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МІНІСТЕРСТВО ОСВІТИ І НАУКИ, МОЛОДІ ТА СПОРТУ УКРАЇНИ
КИЇВСЬКИЙ НАЦІОНАЛЬНИЙ УНІВЕРСИТЕТ ТЕХНОЛОГІЙ ТА ДИЗАЙНУ
Кузякіна М.Л., Горлатова О.М.
АНГЛІЙСЬКА МОВА
Методичні вказівки
з англійської мови для студентів 3-4 курсів,
напрям підготовки «Побутове обслуговування»
Київ, 2012
УДК 808.2 (07)
Англійська мова: Методичні вказівки з англійської мови для студентів 3-4 курсів, напрям підготовки 6.140102 «Побутове обслуговування». // Упор. Кузякіна М.Л., Горлатова О.М. – Київ: КНУТД, 2012. – 50 с.
Дані методичні вказівки призначені для аудиторної роботи студентів 3-4 курсів за напрямом підготовки «Побутове обслуговування».
Метою методичних вказівок є формування у студентів загальні та професійно орієнтовані комунікативні мовленнєві компетенції (лінгвістичну, соціолінгвістичну і прагматичну) для забезпечення їхнього ефективного спілкування в академічному та професійному середовищі.
Оскільки студент ОКР бакалавр повинен бути здатним ефективно спілкуватися англійською мовою у професійному середовищі, завдання методичних вказівок підібрані таким чином, що навчати:
Отже, методичні вказівки складаються з п’яти модулів, зміст яких надає студентам можливість розвивати мовну компетенцію і стратегії, які їм необхідні для ефективної участі в процесі навчання й у тих ситуаціях професійного спілкування, в яких вони можуть опинитися.
CONTENT
|
MODULE 1 |
Management |
4 |
|
MODULE 2 |
Top management |
22 |
|
MODULE 3 |
Goal-setting |
35 |
|
MODULE 4 |
Areas of household services |
48 |
|
1. |
SPA management |
48 |
|
2. |
Dry-cleaning service |
62 |
|
MODULE 5 |
Setting up a business in household service industry |
72 |
|
1. |
Cleaning services |
72 |
|
2. |
Pet sitting industry |
82 |
|
MODULE 6 |
Career plans |
92 |
|
1. |
My resume: I am a service manager |
92 |
MODULE 1 Management
1. Read the text and answer the question:
What does term ‘management’ mean?
What’s Management?
Management is the process of working with and through others to achieve organizational objectives in a changing environment. Ventral to this process is the effective and efficient use of limited resources.
Five components of this definition require closer examination: 1) working with and through others, 2) achieving organizational objectives, 3) balancing effectiveness and efficiency, 4) making the most of limited resources, and 5) coping with a changing environment.
Working With and Through Others. Management is, above all else, a social process. Many collective purposes bring individuals together – building cars, providing emergency health care, publishing books and so on. But in all cases, managers are responsible for getting things done by working with and through others.
Achieving Organizational Objectives. An objective is a target to be strived for and, one hopes, attained. Like individuals, organizations are usually more successful when their activities are guided by challenging, yet achievable, objectives. From an individual perspective, scheduling a course load becomes more systematic and efficient when a student sets an objective, such as graduating with a specific degree by a given date. Although personal objectives are typically within the reach of individual effort, organizational objectives or goals always require collective action. Organizational objectives serve as measuring sticks for performance. Without organizational objectives, the management process, like a trip without a specific destination, would be aimless and wasteful.
Balancing Effectiveness and Efficiency. Distinguishing between effectiveness and efficiency is much more than an exercise in semantics. The relation between these two terms is important, and it presents managers with a never-ending dilemma. Effectiveness entails promptly achieving a stated objective. Swinging a sledgehammer against the wall, for example, would be an effective way to kill a bothersome fly. But given the reality of limited resources, effectiveness alone is not enough. Efficiency enters the picture when the resources required to achieve an objective are weighed against what was actually accomplished. The more favorable the ratio of benefits to costs, the greater the efficiency. Although a sledgehammer is an effective tool for killing flies, it is highly inefficient when the wasted effort and smashed walls are taken into consideration. A fly swatter is both an effective and an efficient tool for killing a single housefly.
Managers are responsible for balancing effectiveness and efficiency. Too much emphasis in either direction leads to mismanagement. On the one hand, managers must be effective, although those who waste resources in the process flirt with bankruptcy. On the other hand, managers need to be efficient by containing costs as much as possible and conserving limited resources. But managers who are too stingy with resources may not get the job done.
Making the Most of Limited Resources. We live in a word of scarcity. Those who are concerned with such matters worry not only about running out of nonrenewable energy and material resources but also about the lopsided use of those resources.
Because of their common focus on resources, economics and management are closely related. Economics is the study of how limited resources are distributed among alternative uses. In productive organizations, managers are the trustees of limited resources, and it is their job to see that the basic factors of production – land, labor, and capital – are used efficiently as well as effectively. Managers could be called “applied economics”.
Coping With a Changing Environment. Successful managers are the ones who anticipate and adjust to changing circumstances rather than being passively swept along or caught unprepared. Employers today are hiring managers who can take unfamiliar situations in stride. Business Week recently served up this amusing but challenging profile of tomorrow’s managers: “the next generation of corporate leaders will need the charm of a debutante, the flexibility of a gymnast, and the quickness of a panther. A few foreign languages and a keen understanding of technology won’t be hurt either”. Also in the mix are a sense of humor, passion, and the ability to make fast decisions.
2. What are the main components of the definition of “Management”?
3. Reorder the letters in the underlined words to complete the sentences.
Example: Management is the process of planning, organizing, leading and controlling. AMNEGTEMNA
4. Look at the following lists of positions and organizations and answer the questions below. Then in groups compare your answers.
POSITION ORGANIZATION
Manager A famous pop music group
Head of research and development An oil company
Supervisor (on an assembly line) A car company
General manager A fashion business
Vice-chancellor A university
Chairman A multinational company
5. Read the text and answer the questions:
Our society is made up of all kinds of organizations, such as companies, government departments, unions, hospitals, schools, libraries and the like. They are essential to our existence, helping to create our standard of living and our quality of life. In all these organizations there are people carrying out the work of a manager although they do not have that title. The vice-chancellor of a university, the president of a student’s union or a chief librarian are all managers. They have a responsibility to use the resources of their organization effectively and economically to achieve its objectives.
Are there are certain activities common to all managers? Can we define the task of a manager? A French industrialist, Henri Fayol, wrote in 1916 a classic definition of the manager’s role. He said that to manage is ‘to forecast and plan, to organize, to command, to coordinate and to control’. This definition is still accepted by many people today, though some writers on management have modified Fayol’s description. Instead of talking about command, they say a manager must motivate or direct and lead other workers.
