UNIT 1. Public Administration

УНИВЕРСИТЕТ»

Гуманитарный институт

 

 

Кафедра иностранных языков №1

 

АНГЛИЙСКИЙ ЯЗЫК

Методические указания

для практических занятий со студентами 2 курса, обучающимися по направлению 0801100.62 - «Государственное и муниципальное управление» (бакалавриат) очного и заочного формы обучения.

 

 

Составитель Г.Г. Нурпеисова,

ассистент кафедры ин.яз №1

 

Тюмень

ТюмГНГУ

Английский язык: метод. указ. для практических занятий со студентами 2 курса, обучающимися по направлению 0801100.62 «Государственное и муниципальное управление» (бакалавриат) очного и заочного формы обучения/ сост. Г.Г. Нурпеисова; Тюменский государственный нефтегазовый университет. - Тюмень: Издательский центр БИК ТюмНГУ 2013.- 32с.

 

 

Методические указания рассмотрены и рекомендованы к изданию на заседании кафедры иностранных языков №1.

«28» августа 2013 года, протокол №1

 

 

Аннотация

Методические указания предназначены для практических занятий со студентами 2 курса, обучающимися по направлению 0801100.62 – «Государственное и муниципальное управление» (бакалавриат) очного и заочного формы обучения.

Представленные методические указания включают в себя шесть тем и грамматические упражнения, соответствующие программе. Каждая тема содержит текст, снабженный словарем и ряд упражнений, направленных на активизацию тематического словаря, что помогает учащимся развить навыки устной и письменной английской речи, с целью формирования общекультурных и профессиональных компетенций.

Методические указания рассчитаны для аудиторной и самостоятельной работы студентов.

 

 

UNIT 1. Public Administration

“We hang the petty thieves and appoint

the great ones to public office.”
Aesop

WARMING UP

1. What is public administration? Have you ever been in contact with public administration?

2. What institutions are involved in public administration?

READING

1. Read and learn the following new words:

· public - государственный, общественный

· administration - управление

· administrator -управляющий, руководитель

· authoritative - официальный, влиятельный

· to implement - выполнять, осуществлять

· legitimate - законный

· policy – курс, стратегия, система, политика

· to defend - защищать

· bureaucracy - бюрократия

· diligence - дилижанс

· sophisticated - лишенный простоты, естественности

· petition - петиция, прошение

· judiciary – законный, судебный

· to disrupt - раздробить, разбить, разрушить

 

PUBLIC ADMINISTRATION

When people think about government, they think of elected officials. The attentive public knows these officials who live in the spotlight but not the public administrators who make governing possible; it generally gives them little thought unless it is to criticize “government bureaucrats.”

Yet we are in contact with public administration almost from the moment of birth, when registration requirements are met, and our earthly remains cannot be disposed of without final administrative certification. Our experiences with public administrators have become so extensive that our society may be labeled the “administered society”.

Various institutions are involved in public administration.

Much of the policy-making activities of public administration is done by large, specialized governmental agencies (micro-administration). Some of them are mostly involved with policy formulation, for example, the Parliament or Congress.

But to implement their decisions public administration also requires numerous profit and nonprofit agencies, banks and hospitals, district and city governments (macro-administration).

Thus, public administration may be defined as a complex political process involving the authoritative implementation of legitimated policy choices.

Public administration is not as showy as other kinds of politics. Much of its work is quiet, small scale, and specialized. Part of the administrative process is even kept secret. The anonymity of much public administration raises fears that government policies are made by people who are not accountable to citizens. Many fear that these so-called faceless bureaucrats subvert the intensions of elected officials. Others see administrators as mere cogs in the machinery of government.

But whether in the negative or positive sense, public administration is policy making. And whether close to the centers of power or at the street level in local agencies, public administrators are policy makers. They are the translators and tailors of government. If the elected officials are visible to the public, public administrators are the anonymous specialists. But without their knowledge, diligence, and creativity, government would be ineffective and inefficient.

Large-scale administrative organization has existed from early times. The ancient empires of Egypt, Persia, Greece, Rome, China, and later the Holy Roman Empire as well as recent colonial empires of Britain, Spain, Russia, Portugal, and France – they all organized and maintained political rule over wide areas and large populations by the use of quite a sophisticated administrative apparatus and more or less skilled administrative functionaries.

The personal nature of that rule was very great. Everything depended on the emperor. The emperor in turn had to rely on the personal loyalty of his subordinates, who maintained themselves by the personal support from their underlings, down to rank-and file personnel on the fringes of the empire. The emperor carried an enormous work load reading or listening to petitions, policy arguments, judicial claims, appeals for favors, and the like in an attempt to keep the vast imperial machine functioning. It was a system of favoritism and patronage.

