Table Of ContentМинистерство транспорта Российской Федерации
Федеральное агентство железнодорожного транспорта
Федеральное государственное бюджетное
образовательное учреждение высшего образования
«Дальневосточный государственный
университет путей сообщения»
Кафедра «Иностранные языки и межкультурная коммуникация»
Е.Л. Рябкова, Н.А. Чэ
ЗНАКОМСТВО С ПРОФЕССИОНАЛЬНЫМ
АНГЛИЙСКИМ ЯЗЫКОМ
INSIGHTS INTO PROFESSIONAL ENGLISH
Рекомендовано
Методическим советом по качеству
образовательной деятельности ДВГУПС
в качестве учебного пособия
Хабаровск
Издательство ДВГУПС
2018
УДК 378.016:811.111 (075.8)
ББК Ш 143.21я73
Р 98
Рецензенты:
Кафедра восточных языков Педагогического института
Тихоокеанского государственного университета
(заведующий кафедрой, кандидат филологических наук,
доцент О.И. Рукавишникова)
Кандидат педагогических наук, профессор кафедры
методики и иностранных языков Педагогического института
Тихоокеанского государственного университета, доцент
Н.Р. Максимова
Рябкова, Е.Л.
Р 98 Знакомство с профессиональным английским языком / Insights into
Professional English : учеб. пособие / Е.Л. Рябкова, Н.А. Чэ. – Хабаровск :
Изд-во ДВГУПС, 2017. – 76 с.
Учебное пособие соответствует рабочей программе дисциплины «Иностран-
ный язык в профессиональной деятельности».
Особое внимание в пособие уделяется развитию необходимых лексико-грам-
матических навыков и умений владения английским языком как иностранным в
сфере профессиональной деятельности. Пособие содержит аутентичные тексты,
взятые из англоязычных источников, а также из средств массовой информации.
Предназначено для студентов 3 курса, обучающихся по направлению подго-
товки бакалавров 38.03.02 «Менеджмент», 38.03.03 «Управление персоналом».
Может быть полезно для слушателей языковых образовательных программ
в сфере профессиональной деловой коммуникации.
УДК 378.016:811.111 (075.8)
ББК Ш 143.21я73
© ДВГУПС, 2018
2
ВВЕДЕНИЕ
Учебное пособие соответствует рабочей программе дисциплины «Ино-
странный язык в профессиональной деятельности».
Цель пособия – обеспечить комплексное овладение обучающимися лингви-
стическими, а также рядом профессиональных коммуникативных компетенций
в профессиональных ситуациях общения. Особое внимание в пособие уделяет-
ся развитию необходимых лексико-грамматических навыков и умений владе-
ния английским языком как иностранным в сфере профессиональной деятель-
ности. Пособие можно использовать как в практических аудиторных занятиях,
так и для самостоятельной внеаудиторной работы студентов.
Данное пособие состоит из восьми разделов: Unit 1. Career management; Unit 2.
Quality management; Unit 3. Communication process; Unit 4. The decision-making
process; Unit 5. Self-managing teams; Unit 6. Management and leadership; Unit 7.
Groups and intergroup processes; Unit 8. Organizational culture.
Раздел «Grammar guide» содержит грамматическую информацию, способ-
ствующую развитию навыков и умений использования грамматики на практи-
ке.
Раздел «Supplementary reading» содержит дополнительные тексты, подо-
бранные с учётом тематики основных разделов пособия. Данные тексты могут
использоваться в процессе подготовки студентов к зачёту по дисциплине.
Тексты содержат аутентичную информацию по обсуждаемым вопросам, пред-
ставленную на интернет-сайтах. Тексты имеют достаточно высокую степень
сложности, что позволит студентам ознакомиться с профессиональной термино-
логией в аутентичном контексте. Каждый раздел пособия имеет единообразную
структуру и состоит из восьми частей. Завершающие задания к каждому разделу
направлены на развитие логики, критического мышления и творческого потенци-
ала студентов. Это эссе, доклады, презентации и проектные работы.
Таким образом, учебное пособие «Insights into Professional English» способству-
ет эффективному овладению учебным материалом, развивает инициативу и творче-
скую активность студентов, стимулирует познавательные интересы в профессио-
нальной сфере, способствуя росту мотивации процесса обучения у студентов.
