Documente Academic
Documente Profesional
Documente Cultură
Limba engleză 2
- suport de curs -
2017
Acest material este destinat uzului studenţilor, forma de învăţământ la distanţă.
Acest curs este destinat uzului individual. Este interzisă multiplicarea, copierea sau
difuzarea conţinutului sub orice formă.
Felicia Bucur
Limba engleză 2
Editura Universităţii „Nicolae Titulescu”
ISBN: 978-606-751-388-2
CUPRINS
INTRODUCERE ............................................................................................................................................ 7
CADRUL GENERAL AL CURSULUI ......................................................................................................................... 7
OBIECTIVELE CURSULUI ...................................................................................................................................... 7
COMPETENȚE ...................................................................................................................................................... 7
RESURSE ŞI MIJLOACE DE LUCRU ........................................................................................................................ 8
STRUCTURA CURSULUI........................................................................................................................................ 9
CERINŢE PRELIMINARE PENTRU PARCURGEREA CURSULUI ................................................................................ 10
DURATA MEDIE DE STUDIU INDIVIDUAL ............................................................................................................ 10
EVALUAREA ...................................................................................................................................................... 10
BIBLIOGRAFIE GENERALĂ ................................................................................................................................. 11
UNIT 1: TYPES OF BUSINESS COMPANY STRUCTURE ..................................................................... 12
1.1. INTRODUCTION ..................................................................................................................................... 12
1.2. OBJECTIVES............................................................................................................................................ 12
1.3. WARM-UP ................................................................................................................................................ 12
1.4. READING AND COMPREHENSION ..................................................................................................... 13
1.5. SKILLS FOCUS: FOR AND AGAINST ESSAY ................................................................................................ 15
1.6. VOCABULARY DEVELOPMENT ......................................................................................................... 16
1.7. LANGUAGE FOCUS: INDIRECT SPEECH I ................................................................................................ 18
1.8. LET’S REMEMBER... .............................................................................................................................. 22
1.9. SUMMARY .............................................................................................................................................. 23
1.10. TEST ....................................................................................................................................................... 24
1.11. BIBLIOGRAPHY ................................................................................................................................... 26
UNIT 2: STARTING A BUSINESS ............................................................................................................. 27
2.1. INTRODUCTION ..................................................................................................................................... 27
2.2. OBJECTIVES............................................................................................................................................ 27
2.3. WARM-UP ................................................................................................................................................ 27
2.4. READING AND COMPREHENSION ..................................................................................................... 28
2.5. SKILLS FOCUS: A SHORT REPORT ........................................................................................................... 30
2.6. VOCABULARY DEVELOPMENT ......................................................................................................... 30
2.7. LANGUAGE FOCUS: INDIRECT SPEECH II .............................................................................................. 31
2.8. LET’S REMEMBER... .............................................................................................................................. 36
2.9. SUMMARY .............................................................................................................................................. 36
2.10. TEST ....................................................................................................................................................... 37
2.11. BIBLIOGRAPHY ................................................................................................................................... 38
UNIT 3: MANAGEMENT............................................................................................................................ 39
3.1. INTRODUCTION ..................................................................................................................................... 39
3.2. OBJECTIVES............................................................................................................................................ 39
3.3. WARM-UP ................................................................................................................................................ 39
3.4. READING AND COMPREHENSION ..................................................................................................... 40
3.5. SKILLS FOCUS: OPINION ESSAY .............................................................................................................. 42
3.6. VOCABULARY DEVELOPMENT ......................................................................................................... 42
3.7. LANGUAGE FOCUS: IF CLAUSES............................................................................................................ 43
3.8. LET’S REMEMBER... .............................................................................................................................. 48
3.9. SUMMARY .............................................................................................................................................. 48
3.10. TEST ....................................................................................................................................................... 50
3.11. ASSIGNMENT 1..................................................................................................................................... 51
3.12. BIBLIOGRAPHY ................................................................................................................................... 51
UNIT 4: BUSINESS ETHICS....................................................................................................................... 52
4.1. INTRODUCTION ..................................................................................................................................... 52
5
4.2. OBJECTIVES............................................................................................................................................ 52
4.3. WARM-UP ................................................................................................................................................ 52
4.4. READING AND COMPREHENSION ..................................................................................................... 53
4.5. SKILLS FOCUS: OPINION ESSAY .............................................................................................................. 55
4.6. VOCABULARY DEVELOPMENT ......................................................................................................... 55
4.7. LANGUAGE FOCUS: EXPRESSING WISHES .............................................................................................. 57
4.8. LET’S REMEMBER... .............................................................................................................................. 61
4.9. SUMMARY .............................................................................................................................................. 62
4.10. TEST ....................................................................................................................................................... 62
4.11. BIBLIOGRAPHY ................................................................................................................................... 64
UNIT 5: MARKETING ................................................................................................................................ 65
5.1. INTRODUCTION ..................................................................................................................................... 65
5.2. OBJECTIVES............................................................................................................................................ 65
5.3. WARM-UP ................................................................................................................................................ 65
5.4. READING AND COMPREHENSION ..................................................................................................... 66
5.5. SKILLS FOCUS: ARGUMENTATIVE ESSAY .................................................................................................. 68
5.6. VOCABULARY DEVELOPMENT ......................................................................................................... 68
5.7. LANGUAGE FOCUS: MODAL VERBS I: PRESENT AND FUTURE ...................................................... 70
5.8. LET’S REMEMBER... .............................................................................................................................. 76
5.9. SUMMARY .............................................................................................................................................. 77
5.10. TEST ....................................................................................................................................................... 78
5.11. BIBLIOGRAPHY ................................................................................................................................... 80
UNIT 6: THE ROLE OF GOVERNMENT ................................................................................................. 81
6.1. INTRODUCTION ..................................................................................................................................... 81
6.2. OBJECTIVES............................................................................................................................................ 81
6.3. WARM-UP ................................................................................................................................................ 81
6.4. READING AND COMPREHENSION ..................................................................................................... 82
6.5. SKILLS FOCUS: GIVING ARGUMENTS TO SUPPORT YOUR OPINION ............................................................. 85
6.6. VOCABULARY DEVELOPMENT ......................................................................................................... 85
6.7. LANGUAGE FOCUS: MODAL VERBS II: PAST..................................................................................... 87
6.8. LET’S REMEMBER... .............................................................................................................................. 91
6.9. SUMMARY .............................................................................................................................................. 92
6.10. TEST ....................................................................................................................................................... 93
6.11. ASSIGNMENT 2..................................................................................................................................... 94
6.12. BIBLIOGRAPHY ................................................................................................................................... 94
6
INTRODUCERE
Obiectivele cursului
Competențe
7
b. competenţa gramaticală: să menţină un control gramatical bun, să nu facă greşeli care
să conducă la neînţelegeri;
c. competenţa fonologică: pronunţie şi intonaţie fireşti;
d. competenţa ortografică: să producă un text scris coerent, clar şi inteligibil ce respectă
regulile curente de dispunere în pagină şi de organizare.
2. Competenţa sociolingvistică: să se exprime cu siguranţă, simplu şi politicos într-
un registru oficial şi neoficial potrivit cu situaţia şi persoanele în cauză.
3. Competenţa pragmatică:
a. competenţa discursivă:
- să poată face o descriere sau alcătui un discurs clar dezvoltând şi argumentând
punctele importante cu ajutorul detaliilor şi al exemplelor semnificative;
- să poată interveni într-o discuţie într-o manieră adecvată;
- să poată utiliza cu eficacitate o varietate de cuvinte de legătură pentru a marca clar
legăturile dintre idei.
b. competenţa funcţională:
- să poată comunica cu spontaneitate, demonstrând adeseori o remarcabilă uşurinţă şi o
facilitate de exprimare chiar şi în enunţurile complexe şi destul de lungi;
- să poată transmite o informaţie amănunţită în mod fiabil.
1
Sugerăm următoarele variante posibile:
Fleischhack, Eric; Schwarz, Hellmut (2009) – English Grammar, Bucureşti: ALL Educational
Vince, Michael (2008) - Macmillan English Grammar In Context Student's Book – Intermediate,
London: Macmillan
Preda, Ioan; Leviţchi, Leon (2008) – Gramatica limbii engleze, Bucureşti: Gramar
Docherty, Vincent; Brough, Sonia (2009) – Gramatica standard a limbii engleze, Bucureşti:
Niculescu
2
Sugerăm următoarele variante posibile:
Oxford Business. Dicţionar englez-român (2007), Bucureşti: ALL
Dicţionar de afaceri englez-român, (2007), Bucureşti: Niculescu
Dicţionar economic englez-român (2003), Bucureşti: Editura didactică şi pedagogică
Dicţionar economic englez-român, român-englez (2006) Bucureşti: Niculescu
Dicţionar economic englez-român, român-englez (2009) Bucureşti: Teora
8
Structura cursului
Cursul pentru semestrul al II-lea este compus din 6 unităţi de învăţare, după cum
urmează:
9
Acest curs conține și 2 TEME DE CONTROL (ASSIGNMENTS)
Rezolvarea celor două teme de control reprezintă 30% din nota finală.
Prima temă de control trebuie rezolvată şi încărcată pe platforma e-lis, o săptămână înainte de
prima întâlnire tutorială prevăzută în orar, iar cea de-a doua temă, cu o săptămână înainte de
cea de-a doua întâlnire tutorială prevăzută în orar.
Este necesar un nivel cel puţin mediu de limba engleză pentru parcurgerea acestui curs
(de exemplu obţinerea cel puţin a calificativului B1 la examenul de bacalaureat sau al unui
calificativ similar).
Evaluarea
1. 70% evaluarea finală, care va avea loc în sesiunea de examene, sub formă scrisă.
2. 30% evaluarea pe parcurs, prin notarea celor două teme de control obligatorii.
10
Structura examenului scris poate fi următoarea:
1. Un text şi şase întrebări. Trebuie să citiţi textul şi să alegeţi varianta corectă de răspuns
(A, B, C sau D).
2. Un text cu 15 spaţii goale. Fiecare spaţiu gol reprezintă un cuvânt sau o expresie.
Trebuie să citiţi textul şi să alegeţi cuvântul sau expresia potrivită (A, B, C sau D).
3. Descrierea unei situaţii de afaceri. Trebuie să redactaţi un text (40-50 de cuvinte)
folosind informaţia dată (writing a note, message, memo or email: giving instructions,
explaining a development, asking for comments, requesting information, agreeing to
requests, etc.).
4. Traducerea unui text de 60-70 de cuvinte, preluat dintr-o revistă economică în limba
engleză.
5. Retroversiunea a 5 propoziţii/fraze care să conţină structuri gramaticale sau funcţii ale
limbii revizuite în cadrul unităţilor din semestrul al II-lea.