In a system based on personal preferment, a change of emperor disrupted the entire arrangements of government. Those who had been in favor might now be out of favor. Weak rulers followed strong rulers, foolish monarchs succeeded wise monarchs – but all were dependent on the army, which supplied the continuity that enabled the empire to endure so long. In the absence of institutional, bureaucratic procedures, government moved from stability to near anarchy and back again.

Modern administrative system is based on objective norms (such as laws, rules and regulations) rather than on favoritism. It is a system of offices rather than officers. Loyalty is owed first of all to the state and the administrative organization. Members of the bureaucracy, or large, formal, complex organizations that appeared in the recent times, are chosen for their qualification rather than for their personal connections with powerful persons. When vacancies occur by death, resignation, or for other reasons, new qualified persons are selected according to clearly defined rules. Bureaucracy does not die when its members die.

 

2. What is the English for:

1) государственное управление 2) править, господствовать 3) требование, претензия 4) рядовые служащие 5) административная система 6) приводить в исполнение 7) преданность подчиненных
8) мелкий чиновник

3. Match the words to their definitions:

1) registration 2) government 3) bureaucrat 4) administrator 5) legitimate, adj 6) official, n 7) empire

a) an official who works in a bureaucracy, especially one who you think follows rules and procedures too strictly; b) the departments, ministries, and committees that carry out the decisions of the political leaders of a country; c) the recording of something such as a person’s name or the details of an event in an official list; d) this person helps to organize and supervise the way that a country, company, or institution functions; e) a number of nations that are controlled by one country; f) a person who holds a position of authority in an organization; g) allowed or justified by law;

 

4. Now read the text for detailed information to complete the following sentences and develop the idea:

1) We are in contact with … almost from the moment of birth.

2) Public administration is said to be not ….

3) Public administrators are the anonymous specialists, who ….

4) Whether in the negative or positive sense, public administration is ….

5) The ancient and recent colonial empires ….

6) The emperor carried an enormous work load ….

7) Modern administrative system is based on ….

5. Read the text again for understanding its main points and answer the questions given below:

1) What is public administration?

2) What institutions and agencies are involved in public administration?

3) What institutions are involved with policy formulation?

4) What are public administrators?

5) What is the difference between macro-administration and micro-administration?

6) What changes could a change of emperor lead to in a system based on personal preferment?

7) What are modern administrative systems based on?

 

6. Translate into English:

1) Анонимность государственного управления вызывает у многих опасения, что государственная стратегия будет вырабатываться людьми, не подотчетными гражданам.

2) При смене императора, разрушался весь государственный механизм, и люди, которые были в почете, могли оказаться в немилости.

3) При современной системе государственного управления государственные служащие назначаются согласно их квалификации, а не по личным связям с влиятельными людьми.

4) Государственное правление зависело от императора, которому, в свою очередь, приходилось полагаться на преданность подчиненных.

5) Император выполнял огромную работу – читал и слушал ходатайства, разбирал судебные иски и просьбы о помиловании.

 

COMMUNICATION

8. Comment on the statements:

1. "Modern administrative system is a system of offices rather than officers".

2. "Public administrators are the translators and tailors of government".

 

9. Speak on the following problems:

1. Personal preferment and objective norms in a public administrative system.

2. Public administration as policy making.

 

GRAMMAR

ACTIVE and PASSIVE VOICE

Tenses	Active Voice	Passive Voice
Simple Tenses	V0, Vs, V2(ed), Shall, will +V0	Be + V3
Continuous tenses	Be + Ving	Be being + V3
Perfect Tenses	Have + V3	Have been + V3

UNIT 2. MANAGEMENT

“ It does not matter how slowly you go

so long as you do not stop”

(Confucius)

WARMING UP

1. Who do you manage and how?

2. Who manages you and why?

 

READING

1. Read and learn the following new words:

· management - менеджмент

· team - коллектив, команда, группа

· position - должность (позиция)

· planning - планирование

· staffing - подбор и расстановка кадров

· supervision - инструктирование, надзор и контроль

· objective - задача

· goal - цель

· course of action - курс действий

· human resources - человеческие ресурсы

· personal expectation - самооценка с точки зрения перспектив

· restrain - ограничение

· to be in charge (of) - нести ответственность

· to evaluate - оценивать

· to attain - достигать

· to allocate - выделять, распределять (ресурсы)

· to guide - наставлять, ориентировать

· to revise - пересматривать с целью улучшить

· managerial - управленческий

· regardless of - несмотря на

 

Management.

There is a statement: "Management is getting work done through people." Most of achievements in any society take place because groups of people get involved in joint effort. Almost everyone is, was, or someday will be a manager, i.e. the person who coordinates human, information, physical, and financial resources of an organization. In order to perform their functions adequately, managers need interpersonal, organizational, and technical skills.