Henri Fayol’s definition of a manager’s functions is useful. However, in most companies, the activities of a manager depend on the level at which he/she is working. Top managers, such as the chairman and directors, will be more involved in long range planning, policy making, and the relations of the company with the outside world. They will be making decisions on the future of the company, the sort of product lines it should develop, how it should face up to the competition, whether it should diversify etc. these strategic decisions are part of the planning function mentioned by Fayol.
On the other hand, middle management and supervisors are generally making the day-to-day decisions which help an organization to run efficiently and smoothly. They must respond to the pressures of the job, which may mean dealing with an unhappy customer, chasing up suppliers, meeting an urgent order or sorting out a technical problem. Managers at this level spend a great deal of time communicating, coordinating and making decisions affecting the daily operation of their organization.
An interesting modern view on managers is supplied by an American writer, Mr. Peter Drucker. He has spelled out what managers do. In his opinion, managers perform five basic operations. Firstly, managers set objectives. They decide what these should be and how the organization can achieve them. For this task, they need analytical ability. Secondly, managers organize. They must decide how the resources of the company are to be used, how the work is to be classified and divided. Furthermore, they must select people for the jobs to be done. For this, they not only need analytical ability but also understanding of human beings. Their third task is to motivate and communicate effectively. They must be able to get people to work as a team, and to be as productive as possible. To dot his, they will be communicating effectively with all levels of the organization – their superiors, colleagues, and subordinates. To succeed in this task, managers need social skills. The fourth activity is measurement. Having set targets and standards, managers have to measure the performance of the organization, and of its staff, in relation to those targets. Measuring requires analytical ability. Finally, Peter Drucker says that managers develop people, including themselves. They help to make people more productive, and to grow as human beings. They make them bigger and richer persons.
In Peter Drucker’s view, successful managers are not necessarily people who are liked or who get on well with others. They are people who command the respect of workers, and who set high standards. Good managers need to be geniuses but must bring character to the job. They are people of integrity, who will look for that quality in others.
6. Find words or phrases in the text which mean the same as the following:
7. Managers set objectives. What is an objective? Give examples of objectives in sales, production and personnel managers might set.
8. Complete the following sentences using suitable words or phrases below.
Managing director, director, senior executive, middle manager, junior executive, supervisor, superior, subordinate, colleague, staff, employee, work-force
9. Complete the following sentences with the correct word or phrase (a, b, c, or d).
10. Complete the following sentences using suitable forms of the verbs below.
Sort out, spell out, sell out, make out, buy out, sound out, bring out, carry out, turn out, pull out.
Listening
11. Nigel Nicholson is Professor of Organizational Behaviour at the London Business School. Listen to the first part of the interview and complete the notes, using up to three words each time.
Managers of people.
12. Listen to the second part of the interview. Decide which statement best summarizes Nigel’s view of the changes in the way people behave at work.
13. Listen to the third part of the interview. Decide whether these statements are true or false.
14. In pairs, discuss what advice would you give to a foreign manager who is going to manage staff in your country.
15. You are a manager attending an exhibition of office equipment. In the hospitality lounge you start talking to some other business people who are at the exhibition. Working in groups of two or three, improvise a conversation similar to the one in the dialogue below. Before start the conversation read the following.
|
Introducing yourself |
||
|
First speaker How do you do? My name’s Brian Robinson. |
Second speaker How do you do? I’m Joan Knight. |
|
|
Formal |
Hello. Let me introduce myself. I’m Brian Robinson. |
How do you do? Pleased to meet you. |
|
Informal |
Hello. I’m Brian Robinson. Hi! I’m Brian Robinson. |
Oh hello. I’m Joan Knight. Oh hello. Joan Knight. |
|
Giving details about your organization |
||
|
I’m with the Palmer Reece Group. I work for Kitchen Interiors. We make/manufacture/sell/deal in –electrical products -fitted kitchens. My company is based in……. Our head office is in……. I have been with the company for five years. I have worked for the company for five years. We have branch offices/subsidiaries in ……. We have got a work-force of ……. |
BRIAN How do you do? My name is Brian Robinson.
JOAN How do you do? I am Joan Knight.
BRIAN Who do you work for then?
JOAN I am with the Palmer Reece Group. You may have heard of us. We design and manufacture electronic equipment. I am the Finance Manager.
BRIAN I see.
JOAN How about you?
BRIAN I work for a firm of kitchen designers. Kitchen Interiors, we are called. We install fitted kitchens, mostly in private houses. I am Area Sales Manager.
JOAN That is interesting. Where are you based?
BRIAN Our head office is in Colchester. We have got branch offices all over the country. Where is your head office?
JOAN We are in the Midlands. In Leicester, actually. But I work in our London office. Have you been with your company long?
BRIAN Fairly long. I have worked for them for five years now. Before that, I was a salesman for a department store. I must say, I prefer what I am doing now. You get out and meet all kinds of people. And I enjoy all the driving too. Your company’s pretty big, isn’t it?
JOAN Mm. I’d say so. Our turnover is almost £50m. And we have got a work-force of over 1,000. Yes, we are big.
BRIAN My firm’s much smaller. Our turnover is roundabout £5.
JOAN How about staff?
BRIAN Oh, about seventy or eighty people – full-time staff, that is. We are a private company, by the way. Still family-owned. But I reckon we’ll go public in a few year’s time.
JOAN Really? Your firm must be doing well. We are a public company, of course. We have been for the last thirty years.
BRIAN Ah, I thought I’d noticed you firm’s name when I was looking at the share process recently in the newspaper.