Bibliografie generală
11
Unit 1: TYPES OF BUSINESS COMPANY STRUCTURE
Contents:
1.1. Introduction
1.2. Objectives
1.3. Warm-up
1.4. Reading and Comprehension
1.5. Skills Focus
1.6. Vocabulary Development
1.7. Language Focus
1.8. Let’s Remember
1.9. Summary
1.10. Test
1.11. Bibliography
1.1. INTRODUCTION
1.2. OBJECTIVES
1.3. WARM-UP
(II) Now read the following text and see if your answers were good:
Businesses can be of several types. They can be owned and run by one
person (a sole proprietor) or by two or more people, called partners. A
partnership can be backed up by investors (also called backers), who invest
12
money in the business. Partners who invest money in a business but do not own
5 it are called sleeping partners. Both sole proprietors and business partners have
unlimited liability for debts to creditors. Sleeping partners can have either
unlimited or limited liability for debts.
Larger companies are owned by shareholders (people who own shares in
a company), who have limited liability for debts. If someone’s shares amount to
10 over 50% of the business, they are called majority shareholders and have a
controlling interest in the company.
A basic requirement for any business to start and expand is to have a
certain amount of capital. One way of raising the money is to borrow it from a
bank. In order to grant a loan or an overdraft, a bank will request some security
15 (also called collateral).
Capital can also be obtained from investments. If the money is
borrowed, it is called loan capital. If it comes from investments, it is called
share or equity capital. A company with a high proportion of loan capital is said
to be highly geared, while a low gearing company has a high proportion of
20 equity capital.
(I) In the text above, the phrase “limited liability” has been used. How many
times? Which line/s? What do you think it means?
(II) Do you know which of the organisations (enterprises) listed below are
privately and which are publicly owned? Can you supply examples for some of
these types of organisation?
(I) The following text briefly dscribes privately owned business organisations in
Great Britain. Read the text and list information under the following headings.
Day-to-day
Type of Profit-and-loss Public availability management of
Ownership Finance Examples
organisation responsibility of accounts business
responsibility
SOLE
TRADERS
PARTNERSHIP
PRIVATE
LIMITED
COMPANY
PUBLIC
LIMITED
COMPANY
13
PRIVATE OWNERSHIP
14
(II) Match each type of organisation with the type of economic activity it is
engaged in:
Not so long ago (before 1990), in our country there were no private companies. Do
you think it was good or bad? Justify your answer (200-240 words).
REMEMBER to plan and organise your answer. You may also use some of the
expressions in the box.
Paragraph 1: INTRODUCTION (not very detailed; perhaps just one or two sentences)
Paragraph 2: FOR
Paragraph 3: AGAINST
Paragraph 4: CONCLUSION (your opinion)
15
1.6. VOCABULARY DEVELOPMENT
(I) Fill in the blanks with words from the box below:
1) A ... (Ltd. Co. / LLC) cannot offer its shares or debentures to the general public.
Nor can shares be transferred between members without the consent of the other
shareholders.
2) A ... or parent company owns more than half the share capital of another company
which is known as a ...
3) A ... is a private individual who runs a one-man business. He/she takes all the
profits but also all the risks.
4) A ... (MNC) is a business organization which owns or controls production or
services outside the country in which it is based.
5) A ... (PLC) must have a minimum nominal share capital of £ 50,000. Shares can be
freely bought and sold by members of the public.
6) There are different kinds of ... but they are all associations of two or more people
sharing the risks and the profits in agreed proportions.
7) A ... is an agreement by which a company gives another company/ person (the
franchisee) the right to sell goods or services using the franchiser's name in return
for a royalty.
8) A ... consists in the pooling of resources of two or more companies in a common
undertaking in which each partner contributes assets and shares risks.
16
13 I can’t take that decision. It will have to be referred to higher people / more senior
people.
14 That decision will have to be taken at a higher level / a more superior level.
15 In the department there are six Sales Representatives and their line director / line
manager.
16 The Sales Department has to liaise / liaison closely with Marketing.
17 She is part of / makes part of a team of designers.
18 I am the Financial Controller, and I relate directly / report directly to the Finance
Director.
(III) The following phrases are from a letter and a memo. They are all mixed up.
Put them in the correct order.
memo letter
6
17
1.7. LANGUAGE FOCUS: Indirect Speech I
We often tell people what other people have told us. This is called REPORTED
or INDIRECT SPEECH. We usually change tenses and references to people, places
and times, as in the following example:
Statements are often repeated immediately, and the reported verb is in a present
tense. In this case there are no tense changes.
e.g. ‘Jack is on the phone. He says he’s going to the cinema and do we want to go too?’
Statements are usually reported with a past tense verb and an optional that. All
tenses that follow move back into the past. This is sometimes called backshift.
WOULD WOULD
COULD COULD
MIGHT MIGHT
SHOULD SHOULD
OUGHT TO OUGHT TO
NOTE that sentences in Direct Speech have speech marks (inverted commas)
around the spoken words. Reported Speech does not use speech marks.
18
NOTE that PAST PERFECT in REPORTED SPEECH can be a report of either
Past Simple or Present Perfect.
‘I have lost my keys!, said Joe. Joe said (that) he HAD LOST his keys.
‘I lost my keys yesterday,’ he said. He said (that) he HAD LOST his keys the day before.
If the report is about something which is always true, it may not be necessary to
backshift. Analyse the example below:
F. OTHER CHANGES
19
SAY describes the words used. It is followed by optional that.
‘It’s warm today,’ she said.
She said (that) it was warm.
(III) Complete each sentence, using say, tell or speak in an appropriate form.
20
7. ‘Please don’t _______ anything during the test,’ our teacher _______ us.
8. I _______ my friends about my party, and they _______ they would come.
(IV) Match each sentence in direct speech with its summarised version in
reported speech.
2. ‘Look, sorry about this, but I’m afraid I’m a. She said she would be back
going to be a bit late.’ soon.
3. ‘Actually, I have no idea at all where I b. She said she had missed the bus.
am!’ c. She said she was going to be
4. ‘The thing is, I know it’s silly but I’ve late.
missed the bus.’ d. She said she had already rung.
5. ‘Anyway I’ll be back in next to no time.’ e. She said she didn’t know where
6. ‘I did ring, you know, earlier in the she was.
evening.’
21
2. ‘Ill see you in the morning, Helen.’
Peter told Helen ____________________________.
3. ‘I’m taking the 5.30 train tomorrow evening.’
Janet said ____________________________.
4. ‘The trousers have to be ready this afternoon.’
Paul told the dry-cleaners ____________________________.
5. ‘I left my umbrella here two days ago.’
Susan told them ____________________________.
6. ‘The parcel ought to be here by the end of next week.’
Brian said ____________________________.
7. ‘I like this hotel very much.’
Diana told me ____________________________.
8. ‘I think it is going to rain tonight.’
William said____________________________.
(VIII) Pass the following sentences from the Direct to the Reported Speech:
NOTES
Be careful with the word business. When we use it uncountably, it means the idea –
to do business. If, however, we use it countably it describes a company like entity –
22
a family business.
Here is a simplified list of the different types of legal structures for a business:
1.9. SUMMARY
He said (that)...
He told me (that)...
When we report a statement, we can say "He said that..." or simply "He
said...". Both are possible. "He said that..." is more formal.
When we use our own words to report speech, there are one or two things that
we sometimes change:
3
BE = British English
4
AE = American English
23
pronouns may need to change to reflect a different perspective
tense sometimes has to go back one tense (eg, present becomes past) - this
is called backshift
There are sometimes other things too that we may need to change, such as time
or place.
We also sometimes need to think about the third person singular "s".
As a general rule, the changes in the tense of the reported speech depend upon the
tense of the reporting verb in the direct speech. Thus when the reporting verb is in the
past tense, the tense of the reported verb also changes to past tense.
1.10. TEST
24
2. Hannah: "They live in Boston."
Hannah said (that) they __________ in Boston.
(a) live (b) lived
(II) Use the following words and expressions to fill in the sentences
25
6. "Look. The pilot is wearing dark glasses." One of the passengers pointed out
that the pilot _________ dark glasses.
7. "I haven't seen blind people with guide dogs on planes yet." Peter replied that
he _________ blind people with guide dogs on planes yet.
8. "Take the dog out to stretch his legs." He told the pilot _________ the dog
out to stretch his legs.
9. "Don't stay for too long." They told us _________ for too long.
10. "Are you nervous?" The stewardess asked me _________ nervous.
11. "How long does the flight take?" Mary wanted to know how long the flight
_________.
12. "What happened?" They asked me _________.
13. "Let's go out." Tom suggested _________ out.
14. "Let's not sit all the time." I suggested _________ all the time.
1.11. BIBLIOGRAPHY
26
Unit 2: STARTING A BUSINESS
Contents:
2.1. Introduction
2.2. Objectives
2.3. Warm-up
2.4. Reading and Comprehension
2.5. Skills Focus
2.6. Vocabulary Development
2.7. Language Focus
2.8. Let’s Remember
2.9 Summary
2.10. Test
2.11. Bibliography
2.1. INTRODUCTION
This unit will focus on vocabulary related to starting a business. As for grammar
issues, we will deal with reporting commands, requests, yes/no questions, wh-
questions.
2.2. OBJECTIVES
2.3. WARM-UP
2. Read the following Self-Analysis Questionnaire (Parts A and B). Answer the
questionnaire individually. Mark √ (tick), x (cross) or ? (don’t know) to give a
true picture of your entrepreneurial strengths and weaknesses. Compare the
results with the answers given for the questions in exercise 1.
27
A. Personal Characteristics
Yes (√)/ No (x)/ I don’t know (?)
B. Personal Strains
11. Are you willing to work up to 16 hours a day, six or seven days a week?
12. Do you have the physical stamina to handle the workload and schedule?
13. Do you have the emotional strength to withstand the strain?
14. Are you prepared to temporarily lower your living standard until your
business is firmly established?
15. Is your family prepared to go along with the strains they, too, must bear?
16. Are you prepared to lose your savings?
Discuss and compare results in groups, then with the entire class. The more YES-
es ticked, the more successful you’ll be in starting your business.
(I) Read the following text and list the steps that one should take when starting a
business:
(II) Based on the information in the text you have just read, fill in the following
blanks with the missing words or phrases:
People who want to start their own businesses are regarded as (1)
_____________. The first step in starting a new business is to (2) _____________.
Along with the desire to be one's own boss, most people are motivated by the hope of
gaining (3) _____________ from the business. The second step involves gathering the
(4) _____________ and then choosing the most suitable form of (5) _____________.
New business owners must learn all they can about the laws, regulations, and tax codes
that apply to their operation. Every business involves four elements. Through (6)
_____________, owners let others know about the business and the services offered.
Once customers know a business, information spreads by (7) _____________. As the
business grows, there will be more (8) _____________ incurred for supplies, raw
materials, equipment, and so on. In time, an owner will want to have an (9)
_____________ of replacement parts to make the business more efficient. State and
federal tax laws require that an owner keep (10) _____________ for every
expenditure. (11) _____________ will enable an owner to keep track of all
29
transactions related to the business. Together with specialized software, a computer
can help maintain business files. Finally, an entrepreneur needs to be aware of the (12)
_____________ of starting a business and balance them against the potential (13)
_____________.
Try to use the vocabulary and idioms you have in this unit.