Учебное пособие «Insights into Professional English» предназначено для сту-
дентов третьего курса направлений подготовки бакалавров 38.03.02 «Менедж-
мент», 38.03.03 «Управление персоналом».
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UNIT 1. CAREER MANAGEMENT
I. Vocabulary study
1. Divide the following styles of behaviour into pairs of opposites:
a. being group oriented
b. being cautious and careful
c. being decisive and able to take rapid individual decisions
d. being individualistic
e. being assertive, authoritative, ruthless, and competitive
f. being happy to take risks
g. being good at listening and sensitive to other people’s feelings
h. being intuitive
i. being logical, rational, and analytic
j. liking consensus and conciliation
Which five of the above styles do you think are generally preferable for
managers?
Now look at the following list of qualities. Which are the most important for
a manager?
k. being competent and efficient in one’s job
l. being friendly and sociable
m. being a hard worker
n. being persuasive
o. having good ideas
p. being good at communicating
q. being good at motivating people
r. being good at taking the initiative and leading other people
Make a list of the five most important qualities from a. to r.
Which of these qualities do you think you have? Which do you lack?
Which could you still learn? Which do you have to be born with?
Do any of these qualities seem to you to be essentially masculine or feminine?
2. Complete the following sentences with these words.
achieved board of directors communicate innovations manageable
performance resources setting supervise
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 the jobs and tasks given to their
subordinates are _______ .
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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 im-
prove, 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.
II. Pre-reading
High-flier or wage slave?
“It’s a shame that the only thing a man can do for eight hours a day is work. He
can’t eat for eight hours; he can’t drink for eight hours; the only thing a man can do
for eight hours is work.”
William Faulkner, American novelist
We all know people for whom the above may not be true! But, in general,
do we spend too much time working? Do you live to work or work to live?
Work with a partner. Discuss the following questions.
Would you take a job you didn’t like in order to get the experience you need?
Would you take a pay cut to do something you really enjoy?
Would you keep changing jobs until you got exactly what you wanted?
Would you relocate to a foreign country if the package was tempting enough?
Would you accept a top job offered only on a temporary basis?
Would you give up a steady job to take a chance on a new enterprise?
If you answered yes:
5 to 6 times:
you’re a career opportunist, always ready to take a risk or make a career move to
climb the corporate ladder. You should go far, but be careful you don’t get a reputa-
tion for disloyalty, lack of commitment and over-ambition!
3 to 4 times:
you’re a calculated risk-taker, always on the lookout for a good career opportuni-
ty but cautious about doing anything too drastic. This is a sensible strategy, but are
you sure you’re giving yourself enough of a career challenge?
0 to 2 times:
you’re the better-safe-than-sorry type, reluctant to try something new if it means
risking what you’ve already got. This might have been a good attitude 60 years ago
when there was still a certain amount of job security, but these days there’s no such
thing as a safe job unless it’s in the family business – and not always then!
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III. Reading
Reading 1. Read the text and answer the questions.
What is a manager?
A number of different terms are often used instead of the term “manager”, includ-
ing “director”, “administrator”, and “president”. The term “manager” is used more
frequently in profit-making organizations, while the others are used more widely in
government and non-profit organizations such as universities, hospitals, and social
work agencies.
So, whom do we call a “manager”?
In its broad meaning, the term “managers” applies to the people who are respon-
sible for making and carrying out decisions within a certain system. A personnel
manager directly supervises people in an organization. Financial manager is a person
who is responsible for finance. Sales manager is responsible for selling goods.
A marketing manager is responsible for promotion of products on the market.
Almost everything a manager does involves decision-making. When a problem
exists a manager has to make a decision to solve it. In decision-making there is al-
ways some uncertainty and risk.
Management is a variety of specific activities. Management is a function of plan-
ning, organizing, coordinating, directing, and controlling. Any managerial system, at
any managerial level, is characterized in terms of these general functions.
Managing is a responsible and hard job. There is a lot to be done and relatively
little time to do it. In all types of organizations managerial efficiency depends on
manager’s direct personal relationships, hard work on a variety of activities, and
preference for active tasks.
The characteristics of management often vary according to national culture which
can determine how managers are trained, how they lead people, and how they ap-
proach their jobs.