|
Curriculum Vitae Personal details Name: Jim Collier Date of birth: 21-10-50 Address: 18 Acacia Drive Marital status: divorced Cheadle Hulme Nationality: American Manchester Education Qualification Establishment Dates Diploma in Business Los Angeles Adult Training College 1973-74 Administration Work Experience Position Company Dates Formula One mechanic Lotus Racing Team 1969-70 Formula One driver McClaren Racing Team 1970-73 Sales Representative Houseman Automobiles 1976-78 (car dealers) Sales Manager Houseman Automobiles 1978-80 Assistant Production Vauxhall Motors UK 1981-84 Manager Head of Production Vauxhall Motors UK 1985- Control |
|
Extract from psychologist’s report on Jim Collier |
|
Mr. Collier is a man of very high intelligence. He is creative, imaginative, and good at problem-solving. When put under pressure, he kept cool and showed a sense of humour. Although he appears to be calm and cheerful, he is an emotional person. He is deeply dissatisfied with his personal life. He is still upset and shaken by the breakdown of his marriage to his English wife. Note: during interview it came out that he had been expelled from two schools for indiscipline. |
|
Extract from interviewing team’s notes on Jim Collier |
|
Super-confident – at times almost aggressive; extremely ambitious – wants to have own car manufacturing company one day; frank and outspoken in opinions; believes that ‘winning is the only thing that matters in life’; seemed to be a relaxed, calm personality; but admitted he could ‘blow his top’ if people did not do their job properly; in a letter of reference, a previous employer suggested he was ‘charming, but could be very moody when he did not get what he wanted – not an easy person to work with’. |
|
Curriculum Vitae Surname Wheeler Age 42 First Names Bernard Martin Marital status married Dependants three children Address 229 Station Road Solihull Warwickshire Tel. 056 456 11 511 (home) 021 656222 (work) Education M.A. in Engineering from Cambridge University 1968 Post-graduate Diploma in Management from 1979 The London School of Economics. Work History Executive in research and Development Department, 1968-70 Philips (electrical appliances) Production trainee, Volkswagen (Birmingham) 1971-73 Production Supervisor, Volkswagen (Birmingham) 1974-78 Project Coordinator in Volkswagen/Nissan 1978-82 joint-venture project in Tokyo and Birmingham Assistant Works manager, Volkswagen (Birmingham) 1982- |
|
Extract from psychologist’s report on Bernard Wheeler |
|
Mr. Wheeler has above-average intelligence. He is a logical person, with good powers of reasoning. He has planned his life carefully and knows where he is going. He is not particularly creative. When put under pressure, he became ill-at-ease, and finally lost his temper. He is devoted to his family. As he says, ‘they come before everything’. He is serious, with no apparent sense of humour. Perhaps this is because he was an only child, and his parents separated when he was young. |
|
Extract from interviewing team’s notes on Bernard Wheeler |
|
Gave long, thoughtful replies; knew a great deal about Victor-well prepared for interview; a patient man, polite but did not take to him very much – not particularly likeable, but showed strength of character; wishes to leave Volkswagen because of personality clash with his Works manager; when questioned on this he said, ‘I prefer not to discuss the matter’; main ambition: to become a company director; in letters of reference, described as ‘efficient’, ‘dependable’ and ‘self-reliant’. |
16. You see the following advertisement in a national newspaper. Write a suitable letter in reply to it and enclose your CV.
|
VICTOR MOTOR COMPANY ARE YOU INTERESTED IN A CAREER IN THE MOTOR INDUSTRY Owing to the expansion of our UK operations, we have the following vacancies: Area Sales Manager (S.W. England) Publicity Officer Sales Representatives (Scotland and Wales) Accounts Executives Production Controller We offer competitive salaries and fringe benefits such as company cars, pension schemes, profit-sharing and generous relocation allowances. Write to us saying what position you are interested in and why we should employ you. Include your CV and current remuneration details. David Jenkins, Chief Personnal Officer, Victor Motor Company, victor House, 117 High Street, Maybury, Surrey, KT365NB |
Passive Voice
The passive voice is less usual than the active voice. The active voice is the "normal" voice. But sometimes we need the passive voice. In this lesson we look at how to construct the passive voice, when to use it and how to conjugate it.
The structure of the passive voice is very simple:
subject + auxiliary verb (be) + main verb (past participle)
The main verb is always in its past participle form.
Look at these examples:
|
subject |
auxiliary verb (to be) |
|
main verb (past participle) |
|
|
Water |
is |
|
drunk |
by everyone. |
|
100 people |
are |
|
employed |
by this company. |
|
I |
am |
|
paid |
in euro. |
|
We |
are |
not |
paid |
in dollars. |
|
Are |
they |
|
paid |
in yen? |
We use the passive when:
|
|
subject |
verb |
object |
|
give importance to active object (President Kennedy) |
President Kennedy |
was killed |
by Lee Harvey Oswald. |
|
active subject unknown |
My wallet |
has been stolen. |
? |
Note that we always use by to introduce the passive object (Fish are eaten by cats).
Look at this sentence:
Normally we use by to introduce the passive object. But the gun is not the active subject. The gun did not kill him. He was killed by somebody with a gun. In the active voice, it would be: Somebody killed him with a gun. The gun is the instrument. Somebody is the "agent" or "doer".
We can form the passive in any tense. In fact, conjugation of verbs in the passive tense is rather easy, as the main verb is always in past participle form and the auxiliary verb is always be. To form the required tense, we conjugate the auxiliary verb. So, for example:
Here are some examples with most of the possible tenses:
|
infinitive |
to be washed |
|
|
simple |
present |
It is washed. |
|
past |
It was washed. |
|
|
future |
It will be washed. |
|
|
conditional |
It would be washed. |
|
|
continuous |
present |
It is being washed. |
|
past |
It was being washed. |
|
|
future |
It will be being washed. |
|
|
conditional |
It would be being washed. |
|
|
perfect simple |
present |
It has been washed. |
|
past |
It had been washed. |
|
|
future |
It will have been washed. |
|
|
conditional |
It would have been washed. |
|
|
perfect continuous |
present |
It has been being washed. |
|
past |
It had been being washed. |
|
|
future |
It will have been being washed. |
|
|
conditional |
It would have been being washed. |
17. Choose the right variant.
1. The company …, when he left it.
a) was divided b) is divided
c) has been divided d) had been divided
2. A new plant … currently …
a) was being built b) is being built
c) has been built d) is build
3. Losses can …, if the documents …
a) be avoided, are signed b) is avoided, are signed
c) be avoided, will be signed d) be avoided, was signed
4. Great profit … only once in the past five years.
a) was being got b) has been got
c) was got d) had been got
5. If I … to do it, I don’t think I’d agree.
a) am ask b) will be asked
c) shall be asked d) am asked
6.The goods … next month.
a) were send b) will be send
c) have been sent d) will be sent
7. We couldn’t … that the firm was going to be taken over.
a) to be informed b) be informed
c) have been informed d) be informt
8. If he …, he … a good job.
a) is chosen, will be offered b) will be chosen, will be offered
c) is choosed, will be offered d) chose, would be offered
18. Choose the right variant.
1. We ... by a loud noise during the night.
a) woke up b) are woken up
c) were woken up d) were waking up
2. A new supermarket is going to ... next year.
a) build b) be built c) be building d) building
3. There’s somebody walking behind us. I think ... .
a) we are following b) we are being following
c) we are followed d) we are being followed
4. ‘Where ...?’ ‘In London’.
a) were you born b) are you born c) have you been born d) did you born
5. There was a fight at the party, but nobody ... .
a) was hurt b) were hurt c) hurt
6. Jane ... to phone me last night, but she didn’t.
a) supposed b) is supposed c) was supposed
7. Where ...? Which hairdresser did you go to?
a) did you cut your hair b) have you cut your hair
c) did you have cut your hair d) did you have your hair cut
8. ... during the storm.