(I) Match the words on the left with their definitions on the right. The first match
has been done for you.
(II) Fill in the missing words in the letters below. Choose from the following:
(a) appreciate (b) ask (c) concerning (d) delighted (e) enclose
(f) faithfully (g) grateful (h) hearing (i) please (j) receiving
(k) Regarding (l) regret (m) sincerely (n) sorry (o) writing
Thank you for your letter of 24 April, (1) (c)the exhibition in Berlin in August.
We are (2) __________ to hear that your company will be taking part and that you will
address the opening conference.
30
(3) __________ the conference, we would (4) __________ it if you could send us
details of all the delegates so that we can prepare security passes. We would also (5)
__________ you to let us have details of equipment you need for your presentation.
We look forward to (6) __________ your reply.
Yours (7) __________,
Jan Mayer
Dear Mr Dupin,
I was very (12) __________ to hear about your problems with the new super vacuum.
I have investigated the compliant and I (13) __________ to tell you that the problem is
the result of faulty operation. I (14) __________ a copy of the inspector’s report with
this letter.
If you require us to repair the machine, (15) __________ contact me at the number
above.
Yours sincerely,
Tim Brody
B. YES/NO QUESTIONS
Questions with the answers yes or no are reported with backshift and using if.
‘Does the London train stop here?’ she She asked me if the London train stopped
asked. there.
Note that the question form of the direct speech is not used in reported speech , as
there is no longer a direct question. There is no question mark.
31
WHETHER means if …or not. We use whether when we report questions linked with
or. The question is reported with backshift.
e.g. ‘Are you staying the night or are you going home?’, he asked.
He asked me whether I was staying the night or going home.
C. WH- QUESTIONS
Questions beginning with when, why, where, how, etc. are reported with backshift The
question forms of direct speech are not used, so the subject in bold comes before the
verb. There is no question mark.
‘Where is the bus station?’ she asked. She asked where the bus station was.
‘Where have you come from?’ he asked. He asked where I had come from.
D. INDIRECT QUESTIONS
E. REPORTING VERBS
Reporting verbs include part of the meaning of the words reported. Here are some of
the most common reporting verbs:
32
offer ‘Shall I carry your case, Dawn?’ said Peter.
Peter offered to carry Dawn’s case.
promise ‘I’ll definitely be home by eight,’ said Ann.
Ann promised to be home by eight.
“I’ll wait for you, Helen,’ said Peter.
Peter promised Helen that he would wait for her.
refuse ‘No, I won’t open the door!’ said Carol.
Carol refused to open the door.
remind ‘Don’t forget to send your mother a birthday card, Joe.’
I reminded Joe to send his mother a birthday card.
suggest ‘How about spending the day at the beach?’ said Carlos.
Carlos suggested spending the day at the beach.
1. ‘Are you staying here all summer?’ the little girl asked me.
The little girl asked me ________________________.
2. ‘What does ‘procrastinate’ mean?’ I asked my teacher.
I asked my teacher __________________.
3. ‘Have you done your homework, or not? my mother asked me.
My mother asked me __________________.
4. ‘When is your birthday?’ I asked Sue.
33
I asked Sue __________________.
5. ‘Did you remember to lock the door,’ my father asked me.
My father asked me __________________.
6. ‘Why have you turned off the television?’ Ellen asked me.
Ellen asked me __________________.
7. ‘Do you speak Italian?’ the tourist guide asked me.
The tourist guide asked me __________________.
8. ‘How much did you pay for your bike?’ I asked Steve.
I asked Steve __________________.
(V) Rewrite each sentence in reported speech, beginning as shown. Use a verb
from the list.
(VI) Choose the best verb underlined in the direct speech sentence:
34
3. The policeman asked me if the car belonged to me.
‘Does this car belong/ Did this car belong to you?’ asked the policeman.
4. Fiona asked me if I had seen her umbrella anywhere.
‘Did you see/ Have you seen my umbrella anywhere?’ asked Fiona.
5. Joe asked Tina when she would get back.
‘When will you get/ have you got back?’ asked Joe.
6. Ed asked Steve who had been to the cinema with.
‘Who did you go/ had you been to the cinema with?’ asked Ed.
7. My parents asked me what time I had got home the night before.
‘What time did you get/ have you got home last night?’ my parents asked.
8. David asked a passer-by if it was the right road for Hastings.
‘Is this/ Was this the right road for Hastings?’
(VIII) Continue reporting each sentence, using only the number of words stated.
1. ‘Do you think you could possibly tell me what the time is?’
David asked me ______________________________________. (5 words)
2. ‘Excuse me, but I wonder if you’d mind opening the window.’
The man sitting next to me asked me _______________________. (4 words)
3. ‘You go down this street, turn left, then take the second turning on the right. The
cinema is just down the street on the left.’
A passer-by told me how to ___________________________________ (5 words).
4. ‘I want to know how much this bike costs. Can you tell me?’
John asked how _____________________________________________ (4 words).
5. ‘Look, don’t worry, I’ll help you if you like.’
Sue said she _______________________________________________ (3 words).
6. ‘Alright, I tell you what, the car’s yours for, let’s say $500.’
The salesman said I could _____________________________________ (5 words).
7. ‘I hope you don’t mind my saying this, but you’re being a bit silly, aren’t you?’
Peter told me I _________________________________________ (5 words).
8. ‘It doesn’t look as if I’ll be arriving until after 8, I’m afraid.’
35
Jane said she probably ________________________________________ (6 words).
2.9. SUMMARY
1. Requests/orders
2. Yes/no questions
3. Other questions
36
“Where does he work?” She wanted to know where he works/worked.
in questions with the verb “to be,” the word order changes in the reported
question:
“Where were you born?” (Question word + [to be] + subject)
He asked where I was born (Question word + subject + [to be])
He asked where was I born
2.10. TEST
(I) Rearrange the letters to make words. Use the definitions in brackets to help
you.
1 enrtrepeenur (someone who starts a company and makes business deals)
2 citapal (money used to start or invest in a business)
3 funoder (someone who starts an organization)
4 prmeeiss (the buildings that a company uses)
5 puchrase (formal buy something)
6 tunvorer (the money a business makes = revenue)
7 seahrs (the equal parts of a company which people can buy and sell)
8 actisiquion (buying another company; = take-over)
9 cotellaral (property or money that you promise to give the bank if you cannot pay
back a debt)
10 damend (the desire or need that customers have for a product)
37
C. She asked if you would help her.
(III) Translate the following sentences into English, paying attention to the
explanations given in this unit:
2.11. BIBLIOGRAPHY
38
Unit 3: MANAGEMENT
Contents:
3.1. INTRODUCTION
3.2. OBJECTIVES
3.3. WARM-UP
3.4. READING AND COMPREHENSION
3.5. SKILLS FOCUS
3.6. VOCABULARY DEVELOPMENT
3.7. LANGUAGE FOCUS
3.8. LET’S REMEMBER
3.9 SUMMARY
3.10. TEST
3.11. ASSIGNMENT 1
3.12. BIBLIOGRAPHY
3.1. INTRODUCTION
3.2. OBJECTIVES
3.3. WARM-UP
A. What is management?
Is it an art or a science?
An instinct or a set of skills and techniques that can be taught?
B. What do you think makes a good manager? Which four of the following
qualities do you think are the most important?
39
e. being logical, rational and analytical
f. being able to motivate and inspire and lead people
g. being authoritative: able to give orders
h. being competent: knowing one’s job perfectly, as well as the work of
one’s subordinates
i. being persuasive: able to convince people to do things
j. having good ideas
Are there any other qualities that you think should be added to this list?
C. Which of these qualities can be acquired? Which must you be born with?
(I) This text summarises some of Peter Drucker5’s views on management. As you
read about his description of the work of a manager, decide whether the five
different functions he mentions require the four qualities you selected in your
discussion, or others you did not choose.
WHAT IS MANAGEMENT?
40
can only expect a limited life. Top managers also have to manage a business’s
relations with its customers, suppliers, distributors, bankers, investors,
neighbouring countries, public authorities, and so on, as well as deal with any
major crises which arise. Top managers are appointed and supervised and
30 advised (and dismissed) by a company’s board of directors.
Although the tasks of a manager can be analysed and classified in this
fashion, management is not entirely scientific. It is a human skill. Business
professors obviously believe that intuition and “instinct” are not enough; there
are management skills that have to be learnt. Drucker, for example, wrote over
35 20 years ago that “altogether this entire book is based on the proposition that
the days of the intuitive manager are numbered,” meaning that they were
coming to an end. But some people are clearly good at management, and others
are not. Some people will be able to put management techniques into practice.
Others will have lots of technique, but few good ideas. Outstanding managers
40 are rather rare.
1.Managers have to decide how best to allocate the human, physical and capital
_________ available to them.
2.Managers – logically – have to make sure that jobs and tasks given to their
subordinates are ___________.
3.There is no point in ___________ objectives if you don’t ___________them to your
staff.
4.Managers have to ___________ their subordinates, and to measure, and try to
improve, their ___________.
5.Managers have to check whether objectives and targets are being ___________.
6.A top manager whose performance is unsatisfactory can be dismissed by the
company’s ___________.
7.Top managers are responsible for the ___________ that will allow a company to
adapt to a changing world.
(III) The text contains a number of common verb-noun expressions (e.g. achieve
objectives, deal with crises etc.). Match up these verbs and nouns to make common
collocations.
1. allocate a. decisions
2. communicate b. information
3. develop c. jobs
4. make d. objectives
5. measure e. people
6. motivate f. performance
7. perform g. resources
8. set h. strategies
9. supervise i. subordinates
41
3.5. SKILLS FOCUS: Opinion Essay
(II) Match these verbs and nouns to make common word partnerships:
1) form a) an agreement
2) launch b) an alliance
3) look for c) a bid
4) penetrate d) an objective
5) reach e) a market
6) set f) a partner
7) take g) a stake
(III) Use the word partnerships in exercise (II) to complete the following
sentences:
42
(IV) Some adjectives typically go with certain nouns. Fit the adjectives in the box
below into the letter:
Dear Marcelle,
I am writing to you for another year of fruitful cooperation between our two
companies. You are one of our most (1) _________ customers and we always try to
give you as (2) _________a level of service as possible at an extremely (3) _________
price. We are sure that this is the (4) _________ approach.
This is why we want to be one of the first to know about our plans to improve our (5)
_________ prospects through expansion. We have already invested a (6) _________
sum of money in up-to-date distribution facilities and negotiations for further financing
are now entering a (7) _________ stage. The result of all this will be (8) _________
ordering more (9) _________ figures on the status of your orders, and (10) _________
satisfaction for all.
Of course, there has been a (11) _________ reaction from some of our newer
customers, but I am sure that you will be patient with us during the period of transition.
These changes will make a (12) _________ contribution to our continuing partnership
and I can assure you that we shall continue to operate by (13) _________agreement on
telephoned orders in the future as we have in the past.
Please contact me if you need more information.