Management is a team of managers who are in charge of the organization at different levels. Regardless of the specific job, most managers perform five basic functions:

• Planning

• Organizing

• Staffing

• Directing

• Controlling.

Planning involves determining overall company objectives and deciding how these goals can best be achieved. Managers consider alternative plans before choosing a specific course of action at all managerial levels. Planning is listed the first management function because the others depend on it. However, even as managers move on to perform other functions, planning continues as goals and alternatives are further evaluated and revised.

Organizing, the second management function, is putting the plan into action. Organizing involves allocating resources, especially human resources, so that the objectives can be attained; creating new positions and determining responsibilities. Staffing, i.e. choosing the right person for the right job, is also, a part of the organizing function.

Fourth is the day-to-day direction and supervision of employees. In directing, managers guide, teach, and motivate people so that they reach their potential abilities, and at the same time achieve the company goals set in the planning stage.

At last managets controll and evaluate how well overall company__

objectives are being met. If there are any problems and objectives are not being met, changes need to be made in the company's organizational, or managerial, structure. In making changes, managers might have to go back and replan, reorganize, and redirect. Effective managers achieve the goals of the company through a successful combination of planning, organizing, staffing, directing, and controlling.

Personal business management is a one-semester course for the high school students. Its purpose is to provide students with a variety of tools necessary to meet future needs — making career decisions, managing money, providing economic security, managing credit, and keeping up to date with technology. It is useful for all the students for better understanding and adaptating to the financial world they will enter. A student examines his or her societal and personal expectations, needs and wants, controls and restraints both for the present and future. The emphasis is made on decision-making skills, planning and analysis. The informed person is better able to draw maximum benefit and is well-adjusted to the social, economic, and technological changes.

3. Match the words on the left with the correct synonyms on the right.

1. managerial a) general

2. strategy b) responsibility

3. be in charge of c) achieve

4. duty d) stage

5. attain e) set up

6. establish f) be responsible for

7. phase g) course of action

8. overall h) organizational

4. Match the words from the text with their definitions.

1. motivate a) secretary who provides special help to

a manager or director

2. direction b) to set aside or distribute for a specific

purpose

3. move on c) to continue to the next phase

4. allocate d) to direct the behavior of employees toward

company goals

5. position e) instruction and supervision of some course

of action

6. objective f) a choise or option

7. alternative g) a statement derived from an organization`s

goals

8. personal assistant h) a job within a company or organization

 

5. Translate the following sentences:

1. Руководители ежедневно следят за работой подчиненных, учат и мотивируют их работать лучше.

2. Каждый из нас когда-либо выполнял, выполняет или будет выполнять функции руководителя.

3. Есть мнение, что менеджмент – это искусство выполнять работу силами разных людей.

4. Менеджер должен уметь работать с людьми.

5. Руководство составляет коллектив руководителей.

6. Подбор и расстановку людей можно рассматривать как часть организационной функции.

7. Основные функции любого руководителя- это планирование, организация работы, подбор и расстановка человеческих ресурсов и контроль за выполнением работы.

 

Check up your memory.

1. What is management?

2. What are managerial goals/tasks?

3. Why is planning the first managerial function?

4. What kind of skills must a manager have?

5. Is it necessary to introduce this subject in Russia?

 

COMMUNICATION

Role-play

Roles: a manager, an employee.

A manager of a sales department instructs a new employee in serving customers. The employee promises to do his/her best.

 

GRAMMAR

MODAL VERBS

Модальные глаголы выражают не действие, а отношение говорящего к действию или состоянию, выраженному инфинитивом.

1. Can (могу, умею) – could (past) обозначает физическую возможность или умение выполнить действие.

E.g. He can speak English. -Он умеет говорить на Английском языке.

2. May (можно, возможно) – might (past) выражает разрешение, позволение совершить какое-нибудь действие.

E.g. You may take my book. – Вы можете взять мою книгу.

3. Must (должен) – выражает долженствование.

E.g. I must do it now. – Я должен сделать это сейчас.

 

Модальные глаголы имеют следующие особенности:

· Не имеют формы инфинитива;

· Не имеют окончания «s» в 3-м лице ед.ч. в Present Simple;

· Инфинитив после них употребляется без частицы «to»;

· Вопросительную и отрицательную форму образуют без вспомогательного глаголов.

 

Translate the sentences.

1. Я не могу найти свои часы.- Может быть, вы оставили их на работе?

2. Мне пришлось прочесть массу книг, когда я готовилась к докладу.

3. Не беспокойтесь, я смогу прийти.

4. Я должна купить торт сегодня.