a) They were collapsed the fence b) The fence was collapsed
c) They collapsed the fence d) The fence collapsed
9. The new computer system ... next month.
a) is being installed by people b) is be installed
c) is being installed d) is been installed
10. The children ... to the zoo.
a) were enjoyed taken b) enjoyed being taken
c) were enjoyed taking d) enjoyed taking
11. ... chair the meeting.
a) John was decided to b) There was decided that John should
c) It was decided that John should d) John had been decided to
12. This car is not going ... in the race.
a) to drive b) to be drive c) to driven d) to be driven
13. Will these clothes ... by Saturday?
a) make b) made c) be make d) be made
14. The mice ... the cheese.
a) have eaten b) have been eaten c) has eaten d) has been eaten
15. When a student I ... to the discos every Friday night.
a) used to go b) are used to go c) use to go d) were used to go
16. Neither Jim nor Jack ... there.
a) was invited b) was been invited c) were invited d) were been invited
17. Your food ... .
a) is still being prepared b) has still been prepared
c) is being prepare d) will prepare yet
18. Their engagement ... in the local paper.
a) was announced b) has been announcing
c) is being announced d) had announced
19. When ...?
a) has the letter posted b) has the letter been posted
c) was the letter posted d) did the letter post
20. After the volcanic eruption of 1957 the railway station ... .
a) destroyed completely b) was completely destroyed
c) has been destroyed d) has destroyed
MODULE 2 Top Management
1. Read the text and answer the question below:
Could Richard have avoided the situation he now finds himself in? If so, how?
Richard Thomas, a brilliant electronics engineer, left the company he had worked with for ten years in order to set up his own business. He felt there was a gap in the market for low-priced computer components.
Richard’s bank manager was impressed by his experience and by the business plan he presented. An overdraft facility of £25 000 was quickly arranged. This, together with Richard’s savings of £15 000 provided the start-up capital for the firm, Computex.
He began by hiring another person to help him develop the components. The two of them spent the next six months producing the type of products they felt the market needed. When they had built up a good supply of components, they set about trying to sell them. To Richard’s surprise, however, this proved very difficult. Many potential customers seemed to be suspicious of the low prices of the products. Why were they so much cheaper than those of more famous, well-established competitors, they wanted to know. Others customers clearly saw Richard’s company as a newcomer not to be trusted – a cowboy outfit who would be here today and gone tomorrow.
It was over a year before Richard got his first order. By that time, he had an overdraft of £40 000 and no money to make further supplies of components. He was spending all his time advertising the products, running round to meet customers and trying to persuade them to buy.
Three months later, a few large orders were received, but Richard realised that he would have to wait two months or so before being paid.
At that point, the bank manager lost confidence in the business. He informed Richard that he was calling in the overdraft. ‘Give me some time to look around for more capital’, Richard said. ‘All right, I’ll give you a month, but no more,’ was the bank manager’s reply.
After rushing around and talking to a lot of people, Richard received firm offers from two venture capital companies. The first was prepared to invest £200 000 in return for an 80% share of Richard’s business; the second was willing to put up £250 000 for a 90% share.
This was the situation facing Richard Thomas 15 months after he had set up his high-technology enterprise.
2. Consider the high-technology company “Computex” and note down some of its strengths, weaknesses, opportunities and threats.
|
Strengths |
Weaknesses |
Opportunities |
Threats |
|
1 |
1 |
1 |
1 |
|
2 |
2 |
2 |
2 |
|
3 |
3 |
3 |
3 |
|
4 |
4 |
4 |
4 |
3. Read the text and number the following ideas 1-8, depending on the order in which they appear in the text.
The top management of a company have certain unique responsibilities. One of their key tasks is to make major decisions affecting the future of the organization. These strategic decisions determine where the company is going how it will get there. For example, top management must decide which markets to enter and which to pull out of; how expansion is to be financed; whether new products will be developed within the organization or acquired by buying other companies. These and other such decisions shape a company’s future.
Before doing any kind of strategic planning, the management must be sure of one thing. They must decide what is the mission and purpose of their business. They also need to decide what it should be in the future. In other words, they must know why the business exists and what its main purpose is. Deciding the mission and purpose is the foundation of any planning exercise.
Two examples will make this point clear – one British, the other American. Most have heard of Marks and Spencer, one of the biggest and most successful retailers in the world. Michael Spencer opened his first penny bazaar in 1884, in Leeds, England. Ten years later there were nice market stores, and Marks had taken into partnership Tom Spencer, the cashier of one of his suppliers. In 1926 Marks and Spencer became a public company. At that point, they could have rested on their laurels! However, around that time, they developed a clear idea of Marks and Spencer’s mission and purpose. Their later success was founded on this idea. They decided that the company was in business to provide goods of excellent quality, at reasonable prices, to customers from the working and middle classes. Providing value of money was their mission and purpose. One of the strategies they used was to concentrate on selling clothing and textiles. Later on, food products were added as a major line of business.
The second example concerns the American Telephone and Telegraph Company. They decided on their mission some 60 or so years ago. The head of the organization at that time, Theodore Vail, realized that a privately-owned telephone and telegraphic company might easily be nationalized. If the company did not perform well, the public would call for its nationalization. To avoid this fate, it had to give efficient service to its customers. Vail and his colleagues decided that giving service would be the mission and purpose of the organization. This became the overall objective of the company, and has remained so ever since.
Having decided on its mission and purpose, an organization will have worked out certain more specific objectives. For example, a car firm may have the objective of producing and marketing new models of cars in the medium-price range. Another objective may be to increase its market share by 10% in the next 5 years. As soon as it has established its more specific, medium-term objectives, the company can draw up a corporate plan. Its purpose is to indicate the strategies the management will use to achieve its objectives.
However, before deciding strategies, the planners have to look at the company’s present performance, and at any external factors which might affect its future. To do this, it carries out an analysis, sometimes called SWOT analysis (strengths, weaknesses, opportunities and threats). First, the organization examines its current performance, assessing its strengths and weaknesses. It looks at performance indicators like market share, sales revenue, output and productivity. It also examines its resources – financial, human, products and facilities. For example, a department store chain may have stores in good locations – a strength – but sales revenue per employee may be low – a weakness. Next, the company looks at external factors, from the point of view of opportunities and threats. It is trying to assess technological, social, economic and political trends in the markets where it is competing. It also examines the activities of competitors. The department store chain, for example, may see the opportunity to increase profits by providing financial services to customers. On the other hand, increasing competition may be a threat to its very existence.