43
Past Tense Simple Present Conditional
(would + Infinitive)
- imaginary,
2
hypothetical
If I had a helicopter I would fly to school.
Dacă aş avea un helicopter m-aş duce cu el la şcoală.
A. TYPE 0 describes what always happens. When or if can introduce this sentence:
B. TYPE 1 is sometimes called a real condition. It describes what someone thinks will
happen in a real situation.
Situation: You are at the supermarket with a friend. Your friend has put some eggs in
one bag, and is trying to pick up lots of other bags. You say:
If you carry too many bags, you will drop the eggs.
If you drop the eggs, they will break.
Situation: You are watching the stars one night with a friend. You start talking about
aliens. You say:
If some aliens landed on earth, I would make friends with them.
If they didn’t speak English, I would use sign language.
We usually use the form WERE for all persons (Past Tense form of verb TO BE) in
CONDITIONAL 2 IF SENTENCES.
44
Situation: You went for a long walk, but you did not take your umbrella. It rained, and
you got wet. You say:
If I had taken an umbrella, I would not have got wet.
If I had heard the weather forecast, I would not have gone out.
NOTE
UNLESS means only if not. We use it to say that something will only happen in
certain circumstances:
We will go out for a walk, UNLESS it rains (=only if it doesn’t rain).
I wouldn’t ask you to help me UNLESS you were my best friend.
1. If we’re / we would be late for class, our teacher will be / was angry.
2. If we lived / would live on another planet, we’d see / we will see the Earth in
the sky.
3. If we take / will take a taxi, we’ll arrive / we arrived sooner.
4. If we don’t hurry / won’t hurry, we’ll be / we would be late.
5. If we were / are birds, we would be able to / are able to fly.
6. If you don’t wear / wouldn’t wear your pull over, you’ll feel / you felt cold.
7. If I studied /will study harder, I would get / get better marks.
8. If I had / have a motorbike, I’d ride / I rode it to school.
9. If you lend / will lend me your bike, I’ll let / I let you borrow my skateboard.
10. If I had / would have lots of money, I’d give / I gave some to all my friends.
(II) Complete the sentence for each situation using the verbs given:
1. You are standing very close to the edge of a swimming pool. You are wearing all
your clothes, not a swimming costume. A friend says: If you (fall in) _______, your
clothes (get) _______ wet!
2. You are sitting in the classroom on a hot day. You are day-dreaming about going to
the beach. You think: If today (be) _______ a holiday, I (go) _______ to the beach.
3. You can’t answer a question in your English book. You ask a friend to help, but she
doesn’t know the answer. She says: If I (know) _______ the answer, I (tell)
_______ you.
4. You are walking towards the bus-stop with a friend. Suddenly the bus arrives. The
bus-stop is far away, but you think there is a chance of catching the bus. You say: If
we (run) _______, we (catch) _______ it!
5. You are planning to go to the beach tomorrow with some friends. You are not sure
45
about the weather, because it sometimes rains at this time of the year. You arrange
to meet tomorrow afternoon and say: If it (rain) _______, we (go) _______ to the
cinema instead.
6. You are very busy, because you have lots of work to do, and you also play in two
teams. a friend asks you to join a computer club. You say: If I (have) _______
more free time, I (join) _______ the club. But it’s impossible at the moment
because I’m too busy!
7. You are discussing the idea of underwater cities. People are describing the
advantaged and disadvantages of living under the sea. You say: If we (live)
_______ under the sea, we (eat) _______ fish all the time!
8. You are worried about a test next week. You ask your teacher for some advice. She
says: If you (study) _______ for one hour every day, you (pass) _______ the test.
a) If you play the music too loud, 1. the alarm would go off.
b) If the North Pole melted, 2. I’ll buy a new bike.
c) If we don’t have enough ice-cream, 3. I’ll be in Paris a t 6.00.
d) If I found someone’s wallet, 4. you wouldn’t see me anymore.
e) If a burglar broke into this house, 5. you would feel better.
f) If my train isn’t late, 6. the water would flood many cities.
g) If you were famous, 7. I’ll buy it for you.
h) If my father lends me the money, 8. you’ll wake up the neighbours.
i) If you took more exercise, 9. we’ll get some more.
j) If you tell me what you want, 10. I’d take it to the police station.
1. If I (have) _______ arms five metres long, I (be able) _______ to reach the top of
that shelf.
2. Don’t worry, you’ve just got a cold. If you (take) ______ an aspirin, you (feel)
______ much better.
3. Vegetarians believe that if nobody (eat) ______ meat, everyone (live) ______
longer.
4. If I (become) ______ a famous rock star, I (buy) ______ my parents an enormous
house.
46
5. It says ‘No Parking’. If you (leave) ______ the car here, the police (give) ______
you a parking fine.
6. It’s not far. If you (follow) ______ this path, you (come) ______ to the station.
7. If people in cities (use) ______ bikes instead of cars, there (not be) ______ so
much pollution.
8. Actually it’s a very friendly dog. If you (touch) ______ it, it (not bite)______ you.
9. If you (leave) ______ your books on the desk, I (give) ______ them back to you at
the end of the lesson.
10. If you (own) ______ a pet tiger, your friends (not visit) ______ you!
1. If you phoned / had phoned me yesterday, I had given / would have given you the
news.
2. If you took / would have taken more exercise, you might feel / had felt better.
3. If Tim drove / had driven more carefully, he wouldn’t have crashed / didn’t crash.
4. If you had come / came to see the film, you would have enjoyed / had enjoyed it.
5. If I’d known / I would know it was your birthday, I would send / would have sent
you a card.
6. If people helped / had helped one another more often, the world might be / was a
better place.
7. If your team had scored / scored more goals, it had won / could have won.
8. If you would have worn / wore a coat, you wouldn’t get / didn’t get wet.
1. Helen didn’t leave early, and so she missed the bus. If Helen ______________, she
______________the bus.
2. I didn’t buy more milk, so I didn’t have enough for breakfast. If I
______________, I _______________ enough for breakfast.
3. We forgot to take a map, so we got lost in the mountains. If we _______________,
47
we _______________ in the mountains.
4. I didn’t go to bed early, so I didn’t wake up at 7.00. If I _______________ early, I
_______________ at 7.00.
5. Mike didn’t make a shopping list, and he forgot to buy some coffee. If Mike
_______________, he _______________ some coffee.
6. I didn’t realise you were tired when I asked you to go for a walk. If I ___________,
I _______________ for a walk.
7. The Romans didn’t sail across the Atlantic, so they didn’t reach America. If the
Romans _______________, they _______________ America.
8. I didn’t turn left at the station , and I lost my way. If I _______________, I
_______________ my way.
3.9. SUMMARY
If you stick your fingers in the fire, they get burned. (fact—happens every time)
When the situation is completely likely, use present tense in both clauses.
If you stick your fingers into the fire, you will burn yourself. (Same idea as
above, but rather than stating a general fact, you are talking about a specific
incident.)
When the situation is unreal, but likely, use present tense in the
conditional clause and will + verb in the main clause.
If you stuck your fingers into the fire, you would need medical attention.
When the situation is unreal and unlikely, use past tense in the
conditional clause and would + verb in the main clause.
THIRD CONDITIONAL. This conditional deals with situations in the past that are
unreal—they didn’t happen.
We can still imagine what the consequences would have been.
For example, the 25 year old was joking about reaching into the fire, but he
didn’t actually do it. We would say:
If you had stuck your hand into the fire, you would have needed medical
attention.
When the situation is unreal and in the past, use past perfect (had + -ed)
in the conditional clause and would have + verb in the main clause.
(I) Match the words and expressions in the box with their definitions below:
1. Skills that help managers understand how different parts of a business relate to
one another and to the business as a whole.
2. People who start and run their own businesses.
3. The level of management responsible for meeting goals that senior
management sets. A Sales manager or Department Head is an example of this
level of management.
4. Determining how many people are needed to work on a given shift is an
example of.
5. The specific abilities that people use to perform their jobs (ex. Computer skills)
6. The level of management that decides goals of the business, how to meet them,
and how to use company resources. Board chairman, Presidents, and Vice
Presidents are all examples of this level of management.
7. Setting goals is an example of this.
8. Setting up a team of employees to restock an isle to make it more efficient for
customers is an example of this.
9. The process of deciding how best to use a business's resources to produce
goods or provide services.
4. Would you go out more often if you ______ so much in the house?
A. don’t have to do B. didn’t have to do C. hadn’t had to do
5. She wouldn't have yawned the whole day if she ______ late last night.
A. doesn’t stay B. didn’t stay C. hadn’t stayed
50
8. We ______ John if we'd known about his problems.
A. help B. helped C. had helped
9. If they ______ new batteries, their camera would have worked correctly.
A. use B. used C. had used
(III) Translate the following sentences into English paying attention to the use of
If Clauses:
3.11. ASSIGNMENT 1
1. FOR and AGAINST ESSAY, described in Unit 1, Section 1.5. SKILLS FOCUS.
This assignment should be uploaded on the ELIS platform (under “teme online”)
one week before the 1st tutorial.
3.12. BIBLIOGRAPHY
51
Unit 4: BUSINESS ETHICS
Contents:
4.1. INTRODUCTION
4.2. OBJECTIVES
4.3. WARM-UP
4.4. READING AND COMPREHENSION
4.5. SKILLS FOCUS
4.6. VOCABULARY DEVELOPMENT
4.7. LANGUAGE FOCUS
4.8. LET’S REMEMBER
4.9 SUMMARY
4.10. TEST
4.11. BIBLIOGRAPHY
4.1. INTRODUCTION
This unit will focus on vocabulary related to business ethics. As for grammar
issues, we will deal with expressing wishes.
4.2. OBJECTIVES
4.3. WARM-UP
52
3. Which of the views expressed below do you agree with?
Business is business.
Caveat emptor.
Companies have an obligation to maximise profits because shareholders expect
the maximum return on their investments.
All you have to do is adhere to conventional standards of morality.
Your only ethical obligation is to act within the law.
A company has responsibilities to its suppliers, customers, its employees, the
local community and society in general as well as to its shareholders.
(I) Four of the views expressed above are referred to in the following text. Which
are they?
6
Neil J. Mitchell is Professor of Political Science and former Department Chair at the University of New
Mexico, Albuquerque, USA. Before coming to New Mexico in 1986, he was an Assistant Professor at Iowa
State University and a Visiting Professor at Grinnell College in Iowa, USA. He is the author of Generous
Corporation (Yale University Press, 1989) and Conspicuous Corporation (The University of Michigan Press,
1997), and various scholarly titles.
7
Milton Friedman (July 31, 1912 – November 16, 2006) was an American economist, statistician and writer
who taught at the University of Chicago for more than three decades. He received the 1976 Nobel Memorial
Prize in Economic Sciences for his research on consumption analysis, monetary history and theory and the
complexity of stabilization policy.
53
employers. That responsibility is to conduct the business in accordance with
25 their desires, which generally will be to make as much money as possible, while
of course conforming to the basic rules of the society, both those embodied in
law and those embodied in ethical custom.’
