economists as the weather does on
weather forecasters.” (by Calvin Coolidge (American 30th President of the United States,
1872-1933).
2) “Economy is how to spend money without enjoying it.”(by Calvin Coolidge
(American 30th President of the United States, 1872-1933).
3) “An economist is someone who knows more about money than the people who
have it”. (anonymous).
1.2 Useful words and phrases
1.2.1 Words and phrases:
social science - общественные науки;
production - производство;
distribution - распределение;
consumption - потребление;
goods - товары;
services - услуги;
unemployment - безработица;
economic growth - экономический рост;
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monetary and fiscal policy - денежная и фискальная политика;
interaction - взаимодействие;
government regulation - государственное урегулирование;
supply and demand analysis - анализ спроса и предложения;
perfect competition - свободная конкуренция;
aggregate - совокупность (совокупный);
national income - национальный доход;
unemployment rate - уровень безработицы;
price inflation- ценовая инфляция.
1.3 Vocabulary skills
1.3.1 Guess a word by its definition:
1) The sum of all demand in an economy.
2) Quantitative measure of the change in size/volume of economic activity, usually
calculated in terms of gross national product (GNP) or gross domestic product (GDP).
3) The use of government expenditure and taxation to try to influence the level of
economic activity.
4) The percentage increase in the prices of goods and services.
5) A market situation characterized by the existence of very many buyers and
sellers of homogeneous goods or services with perfect knowledge and free entry so that no
single buyer or seller can influence the price of the good or service.
6) The monetary or real value of a resource, commodity, or service.
1.3.2 Give definitions to the following words and phrases:
- demand;
- unemployment;
- production;
- social science;
- economy;
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- economics.
1.4 Reading skills
1.4.1 Economics
Economics is the social science that is concerned with the production, distribution,
and consumption of goods and services. The term economics comes from the Ancient
Greek οἰκονομία (oikonomia, "management of a household, administration") from οἶκος
(oikos, "house") + νόμος (nomos, "custom" or "law"), hence "rules of the house (hold)".
Current economic models developed out of the broader field of political economy in the
late 19th century.
Economics aims to explain how economies work and how economic agents interact.
Economic analysis is applied throughout society, in business, finance and government, but
also in crime, education, health, law, politics, religion, social institutions, war, and science.
Common distinctions are drawn between various dimensions of economics. The
primary textbook distinction is between microeconomics, which examines the economic
behavior of agents (including individuals and firms consumers and producers), and
macroeconomics, addressing issues affecting an entire economy, including unemployment,
inflation, economic growth, and monetary and fiscal policy. Other distinctions include:
between positive economics (describing "what is") and normative economics (advocating
"what ought to be"); between economic theory and applied economics.
Microeconomics looks at interactions through individual markets, given scarcity and
government regulation. This is broadly termed supply and demand analysis. Market
structures, such as perfect competition and monopoly, are examined as to implications for
behavior and economic efficiency. Macroeconomics examines the economy as a whole to
explain broad aggregates and their interactions. Such aggregates include national income
and output, the unemployment rate, and price inflation and subaggregates like total
consumption and investment spending and their components. It also studies effects of
monetary policy and fiscal policy.
1.4.2 Say whether the following sentences are true or false:
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1) Economics is a psychological science.
2) The term “economics” comes from French.
3) Economic analysis is applied throughout society.
4) Microeconomics examines the economy as a whole.
5) Macroeconomics studies effects of monetary policy and fiscal policy.
1.4.3 Answer the questions to the text:
1) What is the aim of economics?
2) Where is the economic analysis applied?
3) What are the various dimensions of economics?
4) What does microeconomics study?
5) What does macroeconomics study?
1.4.4 Retell the text
1.5 Grammar practice
1.5.1 Ask 5 types questions
1) Macroeconomics is a branch of economics.
2) Microeconomics looks at interactions through individual markets.
3) Common distinctions are drawn between various dimensions of economics.
1.5.2 Transform the sentences from Active into Passive (consult appendix if
necessary):
1) Economists study economic situation in the world.
2) Our clients will measure the quality of our goods.
3) Several persons established a partnership.
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4) The secretary is studying the documents at the moment.
5) Next year we will open a new office in Los Angeles.
6) You should solve all problems in the shortest possible time.
1.5.3 Complete the following passage with the appropriate passive forms of the
verbs in brackets:
A new campaign _____________ (launch) earlier this year by the UK government
which aims to reduce the amount of domestic waste. Households ____________
(encourage) to recycle certain waste products and to sort and prepare others for collection
at specific sites. From there they _______________ (take) to special waste treatment
plants where special machinery will process them for reuse as recycled material.
In Britain today, when the contents of the average household dustbin
_____________ (analyse), we find that, in terms of weight, 35 % of the total
______________ (compose) of paper and cardboard, 22 % of kitchen waste, 12 % of
plastic with glass, dust and ashes each representing a further 10 %.
There are in fact only a few items of domestic waste that cannot _______________
(recycle). One common example is disposable nappies which, as their name suggests,
___________________ (design) to be thrown away after use. However, a lot of progress
could __________________ (make) to reduce the amount of kitchen waste most of which
can ________________ (transform) into a useful garden fertilizer.
Indeed, if more people chose to do this then the weight of the average dustbin
_____________ (reduce) quite significantly. In terms of glass products, the situation is
more encouraging as nearly 20 % of all the glass that ____________________ (use) every
year in the country ____________ (take) back for recycling.
Nonetheless, it is clear that the mountains of domestic waste will only decrease if
efforts ___________________ (make) both by individual households and local
government authorities. Special equipment such as collection trucks must _____________
(purchase) and people must _______________ (make) aware of how they can contribute
to improving the situation. This ______________ (achieve) with increasing success in a
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number of regions in Europe during the last few years, a trend that
_____________________ (expect) to continue in the future.
1.6 Rendering
1.6.1 Render the text from English into Russian using the dictionary. Pay attention
to the meaning of the underlined words and phrases
Famous economists
Publication of Adam Smith's The Wealth of Nations in 1776, has been described as
"the effective birth of economics as a separate discipline. The book identified land, labor,
and capital as the three factors of production and the major contributors to a nation's
wealth. In Smith's view, the ideal economy is a self-regulating market system that
automatically satisfies the economic needs of the populace. He described the market
mechanism as an "invisible hand" that leads all individuals, in pursuit of their own self-
interests, to produce the greatest benefit for society as a whole.
In his famous invisible-hand analogy, Smith argued for the seemingly paradoxical
notion that competitive markets tended to advance broader social interests, although driven
by narrower self-interest. The general approach that Smith helped initiate was called
political economy and later classical economics. It included such notables as Thomas
Malthus, David Ricardo, and John Stuart Mill writing from about 1770 to 1870. The
period from 1815 to 1845 was one of the richest in the history of economic thought.
While Adam Smith emphasized the production of income, David Ricardo focused
on the distribution of income among landowners, workers, and capitalists. Ricardo saw an
inherent conflict between landowners on the one hand and labor and capital on the other.
He posited that the growth of population and capital, pressing against a fixed supply of
land, pushes up rents and holds down wages and profits.
Thomas Robert Malthus used the idea of diminishing returns to explain low living
standards. Human population, he argued, tended to increase geometrically, outstripping the
production of food, which increased arithmetically. The force of a rapidly growing
population against a limited amount of land meant diminishing returns to labor. The result,
he claimed, was chronically low wages, which prevented the standard of living for most of
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