Учебная программа (стр. 4 )

II. 1.inefficient; 2. irregular; 3. dishonest; 4. unexpected; 5. illogical; 6. impossible; 7. disconnected; 8. unknown; 9. inexperienced; 10. incapable.

III. 1. Not only have I read the book, but have seen the film made on the novel.

2. In vain did they try to persuade him to join them.

3. Hardly had I come home when there was a telephone call.

4. Never has he thought that I will ever find out the truth.

5. No sooner had they unpacked the suitcase than Jack came.

IV. 1. casual; 2. catch up; 3. diverted; 4. on time; 5. feedback; 6. constraint; 7. for the time being

V. 1. to take up; 2. content; 3. to keep a record; 4. to log; 5. precious; 6. to catch on; 7. to be linked; 8. to divert; 9. luncheon; 10. to emphasize.

VI. 1. have out; 2. make out; 3. stood out; 4. point out; 5. cut out.

VII. 1. – c; 2. – a; 3. – b; 4. – b; 5. – a; 6. – b; 7. – b; 8. – a; 9. – c; 10. – a.

Вопросы и задания для самопроверки и промежуточного контроля находятся в разделах самоконтроля базового учебника Guy Brook-Hart ‘Business Benchmark’, Cambridge University Press, 2010.

3. Образец заданий для устного экзамена:

А) вопросы общего характера:

·  Where do you live? / Where do you come from? What do you like about living there?

·  Where would you prefer to live? Why is that?

·  Do you have any hobbies?

·  Could you tell me about...?

·  Which hobby would you like to spend more time on?

·  What sort of job do you do?

·  Can you tell me a bit about your work?

·  What opportunities are there for working in this country / abroad?

·  What is it about your job that you enjoy?

·  What aspects of your work are you not so keen on?

·  What qualifications do you need to do a job such as yours?

·  What skills are important for your sort of work?

·  What do you see yourself doing in a few years’ time?

·  Do you have any particular ambitions or hopes for the future?

В) пример проблемной деловой ситуации на английском языке (объемом 300-400 слов), для проведения анализа проблемы и обсуждения путей решения проблемы с партнером по дискуссии.

The training budget

Situation

You work for Ipswich Union, a large insurance company with its head office in Ipswich, a town in the east of England. Of the 400 employees at head office, over half work in the claims department and nearly 100 work in sales and marketing. The other departments are much smaller: the personnel department and the finance department each employ about 30 people, and the communications department and the international department each employ about 20 people.

The main activity in an insurance company is of course to sell policies, and then to deal with claims. This is why three-quarters of the staff at Ipswich Union are involved in these activities. Your company recently installed a new computer network in your offices: every employee has a micro-computer on their desk, and all the processes of drawing up policies and dealing with claims are computerized. All the departments can use the network for their type of work (accounting, billing, payslips, etc.) and everyone has access to the electronic mail system.

Because many of your customers travel abroad, you have more and more contact with foreign countries, particularly in Europe. In addition, your company has decided to expand its activities into Europe and has recently signed agreements with a German and an Italian firm, who are going to market your health and life insurance policies in their countries. The company is hoping to sign similar agreements with firms in several other European countries.

You are meeting today to discuss the training budget for next year. The company spends a generous 560Io of turnover on training. Most managers agree that this is generous but necessary; where you have more difficulty agreeing is how to share out this budget. You each have a list showing how the budget was allocated for this year’s training.

You must decide:

• whether money allocated for training this year has been well spent

• what training should be done next year

• if any new courses should be added to the list

• how many people in each department should benefit from each training course

• what percentage of the budget should be spent on each item

John Crowther-Alwyn ‘Business Roles’, ‘The Training Budget’, CUP, 1997

3. УЧЕБНО-МЕТОДИЧЕСКОЕ И МАТЕРИАЛЬНО-ТЕХНИЧЕСКОЕ ОБЕСПЕЧЕНИЕ

1. Литература

Основной учебник

Guy Brook-Hart ‘Business Benchmark’ Elementary / Intermediate - Upper-Intermediate, Student’s Book, Cambridge University Press, 2010

Дополнительная литература

1.  Guy Brook-Hart ‘Business Benchmark’ Elementary / Intermediate - Upper-Intermediate, Personal Study Book, Cambridge University Press, 2010

2.  Paul Emmerson ‘Essential Business Grammar Builder’, Macmillan, 2008

3.  Bill Mascull ‘Business Vocabulary in Use’ Intermediate, Second Edition, Cambridge University Press, 2010

2. Рекомендации по использованию Интернет-ресурсов и других электронных информационных источников:

www. english. ru

www.

www.

www.

www.

www. businessenglishlexis. site

www.

www. bbc. co. uk

www.

www. bloomberg. co. uk

www.

www.

www. homeenglish. ru

www. intelligent-business. org

www.

www. world-english. org

www. cambridge. org

www.

www.