Having completed the SWOT analysis, the company can now evaluate its objectives and perhaps work out new ones. They will ask themselves questions such as: Are we producing the right products? What growth rate should we aim at in the next 5 years? Which new markets should we break into?
The remaining task is to develop appropriate strategies to achieve the objectives. The organization decides what actions it will take and how it will provide the resources to support those actions. One strategy may be to build a new factory to increase production capacity. To finance this, the company may develop another strategy, the issuing of new shares to the public.
Company planning and strategic decision-making are key activities of top management. Once they have been carried out, objectives and targets can be set at lower levels in the organization.
Vocabulary
4. Complete the following sentences using suitable items from the box below.
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Product range, sales revenue, growth-rate, product-line, market share, production capacity, resources, productivity |
5. Complete the following passage with the correct form of the words below.
Strategy, right, venture, personnel, finance, skill, planning, drawback, expertise, set up, delegate, innovative, trust, segment
The problems of small high-tech firms have attracted a lot of attention recently. Research shows that many of these firms are …….(1) by talented, creative scientists. Their owners have no trouble coming up with …….(2) products but they often can’t build on their early success.
One reason for this is they do not have much management …….(3). Therefore, they are unable to develop the …….(4) which are necessary for their company’s growth. They are in a rush to develop products, and do not think enough about how to market them. When they do try to sell their products, they spend too much time trying to gain the …….(5) of potential customers. Another mistake they make is to underprice their products so that they have …….(6) for future development.
Once the firms begin to grow, their owners underestimate the future costs of developing and marketing new products. Lack of financial …….(7) is a major weakness of such companies. It is difficult for the high-tech firm to attract the right …….(8) because it can not offer the same job security as a large organization.
The high-tech firm can get around some of these problems by developing a specialist image. It can aim at a particular …….(9) of the market. Customers then start seeking out the firm, so its marketing costs are reduced. The only …….(10) is that it may take some time before customers accept the firm’s new technology.
As soon as the high-tech business has reached a certain size, it will be a good idea to bring in professional management. The founder of the firm can then …….(11) responsibility for activities like marketing and finance. If a high-tech firm needs money very badly, it may arrange a link-up with a larger company. It will offer that company exclusive …….(12) to its technology.
Enthusiasm, bright ideas, …….(13) capital and technology are not enough to ensure success. Basic management …….(14) – especially financial and marketing ones – are also vital.
6. Rewrite the following sentences without changing their meaning. Use the verbs or phrases in italics followed by the correct prepositions and make any other necessary changes.
E.g. We think you ought to change your pricing policy.
Suggest
We suggest changing your pricing policy.
(that) you change
(that) you should change
make a point
congratulate
insist
concentrate
Take pleasure
interested
wrong
think
depend
Succeed
Listening
7. Listen to the following conversation and complete the company profile below.
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Company Profile |
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Name of Company……. Industry Business Machines Profiles Most recent year Previous year £……. £……. Share value Present - 6 months -12 months …….pence …….pence …….pence Reasons for current success 1……. 2 launching high number of new products 3……. Latest Product Type:……. Brand Name:……. Price: £ ……. Components: computer, ……. Strengths: cheaper than competition, ……. |
8. Listen again and identify the phrases or expressions in the conversation which mean the same as the following:
____________________________________
____________________________________
____________________________________
_____________________________________
____________________________
9. Choose some companies or service organizations that you know well. Then, in each case, discuss:
Are all the businesses using the right strategies?
If not, what changes should they make?
10. Work individually or in groups of two or three. Give presentation of any organization you are familiar with. Try to point out its strengths, weaknesses, opportunities and threats (SWOT). Talk about its objectives and strategies, and say what you think its future prospects are.
11. Imagine that you are the Chief Executive of a chain of department stores in the USA (the Benson Group). Write a letter to the President of one of the biggest and most successful companies in the world ( Levinson Brothers) suggesting that Benson and Levinson Brothers should merge and form one group. Explain why you think the merger is desirable and how it would benefit both groups. Finally, invite Levinson Brother’s President to meet you to discuss your proposal.
Reported Speech
1) If the sentence starts in the present, there is no backshift of tenses in Reported speech.
Example: Susan: "I work in an office." Susan says that she works in an office.
2) If the sentence starts in the past, there is often backshift of tenses in Reported speech.
Example: Susan: "I work in an office."
Susan said that she worked in an office.
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Backshift of tenses |
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from |
to |
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Simple Present |
Simple Past |
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Simple Past |
Past Perfect |
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Present Perfect |
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Past Perfect |
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will |
would |
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Progressive forms |
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am/are/is |
was/were |
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was/were |
had been |
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has been |
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had been |
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Backshift of tenses |
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from |
to |
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Peter: "I work in the garden." |
Peter said that he worked in the garden. |
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Peter: "I worked in the garden." |
Peter said that he had worked in the garden. |
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Peter: "I have worked in the garden." |
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Peter: "I had worked in the garden." |
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Peter: "I will work in the garden." |
Peter said that he would work in the garden. |
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Peter: "I can work in the garden." |
Peter said that he could work in the garden. |
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Peter: "I may work in the garden." |
Peter said that he might work in the garden. |
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Peter: "I would work in the garden." |
Peter said that he would work in the garden. |
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Progressive forms |
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Peter: "I'm working in the garden." |
Peter said that he was working in the garden. |
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Peter: "I was working in the garden." |
Peter said that he had been working in the garden. |
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Peter: "I have been working in the garden." |
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Peter: "I had been working in the garden." |
If the sentence contains an expression of time, you must change it as well.
Peter: "I worked in the garden yesterday."
Peter said that he had worked in the garden the day before.
Shifting of expressions of time
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this (evening) |
that (evening) |
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today/this day |
that day |
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these (days) |
those (days) |
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now |
then |
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(a week) ago |
(a week) before |
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last weekend |
the weekend before / the previous weekend |
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here |
there |
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next (week) |
the following (week) |
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tomorrow |
the next/following day |
Note:
In some cases the backshift of tenses is not necessary, e.g. when statements are still true.
John: "My brother is at Leipzig university."
John said that his brother was at Leipzig university. or
John said that his brother is at Leipzig university.
or
Mandy: "The sun rises in the East."
Mandy said that the sun rose in the East. or
Mandy said that the sun rises in the East.
If you put a question into Reported speech there are some steps which are the same like in statements: (changing of the person, backshift of tenses, changing of expressions of time).
In Reported speech there is no question anymore, the sentence becomes a statement.
That's why the word order is: subject - verb
Question without question words (yes/no questions):
Peter: "Do you play football?" - Peter asked me whether (if) I played football.
Question with question words:
Peter: "When do you play football?" - Peter asked me when I played football.