5. Вы можете показать мне свою фотографию?

6. Мы должны поддерживать контакт друг с другом.

7. Вам следовало бы послушать его и попытаться не беспокоиться об этом.

 

UNIT 3. EMPLOYMENT

“Success doesn`t come to you…

you go to it”

Marva Collins

WARMING UP

In your opinion, which factors below are important for getting a job?

Choose the seven most important. Is there anything missing from the list?

Think about some other factors.

age appearance astrological sign contacts and connections experience family hobbies intelligence personality qualifications sickness blood group

READING

1. Read and learn the following new words:

· cover letter(BE), letter of application(AE) сопроводительное письмо

· employee - служащий

· employer - работодатель

· CV=Curriculum Vitae (BE), resume(AE) - автобиография

· application form – заявление, анкета

· applicant - претендент

· personnel/human resource department – отдел кадров

· personnel/human resource manager – руководитель отдела кадров

· post/appointment/position - должность

· to work full-time – работать полный рабочий день

· to work part-time – работать неполный рабочий день

· first time job seeker – впервые устраивающийся на работу

· background – образование и опыт работы

· to work by shifts – работать посменно

· to be self-employed – работать «на себя»

· reference - рекомендация

· marital status – семейное положение

· to hold a post/fill a position – занимать должность

· to offer a job – предлагать работу

· to tailor a particular position –претендовать на конкретную должность

· qualified/skilled - квалифицированный

· supervisory - руководящий

 

Employment Documents

The purpose of any education or training is further employment. Finding employment takes hard work in itself; so does finding a better position once employed. A wide variety of skills is required for almost any job, anything from taking instructions to giving them, from being supervised to supervising. Often what makes a prospective applicant stand out is the attitude that comes through in the cover letter.

A cover letter/ letter of application is necessary in the following situations: (a) when answering a specific ad from the newspaper, (b) when writing to a specific person whose name you got from someone else, and (c) when writing to a specific company that you feel is a good place for you to get a job. The letter has one main objective: to interest the employer in your qualifications so you will get an interview. It should accompany either a CV/ resume or a completed application form.

A letter of application should be prepared very carefully. It can decide whether an employer will pass it to the personnel department with the note, "This looks worth a follow-up," or will quietly drop it into the nearest wastebasket. Employers receive many letters and cannot pay attention to all of them; if you want yours to "set you apart," or to attract attention, observe the following rules.

1. Whenever possible, address your letter by name to the appropriate person in the company.

2. Use standard-size, good-quality white bond paper.

3. Type the letter or have it typed. Make sure there are no errors!

4. Be very careful with spelling and punctuation.

5. Be brief — your letter should take up no more than a page. Businesslike letters will receive more attention. Three paragraphs is an ideal length.

6. In your first paragraph, mention the job you are applying for and where you saw it advertised. If you are not applying for a specific job, identify yourself, mention who referred you, if anyone, and why you are applying to this company.

7. In the second paragraph, state (a) why you think you are qualified for this job; (b) what contribution you can make to this company;

and (c) any related work experience. If in the past you worked for a good company, it is important to mention that. Tell how many years of experience you have and add that you are enclosing a resume. Mention your most outstanding qualification as stated on the enclosed resume.

8. The closing paragraph should ask for an interview and say where and when you can be reached. You may suggest that you will phone for an interview. Make sure you telephone the company within a week after mailing the letter.

9. Keep a copy of every letter you sent.

The purpose of mailing any letter of application and resume is being granted an interview. If you are lucky, remember the following things. What we do is often more important that what we say. The way we dress, the way we walk, the way we sit and where we sit, the way we look or don't look at other people, how early or late we are — these things, which are all elements of nonverbal communication, are responsible for over 60 percent of the impression we make on other people. Keep in mind that the employer is not only considering the way you speak, but is looking at you as a whole. Don't underestimate the importance of qualities other than job skills, which you can bring to the job: maturity and life experience, responsibility, willingness to learn new things, willingness to work hard, ability to adapt to difficult situations, initiative, pride in your work, dependability, creativity, or the ability to work in an organized way. These are qualities to emphasize.

When you leave an interview, thank the interviewer for his or her time and consideration. Ask when you will be notified of the company's decision. Most companies will inform you within two weeks. If you have not received an answer after a reasonable amount of time, follow up with a letter or telephone call.

Of course, you may decide on the basis of your interview that you do not want the job. If you are offered the job, ask for a day or two to consider the offer and then inform the interviewer what you have decided. Never accept a job and then fail to show up. Keep in mind that employers in the same field often know each other. Unprofessional behavior with one employer could cause you trouble with another employer.

.

Check up your memory.