3. Перечень рекомендуемых обучающих, справочно-информационных, контролирующих и прочих компьютерных программ, используемых при изучении дисциплины:

1. Bill Mascull ‘Business Vocabulary in Use’ Intermediate, Second Edition, CD-ROM, Cambridge University Press, 2010

2. Guy Brook-Hart ‘Business Benchmark’ Elementary – Intermediate – Upper-Intermediate Audio-CD, Cambridge University Press, 2010

3. Paul Emmerson ‘Business Grammar Builder’ Audio-CD, Macmillan, 2008

4. Paul Emmerson ‘Essential Business Grammar Builder’ Audio-CD, Macmillan, 2008

5. John Allison, Paul Emmerson ‘The Business’ Intermediate DVD-ROM, Macmillan, 2009

6. Christine Johnson ‘Intelligent Business’ Intermediate Skills Book CD-ROM, Longman, 2008

7. ‘Dictionary of Contemporary English’, DVD, Longman, 2009

8. ‘Longman Business English Dictionary’ CD-ROM, Longman, 2010

9. ‘Interactive Business English Dictionary’ CD-ROM, Longman, 2009

Список литературы

1.  Guy Brook-Hart ‘Business Benchmark’ Elementary / Intermediate - Upper-Intermediate, Student’s Book, Cambridge University Press, 2010

2.  Paul Emmerson ‘Essential Business Grammar Builder’, Macmillan, 2008

3.  Bill Mascull ‘Business Vocabulary in Use’ Intermediate, Second Edition, Cambridge University Press, 2010

4.  P. Strutt ‘Market Leader, Business Grammar and Usage’, Longman, 2008

5.  Guy Brook-Hart ‘Business Benchmark’ Elementary / Intermediate - Upper-Intermediate, Personal Study Book, Cambridge University Press, 2010

6.  Paul Emmerson ‘Business Grammar Builder’, Macmillan, 2008

7.  Erica J Williams ‘Presentations in English’, Macmillan Education, 2008

8.  John Allison, Paul Emmerson ‘The Business’ Intermediate, Macmillan, 2009

9.  Cherry Chappel ‘How to write Better Letters’, Penguin 2006

10.  Paul Emmerson ‘Email English’, Macmillan, Oxford 2007

11.  Shirley Taylor ‘ Model Business Letters, E-mails and other Business Documents’, Pearson Education Book, 2007

12.  Paul Bodine ‘Perfect phrases for letters of recommendation’, McGrawHill, 2009

13.  Ron Fry ‘101 Great Resumes’, Course Technology, 2009

14.  Amos Julie-Ann ‘Pass that job interview’, United Kingdom, 2009

15.  Whiteling Ian ‘Start Your Own Business’, Crimson Publishing, 2010

16.  ‘Practice Tests ВЕС-Preliminary’/ Past Papers, или ‘Practice Tests ВЕС-Vantage’/ Past Papers, различных издательств (Cambridge University Press, Oxford, Macmillan)

17.  учебно-методическое пособие по английскому языку «Деловые ситуации в финансовой сфере с системой заданий для обсуждения», Изд-во РЭА, 2009

18.  , «Сборник практических заданий и упражнений для обсуждения аудирования на английском языке в финансовой сфере», Изд-во РЭУ, 2011

19.  Barral I., Johnson C. Intelligent Business Skills Book, Pearson Longman, 2008

20.  Emmerson P. Business English Frameworks. Cambridge University Press, 2007

Программа «ДЕЛОВОЙ НЕМЕЦКИЙ ЯЗЫК»

1. ОРГАНИЗАЦИОННО-МЕТОДИЧЕСКИЙ РАЗДЕЛ

Данная программа предназначена для обучения слушателей, ранее изучавших немецкий язык и обладающих стартовым уровнем А1 (нижний) согласно классификации общеевропейских компетенций владения иностранным языком.

Цель дисциплины

Формирование у слушателей практических навыков устной речи на немецком языке по итогам обучения по направлению «Деловой иностранный язык». Основной целью курса является овладение слушателями коммуникативной компетенцией на уровне А1-А2 согласно классификации, принятой соответствующим комитетом Совета Европы (The Council of Europe's Common European Framework), которая позволит достаточно активно пользоваться иностранным языком в различных сферах делового общения в немецкоязычной среде, а также для самообразовательных и других целей.

Учебные задачи

Реализация основной цели обучения немецкому языку предполагает решение комплекса учебных задач, сформулированных в данной программе как конечные требования к уровню подготовки, а именно:

·  формирование немецкоязычных речевых умений устного общения, таких как умение принимать участие в беседе профессионального характера, выражать основной реестр коммуникативных намерений, владеть основными видами монологического высказывания, соблюдая правила речевого этикета, и понимать на слух монологическую и диалогическую речь в сферах бытовой и деловой коммуникации;