If you put a command into Reported speech there are some steps which are the same like in statements: (changing of the person, backshift of tenses, changing of expressions of time).
The form is mostly: form of to tell + to + infinitive.
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Affirmative commands |
Negative commands |
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Father: "Do your homework." |
Teacher. "Don't talk to your neighbour." |
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Father told me to do my homework. |
The teacher told me not to talk to my neighbour. |
12. Finish the sentences using Reported speech. Always change the tense, although it is sometimes not necessary.
Example: Peter: "I clean the black shoes."
Peter told me that ____________________________
Answer: Peter told me that he cleaned the black shoes.
1) John: "Mandy is at home."
John said that ____________________________
2) Max: "Frank often reads a book."
Max told me that ____________________________
3) Susan: "I'm watching TV."
Susan said to me that ____________________________
4) Simon: "David was ill."
Simon said that ____________________________
5) Peggy: "The girls helped in the house."
Peggy told me that ____________________________
6) Richard: "I am going to ride a skateboard."
Richard said to me that ____________________________
7) Stephen and Claire: "We have cleaned the windows."
Stephen and Claire told me that ____________________________
8) Charles: "I didn't have time to do my homework."
Charles remarked that ____________________________
9) Mrs Jones: "My mother will be 50 years old."
Mrs Jones told me that ____________________________
10) Jean: "The boss must sign the letter."
Jean said that ____________________________
13. Finish the sentences using Reported speech. Always change the tense, although it is sometimes not necessary.
Example: Peter: "Clean the black shoes!"
Peter told me _________________________
Answer: Peter told me to clean the black shoes.
1) Andrew: "Clean the blue bike!"
Andrew told me _________________________
2) Jessica: "Write a text message!"
Jessica told me _________________________
3) Nelly: "Help Peter's sister!"
Nelly told me _________________________
4) Fred: "Wash your hands!"
Fred told me _________________________
5) Anna: "Open the window!"
Anna told me _________________________
6) Tom: "Come at 8!"
Tom told me _________________________
7) Teacher: "Do your homework!"
The teacher told me _________________________
8) Doris: "Dance with me!"
Doris told me _________________________
9) Sabine: "Meet Sandy at the station!"
Sabine told me _________________________
10) Victoria: "Check your e-mails!"
Victoria told me _________________________
14. Choose the right variant of converting Direct Speech into Indirect one:
1. Katherine: "I don’t like Japanese food." (You don’t believe her. She’s Japanese!)
a) Katherine said she doesn’t like Japanese food.
b) Katherine said she didn’t like Japanese food.
2. Brianna: "Do we have a test tomorrow?" (Brianna asked you this question this morning. You report it to your friend in the afternoon.)
a) Brianna wanted to know if we have a test tomorrow.
b) Brianna wanted to know if we had a test tomorrow.
3. Alexandra: "Sorry. I can’t play tennis. I’m too busy" (She said this last week.)
a) Alexandra said that she had been too busy and couldn’t play tennis.
b) Alexandra said that she was too busy and couldn’t play tennis.
4. Harry: "I didin’t do my homework." (He told you this 3 days ago.)
a) Harry said that he hadn’t done his homework.
b) Harry said that he didn’t do his homeowrk.
5. You: "Who’s taken my pencil?" (You said this in class yesterday, and report it to your friend today.)
a) I wanted to know who took my pencil.
b) I wanted to know who had taken my pencil.
6. Teacher: "You have a grammar test tomorrow." (Your teacher told you this last week.)
a) The teacher told us that we had a test the next day, but I forgot to study.
b) The teacher told us that we have a test tomorrow, but I forgot to study.
7. Dylan: "I played tennis yesterday." (Dylan tells you this today, and you report it to Mike today.)
a) Dylan said that he had played tennis the day before.
b) Dylan said that he played tennis yesterday.
c) Dylan said that he had played tennis yesterday.
8. Sarah: "I don’t like the new science teacher." (You report this a few weeks after hearing it, but you know it is still true.)
a) Sarah told me that she doesn’t like the science teacher.
b) Sarah told me that she didn’t like the science teacher.
9. Teacher: "Come here please." (The teacher says this to you in the classroom. You report it to your friend in the playground.)
a) The teacher told me to come here.
b) The teacher told me to go to him.
10. Sydney: "I’m playing tennis after work today. Do you want to play too?" (Your friend said this to you this morning.)
a) Sydney said she’s playing tennis after work today and asked if I wanted to play too.
b) Sydney said she was playing tennis after work today and asked if I want to play too.
c) Sydney said she’s playing tennis after work today and asked if I want to play too.
MODULE 3 Goal setting
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Modal Verb |
Substitute |
Example |
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must |
to have to |
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MODULE 4 ???????????????????????????
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1. Read the text and answer the question:
What does term “Spa” mean?
Spa - places devoted to overall well-being through a variety of professional services that encourage the renewal of mind, body and spirit.
The term spa is associated with water treatment which is also known as balneotherapy. Spa towns or spa resorts (including hot spring resorts) typically offer various health treatments. The belief in the curative powers of mineral waters goes back to prehistoric times. Such practices have been popular worldwide, but are especially widespread in Europe and Japan.
The term is derived from the name of the town of Spa, Belgium, whose name is known back to Roman times, when the location was called Aquae Spadanae.
Recent trends
By the late 1930s more than 2,000 hot- or cold-springs health resorts were operating in the United States. This number had diminished greatly by the 1950s and continued to decline in the following two decades. In recent past, spas in the U.S. emphasized dietary, exercise, or recreational programs more than traditional bathing activities.
Up until recently, the public bathing industry in the U.S. remained stagnant.[7] Nevertheless, in Europe, therapeutic baths have always been very popular, and remain so today. The same is true in Japan, where the traditional hot springs baths, known as onsen, always attracted plenty of visitors.
But also in the U.S., with the increasing focus on health and wellness, such treatments are again becoming popular.
2. Choose the service you use/would like to use regularly:
Spa treatment
A body treatment, spa treatment, or cosmetic treatment is non-medical procedure to help the health of the body. It is often performed at a resort, destination spa, day spa, beauty salon or school.
Typical treatments include:
3. Match the terms with their definitions:
4. What are the career prospects in Spa industry? Read and compare your answer.
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Working in a spa is not reserved for therapists alone, and there are many roles within the management side to the business. Each spa needs a receptionist to take calls and bookings, and to welcome clients as they arrive. The spa manager is sometimes a senior therapist, but if often a person trained in business management rather than therapies and treatments.
Large hotel spas, resort spas, and even some busy day spas also employ staff to manage sales and marketing for the business, and to manage the business operations, especially when there are a number of staff to manage and organise.