Thus, executives should not make expenditures on reducing pollution
beyond the amount that is required by law or that is in the best interest of the
30 firm. Nor should they deliberately hire less-qualified, long-term unemployed
workers, or workers from ethnic minorities suffering from discrimination. To do
so is to be guilty of spending the stockholders' (or the customers' or the
employees') money. Friedman does not consider the possibility that
stockholders might prefer to receive lower dividends but live in a society with
35 less pollution or less unemployment and fewer social problems.
An alternative view to the stockholder model exemplified by Friedman's
article is the stakeholder model, outlined, for example, in John Kenneth
Galbraith8's book, ‘The New Industrial State’. According to this approach,
business managers have responsibilities to all the groups of people with a stake
40 in or an interest in or a claim on the firm. These will include suppliers,
customers, employees and the local community, as well as the stockholders. A
firm which is managed for the benefits of all is its stakeholders, will not for
example, pollute the area around its factories, or close down a factory
employing several hundred people in a small town with no other significant
45 employers, and relocate production elsewhere in order to make small financial
savings. Proponents of the stakeholder approach suggest that suppliers,
customers, employees, and members of the local community should be strongly
represented on a company's board of directors.
(II) Write questions, relating to the text, to which these could be the answers:
(III) Find words or expressions in the text which mean the following:
1. institutions or organisations that provide help for people in need
2. acceptability, according to law or public opinion
3. the situation when there are a large number of sellers and buyers, freedom to
enter and leave markets, a complete flow of information, and so on
4. a condition of general well-being (and government spending designed to
achieve this)
8
John Kenneth Galbraith (October 15, 1908 – April 29, 2006) was a Canadian and, later, American
economist, public official, and diplomat, and a leading proponent of 20th-century American liberalism. His
books on economic topics were bestsellers from the 1950s through the 2000s, during which time Galbraith
fulfilled the role of public intellectual. As an economist, he was a Keynesian and an institutionalist.
54
5. menacing, endangering
6. liveliness, health, energy, strength
7. an economic system in which anyone can attempt to raise capital, form a
business, and offer goods or services
8. complying with or following (rules, etc.)
9. expressed, given a material form
10. supporters, people who argue in favour of something
In your opinion, which is the worst? Write between 200 and 240 words.
(I) The sets and phrases below are related either to honesty or to dishonesty.
Which word is different from the others in each set? Use a good dictionary to help
you.
(II) Complete these sentences with words and phrases from the sets above. Choose
from the first set to complete sentence 1, from the second set to complete sentence
2, and so on.
55
(III) Match the verbs and nouns in the table below to make word partnerships.
Sometimes there is more than one possibility.
(V) Match the following prefixes to the verbs to describe some unethical business
activities. The number of times that each prefix is used is given in brackets.
book
charge
credit
de- (1) fraud
dis- (1) inform
mis- (5) lead
over- (3) mine
under- (1) price
represent
treat
use
(VI) Now match the words you have made above to the following nouns:
(VII) Choose the correct definition for the italicised words and phrases in these
dialogues:
56
2. A: How do the high taxes affect people in your country?
B: Well for one thing there's a growth in the black economy and it's worrying the
government.
a) working underground
b) night work
c) working and not paying tax
3. A: What happened to John?
B: He was found guilty of tax evasion and sent to prison for three years.
a) not paying enough tax
b) paying tax for another person
c) paying the wrong tax
4. A: What do unethical companies do when they get large amounts of money
illegally?
B: Well, money laundering is quite common. It's very hard for the authorities to
prove where the money has come from.
a) investing in property
b) keeping money in cash
c) hiding the origin of the money
5. I want durable products, but let's face it – built-in obsolescence is typical of most
products these days.
a) very short guarantee
b) designed not to last very long
c) difficult to use
These wishes use the PAST SIMPLE after the verb WISH. The time referred to is an
imaginary or ‘unreal’ present.
I wish I knew the answer to this question. (In this case, I do not know the
answer.)
I wish I didn’t have so much work to do.
These wishes use the PAST PERFECT after the verb WISH. The time referred to is
past time.
I wish I had gone to your party last week. (In this case, I did not go.)
57
D. WISHES about future events: WOULD + VERB (annoying habits)
These wishes use WOULD + VERB after the verb WISH. They often take the form of
a complaint about a bad habit.
E. IF ONLY
F. IT’S TIME
It’s time you started work! (You’re being lazy) ≈ It’s time to start work. (A statement
of fact)
G. I’D RATHER
I’d sooner can be used in the same way and has the same meaning:
58
(I) Choose the correct word or phrase underlined in each sentence.
1. I’ve got lots of work to do, and I’m tired, but I can’t stop.
A. I wish I had taken a rest. B. I wish I could take a rest.
3. Sarah painted her room green, but she doesn’t like it.
A. She wishes she’d painted it blue. B. She wishes she painted it blue
59
2. Enjoy your holiday. I hope __________ time.
3. This is a lovely place. I wish we __________ before.
4. It’s a pity you live so far away. If only you __________ in my street!
5. Ellen is a fantastic dancer. I wish I __________ as well as her.
1. I wish Peter doesn’t live / didn’t live / wouldn’t live so far away from the town
centre. We’ll have to take a taxi.
2. I feel rather cold. I wish I brought / had brought my pullover with me.
3. What a pity. I wish we don’t have to / didn’t have to / wouldn’t have to leave. I’ve
just started to enjoy myself.
4. I wish you tell / told / had told me about the test. I haven’t done any revision.
5. I wish the people next door hadn’t made / wouldn’t make / couldn’t make so much
noise. I can’t hear myself think!
6. Darling I love you so much! I wish we are / had been /would be / could be together
always!
7. I’m sorry I missed your birthday party. I really wish I come / came / had come /
would come.
8. I like my new boss but I wish she gave / would give / could give me some more
responsibility.
9. Having a lovely time in Brighton. I wish you are / were / had been here. Love,
Sheila.
10. This car was a complete waste of money. I wish I didn’t buy it / hadn’t bought it.
1. A cheque is all right but I’d rather you pay / paid me cash.
2. Imagine you live / lived in New York. How would you feel?
3. If only I have / had / would have a screwdriver with me.
4. If you want to catch the last train, it’s time you leave / left.
5. I’d rather you don’t tell / didn’t tell anyone about this conversation.
6. I’ve got a terrible hangover. If only I didn’t drink / hadn’t drunk that fourth
bottle of wine.
60
7. If you don’t mind, I’d sooner you practised / had practised / would practise your
violin somewhere else.
8. It’s high time you learn / learned to look after yourself.
9. Jean thinks that everyone likes her. If only she knows / knew what people say
behind her back!
10. I’d rather we stay / stayed at home this Christmas for a change.
1. What can we do to get in touch with Robert? If only we (know) ________ his
phone number.
2. Come on children! It’s time you (be) __________ in bed.
3. Actually I’d rather you (not smoke) __________ in here.
4. Suppose you (see) __________ a ghost. What would you do?
5. I’m so annoyed about my car accident. If only I (be) __________ more careful !
6. It’s high time you (start) __________ working more seriously.
7. I’d rather you (not put) __________ your coffee on top of my book.
8. I’ve no idea where we are! If only we (have) __________ a map.
9. Your hair is rather long. Don’t you think it’s time you (have) __________ a
haircut?
10. Visiting museums is interesting I suppose, but I’d sooner we (go) __________
swimming.
DUTY-BASED ETHICS = An ethical philosophy rooted in the idea that every person
has certain duties to others, including both humans and the planet. Those duties
may be derived from religious principles or from other philosophical reasoning.
STAKEHOLDERS = Groups, other than the company's shareholders, that are affected
by corporate decisions. Stakeholders include employees, customers, creditors,
suppliers, and the community in which the corporation operates.
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those who will be affected by it. In utilitarian reasoning, a "good" decision is
one that results in the greatest good for the greatest number of people affected
by the decision.
4.9. SUMMARY
wish, wanting change for the present or future with the simple past.
regret with the past perfect.
complaints with would + verb.
4.10. TEST
1. Moral rules or principles of behaviour for deciding what is right and wrong.
A. media
B. ethics
C. access
D. utilize
3. A situation in which you treat someone unfairly by asking them to do things for you,
but give them very little in return.
A. promotion
B. exploitation
C. expose
D. foundation
4. To do something willingly because you want to and are not being paid for it.
A. internal
B. conform
C. foundation
D. voluntarily
6. All the organizations, such as television, radio, and newspapers, that provide news
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and information for the public, or the people who do this work.
A. utilize
B. ethics
C. debate
D. media
(II) Put the verbs in brackets in the right tense to express wishes or regrets:
1. Alice didn't get a good grade. She wishes she (work) __________ harder.
2. Tom likes football very much. He wishes he (become) __________ a professional
football player.
3. He was running very fast when he had a heart attack. If only he (not/run)
__________ so fast.
4. She's keen on computers. She wishes she (study) __________ computer science
next school year.
5. I am sorry I don’t know how to use the computer. If only I (know) __________
how to use it.
6. I stayed late at work and missed the last bus. I wish I (stay) __________ at work
late.
RSC (responsabilitate socială corporatistă) e unul din cele mai stranii concepte
ale capitalismului. Dupa o naştere în anii ’60-’70 în SUA, în piaţa cea mai liberală,
după o adopţie entuziastă în Europa, în anii ’80-’90, RSC se adaugă lejer vocabularului
românesc al afacerilor. După ce ne-am deprins cu subtilităţile distincţiilor reclamă –
advertising, PR – relatii cu publicul, trademark – brand, după ce am schimonosit limba
română încercând să traducem "branding" şi "to brand", vine rândul RSC. Concept
straniu pentru zona liberală din care vine, pentru că pune în discuţie una din premisele
centrale ale capitalismului – ideea conform căreia scopul afacerii este de a aduce profit
pentru proprietar/acţionar. Dar o idee ce serveşte de minune mentalităţii europene, mai
cu seamă sud-est europene care, dupa stat, a găsit un alt „părinte” către care să-şi
proiecteze aşteptările. Idee ce prinde de minune în spatiul unei pieţe libere slabe ce se
căzneşte să vireze printre jaloanele mentalităţilor etatiste. Acum nu doar statul trebuie
să dea, ni se spune, ci şi companiile. Ca „buni cetăţeni”, firmele trebuie să se „implice”
în problemele comunităţii, să fie sensibile la nevoile sociale. Obiectivul firmei se
redefineşte, nemaifiind pur economic, vizând doar profitul individual, ci social, vizând
binele public. Compania nu trebuie doar să facă profit, să producă bunuri şi servicii, să
ofere locuri de muncă, să platească taxe la stat, eventual să investească în cercetare, ci
să faca şi bine social.