The amount of responsibility of any individual in a company depends on the posi-
tion that he or she occupies in its hierarchy. Managers, for example, are responsible
for leading the people directly under them who are called subordinates. To do this
successfully, they must use their authority which is the right to take decisions and
give orders. Managers often delegate authority. This means that employees at lower
levels in the company hierarchy can use their initiative that is make decisions without
asking their manager.
Vocabulary
personnel manager ............ начальник отдела кадров
financial manager ............. финансовый менеджер
sales manager ................... заведующий отделом продаж, отделом сбыта
marketing manager ........... менеджер по маркетингу
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to supervise ....................... наблюдать (за чем-л); надзирать; заведовать
managerial ........................ управленческий
hierarchy ........................... иерархия
subordinate ....................... подчинённый
authority ............................ власть, полномочия
to delegate authority ......... передавать полномочия
Answer the questions.
1. What is manager’s role in an organization?
2. What concrete activities a production manager (financial manager, personnel
manager, marketing manager) is responsible for?
3. What is the difference between sales management and marketing management?
4. What means to delegate authority?
Reading 2. Read the article and do the assignments that follow.
Me plc.
A______________
What do Steve Jobs, CEO of Apple Computers, Karl von der Heyden, former
CFO of PepsiCo., and twenty other top executives at Fortune 500 companies have in
common? The answer is they have all been ‘interim managers’, hired on a temporary
basis to come in and revitalize a firm with their own special brand of magic. And then
leave. In fact, such short-term employment contracts are now becoming the norm at
all management levels. And if they’re good enough for the likes of jobs, they’re good
enough for the rest of us.
B______________
Provided you can stand the insecurity, there has never been a better time to get a
job. The old ‘smokestack industries’ of mining, shipbuilding and steel may be gone,
but with the arrival of the New Economy, what we’re now increasingly seeing is highly
paid project teams created for particular assignments for a specific period of time.
Once the project is completed, the team is simply disbanded. No hard feelings – just
thanks and goodbye. There’s no promise of more work, but if you’ve done a good job,
you’ve added to what human resources people call your ‘employability’. You’ve en-
hanced your career prospects with another firm on a similar short-term basis.
C______________
In the past it was different. You worked hard, pleased an insufferable boss – you
had a job for life. True, you were little more than a wage slave, but if you stuck to the
dress code, played by the rules and made a few powerful friends along the way, you
could climb to the top of the corporate ladder by the age of fifty, take early retire-
ment at fifty-five and drop dead at fifty-six.
D______________
Then along came the ‘re-engineered’ 90s and changed all that. According to Jerry
Yoram Wind and Jeremy Main at the world-leading Wharton School of Management,
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big companies like AT&T “finally woke up in 1995 and said ‘Oh my goodness, we
have 40,000 people too many’.” Mass redundancies followed. In April 1997
Newsweek ran a cover story entitled ‘Corporate Killers, the Public is Scared as Hell’.
The killers were giants like General Electric and IBM. Now managers were kicked
out at forty-five and on the scrap heap at forty-six.
E______________
The tables have turned. The forty-three million jobs lost in the United States
alone since 1979 are more than compensated for by the 70.2 million jobs created in
the same period. Now it’s our employers who are afraid we’ll take our expertise
elsewhere. With so many job opportunities, severe skills shortages in many indus-
tries, fewer barriers to entrepreneurship and easier access to start-up capital, we’ve
never been so empowered. Never mind the corporation. What about me?
F______________
In a study carried out for Management Today by RHI Management Resources,
sixty-seven per cent of managers put a job for life at the bottom of their list of priori-
ties. Amongst the under-35s the figure was seventy-seven per cent. Ninety-one per
cent of those younger managers said career development was the responsibility of the
individual. Fifty-five per cent of them wanted to retire at fifty-five or younger. All of
them wanted the flexibility to work from home or even telecommute. All of them said
they would dump their present company in an instant if they were offered something
‘sexier’ by another employer.
G______________
Mark Albion, founding partner of You & Co., and co-founder of Students for Re-
sponsible Business, approves of this new opportunism. “You learn where you fit in by
not fitting in,” he says. “You learn what you want to do by doing what you don’t want to
do. If you’re offered a ‘big’ job, take it. You might love it. But you might not find it as
satisfying as you’d hoped, and it will be a jumping-off point for what you really want to
do.” His simple message seems to be: “Don’t get really good at something you don’t
want to do.” And remember to get a life along the way. For, as comedian, Lily Tomlin
once put it: “The trouble with the rat race is that even if you win, you’re still a rat”.