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5. Read the text and define the role of a spa manager:
Aoibheanna Bonner, the spa manager at ???????????? spa, Edinburgh, tells all.
"Basically the spa manager oversees absolutely everything to do with running a spa business, starting with selecting the right team. Managers spend a lot of time on the recruitment and training process. Therapists not only have a standard interview but also tests to judge the standard of their treatments. Induction also requires a detailed process ensuring your therapists know the expectations of the company when it comes to standards and delivery of treatments, client care, business goals etc. In order for a spa to run, therapists need customers and a spa manager will be involved in the advertising and marketing of the spa, including managing third party sites, their own web pages, press, advertising, event nights, journalist visits etc.
A spa manager will design special offer packages and retail deals while also overseeing the profitability of the business. Also included is stock ordering, merchandising, stock taking, and operational tasks like health and safety issues, and daily meetings to ensure all areas of the spa are communicating. Managers will meet with selected product house reps, and set incentives for their therapists to excel in retail.
To summarise: the spa manager basically heads up the team and makes sure that a balance exists between a good working environment for the girls, a first class facility for the guest to experience, and a profitable business. This is a demanding and highly challenging role, but brings with it fantastic job satisfaction."
There are so many opportunities in spa management, yet a lack of qualified talent to adequately fill the need. How do you go about entering the field? Here is some advice:
You can be successful as a spa owner without having the technical background of a service provider. Being a good massage therapist or esthetician is no guarantee of being a good spa manager or owner. In fact, the very qualities that make for a good technician can sometimes impede you as a business owner.
A solid business education is a great start. You can take business classes at your local community college, including marketing, human resources, and accounting courses. SBA also offers excellent small business planning workshops.
The most important work experience to have is operations management. Hands on management experience in any industry is hugely helpful to the aspiring spa owner. Great industries for relevant experience are retail and hospitality, including restaurant. People that have the hardest time making the transition are folks from white-collar professions seeking respite from "corporate stress", who are often dismayed by the gritty behind-the-scenes work and yes, stress, involved in running a spa.
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a) the buildings, equipment and services provided for a particular purpose? |
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b) the direction in which something is moving? |
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c) a customer or someone who receives services? |
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d) an ability to do an activity or job well, especially because you have practised it? |
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e) the process of learning the skills you need to do a particular job or activity? |
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f) of or typical of people? |
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g) the use of drugs, exercises, etc. to cure a person of an illness or injury |
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h) one part of a situation, problem, subject, etc.? |
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? PROGRAM BENEFITS?
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Spa Management Education and Training ProgramAIM: provide students with a specific knowledge of the spa industry as well as broad management skills????????????
PROGRAM BENEFITS?the workforce in the spa industry:
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?Spa and Hospitality Management? AIM: ?????????????????????????????????????????????????????? ? ????????????
??PROGRAM BENEFITS
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Conditional clauses consist of two parts: the if-clause (hypothesis) and the main?????????????????? |
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a condition in the past that did not happen? |
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If I had found her address, I would have sent her an invitation.???Sometime in the past, I wanted to send an invitation to a friend. I didn't find her address, however. So in the end I didn't send her an invitation.) ?????????????????????????????????????????????????????????? ?I knew John very well and I know that he never had much money, but he loved Ferraris. He would have loved to own a Ferrari, but he never had the money to buy one.?? ? |
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MODULE 5 ???????????????????????????????????????????????????
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cleaninglay off fromnaturehirekeeplearnhandymanpetgetobviousinstalltrustworthybecame |
robustlessonsinsuranceone’s jobservicessittingnutadvantageslookbusinessconfidencestraightemployees |
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1. What is the most important lesson you learned? How did you learn this lesson?
At the time I started my cleaning business, I was married to a woman that had a few clients she did on the side for extra money. I worked in the automotive industry and could see a problem arising at the business that I worked for. Planning for the future, I began to use my paychecks from my job to pay for advertising for her cleaning business. As the amount of clients began to grow, we started using income from the house cleaning business to pay for the advertising. I was laid off from my job about 6 months later and I went to work full time for the cleaning business.
B) …………………………………………….
I enjoyed seeing my clients and enjoyed the freedom of being self employed. Many of my clients were elderly and consequently, also lonely. As sad as that was, I really wanted to spend more time just talking with them. I remember one of my clients was a nature nut (as I am) and we would talk about so many fascinating things, I didn’t even want to leave. As the cleaning service business became more robust and we hired employees, I would leave the cleaning to them and I just did the talking. I became known as the “Rent a Friend.” But I didn’t see it that way as I really enjoyed the conversations with my clients. My “nature nut” friend lost her hearing and we were no longer able to communicate except for writing things on paper. Soon after, she was removed from her home by her family and put into a nursing home
C) …………………………………………….
Bookkeeping was always my least favorite thing to do. It takes a lot of time to keep the books straight and I felt like I was not focusing on cleaning or customer services as I set out to do. I certainly didn’t want to hire a bookkeeper as I felt the cleaning business never got to that point where I couldn’t just do it myself.
D) …………………………………………….
I learned many lessons during my years of owning the cleaning business. Advertising in the right places was probably the most important lesson I learned because I lost so much money advertising my cleaning services in the wrong places. I tried radio and TV advertising and found that it just didn’t work for me.
E) …………………………………………….
I would offer my clients handyman services and pet sitting for when they went on vacation. I found that the clients already felt comfortable with me in their home, so it was easier for them to hire me for other services than it would be for them to go find another company to provide those services. I did very well with that end of the business and it was a nice break for me.
F) …………………………………………….
Get insurance! Without insurance, you are taking enormous risks with your future and your clients home and belongings. Besides the obvious advantages, it is also a great selling point for your cleaning services. I would send my potential clients an insurance binder. The insurance company I used would even mail it directly to my customer at no charge. Even if my client didn’t ask for it, I would still send it and they loved that.
G) …………………………………………….
Advertising your cleaning business in the right places and being insured has always proven important. Always make sure you install confidence in your abilities with your clients. Having a professionally built website that people can read about your cleaning business installs confidence and gives your cleaning service business a trustworthy look. Your clients will know that you are not a fly by night uninsured cleaning person looking to cash in. It shows that you are serious about your cleaning business.
b) Explain the highlighted words. What facts can you remember from the text?
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1. Do you need __________ but you are not ready for a business?
2. How can you start making money if you _______________?
3. You need to ____________ what people want.
4. Magazines are a good way to discover what people want – they’ve already done __________ for you!
5. Use Google’s ________________ and use the Internet to discover what people are _____________.
6. You can just go with the most ____________ service that’s not a fad and will _________ run out of customers.
7. Could you ____________________?
8. Would you be __________ to succeed?
9. Can you keep ________________?
10. Could you _________________ in exchange for cash?
????????????????