1. Why is it difficult to find a good job?

2. What qualities are of value among employers?

3. How should cover letters be prepared?

4. What personal qualities should one emphasize during the interview?

 

COMMUNICATION

Make up a dialogue on the basis of the following situation.

You are the first time job seeker. You are interviewed by an employer of a company.

GRAMMAR

PARTICIPIAL I, II

Participle I (Present Participle) – причастие настоящего времени:

Залог	Active Voice	Passive Voice
Переходные Глаголы
Indefinite	Sending 1. посылающий 2. посылая	Being sent 1. посылаемый 2. будучи посылаемым
Perfect	Having sent послав	Having been sent когда (так как) послали
Непереходные глаголы
Indefinite	Coming 1. приходящий 2. приходя	-
Perfect	Having come придя	-

 

Participle II (Past Participle) – причастие прошедшего времени:

sent 1. отсылаемый, отосланный 2. когда (так как) отослали

 

UNIT 4. LEADERSHIP

“We all work together as a team. And

that means you do everything I say.”

Michael Caine, British film actor

 

WARMING UP.

1. Which modern or historical leaders do you most admire?

2. What makes a great leader? Write down a list of characteristics.

3. What is the difference between a manager and a leader?

 

READING

1. Read and learn the following new words:

· leadership style - стиль руководства

· behavior pattern - модель поведения

· attitude to - отношение к

· order - приказ, заказ, порядок

· authoritarian -авторитарный, властный

· autocracy -автократия, автократический стиль управления

· autocrat - автократ, диктатор

· to rely on -полагаться на

· to revise one`s view -пересматривать взгляды

· to reverse - отменять

· objection - возражение

· equality -равенство

· rival- соперник, конкурент

· assembly line - сборочная линия, конвейер

· manufacturing supervision - производственный контроль

Leadership Styles

A style of leadership is the way people manage business and other organizations. It is characterized both by the actions aimed at operating a company and by a leader's behaviour at work, his or her attitude to employees and peers. All leaders and managers are different people, they have different characters, background, experience. But all of them follow these or those ideas of managing businesses or organizations, this or that manner of leadership accepted in a society.

Traditionally, experts distinguish two styles of leader­ship: autocratic and democratic.

The autocratic style is based on the absolute authority of the person who heads a company. It is a style of management in which the leader makes decisions and gives orders without consulting with other people.

Autocratic leaders are not interested in other people's ideas and opinions. They don't believe in their subordinates' creative abilities and professional skills. Autocrats don't trust anyone, they only rely on themselves. That's why they never ask other people's advice and take decisions independently. Autocratic leaders are usually self-confident and tough. They don't like to admit their mistakes, revise their views or reverse their decisions. Autocrats hate objections. They are often unjust to their subordinates. People don't like to work under such leaders.

The democratic style is based on the principles of equality and equal opportunities for all. It is a style of management in which all the staff are involved in making decisions.

Democratic leaders encourage people to express their ideas and opinions. They develop and stimulate their subordinates' creative abilities and skills. Talented and experienced workers help the chief to take important decisions. Democratic leaders consult with their team and value people's opinions. They reward their supporters. Democratic leaders are ready to admit their mistakes and take a new, correct decision. They are friendly. They understand employees and are ready to help them. De­mocratic leaders create a favourable atmosphere at work. People like to work under such leaders.

In textbooks on management, experts oppose Henry Ford to Alfred P. Sloane Jr. Both were great leaders in automobile industry. They were rivals, and their leadership styles were different.

Henry Ford (1863-1947) was a legendary American businessman and engineer. He started making cars in 1896 and founded the Ford Motor Company in 1903. He developed the idea of the assembly line, and the company produced a lot of cars. Ford designed the famous model T Ford, which made him one of the richest and most famous people in the USA. It was the first popular, cheap car, and many people bought it. All the cars were black and he refused to change the colour. Ford used to say, «Any colour you choose so long as it's black». The company workers made 5 dollars a week — it was high pay at that time.

Henry Ford was a classic autocrat. He maintained strict discipline. He gave orders, and his workers obeyed. Ford fired his employees if they disagreed with him. For many years the company continued to produce the same black car, as Ford didn't want to change anything. That's why finally, the company lost its leading position on the US market.

Alfred P. Sloane Jr. was President of General Motors. He was a democratic leader. First the company was not successful. But Sloane introduced a new system of mana­gement, and business become profitable. The President created a strong management team and delegated responsibilities to the team members. His supporters were involved in making decisions. He worked out an effective system of manufacturing supervision and work control. General Motors won its competition with the Ford Motor Company.

Old leaders were mostly authoritarian. Autocratic leadership worked during difficult periods of war and economic depression. At present management has become more democratic.

Check up your memory.