(adapted text, http://www.pr-romania.ro/articole/csr/30-responsabilitate-sociala-corporatista-forma-a-
eticii-in-afaceri.html)
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4.11. BIBLIOGRAPHY
64
Unit 5: MARKETING
Contents:
5.1. INTRODUCTION
5.2. OBJECTIVES
5.3. WARM-UP
5.4. READING AND COMPREHENSION
5.5. SKILLS FOCUS
5.6. VOCABULARY DEVELOPMENT
5.7. LANGUAGE FOCUS
5.8. LET’S REMEMBER
5.9 SUMMARY
5.10. TEST
5.11. BIBLIOGRAPHY
5.1. INTRODUCTION
This unit will focus on vocabulary related to marketing. As for grammar issues,
the main uses of modal verbs (present and future) will be described and exemplified.
5.2. OBJECTIVES
5.3. WARM-UP
Marketers have to: (1) _________ or anticipate a consumer need; (2) _________ a
product or service that meets that need better than any competing products or services;
(3) _________ target consumers to try the product or service; and, in the long term, (4)
_________ it to satisfy changes in consumer needs or market conditions. Marketers
can (5) _________ particular features, attractive packaging, and effective advertising,
that will (6) _________ consumers’ wants. Marketing thus combines market research,
new product development, distribution, advertising, promotion, product improvement,
and so on.
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Here is a second definition of marketing (as opposed to selling):
There will always, one can assume, be a need for some selling. But the aim of
marketing is to make selling superfluous. The aim of marketing is to know and
understand the customer so well that the product or service fits him and sells itself.
Ideally, marketing should result in a customer who is ready to buy.
(Peter Drucker: Management: Tasks, Responsibilities, Practices)
What do you think of this definition? Can selling become superfluous, even if the
customer is ready to buy? Or is there one important aspect of business that this
definition overlooks?
Can you think of any examples of products for which marketers anticipated a
consumer need (i.e. products you had never imagined needing before they were
developed)?
(I) Look quickly through the following text and decide which paragraphs are
about these topics:
(1) Most management and marketing writers now distinguish between selling
and marketing. The ‘selling concept’ assumes that resisting consumers have to
be persuaded by vigorous hard-selling techniques to buy non-essential goods or
services. Products are sold rather than bought. The ‘marketing concept’, on the
5 contrary, assumes that the producer’s task is to find wants and fill them. In
other words, you don’t sell what you make, you make what will be bought. As
well as satisfying existing needs, marketers can also anticipate and create new
ones. The markets for the Walkman, video games, personal computers, and
genetic engineering, to choose some recent examples, were largely created than
10 identified.
(2) Marketers are consequently always looking for market opportunities –
profitable possibilities of filling unsatisfied needs or creating new ones in areas
in which the company is likely to enjoy a differential advantage, due to its
distinctive competencies (the things it does particularly well). Market
15 opportunities are generally isolated by market segmentation. Once a target
market has been identified, a company has to decide what goods or services to
offer. This means that much of the work of marketing has been done before the
final product or service come into existence. It also means that the marketing
concept has to be understood throughout the company, e.g. in the production
20 department of a manufacturing company as much as in the marketing
66
department itself. The company must also take account of the existence of
competitors, who always have to be identified, monitored and defeated in the
search for loyal customers.
(3) Rather than risk launching a product or service solely on the basis of
25 intuition or guesswork, most companies undertake market research (GB) or
marketing research (US). They collect and analyse information about the size
of a potential market, about consumers’ reactions to particular product or
service features, and so on. Sales representatives, who also talk to consumers,
are another important source of information.
30 (4) Once the basic offer, e.g. a product concept, has been established, the
company has to think about the marketing mix, i.e. all the various elements of
a marketing programme, their integration, and the amount of effort that a
company can expend on them in order to influence the target market. The best
known classification of these elements is the ‘4 Ps’: product, place, promotion
35 and price. Aspects to be considering in marketing products include quality,
features (standard and optional), style, brand name, size, packaging, services
and guarantee. Place in a marketing mix includes such factors as distribution
channels, locations of points of sale, transport, inventory size, etc. Promotion
groups together advertising, publicity, sales promotion, and personal selling,
40 while price includes the basic list price, discounts, the length of the payment
period, possible credit terms, and so on. It is the job of a product manager to
increase sales by changing the marketing mix.
(5) It must be remembered that quite apart from consumer markets (in which
people buy products for direct consumption) there exists an enormous
45 producer or industrial or business market, consisting of all the individuals and
organizations that acquire goods and services that are used in the production of
other goods, or in the supply of services to others. Few consumers realise that
the producer market is actually larger than the consumer market, since it
contains all the raw materials, manufactured parts and components that go into
50 consumer goods, plus capital equipment such as buildings and machines,
supplies such as energy and pens and paper, and services ranging from
cleaning to management consulting, all of which have to be marketed. There is
consequently more industrial than consumer marketing, even though ordinary
consumers are seldom exposed to it.
(II) Which of the following three paragraphs most accurately summarizes the text
and why?
First summary:
Marketing means that you don’t have to worry about selling your product, because you
know it satisfies a need. Companies have to identify market opportunities by market
segmentation: doing market research, finding a target market, and producing the right
product. Once a product concept has been established, marketers regularly have to
change the market mix – the product features, its distribution, the way it is promoted,
and its price – in order to increase sales. Industrial goods – components and equipment
for producers of other goods – have to be marketed as well as consumer goods.
Second summary:
The marketing concept has now completely replaced the old-fashioned selling concept.
Companies have to identify and satisfy the needs of particular market segments. A
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product’s features are often changed, as are its price, the places in which it is sold, and
the way in which it is promoted. More important than the marketing of consumer
goods is the marketing of industrial or producer goods.
Third summary
The marketing concept is that a company’s choice of what goods and services to offer
should be based on the goal of satisfying consumers’ needs. Many companies limit
themselves to attempting to satisfy the needs of particular market segments. Their
choice of action is often the result of market research. A product’s features, the
methods of distributing and promoting it, and its price can all be changed during the
course of its life, if necessary. Quite apart from the marketing of consumer products,
with which everybody is familiar, there is a great deal of marketing of industrial goods.
Advertising is all around us, it is an unavoidable part of everyone’s life. Some people
say that advertising is a positive part of our lives while others say it is a negative one.
Discuss both views and include your own opinion. Give reasons for your answer
and include any relevant examples from your own knowledge or experience. You
should write at least 250 words.
(I) Fill in the missing words in the sentences below. Choose from the following.
One word is used twice.
Marketing is concerned with getting the right (1) _______ to the right (2) _______ at
the right (3) _______. Marketing is about meeting consumer (4) _______ at a (5)
______. Marketing makes it easier for (6) _______ to do business with you.
Marketing aims to find out what people (7) ______; then (8) ______ and (9) ______ a
(10) ______ or (11) ______ that will satisfy those wants; and then determining the best
way to (12) _______, (13) _______and (14) ________ the product or service.
(II) Match up the words or expressions on the left with the definitions on the
right.
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6. packaging market stalls, etc.
F. possibilities of filling unsatisfied needs in sectors in which a
7. points of sale company can profitably produce goods or services
G. someone who contacts existing and potential customers, and tr
8. product concept persuade them to buy goods or services
H. collecting, analysing and reporting data relevant to a specific
9. product features marketing situation (such as a proposed new product)
10. sales representative I. to introduce a new product onto the market
J. wrappers and containers in which products are sold
(III) Fill in the missing words in the table.
(IV) Put each of the following words or phrases in its correct place in the passage
below:
Advertisements are everywhere, from columns of small (1) _______ for houses, jobs,
cars etc. in newspapers to big (2) _______ on walls and enormous advertisements on
(3) _______ by the side of the road. The job of the (4) _______ is to (5) _______ the
products of the firms who employ them. They design (6) _______ advertisements and
make television (7) _______ to (8) _______ us to buy, buy, buy.
(V) Using the clues, find the names of the people involved in the movement of
goods from the producer to the consumer.
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5.7. LANGUAGE FOCUS: MODAL VERBS I: PRESENT AND FUTURE
Can, could, may, might, must, will, shall, would, should, and ought to are all modal
verbs. They are sometimes called modal auxiliaries, because they are always
followed by another verb in its base form. They do not form tenses.
I can speak English fluently.
FORM: Positive is formed by putting the modal verb between the subject and the main
verb.
We should stay.
Negative is formed by adding not (or n’t) after the modal verb.
We should not / shouldn’t stay.
Questions are formed by changing the position of the modal and the subject:
Should we stay?
Shouldn’t we stay?
MEANING: The meaning of modal auxiliaries depends on the context. One modal
can have several meanings depending on their function, or purpose.
(1) ABILITY
CAN, CAN’T, CANNOT generally expresses being able or not being able to do
something in the PRESENT.
I can swim. Can you swim?
When used with a future time word, CAN also expresses FUTURE.
I can see you tomorrow.
(2) PERMISSION
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GIVING PERMISSION generally depends on the type of structure used to ask for
permission. The expressions used below represent answers to the questions above:
Yes, you can. / Yes, of course. No, I don’t. / No, not at all.
Yes, you could. Yes, you may.
No, I wouldn’t.
Yes, you are.
REFUSING PERMISSION
You can’t smoke here. It’s not allowed.
You are not allowed to drive a car without insurance. (FORMAL)
SHALL can be used to express an offer. It is almost always used only in the 1st
person, singular or plural.
Shall I get you something to drink?
Note that MAY NOT and MIGHT NOT describe uncertainty, not impossibility.
I may not have time to finish tonight. (I don’t know.)
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(5) DEDUCTION
When we give good reasons for thinking something is true or untrue, we use
MUST and CAN’T as opposites.
He goes to Scotland every year for his holidays. He must like it. (I’m sure he does.)
John can’t possibly be seventy! He doesn’t look a day over fifty. (I’m sure it isn’t true.)
(6) OBLIGATION
Some speakers use HAVE TO to describe any rule which comes from an external
authority (a rule made by somebody else).
When the traffic lights are red, you have to stop.
(8) PROHIBITION
SHOULD and SHOULDN’T give or ask for the speaker’s opinion of what is a good
or bad action. As this is an opinion it is often used for giving advice or suggestion.
I think you should talk to your teacher about that.
You shouldn’t go there. It’s too dangerous.
Should I wear the blue dress or the red dress?
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OUGHT TO and OUGHT NOT TO can be used in the same way as SHOULD and
SHOULDN’T
I think you ought to talk to your teacher about that.
HAD BETTER has a similar meaning to SHOULD and OUGHT TO. HAD is
usually contracted.
I think you’d better talk to your teacher about that.
We’d better not forget to turn off the computer!
(II) Rewrite each sentence using can, can’t, might or must, and beginning and
ending as shown.
a. Helen is really good at swimming.
Helen __________________ well.
b. It’s possible that our team will win.
Our team _______________ win.
c. I’m sure this is not the right road.
This _______________ the right road.
d. I’m sure you work very hard.
You _______________ very hard.
e. Carol isn’t allowed to come to our party.
Carol _______________ to our party.
f. It’s possible that I’ll see you tomorrow, but I’m not sure.
I _______________, but I’m not sure.
g. I’m afraid that your teacher is unable to come today.
I’m afraid that _______________ today.
h. I’m sure it’s very hot here in summer.
It _______________ here in summer.
i. Excuse me, is it alright if I open the window?