6. Listen to the presentation again and note all key phrases. Then in pairs make up slides for a slide show and present to your group.
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1. Advertising 2. Equipment 3. Special offer 4. Expenses
INFORMATION ON STARTING AND RUNNING A HOUSE CLEANING BUSINESS
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Simultaneously
Soon
Subsequently
Subsequent
To indicate certainty
Truly
Sincerely
Genuinely
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if
whether
whenever
when
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fantastic
fantastical
phenomenal
wonderful
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respected
impressive
splendid
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various
several
diverse
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infinitive + -ing?
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active |
passive |
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writing |
being written |
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Perfect |
having written |
having been written |
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I enjoy reading. |
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Gerund is subject |
Gerund is object |
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adjective + preposition
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afraid of |
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angry about/at |
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bad at |
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clever at |
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crazy about |
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disappointed about/at |
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excited about |
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famous for |
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fed up with |
?????????????????????????????????????????? |
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fond of |
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glad about |
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happy about/at |
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interested in |
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keen on |
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proud of |
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sick of |
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sorry about/for |
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tired of |
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used to |
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worried about |
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noun + preposition
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advantage of |
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chance of |
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choice between |
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danger of |
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difficulty in |
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doubt about |
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hope of |
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idea of |
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interest in |
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method of |
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opportunity of |
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possibility of |
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problem of |
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reason for |
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risk of |
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trouble for |
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way of |
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verb + preposition
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?????????????????????????????????????????????????
11. Complete the sentences with the gerund form of the verbs.
12. Locate the gerund in each sentence.
Note: If the gerund is part of a gerund phrase, include the whole phrase in your answer.
1. Hours of editing the newspaper ruined her day.
2. Hanging the pictures on the wall was more difficult than we had anticipated.
3. Try to slip away without telling your friends about it.
4. Each afternoon Miriam enjoyed swimming a few laps.
5. Winning at poker makes Don feel important.
6. I am demoting the officer for disobeying orders.
7. One of my favorite events is canoeing down the Mississippi River.
8. Sometimes wisdom simply means knowing about the importance of silence.
9. Without studying for the test, you are taking a big chance.
10. Abbey is enjoying listening to the Rolling Stones' music.
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If you are considering starting your own dog sitting business, then it is only reasonable that you understand how to set your dog sitting rates. Rates may vary from one place to another, and although there are average rates, you get to set your own price and negotiate with your clients.?
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|
??????????????????????????????????????????????? |
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accuse of |
??????????????????????????????????????????? |
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agree with |
???????????????????????????? |
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apologize for |
??????????????????????????????? |
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believe in |
????????????????????????????????????????????????? |
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blame for |
???????????????????????????????????????????????? |
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complain about |
She complains about bullying. |
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concentrate on |
?????????????????????????????????????????? |
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congratulate sb. on |
??????????????????????????????????????????????????????????? |
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cope with |
??????????????????????????????????????????????? |
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decide against |
??????????????????????????????????????? |
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depend on |
????????????????????????????????????????????? |
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dream about/of |
???????????????????????????????? |
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feel like |
????????????????????????????? |
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get used to |
????????????????????????????????????????? |
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insist on |
??????????????????????????????????????????? |
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look forward to |
???????????????????????????????????????? |
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prevent sb. from sth. |
?????????????????????????????????????????????????? |
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rely on sth. |
?????????????????????????????????????????? |
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succeed in |
?????????????????????????????????????????????? |
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specialize in |
???????????????????????????????????????????? |
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stop sb. from |
??????????????????????????????? |
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talk about/of |
????????????????????????????????????????????????? |
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think of |
??????????????????????????????? |
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warn sb. against |
???????????????????????????????????????????? |
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worry about |
??????????????????????????????????????????????? |
|
We use the Gerund after the following verbs: |
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admit |
He admitted having driven too fast. |
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avoid |
They avoid going on holiday on Saturdays. |
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carry on |
If we carry on sleeping so badly, we may need help. |
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consider |
Ralph is considering buying a new house. |
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delay |
I delayed telling Max the news. |
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deny |
She denies reading the book. |
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dislike |
We dislike reading poems. |
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can't help |
He couldn't help falling in love with her. |
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enjoy |
I enjoy playing chess. |
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finish |
They finished working in the garden. |
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give up |
Susan gives up playing ice-hockey. |
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imagine |
He imagined driving a new car. |
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include |
Your responsibility includes taking reservations on the phone. |
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involve |
The project will involve growing plants. |
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justify |
I cannot justify paying $100 for this ticket. |
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keep (on) |
They keep on running. |
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mention |
Did Alex ever mention playing baseball? |
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mind |
I don't mind sleeping on the couch. |
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miss |
They miss playing with their friends. |
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practise |
She practised playing hockey. |
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regret* |
Do you regret having mentioned it? |
|
risk |
You risk catching a cold. |
|
suggest |
She suggested flying to Cairo. |
* After regret the to-infinitive is used when announcing bad news:
We regret to inform you that the flight to Munich has been cancelled.
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We use the Gerund after the following phrases: |
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to be busy |
He is busy reading the paper. |
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couldn't help |
She couldn't help eating another apple. |
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don't mind |
I don't mind telling them my opinion. |
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feel like |
We feel like having a cup of tea. |
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how about |
How about walking home instead of taking the car? |
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it's (no) good |
It's no good talking to this girl. |
|
it's no use |
It's no use talking to the headmaster. |
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spend one's time |
They spend their time reading. |
|
there's no |
There's no cheating anymore. |
|
there's no point |
There's no point in complaining further. |
|
what about |
What about going to the zoo? |
|
worth |
The book is worth reading. |
?
|
We use the Gerund after the following prepositions: |
|
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after |
After having a shower, I waited for Steven. |
|
before |
The tablet must not be taken before getting up in the morning. |
|
by |
I manage it by working much longer than 40-hour weeks. |
|
in spite of |
In spite of studying a lot he didn't pass the exams. |
|
on |
She insisted on calling her sister. |
|
without |
He told the joke without laughing. |
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MODULE 6 Career Plans
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PROFESSIONAL EXPERIENCE
Managerial attributes
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Personal attributes
Excellent customer facing skills.
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Assertive and confident.
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to ask |
to be asking |
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Perfect |
to have asked |
to have been asking |
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Perfect Continuous |
to have been asking |
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begin |
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hate |
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like |
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love |
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prefer |
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start |
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advise |
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allow |
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encourage |
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permit |
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recommend |
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Some verbs have different meaning. (when used with Gerund or Infinitive)
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GERUND |
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forget |
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mean |
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remember |
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stop |
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try |
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