1. What is a style of leadership?

2. What is the traditional classification of leadership styles?

3. What is the autocratic style of leadership?

4. What is the democratic style of leadership?

5. What was Henry Ford famous for?

6. What kind of leader was Alfred P. Sloane?

 

6. Prepare the retelling of the text.

 

COMMUNICATION

Work in pairs. Discuss if your friends can be efficient leaders. Use the model and list of words below.

Model. A: What is John like? Can he lead people?

Strong, tough, bossy, self-confident, friendly, kind, mild, hard-working, lazy, clever, stupid, a natural leader, creative, capable, communicative, sociable, honest.

B: He has a strong character. He is bossy. He will be a tough leader, I think. What about Ann?

 

 

GRAMMAR

THE INFINITIVE and GERUND

1. Complete the sentences with to before the infinitive where necessary.

1. I like … swim.

2. She made me … repeat my words several times.

3. I would rather … stay at home today.

4. You wanted … speak to Nick, but could not …find his telephone number.

5. It is time … get up.

6. Let me …help you.

7. They wanted … cross the river

 

2. Translate the sentences .

1. Training of salespeople is done primarily in the national market.

2. On defining these two essential elements of selling, the firm must try to overcome this handicap, especially in countries where selling has low status.

3. The licensee's or distributor's sales force is important in making the quality of sales force a major criterion in choosing the distributor.

4. On contributing expertise in every aspect of sales force management — recruitment, selection, training, motivation, compensation and evaluation, — they serve as the clearinghouse between domestic and foreign operations, and among the foreign markets themselves.

UNIT 5. Decision-Making

“Every solution breeds new problems”

Jim Rohn

WARMING UP.

1. Look at the heading of the text and predict the contents of it.

2. Name some words and phrases you know related to the problem under discussion.

 

READING

1. Read and learn the following words:

· ramification – разветвление

· judgement – судебное разбирательство, процесс

· to weigh – взвешивать, оценивать

· to betray – изменять, предавать

· inaction - бездействие

· to expiry – угасать, истечь (о спорах)

· desperate - безнадежный

· aware - знающий

· to explore – исследовать, рассматривать

· to reduce – ослаблять, понижать

· relevance – значимость, существенность

· to anticipate – ждать, предчувствовать

 

COMMUNICATION

Make up situations using the following words and word combinations:

1) to make decisions 2) to have ramification 3) to weigh pros and cons 4) to be betrayed by fate 5) to ignore problems

6) to anticipate the outcomes

 

GRAMMAR

SEQUENCE OF TENSES

THE COMPLEX SENTENCES

UNIT 6. MONEY

“Money talks they say. All ever said to

me was ‘Goodbye’.”

Gary Grant (1904-1986), American film

Star

 

WARMING UP

1. Do you know where your money really goes?

2. Does every person need a budget?

 

READING

BUDGETING

What is a budget? It's a spending plan. The main parts of the plan are income and expenses. The money we earn is income. The things we spend money on are expenses. For a budget to work, expenses cannot be more than income.

Starting Out

Before you start a budget, you need to know your net income. That's the amount of money you actually get. For example, your salary may be $300 a week. But your paycheck is less than that. Items such as taxes and insurance are taken out, or deducted. If you have a paycheck, study it to see what was taken out. Knowing your net income is pretty easy. The hard part is figuring out what your expenses are. It helps to write a list. Put the necessary costs first. List food, rent or mortgage (mortgage: rights to a piece of real estate in return for a loan to be paid) payments, electricity, gas, and telephone. Then add bus or train fare, car payments, clothing costs, and school and book fees. Also add any other expenses. You may find it helpful to list these costs on a chart. Use headings like 'Food,' 'Clothing,' 'Rent,' and 'Transportation.' You might list movies, concerts, and rental tapes under 'Entertainment.' What you spend in restaurants can go under 'Food' or 'Entertainment.' List things wherever they make sense to you.

Getting It Together

How will you get information about your spending? Some of it will be easy to figure out. Other costs may be harder to gather. You get receipts for most things you buy. Save those receipts. If you have a charge account, the statements can help you. Now is the time to begin your record keeping. At the end of each day, write down what you have spent. Keep track of your expenses for a month. This will give you a

good idea of where the money goes. You may be quite surprised.

Eating in restaurants and buying snacks may be costing you a lot. A few items of new clothing might add up to hundreds of dollars. But that doesn't mean you should stop eating out or shopping. It may mean only that you have to spend more carefully.

Some expenses, like car insurance, come only once or twice a year. You may want to figure out what it comes to for each month. That will help you plan a monthly budget. If you seem to run short of money every month, a budget could be the answer to your problems. Keeping records may sound like a lot of work. It is, but it's time well spent. And it's not a chore you must do forever. Once you see where your money goes, you can control your spending.