Excuse me, _______________ the window?
j. I suppose you are Mrs Perry. How do you do?
You _______________ Mrs Perry. How do you do?
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(III) Decide whether each pair of sentences have a similar mining, or whether
they are different. Write S for similar or D for different.
(IV) Rewrite each sentence so that it has a similar meaning and contains the word
given.
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(VI) Rewrite each sentence so that it does not contain the phrase underlined.
1. I’m afraid I’m tied up all this week. A. OK, I’ve got them here. Shall I fax
them to you?
2. Can you turn the heating off? B. That’s OK. Shall I pick you up
from the airport?
3. Is the next interviewee here yet? C. That’s OK. Shall I ring back this
afternoon?
4. Is that the new screen I ordered? D. Yes. Where shall I put it?
5. I’m sorry, but I’m in a meeting at E. I’m not sure yet. Shall I send you a
the moment. quote in a few days?
6. How much is this going to cost? F. No, but shall I open the window for
7. I don’t know London very well. you?
G. That’s OK. Shall we arrange a
8. I need to see the plans. Today if meeting for next week?
possible. H. Yes, she is. Shall I send her in?
(VIII) In each of the following pairs of sentences, put a tick () next to the one
that is more polite.
1. A. Give me a beer.
B. Could I have a beer?
2. A. Caller, I’m afraid the line’s busy. Will you hold?
B. Caller, I’m afraid the line’s busy. Hold, please.
3. A. What do you want?
B. What can I do for you?
4. A. What’s your name?
B. May I ask who is calling?
5. A. Could I borrow your pen?
B. Let me have your pen.
6. A. I’m sorry, Mr Browning’s busy. Can you come back later?
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B. I’m sorry, Mr Browning’s rather busy. Can you come back later?
7. A. What did you say?
B. Could you repeat that?
8. A. May I see some identification?
B. Who are you?
brand = the name, symbol, slogan message or design used to identify a products
reputation and image
marketing mix = the 4 strategies used to reach a target market: product, place, price
and promotion
marketing plan = a researched plan used by a business to shape its product, place,
price and promotion to reach it's target market
niche = a small, specialized segment of the market based on the unique needs of a
few customers
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5.9. SUMMARY
Modals (also called modal verbs, modal auxiliary verbs, modal auxiliaries) are
special verbs which behave irregularly in English. They are different from normal
verbs like "work, play, visit..." They give additional information about the function of
the main verb that follows it. They have a great variety of communicative functions.
Here are some characteristics of modal verbs:
They never change their form. You can't add "s", "ed", "ing"...
They are always followed by an infinitive without "to" (e.i. the bare infinitive.)
They are used to indicate modality allow speakers to express certainty,
possibility, willingness, obligation, necessity, ability
As for present or future, remember that they can be used to express the following
values:
CAN
- possibility: I think I can go to the party with you.
- ability in the present: I can speak four languages.
- ask a favor: Can you help me with this exercise?
- ask permission: Can I close the door?
- certainty: This can’t be the right place!
COULD
- possibility or uncertainty: That could be the man we are looking for.
- to make suggestions: We could go to that new restaurant tonight.
- ability in the past: When I was 15, I could play volleyball very well.
- ask a favor (formal): Could you explain the exercise again please?
- ask permission (formal): Could I leave early today?
SHOULD
- expectation: This film should be really good.
- recommendation: I think you should stop smoking.
- criticism of an action: You shouldn’t eat so much at night!
- uncertainty: Should I call you tonight or tomorrow morning?
MAY
- possibility or uncertainty: She may come to our party.
- ask permission (favor): May I use your phone?
MIGHT
- possibility or uncertainty: They might arrive late today.
MUST
- obligation: You must wear your seat belt when driving.
- certainty: This must be our stop.
MUSTN’T
- prohibition: You mustn’t leave before the end of the class.
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5.10. TEST
(I) Choose the word or phrase with the same meaning as the definition.
3. An economy which allows open and reasonably free exchange between private
companies.
a. command economy b. conservative economy c. free market economy
4. A market in which there are too many suppliers producing goods that a lot of
people want to buy.
a. saturated market b. buyers’ market c. heavy market
5. A market in which there are few suppliers producing goods that a lot of people
want to buy.
a. weak market b. sellers’ market c. light market
6. A company which sells more of a particular type of product than its competitors.
a. trend setter b. multinational c. market leader
7. A person with specialist knowledge of a specific market who often predicts what
will happen and tries to explain what has happened.
a. a market analyst b. forecast c. market broker
11. The proportion of the total market which one company controls.
a. dominion b. market place c. market share
(II) Put each verb in brackets into a suitable tense. All sentences refer to future
time.
1. There are plenty of tomatoes in the fridge. You _______ buy any.
A. mustn’t B. needn’t C. may not D. shouldn’t
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2. It's a hospital. You _______ smoke.
A. mustn’t B. needn’t C. may not D. don’t have to
3. He had been working for more than 11 hours. He _______ be tired after such hard
work.
A. must B. need C. had better D. mustn’t
4. I speak Arabic fluently when I was a child and we lived in Morocco. But after we
moved back to Canada, I had very little exposure to the language and forgot almost
everything I knew as a child. Now, I _______ just say a few things in the language.
A. may B. can C. must D. need
5. The teacher said we read this book for our own pleasure as it is optional. But we
_______ read it if we don't want to.
A. can B. needn’t C. must D. should
6. If you want to learn to speak English fluently, you _______ to work hard.
A. could B. need C. needn’t D. mustn’t
8. You shouldn’t leave small objects lying around . Such objects _______ be
swallowed by children.
A. must B. need C. may D. musn’t
10. Drivers _______ stop when the traffic lights are red.
A. could B. must C. may D. can
Advertising informs consumers about the existence and benefits of products and
services, and attempts to persuade them to buy them. The best form of advertising is
probably word-of-mouth advertising, which occurs when people tell their friends about
the benefits of products or services that they have purchased. Yet, virtually, no
providers of goods or services rely on this alone, but use paid advertising instead.
Indeed, many organizations also use institutional or prestige advertising, which is
designed to build up their reputation rather than to sell particular products.
79
5.11. BIBLIOGRAPHY
80
Unit 6: THE ROLE OF GOVERNMENT
Contents:
6.1. INTRODUCTION
6.2. OBJECTIVES
6.3. WARM-UP
6.4. READING AND COMPREHENSION
6.5. SKILLS FOCUS
6.6. VOCABULARY DEVELOPMENT
6.7. LANGUAGE FOCUS
6.8. LET’S REMEMBER
6.9 SUMMARY
6.10. TEST
6.11. ASSIGNMENT 1
6.12. BIBLIOGRAPHY
6.1. INTRODUCTION
This unit will focus on vocabulary related to government. As for grammar issues,
the values of modal verbs (past) will be described and exemplified.
6.2. OBJECTIVES
6.3. WARM-UP
Some people argue that government have too much power, that they interfere
with ‘market forces’ and that too much regulation is bad for business.
Do you believe that there is too much or too little government in your country,
that there are unnecessary laws, or not enough laws? For example, do you
think that any of the following tasks should not be undertaken or regulated by
the government, but should be left to the private sector and the market
system?
education
healthcare
housing
working conditions (working hours, child labour, minimum wages and so on)
social security (unemployment and sickness benefits, old age pensions)
defence (the armed services – army, navy, airforce)
81
the police, the justice system, prisons and so on
public transport (trains, buses and so on)
traffic regulations (the driving test, speed limits, seat belts, the alcohol limit,
parking restrictions, the size and weight of lorries and trucks, the safety of cars
and so on)
health, safety and cleanliness regulations (concerning factories, shops,
restaurants, food, medicines, disposal of chemical and nuclear waste and so on)
the sale of alcohol, drugs, guns and so on;
the press, broadcasting, the arts, entertainment and the freedom of expression
(concerning sex, violence, blasphemy, politics and so on)
Here are the opinions of two well-known North American economists about the
role of government of the state.
(I) The first is an extract from a talk by J.K. Galbraith9. Read the text and answer
this question:
What areas does Galbraith describe as responsibilities of the state that were not in the
list discussed in the LEAD IN section?
The good society accepts the basic market system and its managers, but
there are some things that market system does not do either well or badly. In the
good society, these are the responsibilities of the state.
Some areas of state action are evident. In no country does the market
5 system provide low-cost housing. This is a matter of prime importance and
must everywhere be a public responsibility. Few things are more visibly at odds
with the good society than badly housed or homeless people.
Healthcare is also a public responsibility in all civilised lands. No one
can be assigned to illness or death because of poverty. Here Britain can proudly
10 point to its leadership.
The state has many other essential functions. It must also be borne in
mind that many of these – parks and recreational facilities – are more needed by
the underclass than by the affluent. Those who attack the services of the state
are usually those who can afford to provide similar services for themselves.
15 In the good society, there must also be attention to a range of activities
that are beyond the time horizons of the market economy. This is true in the
science, not excluding medical research. The market system invests for
relatively short-run return. To support science is pre-eminently the
9
John Kenneth Galbraith (October 15, 1908 – April 29, 2006) was a Canadian and, later, American
economist, public official, and diplomat, and a leading proponent of 20th-century American liberalism. His
books on economic topics were bestsellers from the 1950s through the 2000s, during which time Galbraith
fulfilled the role of public intellectual. As an economist, he was a Keynesian and an institutionalist.
82
responsibility of the state.
20 Some of the truly important industrial achievements of recent
generations – the great improvements in agricultural productivity, modern air
transport, advanced electronics – have depended heavily on such public
investment. Necessary also – a matter we are beginning reluctantly to recognise
– is investment and regulation in the longer-run interest of the environment. The
25 good society protects and improves life in its planetary dimension.
1. What does Galbraith say about people who criticise government services?
2. Why, according to Gailbraith, is the market system not sufficient to guarantee
scientific research?
3. According to what you have read here, how would you characterise Galbraith’s
politics?
(III). Find words or expressions in the text you have just read which mean the
following:
(IV) Here is an extract from Milton10 and Rose11 Friedman’s book Free to Choose.
Read the text and answer this question:
Though the United States has not adopted central economic planning,
we have gone very far in the past 50 years in expanding the role of government
in the economy. That intervention has been costly in economic terms. The
limitations imposed on our economic freedom threaten to bring two centuries of
5 economic progress to an end. Intervention has also been costly in political
terms. It has greatly limited our human freedom. [...]
An essential part of economic freedom is freedom to choose how to use
our income: hoe much to spend on ourselves and on what items; how much to
save and in what form; how much to give away and to whom. Currently, more
10 tyhan 40% of our income is disposed of on our behalf by government at federal,
state and local levls combined. [...]
As consumers, we are even free to choose how to spend that part of our
income that is left after taxes. We are not free to buy cyclamates or laetriles,
10
Milton Friedman (July 31, 1912 – November 16, 2006) was an American economist, statistician and writer
who taught at the University of Chicago for more than three decades. He received the 1976 Nobel Memorial
Prize in Economic Sciences for his research on consumption analysis, monetary history and theory and the
complexity of stabilization policy.