IV. Assignments
1. From the list of headings below choose the most suitable heading for each
paragraph.
Telecommuters
The Corporate Ladder
Employability
The Rat Race
Hired Guns
Empowerment
Re-engineering
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2. Skim through the article focusing on the italicized words and phrases and
translate them into Russian.
3. What do these numbers refer to?
500; 50; 55; 40,000; 70.2 million; 67; 91.
4. Which of the following viewpoints support the opinions expressed in the
article? Compare your answers with a partner. Which opinion do you most
agree with?
a) “To make a living is no longer enough. Work also has to make a life.”
Peter Drucker, management guru
b) “In the past we said to employees, ‘Do as you’re told and you have a job for
life.’ Then we betrayed them.”
AT&T manager
c) “No longer can one expect to sell 100,000 hours of one’s life to an organiza-
tion.”
Charles Handy, business writer and thinker
d) “Ambitious young people should be reasonably patient and hold the success of
the company as more important than their own success.”
Sir John Egan, British executive
5. Translate into English.
1. Большие организации могут иметь менеджеров различного уровня, вклю-
чая топ менеджеров, менеджеров среднего звена и менеджеров низшего звена.
2. Топ менеджеры ответственны за всю организацию и обычно участвуют в
решении стратегических и концептуальных вопросов.
3. Топ менеджеры руководят менеджерами среднего звена, которые ответ-
ственны за главную функцию или отдел.
4. Менеджеры среднего звена руководят менеджерами низшего звена, от-
ветственными за управление ежедневными действиями группы рабочих.
5. Имеются различные типы менеджеров на одних и тех же уровнях в орга-
низации.
6. Функциональный менеджер отвечает за главную функцию, например:
маркетинг, продажи, финансы, и т. д.
7. Управление – ответственная и трудная работа. Во всех типах организаций
организаторская эффективность зависит от прямых персональных отношений
менеджера.
8. Примеры планирования – стратегическое планирование, планирование
бизнеса, планирование проекта, планирование кадрового обеспечения, плани-
рование рекламирования и продвижения товаров.
9. Менеджеры часто делегируют полномочия. Делегирование означает, что
служащие на более низких уровнях в иерархии компании могут использовать
свою инициативу и принимать решения, не спрашивая у менеджера.
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V. Discussion
1. Select any group of which you are a member (your company, your family, or a
club or organization, for example). Explain how planning, organizing, leading, and
controlling are practiced in that group.
2. Identify managers by level and area at your school, college, or university.
3. In what kind of company would the technical skills of top managers be more
important than human relations or conceptual skills? Are there organizations in which
conceptual skills are not important?
4. What differences might you expect to find in the corporate cultures of a 100-
year-old manufacturing firm based in the Northeast and a 1-year-old e-commerce
firm based in Silicon Valley?
VI. Grammar study: Modals
See page 66 of the grammar guide.
1. Look at a-f below. Which of the words in italics:
1. Says that something is a possibility? _____
2. Suggests that something is a good idea? _____
3. Describes an ability? _____
4. Describes a responsibility? _____
5. Tell us that something is essential? _____
6. Says something isn’t necessary? _____
a. You don’t need to worry about your competitors.
b. Brands must have USPs.
c. Managers have to know how to position their band in relation to the competi-
tion.
d. Managers should relate the brand’s values in a meaningful way.
e. A brand manager can keep the brand healthy.
f. This may mean changing your message.
2. Which of the words in italics in 1 above could these expressions replace?
1 is able to _____
2 don’t have to _____
3 might / could _____
4 ought to _____
3. Rephrase the parts of 1-6 in italics using one of the modals in 1 and 2.
1. It’s a good idea for us to target younger people too.
2. Our logo is fine the way it is. It’s unnecessary for us to change it.
3. It’s near the end of its life cycle; there’s a chance that we have to stop production.
4. It’s a top priority that we come up with a fresh new slogan.
5. Will the new agency know how to rescue the brand’s image?
6. Her job involves analysing sales figures and motivating the sales team.
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