Looking Ahead

This is a good time to think about the future, too. Perhaps you're planning to buy a car or a house. You may need money for future schooling or vacations. These things are costly. You need to put money away to pay for them. Have you heard the old saying 'Save for a rainy day'? It's not really about weather. It's about being prepared. Something might happen – good or bad – for which you haven't planned. That's a reason to have savings. Try to save some money from each paycheck. Put it in a savings bank or other safe place.

Belt Tightening

What if you find that you spend more than you earn? Then you had better look hard at your spending. Look for ways to cut back. Use food expenses as an example. Maybe you can eat in restaurants less often. Maybe you can cook meals from scratch instead of buying prepared foods. Try to become a more careful shopper. Watch for special sales. Perhaps an item costs less one week. Buying enough for a month will save you money. Budgeting isn't easy. It's hard to change your spending habits. But remember, the money you don't spend can be put to good use. You can spend it on that 'rainy day' and on a wonderful future!

 

3. Match the words and their definitions:

to run out to observe

to figure out light meal

to deduct to come to an end

to keep track a routine job

snack to take away from a total

chore to discover, to determine

 

4. Give the definitions to the following words:

To make sense, to consider, a bill, income, net income, expenses,

rental tapes, to gather, to cut back, costly.

 

5. Translate the following words and expressions into Russian:

To list on a chart, paycheck, to look hard, to watch for, to save for a rainy day.

 

COMMUNICATION

GRAMMAR

SUBJUNCTIVE MOOD

CONDITIONAL SENTENCES

Translate the sentences.

1. Если бы вы тогда послушали моего совета, вы бы не были сейчас в таком затруднительном положении.

2. Вы бы много знали, если бы регулярно читали этот журнал.

3. Если бы я знал французский, я бы уже давно поговорил с ней.

4. Он так изменился! Если бы вы его встретили, вы бы его не узнали.

5. Жаль, что вы не читали такую прекрасную книгу.

 

3. Match the if-clauses with the correct main clauses.

if-clauses

1. If you have dreams,...

2. If I ever felt I had too much money,...

3. If I'd known that they were valuable antiques,...

4. If I didn't behave well,...

5. If I were single with no kids and no responsibilities,...

6. If I had to choose one sport I couldn't live without,...

Main clauses

a) I didn't get any pocket money.

b) it would have to be football.

c) I'd give it away to charity.

d) I'd take a year out and go travelling.

e) I would've kept them.

f) money makes them possible.

 

CONTENTS

UNIT I. PUBLIC ADMINISTRATION................................................ 3

Warming up............................................................................................. 3

Reading.................................................................................................... 3

Communication....................................................................................... 7

Grammar................................................................................................. 7

UNIT II. MANAGEMENT.................................................................... 7

Warming up............................................................................................. 8

Reading.................................................................................................... 8

Communication....................................................................................... 11

Grammar................................................................................................. 11

UNIT III. EMPLOYMENT................................................................... 12

Warming up............................................................................................. 12

Reading.................................................................................................... 12

Communication....................................................................................... 16

Grammar................................................................................................. 16

UNIT IV. LEADERSHIP....................................................................... 17

Warming up............................................................................................. 17

Reading.................................................................................................... 17

Communication....................................................................................... 20

Grammar................................................................................................. 20

UNIT V. DECISION-MAKING............................................................ 21

Warming up............................................................................................. 21

Reading.................................................................................................... 21

Communication....................................................................................... 26

Grammar................................................................................................. 26

UNIT VI. MONEY................................................................................. 26

Warming up............................................................................................. 26

Reading.................................................................................................... 26

Communication....................................................................................... 29

Grammar................................................................................................. 29

Литература............................................................................................. 30

 

Литература

1. Волегова О.А. Английский для бакалавров менеджмента. – Ростов-н/Д: Феникс, 2013 г.

2. Лещева Л.М. English for Public Administration Students.-M: Изд-во Экзамен, 2008.

3. Качалова К.Н., Израилевич Е.Е. Практическая грамматика английского языка.-М.:ТОО “Юнвес”,2009.