11
With her husband, Rose Friedman (December, 1910 – 18 August 2009) co-wrote two books on economics
and public policy, Free to Choose and Tyranny of the Status Quo, and their memoirs Milton and Rose D.
Friedman, Two Lucky People, which appeared in 1998.
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and soon perhaps saccharin. Our physician is not free to prescribe many drugs
15 for us that he may regard as the most effective for our ailments, even though the
drugs may be widely available abroad. We are not free to buy an automobile
without seat belts. [...]
Another essential part of economic freedom is freedom to use our
resources we possess in accordance with our own values – freedom to enter any
20 occupation, engage in any business enterprise, buy from or sell to anyone else,
so long as we do so on a strictly voluntary basis and we do not resort to force in
order to coerce others.
Today you are not free to offer your services as a lawyer, a physician, a
dentist, a plumber, a barber, a mortician, or engage in a host of other
25 occupations, without first getting a permit or licence from a government
official. You are not free to work overtime at terms mutually agreeable to you
and your employer, unless the terms conform to rules and regulations laid down
by a government official.
You are not free to set up a bank, go into the taxicab business, or the
30 business of selling electricity or a telephone service, or running a railroad,
busline, or airline, without first receiving permission from a government
official. [...]
Freedom cannot be absolute. We do live in an interdependent society.
Some restrictions on our freedom are necessary to avoid other, still worse,
35 restrictions. However, we have gone far beyond that point. The urgent need
today is to eliminate restrictions. not add to them.
(VI) Match up the words on the left with their definitions on the right.
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6.5. SKILLS FOCUS: Giving arguments to support your opinion
If you possess a large amount of money, what are the advantages and
disadvantages of the following?
putting it under the mattress
buying a lottery ticket
taking all your money to Las Vegas
putting it in a bank
buying gold
buying a valuable painting
investing in property or real estate
Give arguments / examples to support your opinion for all the situations.
(I) Match the verbs with appropriate nouns in the table below. Sometimes there is
more than one possibility.
designs ideas problems research solutions tests
analyse
brainstorm
carry out
come up with
conduct
develop
do
find
patent
solve
tackle
(II) Circle the odd one out in each of these groups of business words and phrases.
(III) Read the text and then read the clues and complete the crossword. All the
words can be found in the text, and one has been done for you. The numbers in
brackets show how many letters there are in a word.
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company's affairs profitable. A profit target is set, and the unit price of the goods
(which depends on how much they cost to make and for how much they can be sold) is
determined by this; the managers report how well this target has been met; the price of
the goods leaving the factory (or ex works) is adjusted. Only after this has been done
can the various departments in the company execute the orders.
Many businesses fail because they fall into the trap of ignoring their cash-flow,
often because they allow too generous credit terms. The accounts department should
make sure that a stop is put on the credit granted to bad payers. The smooth running of
the company depends on a good relationship between the boss and the people who
work on the shop-floor.
Senior managers, of course, must pass some of their tasks over to other people
-they simply cannot do it all. This delegation of some jobs is essential, and the ability
to do it well is one of the measures of good management.
1
2
3
4A F F A I R S
6 5
7
8 9
10 11
12
13
ACROSS
1 This depends on production costs, profit margins, and market sensitivity (5)
3 The cost of each item (4)
4 Word used for everything a company does (7)
5 The price of the goods depends on the ................... (4) of their production
8 A good manager is good at this; he does not try to do everything himself (10)
10 Price of goods ....................factory (2)
12 To withdraw credit (4)
13 Something which is aimed at (6)
DOWN
1 Not only must a company make money, it must be ................... (10)
2 Each ................... (8) will usually have a senior manager and be organised in its own
way
6 Smaller than 2 down (10)
7 Each 2 and 6 down does its own................... (9) and, if senior management agrees,
controls its own financial affairs.
9 The workers in a company must................... (7) customers' orders, or they may lose
their jobs because the company may fail.
11 Workers do this to managers (6)
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6.7. LANGUAGE FOCUS: MODAL VERBS II: PAST
A. ABILITY
COULD and WAS / WERE ABLE TO are often interchangeable. However, when we
are speaking not only of ability in the past, but also about successful performance,
we must use WAS / WERE ABLE TO:
The man was drowning, but she was able to save him.
When David fell in the river, they were able to rescue him.
B. POSSIBILITY
C. DEDUCTION
When we give good reasons for thinking something was true or untrue, we use
MUST (positive deduction) / CAN’T (negative deduction) + HAVE + PAST
PARTICIPLE.
I can’t find my passport anywhere. I must have left it on the plane. (I’m sure
I did it.)
Lina can’t have written this. She has a different handwriting. (I’m sure she
didn’t.)
D. OBLIGATION
HAD TO (the past tense form of HAVE TO) is exclusively used to express an
obligation in the past.
When I was at school, we had to wear a uniform.
Last night I had to stay at the office late to finish my work.
To express lack of obligation / necessity in the past we can use DIDN’T HAVE TO
or DIDN’T NEED TO.
She didn’t have to get up early yesterday because it was Sunday.
I didn’t need to buy more sugar, because we had enough.
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E. ADVICE / CRITICISM
(I) Rewrite each sentence so that it has a similar meaning and contains the word
given.
a) I’m sure you dropped your wallet at the bus stop. MUST
_________________________________________.
b) Maybe Joanna missed the last bus. MIGHT
_________________________________________
c) Peter knew how to skate when he was twelve. ABLE
_________________________________________
d) Emma was wrong not to tell you the answer. SHOULD
_________________________________________
e) It wasn’t necessary for me to pay to get in. DIDN’T
_________________________________________
f) It wasn’t necessary for me to buy any food yesterday. NEED
_________________________________________
g) I’m sure that Diana didn’t take your books. CAN’T
_________________________________________
h) Perhaps David didn’t notice you. MIGHT
_________________________________________
i) Terry arrived early, but it wasn’t necessary. NEEDN’T
_________________________________________
j) It was a bad idea for us to be rude to that policeman! SHOULDN’T
_________________________________________
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2. I’ve lost my bag. I think I ___________________________.
must / bus
3. I tried to phone Sam, but I ___________________________.
couldn’t / get through
4. I forgot Kate’s birthday. I ___________________________.
should / present
5. The cat doesn’t like fruit. It ___________________________.
can’t / orange
6. Jo hasn’t turned up yet. I suppose she ___________________________.
might / address
7. I did badly in the test. I ___________________________.
ought / harder
8. It’s a shame we didn’t go on holiday. we ___________________________.
could / good time
(IV) Put one of the words or phrases from the list in each space.
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B: 1) That didn’t have to be very pleasant!
2) That can’t have been very pleasant!
g) A: Where were you yesterday?
B: 1) I had to go to London.
2) I must have gone to London.
h) A: What do you think about the election?
B: 1) The Freedom Party had to win.
2) The Freedom Party should have won.
i) A: There’s a lot of food left over from the party, isn’t there?
B: 1) Yes, you couldn’t have made so many sandwiches.
2) Yes, you needn’t have made so many sandwiches.
j) A: What do you think has happened to Tony?
B: 1) I don’t know, he should have got lost.
2) I don’t know, he might have got lost.
(VI) Complete the second sentence so that it has a similar meaning to the first
sentence, using the word given. Do not change the word given. You must use
between two and five words.
a) We should have turned left. We’ve missed the turning / We followed the
instructions.
b) We didn’t have to wear a uniform at school. But I never did / That’s why I liked
it.
c) The butler must have stolen the jewels. He was ordered to / There is no other
explanation.
d) You could have phoned from the station. I’m sure you did / Why didn’t you?
e) You needn’t have bought any dog food. There isn’t any / There is plenty.
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f) Ann might not have understood the message. I suppose it’s possible / She wasn’t
supposed to.
g) You can’t have spent all the money already! You weren’t able to / I’m sure you
haven’t!
h) I shouldn’t have used this kind of paint. It’s the right kind / It’s the wrong kind.
LAISSEZ-FAIRE = The French phrase that means "leave us alone," it refers to the
belief that the government should not get involved in economic matters
FISCAL POLICY = The government's use of spending and taxes to achieve a strong,
stable economy
PROPERTY TAX = A tax that people who own buildings, land, and other property
must pay
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6.9. SUMMARY
WOULD
events in the past that did not happen:
I would have accepted this job, but I didn’t want to move house.
SHOULD
expectation (90% certainty); something was supposed to happen:
The letter I sent you should have arrived by now.
She studied really hard, so she should have done well on her exams.
criticism of an action/regret:
You shouldn’t have eaten so much last night.
I’m exhausted. I shouldn’t have watched that movie on TV. I should have
gone to bed after the news.
COULD
impossibility:
Where’s my umbrella? I didn’t take it to work today, so I couldn’t have left
it there.
uncertainty:
Where could Joe be? Do you think he could have forgotten all about the
date?
Who sent the flowers? ~ I’m not sure. It could have been your mother.
MAY/ MIGHT
uncertainty:
I suppose I may (might) have been very critical.
They may (might) not have received our letter yet.
MIGHT
past possibility which did not happen:
You might have drowned!
You were stupid to try climbing up there. You might have killed yourself.
MUST
certainty about the past:
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It’s cold in here. Someone must have forgotten to close the window.
We went to Rome last month. ~ That must have been nice!
6.10. TEST
(I) Use the words in the box to fill in the gaps in the text:
Many institutions (as well as some smaller NGOs) may receive government (1)
_________ to help pay for their services to the community or nation. Donors who
believe in an organization’s cause may give large sums of money, and volunteers (2)
_________ their time. Organizations may also hold fund-raisers or charge membership
(3) _________ to generate additional income to (4) _________ buildings or supplies,
pay expenses and (5) _________ salaries (unless the entire staff is volunteers), or to
support their cause.
Most organizations have a governing document like a charter or constitution that gives
guidelines for their operation and states the (6) _________purpose for which they
exist. The charter also sets (7) _________ that define and limit the activities they will
pursue, avoiding apparent or actual (8) _________ purposes.
Governments may also (9) _________ non-profits. In the US, this is done (10)
_________ using the tax code. If organizations violate government (11) _________
they may lose their tax-free non-profit (12) _________. One set of these guidelines
forbids discrimination on the basis of sex, race, or several other factors. For (13)
_________, American organizations may not arbitrarily (14) _________ all men or all
women simply because of their sex, nor may they deny membership to people based on
sexual orientation, race, or national origin.
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hours.
11. It _________ been Mickey I saw at the party. He didn't recognise me at all.
There are many different kinds of government, but they all do essentially the same
thing: "govern" or oversee the rules, regulations, and interactions of the people who
live under them. For the most part, a government is concerned with public life, though
many of the laws that a government like ours establishes and enforces can regulate
what happens in private life, too. If you work for the government, you're in public life.
If you work for a company, you're in the private sector.
6.11. ASSIGNMENT 2
This assignment should be uploaded on the ELIS platform (under “teme online”)
one week before the 2nd tutorial.
6.12. BIBLIOGRAPHY
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