 

Appendix 1

Критерии оценивания чтения

отлично «5»	хорошо «4»	удовлетворительно «3»
студенты бегло ориентируются в тексте, игнорируя незнакомые слова; умеют извлекать необходимую информацию; с легкостью догадываются о значении отдельных слов с опорой на языковую и контекстуальную догадку; работают по ключевым словам и фразам. Высокий уровень понимания текста и скорость работы. Чтение плавное, выразительное, быстрое, без ошибок.	студенты хорошо ориентируются в тексте; испытывают небольшие затруднения при извлечении необходимой информации; не всегда догадываются о значении отдельных слов с опорой на языковую и контекстуальную догадку; не точно определяют ключевые слова и фразы. Хороший уровень понимания текста и скорость работы. Чтение плавное, выразительное, быстрое, с незначительным количеством ошибок.	студенты неплохо ориентируются в тексте; испытывают затруднения при извлечении необходимой информации; редко догадываются о значении отдельных слов с опорой на языковую и контекстуальную догадку; испытывают трудности с определением ключевых слов. Пытаются досконально понять текст. Средний уровень понимания текста и скорость работы. Чтение прерывистое, не выразительное, медленное, с многочисленными ошибками.

Английский язык

 

Методические указания для практических занятий

 

 

Составитель

Нурпеисова Гуляйза Галиолловна,

ассистент кафедры ин.яз №1

 

 

Отв. редактор: к.т.н., доцент Е.Л. Ржевская

 

Редактор В.К. Бородина

Компьютерная верстка Т .И. Рощин

 

Подписано в печать ………. Формат 60x90 1/16. Усл.печ.л. 2.

Тираж 35 экз. Заказ №……..

 

Библиотечно-издательский комплекс

федерального государственного бюджетного образовательного

учреждения высшего профессионального образования

«Тюменский государственный нефтегазовый университет».

625000, Тюмень, ул. Володарского,38

 

Типография библиотечно-издательского комплекса

625039,Тюмень, ул. Киевская,52

 

УНИВЕРСИТЕТ»

Гуманитарный институт

 

 

Кафедра иностранных языков №1

 

АНГЛИЙСКИЙ ЯЗЫК

Методические указания

для практических занятий со студентами 2 курса, обучающимися по направлению 0801100.62 - «Государственное и муниципальное управление» (бакалавриат) очного и заочного формы обучения.

 

 

Составитель Г.Г. Нурпеисова,

ассистент кафедры ин.яз №1

 

Тюмень

ТюмГНГУ

Английский язык: метод. указ. для практических занятий со студентами 2 курса, обучающимися по направлению 0801100.62 «Государственное и муниципальное управление» (бакалавриат) очного и заочного формы обучения/ сост. Г.Г. Нурпеисова; Тюменский государственный нефтегазовый университет. - Тюмень: Издательский центр БИК ТюмНГУ 2013.- 32с.

 

 

Методические указания рассмотрены и рекомендованы к изданию на заседании кафедры иностранных языков №1.

«28» августа 2013 года, протокол №1

 

 

Аннотация

Методические указания предназначены для практических занятий со студентами 2 курса, обучающимися по направлению 0801100.62 – «Государственное и муниципальное управление» (бакалавриат) очного и заочного формы обучения.

Представленные методические указания включают в себя шесть тем и грамматические упражнения, соответствующие программе. Каждая тема содержит текст, снабженный словарем и ряд упражнений, направленных на активизацию тематического словаря, что помогает учащимся развить навыки устной и письменной английской речи, с целью формирования общекультурных и профессиональных компетенций.

Методические указания рассчитаны для аудиторной и самостоятельной работы студентов.

 

 

UNIT 1. Public Administration

“We hang the petty thieves and appoint

the great ones to public office.”
Aesop

WARMING UP

1. What is public administration? Have you ever been in contact with public administration?

2. What institutions are involved in public administration?

READING

1. Read and learn the following new words:

· public - государственный, общественный

· administration - управление

· administrator -управляющий, руководитель

· authoritative - официальный, влиятельный

· to implement - выполнять, осуществлять

· legitimate - законный

· policy – курс, стратегия, система, политика

· to defend - защищать

· bureaucracy - бюрократия

· diligence - дилижанс

· sophisticated - лишенный простоты, естественности

· petition - петиция, прошение

· judiciary – законный, судебный

· to disrupt - раздробить, разбить, разрушить

 

PUBLIC ADMINISTRATION

When people think about government, they think of elected officials. The attentive public knows these officials who live in the spotlight but not the public administrators who make governing possible; it generally gives them little thought unless it is to criticize “government bureaucrats.”

Yet we are in contact with public administration almost from the moment of birth, when registration requirements are met, and our earthly remains cannot be disposed of without final administrative certification. Our experiences with public administrators have become so extensive that our society may be labeled the “administered society”.

Various institutions are involved in public administration.

Much of the policy-making activities of public administration is done by large, specialized governmental agencies (micro-administration). Some of them are mostly involved with policy formulation, for example, the Parliament or Congress.

But to implement their decisions public administration also requires numerous profit and nonprofit agencies, banks and hospitals, district and city governments (macro-administration).

Thus, public administration may be defined as a complex political process involving the authoritat